The 2024 ASCILITE Conference will take place from December 1-4, 2024 hosted by the University of Melbourne, Australia.
The conference theme is: Navigating the Terrain: Emerging Frontiers in Learning Spaces, Pedagogies, and Technologies
We look forward to seeing you in Melbourne and warmly welcoming you to the University of Melbourne’s Parkville campus!
#ASCILITE24
We acknowledge and pay respect to the Traditional Owners of the lands upon which the University of Melbourne campuses are situated. Read about the University of Melbourne’s commitment to reconciliation
Associate Professor
Jason Lodge is a lifelong student of learning and a staunch advocate of evidence- informed education. A chef by trade, a psychological scientist by training, and an educator by profession, for over 20 years, Jason has worked to better understand learning to enhance education, particularly via digital technologies.
Jason is Associate Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education at The University of Queensland (UQ). With the lab team, Jason explores the cognitive, metacognitive, and emotional aspects of learning, particularly in higher education and with digital technologies, including artificial intelligence (AI). He and his team have a particular interest in self- and co-regulated learning.
Recently, Jason has been focused on the evolving role of AI in education. He serves as an expert advisor to the OECD and Australian National Task Force on Artificial Intelligence in Education and led the Assessment Experts Forum in partnership with the Australian Tertiary Education Quality and Standards Agency (TEQSA). The resulting resource, Assessment Reform for the Age of Artificial Intelligence, is being used across education sectors in Australia and around the world to rethink assessment in light of the emergence of generative AI. His most recent work in partnership with the Australian Centre for Student Equity and Success (ACSES) has been on developing a national framework for AI in higher education, a translation of the Australian Framework for Generative Artificial Intelligence in Schools.
Jason also serves as Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts, and Social Sciences at UQ. He holds fellowships with the Psychonomic Society (US) and the Higher Education Research and Development Society of Australasia and is a Principal Fellow of the Higher Education Academy (UK). Jason has received numerous teaching awards, including the Australian Psychological Society’s Distinguished Contribution to Psychological Education and was an inaugural winner of the ASCILITE and CAULLT Award for Outstanding Leadership in Digital Learning in Higher Education in 2023. Additionally, Jason is an editor of Student Success and until recently served as the Lead Editor of Australasian Journal of Educational Technology.
Doctor
Professor
Susan McKenney is professor of teacher professionalization, school development and educational technology. At the University of Twente, she chairs of the Learning, Data-analytics and Technology Department which is home to four sub-units, respectively focused on teacher education; professional learning and development; instructional technology; and cognition and data analytics.
Professor McKenney is also Extraordinary Professor of Educational Technology at North-West University, South Africa. Her past international service includes chairing the International Society for Design and Development in Education (ISDDE), serving as editor-in-chief of the society’s journal, Educational Designer, and as associate editor for the Journal of the Learning Sciences.
She currently serves on numerous local, national, and international committees and advisory panels, as well as the editorial boards of Instructional Science, Educational Design Research, Journal of the Learning Sciences, Educational Technology Research & Development, and Review of Educational Research. In addition to tailor-made training programs, she has designed, delivered and/or taught over a dozen courses on the bachelor, master and doctorate levels, most of which were related to (computer supported) curriculum development; educational design (research); technology integration in the curriculum; and/or teacher and school development.
Professor McKenney has collaborated in over 50 externally funded research and/or development projects for various organizations, including Netherlands National Institute for Curriculum Development (SLO); the Netherlands Science Foundation (NWO); the (American) National Science Foundation (NSF); the European Union (EU); and the World Bank. To date, her scientific output is visible through more than 100 peer reviewed publications.
Her research focuses on understanding and supporting the interplay between curriculum development and teacher professional development, and often emphasizes the supportive role of technology in these processes. As such, she also studies processes of design that can be applied in the field of education, and synergetic research-practice interactions. Since design-based (implementation) research lends itself to such synergies, her writing and teaching often provide ideas about how to conduct this exciting form of inquiry. Her book on this topic, Conducting Educational Design Research (co-authored with Tom Reeves), is now in its 2nd edition, and a 3rd edition is currently under development.
Dr. Lisa Marie Blaschke is a senior learning consultant, providing learning services in self-determined learning and hyflex and online learning design, development, and project management. Lisa Marie has over 30 years’ experience working within international corporate and public education environments, leading and implementing global knowledge management and training solutions, as well as programme and curriculum development and management within the higher education and K-12 segments.
Lisa Marie is the former programme director of the Management of Technology Enhanced Learning (MTEL) master’s programme at the Center for Lifelong Learning (C3L) at University of Oldenburg, Germany, where she was responsible for design and delivery of the curriculum and programme.
She was also a senior researcher at the Duale Hochschule Baden-Württemberg in Heilbronn and is a former executive committee member and vice-president of EDEN Digital Learning Europe, a Senior EDEN DLE Fellow, and a past Chair of the Board of the EDEN DLE Fellows Council. While an adjunct associate professor at the University of Maryland University College, Lisa Marie received the Stanley J. Drazek Award for Teaching Excellence.
She serves on the advisory and editorial boards of numerous online and distance learning journals and her research interests are primarily in the areas of heutagogy (self-determined learning) within online, blended and hyflex learning environments. Prior to academia, Lisa Marie led and implemented global, enterprise-wide knowledge management and training processes and solutions at SAP AG in Germany.
Recent publications from Dr. Blaschke include:
Blaschke, L.M. (in press, 2024). Journeying the road less traveled. In O.Farrell & D. Hoven (Eds.), (Grand)Motherhood and the doctoral journey.Athabasca Press.
Olcott, D., Jr., Arnold, D., & Blaschke, L.M. (2023). Leadership 2030: Renewed vision and empowered choices for European university leaders. European Journal of Open, Distance, and E-Learning. DOI: https://doi.org/10.2478/eurodl-2023-0006
Hase, S., & Blaschke, L.M. (Eds.) (2021). Unleashing the power of learner agency. https://edtechbooks.org/up
Blaschke, L.M. (2021). The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning. British Journal of Education Technology. DOI: https://doi.org/10.1111/bjet.13105
E-portfolio: http://lisamarieblaschke.pbworks.com/
Margaret Bearman is a Research Professor within the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University.
She is known for her conceptual and empirical studies of higher and health professional education. Current programs of research include: learning to work with artificial intelligence (AI); and feedback cultures in clinical environments.
She was a member of the leadership team that produced the 2023 national guidelines for Australian universities: Assessment reform for the age of artificial intelligence.
Research Professor
Margaret Bearman is a Research Professor within the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University. She is known for her conceptual and empirical studies of higher and health professional education. Current programs of research include: learning to work with artificial intelligence (AI); and feedback cultures in clinical environments. She was a member of the leadership team that produced the 2023 national guidelines for Australian universities: Assessment reform for the age of artificial intelligence.
How can we incorporate more learner agency and choice into the classroom and the curriculum? This workshop uses a challenge-based learning framework for addressing the real-world challenge of introducing learner agency into the classroom and curriculum. In this workshop, participants will engage with the concepts of self-determined learning (heutagogy) and learner agency, investigate the challenges around these concepts, and design actionable solutions for addressing these challenges within their pedagogy and curriculum design.
Participants will:
• Identify and define key challenges in realising learner agency and choice within their learning environments
• Share experiences in introducing learner choice into course design and pedagogy
• Collectively and collaboratively ideate in designing potential solutions for these challenges
• Create an action plan for realising the solutions
• Present solutions and provide peer-to-peer feedback
(Co-presenters: Dr Paula de Barba and Dr Eduardo Oliveira)
This interactive workshop will explore the intricate relationship between AI, educational technologies, and learning processes in tertiary education. Drawing on diverse research experiences, the facilitators will guide participants through methodological approaches for evaluating technology-enhanced learning, drawing on examples from their own research and practice. The session will blend insights from education, educational psychology, AI, and computer science to provide a comprehensive view of the field.
Participants will explore:
• Cutting-edge methodologies for evaluating learning with technology
• The impact of AI on learning, educational practices, and research
• Interdisciplinary perspectives on learning analytics
By the end of the workshop, attendees will gain a nuanced understanding of researching AI-enhanced learning environments and practical strategies for investigating the effects of educational technologies on learning outcomes and processes. Join us to discuss the future of education and educational technology research in the AI era.
Workshop facilitators:
Associate Professor Jason Lodge is the Director of the Learning, Instruction, and Technology Lab at The University of Queensland. Jason explores the cognitive, metacognitive, and emotional aspects of learning, particularly in higher education and with digital technologies. He also serves as Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts, and Social Sciences. Additionally, Jason is an Editor of Student Success.
Dr Paula de Barba is a Lecturer on the Monash Online team in the DVC(Education) Portfolio at Monash University, where she oversees the quality assurance of postgraduate online courses. She has extensive experience developing, implementing, and researching innovative educational technologies in higher education. Paula's expertise lies in the intersection of Educational Psychology and Educational Technology, and she is enthusiastic about empowering students to be active agents in their learning journey.
Dr Eduardo Oliveira is a Senior Lecturer in the School of Computing and Information Systems at the University of Melbourne, specialising in software engineering and the practical applications of AI in education. With extensive experience developing enterprise AI projects—from online safety tools to AI-driven platforms that enhance assessments and employability—Eduardo consistently pioneers innovative teaching practices. In 2024, he received the prestigious Edward Brown Award for Teaching Excellence and the GEM Scott Teaching Fellowship from the University of Melbourne, recognising his impactful initiatives in AI and education.
Educators have come to rely on the use of technology enhanced learning pedagogies as a means of achieving better student learning. As such, the application of TEL pedagogies has grown to address a range of teaching and learning challenges, despite a mixed body of evidence documenting its effectiveness. A behaviour-centred approach can improve the likelihood of effectiveness of such pedagogies by targeting the design of TEL to the specific behaviours educators want to see their students perform during learning. This approach takes into careful consideration the nature of the challenge that TEL is destined to address, the specific preferences, motivations and needs of students, the method of implementation, as well as the measurement of impact.
In this workshop, we offer a range of practical and theoretical tools drawn from the behavioural sciences and encapsulated in an evidence-informed framework of behaviour change–the BehaviourWorks Australia Method–to demonstrate that the efficacy of TEL pedagogies can be optimised via a rigorous process.
The Method has been tried and tested across hundreds of industry projects, and can be applied equally as effectively in the context of education, with the purpose of successfully designing and implementing new or existing technology enhanced learning pedagogies.
The field of educational technology is full of interesting and innovative new ideas and research. However, sometimes the impact of this work is limited by the way it is presented to the community. Presenting educational technology research and practice to what is usually an interdisciplinary audience that can incorporate people in many different roles is challenging, and opportunities to receive feedback on the best ways to communicate this work are not always readily available. The aim of this half-day, face-to-face workshop is to expose participants (both researchers and practitioners) to effective strategies for the design and delivery of presentations that increase engagement with and impact of their work.
In this interactive session participants will have the opportunity to workshop their own presentations reconsidering structure, visual aids, interactivity, and delivery. Facilitated by a workshop team with many years of experience presenting educational technology research and practice across a range of interdisciplinary conferences and professional learning venues (plus some theatrical experience), and drawing on key literature on effective presentation design and delivery, this workshop will be a safe space for participants to explore different and creative ideas to deliver the outcomes of their work in memorable and impactful ways.
Educational design research is a genre of inquiry in which the iterative development of solutions to practical and complex problems provides the setting for scientific inquiry. The process typically ensues in multiple iterations of analysis and exploration, design and construction, and evaluation and reflection. When structured well, insights from each phase are valuable in their own right, and also contribute to the overall goals of the study.
This workshop will start with a plenary session to introduce design research as well as to clarify the origins and nature of the approach. Building on this, the majority of the time will be focused on taster experiences in which participants ‘imagineer’ how they would structure each phase in an authentic case so that it serves both field-based stakeholders and scientific understanding, simultaneously.
Join us for an engaging, hands-on workshop designed to empower academics with the skills to integrate GPT tools into their classroom settings. This workshop will provide practical guidance on building and deploying new tools to enhance student learning experiences.
Given the rapid evolution of this technology, the workshop content may be updated to include the latest advancements. Currently, the planned topics include:
• Crafting Effective Prompts: Learn how different prompt structures can yield dramatically different outputs through practical examples.
• Creating Custom Chatbots: Discover how to build custom chatbots using GPTs or by leveraging third-party user interface tools to create bespoke ChatGPT-wrappers.
• Coding for Non-Coders: Explore how GPTs can help develop sophisticated software through trial-and-error iterations, even for users with no prior coding knowledge.
This workshop is designed for academics looking to upskill with emergent GPT-tools to enhance their teaching methods.
Ready to see the ASCILITE Conference app in action? Register to gain access to the event today!
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