members of the education futures strategy and ...€¦ · as part of the reporting requirement and...

Ref: F68756 24 April 2017 MEMBERS OF THE EDUCATION FUTURES STRATEGY AND IMPLEMENTATION GROUP Pro Vice-Chancellor (Education Innovation) (Professor Gilly Salmon) - Chair Dean of Coursework Studies (Professor Grady Venville) Chair of the Academic Board (Associate Professor Cara MacNish) Chief Information Officer (Vacant) Associate Dean (Teaching and Learning) of each Faculty;

Faculty of Arts, Business, Law and Education (Ms Sophie Giles for Professor Philip Hancock) Faculty of Engineering and Mathematical Sciences (Professor Michael Johns) Faculty of Health and Medical Sciences (Dr Daniela Ulgiati) Faculty of Science (Dr James Fogarty for Associate Professor Peter Hammond)

Nominee of the Pro Vice-Chancellor (Indigenous Education) (Associate Professor Grant Revell) Associate Director, Student Services and Engagement or nominee (Vacant) The Manager, Student Wellbeing (Ms Gina Evangelista) University Librarian (Ms Jill Benn) Nominee of the President of the Guild of Undergraduates (Ms Lina El Rakhawy) Nominee of the President of the Postgraduate Students’ Association (Ms Manpreet Kaur) Co-opted member (Professor Helen Wildy) - Deputy Chair Executive Officer (Ms Sally Jackson) BY INVITATION Grant Godfrey – Project Manager, Centre for Education Futures for item 6. EDUCATION FUTURES STRATEGY AND IMPLEMENTATION GROUP MEETING – MONDAY 1st MAY 2017 This is to confirm that the next meeting of the Education Futures Strategy and Implementation Group will be held on Monday 1st May, 10am-12pm in the Futures Observatory. Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including bookmarks to provide easier navigation throughout the document. Click here for details. Ms Sally Jackson Executive Officer

1

http://www.aps.uwa.edu.au/__data/page/182771/How_To_Guide_-_Device_Friendly_Agendas_-_Information_for_committee_members.pdf

AGENDA WELCOME The Chair will welcome all members and invitees to the meeting and provide a brief verbal update. APOLOGIES The Chair will record any apologies. Members are reminded that apologies should be forwarded to the Executive Officer prior to the meeting. Members representing the faculties are reminded that if unable to attend a meeting, an alternative attendee from the Faculty Teaching and Learning Committee or by nomination of the Dean should be organised prior to the meeting. Members are also reminded that the meetings are usually scheduled for two hours ( 10-12pm), i f members are unable to attend for the whole meeting would they please advise the Executive Officer prior as this may have an impact on the Group proceeding inquorate. DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda.

PART 1 – ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC 1. MINUTES – REF: F68756 The Chair recommends confirmation of:

• the minutes of the Education Futures Strategy and Implementation Group Meeting held on 31st October 2016

• the noting of decisions made on Monday 6th March of the Education Futures Strategy and Implementation Group considered by circular agenda.

Minutes are available from the Group’s web page: http://www.teachingandlearning.uwa.edu.au/2667450 2. CENTRE FOR EDUCATION FUTURES: WORKSTREAM REPORTS - REF: F76456 The Centre for Education Futures (CEF) has strategic responsibility to increase the use of educational technologies across UWA, implement the Education Futures Vision and contribute to the increase in student satisfaction at UWA. The CEF contributes to UWA’s recognition as a global leader in education and impacts on student’s learning experiences by developing and implementing Education Futures innovations projects and increasing the appropriate use of learning technologies. Attached (ATTACHMENT A) for members’ information is a progress report on the activities of the CEF focusing on the following work streams:

• Capability and Capacity Building • Innovation and Scholarship • Learning Environments

For information

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http://www.teachingandlearning.uwa.edu.au/2667450

3. CENTRE FOR EDUCATION FUUTRES: PROJECT REPORTS REF: F76456

3.1 ASSESSMENT AND FEEDBACK FUTURES PROJECT

The Assessment and Feedback Futures Project (AFFP) supports the implementation of the University Policy on Assessment, including supporting digital methods and education technologies for efficiency and effectiveness for students and staff. As part of the reporting requirement and governance of the AFFP, a regular report is referred to the Education Futures Strategy and Implementation Group for its consideration and referral to the Education Committee. The EFSIG is asked to consider and monitor progress of the project against key milestones and success factors. To this end, attached (ATTACHMENT B) is a report from the Project Coordinator; Ms Sarah Kahle. For information and referral to the Education Committee 3.2 ZENITH The Zenith project refers to the measurement, collection, analysis and reporting of data to increase motivation, self-efficacy, satisfaction and performance for students as well as the overall performance of units impacting on quality, innovation and the student learning experience. A progress report is attached (ATTACHMENT C). For information 3.3 SHOOTING STARS INITIATIVE FOR UWA The Shooting Stars initiative intends to provide a coherent and enhanced approach to an enabling digital environment that underpins video for Education Futures at UWA and to prototype a range of small scale initiatives to research and explore understandings and new practice. A number of projects are to be undertaken throughout 2017 which will enable, promote, explore and support the use of video by staff and students to enhance teaching and learning at UWA as well as creative expression, assessment and feedback. A progress report is attached (ATTACHMENT D). For information, and referral to the Education Committee 4. EDUCATION FUTURES RISK REGISTER REF: F17/1414 A comprehensive risk register for the CEF has been compiled and is attached (ATTACHMENT E) for members’ information. For information

PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

5. LEARNING AND TEACHING SPACES WORKING GROUP REF: F17/1415 A supportive and collaborative group has been meeting informally with colleagues from Campus Management, Business Information and Technology Services and Education Futures to advance the development of future-proofed learning and teaching spaces throughout 2016. Members’ are asked to note the formal establishment of the Learning and Teaching Space Working Group to continue and make the work of this group more embedded and transparent. The proposed Terms of Reference are attached (ATTACHMENT F). For information and endorsement

3

PART 3 – ITEMS FOR DISCUSSION AND DECISION

6. CENTRE FOR EDUCAITON FUTURES: CHANGE PROGRAM SUMMARY REF: F76456 The Chair will invite members to discuss the visual document ‘Take Off and Landing Activities’ (ATTACHMENT G) which provides an overview of all medium/ large scale CEF project and program implementations over the next 6-12 months. For information, discussion and dissemination to faculties and support needs.

7. FROM LECTURES TO ENGAGEMENT - VIDEO FOR TEACHING AT UWA REF: F76456

In addition to the Shooting Stars project report included in Part 1 of this agenda, the Chair will encourage further discussion regarding video for teaching and learning at UWA. The 'Shooting Stars' project overview indicates that a modern, multifunctional and constantly developing integrated technology platform is needed for managing the development, storage, access and distribution of audio and visual educational materials. The systems are known as Enterprise Video Management System (EVMS).

For members information, two reports are attached (ATTACHMENT H) A New Enterprise Video Management System for UWA and From lecturing to engagement – with video. Members will be asked to discuss the recommendation to pursue the option of the EVMS through:

• Issuance of a Request for Proposal (RFP) to nominated vendors (including Echo 360) • Finalise cost and support arrangements with preferred party • Seek final investment approval by July 2017 • Commence system conversion or upgrade and in 2nd half of 2017.

For information, discussion and dissemination to faculties and support needs. 8. RENEWED EDUCATION STRATEGY REF: F70802 In February 2017, UWA defined its refreshed education strategy, further highlighting the importance of driving excellence and distinction in education. Four key initiatives to achieve a greater sense of belonging for students and excellent pedagogy at UWA included: a) research-led teaching; b) student mentoring; c) a collegiate system; and d) an enhanced orientation. Four draft project briefs have been developed to guide the implementation of these initiatives. The draft briefs are attached (ATTACHMENT I) for feedback. For information and discussion

9. NEXT MEETING The next meeting of the Education Futures Strategy and Implementation Group will be held on Monday 3rd July 2017 at 10am in the Carpe Diem Studio, Hackett Hall. The cut-off date for submission of items for the agenda is midday on Monday 19th June. Please refer issues for discussion to the Executive Officer, Ms Sally Jackson; [email protected]

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mailto:[email protected]

Education Futures Strategy and Implementation Group

Report Template

Title: Centre for Education Futures: Work stream Reports

Trim File Ref: F76456

Primary Author: Astrid Davine, Alyce-Maree Walpole, Andrew Hu

Consultation: Reviewed/ approved by: Status:

(draft/ under review/ final)

Date:

Professor Gilly Salmon Final 24/04/2017

Approval Process

Committee Action required Resolution Dissemination

Education Futures

Strategy and

Implementation Group

(EFSG)

For information Via EFSIG

1

EFSIG Report May 2017 Capability & Capacity Stream

Reporting from 15/2/2017 – 6/4/2017

Objective 1: Campus and enterprise wide knowledge driven learning design towards Education 3.0

• Carpe Diem learning design workshops ran on 16/17 Feb, 20/21 Feb, and 1/2 Mar covering all four Faculties.

Objective 2: Introduce teaching staff to future proofing approaches in their teaching and smart ways of improving their students’ learning.

• Two more series of the Transforming Teaching for Learning (TTL) unit have been in progress recently, with D series starting (Module 1) and C series near completion (Modules 2 and 3) covering all four Faculties.

Objective 3: Build UWA staff capability & capacity to use a range of educational technologies supporting Education 3.0

• Since the CEF Media Room was first opened in January 2016, 380 videos have been created. All 4 faculties are represented in the user numbers, from 26 schools and 8 service centres.

• Continued support is being provided to the two teams developing courses for the Coursera MOOC platform (and two existing courses), including developing 360 degree videos support.

• CEF 360 video event was held to build internal capability and capacity and share existing resources (6 Mar).

• Other educational technology activities (ad hoc and project based): o Introductory LMS sessions were run for Science Service Delivery Centre

(SDC) teams (9 Feb, 13 Feb) o Four Assessment and Feedback related sessions were run for FABLE staff:

Setting up Assignments and Grade Centre and Online Marking (15 Mar, 23 Mar)

Enquiries to: Astrid Davine, CEF

A1

EFSIG Report May 2017 Innovation & Scholarship Stream Futures Observatory Objective 1: Increase staff, student and UWA community engagement in futures thinking and professional development

• Developed Learning Futures blog penned by PVC (EI) Professor Gilly Salmon to communicate radical futures thinking within the industry and wider community.

• Futures Observatory events: o Learning Technologist led, with special guest from IBM. ‘Artificial Intelligence - Here

to Help with Learning Now’ (23/3; 36 attendees) o Learning Technologist led with assistance from technology partner HP. ‘Explore the

possibilities with HP Sprout (demonstration)’ (5 sessions; 14-17/03; 12 attendees) o Learning Technologist led. ‘Encouraging Connected Learners’ (8/3; 12 attendees)

Objective 2: Raise the profile of the Futures Observatory and its purpose for teaching and learning at UWA

• Developed relationship with Future Students through Director, Trish Rechichi to increase awareness of the Futures Observatory and its works with external and international stakeholders. Highlighting the Futures Observatory as a platform for innovation in teaching and learning at UWA.

• Hosted tour for Chinese super blogger, Lanxum Education CEO and Study Perth representative with the aim of inclusion in upcoming blog on Perth Education for Chinese students.

• Hosted Indonesian education blogger with the aim of inclusion in upcoming blog on Perth Education for Indonesian students.

Objective 3: Create opportunities for staff, students and UWA community for collaboration on innovative projects

• Future Enthusiasts meet-up (29 March). Guest speaker Caine Chennett from the Lawrence Wilson Art Gallery presented to 25 attendees on the innovative learning experiences they are creating in the gallery with the aid of 3D printing and Virtual reality (HTC Vive).

Scholarship Objective 4: Increase dissemination of scholarship project progress and outcomes

• Created dedicated, searchable and resource-rich website for the dissemination of project outlines, objectives and outcomes (when available) that also include resources from the project teams supporting their area of inquiry.

• Introduced new UWA blogging platform. • Hosted 2015 scholarship recipient Professor Paul Ichim and his presentation with Professor

Camile Farah on the outcomes of the project - ‘A Longitudinal, Competency-Based Clinical Assessment System’. The event was attended by 19 colleagues and concluded with a captivating 1 hour long Q & A.

Objective 5: Attract innovative teaching and learning projects for CEF seed funding • Three new scholarship projects have been approved for funding:

o Dr Katie Meehan – The Virtual Realities of Cancer o Professor Thomas Braunl – Robot Simulation System for In-Class Student Learning o Professor Paul Ichim – Augmented Reality (Dental)

• Two additional applications are awaiting review.

Enquiries to: Alyce-Maree Walpole, CEF

A2

EFSIG Report May 2017 Learning Environments Stream

Learning Environment Performance

Increased Usage Usage of LMS and LCS continues to grow strongly in Semester 1 2017 with record numbers of users accessing the LMS and requests for assistance to the staff help-elearning desk.

From the start of semester on 27 February 2017 to the end of March 2017, LMS access peaked at 829,166 page views in a single day with an average of 572,143 page views per day. In comparison there was 788,970 maximum page views and 547,965 average views in Semester 1 2016. 1,700 Units were offered of which 900 Units have Unit Coordinators attached and are actively taught.

Analytics for the start of Semester 1 2017 to the end of March shows a consistent usage pattern compared to previous semesters. The usage of the LMS now represents significant number of “views” with nearly 14 million page views to the end of March.

Students are visiting the LMS in similar patterns and frequency to Semester 2 2016 but once on the LMS they are interacting more.

Mobile Changes Student access from mobile devices continues to increase but not at the same rate of growth as seen in 2016. The high percentage of new users suggests that new students have an expectation of mobile access. With the introduction of the Enterprise Video Management System (EVMS) with mobile functionality, mobile access is likely to increase. For the first time in two years there has been a move to Android from IOS amongst students, driven by an increase in Samsung Galaxy 7 usage, although IOS is still twice as common as Android. The net effect is a constantly changing student access and views of the UWA digital learning environments, which include LMS, LCS and external websites from Cengage, Pearsons etc.

As a result, CEF test, develop and support for a platform-agnostic eco-system. The CEF development team are incorporating standards based responsive design into the LMS and LCS to support a ‘write once, playback everywhere environment’, hence learning materials created by staff in LMS will be available on mobile platforms with minimal or no editing.

A3

UWA remains a dominantly IOS platform (iPad) especially in the tablet space (predominantly staff based usage). Tablet usage by staff is expected to increase in the second half of 2017 with the introduction of a Blackboard App for instructors and an EVMS App for 2018.

Supporting Learning Systems The increased access of all digital learning environments has been matched by an even higher demand from staff with requests to the staff e-learning helpdesk – 1,337 in March 2017 compared to 873 in March 2016, a 35% increase. Due to recruitment restrictions associated with UWA Renewal, the CEF Learning Environment development and support team dropped from from 5 FTE to 3 FTE. Nevertheless, Service Level Agreements (SLA) remained at agreed levels through the crucial start of semester.

The significant increase in help desk requests have flowed from the Faculty and School restructure. To assist with the altered workloads, LMS Administration has been automated wherever possible compared to previously – for example opening and closing of units. The CEF Learning Environments team will be automating GradeCenter backups, unit archiving, copying of content to new units, adding unit coordinators and other administration staff to units and automating unit outlines. This will free academic staff to concentrate on learning design and teaching.

LMS had a major upgrade in February to provide new functionality for Grades transfer to Callista and mobile support.

The exceptional work of the help-desk team should be noted: successfully starting a record volume 2017 year while testing and debugging a major LMS release and LCS upgrade, developing new LMS functionality (Unit Outlines, Grade Centre, Learning Anayltics) and managing SURF survey deployment with a greatly reduced staff complement.

A4

SURF SURF surveys started again in February for the Summer School Units, the overall response rate was 40.7% for the summer school (compared to 36.7% for Semester 2 2016). The major Semester 1 SURF period will be supported with indirect promotion from the LMS landing page and notifications in addition to the direct email students currently receive. For Semester 1 2017 over 65,000 students will receive weekly emails starting on 26 May until SURF close on 26 June and a Unit specific banner reminder until they complete their SURF.

Learning and Teaching Spaces Learning Environments continues to work on the physical learning environments as well as the virtual. CEF has been active on the Central Teaching refurbishment over the summer working with BITS to ensure technology and design is available to support teaching innovation. Wireless access, collaboration (digital and physical) and large digital displays have been the short-term focus. CEF continues to work with Facilities Management and IT to deliver these changes on all new building projects.

The EVMS will be another major enabler in learning environments reducing the cost and increasing access to video beyond lecture recording in fixed venues. The implementation is in planning with a goal of a transparent functionality from the teaching perspective. In terms of lecture capture automated systems, teaching staff will only need to focus on delivering the lectures with no new equipment or processes. The lower physical profile (no equipment stacks) of recording environments and increased input ability (e.g. microscope input from a mobile phone attachment) will support new pedagogical models.

Progress on Technology Roadmap

Progress on the Technology Roadmap for 2017 are on track. LCS/EVMS has been moved forward slightly and Grades Journey and Mobile Instructor App moved back but are due for delivery prior to Semester 2, and full implementation for Semester 1 2018.

Enquiries to: Andrew Hu, CEF

A5


Report Template

Title: Assessment and Feedback Futures – Project Status Report


Primary Author: Sarah Kahle



Date:


Approval Process


Education Futures

Strategy and


(EFSG)


1

Assessment and Feedback Futures – Project Status Report for EFSIG Reporting Period Ending 7 April 2017 – Progress Report

Project Owner Prof. Grady Venville / Prof. Gilly Salmon Project Coordinator Sarah Kahle Lead Learning Technologist Liberty Cramer

Overall Status Schedule PD Resources Risks/Issues

G G G G A

PROFESSIONAL DEVELOPMENT • Resource development for 2017

• Assessment Lifecycle help guides in development (micro video/checklists) – starting with marking online resources (anticipated release during w/c 21st April)

• Assignment creation checklists available online with instructional micro videos • Infographics & checklist updated for 2017 and distributed to Heads of Schools

• Activities • Assessment specific Carpe Diem workshop designed and one has been delivered • Assessment & Feedback Check-up workshops are available for those who have completed Carpe

Diem – Held on 9/03 & 22/03, scheduled for 21/04. Participants can register online. • Online marking workshop delivered to FABLE staff • AFFP content updated in Transforming Teaching for Learning Unit

COMMUNICATIONS/FACULTY ENGAGEMENT • Contacted all units with a CAIDi exemption mid Feb, guided staff to Self-Assessment Questionnaire.

292 Units with exemptions = 186 Unit coordinators - 56 of whom have already done a Carpe Diem • CAIDi seminars for FABLE: Schools of Design & Law • Presented to Guild Education Council on CEF major projects & pillars on 27/02 • Met with Curriculum Faculty Reference Group on 27/02 • Attended Health & Medical Sciences T&L meeting on 22/3 • Presented on assessment policy’s links with study drug research to Heads of Colleges, Associate Deans,

Guild, Director Student Life, Student Experience Managers & Officers

Achievements this Period

Project Overview: Assessment and Feedback Futures Project is supporting the implementation of University Policy on Assessment, including supporting digital methods and education technologies for efficiency and effectiveness for student and staff.

Milestone/Targets Date Status

University Policy on Assessment comes into effect (barring implementation notes) 1/01/2016

Project Start 23/03/2016

Professional development support resources for full implementation finalised 23/12/2016

Initial Professional Development planned & scheduled 24/02/2017

Finalise communications/engagement plan 17/02/2017

Semester 1 Starts 27/02/2017

Finalise Learning design PD (face to face) 28/02/2017

Finalise Learning design resources 30/01/2017 Finalise Assessment & feedback lifecycle PD (face to face) Semester 1

CAIDi deadline for submission of Undergrad units 30/04/2017

CAIDi deadline for submission of Postgrad units 31/05/2017

Finalise Assessment & feedback lifecycle resources Semester 1

Development of Rubrics PD /resources Semester 1

Semester 1 finishes 24/06/2017 Review of S 1 activities and development of S 2 plan June/July

Complete Grades Journey integration (technical) removed as separate sub project, with dependency noted. 31/12/2017 TBC

Provision of unit outlines via LMS (technical) Removed as separate sub project. 31/12/2017

Project End 31/12/2017

University Policy on Assessment fully implemented 01/01/2018

KEY MESSAGES/TALKING POINTS

• AFFP team have emphasized the CAIDi deadlines as key dates for 2018 unit changes • Dean of Coursework Studies’ Curriculum Roadshow had strong emphasis on Assessment: Messages from

Professor Venville included “assess less, use your time to give good quality feedback” and “quality feedback is up to the teacher, not the tool”.

• Self Assessment questionnaire has been widely distributed and used by over 270 staff members. Determin if a unit meets the assessment policy requirements.

• Professional Development in 2017: three areas: Learning Design and/or Assessment redesign and integration of assessment content into Carpe Diem, Assessment and Feedback life cycles, Rubrics

Risks / Issues

Units that require changes in order to meet policy requirements cannot be determined until post CAIDi submission deadline

B1

http://www.worldclasseducation.uwa.edu.au/education-futures-old/faculty/assessment-and-feedback-futures/assessment-and-feedback-resources

http://www.worldclasseducation.uwa.edu.au/__data/assets/file/0010/2976238/2017-Checklist-image.png

http://www.worldclasseducation.uwa.edu.au/education-futures-old/professional-development/carpe-diem-workshop%23ui-accordion-new_div_2956461-header-0

http://www.eventbrite.com.au/e/assessment-check-up-workshops-registration-31866377192

http://bit.ly/2018Assessments

http://www.worldclasseducation.uwa.edu.au/education-futures-old/professional-development/carpe-diem-workshop%23ui-accordion-new_div_2956461-header-0


Report Template

Title: Zenith- Project Status Report


Primary Author: Shirlene Allen



Date:


Approval Process


Education Futures

Strategy and


(EFSG)


1

Zenith – Project Status Report for EFSG Reporting Period Ending: 11 April 2017

Project Director Gilly Salmon Project Manager Andrew Hu Project Coordinator Shirlene Allen Learning Technologists

Callan Rose & Ezrina Fewings

Overall Status Schedule PD Resources Risks/Issues

G G G G A


Project Overview: The Zenith project refers to the measurement, collection, analysis and report of data to increase motivation, self-efficacy, satisfaction and performance for students as well as the overall performance of units for staff to impact on quality, innovation and student learning experiences

Risks / Issues

Milestone Completed By

Status

001 Discussion paper presented to EFSG 31/08/2016 002 Draft Guiding Principles accepted for Pilots 31/08/2016 003 Recruit Pilot 1 unit co-ordinators 07/10/2016 004 Kick-off & overview meeting 13/10/2016 005 Internal Zenith/CEF team PD 28/10/2016 006 Deployment planning & project definition 31/10/2016 007 Technical preparation & customisation complete 30/12/2016 008 Support resources designed and agreed 27/01/2017 009 Communication & engagement plan designed

and agreed 30/01/2017

010 Evaluation & action research plan designed and agreed

30/01/2017

011 Carpe diems for Pilot 1 design 31/01/2017 012 Pilot 1 commences 27/02/2017 013 Recruitment of pilot 2 unit co-ordinators 26/05/2017 014 Carpe diems for Pilot 2 design 28/07/2017 015 Carpe diems for Pilot 1 redesigns 28/07/2017 016 Face-to-face workshops & webinars – staff 28/07/2017 017 Mid project review and decision making 28/07/2017 018 Pilot 2 Commences 31/07/2017 019 Pilot 1 Evaluation completed 31/07/2017 020 Guiding Principles moved to Policy 30/11/2017 021 Pilot 2 Evaluation completed 22/12/2017 022 Carpe Diems for Pilot 2 Redesigns 22/12/2017 023 Preparation for 2018 and scaling completed 31/01/2018

Change Requests Date Status

Tasks/Items in Progress


• Ethics approval for research received • Focus groups held for both student and unit coordinators • Surveys sent to unit coordinators, students, and wider project team • Early data from StudySmarter indicates significant increase with Zenith students using Drop-in

services, compared to 2016 figures and non-Zenith students (for example WRITESmart drop-ins up 133% for Zenith units compared to 68% for non-Zenith units).

• Based on early action research, changes made within all Zenith Pilot 1 units and students can now access Zenith introductory information and their report in one area in LMS

• Refresher training session held for Zenith unit coordinators and recorded for use by those unable to attend

• Evaluation ongoing of information received through stakeholders, surveys and focus groups • Ongoing monitoring of staff and student reports to identify and fix issues as they arise • Additional unit coordinator workshops are arranged • Recruitment for Zenith Pilot 2 about to commence

Unit Coordinators: • Early data suggests Unit Coordinators

engagement influences student deployment of Zenith reports

• Initial data indicates Unit Coordinators require further support to assist their understanding of the Zenith reports

Students: • Early data suggests students are using the

Zenith report as a motivating tool to seek assistance for their learning

• First survey suggests students perceive Zenith reports to benefit overall learning, however more clarity is required

• Staffing resources and potential further reduction • Privacy issues raised– alleviated by limiting who has access to reports

C1

Education Futures Strategy and Implementation Group Report Template

Title: Shooting Stars Initiative- Project Status Report


Primary Author: Callan Rose



Date:


Approval Process




1

Shooting Stars Initiative – Project Status Report

Overall Status Schedule Professional Development Resources Risks/Issues

G A G A


Project Overview: A modern, multifunctional and constantly developing integrated technical platform is needed for managing the development, storage, access and distribution of audio and visual educational materials , known as an Enterprise Video Management System (EVMS).

• Timeline to select, contract with and commence EMVS rollout is very tight.

Risks / Issues


Tasks/items in progress

KEY MESSAGES/TALKING POINTS Milestone Due Responsible Status

Investigate and shortlist suitable video management platforms (EVMS)

Mar 2017 Andrew Hu Complete

Initial Business case Apr 2017 Andrew Hu Complete

Choice of platform and purchase Aug 2017 Andrew Hu In progress

Technical preparation Aug 2017 Andrew Hu Not started

Installation Sept 2017 Andrew Hu Not started

Configuration and customisation Sept 2017 Andrew Hu Not started

UAT and user testing Oct-Nov 2017 Andrew Hu Not started

Reporting Period Ending 31 March 2017

Sponsor & Project Director Gilly Salmon Project Manager Callan Rose Technology Manager Andrew Hu Project Coordinator Laura Gray

Project 1: Enterprise Video Management System

• Selection and Advisory Panels are being created for the Request for Information / Proposal (RFI/ RFP)

• Procurement Team are creating RFP documentation • Echo360 Legal position reviewed – legal argument exists to perpetuate $0 licence cost but

would involve material cost to argue the case and product may no longer satisfy our needs anyway.

• Alternative providers of Video Management capability researched and shortlisted • Business case and financial evaluation for expanded Video Management capability created • Business case approved at Executive Monday 3 April 2017.

• Approval to be sought for “RFP only” as vendors already shortlisted • Confirming membership of Selection & Advisory Panels for RFP • Formal RFP documentation for distribution • Compile and socialise requirements • Identify required deliverables for the RFP (e.g. on site presentations)

D1



G G G G G


Project Overview: The Guiding Principles for the Use of Video at UWA provides educators with the information required to create high quality videos that meets UWA policies and quality expectations whilst engaging learners in their course work. This project encompasses a Guiding Principles policy document, technical guides, pedagogy resources, and production guides.

Risks / Issues


• Work commenced on documents, videos, infographics



Sponsor & Project Director Gilly Salmon Project Manager Callan Rose Technology Manager SSI Team Project Coordinator Laura Gray

Project 2: Guiding Principles for the Use of Video at UWA

Milestone Due Responsible Status

Draft documentation 17 Feb 2017 Michelle Bunting

Complete

Opportunities for feedback 24 Feb 2017 Shooting Stars Team

Complete

Completion of resources 30 Apr 2017 Gilly Salmon In progress

Opportunities for feedback 7 May 2017 Shooting Stars Team

In progress

Final revisions 14 May 2017

Gilly Salmon Not started

TLDR cheat sheet 21 May 2017

Gilly Salmon Not started

• Guidelines framework developed • Shooting stars team agreed schedule and framework for development approved


Update schedule 1/3/17 Approved

Update schedule and scope 29/3/17 Approved

• N/A

D2



Overall Status Schedule Resources Communication

G G G

• Equipment ordered and installed • Security, camera and Cardex installed • Change request for schedule delays to project approved • Reviewed LibCal and Resource Booker - decision to use LibCal for booking system


Project Overview: The aim of this project is to redevelop the video and audio recording studio previously used by the SPICE project and convert it into an automated studio for use by staff and students.

• Delay in making “Creator Space” studio available to students is due to satisfying staff video recording demand while Hackett Media Room is out of action for roof alterations.

Risks / Issues



• Configuration of equipment • Documentation of security processes • Implementation of booking system


• Equipment installed – configuration in progress • Agreed that the Media Space will be renamed to Creator Space • Due to roof repairs in Carpe Diem Studio, Hackett “Media Room” equipment will be

relocated to the Creator Space over the period (3/4 to 17/4) • Over this 2 weeks the Creator Space will unavailable . • Once operational again, staff will be able to book recording time slots.


Sponsor & Project Director Gilly Salmon Project Manager &Technology Manager Callan Rose Project Coordinator Laura Gray

Project 3: Creator Space


Purchase equipment Feb 2017 Callan Rose Complete

Set up booking system March 2017 Callan Rose In progress

Installation and configuration (AV, Security) April 2017 Callan Rose In progress

Support and OHS materials developed April/May 2017 Callan Rose Not started

Studio and processes ready for piloting End of May 2017 Callan Rose Not started

D3


Overall Status Schedule Resources Communication

G A G G


Project Overview: The aim of this project is to build on lessons learned over the past year to improve and streamline the operations of the Media Room, making it more user-friendly and sustainable.

• Impact of Carpe Diem Studio roof repairs on Media Room availability – media room will be closed from 1 April to the end of May. Staff can still record videos in the Creator Space.

Risks / Issues




• Prioritise the completion of “Media Room” support resources. • Communication plan to be documented


• LibCal will be used for booking system – review at end of 2017 • Media Room out of action from April 1 to the end of May due to roof repairs in the Carpe

Diem Studio – equipment will be housed in the Creator Space for staff to use


Sponsor & Project Director Gilly Salmon Project Manager Callan Rose Technology Manager Clare Alderson Project Coordinator Laura Gray

Project 4: Media Room Redevelopment

Milestone Deadline Responsible

Status

Evaluation of current facilities and services • Audit of existing equipment (hardware and

software) • Qualtrics user evaluation survey of facilities

amongst existing Media Room users

11/11/2016 25/11/2016

Clare Clare

Complete Complete

Review of current users - analysis and reporting of user survey results

02/12/2016 Clare Complete

Equipment purchase • Identification of what needs to be purchased,

replaced or updated • Equipment purchase • Equipment installation and testing

18/11/2016 02/12/2016 09/12/2016

Callan Callan Callan

Complete Complete Complete

Online booking system • Review of existing facility booking system used

at UWA (comparing LibCal and Resource Booker)

• Development of room calendar/booking system

• Testing and implementation of new booking system

10/03/2017 17/03/2017 24/03/2017

Clare, Callan Clare

Clare

Complete In progress

In progress

User support resources • Audit of existing support resources • Support resource needs analysis • Creation of new / update of existing resources;

formats including video, PDF, posters

09/01/2017 20/01/2017 17/03/2017

Clare Clare Clare

Complete Complete In progress

Communication Plan - Information provision and promotion strategy

31/03/2017 Clare In progress

Media Room Web Page - Update the existing Media Room Web page

27/01/2017 Clare Complete

Media Room Administrative Guide - Formal documentation of Media Room inventory, management, maintenance and administration

31/03/2017 Clare Not started

Evaluation - End of project Qualtrics follow-up user survey

26/05/2017 Clare Not started

• New computer delivered and installed • Reviewed latest version of Camtasia , decision taken to stay with current version • Reviewed alternative room booking platforms - decision to use LibCal for video room

booking. • LibCal will be customised for CEF video related bookings to avoid confusion with library

rooms. • Change request for schedule approved and schedule updated

D4




G A G G G


Project Overview: The 360experiences project trials the use of 360° technologies in unique academic contexts and uses online surveys ,built into the LMS, to evaluate the effectiveness of this emerging technology on enhancing student learning and engagement. Creating user support resources ensures sustainable access to 360° technologies by teaching staff throughout the university. Presentations held in the Futures Observatory and at relevant conferences communicate project findings to the internal UWA and external teaching and learning communities.

Risks / Issues


• 360experiences blog created using Edublogs platform to document project progress, creative processes and links to resources - http://blogs.uwa.edu.au/360experiences/

• Self-help resources created • Presented at Teaching & Learning Forum in February • 360° filming for “Futures Farm MOOC” and “360 chemistry lab” successfully completed • Handover of on-going management resources and materials completed. • Process for borrowing 360 Recording equipment will be same as for other scholarship

tools/devices/technologies (special instances of use can be assessed on a case-by-case basis).

• Set-up phase of 360° video project complete - deliverables achieved – and project is now closed.


• Two project activities have been de-scoped n from the project and will be completed under existing scholarship process with Clinical Yarning and 360 Lab

• All remaining “in Scope” project tasks have been completed. • Michelle completed all documentation and resource handover before her contract ended in March

2017. • Tracy supported the last aspects of the project and guide d the project to closure point.


Sponsor & Project Director Gilly Salmon Project Manager Callan Rose Technology Manager Tracy Frayne Project Coordinator Laura Gray

Project 6: 360experiences


Equipment purchased & received 5/12/2016 Michelle Complete

Finalise communications plan 23/12/2017 Michelle Complete

Test cases 15/1/2017 Michelle Complete

Blog soft launch 31/1 2017 Michelle Complete

Present at TLF Conference 6/2/2017 Michelle Complete

Design SPOT survey questions for Chemistry unit 28/2/2017 Dino Spagnoli Complete

Futures Farm 2050 360° videos finished 27/3/2017 Michelle Complete

Testimonial/Evaluation of Futures Farm 2050 360° videos

27/3/2017 Michelle Complete

Film Clinical Yarning 360° experience 1/6/2017 Michelle Transfer to business as usual

Self-help resources – developing, identifying existing. 13/3/2017 Michelle Complete

Booking process documented with Futures Observatory – need legal documentation – to be part of ongoing scholarships management.

TBA Ezrina and Tracy

Transfer to business as usual

Project completion – Phase 1 14/3/2017 Michelle Complete

• All risks and issues have been addressed.

• N/A

D5

http://blogs.uwa.edu.au/360experiences/


Title: Centre for Education Futures – Risk Register

Trim File Ref: F17/1414

Primary Author: Grant Godfrey



Date:


Approval Process




1

Last Updated: 4 April 2017 Centre for Education Futures - Risk RegisterUWA Acceptable Risk Appetite:Moderate to High

Inherent Inherent Controls Residual Residual Residual# Risk Title Risk detail Likelihood Consequence Likelihood Consequence Risk1 Continuing reduction in UWA reputation

for Teaching and Learning QualityContinuing to reside towards the bottom of the Teaching quality indicators will * Impact new student marketing* Limit revenue Growth* Undermine the primary University Strategy

Likely Major

An emphasis on futures focussed learning design and building UWA staff capability and capacity is evident in everything CEF does. (Specific professional development and project work addressing this includes Carpe Diem (CD) workshops, Transforming Teaching for Learning (TTL) course, Education Futures Scholarships Program, Shooting Stars, Assessment and Feedback Futures project (AFFP), Futures Observatory (FO) events, among others.)

Possible Moderate Moderate

2 Further Budget restrictions Further budget restrictions will impact upon the ability of the centre to maintain innovation agenda, which is the core purpose of the Centre. For example Scholarships have been reduced to 3 ( with 1 Secondment to CEF) in 2017, from 12 Scholarships ( and 3 Secondments to CEF) in 2016.

Possible Major

Extension and scholarly activities to explore and embed new teaching approaches will halt.

Possible Major Major

3 Further Staffing reductions. Centre is currently (April 2017) operating at 63% of establishment (staffing numbers). Further reductions will necessitate placing additional required/ approved projects on-hold and endanger aspects of Business as Usual support (such as Unit Design support for the expanded Summer school / 3rd Semester).

Possible Major

Lesser priority current projects will be placed on-hold in order to protect BAU operations and services for Staff and Students.


4 Learning Systems Platforms have a sustained outage /failure(Incl. LMS [Learning content, Spot/Surf surveys, Unit Outlines, Grades] and LCS/EVMS)

Students are unable to access learning materials, grades information, lodge assignments and / or teaching staff unable to access assessment materials. Possible Major

Regular Disaster Recovery testing with Blackboard. Learn System backups every night. Rebuild from backups suggested at a max 12 hour duration.

Unlikely Moderate Minor

5 Security of Grades information compromised

Unauthorised access to LMS Grades book and potential improper modification of student grades.

Possible Major

Access Controlled via UWA SSO Integration. BlackBoard data centre has extensive Firewall protections. Proposing to move infrastructure onto AWS cloud platform with better security controls again. Currently access security of the learning platforms matches the University Security standards.


E1

6 Use of data collated within the LMS to support student learning.

Students become aware or concerned that that teaching staff or the university are able to use collated data in new ways, through the new learning analytics projects, resulting in a student or community expression of concern.

Possible Moderate

Student representatives on current projects to pilot learning analytics. Careful control of access to information and ethics approval received. Data stored in Australia. The benefit for students is being explored and communicated - by receiving feedback on their own activity and results in comparison to the cohort, students are able to make decisions about their own learning.

Unlikely Moderate Minor

7 Limited support for rapid adoption of learning innovation across the University.

With the reduction in Faculty numbers, Learning champions in Faculties may be unable (or unwilling) to devote time to encouraging teaching staff to adopt Learning innovations and changes. Results in slower improvement in the Student Learning experience.

Possible Major

Continuing liaison with and support to Assoc. Deans T&L (both directly and via EFSIG) to support their role in promoting new approaches to learning and teaching and the utilisation of educational technologies. Maintain strategy to encourage change at the individual teacher level via promotion of scholarships, and professional development (CD, TTL).


8 Futures Observatory activities and CEF Scholarships fail to initiate progressive change.

Observatory activities and scholarships fail to spark innovative ideas and approaches that can be promoted as exemplars and adopted by other teaching staff. Possible Moderate

Diversified range of activities in the Futures Observatory to capture as many fields of interest as possible. Continuity of Scholarship program to run small scale pilots and promote scholarly thought on learning and teaching innovation within the UWA environment. Possible Minor Minor

9 Lack of a documented and scaleable project management framework

Lack of a standardised project framework within CEF means that there is inconsistency in the delivery of and reporting of Projects. Likely Moderate

Documentation of a project framework, artefact requirements and project process suitable for the CEF rapid innovation environment will be completed by end April 2017 Rare Insignificant Low

10 Key Person Risk - Succession Planning for PVC EI

Driving force for T&L Innovation in the past 3 years has been PVC EI role and the holder of this role has resigned from UWA. Recruitment for this role has not commenced therefore the position remains at risk in the current environment.

Likely Major

Assurances from University Executive of an intention to refill the same or a similar responsibility role


11 Change in direction of the UWA Education Strategy.

A revised Education Strategy has been mooted by the University Vice Chancellor, which may change the direction for the CEF innovation program and require a recast of activities.. Possible Moderate

PVC EI, or her potential replacement, will (hopefully) participate in education strategy discussions before her departure in July to help guide strategy and policy modification.


12 Lack of a Risk Management process with CEF aligned to the UWA Risk Management framework.

No on-going process of documentation or management of risk being carried by CEF. Risk mitigation activities are not co-ordinated and there is no link to Central risk management processes.

Probable Major

CEF Risk Management framework, aligned to the UWA Risk Management framework, is being documented currently and, once approved, will become part of normal management of the Centre.

Unlikely Minor Low

13 Obsolete or unsupported Learning Environments

Resource or Financial restraints that result in Learning Environments becoming obsolete or unsupported (noteably the LCS platform), in turn leading to reductions in service delivery and a deterioration in Student and staff Experience

Possible Major

Business case to support update of LCS / EVMS drafted and with decision makers for consideration.Potential workarounds for system / equipment service reductions to be investigated if business case fails to progress. Possible Moderate Moderate

E2


Title: Learning and Teaching Spaces Working Group: Terms of Reference

Trim File Ref: F17/1415

Primary Author: Shirlene Allen



Date:


Approval Process



For endorsement

1

L & T S W G T e r m s o f R e f e r e n c e A p r i l 2 0 1 7 P a g e | 1

Learning and Teaching Spaces Working Group Terms of Reference

POSITION AND ROLE OF THE LEARNING AND TEACHING SPACES WORKING GROUP WITHIN UWA

The Learning and Teaching Spaces Working Group is a standing committee of the University’s Education

Futures Strategy and Implementation Group and has delegated authority to make and action decisions that are

within the parameters of established guidelines.

TERMS OF REFERENCE

1. RESPONSIBILITIES

The Working Group will:

enable synergy between staff, Centres and Divisions at UWA working with the physical fabric and

external campus spaces, education strategy and IT provision to underpin future educational

experiences for students;

focus the design and development of physical teaching spaces at UWA on learning priorities and future

proofing for students experiences;

promote constructive and productive discourse about teaching and learning spaces of all kinds across

the UWA community.

2. MEMBERSHIP

The members of the Working Group as selected by the Chair of the Education Futures Strategy and

Implementation Group are:

Position Name

Associate Director, Campus Management (Chair) Rebecca Cameron

Pro Vice Chancellor (Education Innovation) Professor Gilly Salmon

Associate Dean (Community & Engagement) ECM Brian Haggerty

Faculty Representative FABLE Associate Professor Martin Forsey

Solutions Architect, Information Technology Craig Williams

Associate University Librarian Glynis Jones

Manager, Learning Environments, CEF Andrew Hu

Manager, Futures Observatory, CEF Alyce-Maree Walpole

Design Specialist, Campus Management Denyse McCulloch

Co-opted Members As required for balance or specific expertise

Executive Officer Shirlene Allen

F1

L & T S W G T e r m s o f R e f e r e n c e A p r i l 2 0 1 7 P a g e | 2

3. SKILLS AND/OR QUALIFICATIONS OF MEMBERS

It is desirable that members have a leadership role for UWA education and/or innovation in their respective

functional area, or other leadership role related to the student learning experience and this important role is to be

taken into account when nominees are appointed.

4. MEETINGS

Meetings for the Learning and Teaching Spaces Working Group will be held monthly with additional meetings as

required.

Each meeting will provide an update on activities, seek strategic advice on upcoming activities, raise new and

outstanding issues, and discuss future directions.

5. QUOROUM

The quorum for the Learning and Teaching Spaces Working Group is half the current membership plus one.

6. REPORTING

The Learning and Teaching Spaces Working Group will provide regular reports to the Education Futures Strategy

and Implementation Group.

F2


Title: CEF Change Program Summary


Primary Author: Grant Godfrey



Date:


Approval Process



For discussion Via EFSIG

1

2017 2018

CEF Change Program Summary April May Jun July Aug Sept Oct Nov Dec Jan Feb March18-Apr-17Zenith Analytics Pilot 1 Pilot 2 Go Live

Shooting Stars Video Program1. LCS replacement / EVMS RFI / RFP/ selection Rollout Commences (Tentative)

2. Guiding Principles/ Policy for Video Use Go Live

3. Creator Space Fitout (Old Spice Room) Go Live

4. Media Room Re-development Go Live

5. Video feedback for Assessment On Hold

6. 360 Experience Trials Completion

UWA Assessment Policy Implementation

1. Assessment and Feeback Futures Implementation Go Live

2. Unit Outlines in the LMS Pilot Group Data transfer Go LiveUIMSDecomm.

3. Automating Grades transfer to Callista Pilot Group Go Live

4. Transition from Turnitin to SafeAssign Dialogue Solution / Resolution Review/ enhance support materials Data transfer Go LiveTurnitinDecomm.

Other CEF Project Activity

LMS re-Design BlackBoard Negotiation Transition to SaaS Ultra Transition Planning

BlackBoard Social Work in Background

Explore and Content Management On Hold

BlackBoard Organisations On Hold

OLT Funded - Industry Collaborative Project

"Learning & Teaching Induction Modules" Assignment of 0.5 FTE for duration

Legend Project Delivery work Project On Hold

Go Live Project Completion

G1

CEF Business As Usual (BAU) Activities

Learning Environments TeamLMS Staff Support and HelpdeskLMS Module and \ New release testingLCS System Support and HelpdeskLCS & LMS Storage & Archive ManagementLCS TestingMaintain technical aspects to CEF WebsiteLiaison with IT ( Network & Storage)Liaison with Key suppliers (Blackboard, Turnitin, Echo etc)Liaison with 3rd party content providers (Pearson etc)Liaison with Callista & Caidi Systems

Capacity and Capability TeamCarpe Diem WorkshopsAd Hoc Unit Design support & adviceAd hoc Grades and Assessment supportMaintenance of Self Help MaterialsSupport for Futures Observatory Activities Transforming Teaching for Learning (TTL) ModuleManaging Video recording studios2D Video recording skills & competency360 degree Video skills & competency Develop & maintain Support CEF websiteTraining for new SDC StaffIntra Team Skills Transfer

Innovation & Scholarship teamCEF newsletters and promotion activitiesFutures Observatory Activities & EventsMaintain CEF WebsitePromotion of new technology utilisationManagement of New Scholarship ApplicationsOversight and support for active scholarshipsMaintain relevant aspects of CEF WebsitePlan and implement Conferences/ workshops

PVC EI, Office & ResearchStrategic Management & DirectionRisk and Issue ManagementHR ManagementFinancial ManagementCommittee Secretariat FunctionScholarship AssessmentTravel and LogisticsResearch & evaluationCommittees

G2


Title: • A New Enterprise Management System for UWA • From lecturing to engagement- with video


Primary Author: Gilly Salmon Megan Fitzgibbons



Date:


Approval Process




1

EFSIG Report May 2017 A New Enterprise Video Management System for UWA

Extracted from the initial Business Case

UWA and Learning Innovation - Introduction At UWA, video is a critically important part of our vision for moving towards Education 3.0 and to support a taxonomy of new pedagogical models. Video features in all current strategic direction for education including Education Futures Principles, Student Experience and use of educational technologies.

The new pedagogical models are redefining the notion of a delivered lecture. Video streaming to mobile devices and personal computers is essential to enable these new models and will help to overcome issues of:

• Expensive academic time spent delivering the same content repeatedly; and

• Physical resource availability e.g. more efficient use of existing teaching spaces.

Students are already substantial consumers of the existing LCS capability, which will be continued into the future. UWA students are also “prosumers” of video; they wish to produce (for assignments, blogs and collaborative team work) as well as consume video assets delivered to their mobile devices via the LMS.

Staff are increasingly interested in producing short interactive videos, which are more pedagogically sound, and a percentage are very keen to adopt new teaching models such as flipped classrooms.

It is critical that any future video management capability be tightly integrated into the LMS to continue the drive towards simplification of service delivery for the students.

The Challenge and Opportunity • UWA is currently poorly equipped to expand the educational use of video.

• UWA currently has no central professional grade system to enable secure editing, storage and distribution of video material.

• An investment decision on the lecture capture system is immediately before UWA, it is an opportune moment to consider expanded capability in the management of video.

• There is a strong pedagogical and student experience rationale for greater utilisation of video in UWA. Research suggests greater use of video improves students’ engagement, learning outcomes and increases knowledge transfer and achievement.

• The desire for greater utilisation of video in education is evidenced by the establishment of four dedicated video recording rooms around the campus in the last 12 months and a variety of innovations.

• Video assets (other than lecture capture) are being stored on laptops, portable storage devices, You Tube and university shared drives i.e. everywhere. They are held insecurely, subject to loss, not backed up and difficult to search and share between students and teaching staff.

• With UWA at the tipping point of improvement in its QILT results1 it is an appropriate time to maintain the educational innovation agenda and provide excellent forward-looking new digital environments for students and staff.

1 QILT Results published 14th March 2017 demonstrate UWA improves across all six scales, with Teaching Quality and Student Support seeing the biggest changes – the first time in some years, with student engagement particularly notable.

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The ‘End of Life” from the Lecture Capture system • The existing lecture capture tool (LCS) “Echo360” has been in place for seven years and has

become heavily utilised and valued by students. About 28,000 lectures are recorded and 2.4 million views of material occur each year. This is a mission critical system from the students’ perspective.

• The core technology for Echo360 was originally developed by UWA and sold to a US based service company in 2007. UWA has enjoyed $0 licensing costs for Echo 360 for the last seven years.

• The LCS is enabled by proprietary hardware (in each of 103 lecture rooms) that UWA purchases and maintains at a fairly high cost.

• In mid-2016 UWA was advised that the current Echo360 software product would not be supported after 30 June 2017 (end of life). Clients, including UWA, were advised to plan an upgrade to a new, cloud based version of the tool Echo360 (‘ALP’).

• Echo360 has indicated that in their view the move to ALP would end the $0 per annum perpetual licence agreement. UWA will be expected to pay a commercial licence fee, circa. $150k p.a., subject to commercial negotiations.

New Video Management Platforms • New video management systems are referred to generically as “Enterprise Video

Management Systems” (EVMSs). These include lecture capture but also a much wider range of functions in the whole of video for the education lifecycle including video recording, editing, storage and delivery, enabling staff and students to use video for a wide range of educational purposes and improving the management of accessibility, security and copyright.

• Major Universities around the world are adopting an EVMS approach to supporting the move into greater utilisation of video in teaching. Yale, Wharton, Stanford, Purdue, Cornell and in the UK Oxford and Edinburgh are moving to the next level of video content management.

• The short term gains from a superior lecture capture system (full text search, mobile device deliver, and large cost reduction in capture) in combination with access to use video to support new teaching and learning paradigms will represent a differentiation between UWA and other Universities in Australia.

• Since notification of the “end of life” for the current Echo 360, the Centre for Education Futures has:

- completed a review of the learning-enhanced video potential for UWA education, - built a set of UWA future video requirements, - utilised Gartner and other research to identify options and potential vendors, - completed a desktop review of alternative products, and - initiated a review of the Echo 360 contract.

UWA University Executive have agreed to • Undertake Request for Proposal (RFP) process to appropriate selected vendors • Utilise UWA’s structured procurement process • Finalise cost and support arrangements with the preferred party • Seek final investment approval by July 2017 • Commence rollout of selected tool in the second half of 2017

A requirements document is currently being compiled which shortlisted vendors will be required to respond to.

The procurement process involves:

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H2

Procurement Steering Panel - the final decision making body for the procurement. They receive recommendation/s from the Selection Panel and test / check the logic of the recommendations.

• Chair - DVC Education (Grady Venville) • Executive Director Corporate Services (Pranay Lodhiya) • Pro Vice Chancellor Education Innovation (Gilly Salmon) • University Librarian (Jill Benn) • Chief Digital Information Officer (Stephen Trefry as nominee)

Selection Panel - reads and compares all the vendor bids and incorporates feedback from the Subject Matter Expert Advisory Groups, makes recommendations to Steering Committee.

• Chair - Manager Learning Systems ( Andrew Hu) • IT Architecture representative (Craig Williams) • Associate Dean /s Teaching and Learning (or nominee/s) (tba) • Senior Learning Technologist (Astrid Davine) • Project Manager (Grant Godfrey / t.b.a.)

Subject Matter Expert Advisory Groups - review and investigate specific details within the vendor responses – provides opinion and comparative information to the Selection Panel.

• Network & Security Implications – (Mark Curtis & Lee Patterson) • Student Experience – University Guild representatives (t.b.a.) • Staff Experience – Nominated teaching staff members (t.b.a.) • Non Learning Video User representative – Head of Digital & Creative (Aaron Collyer) • AV Technical Infrastructure reviewer (Martin Davis)

The current anticipated timeline is:

• May 2017 – Release of RFP • June 2017 – review of vendor proposals and negotiation • June 2017 – Update to Business case for solid financial costs • July 2017 – Completion of Contract with selected vendor • August 2017 – Implementation Planning • September 2017 – Implementation Commences • Mid 2018 – Full Implementation rollout complete (estimate of Rollout duration)

Multiple stakeholders are being contacted currently to make them aware of the project and to ensure they have the opportunity to raise issues that the project will need to consider and allow for.

Implementation An enterprise wide and integrated system for video requires an enterprise wide implementation so all members of the community can benefit and there is measurable impact on students’ success and engagement. The Centre for Education Futures has developed and published a comprehensive, transparent and well-rehearsed project and change management approach for the adoption of new technologies and educational processes at scale. This includes not only effective and scalable technical implementation but also learning and pedagogical design, communication, training and development, staff and student support, policy and user guidelines, resource materials and helpdesk function. Development of all staff is also needed on the deployment of copyrighted images and videos for education, together with appropriate secure storage which will be included in the implementation project. The Centre for Education Futures also administers and supports seed funding scholarships and a wide range of learning design through Carpe Diem methodology and dissemination of innovations through the Futures Observatory.

Comparative Functionality Below is displayed an indication of the current functionality of Echo360 as opposed to the broader video management functionality of an EVMS.

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As displayed by the chart the EVMS option should be able to not only replicate the existing LCS capability, but also provide substantially enhanced video management, storage, editing and sharing capability for both staff and the student body, all of which should be mobile enabled.

4

H4

From lecturing to engagement – with video This paper offers a ‘taster’ of what might be possible with a new Enterprise Video Management System (EVMS) for UWA.

Videos are most effective when they are aligned with the learning outcomes and assessments for the teaching unit and scaffolded with on- and offline learning activities. Learning design is important to change the modes of learning. This approach also helps a great deal with shortening the calendar time of a unit without reducing the learning time, e.g. from 13 weeks to 12, or 6 weeks to 3 weeks. Video in learning and teaching is probably the next fastest and a most acceptable way of moving UWA towards ‘Education 3.0’ (Salmon, 2017) and improving students’ learning experiences (Ljubojevic et al, 2014).

1. Example opportunities

If you want to accomplish… Recommended approach

Allow learners to work through conceptual material at their own pace. Focus face-to-face class time on interaction and application of concepts

Flipped classroom

Spark creativity and build practical skills Learners as creators

Provide effective, meaningful feedback to learners Video feedback

Inspire and engage learning by incorporating multiple perspectives ‘Authentic voices’: Digital storytelling

Support learners’ mastery of procedural or hands-on tasks Demonstrations and simulations

Build motivation and connections with students Welcome and ‘update’ videos (Bates, 2015; Deakin Learning Futures Teaching Development Team, 2014; Institute for Teaching and Learning Innovation, 2017)

1.1 Teaching ‘with’ and ‘through’ videos From the learning leader’s perspective, there are two main ways to use video in learning and teaching (Woolfitt, 2015). First, when teaching with video, videos are used as learning materials to convey concepts. When teaching through video, learning leaders use videos to communicate directly with learners in their own voice, and their ‘screen presence’ is a part of the learning process. Videos can be used for:

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https://uwalearningfutures.edublogs.org/2017/03/22/higher-education-3-0/

Hansch, 2015, p. 12

1.2 Directly support learning

Videos can be used to:

• Welcome and motivate learners• Give the learning leader (lecturer or tutor) a voice to connect personally with students and feel

‘in touch’ with students – particularly valuable for digital units and large classes• Guide students with announcements, introduce new topics, highlight key information• ‘Spark’ engagement and students’ activities in an e-tivity or face to face group tutorial• Personalise - enable learners to revisit material and learn at their own pace• Encourage autonomy in learning• Pre-empt frequently asked questions from students• Provide meaningful feedback on assessments – either generically or individually• Archive for review and revisit by students of important events or components of a unit

2. Flipped classroom

A flipped approach means that ‘content delivery’ happens outside of the classroom, usually digitally and available for students to access in their own time and way. Students engage with videos, readings, e-tivities and other preparatory work in the LMS. Then, instead of lectures, in-person class and group time is used to apply, explore or extend concepts, for example in workshops, labs, discussions, or hands-on

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activities. Hence flipped classrooms can improve engagement and active learning by substituting less engaging lecture-style delivery with interaction and applied learning. The classwork time is typically in a ‘sandwich’ – and students then follow up digitally, perhaps with assessment and feedback opportunities.

University of Texas at Austin, Faculty Innovation Center. Attribution-NonCommercial-NoDerivatives 4.0 International

Video plays a significant role in a flipped approach, as it is often used to convey conceptual material that is more traditionally covered in lectures. Videos can be combined with readings and other preparatory materials in the LMS.

The flipped classroom approach allows students to learn at their own pace, as they can stop, backtrack, and review while watching videos. Motivation appears to increase when students know that they need to apply or discuss the out-of-class content during face-to-face class time (Bishop & Verleger, 2013).

Learning design through Carpe Diem workshops enables the development of effective flipped classroom approaches. Attention needs to be given to learning design in order to create e-tivities, materials, and videos that provide the information, knowledge and examples that would otherwise be addressed in a lecture. (Ideally this is a series of short videos rather than one long one.) The flipped classroom learning design should also include plans for in-class activities and follow up.

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http://facultyinnovate.utexas.edu/teaching/strategies/flipping/different

https://creativecommons.org/licenses/by-nc-nd/4.0/

http://www.worldclasseducation.uwa.edu.au/education-futures/professional-development/carpe-diem-workshops

The other applications of video described in this document can all be used in a flipped classroom approach.

Examples in action

Flipped classrooms at UWA

Sociology

Martin Forsey has explored the flipped classroom concept in publications and with an Education Futures Scholarship and Secondment project, finding that the approach enhanced students’ learning

experience and made the learning process more interactive and manageable. (For more, see this blog post and Forsey, Low, & Glance, 2013).

Medicine

Hessom Razavi and Sanjay Ramanathan are creating a digital learning program about ophthalmology for medical students. ‘Eyeballs made easy’ takes a flipped classroom approach to increase and

enhance students’ eye care knowledge and practice, combining videos and e-learning with face-to-face teaching.

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http://www.news.uwa.edu.au/201511308197/december-2015/announcing-centre-education-futures-scholarship-program-funding-recipient

http://www.news.uwa.edu.au/201511308197/december-2015/announcing-centre-education-futures-scholarship-program-funding-recipient

http://educationfutures.edublogs.org/2016/12/20/project-progress/

http://www.worldclasseducation.uwa.edu.au/education-futures/scholarship-projects/projects/eyeballs-made-easy

http://educationfutures.edublogs.org/?s=eyeballs

3. Learners as creators One powerful way to incorporate video in learning and teaching is to have the learners create videos, either individually or as part of a group, perhaps instead of a written assignment or exam.

The opportunity to create videos allows learners to:

• Have rich learning experiences • Experience independence and ownership over their creation • Collaborate with each other • Develop skills in digital storytelling (Kearney, 2011) • Contribute creatively to society and discuss their creations • Experience the challenge of communicating through the medium of film • Develop skills in film-making, research, communication, and technology (Institute for Teaching

and Learning Innovation, 2017) • Promote critical reflection and development of a personal narrative (Reeves et al, 2017)

At the University of Portland (USA), teaching staff have taken a flipped classroom approach, “using video as a ‘pre-lecture’ and the classroom as a place for “the students to get their hands dirty”. They

used a ‘ticket to class’ strategy to motivate students to use the video material (Rozakis, 2016).

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https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/811441/uiconf_id/30238631/entry_id/0_z3p6h827/embed/dynamic

Examples in action

Other assessment ideas

Science and mathematics students can record themselves solving problems on a whiteboard or paper, or video themselves performing an experiment in a lab. Video is a useful medium for capturing step-by-step processes. They can then analyse the processes afterward, and tutors or peers can give them feedback on their actions or thought process.

Disciplines such as literature or history that dependent on writing can ask learners to create short videos to accompany writing projects to support the development of skills in synthesis, concision, and presenting ideas in other media (Parks, 2017).

4. Video feedback

When providing video feedback, markers or unit coordinators can record themselves verbally commenting on assignments and then provide learners with the video file instead of, or in addition to,

Digital video reporting project

In this initiative at Loughborough and Sheffield Hallam universities (UK), learners undertook a video reporting project as an assessment in engineering and materials science units, allowing learners to gain knowledge and skills through research and video creation. (Willmot, Bramhall, & Radley, 2012)

Video blogging for reflection and assessment

Reeves, Caglayan, & Torr (2017) report on the use of a video blogging assessment for performing arts students (University for the Creative Arts, UK) for reflection, critical review of others, and feedback

from tutors. Students posted reflective videos in the learning management system for others to view. The evaluation of the approach found that the video medium promoted reflective practice and

development of critical thinking skills.

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written feedback. Personalised feedback can be recorded for each student and/or the unit coordinator could record a general message addressing common strengths or weaknesses in the class.

Video provide students with better quality feedback and quantity of feedback, better comprehension of the feedback, and improve their rapport with learning leaders (Chalmers, et al, 2014; Knauf, 2015; Robinson et al, 2015).

Examples in action

Instantaneous feedback at UWA Shannan Maisey and Dino Spagnoli (Chemistry) carried out an initiative (see the project blog) that provides students with instant feedback in the lab or classroom. Students first prepare for lab sessions by watching demonstration videos and reading other material. In the lab, they demonstrate the required skills in front of the instructor, who then uses a mobile device to tick a box that corresponds to how the student performed. This generates an email that provides students with videos that explain how they performed and give instructions on further skill development.

Assessment feedback At Edith Cowan University, Turner and West (2016) studied the outcomes of video feedback with almost 300 students:

Individualised video screencasts with accompanying narration were used to provide assessment feedback. […] An anonymous online survey revealed that nearly three times as many respondents (61%) preferred video feedback to written feedback (21%). […] Participants commented that video feedback was clearer and less ambiguous than other forms of feedback and improved both the quality and quantity of the feedback received. Participants also felt that video feedback established greater rapport with their tutor and provided them with greater insight into the assessment process. (West & Turner, 2016)

Staff considered that video feedback was technically manageable with an hour’s training, it was no more time consuming than the usual feedback practice, and that they were prepared to do again.

5. Authentic voices: Digital storytelling

Interviews with experts or community members can be used as primary sources of study and promote experiential learning. Recordings of public lectures or events can be repurposed and used for different contexts and subjects and present different perspectives. Live or recorded online discussions can demonstrate debate and decision-making in action.

As an experiential learning tool, these types of videos can: • Facilitate authentic engagement with external people and their viewpoints

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http://www.worldclasseducation.uwa.edu.au/education-futures/scholarship-projects/projects/using-lms-to-provide-instantaneous-feedback-to-students-in-laboratories-and-classrooms

http://blogs.uwa.edu.au/showme/

http://showzappat.weebly.com/

• Bring topics to life by demonstrating real scenarios • Substitute for or enhance a field visit • Present primary resources or case-study material • Synthesise multiple events to show real world outcomes • Demonstrate decision-making processes ‘in action' • Help change student attitudes by presenting material from different and authentic

perspectives. (Bates, 2015)

Unit co-ordinators can incorporate videos that already exist (as permitted by copyright) as well as create their own videos that tell stories and bring different perspectives to the learning experience.

Digital storytelling approaches are best connected with other learning activities, such as discussions, reflective writing, and critical analysis (Kearney, 2011). These can be classroom activities as well as activities carried out in the LMS and formal assessment items.

Annotation tools can be used to make learning with videos more interactive, as they allow students to comment or respond to questions at particular points in the video. These tools can be used to support active learning with videos and provide learners with feedback on their understanding.

Examples in action

Video in the UWA Law School

Kate Offer and Natalie Skead in the Law School have created videos to portray legal situations (courtrooms and client interactions) to provide authentic materials for students to analyse and to

demonstrate professional practice.

An initiative called Legal Storytelling was introduced into the Juris Doctor (JD) program at UWA in February 2017. A film of a hypothetical fact scenario is used as the basis of problem-solving, role-plays,

case studies, and professional skills development throughout the degree.

Equity & Trusts: Estoppel Tutorial (Natalie Skead)

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http://guides.library.uwa.edu.au/friendly.php?s=copyrightforteaching

http://www.worldclasseducation.uwa.edu.au/education-futures/scholarship-projects/projects/enhancing-learning-and-engagement-in-the-juris-doctor-through-legal-storytelling

‘Clinical yarning’ Education Futures scholarship project at UWA Ivan Lin (Medicine) and a team are working with Rural Clinical School (RCS) and WA Centre for Rural Health (WACRH) to develop a learning program that incorporates online experiential simulation based learning, including the use of 360 videos, in order to improve communication between health science students and Aboriginal patients.

Learning through case studies Koole et al (2012) describe the value of video to understanding the metacognitive processes of students and its link to assessing learning. Students in this study responded to an identical case study presented through video, resulting in a more reliable assessment of student metacognitive processes and learning.

6. Demonstrations and simulations Videos can be used to demonstrate or simulate experiments and procedures. A video demonstration is often more effective, accessible and repeatable than text or static image representatives of complex procedures. They can include lab procedures, use of technical equipment, client interaction techniques, use of software, and so on. They can also include steps that students will need to follow later on their own, in a lab or in a work experience setting.

Videos can help students to master knowledge and procedures by allowing them to learn at their own pace and revisit the content repeatedly (Bates, 2015).

Simulations or demonstrations of software used on a computer can be recorded with screen capture software. Other types of demonstrations in a physical setting can be recorded with a video camera or mobile device, ideally using a tripod.

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http://www.worldclasseducation.uwa.edu.au/education-futures/scholarship-projects/projects/clinical-yarning

Examples in action

‘Choose your own adventure’ videos at UWA

Chemistry

Dino Spagnoli (Chemistry) and colleagues have taken a ‘choose your own adventure’ approach to

creating digital laboratory exercises through videos. Students make choices in the ‘virtual’ lab and get feedback on their decisions, which would not be possible in the physical lab. The videos engage the

students and help them to develop knowledge that they will apply in the future.

Geology

Mary Gee (Earth and Environment) and her team are developing interactive videos to support students’ development of field skills in geology before, during, and after a fieldwork experience. Students take a

different pathway through the videos depending on their answers to questions. The videos help students prepare for full engagement in the field as well as continue their skill development and

complete the assessment afterward.

Videos for nursing trainees Another example can be found in a training program for nursing trainees. Videos are used to document the practical simulation so that students have more than just their notes afterward. Videos also allow

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http://www.worldclasseducation.uwa.edu.au/education-futures/scholarship-projects/projects/choose-your-own-adventure-pre-laboratory-exercises-in-chemistry

http://blogs.uwa.edu.au/dinos/2016/10/03/second-interactive-video/

http://www.worldclasseducation.uwa.edu.au/education-futures/scholarship-projects/projects/interactive-geology-field-skills-video

http://educationfutures.edublogs.org/tag/geologyvideos/

students to prepare before it’s their turn to try a simulation exercise. Video applications can also allow nurses to complete simulations online and get feedback within the software (Braslavi, 2014).

7. Welcome and ‘update’ videos Welcome videos and more frequent informal update videos or podcasts can help learning leaders (lecturers) set the tone for learning for their units, easily and quickly highlight important issues, answer questions and alert learners to deadlines.

Welcome and update videos allow learning leaders to:

• Welcome and motivate learners • Have a voice to connect personally with students outside of lecture settings • Help learning leaders keep ‘in touch’ with their students • Guide students with announcements, introductions to new topics, and key information • ‘Humanise’ digital content in the LMS

The spark of a personal connection can really shape a learner’s experience (Dutton, 2017; Schmidt, 2017).

Messages can be recorded with any method that’s convenient, such as a smartphone or laptop webcam. More polished welcome videos can also be created in the Centre for Education Futures’ Media Room or the Creator Space.

Example in action

Welcome message

Gary Dufour’s (School of Design) short video welcomes and motivates students by previewing the material that will be studied in the unit, sparking their interest and engagement.

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http://www.worldclasseducation.uwa.edu.au/education-futures/resources/media-room

http://www.worldclasseducation.uwa.edu.au/education-futures/resources/media-room

https://youtu.be/6NXya0BU6jo

8. References

Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, 30(9), 1-18. Retrieved from https://www.asee.org/public/conferences/20/papers/6219/view

Braslavi, G. (2014). Scaling and personalizing practical training with video: Using video feedback for greater learning. Kaltura blog. Retrieved from https://blog.kaltura.com/scaling-personalizing-practical-training-video/

Chalmers, C., MacCallum, J., Mowat, E., & Fulton, N. (2014). Audio feedback: richer language but no measurable impact on student performance. Practitioner Research in Higher Education, 8(1), 64-73. Retrieved from http://194.81.189.19/ojs/index.php/prhe/article/view/150

Deakin Learning Futures Teaching Development Team. (2014). Using audio and video for educational purposes. Retrieved from http://www.deakin.edu.au/__data/assets/pdf_file/0003/179013/Modules_1- 4_Using_audio_and_video_for_educational_purposes-2014-02-28.pdf

Dutton, A. (2017). Introduce yourself: Why professors should do video introductions. Kaltura blog. Retrieved from https://blog.kaltura.com/introduce-professors-video-introductions/

Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology, 49(4), 471-485. doi: 10.1177/1440783313504059

Hansch, A., Newman, C., Hillers, L., Shildhauer, T., McConachie, K., & Schmidt, P. (2015). Video and online learning: Critical reflections and findings from the field. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2577882

Institute for Teaching and Learning Innovation. (2017). Video for teaching and learning. Retrieved from http://www.uq.edu.au/teach/video-teach-learn/index.html

Kearney, M. (2011). A learning design for student-generated digital storytelling. Learning, Media and Technology, 36(2), 169–188. doi: 10.1080/17439884.2011.553623

Knauf, H. (2016). Reading, listening and feeling: audio feedback as a component of an inclusive learning culture at universities. Assessment & Evaluation in Higher Education, 41(3), 442-449. doi: 10.1080/02602938.2015.1021664

Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J. (2014). Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience. The International Review of Research in Open and Distributed Learning, 15(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1825/2903

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https://opentextbc.ca/teachinginadigitalage

https://www.asee.org/public/conferences/20/papers/6219/view

https://blog.kaltura.com/scaling-personalizing-practical-training-video/

https://blog.kaltura.com/scaling-personalizing-practical-training-video/

http://194.81.189.19/ojs/index.php/prhe/article/view/150

http://www.deakin.edu.au/__data/assets/pdf_file/0003/179013/Modules_1-%204_Using_audio_and_video_for_educational_purposes-2014-02-28.pdf

http://www.deakin.edu.au/__data/assets/pdf_file/0003/179013/Modules_1-%204_Using_audio_and_video_for_educational_purposes-2014-02-28.pdf

https://blog.kaltura.com/introduce-professors-video-introductions/

http://dx.doi.org/10.1177/1440783313504059

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2577882

http://www.uq.edu.au/teach/video-teach-learn/index.html

http://dx.doi.org/10.1080/17439884.2011.553623

http://dx.doi.org/10.1080/02602938.2015.1021664

http://www.irrodl.org/index.php/irrodl/article/view/1825/2903

Parks, E. (2017). Engaging Students: Video as Performance-Based Assessment and Learning. Kaltura blog. https://blog.kaltura.com/engaging-students-video-as-performance-based-assessment-and-learning/

Reeves, T., Caglayan, E., & Torr, R. (2017). Don’t shoot! Understanding students’ experiences of video-based learning and assessment in the arts. Video Journal of Education and Pedagogy, 2(1), 1. doi: 10.1186/s40990-016-0011-2

Robinson, S., Centifanti, L., Brewer, G., & Holyoak, L. (2015). The benefits of delivering formative feedback via video-casts. UCLan Journal of Pedagogic Research, 6(1). Retrieved from http://pops.uclan.ac.uk/index.php/ujpr/article/view/326

Rozakis, R. (2016). Ticket to the flipped classroom. Kaltura blog. Retrieved from https://blog.kaltura.com/ticket-flipped-classroom/

Salmon, G. (2017). Higher education 1.0 to 3.0 and beyond. UWA Learning Futures blog. Retrieved from https://uwalearningfutures.edublogs.org/2017/03/22/higher-education-3-0/

Schmidt, N. (2017). Humanizing online teaching and learning: The quest for authenticity. EDUCAUSE Review Blog. Retrieved from http://er.educause.edu/blogs/2017/3/humanizing-online-teaching-and-learning-the-quest-for-authenticity

Skead, N. and Offer, K. (2016). Learning law through a lens: Using visual media to support student learning and skills development in law. Alternative Law Journal, 41(3), 186-190. Retrieved from http://search.informit.com.au/documentSummary;dn=406607143022037;res=IELAPA

West, J., & Turner, W. (2016). Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback. Innovations in Education and Teaching International, 53(4), 400-410. 10.1080/14703297.2014.1003954

Willmot, P., Bramhall, M., Radley, K. (2012) Using digital video reporting to inspire and engage students. Retrieved from http://www.raeng.org.uk/publications/other/using-digital-video-reporting

Woolfitt, Z. (2015). The effective use of video in higher education. Report for Inholland University of Applied Sciences. Retrieved from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. In eLmL 2014: The Sixth International Conference on Mobile, Hybrid and On-line Learning, 112–119. Retrieved from http://www.thinkmind.org/download.php?articleid=elml_2014_5_30_50050

Gilly Salmon & Megan Fitzgibbons April 2017

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https://blog.kaltura.com/engaging-students-video-as-performance-based-assessment-and-learning/

http://dx.doi.org/10.1186/s40990-016-0011-2

http://pops.uclan.ac.uk/index.php/ujpr/article/view/326

https://blog.kaltura.com/ticket-flipped-classroom/

https://uwalearningfutures.edublogs.org/2017/03/22/higher-education-3-0/

http://er.educause.edu/blogs/2017/3/humanizing-online-teaching-and-learning-the-quest-for-authenticity

http://er.educause.edu/blogs/2017/3/humanizing-online-teaching-and-learning-the-quest-for-authenticity

http://search.informit.com.au/documentSummary;dn=406607143022037;res=IELAPA

http://dx.doi.org/10.1080/14703297.2014.1003954

https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

http://www.thinkmind.org/download.php?articleid=elml_2014_5_30_50050


Title: Renewed Education Strategy: Project Briefs


Primary Author: Grady Venville



Date:


Approval Process




1

Title: Collegiate System

Purpose: To design a collegiate system to deliver on UWA’s strategic intentions for:

• difference and excellence; and, • student experience.

Brief Project Description: Stage 1: Conduct relevant desktop research, consultation and data analysis and prepare a discussion paper to inform the design of a UWA collegiate system, including:

- Case study snapshots of collegiate systems in other Australian and/or international universities and recommendations about what will work and what won’t work regarding a collegiate system in the UWA context.

- Analysis of the current structures in the University (including faculties and SDCs; undergraduate degrees and postgraduate courses; the UWA affiliated colleges, the UWA McCusker Centre for Citizenship and the UWA Student Guild and affiliated clubs and societies) and make recommendations about how a collegiate system could integrate and connect with these current structures avoiding overlap in functions and another layer of bureaucracy; and,

- Consultation with the current UWA affiliated colleges, the UWA Student Guild, the McCusker Centre for Citizenship, and the faculties and report on their views and preferences for a UWA collegiate system and their preferred role in that system.

Stage 2: Prepare a report outlining the design of a UWA collegiate system, including:

- Analysis and recommendations regarding the possible objectives and function of a UWA collegiate system, in particular, regarding volunteering and service learning.

- Analysis and recommendations regarding the structure of a suitable collegiate system (physical, virtual and/or a combination) including physical presence, leadership and governance;

- A detailed road map/plan on how to phase in/implement a collegiate system; - The preparation of a business case including an analysis of return on investment (ROI), key

performance indicators (KPIs), the ongoing resourcing requirements for a collegiate system and where the coordination of the colleges would be best placed in the new University structure (i.e. central or faculty SDCs or a combination).

Project Owner (name, email, phone and position): Responsible for driving the work and the main point of contact

Chris Massey: Director of Student Life

[email protected]; 6488 xxx

Document Author (name, email, phone and position):

Grady Venville, Dean, Coursework Studies

[email protected] 6488 3811

Business Benefits: Measurable benefits to be achieved. E.g. efficiency increase, compliance

• Improved student transition from high school to university (as indicated by retention data) • Improved student satisfaction (ISB, CEQ, etc. questionnaires) • Improved student sense of ‘belonging’ to the University (?) • Improved student sense of ‘cohort experience’ (?) • Collegiate system as a point of difference at UWA (?) • Improved perception of UWA as an ‘excellent’ university (?)

Scope: In scope:

- Background research, data analysis and consultation on a UWA collegiate system - Business case including ROI and KPIs - Detailed road map/plan for implementation Out of scope:

- Implementation of the collegiate system

Collegiate System Project Brief

I1



http://www.uwa.edu.au/university-campaigns-resources/emailsig-resources/uwa-logo/

- Branding of and communication about the collegiate system

Deliverables: What is expected to be produced as a result of this work

1) A discussion paper including relevant desktop research, consultation and data analysis to inform the development of a UWA collegiate system

2) A report outlining the design of a UWA collegiate system including a business case and plan/road map for implementation

Project Governance Group Project definition, guidance, and approval will be governed by the following:

- Deputy Vice Chancellor – Education (including Student Experience and Student Life) - UWA Executive - Robert Webster, Director, Strategy, Planning and Performance - Education Futures Strategy and Implementation Group (reporting to the Education Committee)

Resources & Key Stakeholders: What resources will be provided by the business and what resources are being requested from SPP E.g. budget, subject matter expert, vendor developers, project managers, etc

Working groups will consist of resources from below:

Deputy Vice Chancellor – Education

UWA affiliated colleges

UWA Student Guild and affiliated clubs and societies

Student Experience

Student Life

UWA Student Consultative Committee

McCusker Centre for Citizenship

Strategy Planning and Performance – data and analytics

Faculties including A/Deans T&L

Executive

Related Projects/ Initiatives: • Education Futures Commencing Student Academic Mentoring Project • Education Futures Research-Led Teaching Project • Education Futures Enhanced Orientation Project

Timelines: Initiation: 20th April 2017

First gate: Discussion paper

Completion: 30th October 2017

Implementation (as specified by plan): TBD

Attachments submitted: List and describe them

Approval from the business Project Sponsor (Manager/Director) for submission of Project Brief:

Project Sponsor Name: Signature: Date:

To submit this document either sign and scan or enter your name and email through approval, along with any supporting attachments.

I2

Title: Research-led Teaching

Purpose: To design a model of professional learning to enhance and support research-led teaching to deliver on UWA’s strategic intentions for:


Brief Project Description: Stage 1: Conduct relevant desktop research and consultation and prepare a discussion paper about research-led teaching in the context of UWA as a research intensive university, including:

- An overview of current factors related to research-led teaching at UWA including the embedding of research skills in every undergraduate major; honours; BPhil research projects; Masters and PhD research; the Education Principles and relevant undergraduate and postgraduate policy.

- A definition and explanation of different types of research-led teaching suitable to the UWA context as a research-intensive university.

- Case study snapshots of exemplar models of research-led teaching already happening in UWA.

- Case study snapshots of exemplar models of research-led teaching in other research-intensive universities nationally and internationally.

Stage 2: Prepare a report providing options and recommendations on a suitable model of professional learning and support to enhance and embed research-led teaching at UWA including:

- A SWOT analysis of the current provision of professional learning and support related to research-led teaching at UWA including that is available from the Centre for Education Futures, Service Delivery Centres, the Graduate School of Education, external providers and professional bodies.

- Options and recommendations for the provision of a model of professional learning and support to enable enhanced research-led teaching at UWA. This should include options and recommendations on providers of the professional learning and support such as the Centre for Education Futures (or an equivalent central organisation), Service Delivery Centres, Graduate School of Education, and other internal and external providers.

- A business case including an analysis of return on investment (ROI), key performance indicators (KPIs) and the ongoing resourcing requirements for the delivery of ongoing professional learning and support for research-led teaching.


TBC

6488 xxx


Professor Grady Venville, Dean Coursework Studies

[email protected] 6488 3811


• Improved student satisfaction (ISB, CEQ, etc. questionnaires QILT) • Improved quality of teaching (QILT) • Research-led teaching as a point of difference at UWA (?) • Improved perception of UWA as an ‘excellent’ university (?)

Scope: In scope:

- Background research, data analysis and consultation on research-led teaching - Development of a suitable model of professional learning and a business case including ROI and KPIs Out of scope:

- Implementation of the model of professional learning for research-led teaching - Branding of and communication about the model of professional learning for research-led teaching.

Research-led Teaching Project Brief

I3




1) A discussion paper about research-led teaching in the context of UWA as a research-intensive university.

2) A report with options and recommendations for a model of professional learning to support research-led teaching at UWA including a business case.


- Deputy Vice-Chancellor – Research - UWA Executive - Robert Webster, Director, Strategy, Planning and Performance - Education Futures Strategy and Implementation Group (reporting to the Education Committee)



- Deputy Vice-Chancellor – Research - A/Deans Teaching and Learning - A/Deans Research - Deputy Vice Chancellor – Education - Dean, Coursework Studies - Dean, Graduate Research School - Faculties - Centre for Education Futures - UWA Executive - UWA Student Guild President (including Guild Officer Bearers) - Robert Webster, Director, Strategy, Planning and Performance - Education Futures Strategy and Implementation Group (reporting to the Education Committee) - UWA Student Consultative Committee - Brand and Marketing



First gate:







I4

Title: Enhanced Orientation

Purpose: To design an enhanced and compulsory orientation for commencing students to deliver on UWA’s strategic intentions for:


Brief Project Description: Stage 1: Conduct relevant research, consultation and data analysis to inform the development of an enhanced and compulsory orientation for UWA undergraduate students including:

- Case study snapshots of similar programs in other research-intensive Australian and/or international universities and recommendations about what will and will not work regarding orientation in the UWA context;

- A report on consultation with UWA Student Experience, Student Life, faculties, UWA affiliated colleges, the UWA Student Guild, and the McCusker Centre for Citizenship about their views and preferences for an enhanced and compulsory orientation;

- Analysis and recommendations regarding the possible objectives and function of an enhanced and compulsory orientation system;

- A high level timetable of proposed activities to be conducted during an enhanced, compulsory orientation, including responsibilities. This should include activities associated with the proposed commencing student/staff mentoring program and collegiate system; and,

- Analysis and recommendations regarding the coordination and responsibility for an enhanced and compulsory orientation and where in the University structure this responsibility should sit.

- A business case including an analysis of return on investment (ROI), key performance indicators (KPIs), the ongoing resourcing requirements for an enhanced and compulsory orientation.


TBC

6488 xxx


Grady Venville

[email protected]


• Improved student transition from high school to university (as indicated by retention data) • Improved student satisfaction (ISB, CEQ, etc. questionnaires) • Improved student sense of ‘belonging’ to the University (?) • Improved student sense of ‘cohort experience’ (?) • Enhanced/compulsory orientation as a point of difference at UWA (?) • Improved perception of UWA as an ‘excellent’ university (?)

Scope: In scope:

- Background research, data analysis and consultation on an enhanced and compulsory orientation Out of scope: - Implementation of the enhanced and compulsory orientation - Branding of and communication about the orientation


1) report including objectives, function, case studies, options and recommendations to inform the development of an enhanced and compulsory orientation for commencing students

2) Business case including ROI and KPIs for an enhanced and compulsory orientation

3) A high level timetable of proposed activities for an enhanced and compulsory orientation for commencing students

Enhanced Orientation Project Brief

I5



- Deputy Vice Chancellor – Education (including Director, Student Experience & Student Life) - UWA Executive - Robert Webster, Director, Strategy, Planning and Performance - Education Futures Strategy and Implementation Group (reporting to the Education Committee)




UWA affiliated colleges

UWA Student Guild and affiliated clubs and societies


Student Experience

Student Life


Faculties – consult, provide input, inform capacity

Members of the Education Leadership Program

Executive – to approve approach

Brand and Marketing – do develop brand for the enhanced, compulsory orientation

Communication plan (to be developed by David Harrison’s area)



First gate:







I6

Title: Commencing Student Mentoring Program

Purpose: To design a commencing student mentoring program that delivers on UWA’s strategic intentions for:


Brief Project Description: Stage 1: Conduct relevant background research, data analysis and consultation and provide a report to inform the development of a UWA commencing student mentoring program, including:

- Analysis of UWA undergraduate and postgraduate commencing student numbers and broad areas of specialisation;

- Analysis of the number and broad areas of specialisation of academic staff needed to participate as mentors and the University capacity to provide appropriate mentors;

- Recommendations on the phasing in of the mentoring program, whether to start with undergraduate, postgraduate or both groups, the size of each mentor group, and the criteria to be used to develop each group (i.e. should it be based on area of specialisation or another criterion?);

- Analysis and recommendations regarding the University capacity to timetable and provide appropriate space (physical or virtual) for the mentoring program;

- Analysis and recommendations regarding the capacity of the University digital platforms, in particular, the Blackboard Learning Management System (LMS), to appropriately support the mentoring program;

- Analysis and recommendations regarding the capacity of the University or external digital platforms to enable a digital academic portfolio to be incorporated into the mentoring program;

- An analysis of mentoring programs currently being conducted at UWA and the degree to which these overlap with or could connect with the proposed commencing student mentoring program (e.g. UniMentor; Career Mentor Link); and,

- Case study snapshots of mentoring programs in other Australian and/or international universities and recommendations about what will work and what won’t work in the UWA context; and,

- Consultation with UWA staff and students as necessary.

Stage 2: Design, develop and consult on a commencing student mentoring program including:

- The nature, scope and timing of a training program for staff mentors in consultation with UWA Organisation Development (previously OSDS Lucienne Tessens) and utilising/adapting currently available materials; http://www.hr.uwa.edu.au/development/programs/mentoring-at-uwa

- A suggested program of planned activities for the commencing student mentoring program including commencement and completion celebration events;

- A digital resource in the Blackboard Learning Management System of planned activities to be conducted during the mentoring program by each mentor group that connects with, reinforces and builds on currently available resources at UWA including a) CARS (Communication and Research Skills) online unit; b) ACE (Academic Conduct Essentials) online unit, c) ISE (Indigenous Studies Essentials) online unit, and d) activities that encourage and support service learning as advised by the McCusker Centre for Citizenship. Activities must be able to be conducted either digitally or in a face-to-face mentoring context preferably in a ‘flipped’ mode with online preparation prior to the mentoring meetings; and,

- A digital portfolio of relevant supporting resources for mentors and mentees (utilising currently available materials from UWA Organisational Development at the website above.

Stage 3: Design, develop and consult on an implementation plan with resourcing expectations including:

- Analysis, development and documentation of the business processes required for the annual coordination and support of the commencing student mentoring program;

- Analysis and recommendations regarding the capacity of the current University business areas that can contribute to the commencing student mentoring program.

Commencing Student Mentoring Program Project Brief

I7


- A business case including an analysis of the return on an investment (ROI), key performance indicators (KPIs), additional ongoing resourcing requirements and funding source of the mentoring program and where the coordination of the program would be best placed in the new University structure (central or faculty SDCs or a combination).


Prof Grady Venville, Acting Deputy Vice-Chancellor (Education); Dean, Coursework Studies

[email protected]; 6488 3811

Mr Nevin Jayawardena, Guild President 2017.

[email protected]


Grady Venville (as above)


• Improved student transition from high school to university (as indicated by retention data) • Improved student satisfaction (ISB, CEQ, etc. questionnaires) • Improved student sense of ‘belonging’ to the University (?) • Improved student sense of ‘cohort experience’ (?) • Improved student academic conduct (academic conduct data) • Mentoring as a point of difference at UWA (?) • Improved perception of UWA as an ‘excellent’ university (?)

Scope: In scope:

- Design, development of and consultation on the mentoring program Out of scope:

- Implementation of the mentoring program - Branding of and communication about the mentoring program


1) A report of relevant background information and data to inform the development of a UWA commencing student mentoring program

2) A report outlining the nature, scope and timing of a training program for academic staff mentors 3) An outline of a program of activities for the commencing student mentoring program including

commencement and completion celebration events 4) A digital resource in the Blackboard Learning Management System of planned activities to be

conducted during the academic mentoring program by each mentor group 5) A digital portfolio of relevant supporting resources for mentors and mentees 6) A business case for the commencing student mentoring program including required resources


- UWA Executive - Robert Webster, Director, Strategy, Planning and Performance - Education Futures Strategy and Implementation Group (reporting to the Education Committee)




Student Experience

Student Life

Centre for Education Futures


UWA Student Guild President (including Guild Officer Bearers)

Faculties – consult, provide input, inform capacity

Member of the Education Leadership Program

Executive – to approve approach

Brand and Marketing – do develop brand for the mentoring program


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Communication plan to be developed by (David Harrison’s area)

Related Projects/ Initiatives: • Education Futures Collegiate Project • Education Futures Research-Led Teaching Project • Education Futures Enhanced Orientation Project


First gate: Business case prior to resource development


Implementation (as specified by plan): mentoring program to be implemented from Semester 1, 2018





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members of the education futures strategy and ...€¦ · as part of the reporting requirement and...

Documents