Mathew Hillier 5:06 PM welcome :-) lol 5:07 PM James Taylor 5:07 PM lol Jo Stroud 5:07 PM :) Geoff Crisp 5:07 PM we celebrate diversity in presentations Geoff Crisp 5:09 PM virtual beer Jo Stroud 5:09 PM Nice 8am beer :) Lindy Orwin (USQ) 5:10 PM We are already 14 years into the 21st century ...14% over. Shouldn't we be talking about literacies needed for the 22nd century so we are aiming for the future? Lennert 1 5:10 PM You're behind, Jo, but this would put you way out in front (beer @ 8am) Jo Stroud 5:10 PM :) Geoff Crisp 5:10 PM http://beeroverip.org/ Lindy Orwin (USQ) 5:11 PM @Geoff good one! James Taylor 5:12 PM @Geoff That one's going straight to the pool room...er, Evernote account Lindy Orwin (USQ) 5:12 PM MOOC = fast forward for the developing world Jacquie McDonald 5:12 PM what about cider & wine drinkers Geoff Crisp 5:14 PM http://www.youtube.com/playlist?list=PLD836B711AD8E6F10 Tom Worthington 5:14 PM I have been teaching and learning online for the last four years. It works, so what is all the fuss? Geoff Crisp 5:15 PM it's more about how to effectively assess online - we are ok on the learning on the whole Lindy Orwin (USQ) 5:16 PM Do buildings outlive the pedagogdgy they were constructed to support? Tom Worthington 5:16 PM What is the problem with assessment online? Sharmini 5:16 PM I'm new in online teaching and am really questioning online assessment. Hence I joined this webinar. 5:17 PM Lindy Orwin (USQ) 5:17 PM pardon the spelling errors...must have been that virtual beer Geoff Crisp 5:18 PM no problems with the principle of assessing online - it is usually the tasks that students are asked to do - they are most often just digital versions of the same thing they would do using traditional assessment approaches Kim Dang 5:18 PM Agree with you, Geoff. It's how to make it more effective. Anyway, I am teaching an online subject first time this semester. Tom Worthington 5:18 PM Buildings do outlive the teaching techniques. Except the UoC Inspire Centre, which has a square room with no fixed furniture and all the walls whiteboards and screens: http://blog.tomw.net.au/2012/01/teal-teaching-room-at-university-of.html Sharmini 5:19 PM At our university we have had exactly the spaces you just showed and used for what they were intended until Charming 5:19 PM a few years ago when they were opened for everyone's use Geoff Crisp 5:20 PM how do we have assessment tasks that are more worthy of the spaces we now have for learning? Tom Worthington 5:21 PM Easy to do the assessment tasks: get the students to demonstrate the skills we expect them to have after they graduate. Geoff Crisp 5:22 PM students design their own individual tasks to demonstrate their own learning? Mathew Hillier 5:24 PM friend groups Jo Stroud 5:24 PM Very keen on students designing their own assessments. It really gets them thinking about the outcomes we expect. Kirsten Zimbardi 1 5:25 PM all online data or also in spaces you showed? Barney Dalgarno 5:25 PM It always strikes me that it is easy to make sense of the network through the diagrams but what if there are 100s of students and you want t assess automatically jenny 5:25 PM About the close connections ....how do you know it is trust and not disagreement or hate? Geoff Crisp 5:26 PM http://www.snappvis.org/ karen dunn-haley 5:26 PM can you restate the questions? for some reason they are not appearing on the screen. jenny 5:27 PM thanks. Tom Worthington 5:28 PM I don't think you are permitted to promote a share offering before the formal documentation has been released. Geoff Crisp 5:28 PM you can disconnect the chat box and drag it and expand it so it is easier to read. Put mouse on the bar next to the word chat and drag Mathew Hillier 5:29 PM http://www.snappvis.org/ again incase you missed it 5:29 PM Sally Jordan 5:32 PM Sorry, an idiot question: is a close connection just one with lots of conversation between people Sally Jordan 5:33 PM thanks Jacquie McDonald 5:34 PM another tool conquered Barney Dalgarno 5:34 PM But what if you want to automatically characterise each student according to their behaviour rather than manually characterising them by looking at the graphs? Kim Dang 5:35 PM I am wondering if the nature/content of the interaction is part of the analysis? As at the end of the day, it is the quality of the interaction that decides what learning occurs. Michelle 6 5:35 PM Yes, I had the same thought - a combo of process volume and quality? Sharmini 5:37 PM Great question Kim Geoff Crisp 5:39 PM could use this too for looking at how students performed with different roles in online groups? where this was the capability to be developed Lindy Orwin (USQ) 5:40 PM Would be interesting to map the Myers Briggs Types to the network as an overlay Geoff Crisp 5:43 PM presumably could have students identify key concepts too and then the discussions around the key concept ie have the students use the appropriate key concept to frame their discussion? Sharmini 5:44 PM Yes that would work with postgrads more than undergrad online learners Carol Gray 5:44 PM Like that idea, Geoff - another potential method of assessment Kim Dang 5:45 PM Thanks for addressing the question, Shane - by talking about NAT. I could not hear you perfectly clearly but I can see the slides. Geoff Crisp 5:45 PM one of the roles of the webinars is to think about how to repurpose tools or ideas for new ways of doing assessment Mathew Hillier 5:46 PM is there a link to download the NAT tool? :-) 5:47 PM Kim Dang 5:48 PM Yes, it would be helpful to have those links. Sharmini 5:48 PM tool sounds really cool - must be getting lot of use in the assessments and study group set-ups Reem Al-Mahmood (La Trobe) 5:49 PM Love this idea tool because the phyiscal and virtual spaces are inextricably connected ie moving beyond the phyiscal spaces of the university oops typos spaces 5:49 PM Lindy Orwin (USQ) 5:50 PM That tool would be so cool with augmented reality overlay so you could look around the room with your phone and see the tags above the person by seeing their phone GPS position Geoff Crisp 5:50 PM stalking study buddies Reem Al-Mahmood (La Trobe) 5:51 PM I think there is much to be gained from thinking of the multiplicity of space Sharmini 5:51 PM Privacy?? Reem Al-Mahmood (La Trobe) 5:51 PM and place Mathew Hillier 5:51 PM grinder for students ? @.@ Lindy Orwin (USQ) 5:51 PM http://www.socialradar.com/ Kim Dang 5:51 PM Good question, Sharmini. I was thinking of that as well :) Barney Dalgarno 5:51 PM I reckon that the question of whether we will ever be able to gather network data based on offline as well as online activities is the million dollar questions with analytics in higher education Teresa 5:51 PM Ditto with the privacy issue James Taylor 5:53 PM If Social Radar had been around 20 years ago, we'd have all known the surprise ending to The Usual Suspects Jo Stroud 5:53 PM :) Sharmini 5:53 PM ;) Barney Dalgarno 5:54 PM In a project I am working on we will want to use anaytics to help inform on student engagement and collaborative learning behaviours across a learning activity going across a few weeks ... but with the expectation that there'll be offline as well as online collaboration ... really challenging ... need to triangulate data sources to do this Michelle 6 5:54 PM Can social network analysis be applied to face-to-face interactions too, such as placement learning? Lindy Orwin (USQ) 5:55 PM Study buddy and Study mate might not be 'kewl' enough to appeal...have you tested those names with students? Michelle 6 5:56 PM Thanks, is that Roxer? Shane 5:56 PM Roxa Michelle 6 5:56 PM :) Sue 5:56 PM Will you share slides for the useful references and pres? Geoff Crisp 5:56 PM do you want to put up the feedback survey Mathew? Mathew Hillier 5:56 PM map emails in the uni email system? Sharmini 5:57 PM Thank you, Shane! jenny 5:57 PM Love that paper .....Torgny, R., Mårtensson, K., & Alveteg, M. (2011). Understanding and influencing teaching and learning cultures at university: a network approach. Higher Education, 62(1), 99-111. ie that's the Roxa paper you talked about I think. 5:57 PM Shane 5:57 PM bareny not sure I got to yours? sorry Barney 5:57 PM Barney Dalgarno 5:58 PM No problem Shane I might follow up later Shane 5:58 PM yes thats it Sally Jordan 5:58 PM Got to go, but a very useful session - thanks Shane Kim Dang 5:58 PM Thanks Shane for the webinar. I'll need to see the recorded link again as the sound quality has not been great. Looking forward to that. Thanks again you all, Shane, Geoff, and Mathew. Tom Worthington 5:59 PM Can't understand Jacquie. Jacquie McDonald 5:59 PM Simon - can you share how PD program + what networks are revealed Kim Dang 5:59 PM Can I have the reference of the last paper, starting with Lockyer... (2013)? Barney Dalgarno 6:00 PM Thanks Shane - interesting session - talk to you later Carol Gray 6:00 PM thanks - got to leave now. Leahi 6:01 PM thanks Julianne 6:01 PM Thanks Matthew got to go Mathew Hillier 6:02 PM email networks would be a good indicator too. Shane 6:02 PM Lockyer, L., et al. (2013). "Informing Pedagogical Action: Aligning Learning Analytics With Learning Design." American Behavioral Scientist 57(10): 1439-1459. Reem Al-Mahmood (La Trobe) 6:03 PM Thanks Shane, Geoff and Matthew Jo Stroud 6:03 PM Thanks all esther 6:03 PM Thank you! Mathew Hillier 6:03 PM welcome@! Lindy Orwin (USQ) 6:03 PM Thanks Shane!! Helen 6:03 PM Thanks - very interesting. Jacquie McDonald 6:03 PM thank you for informative session Simon Smith 6:04 PM thanks! Simon Smith 6:04 PM :) Tom Worthington 6:04 PM Thanks that was good. Perhaps we can apply it to schools as well: http://blog.highereducationwhisperer.com/2014/05/aligning-new-australian-school.html Jacquie McDonald 6:04 PM Shane - thanks will contact you via email or skype? Tom Worthington 6:04 PM Bye! Shane 6:04 PM http://epress.lib.uts.edu.au/journals/index.php/JLA/index Shane 6:04 PM shane.dawson@unisa.edu.au Kim Dang 6:04 PM Thanks very much Shane. I'll copy the reference down now. Mathew Hillier 6:05 PM i will post the chat log onto the Ta website recording page Mathew Hillier 6:07 PM thanks shane, interesting session :-) Kim Dang 6:07 PM Thanks very much. Best wishes. Kim