2019 Program

Please note that registrations for TELFest 2019 have now closed.

Find the full conference program below. You will not be provided with a printed program, so we encourage you to bookmark this page on your device. Alternatively, you can download the (print-friendly) program summary.

Tuesday 19 November 2019 - Workshops

Morning Session: 10am‚Äď12pm

Frederick Chew and Rebecca Ng, ANU College of Arts and Social Sciences

Are you thinking of recording and producing your own videos for your teaching? Are you bored with just having your voice over presentation slides and want to record something more interesting? You do not have big budget to setup a recording studio? 

In the session, participants will learn the entire process of video production from setting up a video recording facility using small budget to techniques of video production and to the final storage and distribution. 


  • video equipment (camera, microphone, lights)¬†
  • recording software¬†
  • recording techniques¬†
  • video layering¬†
  • chroma key/green screen¬†
  • post-production¬†
  • storage and distribution¬†

Please bring a device.

Terra Starbird, ANU Library, Scholarly Information Services 

The connected classroom is the new norm in higher education, with students and teachers increasingly connecting and interacting online across a range of social media platforms. And while educators advocate passionately for open access to data and freedom of information, we also need to address the very human right to privacy in the digital age.  

We all leave a digital breadcrumb in our interactions online. It happens both visibly and invisibly. As the boundaries between our online and offline lives blur, the ways in which we now communicate and teach using social media and electronic devices need to acknowledge this. But knowing how to best protect privacy while promoting yourself professionally can sometimes feel overwhelming and even impossible. 

This workshop will map out the current digital landscape, both from the perspective of the connected educator and the alleged ‚Äúdigital native‚ÄĚ student. It will show you the tools and strategies you can employ to manage your personal data and protect yourself online. When choosing how to connect with your students across the major platforms (Facebook, Twitter, Instagram, LinkedIn, YouTube and SnapChat), there are ways to be available to your students, while still taking steps to manage your digital footprint, protecting your anonymity, data and reputation online. There are tools and resources out there, but the social media platforms do not make it easy.¬†¬†

This workshop will show you how to take responsibility for your own digital footprint and show leadership and initiative to your students.  


  • Mapping the current digital landscape: The connected classroom in 2019 and beyond.
  • Reality Check: Data tracking practices of the main social media platforms: analysing and tidying up your current digital footprint.
  • Promoting Yourself Professionally Online: Using social media as a connected academic/lecturer to promote research, connect with students, build your research/teaching impact.
  • Pros & Cons of the major players for use in the connected classroom (Facebook, Twitter, Instagram, Snapchat).
  • Q&A

Silvia Vogel and Kirsten Schliephake, Monash University, Faculty of Medicine, Nursing and Health Sciences

Online discussion forums are a critical way to engage with students, but can often remain empty of contributions. Facilitating and moderating these forums successfully is key to engaging students online. In this Masterclass, participants will explore strategies and opportunities to foster a positive student and teacher experience in discussion forums. In preparing educators to develop relevant and authentic discussion forums, aligned to content and learning outcomes, this Masterclass takes a design thinking approach where the student experience is considered.

This session will be a mixture of presentation and hands-on activities to:

  1. Identify when, why and how to use a discussion forum to foster student engagement and promote deeper learning
  2. Identify strategies to facilitate and moderate online discussion forums
  3. Equip you with tips and tools to effectively plan your next online discussion forum.

Lunch will be served from 12‚Äď1pm

Afternoon Session: 1‚Äď2.30/3pm

Marina Iskhakova, ANU College of Business and Economics

If you have students from more than one cultural background in your class,  this highly-interactive workshop is for you. 

Some Lecturers used to believe that teaching is culture-free and as long as you are an expert in the subject matter, the culture can be ignored. In our more and more globalised environment, educators are facing a growing percentage of international students in their classrooms where culture increasingly does matter. The three basic guiding principles of Culturally Responsive Teaching are: 1) the expectation that all students can achieve a high academic level; 2) inclusion of students’ cultural background and knowledge into the teaching and learning process; and 3) usage of a variety of educational strategies to meet diverse cultural needs from students. Not only is a Culturally Responsive Educator a subject expert in their own field, they are also equipped with culture-responsive strategies. Research indicates that when students’ cultures are used, students’ academic achievements increase. In our How to teach in a Global Classroom workshop several key strategies how to make your Teaching in a Global classroom more effective and enjoyable will be introduced.  

If you have students from more than one cultural background in your classroom, then it is MUST workshop for you.  

Among key questions:

  • How to incorporate‚ÄĮCulturally Responsive Teaching‚ÄĮstrategies in your course and assessments design and in your course delivery.¬†
  • How to deal with students‚Äô different communications style, attitude to time, to rules, to¬† authority, to uncertainty, different ways to deal with stress, emotions and conflicts.¬†
  • How to understand your students from different cultures and truly enjoy teaching a Global classroom!¬†

‚ÄĮIt is highly interactive workshop with many practical interactive exercises, scenarious and examples. Effective Cross-Culturally responsive teaching strategies will be given, different mini-cases will be discussed, each participant will develop better skills and confidence to teach in a Global classroom.¬†


Chris Browne, ANU College of Science

In this session, I will show you how the Database Activity is the most useful and underrated tool in Moodle. 

I first started tinkering with the Database because Wattle wasn't capable of doing what I wanted to do with my class. Now I have a developing suite of tools ready to share, including ways to run standard feedback for marking and moderation, peer feedback, course feedback, feedback for student self-evaluation, feedback for team members in a group project, group-sign ups for resources, and showcase submissions. 

During this session you will create your own Database Activity for either marking and giving feedback to students, or collecting feedback in a class using our open-source tools. You’ll be able to take this process with you and use it in your next class.  

Participants do not need to have a strong coding background, but we will ‚Äúlook under the hood‚ÄĚ and run through the publicly available HTML, CSS, JavaScript and Python code‚ÄĒcalled VirtuousLoop‚ÄĒthat runs the process.¬†

Please bring a device.

Frances Wild, National Gallery of Australia and Christine Phillips, ANU Medical School

This workshop session will provide participants with an insight into the NGA’s potential as a site for tertiary student learning, and showcase showcase a variety of strategies used during Artmed program, which was nominated for an ANU teaching excellence award in 2017 and for the prestigious ANU Vice-Chancellor’s Award for Excellence in Education in 2019. 

Artmed is the National Gallery of Australia’s (NGA) suite of programs for medical students and health professionals.  This unique curriculum-based program commenced ten years ago as a collaboration between the NGA and The Australian National University Medical School (ANUMS) and has expanded to also offer a range of professional learning opportunities for trainee physicians and allied health practitioners. 

This workshop session includes: 

  • a showcase of a variety of strategies used during Artmed sessions with medical students¬†¬†
  • group observation exercises¬†¬†
  • interpretive opportunities¬†
  • topic focused discussion¬†
  • intercultural understanding and resilience skills¬†
  • an art-making opportunity¬†
  • a general discussion about how tertiary students can benefit from an ongoing engagement with the visual arts.¬†¬†¬†

 Please note that this session will involve a short walk. Dress appropriately and bring a bottle of water. Please inform the TELFest team if you have any mobility issues that might affect your participation in this activity - we will try to work something out!

Wednesday 20 November 2019 - Main conference day

Please come see us at the check-in desk when you arrive at TELFest.

Good to know: TELFest is going green! No need to print your ticket - just give us your name at check-in. We also recommend you keep the program handy on a digital device, as we will not provide you with a printed program.

Welcome and Acknowledgement of Country

Katie Freund, Senior Learning Designer, ANU Online

Opening address

Professor Grady Venville, Acting Deputy Vice-Chancellor Academic

Carol Hayes, College of Asia and the Pacific

New technologies can enable innovative approaches, but also problematise traditional delivery models. With lecture recordings and volumes of content easily accessible online, the role of the lecturer and the classroom have shifted. In this keynote, Associate Professor Carol Hayes will share her experience in navigating this shift and how she is transitioning from a delivery model to an interactive model of teaching. Carol will explore how a blended approach can create new spaces for rich face-to-face engagement in class, and support effective teaching to diverse student cohorts. In this way, students are empowered to take control over their own learning. Join us for this ‚Äúfireside chat‚ÄĚ style session, with audience discussion, to open TELFest 2019.

Associate Professor Carol Hayes is an innovation leader and early adopter in developing and supporting flexible and online learning within Asian Studies at the ANU, pushing boundaries in technical innovation to make language learning more exciting and student oriented. The rapid growth in technology in recent decades, has enabled Carol to include a number of digital elements in her teaching, including digital storytelling, interactive audio and video quizzing, target language Voice Board forums, online placement testing, flipped lessons, advanced eText development and online components within final examinations. These initiatives are now well embedded not only in the Japanese language program but more broadly across the language teaching in CAP and into the ACT senior secondary sector.

Carol specialises in Japanese cultural production including literature, film and popular culture. Her research interests include modern Japanese poetry and the portrayal of social/cultural issues in literature and film. Her research also includes Japanese language teaching methodologies and practice, particularly e-Teaching and e-Learning with a focus on flexible, online learning, student motivation and Japanese language acquisition. Read on about Carol's journey in education...

Morning Tea will be served from 10.30‚Äď11am

Presentation Session 1: 11am‚Äď12.30pm
HB1: Assessment and Feedback

Terhi Nurmikko-Fuller and Ian Hart, College of Arts and Social Science 

In this presentation, we report on the last year's success of running "Digital Culture: Being Human in the Information Age". It is a first year subject offered by College of Arts and Social Sciences; it also forms part of the Diploma in Liberal Studies and is taught in parallel by ANU College. There are four learning outcomes: 

  1. Understand the implications of digital technologies for the humanities and, more generally, contemporary culture.
  2. Analyse and critique the convergence of cultural and social practices that are emerging from the use of digital technologies.
  3. Formulate research questions and gather evidence from reliable sources (both digital and material) to construct informed arguments about digital culture.
  4. Communicate effectively both orally and in writing, using a variety of media.

In previous years, assessment has been heavily text weighted, comprising two long essays, plus weekly short responses to relevant articles from journals and magazines. In 2018 we decided to radically change the assessment (with consequent implications for teaching), in order to reflect the Learning Outcomes more authentically. This new approach rewarded students for active participation: Over 10 tutorials, students worked in small groups, conducting on-line research and presenting it to the class. These presentation were peer assessed and the marks were averaged across the semester (a great incentive to attend tutorials). Students produced an A1 conference poster and a 1,500 word short paper in publication-ready format (necessitating competence in LaTex and a graphic design app) fore their mid-terms, finally culminating in 5 minute videos, produced in groups of 3-4 to students. These videos were designed to introduce an aspect of the course to future students. All of these assignments, graded against carefully-defined rubrics, reflect the skills and qualities needed to function effectively in the 21st century digital sphere: research, evaluation, collaboration, creativity, peer criticism and self-assessment. 

Michelle Worthington, College of Law 

This presentation will outline and discuss the use of short film as an assessment tool in the Bachelor of Law/Juris Doctor programs at the ANU College of Law. The presentation will outline the rationale for the assessment task, the scaffolding and resources offered to students, and offer the convenor's reflections on the submitted films along with the challenges and successes of the task (extracts of the student films will be used with the permission of their creators). 

Eight Undergraduate and one Postgraduate films were produced as part of this mid-semester small-group assessment task, with students given the option to choose between this task and an individual research essay. Students were provided with a theme 'Power and the Corporation' but were invited to respond to this using any film genre. They were also asked to submit a rationale and process summary and a bibliography alongside their film. To help students prepare for the task a leading film-maker, Gabrielle Brady, was engaged to provide two days of activities to all interested Corporations Law students. Brady was also consulted regarding the design of the short film task. For more information on Brady's work see: http://www.gabrielle-brady.com

Chris Browne, College of Science and Jenny Simmons, College of Engineering and Computer Science 

Feedback is a fundamental process in learning. In large classes, often with multiple markers, managing the efficient and consistent delivery of feedback to students is challenging if not overwhelming. When markers and coordinators use existing systems, such as Turnitin, their effort is driven by processes, such as rubrics or in-text comments, rather than what the student needs to improve their future work. For the coordinators moderation can be frustrating and time consuming due to the lack of transparency of the data collected. 

We have developed system to help markers and coordinators more easily calibrate their marking effort. This system, suitable for both individual and group assessment, is built with the Moodle Database activity, and allows for the efficient input of grades against a flexible rubric. Markers are given a suggested grade based on the selection of rubric items. These data are then used to run moderation reports by the coordinator to get a broad sense of what biases may be present in individual markers, allowing the coordinator to effectively moderate between markers if required. These data also are used to generate feedback reports, which can easily be made available through the Gradebook. In the case of group assessment the reports can be made available to all group members. 

In this presentation, we will run through a reflection on the frustrations of grading large classes and how this system was used to overcome these frustrations. This will include the tale of how this system was generated and evolved, a step-by-step of our process, and how you could run it with your class.  

HB2: Design, Flip and Blend

Melissa Hickey and Camilo Potocnjak-Oxman, College of Business and Economics 

This presentation seeks to showcase how educators can empower students to take learning and teaching into their own hands, based on my experience doing just that.  

Inspired by techniques commonly used in Design Thinking, I first experimented with this approach during the Venture Lab Skill Development Stream taught by Lab Facilitator and Associate Lecturer, Camilo Potocnjak Oxman. This is an extracurricular course aimed to hone entrepreneurial skills for students interested in building and exploring their own business ventures.  

I was a participant in this course and had identified a potential market opportunity but needed ideas on how to capitalize it. I invited several other student peers into the Venture Lab space and facilitated an ideation session to move my project to the next stage. It was a smashing success and I walked out with over 100 novel ideas on how to position my venture in the market for this opportunity.  

The students who attended my session experienced first-hand how effective the facilitation was for my project. One even asked me to teach her how to facilitate a similar session for her project. I shared with her my preparation materials and she went on to facilitate her own session in the Venture Lab with an entirely different group of students.  

Given the success of this approach and my enthusiasm for employing Design Thinking methods in the classroom, Camilo has invited me to run the tutorials for his undergraduate Design Thinking course in Semester 2 of 2019. Camilo and I plan to teach the students similar facilitation techniques and encourage them to leverage the brilliant minds of their classmates in order to move their semester-long assessments forward while learning from each other.  

For this presentation, I plan to share my journey from student, to student facilitator, to tutor and mentor of future student facilitators.  

Jay Ridgewell, Tim Friel and Joe Hope, College of Science 

meriSTEM is an ANU STEM education initiative providing comprehensive, curriculum-aligned, modular resources for senior secondary teachers, enabling them to ‚Äėflip‚Äô their classrooms in order to maximise deep, engaged learning.¬†

The aims of meriSTEM are to increase student achievement, independent inquiry and critical thinking skills in STEM core subjects while also increasing teacher capacity to facilitate more student-centred learning. 

Since the first prototype in semester 2, 2016, meriSTEM has provided senior physics courses to schools across Australia. Now we are developing equivalent offerings in chemistry, biology, and Earth and environmental sciences.  

The three components of meriSTEM are the Open edX platform for student self-paced learning, in-class resources and associated support for teachers. 

ANU staff and students can benefit from working with meriSTEM and the lessons learnt. We will briefly explain how the request from local teachers set the wheels in motion to establish the meriSTEM program, what we have learned thus far, including using crowd-sourced volunteering to improve the accessibility of resources, and where we are heading next.   

Tom Worthington, College of Engineering and Computer Science 

In 2008 I ended my last computer science lecture  for the year by announcing it would be my last lecture, ever. Having become disillusioned with the lecture format, and a lack of suitable alternative teaching spaces, I moved my teaching online. Ten years later a new flexible teaching building became available (built from prefabricated wooden panels, like a giant Ikea bookcase). This is an account of going back to the classroom, to apply a blend of online and classroom teaching in the new building. The task was to teach international graduate computing students how to write a job application, and in the process, reflect on their learning. This is a first-person account, of how to create new interactive ways of learning, and allow each student to choose the blend of online and classroom learning to suit their needs. This approach starts with online course design and then adds face-to-face workshops after each online component (flipped classroom). Tom will discuss how this implements a social constructionist approach with scaffolded peer learning.

HB3: Creating Courses and Resources

Aurore Chow, College of Asia and the Pacific, and Rowena Tayler-Henry, College of Science   

‚ÄėStart faster, Go further‚Äô is a suite of online academic skills modules that helps students hit the ground running when they recommence tertiary study after an extended period of time in the workforce. The modules were designed for students who are completing a year-long Master‚Äôs degree during the Australian Command and Staff Course (ACSC).¬† The talk will share experience and tips that are applicable to anyone wishing to create informative and interactive web-based, self-paced modules.¬†¬†

The modules were developed as part of a project funded by an ANU Linkage for Learning and Teaching Grant with the Australian Defence Force. The aim of this project was to research, design, develop and evaluate online modules for the threshold concepts that are key to success in tertiary education. In the research phase, we conducted focus groups with students who were nearing completion of the degree and asked them to reflect on the skills and knowledge that would have made them more prepared for the course.¬† Based on those focus groups, we developed nine topics into online modules.¬† We created the modules in a Moodle platform, pioneering the use of H5P at the ANU to create engaging interactive content with narration, reflection and auto-marked activities to check understanding. After creating the modules, we conducted another round of focus groups, asking current students to test the modules and provide feedback.¬† The final modules were released for use by the 2019 student cohort.¬† Evaluation results show that the modules were successful in reducing the grade of the learning curve, reducing pre-course anxiety, and helping students achieve better learning outcomes, thus enabling them to ‚Äėstart faster, go further‚Äô.¬† During this presentation, we will give a tour of the site, explain how we designed and built it and highlight lessons we learnt along the way.¬†¬†¬†¬†¬†

Kelly Frame, iLEAP 

Pear Deck is a Google add-on that transforms slideshows into interactive learning opportunities and a source of diagnostic and formative data. It is a learning platform that educators can implement in large-scale lectures and intimate tutorials, with particular features and advantages that distinguish it from similar interactive platforms in higher education (such as Echo 360 ALP). Specifically, Pear Deck has a simple interface accessible for those with minimal IT skills, can be easily incorporated into existing teaching slideshows, and requires minimal effort for the time-poor academic. In this session, I will establish the unique ways in which this technology can increase student engagement and support effective teaching practice. This includes analysis of the merits and challenges of anonymous posting, instant data, influencing student note-taking habits, and student-led inquiry. In conjunction with this analysis, I identify and evaluate the functions, benefits, and limitations of this learning tool, its applications across multiple disciplines, and the capacity for its implementation at ANU.    

Sabrina Caldwell and Tom Gedeon, College of Engineering and Computer Science   

Photographs and other images are essential in teaching and learning in most fields of knowledge. Getting images right and attributing them correctly in educational settings promotes clarity and student understanding; getting them wrong subverts knowledge itself, and is confounding for teachers and students alike. However, for students, (and even some educators), assessing image credibility - the ability of images to be trusted as true representations of people, places, events, and information - and preparing their own images in a credible way, are complex activities and often poorly understood.  This impacts upon knowledge production and use; one study suggests that there may be as many as 35,000 papers indexed by PubMed alone which are so seriously affected by image manipulation problems that they may be candidates for retraction (Bik et al, 2018). Online, there is still a clear lack of understanding of image credibility (Shellenberger, 2016).  As far as securing image rights in an open source, online world, few students have even heard of Creative Commons image licenses, let alone understand how to use these licenses to manage others’ use of their images. 

We have been collecting data on university student image manipulation perspectives. The data shows that there is little commonality in views on image credibility amongst university students and researchers. It is also becoming clear that image management requirements vary across different disciplines.   

In 2019 we were awarded a VC's Teaching Enhancement Grant, which is supporting us to assemble an Image Credibility Teaching Suite (ICTS) for use across the breadth of the University. A key characteristic of the ICTS will be flexibility to support diverse teaching modalities; the ICTS will provide ‚Äėright-sized‚Äô online content modules within the framework of an explicit, concept level plan. This presentation describes the ICTS, the work informing its form and function, and how we envisage it to be used by educators at ANU.¬†


  • Bik, Elisabeth M. et al (2018) Analysis and Correction of Inappropriate Image Duplication: The Molecular and Cellular Biology Experience. Molecular and Cellular Biology.¬† doi: 10.1128/mcb.00309-18¬†
  • Shellenberger, Sue (21/11/2016) Most Students Don‚Äôt Know When News Is Fake, Stanford Study Finds. The Wall Street Journal.¬†


Lunch will be served from 12.30‚Äď1.30pm

Presentation Session 2: 1.30‚ÄĒ3pm
HB1: Project-Based Learning

Terhi Nurmikko-Fuller, College of Arts and Social Science 

In 2019 students enrolled on our Digital Humanities project course worked with the National Museum of Australia Education Team to develop digital, web-based projects for the museum to use as part of its education program. This was the first time we had offered a semester-long project where students worked the entire time with an external client. It was a great success with five student-led projects selected for further development and inclusion in a suite of resources that will be used for teaching in primary and secondary schools across Australia. 

The conception of this course was driven by our observation that many students entering our courses had very little experience of project planning, management and that their regular use of digital technology was relatively passive. Students lacked skills to critically appraise the affordances and challenges of digital methods and technology. Students upskilled in diverse methods ranging from 3D scanning, game development using JavaScript, digital mapping, and podcasting. With support from us the students were encouraged to learn how to learn new digital methods, a necessary skill in digital humanities where tech and software change rapidly. They also had to think critically about what digital platforms were appropriate for the client (the NMA) and for the future audience (school children from diverse backgrounds).  

Students studying digital humanities come from a range of disciplines (computer science, engineering, history, linguistics, museum studies) and have different plans for the future. The aim of this course is to encourage them to think across disciplines, skill sets, and to build their communication and interpersonal skills. The students were assessed on their ability to pitch ideas to staff at the museum, to plan their project, to formally present their ideas to curators, educators and IT specialists as well as on their on their final project build.  

Camilo Potocnjak-Oxman, Melissa Hickey and Emma Burns, College of Business and Economics 

This presentation describes how a ‚Äúlive brief‚ÄĚ approach to project-based learning can be used to deliver benefits to partner organisations while providing students with life-long skills and tangible work experience.¬†¬†

Live briefs, also known as ‚Äúlive projects‚ÄĚ, are defined as ‚Äúthe negotiation of a brief [‚Ķ] between an educational organisation and an external collaborator for their mutual benefit‚ÄĚ (Live Projects Network, 2019). This approach is common in architecture, design and other project-based disciplines. As a learning experience, it emphasises engagement with a client for whom students address a real challenge. The purpose is to empower students to apply theoretical, methodological and practical approaches in the delivery of conceptual solutions that have the potential to provide real value, introducing an element of uncertainty that is reflective of the professional environment that students will face upon graduation.¬†¬†

Design thinking is a human-centred design approach to innovation that draws upon the practices, mindsets and cognitive processes from the design discipline to tackle open-ended or ‚Äúwicked problems‚ÄĚ by focusing on the human elements of a socio-technical system. Due to its focus on open-ended problems, design thinking is well-suited to ‚Äúlive brief‚ÄĚ-based learning. By collaboratively defining broad challenges faced by a partner organisation, students can explore said challenges and identify specific issues to be addressed. This ensures that the projects themselves can be tailored to a wide range of levels of expertise and experience while still delivering valuable insights and potential solutions.¬†¬†

This presentation will focus on two cases of live briefs: One is in the context of a post-graduate course with an external partner; the other in an undergraduate course with an internal partner. The presentation will highlight some of the processes, teaching methods, and approaches to assessment used with the purpose of providing valuable insights to the live brief client, while focusing on the achievement of learning outcomes for the students. 

The presentation will also reflect on key success factors for live briefs, potential improvements and how to use this model of teaching to benefit the university as a whole.     

Kylie Catchpole and Jenny Simmons, College of Engineering and Computer Science 

There are many educational benefits to students from an interactive and active approach to learning.  This is especially so for project-based learning, which has the advantages of creating opportunities for students to learn practical approaches to teamwork and project management, and how to be more independent learners, as well as discipline-specific content.  

However, facilitating project-based learning can be challenging for large classes of early year students.  In this talk we will discuss our approaches to teaching Discovering Engineering, a project-based course for a large class of first-year students. 

In particular we focus on our strategies for scaffolding project-based learning, to help keep students on track, and to help them learn project management skills.  We also discuss strategies for facilitating interactive learning and for giving rich and timely feedback to large classes of students.  Throughout the course we explain to students the value of what they are learning for both their immediate assessment and their future careers. 

Through these approaches, and the opportunity for students to reflect on their work at the end of the course, students are able to see the value of a project-based approach, and become more confident, capable, and self-directed learners. 

HB2: Art, Science and Technology

Frances Wild, National Gallery of Australia and Christine Phillips, ANU Medical School 

This presentation will highlight the history, aims and logistics of the Artmed program, which was nominated for an ANU teaching excellence award in 2017 and for the prestigious ANU Vice-Chancellor’s Award for Excellence in Education in 2019. 

Artmed is the National Gallery of Australia’s (NGA) suite of programs for medical students and health professionals.  This unique curriculum-based program commenced ten years ago as a collaboration between the NGA and The Australian National University Medical School (ANUMS) and has expanded to also offer a range of professional learning opportunities for trainee physicians and allied health practitioners. 

 Artmed has very clear objectives. These include, but are not limited to:   

  • Providing opportunities for students to develop critical and creative thinking skills through discussion and reflection on works of art¬†¬†
  • To expose participants to complex ideas through art that question and challenge their own worldview¬†
  • Engaging participants with the visual arts to assist the development of visual literacy in order to improve their clinical acumen¬†¬†

First year medical students attend the NGA in small groups and view selected works of art chosen in relation to an aspect of their curriculum. Following their visit, the students develop a short video to present to their cohort highlighting and engaging with the works of art they viewed.  The NGA/ANUMS initiative has evolved into a well-integrated and compulsory program that also includes an enrichment stream and a research project opportunity. Each year, two medical students undertake independent research uncovering the links between the visual arts and health. Students are also encouraged to present their research as a lunchtime talk at the NGA.  

Artmed’s extensive program objectives are translatable to many disciplines and the NGA environment is a stimulating space in which to support and extend professional learning outside the campus setting. 

Jessica Herrington and Corinne Carle, College of Health and Medicine 

Computer-mediated reality is increasingly entering the classroom. Augmented Reality (AR), for instance, overlays virtual objects on top of vision of the real world. In this project, an AR app for smartphone and iPad was created for teaching neuroscience at the ANU Medical School. The app uses the device camera to identify specific features of a scene e.g. part of an anatomical model or image, and then displays the scene in real time along with overlays comprising labels, text, images, or animations. A beta version of the app was assessed in practical sessions in April, 2019.  

During these sessions, students used the AR app to explore a horizontally-sectioned model of a head and two large posters. When using the app with the head model, a specific set of blank labels appeared for each section. For this session these labels were limited to motor systems; future iterations of the app will extend this to other practical session themes. The students’ task was to identify each of the labelled structures. Clicking on each label on the device screen toggled its text on or off, allowing students to check their answers. AR content for the posters was more extensive, with students able to select from overlaid interactive images, labels, and animated movies representing the pathways and physiology of two components of the motor system, the cerebellum and basal ganglia.  

Fifty-nine students and five demonstrators completed evaluation surveys. Responses indicated that the vast majority of students and all demonstrators felt that the app increased motivation, enjoyment, and understanding of the lesson content. Comments suggested that students were able to tailor the learning experience to their level of comprehension, and our observations were that the app promoted peer to peer and interactive learning. We conclude that this is a technology worth pursuing.  

Joelle Le, Frederick Chew, Deborah Veness and Duncan Wright, College of Arts and Social Science 

Why don’t students do the course readings? This is a common concern amongst many academics. In 2018, in an attempt to circumvent this problem, an academic archaeologist and the College of Arts and Social Sciences (CASS) Student Education Office (SEO) developed the Volga Exploration. 

 The Volga Exploration Project aims to enhance the student experience through an online interactive short course inspired by real life archaeological expeditions. Students are given the opportunity to do role play as freelance archeologists both via the online interface (Wattle) and in the lectorials (mix of lecture and tutorial). Through this Mixed Interactive Learning experience, students learn to collaborate in groups to make excavations, request analysis of the artefacts they uncover, and compile information into mini research papers. The whole experience is based on interactive learning approaches and designed and built using simple, affordable, and appropriate educational technologies. 

This year, you also have the opportunity to preview a new game-based short course, expected to run in 2020. In this new game simulation we take interactive learning to the next level by combining real and virtual experiences. Students take on the roles of heritage practitioners with expertise in the archaeology of ritual and religion. They will get to explore, excavate and examine the Sts. Peter and Paul’s Old Cathedral, in Goulburn.     

HB3: Workshop

Scott Rickard, Emmaline Lear and Jenny Simmons, iLEAP

The large physical space available in a flat floor room such as the ANU Marie Reay Teaching Centre superfloor provides opportunities for interactive learning experiences for students and academics, and has implications for the quality and equity of learning and for transforming pedagogical practices (Maringe & Sing, 2014). For example, challenges transitioning from traditional 'sage on the stage' lecturing to facilitating student learning through interaction, particularly when dealing with large class sizes can mean potential adjustments in expectations and habits of learning and teaching for both staff and students.  The shift in teaching, however, can result in greater value for student learning. Collaborative co-creation of knowledge can increase engagement and achievement (Nugent, et al., 2019). Activities such as peer evaluation and self-reflection through iteration are examples to simultaneously develop professional competencies like expert judgement, a generic skill needed to solve complex problems. As part of the workshop we will be exploring social learning methods for including peer evaluation and self-reflection as an iteration process throughout the teaching period.  

This 90-minute workshop session will showcase a handful of useful tools and activities for large interactive classes:

  • Using Whiteboards
  • Using social media
  • Developing expert judgment

This workshop is relevant to all staff who are considering shifting to large group interactive teaching sessions.

Please bring a device. / No RSVP possible for the workshop - attendance will be on a first come, first serve basis on the day.

Brief break, 3‚Äď3.15pm

Eden Lim, Elena Sheard, Zoe Tulip, Emmaline Lear and William Scates Frances

The increasing push for interactive learning styles lends us to consider the value of lectures at the ANU. Interactive learning builds student engagement through guided social interaction. Lectures are changed into discussions, and students and teachers become partners in the journey of knowledge acquisition (Stanford Medicine, 2019). Students strengthen their critical thinking and problem solving skills through such interactive experiences, skills which are fundamental to the development of analytic reasoning. Using a holistic approach to learning, students who can explore an open-ended question with imagination and logic are learning how to make decisions, as opposed to just regurgitating memorized information (Scholastic, 2019). An additional advantage interactive learning is that it teaches students how to collaborate and work successfully in groups, an indispensable skill as workplaces become more team-based in structure. Such learning can take place with or without technology. While universities around the world are changing the ways they teach, we seek to debate the value and impact of lectures at ANU today, the value of this old genre and the potential of more interactive approaches to teaching and learning.

Showcases, Afternoon Tea and Networking in the Atrium, 4.15‚Äď5.30pm

Janene Harman and Thao Tran, ANU Online

H5P is a soon to be released plug-in into Moodle that you will be able to use to develop and create more interactive content for your students. It allows you to easily create and deliver content packages with the capacity to build in many types of formative assessment quizzes to engage your students with the content in a more interactive way.  

In this showcase we will be demonstrating a number of examples that the ANU Online team has developed and the many ways this tool can be used to provide a visually appealing and hands on interactive content delivery packages for students to engage with that you can build yourself directly within your WATTLE course.  H5P allows the creation of easy to use, reusable and sharable content that you can easily update if needed. 

Some of the examples you will see in this showcase are interactive video, timeline, presentations with built in quizzes, such as multiple choice, drag and drop, hotspot and many other activities. H5P provides an exciting and engaging way to for you to easily deliver your content to students and create formative learning opportunities for them. 

Jay Ridgewell, Tim Friel, and Joe Hope, College of Science

meriSTEM is an ANU STEM education initiative providing comprehensive, curriculum-aligned, modular resources for senior secondary teachers, enabling them to ‚Äėflip‚Äô their classrooms in order to maximise deep, engaged learning.¬†¬†

The aims of meriSTEM are to increase student achievement, independent inquiry and critical thinking skills in STEM core subjects while also increasing teacher capacity to facilitate more student-centred learning.  

Since the first prototype in semester 2, 2016 meriSTEM has provided a senior physics course to schools across Australia. In 2019 we are continuing to improve this course, while developing equivalent offerings in chemistry, biology, and Earth and environmental sciences.  

Our poster will cover the specific flipped classroom strategy intended for use with meriSTEM resources and some of our initial findings into how the resources are being used in schools. We will summarise responses from teachers and students using meriSTEM in 2019, and our research questions for a formal evaluation of the project in the coming years.    

We’ll also have a laptop bench in order to walk colleagues through the Open edX platform we use for meristemresources.anu.edu.au. 

Ben Swift (RSCS), Alec Hunter (SoM), Charles Martin (RSCS) & LENS members past & present 

Laptop ensembles and orchestras, in addition to being hubs for collectives of experimental musicians, have become a popular feature in music technology tertiary education curricula. The (short) history of such groups reveals tensions in what these groups are for, and where they fit within their enfolding institutions. Are the members programmers, composers, or performers? Should laptop ensemble courses focus on performance practice, composition, or digital synthesis? Should they be anarchic or hierarchical? 

Since 2018 LENS: the ANU Laptop Ensemble has been run as a joint elective course through the ANU School of Music and the ANU Research School of Computer Science.  

By designing and delivering an interdisciplinary computer music curriculum, LENS has given us an opportunity to explore what happens when computer science students and music students are jumbled together as equal partners in the same learning environment. 

In this session LENS members past and present will perform a selection of their computer music works, and also be present to answer questions about their experiences in this program.  

William Scates Frances, College of Arts and Social Sciences

The Minimanual of the Essay Writer is an Open Educational Resource (OER) developed for students in the Humanities. Originally designed for an undergraduate history course in the College of Arts and Social Sciences, it has seen widespread adoption not just in Australia but in teaching institutions around the world. This showcase describes how the Minimanual was written and distributed, illustrating in turn the value of OERs for global educational culture. It further discusses the OER as a living resource, and the avenues I created for feedback upon and alteration of the Minimanual in light of an audience that is frequently different to the undergraduate students who inspired it. Finally it invites your contributions to this living document and asks you to reflect upon the potential use for OERs in your own teaching and disciplines.