1. AEL Group – Good Ideas into action Professor Glenn Finger - Dean (Learning and Teaching) Arts, Education and Law Group

2. AEL Group – Good Ideas into action What works and why? Understanding Successful Technology Enabled Learning within Institutional Contexts: Interesting Staff and Student Insights. Professor Glenn Finger, Dean (Learning and Teaching) Migrating online - Learning together. Kate Van Doore, Griffith Law School Deep Learning and Global Citizenship: An Approach to Teaching History to First-Year Students. Peter Denney, School of Humanities @Snailsinbottles: Technology Enabled Learning in Tort Law. Kylie Burns, Griffith Law School Crisis communication - experiencing the deep end of blended learning. Hamish McLean, School of Humanities Q&A Panel. General discussion time

3. What works and why?: Understanding successful technology enabled learning within institutional contexts: Interesting staff and student insights

4. Overview Good ideas into action - The AEL Portfolio Some context – The last 60 years and the future, complexifying the contexts, Griffith 2020 eLearning – 2 guiding conceptualisations First glimpses of data – OLT TEL Project – What works and why?

5. The AEL portfolio…

6. The AEL portfolio…our most important achievements The film makers, the lawyers, the educators, the criminologists, the linguists, the journalists, the musical theatre performers, the artists, the singers, the musicians, the designers, the researchers…finding solutions through interdisciplinary approaches to the challenges facing us today Graduates of influence….more than 80000 alumni Special Note: I started teaching in 1974 – 40 years - my first students are now 52-53 …a life well lived through 60 years of educational, social, cultural, economic, and technological change …improving the life prospects of others and creating better communities and a better world

7. Some context - the last 60 years and the future Ray Kurzweil, radical futurist and prophet of innovation (19 honorary doctorates) Smartphone This device is a billion times more valuable per constant dollar than the computer I used as a student at MIT in the late ’60s. In 25 years, it will be the size of a blood cell. And it will be a billion times more powerful. KPTC – 1972-1974 Blackboard summary Typewriters OHP Filmstrip projectors Cassette players Spirit duplicators Recorders

8. My State High School reunion…1964 - 2014 Principal’s Newsletters 1964 - The ‘scourge’ of television 1989 - The ‘scourge’ of computers 2014 – The ‘scourge’ of social media? “In the struggle for survival, the fittest win out at the expense of their rivals because they succeed in adapting themselves best to their environment.” – Charles Darwin

9. Complexifying the contexts

10.  Gartner’s Hype Cycle…2014

11. Complexifying the contexts  Horizon Reports – 3 adoption horizons

12. Griffith 2020…I like this construction Scholarship towards 2020 As we move toward 2020 the world of a scholar has fundamentally changed. Global mobile access to scholarship, in all its forms, is the norm. Collaboration across disciplinary, organisational and national boundaries is easy. Research, teaching and learning are significantly multimedia digital endeavours. Griffith’s competitors are undeniably global, offering flexibility of time, place and approach in the ways in which a scholar can learn, teach and research. Be aware…students commencing in 2020 are now 12-14 years old From 2011-2014 Just over 20 000 students from more than 500 state schools from all 7 education regions in Qld 186 expert online teachers – immersion in online teaching Targeting Numeracy – Year 4, Year 5, Year 7, Year 9 Reading – Year 4, Year 5, Year 6, Year 7, Year 8, Year 9 Writing – Year 7 Inspire, Connect, Transform

13. eLearning…two guiding conceptualisations Pei-Chen Sun, Ray J. Tsai, Glenn Finger, Yueh-Yang Chen, & Dowming Yeh (2008) What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education (50), 1183-1202. Highly cited 711 citations (Google Scholar) Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers' knowledge. Teachers College Record, 108(6), 1017-1054

14. First glimpses of data What works and why? Understanding successful technology enabled learning within institutional contexts’ Australian Government Commissioned Project Office of Teaching and Learning Strategy Priority Project SP13-3243, $220,000

15. Two Australian Universities

16. Some first glimpses…students

17. Some first glimpses…students and digital technologies Has a smartphone – 93% Using University provided computers – 61% Has a tablet device – 52% (more than 25% do not use it for academic work Use of Twitter – 48% (of these, only 15% find it useful for University studies, and only 4% think it’s very useful) Use of Wikipedia – 88% -discipline differences: 72.6% Education through to >90% Law, Sciences, Engineering -achievement differences: High Distinction 91.6%, Pass or lower 88.5% -Year of study: 1 st year 83.8%, 2 nd year 87.2%; 3 rd year 88.7%; 4 th year 94.2%)

18. Some first glimpses…students If you had no way of using digital technologies for one week, how disruptive would this be? (Scale: 1 = no disruption at all to 10 + extremely disruptive) To University Studies? 8.9 To Everyday life? 7.5 Most Disrupted – Social Sciences, Medicine Least disrupted – Law, Engineering

19. Students’ use of ‘official’ digital technology resources in relation to their university studies, and the perceived usefulness of these in enhancing learning.

20. Students’ use of ‘non-official’ digital technology resources in relation to their university studies, and the perceived usefulness of these in enhancing learning.

21. Digital technologies used in the past 4 weeks

22. So…what are the students really saying? What has been the most useful examples of technology-based learning that you’ve experienced so far in your university course? Please explain why these were particularly helpful/useful 4594 different examples 103 299 words

23. What works?…students

24. What works? …staff

25. What works and why? …10 case studies 5 Griffith University Case Studies being shaped #1 Engaging students in innovative design and additive manufacturing via 3D printing technologies – QCA #2 Using computer based simulations to develop conceptual understanding in dentistry, medicine and nutrition – Health Group, School of Medicine (Clinical Learning through Extended Immersion in Multi-method Simulation (CLEIMS) #3 Co-creating knowledge with students via real time use of mobile technologies - Griffith Business School #4 Using online tools for managing, collaborating, reviewing, assessing and personalising learning – Griffith Law School #5 Connecting, communicating and sharing through social media to enhance conceptual understanding

26. The ‘state of the actual’ vs the ‘state of the art’ Logistical, study focused, passive consumption of knowledge Vs active construction of knowledge Instructivist Vs constructivist and connectivist knowledge creation  Acknowledge the ‘state of the actual’ - largely ‘safe’, bounded and outcomes-focused uses of digital technologies  Envision the ‘state of the art’ – (re)defining institutional cultures and assumptions of curriculum, pedagogy and assessment  Case studies being developed

27. From The Best Exotic Marigold Hotel Evelyn: Nothing here has worked out quite as I expected.Evelyn Muriel: Most things don't. But sometimes what happens instead is the good stuff.Muriel Sonny: Everything will be all right in the end... if it's not all right then it's not yet the end.Sonny The final thought…what works and why?