Agenda

Time Agenda  
09:00

Welcoming Speech, Opening Remarks & Thank You Sponsor Speech by Conference Director 

 
09:15

The Flipped University: Making it happen. Finding the Right Formula for Innovative Digital Success in Education – Reflections by a Higher Education Thought Leader

  • The importance of evidence based management and evidence based curriculum development
  • Clayton Christensen’s theories of disruption and how they apply to universities in the context of institution wide flipping
  • University business models in the context of flipping with particular attention to Christensen’s comments on cannibalisation
  • Current research on the effectiveness (or otherwise) of flipping
  • A thought experiment of what a flipped university might look like and a comparison with a university that has a distinctive and core curriculum model (A Top University in North America)
John-Simons-112x128

Emeritus Professor John Simons, International Scholar 
Past Deputy Vice Chancellor (Academic) | Alumnus
Macquarie University | US State Department’s International Visitor Program

Macquarie University
09:45

The Advent of AI in Education: Algorithms, Analytics, AI and Personalisation

The integration of Artificial Intelligence technologies in education (AIEd) shows no signs of slowing down. Imagine the possibilities of each student having their own virtual learning assistant, or Bot powered by AI that can support a student throughout their studies, creating a personalised learning journey. Or, new assessment models that measure in real time as they happen and can adapt content accordingly.

Professor Fang Chen, PhD 
Executive Director, Data Science | Distinguished Professor(FEIT)
University of Technology Sydney
Black-UTS-logo-Title
10:15 Morning Refreshments & Networking
10:30 Why Blended and Adaptive Learning will Maximize Knowledge Discovery, Retention and Breakthroughs, and Drive Individual Student Learning Progress Better – Case Study of Technion, Israel Institute of Technology as a Leading Global Exemplar in Learning
Abigail-Barzilai-112x128 Dr. Abigail Barzilai
Head, Center for Promotion of Learning and Teaching
The Technion – Israel Institute of Technology
The Technion - Israel Institute of Technology
The Technion is Israel’s leading and best university, having given to the world, 4 Nobel Laureates. The Technion is a major prime mover behind the growth of Israel’s high-tech industry and innovation. The Technion-Israel Institute of Technology is ranked No. 1 in the world in teaching digital skills to its graduates and preparing them for the digital workplace, with MIT, USA in the 6th place.
11:00 Interactive Roundtable Discussion by Streams:
  • Using data to drive learning and teaching decisions in the classroom
    Being able to use data in the classroom is becoming a requisite skill for pre-service and in-service teachers. However, collecting, analysing, and making sense of data requires a complex skill set that may be out of reach of many teachers. How best to provide professional development for pre-service teachers so that they can enter the classroom with an informed understanding of how to effectively use data to improve student learning outcomes
Shannon-Kennedy-Clark-112x128 Dr Shannon Kennedy-Clark
Senior Lecturer, School of Education
The University of Notre Dame
The University of Notre Dame
  • Adaptive tutorials
Prof Gangadhara Prusty
Professor | Director | Deputy Director
UNSW Mechanical & Manufacturing Engineering | Centre for Automated Manufacture of Advanced Composites (AMAC) | Centre for Sustainable Materials Research and Technology
UNSW Sydney
  • Curriculum renewal at the University of Sydney: a case study
Brian-Bailey-112x128 Brian Bailey
Technology Innovation Manager 
Teaching and Technology Innovation, Faculty of Arts and Social Sciences
  • Learner centred learning versus teacher centred learning and the positive effect this has on students engagement and learning
Robyn-Gillies-112x128 Professor Robyn Gillies PhD
Professor, School of Education 
The University of Queensland
The University of Queensland
  • Technology Enhanced Learning – Mapping your digital transformation journey
Kulari-Lokuge-112x128 Kulari Lokuge
Director eLearning, People & Culture  
Monash College
Monash College
  • Using learning analytics to encourage student connection and engagement with real world problem-solving: future ideas, innovation, addressing “Wicked Problems” through quality research
Jennifer-Stokes-112x128 Jennifer Stokes
Lecturer 
UniSA College, University of South Australia
University of South Australia
  • Bringing online learning to life through an active approach to blended learning- and catering for a 50% year on year increase in enrollments
  • Smart campuses in the Cloud. Harnessing ICT excellence in sourcing, management, catering to a diverse range of needs from learners to educators and campus admin
Anthony Molinia
Chief Information Officer
University of Newcastle (invited)
  • Doing Blended Learning Correctly

“If they don’t learn the way we teach, why don’t we teach the way they learn?”. We know that everyone learns differently, yet our approach to pedagogy is often that we curate content based on ‘best practice’, with little consideration of the fact that everyone actually learns and absorbs information differently. It is a misconception that ‘blended learning’ just means putting things online, but unless there is diversity and choice that empowers students to engage in materials in a way that meets their own learning needs, we are not doing blended learning correctly!

Ash-Moreland-112x128 Dr. Ash Moreland
Lecturer, Discipline of Exercise and Sport Sciences, School of Health and Biomedical Sciences 
RMIT University
RMIT University
  •  New developments in micro-credentials and digital badging
  •  Artificial Intelligence and Analytics Case Study: how AI and analytics can improve student’s learning Pathways
  • Curriculum Mapping. Scaffolding student learning. Employing agile methods to create interactive and dynamic learning scenarios
  • The role of learning environments to transition from passive to active blended learning. Highlighting active learning; digital, physical and blended learning environments; constructive alignment; impact; learning design… and the development of a learning spaces portal at Charles Sturt University   
Philip-Uys-112x128 A/Prof Philip Uys
Director, Learning Technologies 
Charles Sturt University
Charles Sturt University
  • Re-designing blended learning for digital & workplace transformation
Kerry-Russo-112x128 Kerry Russo
Associate Dean, Learning and Teaching, College of Business, Law & Governance 
James Cook University
James Cook University
  • Developing and promoting STEM education in the Australian educational system
    • Why STEM education is critical
    • Australia’s innovation impetrative
    • CSIRO Education and Outreach programs
    • STEM Professionals in Schools
    • Evaluation and Impact
    • Aligning to Australia’s education needs
    • Benefits for teachers, students and STEM professionals
    • Partnerships
    • Case studies
Jannene-McLean-112x128 Jannene McLean
National Industry Engagement Manager
CSIRO Education and Outreach
CSIRO Education and Outreach
12:00 Innovative Case Study of a New Teaching and Learning Framework, “Focused Guidance”

“Focused Guidance” (FG) provides real time student in class learning outcome “feed” to teachers via feedback – feed forward learning loops. These feedback – feed forward learning loops encourage a digital response to student in class learning outcomes in real time.

Tony-Richardson-112x128

Dr Tony Richardson
Lead Academic Advisor (Education)
University of the Sunshine Coast International Development

University of the Sunshine Coast
12:30 Lunch & Networking  
13:30 Case Study: The UQ2U Blended Learning Project – Blended Learning Transformation at Scale  
  • In preparing The University of Queensland’s Student Strategy (2016-2020), the many drivers for blended learning in universities led to the development of UQ’s proactive and systematic implementation of blended learning.
  • UQ’s institutional strategy for blended learning sits alongside our Higher Education Learning Framework (Science of Learning Research Centre, 2018), curriculum enrichment, authentic assessment and learning analytics, and builds on a strong record of MOOC production.
  • Transforming 77 large and/or strategic courses over 2018-2020 with anticipated enrollments reaching 21,500
Doune-Macdonald-112x128 Professor Doune Macdonald
Pro-Vice-Chancellor (Teaching and Learning) and Director, Institute for Teaching and Learning Innovation
The University of Queensland
The University of Queensland
14:00 Avatars and Identity – A RMIT University VR Case Study

At RMIT University, students create Virtual Reality projects around the expanded notion of an Avatar. Along the way, they explore how crafting an identity in our digitally ubiquitous society changes the way we view knowledge and deepens our creativity. The course was run through the Digital Media program in the School of Design, and resulted in an interactive virtual reality exhibition where visitors can shapeshift between avatars in a VR environment.

  • Methodologies of immersive teaching, both in VR and out.
  • How motion capture and digital surveillance can be manipulated creatively
  • Expanding student vision on what is the nature and definition of an Avatar
  • Teaching practices that perform the concept that is being presented
  • The importance of understanding and crafting digital identities
  • Future directions in virtual representation in education
Stephanie-Andrews-112x128 Stephanie Andrews
Industry Fellow Lecturer. Digital Media / Virtual Reality
School of Design, RMIT University
RMIT University
14;30 Three Dimensional Virtual Campus: A Case Study

  • Application of 3D Virtual World in Tertiary Education
  • Lessons Learned
  • Students’ Experience with 3DVW
Amir-Ghapanchi-112x128 Dr Amir Ghapanchi
Senior Lecturer, College of Engineering and Science
Victoria University
Print
15:00 Afternoon Refreshments
15:30 Learning and Teaching on a AR Platform: VRoo, the World’s First 360 Virtual Reality Interactive Learning Management System

  • The VRoo prototype was launched in MGMT1000 Fundamentals of Management, a first year unit that forms part of the Bachelor of Commerce degree in Curtin University
  • The students like the learner dashboard as it is user friendly. The learner dashboard allows students to pause and review an iLecture
  • Students can also access the different folders created by the lecturer
Lionel Skinner
Award-Winning Lecturer & Academic, Faculty of Business and Law 
Curtin University
Curtin University
16:00

How Queensland University of Technology Transforms Student Learning with Immersive VR, AI, Visualisation and Blended Learning Innovations. Case Study: Developing Merge Cube Augmented Reality Applications Across Creative Industries & Health

Dr Ruari Elkington (FHEA)
Lecturer, Creative Industries, Creative Industries Faculty 
Queensland University of Technology (QUT) | ARC Centre of Excellence in Creative Industries and Innovation
16:30 How the University of Sydney is Enabling the Transformation of Professional Education, increasing Student Retention and Engagement with Immersive VR and Machine Learning: Case Study of Intelligent Virtual Simulations and Cognitive Science for Medical and Health Education

  • Studies have found merely using VR/AI systems does not lead to enhanced learning in medical and health education
  • Research that employs challenge-based learning (CBL) with VR/AI systems has demonstrated significant learning gains and knowledge transfer
  • Key features of a new approach for designing and using intelligent virtual simulations in medical and health education
  • Implications for transformative post secondary professional education
Michael-112x128 Dr. Michael J. Jacobson
Professorial Research Fellow and Chair of Education, Sydney School of Education and Social Work | Co-Director, Learning, Cognitive, and Brain Sciences Research Group
The University of Sydney | Centre for Research on Learning and Innovation
THE UNIVERSITY OF SYDNEY
17:00 Application of Digital Technologies in Education, Including VR and the Use of Drones to Augment Field Experiences for Students: Case Study of University of South Australia
Assoc. Prof. Delene Weber
Dean Academic & Program Director, School of Natural and Built Environments
University of South Australia 
University of South Australia
17:30 Closing Remarks by Conference Chairman 
17:35 Champagne Networking Session With Top Educators
Champagne-Networking-Session Enjoy a glass of champagne whilst networking with other like-minded individuals on topics that are of most interest to you and fellow delegates.
Time Agenda  
09:00

Conference Introduction and Day 2 Highlights by Chairperson 

 
09:15

Designing & Implementing Quality Online & Blended Learning Experiences to Enhance Student Experience at UNSW

Mark-King-112x128

Dr Mark King   
Associate Professor and Director, Educational Delivery Services 
Office of the Pro Vice-Chancellor (Education), UNSW Sydney

UNSW Sydney
09:45

Designing the Classroom of the Future

  • Building an adaptive teaching system and strategy to match student learning progress
  • Redesigning the learning environment to maximize knowledge internalization
  • Enhanced Learning Online: Providing a virtual classroom experience accessible anywhere in the world
  • Enhanced Learning Classrooms, significantly changing student experience and blended learning
  • Scoreboard: Determining assessment and feedback frequency to improve learning outcome
Peter-Helson-112x128 Peter Helson
CEO & Head of Campus
S P Jain School of Global Management
SP_Jain_Logo
10:15 Morning Refreshments & Networking
10:30 Design Thinking and Co-Design in Education – Designing Online and Blended Learning Using Design Thinking as a Method of Design and Course Development

  • Co-Design for large scale pedagogical change. What is co-design and who participate?
  • How does co-design utilise a design thinking process?
  • How does co-design work in practice?
  • Why is co-design so powerful for large scale pedagogical change?
  • Assuring the future for Design and Technology by embedding classroom formative assessment
  • Developing communities of practice through a learning design program
Carmen-Reyneke-112x128 Carmen Reyneke
Instructional Designer, Digital Learning  
Melbourne Business School
Melbourne Business School
11:00 Next Generation Digital Learning Environments Meets Next Generation Digital practice

Next Generation Digital Learning Environments (NGLE) have been proposed as an alternative to a traditional LMS, although work on interoperability and multicomponent plug and play systems have made critical improvements to building a more seamless student experience most NGLE still do not meet the needs of next generation digital practice. What is Deakin’s vision of systems which meet practice and the work done to date?

A/Professor Marcus O’Donnell
Pro Vice-Chancellor (Teaching and Learning), Deakin Learning Futures 
Deakin University
Deakin University
Deakin University is now the world’s first university to launch a suite of degrees on a MOOC platform
11:30 Opportunities and Benefits in Collaborating with Industry and Other Educational Institutions in Delivering Innovation in Blended Learning, with Case Study in the Defence Sector
Mark-Dixon-112x128 Mark Dixon
Chief Executive Officer and Managing Director/former Commanding Officer, Australian Army
Wodonga Institute of TAFE | National Industrial Skills Training Centre | Motorsports Training Australia
Wodonga Institute of TAFE
Jennifer-Stokes-112x128 Jennifer Stokes
Lecturer 
UniSA College, University of South Australia
University of South Australia
12:00

Case Study: Learning Challenges to Understand Complexity in National Security

  • Using complex scenarios and game playing to engage students
  • Technology-supported immersive learning to enable student self-reflection and realisation
  • Understanding ”Teaching Despair” and how this can be managed from a learning context of supporting students to be empowered to know, and therefore improve, the national security environment
Sandra-Bourke-112x128

Sandra Bourke 
Course Development and Delivery Manager, National Security College | Government Security Consultant/former Program Manager
Australian National University | Australia Ministry of Defence (Air Force)

Australian National University
12:30 Lunch & Networking  
13:30 How Digital Simulations and Serious Gamified Teaching Methodologies Drive Better Learning Experience and Higher Student Engagement in Higher Education – Maximising Student Support and Outcomes with Simulation Based Learning  
Gillian-Vesty-112x128 Gillian Vesty   
Associate Professor
College of Business, RMIT University
(Winner of the American Accounting Association Best Educator Case Award for 2019)
RMIT University
14:00 Interactive Hot Seat Roundtables

  • Developing an evidence-based approach to blended university student experiences of learning
  • Location-based contextualised learning for skills mastery: case study of the self-directed learning clinical skills hub at the UQ Veterinary School
Frances-Shapter-112x128 Dr Frances Shapter 
Blended Learning Designer & Clinical Skills Hub Coordinator 
School of Veterinary Science, The University of Queensland
The University of Queensland
  • Delivering multi-disciplinary training and education to benefit industry: the case of RDA Hunter’s STEM Workforce Initiative
Rick Evans
STEM Workforce Manager
Regional Development Australia (RDA) Hunter, NSW
  • Blended learning technologies for trade course in TAFE
Rupan-Das-112x128 Rupan Das
E-Learning Leader/ Lead Instructional Designer
North Regional TAFE, Western Australia
North Regional TAFE
  • Case study in Nursing Education: 

TAFE NSW Learning in the Sydney Region are looking towards implementing a flipped learning pedagogy using teaching methodologies that integrate real world contextualised learning for skills mastery. For instance, by simulating the ward environment in the classroom spaces whereby students enter a ‘simulated hospital ward’ each day – undertake handover on specific cases and perform the clinical reasoning, skills and recording and reporting required for a typical patient load. The flipped learning takes place in the students own time where they are given reading, resources beforehand to prepare for each ‘Shift’.

Jo Clarke & Tracy Croswell
Nursing Instructors
Tracy Croswell
Kathryn Austin
Team Leader
Nursing – Sydney Region, TAFE NSW
TAFE NSW
  • VET Tech: Intersection of teaching innovation & creativity with digital technology, the workplace and learner engagement
Darren-Steffen-112x128 Darren Steffen 
Senior Educator, Learning and Teaching (VET)
Melbourne Polytechnic
Melbourne Polytechnic
  • Using  LMS as a quality control tool, a case study
Olga-Gavrilenko-112x128 Olga Gavrilenko
Instructional Design Lead 
Holmesglen Institute
Holmesglen Institute
  • Digital learning for students in rural and remote locations
  • Next generation learning spaces: modern learning spaces that encourage mobility, collaboration and new ways of learning
  • Digital masterplans, the way new models of industry-university collaboration can inspire infrastructure planning, and the way soft-edge campuses may feature in urban and regional ecologies
  • Considerations for learning space designs as a result of new generation pedagogy paradigm shifts
  • Designing a AI curriculum and course
  • Teaching AI by embedding AI in all non-science curriculum
  • Building a global online Blockchain Campus
  • Meeting international students’ unique and pedagogical needs
  • Drones & robotics for coding in Higher Ed
  • The Use of intelligent tutoring systems to facilitate one-on-one tutoring
  • Enterprise RTOs’ best training and learning practices
  • Pedagogical innovations at regional universities – how to strategise and carry Out the pressing task of strengthening Regional Pathways and Innovation. Knowing the immediate and long term indicators of an effective online learning culture
15:00 Afternoon Refreshments
15:30 Continuous Improvement in VET & Flipped Classrooms

What are the new challenges faced by VET in Australia? The Business Council of Australia is just starting to agitate on the status quo. VET needs a long term national plan. Vibrant economies around the globe often have such. VET enrolments over the past six years at least have been trending down. How VET should transform to be future-ready? Starting from the classroom. Can a Flipped Classroom in VET Create Better Interactions Between Students, and Between Students and Teachers?

16:00

The Flipped Classroom

Digitally savvy students enrolled in education want to learn in a way that makes sense to them. Their digital world isn’t something new, it’s an extension of who they are. They want their education to be more flexible and more personalised and they want to be educated whenever and wherever they happen to be. The opportunity to learn in this way extends to Work Integrated Learning partnerships – industry placements that allow students to work with organisations across the world either in person or online.  When used as a tool that improves students’ understanding and retention of information, this form of ‘flipped classroom’ is proving extremely successful. It reverses the traditional homework/teaching environments, meaning students view lectures when it suits them so that once on campus, class time is devoted to deeper subject analysis and collaboration. This helps students become better learners by developing their higher order cognitive skills such as problem solving and critical thinking. Case Study of how a Top University Uses Flipped Classroom to Improve Students’ Mastery of Materials and Enrich the Learning Experience?

16:30 Panel Discussion: Key Skills Industry Employees Say Today’s Graduates Need to Succeed Tomorrow

  • Balancing academic and corporate risks in a disruptive future
  • How to empower existing academic institutions: Technological and Corporate guidance needed
  • Deep Learning, Problem Solving Functional skills in a digital, automated workplace
  • How will education bring technical/vocational based education back into play
  • How is the future of work being investigated – are we investing in upgrading teaching content and resources to deliver the essential capabilities?
  • Boom or Bust? Embedding Entrepreneurship in Education in Australia
  • Bridging the employability disconnect – a multi stakeholder approach, aligning students, universities and industry
  • Transitions out of universities: graduate employability
17:00 Closing Remarks by Conference Chairman 
Time Agenda  
EXPERIENTIAL LEARNING SITE TOURS
In the post conference site tour, you will have the chance to visit and experience groundbreaking and novel display of next generations learning facilities at leading universities. From the latest immersive virtual reality learning labs to next generation learning spaces that incorporate digital immersion, this exploratory site visit will show you how higher eds are re-designing future classrooms and utilizing new technologies including Virtual Reality, 3D Printing, Drones, Robotics, Apps, BYOD, Gamification to create a truly student-centric learning experience.  

Site Tour A:  Site Visit to S P Jain School of Global Management State-of-art “Digital Classroom of the Future”

In the post conference site tour you will visit S P Jain School of Global Management , study the state-of-art “Digital Classroom of the Future”, Experience a Virtual Classroom, Visit Enhanced Learning Classrooms, check out on “The Scoreboard”, and see how AI is weaved into the curriculum.
 Digital Classroom of the Future
Site Tour B:  Next Generation Learning Labs and Classrooms Site Tour

In the post conference site tour you will see how education institutions are re-designing future learning labs and classrooms to improve experiential learning by utilizing new technologies including Virtual Reality, Robotics, 3D Printing, Drones, Driveless Engineering, Sound Analytics, Experimental Farms and Advanced Coding to create a truly student-centric learning experience.

Site Tour C: Immersive AR/VR Learning Labs in Top Tier Education Institutions

Digital immersion technologies such as virtual reality are revolutionizing student learning. Learning with VR has been established to improve reaction time by 20% and student retention by 75%. This site tour will show you how education institutions are incorporating AR/VR into their learning labs to embrace hands-on experiential learning, improve knowledge retention and higher student engagement.
2
Site Tour D: Blended Learning and Learning Analytics Site Tour
Do you know that 73% of educators observed a marked improvement in student engagement when blended learning is used? This site tour will allow you to discover how blended learning and learning analytics allow educators to enrich learning experiences, elevate learning outcomes and reduces the number of dropouts.
Blended Learning
Time Agenda  
09:00

Welcoming Speech, Opening Remarks & Thank You Sponsor Speech by Conference Director 

 
09:15

The Flipped University: Making it happen. Finding the Right Formula for Innovative Digital Success in Education – Reflections by a Higher Education Thought Leader

  • The importance of evidence based management and evidence based curriculum development. Case Studies and Examples
  • Clayton Christensen’s theories of disruption and how they apply to universities in the context of institution wide flipping
  • University business models in the context of flipping with particular attention to Christensen’s comments on cannibalisation
  • Current research on the effectiveness (or otherwise) of flipping
  • A thought experiment of what a flipped university might look like and a comparison with a university that has a distinctive and core curriculum model (A Top University in North America)
John-Simons-112x128

Emeritus Professor John Simons, International Scholar 
Past Deputy Vice Chancellor (Academic) | Alumnus
Macquarie University | US State Department’s International Visitor Program

Macquarie University
09:45

The Advent of AI in Education: Algorithms, Analytics, AI and Personalisation

The integration of Artificial Intelligence technologies in education (AIEd) shows no signs of slowing down. Imagine the possibilities of each student having their own virtual learning assistant, or Bot powered by AI that can support a student throughout their studies, creating a personalised learning journey. Or, new assessment models that measure in real time as they happen and can adapt content accordingly.

Professor Fang Chen, PhD 
Executive Director, Data Science | Distinguished Professor(FEIT)
University of Technology Sydney
Black-UTS-logo-Title
10:15 Morning Refreshments & Networking
10:30 Towards Society 5.0 and Industry 4.0: Why Blended and Adaptive Learning will maximize knowledge discovery, retention and breakthroughs, and drive individual student learning progress better? Effective Modern MOOC – Case Study of The University of Tokyo
Assoc Prof Kayoko Kurita
Center for Research and Development of Higher Education
Dr Lui Yoshida
MOOC Expert & Project Assistant Professor, Division for Active Learning & Teaching
The University of Tokyo
The University of Tokyo
The University of Tokyo is Asia-Pacific’s top, foremost University, producing 16 Nobel Prize Winners to-date
11:00 Interactive Roundtable Discussion by Streams:
  • Using data to drive learning and teaching decisions in the classroom
    Being able to use data in the classroom is becoming a requisite skill for pre-service and in-service teachers. However, collecting, analysing, and making sense of data requires a complex skill set that may be out of reach of many teachers. How best to provide professional development for pre-service teachers so that they can enter the classroom with an informed understanding of how to effectively use data to improve student learning outcomes
Shannon-Kennedy-Clark-112x128 Dr Shannon Kennedy-Clark
Senior Lecturer, School of Education
The University of Notre Dame
The University of Notre Dame
  • Empowering academics to embrace the future of online learning
Dr Ling Mei Cong
Deputy Head, Learning & Teaching Graduate School of Business and Law
RMIT University
RMIT University
  • Augmented Intelligence: Leveraging the power of AI and Machine Learning to improve creativity, decision-making and complex communication
Professor Clive Smallman
Adjunct Professor of Management, University of Western Sydney
Dean & Senior Advisor, Higher Education Leadership Institute
  • Curriculum Renewal at the University of Sydney: a case study
Brian-Bailey-112x128 Brian Bailey
Technology Innovation Manager 
Teaching and Technology Innovation, Faculty of Arts and Social Sciences
  • Learner centred learning versus teacher centred learning and the positive effect this has on students engagement and learning
Robyn-Gillies-112x128 Professor Robyn Gillies PhD
Professor, School of Education 
The University of Queensland
The University of Queensland
  • Technology Enhanced Learning – Mapping your digital transformation journey
Kulari-Lokuge-112x128 Kulari Lokuge
Director eLearning, People & Culture  
Monash College
Monash College
  • Using Learning Analytics to encourage student connection and engagement with real world problem-solving: Future Ideas, Innovation, Addressing “Wicked Problems” through quality research
Jennifer-Stokes-112x128 Jennifer Stokes
Lecturer 
UniSA College, University of South Australia
University of South Australia
  • Bringing Online Learning to Life Through an Active Approach to Blended Learning- and Catering for a 50% year on year Increase in Enrollments
  • Smart Campuses in the Cloud. Harnessing ICT excellence in sourcing, management, catering to a diverse range of needs from learners to educators and campus admin
Lucy Schulz
Director: Cloud Campus
Deakin University (invited)
Deakin University
  • Doing Blended Learning Correctly
  • “If they don’t learn the way we teach, why don’t we teach the way they learn?”. We know that everyone learns differently, yet our approach to pedagogy is often that we curate content based on ‘best practice’, with little consideration of the fact that everyone actually learns and absorbs information differently. It is a misconception that ‘blended learning’ just means putting things online, but unless there is diversity and choice that empowers students to engage in materials in a way that meets their own learning needs, we are not doing blended learning correctly!
Ash-Moreland-112x128 Dr. Ash Moreland
Lecturer, Discipline of Exercise and Sport Sciences, School of Health and Biomedical Sciences 
RMIT University
RMIT University
  •  New developments in micro-credentials and digital badging
  •  Artificial Intelligence and Analytics Case Study: How AI and Analytics Can Improve Student’s Learning Pathways
  • Curriculum Mapping. Scaffolding student learning. Employing Agile Methods to create interactive and dynamic learning scenarios
  • The role of learning environments to transition from passive to active blended learning. Highlighting active learning; digital, physical and blended learning environments; constructive alignment; impact; learning design… and the development of a learning spaces portal at Charles Sturt University   
Philip-Uys-112x128 A/Prof Philip Uys
Director, Learning Technologies 
Charles Sturt University
Charles Sturt University
  • Re-designing Blended Learning for Digital & Workplace Transformation
Kerry-Russo-112x128 Kerry Russo
Associate Dean, Learning and Teaching, College of Business, Law & Governance 
James Cook University
James Cook University
  • Developing and Promoting STEM Education in the Australian educational system
    • Why STEM education is critical
    • Australia’s innovation impetrative
    • CSIRO Education and Outreach programs
    • STEM Professionals in Schools
    • Evaluation and Impact
    • Aligning to Australia’s education needs
    • Benefits for teachers, students and STEM professionals
    • Partnerships
    • Case studies
Jannene-McLean-112x128 Jannene McLean
National Industry Engagement Manager
CSIRO Education and Outreach
CSIRO Education and Outreach
12:00 Innovative Case Study of a New Teaching and Learning Framework, “Focused Guidance”

“Focused Guidance” (FG) provides real time student in class learning outcome “feed” to teachers via feedback – feed forward learning loops. These feedback – feed forward learning loops encourage a digital response to student in class learning outcomes in real time.

Tony-Richardson-112x128

Dr Tony Richardson
Lead Academic Advisor (Education)
University of the Sunshine Coast International Development

University of the Sunshine Coast
12:30 Lunch & Networking  
13:30 Case Study: The UQ2U Blended Learning Project – Blended Learning Transformation at Scale  
  • In preparing The University of Queensland’s Student Strategy (2016-2020), the many drivers for blended learning in universities led to the development of UQ’s proactive and systematic implementation of blended learning.
  • UQ’s institutional strategy for blended learning sits alongside our Higher Education Learning Framework (Science of Learning Research Centre, 2018), curriculum enrichment, authentic assessment and learning analytics, and builds on a strong record of MOOC production.
  • Transforming 77 large and/or strategic courses over 2018-2020 with anticipated enrollments reaching 21,500
Doune-Macdonald-112x128 Professor Doune Macdonald
Pro-Vice-Chancellor (Teaching and Learning) and Director, Institute for Teaching and Learning Innovation
The University of Queensland
The University of Queensland
14:00 Avatars and Identity – A RMIT University VR Case Study

At RMIT University, students create Virtual Reality projects around the expanded notion of an Avatar. Along the way, they explore how crafting an identity in our digitally ubiquitous society changes the way we view knowledge and deepens our creativity. The course was run through the Digital Media program in the School of Design, and resulted in an interactive virtual reality exhibition where visitors can shapeshift between avatars in a VR environment.

  • Methodologies of immersive teaching, both in VR and out.
  • How motion capture and digital surveillance can be manipulated creatively
  • Expanding student vision on what is the nature and definition of an Avatar
  • Teaching practices that perform the concept that is being presented
  • The importance of understanding and crafting digital identities
  • Future directions in virtual representation in education
Stephanie-Andrews-112x128 Stephanie Andrews
Industry Fellow Lecturer. Digital Media / Virtual Reality
School of Design, RMIT University
RMIT University
14;30 Three Dimensional Virtual Campus: A Case Study

  • Application of 3D Virtual World in Tertiary Education
  • Lessons Learned
  • Students’ Experience with 3DVW
Amir-Ghapanchi-112x128 Dr Amir Ghapanchi
Senior Lecturer, College of Engineering and Science
Victoria University
Print
15:00 Afternoon Refreshments
15:30 Learning and Teaching on an AR Platform: VRoo, the World’s First 360 Virtual Reality Interactive Learning Management System

  • The VRoo prototype was launched in MGMT1000 Fundamentals of Management, a first year unit that forms part of the Bachelor of Commerce degree in Curtin University
  • The students like the learner dashboard as it is user friendly. The learner dashboard allows students to pause and review an iLecture
  • Students can also access the different folders created by the lecturer
Lionel Skinner
Award-Winning Lecturer & Academic, Faculty of Business and Law 
Curtin University
Curtin University
16:00

How Queensland University of Technology Transforms Student Learning with Immersive VR, AI, Visualisation and Blended Learning Innovations. Case Study: Developing Merge Cube Augmented Reality Applications Across Creative Industries & Health

Dr Ruari Elkington (FHEA)
Lecturer, Creative Industries, Creative Industries Faculty 
Queensland University of Technology (QUT) | ARC Centre of Excellence in Creative Industries and Innovation
16:30 How the University of Sydney is Enabling the Transformation of Professional Education, Increasing Student Retention and Engagement with Immersive VR and Machine Learning: Case Study of Intelligent Virtual Simulations and Cognitive Science for Medical and Health Education

  • Studies have found merely using VR/AI systems does not lead to enhanced learning in medical and health education
  • Research that employs challenge-based learning (CBL) with VR/AI systems has demonstrated significant learning gains and knowledge transfer
  • Key features of a new approach for designing and using intelligent virtual simulations in medical and health education
  • Implications for transformative post secondary professional education
Michael-112x128 Dr. Michael J. Jacobson
Professorial Research Fellow and Chair of Education, Sydney School of Education and Social Work | Co-Director, Learning, Cognitive, and Brain Sciences Research Group
The University of Sydney | Centre for Research on Learning and Innovation
THE UNIVERSITY OF SYDNEY
17:00 Application of Digital Technologies in Education, Including VR and the Use of Drones to Augment Field Experiences for Students: Case Study of University of South Australia
Assoc. Prof. Delene Weber
Dean Academic & Program Director, School of Natural and Built Environments
University of South Australia 
University of South Australia
17:30 Closing Remarks by Conference Chairman 
17:35 Champagne Networking Session With Top Educators
Champagne-Networking-Session Enjoy a glass of champagne whilst networking with other like-minded individuals on topics that are of most interest to you and fellow delegates.
Time Agenda  
09:00

Conference Introduction and Day 2 Highlights by Chairperson 

 
09:15

Designing & Implementing Quality Online & Blended Learning Experiences to Enhance Student Experience at UNSW

Mark-King-112x128

Dr Mark King   
Associate Professor and Director, Educational Delivery Services 
Office of the Pro Vice-Chancellor (Education), UNSW Sydney

UNSW Sydney
09:45

Designing the Classroom of the Future

  • Building an adaptive teaching system and strategy to match student learning progress
  • Redesigning the learning environment to maximize knowledge internalization
  • Enhanced Learning Online: Providing a virtual classroom experience accessible anywhere in the world
  • Enhanced Learning Classrooms, significantly changing student experience and blended learning
  • Scoreboard: Determining assessment and feedback frequency to improve learning outcome
Peter-Helson-112x128 Peter Helson
CEO & Head of Campus
S P Jain School of Global Management
SP_Jain_Logo
10:15 Morning Refreshments & Networking
10:30 Design Thinking and Co-Design in Education – Designing Online and Blended Learning Using Design Thinking as a Method of Design and Course Development

  • Co-Design for large scale pedagogical change. What is co-design and who participate?
  • How does co-design utilise a design thinking process?
  • How does co-design work in practice?
  • Why is co-design so powerful for large scale pedagogical change?
  • Assuring the future for Design and Technology by embedding classroom formative assessment
  • Developing communities of practice through a learning design program
Carmen-Reyneke-112x128 Carmen Reyneke
Instructional Designer, Digital Learning  
Melbourne Business School
Melbourne Business School
11:00 Next Generation Digital Learning Environments Meets Next Generation Digital Practice

Next Generation Digital Learning Environments (NGLE) have been proposed as an alternative to a traditional LMS, although work on interoperability and multicomponent plug and play systems have made critical improvements to building a more seamless student experience most NGLE still do not meet the needs of next generation digital practice. What is Deakin’s vision of systems which meet practice and the work done to date?

A/Professor Marcus O’Donnell
Pro Vice-Chancellor (Teaching and Learning), Deakin Learning Futures 
Deakin University
Deakin University
Deakin University is now the world’s first university to launch a suite of degrees on a MOOC platform
11:30 Opportunities and Benefits in Collaborating with Industry and Other Educational Institutions in Delivering Innovation in Blended Learning, with Case Study in the Defence Sector
Mark-Dixon-112x128 Mark Dixon
Chief Executive Officer and Managing Director/former Commanding Officer, Australian Army
Wodonga Institute of TAFE | National Industrial Skills Training Centre | Motorsports Training Australia
Wodonga Institute of TAFE
Jennifer-Stokes-112x128 Jennifer Stokes
Lecturer 
UniSA College, University of South Australia
University of South Australia
12:00

Case Study: Learning Challenges to Understand Complexity in National Security

  • Using complex scenarios and game playing to engage students
  • Technology-supported immersive learning to enable student self-reflection and realisation
  • Understanding ”Teaching Despair” and how this can be managed from a learning context of supporting students to be empowered to know, and therefore improve, the national security environment
Sandra-Bourke-112x128

Sandra Bourke 
Course Development and Delivery Manager, National Security College | Government Security Consultant/former Program Manager
Australian National University | Australia Ministry of Defence (Air Force)

Australian National University
12:30 Lunch & Networking  
13:30 How Digital Simulations and Serious Gamified Teaching Methodologies Drive Better Learning Experience and Higher Student Engagement in Higher Education – Maximising Student Support and Outcomes with Simulation Based Learning  
Gillian-Vesty-112x128 Gillian Vesty   
Associate Professor
College of Business, RMIT University
(Winner of the American Accounting Association Best Educator Case Award for 2019)
RMIT University
14:00 Interactive Hot Seat Roundtables

  • AI based Blended Learning: Case Study of Game Based Learning at the Melbourne Institute of Technology
Dr Nandini Sidnal 
Senior Lecturer, School of IT and Engineering
Melbourne Institute of Technology
  • Location-based Contextualised Learning for Skills Mastery: Case Study of the self-directed learning Clinical Skills Hub at the UQ Veterinary School
Frances-Shapter-112x128 Dr Frances Shapter 
Blended Learning Designer & Clinical Skills Hub Coordinator 
School of Veterinary Science, The University of Queensland
The University of Queensland
  • Delivering Multi-Disciplinary Training and Education to benefit Industry: The Case of RDA Hunter’s STEM Workforce Initiative
Rick Evans
STEM Workforce Manager
Regional Development Australia (RDA) Hunter, NSW
  • Blended learning technologies for trade course in TAFE
Rupan-Das-112x128 Rupan Das
E-Learning Leader/ Lead Instructional Designer
North Regional TAFE, Western Australia
North Regional TAFE
  • Case Study in Nursing Education: 

TAFE NSW Learning in the Sydney Region are looking towards implementing a flipped learning pedagogy using teaching methodologies that integrate real world contextualised learning for skills mastery. For instance, by simulating the ward environment in the classroom spaces whereby students enter a ‘simulated hospital ward’ each day – undertake handover on specific cases and perform the clinical reasoning, skills and recording and reporting required for a typical patient load. The flipped learning takes place in the students own time where they are given reading, resources beforehand to prepare for each ‘Shift’.

Jo Clarke & Tracy Croswell
Nursing Instructors
Tracy Croswell
Kathryn Austin
Team Leader
Nursing – Sydney Region, TAFE NSW
TAFE NSW
  • VET Tech: Intersection of teaching innovation & creativity with digital technology, the workplace and learner engagement
Darren-Steffen-112x128 Darren Steffen 
Senior Educator, Learning and Teaching (VET)
Melbourne Polytechnic
Melbourne Polytechnic
  • Using  LMS as a quality control tool, a Case Study
Olga-Gavrilenko-112x128 Olga Gavrilenko
Instructional Design Lead 
Holmesglen Institute
Holmesglen Institute
  • Global Education Re-imagined: Delivering Post Graduate Degrees Online – Case Study of the Deakin Degrees at Future Learn
Wendy Palmer
Director, Global Studio  
Deakin University
Deakin University
  • Micro-credentialing as a pathway to entrepreneurial success

Identifying the enterprise skills and attributes. Working with industry to co-design micro-credentials. Microcredentials in blended learning, extra-curricular programs, co-curricular programs and as embeds in curriculum

Dr Olivia Ilic
Senior Education Product Adviser, RMIT Activator
RMIT University
RMIT University
  • Wage war on Boring Learning – Creating Engaging and Meaningful Learning videos

Melding the best techniques from the Enterprise, Marketing and the Entertainment industries to create video content that learners love and learn from

James Bevelander
Group Digital Learning Manager 
Cotton On Group
CottonOn
  • Trade School in Your Pocket – Apprenticeship E-learning Best Practice: A Case Study
    – Using blended learning for on-site apprenticeship training
    – Real-life case studies in flipping the construction classroom
    – Pop-up campuses on construction sites
Daniel-Wurm-112x128 Daniel Wurm
Founder | Director
Green Building Institute | EduBytes 
EduBytes
  • Digital Learning for Students in Rural and Remote Locations
  • Next Generation Learning Spaces: Modern Learning Spaces that Encourage Mobility, Collaboration and New ways of Learning
  • Digital masterplans, the way new models of industry-university collaboration can inspire infrastructure planning, and the way soft-edge campuses may feature in urban and regional ecologies
  • Considerations for Learning Space Designs as a Result of New Generation Pedagogy Paradigm Shifts
  • Designing a AI Curriculum and Course
  • Teaching AI by embedding AI in all non-science curriculum
  • Building a global online Blockchain Campus
  • Meeting International Students’ unique and pedagogical needs
  • Drones & Robotics for Coding in Higher Ed
  • The Use of Intelligent Tutoring Systems to facilitate one-on-one tutoring
  • Enterprise RTOs’ Best Training and Learning Practices
  • Pedagogical Innovations at Regional Universities – How to Strategise and Carry Out the Pressing Task of Strengthening Regional Pathways and Innovation. Knowing the immediate and long term indicators of an effective online learning culture
15:00 Afternoon Refreshments
15:30 Continuous Improvement in VET & Flipped Classrooms

What are the new challenges faced by VET in Australia? The Business Council of Australia is just starting to agitate on the status quo. VET needs a long term national plan. Vibrant economies around the globe often have such. VET enrolments over the past six years at least have been trending down. How VET should transform to be future-ready? Starting from the classroom. Can a Flipped Classroom in VET Create Better Interactions Between Students, and Between Students and Teachers?

16:00

The Flipped Classroom

Digitally savvy students enrolled in education want to learn in a way that makes sense to them. Their digital world isn’t something new, it’s an extension of who they are. They want their education to be more flexible and more personalised and they want to be educated whenever and wherever they happen to be. The opportunity to learn in this way extends to Work Integrated Learning partnerships – industry placements that allow students to work with organisations across the world either in person or online.  When used as a tool that improves students’ understanding and retention of information, this form of ‘flipped classroom’ is proving extremely successful. It reverses the traditional homework/teaching environments, meaning students view lectures when it suits them so that once on campus, class time is devoted to deeper subject analysis and collaboration. This helps students become better learners by developing their higher order cognitive skills such as problem solving and critical thinking. Case Study of how a Top University Uses Flipped Classroom to Improve Students’ Mastery of Materials and Enrich the Learning Experience?

16:30 Panel Discussion: Key Skills Industry Employees Say Today’s Graduates Need to Succeed Tomorrow

  • Balancing academic and corporate risks in a disruptive future
  • How to empower existing academic institutions: Technological and Corporate guidance needed
  • Deep Learning, Problem Solving Functional skills in a digital, automated workplace
  • How will education bring technical/vocational based education back into play
  • How is the future of work being investigated – are we investing in upgrading teaching content and resources to deliver the essential capabilities?
  • Boom or Bust? Embedding Entrepreneurship in Education in Australia
  • Bridging the employability disconnect – a multi stakeholder approach, aligning students, universities and industry
  • Transitions out of universities: graduate employability
  • Cotton On Group’s Leadership Academy Case Study: The COG Leadership academy uses blended learning to embed critical soft skills its new and existing staff’s need to succeed in tomorrow’s world, using flipped classroom and ongoing performance tools
James Bevelander
Group Digital Learning Manager 
Cotton On Group
17:00 Closing Remarks by Conference Chairman 
Time Agenda  
EXPERIENTIAL LEARNING SITE TOURS
Site Tour A:  Next Generation Learning Labs and Classrooms Site Tour

In the post conference site tour you will see how education institutions are re-designing future learning labs and classrooms to improve experiential learning by utilizing new technologies including Virtual Reality, Robotics, 3D Printing, Drones, Driveless Engineering, Sound Analytics, Experimental Farms and Advanced Coding to create a truly student-centric learning experience.

Site Tour B: Immersive AR/VR Learning Labs in Top Tier Education Institutions

Digital immersion technologies such as virtual reality are revolutionizing student learning. Learning with VR has been established to improve reaction time by 20% and student retention by 75%. This site tour will show you how education institutions are incorporating AR/VR into their learning labs to embrace hands-on experiential learning, improve knowledge retention and higher student engagement.
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Site Tour C: Blended Learning and Learning Analytics Site Tour
Do you know that 73% of educators observed a marked improvement in student engagement when blended learning is used? This site tour will allow you to discover how blended learning and learning analytics allow educators to enrich learning experiences, elevate learning outcomes and reduces the number of dropouts.
Blended Learning