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Detailed Program

The conference will be packed with inspiring keynotes and exciting breakout sessions from institutions spanning across countries in Asia Pacific. There will be plenty of opportunity to network, ask questions, meet your teaching & learning peers virtually, interact with Blackboard partners and find out how you can take the next step (or your first step!) in your digital teaching & learning journey. There will also be games that you can take part in to win prizes!

Please find detailed program below.

Wednesday, 26 August

Main Track

Location: Auditorium

8:00 – 9:00
SGT
10:00 – 11:00
AEST
Exploring the virtual space
Take this time to familiarise yourself with the virtual space before TLC Asia Pacific kicks off!
9:00 – 9:05
SGT
11:00 – 11:05
AEST
Welcome to TLC Asia Pacific 2020
9:05 – 9:15
SGT
11:05 – 11:15
AEST
Welcome Note
Yves Dehouck, Vice President, Asia Pacific, Blackboard
9:15 – 10:00
SGT
11:15 – 12:00
AEST
Blackboard Corporate Keynote: Advancing Learning Together with You
Lee Blakemore, Chief Client Officer and President, Global Markets | Kathy Vieira, Chief Strategy, Portfolio and Marketing Officer | Tim Tomlinson, Chief Product Officer
10:00 – 10:10
SGT
12:00 – 12:10
AEST
Wellness Break
Join us for a 10-minute fitness routine from your desk!
10:10 – 10:15
SGT
12:10 – 12:15
AEST
From Strength to Strength: National Institute of Education, Singapore
10:15 – 11:00
SGT
12:15 – 13:00
AEST
Reimagine the Future of Learning in a Post-COVID-19 World
Dr. Samson Tan, Head of Centre for Innovation in Learning (IN-Learning), National Institute of Education, Singapore
The COVID-19 pandemic that has battered the global economies has also virtually shut down education systems worldwide. The World Economic Forum estimated that more than 1.5 billion students or close to 90% of K-12 schools and tertiary learners in the world are not able to go to school. Forced by the sudden shuttering of their campuses, universities had to move learning online for the remainder of the academic year. The unprecedented crisis is reshaping and challenging education institutions in ensuring short-term operational continuity, while safeguarding their long-term institutional viability. The global pandemic has accelerated the digital transformation of higher education, giving rise to new opportunities for higher education sector to reimagine the future of learning in a post-COVID-19 world.
11:00 – 11:10
SGT
13:00 – 13:10
AEST
#BbBackstage: Making TLC Asia Pacific Happen
11:10 – 12:10
SGT
13:10 – 14:10
AEST
Breakout Sessions
Please refer to relevant tracks
Maximising the Technologies | Effective and Efficient Assessment Practices
12:10 – 13:00
SGT
14:10 – 15:00
AEST
Break: Meet the Teaching & Learning Community
Explore the portal, take part in games, meet the sponsors, visit booths, request for demos and participate in conversations with the community!
13:00 – 15:00
SGT
15:00 -17:00
AEST
Breakout Sessions
Please refer to relevant tracks
Maximising the Technologies | Effective and Efficient Assessment Practices
15:00 – 15:45
SGT
17:00 – 17:45
AEST
From Blackboard Learn 9.1 to Blackboard Ultra: Reflections on Culture, Opportunities and Student Outcomes
Professor Peter Francis, Deputy Vice-Chancellor, Northumbria University, United Kingdom
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered as a consequence of COVID-19. Whilst a number of changes will be temporary, the significance of such changes may be longer lasting. In this plenary session, Professor Peter Francis, Deputy Vice Chancellor at Northumbria University, UK, offers insight into Northumbria’s transition from Blackboard Learn 9.1 to Blackboard Learn Ultra, and the positive impact that doing so has brought to both staff and student experiences. With an overriding ambition to transform the ways in which learning and teaching is delivered and experienced, Professor Francis brings alive some of the many challenges that he and his colleagues have experienced over the course of the last twenty-four months, and reflects on how these have been overcome. He also examines the opportunities that the move to Blackboard Learn Ultra has brought. In doing so he highlights how technology on its own is not the solution; it is an enabler. In making this point Professor Francis reflects on the need for Universities to focus more time and energy on their approach to change management, in the adoption of technology for student learning and examines what is required in relation to digital leadership.

*Program is subject to change

Maximising the Technologies

Location: Auditorium

11:10 – 11:30
SGT
13:10 – 13:30
AEST
A Gamification Approach to Increase Learner Participation: Using adaptive release, e-badges and various tools in Blackboard Learn
Teoh Siew Chin, INTI International College Penang, Malaysia
Cambridge A-level (CAL) courses are assessed entirely by the Cambridge Assessment International Education body. At INTI, these courses are conducted primarily face-to-face with Blackboard Learn hosting supplementary online learning materials. Since CAL courses are externally assessed, marks cannot be arbitrarily assigned. Consequently, one of the challenges faced in these courses is the low engagement rate among students, particularly in online activities that are non-graded. The aim of this research is to investigate if the gamified approach of using adaptive release, e-badges and integrating various online educational tools in the teaching can improve participation rate among learners. The findings showed that these approaches successfully increased learner participation in the course activities. This presentation will describe the approaches used and the findings from the research.
11:30 – 11:50
SGT
13:30 – 13:50
AEST
[More information to come]
11:50 – 12:10
SGT
13:50 – 14:10
AEST
A Practice of Emergency Remote Teaching via Blackboard at Tung Wah College
Dr. Angela Li, Tung Wah College, Hong Kong
This presentation will share the experience of emergency conversion to remote teaching via Blackboard at Tung Wah College during the COVID-19 outbreak. Diversity of e-teaching tools of Blackboard platform were employed to support the delivery of knowledge and keep the interactions and connections between students and teachers. Teaching activities such as lectures that once conducted in the classroom were replaced by video-recording or the voice-over powerpoints. Tutorial sessions were transformed into online test/assignment. With the support of an online video conference tool like Blackboard Collaborate Ultra, we could meet students regularly online for course reviewing, question and answer sessions, student consultation, etc. This teaching tool also was implemented for group project presentation in the courses. By using the function of online screen/document sharing, audio and video communication and the white board application, students could make their group presentation, share their documents, ask and answer questions, just like what they did before in the classroom. An emergency remote teaching is a big challenge to both teachers and students, with the support of Blackboard, the traditional in-classroom activities could be conducted online without sacrificing connections and interactions.
12:10 – 13:00
SGT
14:10 – 15:00
AEST
Break
13:00 – 13:20
SGT
15:00 – 15:20
AEST
Blackboard Collaborate as an Educational First Responder during COVID-19
Dr. Beata Webb, Bond University, Australia
13:20 – 13:40
SGT
15:20 – 15:40
AEST
Live from the Living Room: Challenges and Creative Solutions for Teaching via Blackboard Collaborate
Emma Page, Southern Institute of Technology, New Zealand
Over the lockdown period in New Zealand, the majority of Southern Institute of Technology staff made use of Blackboard Collaborate Ultra to continue teaching. For many, the move to virtual classrooms as the primary method of delivery was a completely new experience. While staff rose to the challenge of remote teaching via Collaborate, some went beyond the basic virtual classroom functionality of presentations and discussions to devise creative solutions to the problems they encountered in their classes.
This presentation will explore the challenges of teaching in the School of Music and Audio Production using Collaborate, and the creative application of hardware and software to overcome these.
13:40 – 14:00
SGT
15:40 – 16:00
AEST
Blackboard Jungle – The entangled perils and exotic richness of peer observation of teaching in an online virtual classroom environment
Dr. Stephen Lund and Dr. Joanne Castelli, University of Western Australia
This presentation offers an insight into a trial of peer observation of online teaching in the Masters of Social Work course at the University of Western Australia. The Lecturer in this case partnered with a Learning Designer to look at the efficacy and quality of teaching a three-hour virtual workshop style class online with up to 65 students.The intention of the observation trial was to look at how collaborative peer observation methodology can be applied in an online context, and what some of the facilitators and barriers are to success in this mode of teaching observation. The Lecturer was seeking feedback on their teaching methodology and delivery with a view to enhancing the learning experience for students.
The online platform used in this case was Blackboard Collaborate Ultra. Although a number of different online teaching programs are available, this presentation will also discuss why Blackboard has been chosen and used very successfully. In addition, the reason that Collaborate is the best platform from a student-centred point of view will be highlighted.
Participants will learn about creative and collaborative means of embracing online teaching and quality improvement techniques in a busy and ominous wilderness.
14:00 – 14:20
SGT
16:00 – 16:20
AEST
Seamless Immersive Experiences: Examples from a Blackboard Online Professional Development Course
Ganthi Viswanathan and Lim Ee-Lon, Ngee Ann Polytechnic, Singapore
Immersive Realities at the Polytechnics is an online professional development course developed by Ngee Ann Polytechnic and offered to lecturers across the five polytechnics in Singapore. The purpose of this course is to encourage widespread exploration and experimentation with immersive technologies to enhance student learning. The course takes participants on an Explore → Evaluate→ Give it a go learning journey. The Explore segment introduces different types of immersive realities through examples of early adopters from the polytechnics. Applications and tools are introduced for hands-on experience. The Evaluate segment gets participants to analyse and evaluate considerations for a real life scenario. The last segment is a call to action for lecturers to connect their immersive explorations and Give it a go. A key highlight of this course is the use of embedded WebVR / 360-degree interactive content within the Blackboard module (vs having to ‘jump’ out) for participants to seamlessly experience and interact. Participants are able to immerse in 360/VR experiences through 360-desktop view and VR-stereoscopic mode (with Google Cardboard) via the BB Learn mobile app. From the instructor perspective, the implementation of WebVR in Blackboard via Scorm has enabled us to gather data to analyze interactive immersive learning packages through the grade center.
14:20 – 15:00
SGT
16:20 – 17:00
AEST
[Panel Session] The Rapid Changes within Education with Blackboard at its Core
Moderated by Mieke Ridderhof, Eesysoft
15:00
SGT
17:00
AEST
[Return to Main Track]

*Program is subject to change

Effective and Efficient Assessment Practices

Location: Auditorium

11:10 – 11:50
SGT
13:10 – 13:50
AEST
A Partnership Approach to Transforming Online Examinations: a Western Sydney University Experience
Lynnae Venaruzzo, Western Sydney University, Australia
The historical practice of examinations at Western Sydney University involved paper-based exams delivered on-campus and invigilated by proctors walking around the room to ensure academic integrity of the examination process. The COVID-19 pandemic required a rapid change to the delivery of examinations in Autumn session as it was not possible for students or invigilators to attend campus. The University recognised that the rapid transition to online learning and assessment presented challenges for the design and delivery of online exams at scale, and established an Online Examinations Taskforce to lead this transition.The taskforce comprised of 48 members from various departments at the university and developed new processes for receiving, reviewing, building, quality assuring and delivering over 330 medium and high-stake exams in Blackboard. For this exam period 24,917 students taking 56,409 sittings were scheduled for the main period of 15 June to 26 June 2020.This presentation will provide an overview of the herculean effort to transform on-campus exams for online delivery. The presentation will draw upon the perspectives of senior management, examinations coordination, technical leads, IT support staff, academics and students.
11:50 – 12:10
SGT
13:50 – 14:10
AEST
Project Cortex @ Western Sydney University: Where Are We Now?
Kim Heckenberg, Western Sydney University, Australia
12:10 – 13:00
SGT
14:10 – 15:00
AEST
Break
13:00 – 14:00
SGT
15:00 – 16:00
AEST
Designing Interactive Orals: An Authentic and viable solution to replacing exams (Workshop)
Danielle Logan, Griffith University, Australia

Across the higher education sector there is a need to offer students engaging and authentic learning and teaching experiences and assessment tasks that develop their skills and enhance their employability prospects, while at the same time, ensuring high standards of academic integrity. This session explores an approach to interactive oral assessment that can be conducted both online and face-to-face and offers a viable alternative to exams. Over the past 5 years use of Interactive Orals with small and large cohorts has seen benefits in enhanced academic integrity. Students perceive these assessment designs represent a unique opportunity for real world engagement. In the wake of COVID-19, the need to provide alternate assessments which meet these requirements and may be delivered at scale is essential; interactive orals tick all of these boxes.
14:00 – 14:20
SGT
16:00 – 16:20
AEST
Robotics in Learning: Exemplary Application in the Real-world Teaching Contexts
Dr. Hilary Ng K.Y., Centre for Learning Enhancement and Research, The Chinese University of Hong Kong
The technology of robots is foreseeable to bring a giant change to the world. Its usage span across various domains, including serving you in the hotels or doing dangerous construction work. Yet, have you imagine incorporating robots to enhance learning performance and enrich learning experiences? In fact, robotics learning can bring at least two additional beneficial opportunities to learning. First, robots can act as student’s partner in their learning process, making learning experience to become more interactive and engaging. Robots can exhibit anthropomorphic actions to interact with learners, i.e., hugging, greeting, kissing, and singing. Such gestures can not only develop humanoid relationships with learners but also provide additional award to reinforce learners’ behaviors, which in turn provide the opportunity to motivate learners to engage in interactive learning activities.
Second, the robotic technology itself can become the medium for students to learn, bringing their creative ideas into practice effectively. The technology underlying robots provides a high degree of flexibility and feasibility for student to learn through active learning and experimentation. To bring these advantages into practice, we will provide exemplary illustrations of how robotics can be incorporated in enriching teaching experience in real-life settings. For example, how humanoid robots can be adopted to handle the basic administrative work so as to promote the interactions between teachers and students? How robots can act as a medium to promote student active learning? We hope this session will stimulate discussion on embracing robotic technology to make learning more effective, fruitful, and engaging.
14:20 – 14:55
SGT
16:20 – 16:55
AEST
[Panel Session] Approaches to Online Assessment 
Moderated by Caroline Steel, Blackboard
Panelists: Bill Searle (Charles Darwin University, Australia), Lynnae Venaruzzo (Western Sydney University, Australia), Prof. Anna Cherylle Ramos (University of Santo Tomas, Philippines)
14:55
SGT
16:55
AEST
[Return to Main Track]

*Program is subject to change

Lightning Talks

Location: Various booths at the Exhibition Hall

[STAY TUNED FOR MORE DETAILS]

Thursday, 27 August

Main Track

Location: Auditorium

8:00 – 9:00
SGT
10:00 – 11:00
AEST
Exploring the virtual space
Take this time to familiarise yourself with the virtual space and explore the different features!
9:00 – 9:05
SGT
11:00 – 11:05
AEST
Welcome to TLC Asia Pacific – Day 2
Yves Dehouck, Vice President, Asia Pacific, Blackboard
9:05 – 10:00
SGT
11:05 – 12:00
AEST
Blackboard Teaching & Learning Roadmap
Jim Chalex and Brent Mundy, Product Management for Teaching & Learning Solutions

Hear from Blackboard’s Product Management Team as they share how Learn is taking a vital role in advancing learning. Get excited with Blackboard Learn’s new releases and improved features while seeing how they’ll help your Institution deliver personalized and dynamic user experiences, fueled by data, to improve student success, academic effectiveness and institutional performance.
10:00 – 10:10
SGT
12:00 – 12:10
AEST
Wellness Break
Join us for a 10-minute fitness routine at your desk!
10:10 – 11:10
SGT
12:10 – 13:10
AEST
Breakout Sessions
Please refer to relevant tracks
Working with Quality Data | Designing and Co-designing for Learning
11:10 – 12:00
SGT
13:10 – 14:00
AEST
Break: Meet the Teaching & Learning Community
Explore the portal, take part in games, meet the sponsors, visit booths, request for demos and participate in conversations with the community!
12:00 – 13:30
SGT
14:00 – 15:30
AEST
Breakout Sessions
Please refer to relevant tracks
Working with Quality Data | Designing and Co-designing for Learning
13:20 – 13:30
SGT
15:20 – 15:30
AEST
Wellness Break
Join us for a 10-minute fitness routine at your desk!
13:30 – 14:00
SGT
15:30 – 16:00
AEST
[Panel Session] 5 Lessons Learned in a Pandemic
Moderated by Richard Stals, Blackboard
Panelists: Emma Page (Southern Institute of Technology, New Zealand), Michael Sankey (Griffith University, Australia), Sharon Long (James Cook University, Australia), Paul Lam (The Chinese University of Hong Kong)

In this session we will have voices from across the Asia Pacific region exploring some of the key lessons that we are learning in scaling the use of Educational Technologies during a crisis. We will discuss how we have prepared our staff and students for the challenge of learning, teaching and working online, as well as how we have navigated the increased demand on our Information Technology and Training and Support staff. We will also look at what we have learned about conducting proctored and non-proctored online exams, and other assessments, at scale. You will benefit from the hard-earned wisdom and practical advice from your peers across our region.
14:00 – 14:20
SGT
16:00 – 16:20
AEST
Blackboard Awards
14:20 – 14:40
SGT
16:20 -16:40
AEST
Competition Winners Announcement + Closing
14:40 – 16:00
SGT
16:40 – 18:00
AEST
Virtual Conference Social

*Program is subject to change

Working with Quality Data

Location: Auditorium

10:10 – 10:30
SGT
12:10 – 12:30
AEST
Exploring student views and perceptions of Learning Analytics
Bill Searle, Charles Darwin University, Australia
It is widely acknowledged that institutions and academics see great value in the use of analytics to drive student success. However, little evidence or practice exists in relation to student perceptions and expectations.
Learning Analytics affords the opportunity to encourage student metacognition and reflection, however for this to occur, learners must have access to information about their learning and understand its meaning. Concern has been raised regarding student data literacy and their understanding of the information that is being collected and used.
Over 18 months Charles Darwin University and Flinders University, in partnership with other Innovative Research Universities (IRU) ran a project to explore student perceptions of learning analytics.
This session will present the findings from the project. It will highlight what data students think is collected, their level of comfort, degree of usefulness, concerns, how they would like information displayed and matters concerning policy and practice.
10:30 – 10:50
SGT
12:30 – 12:50
AEST
Addressing the Online Learning Challenges of 2020 with Customised Data 
Val Ruffle, James Cook University, Australia
In 2020 JCU has, like other institutions endeavoured to meet the challenges of moving to online instruction. The demands on educators to, not only provide an exceptional learning environment, but also provide just-in-time support to students have sort out data to assist their work. Online Student engagement has taken an important role in assisting educators to draw conclusions about how their cohort is coping with this sudden learning environment.We have continued to provide specific data to our Subject Coordinators, Student Support staff and Associate Deans in Colleges. Whilst our Academics can access a great deal of engagement data themselves at any time, we have continued to provide our Academics with specific customised weekly data that relates to the week of the semester.Looking forward, we can see that a more customised consistent approach to data will enable Academics to respond to the needs of their students in a timelier manner. Academics are time poor and so we want to ensure the data is easy to use and act on. Semester 2 2020 will be an opportunity to implement best practice data rollouts institution wide in an attempt to inform as well as innovate online learning. Utilising Pyramid BI tools and the Analytics data warehouse, reports will be rolled out directly to users on the front line of education at JCU.
10:50 – 11:10
SGT
12:50 – 13:10
AEST
Creating Quizzes in the Time of COVID-19: Efficiencies of using open source code for rapid question generation
Dr. Vincent Kim, Western Sydney University, Australia
Western Sydney University’s Learning Futures team were responsible for building over three hundred and thirty exams in Blackboard within a four-week period. The explosion of online examinations as a response to the Coronavirus pandemic, led our team to contemplate efficiencies of generating quiz questions fast. Quiz questions were submitted using MS Word, which would usually mean a long and laborious cut and paste exercise into the Blackboard pool. Using open source code from xxx, we created a quiz generator that expedited this process to a matter minutes. With the correct answer being designated with an asterisk, Multiple Choice Questions could be exported into a zip file that uploaded into the pool section with little fuss. This tool was developed to include: Multiple Choice; Multiple Answer; True/False; Essay; Fill in the blank and Matching question types, complete with easy to follow instructions. This was utilised by a unique team that was gathered across the University with differing levels of Blackboard experience.
11:10 – 12:00
SGT
13:10 – 14:00
AEST
Break
12:00 – 12:40
SGT
14:00 – 14:40
AEST
Reflecting on Teaching and Learning Design and Effectiveness using Course Analytics
Adele Kam, INTI International College Penang, Malaysia
Course Analytics reports generated in Blackboard Learn provide valuable information for the reflection on the effectiveness of course design. This presentation will highlight a case study on how the reports, namely Course at-a-Glance, Activity and Grade Scatter Plot and Activity Matrix reports were used to evaluate the relationship between formative assessment activities and the students’ learning performance in a course. The reports provide information on the level of engagement with the course activities for individual students, and relates their engagement patterns to their performance in various assessments. Such information is useful to inform whether the formative learning activities were effective in helping students grasp the subject matter and develop mastery of relevant skills for the discipline. Consequently, the data from Course Analytics provide a means for course instructors to reflect on the effectiveness of their learning design. In addition, the reports were also used to help students self-reflect on their own learning engagement and to demonstrate that their performance is positively correlated to engagement with the learning activities. This approach supported processes to monitor and assist at-risk students towards learning improvement.
12:40 – 13:00
SGT
14:40 – 15:00
AEST
An Integrated View of Learning Analytics 
Dr. Glenn Mason, Western Sydney University, Australia
The rapid escalation of the use of Blackboard as the primary platform for the delivery of teaching and learning at Western Sydney University has resulted in a growing interest in the effective use and interpretation of learning analytics data. In this presentation, we outline the professional development workshops that have been developed to respond to this growing interest. The workshops were designed to reflect an integrated view of learning analytics and the objective was to introduce academic colleagues at the University with a holistic view of the learning analytics landscape. This included strategies to help academics in their interpretation and use of behavioural data as well as methods to help academics embed elements in their material to enable the analysis of students’ cognitive engagement. Workshops also covered how learning analytics data could be used to improve learning design and teaching practice. Future work to extend the integrated view of learning analytics to support teaching and learning at the University will be discussed.
13:00 – 13:20
SGT
15:00 – 15:20
AEST
Using branching videos to create online simulated learning experience
Michael Grant, Federation University, Australia
Narrative pedagogy is an approach designed to compliment the conventional approaches to education. It is concerned with understanding the meaning of events to people, appreciating multiple perspectives and the emotional content of health care.
More simply termed, it’s storytelling, to teach complex clinical topics. Narrative pedagogy is an approach that evolves from the lived experiences.
Through the use of human actors and real-world locations, and leveraging the features of Kaltura RAPT in conjunction with a Learning Management system (LMS), we were able to create an online simulated fictional community that students and teachers can engage with as part of their learning in the classroom as groups, or individually online.
This presentation, will showcase and example of this simulation and explore the project teams journey from conception through development to delivery.
13:20
SGT
15:20
AEST
[Return to Main Track]

*Program is subject to change

Designing and Co-designing for Learning

Location: Auditorium

10:10 – 10:40
SGT
12:10 – 12:40
AEST
[Sponsor Session] Going virtual with artificial intelligence and machine learning
Joe Pringle, Artificial Intelligence and Machine Learning, World Wide Public Sector, Amazon Web Services

Education is undergoing rapid change to adopt online learning at scale. Artificial intelligence (AI) and machine learning (ML) can be used to improve education outcomes and increase the reach and impact of learning content that is delivered online. Attend and discover how artificial intelligence can be used to optimize learning content and make it more accessible and useful to students of all abilities. Learn how machine learning can help identify at risk students and improve retention and student success. This session will focus on a wide range of practical examples of how AI and ML are moving from research to practice in the education sector.
10:40 – 11:10
SGT
12:40 – 13:10
AEST
[Panel Session] Students Psychological Comfort with Remote Teaching
More details to be shared soon.
11:10 – 12:00
SGT
13:10 – 14:00
AEST
Break
12:00 – 12:40
SGT
14:00 – 14:40
AEST
Mindful Virtual Engagements Help Manage Students’ Anxiety
Pooja Khanna, University of Petroleum and Energy Studies, India
Use of virtual social activities at UPES addressed managing the students’ anxiety during the period of social lock-down caused by the Covid-19. As the university’s student engagement team started getting anxious queries about travel restrictions, midterm examinations and pending placement drives, the prime motive was to ensure sense of calm and control to drive rational behaviors through meaningful engagements. Engaging students socially through activities like ‘Bring Your Own Coffee’ ,’Zombie to Zumba’,’ Life is Beautiful’ etc gave dual benefits, as faculty got time to plan the transition completely on online mode and students got an opportunity to remian connected with each other.
12:40 – 13:00
SGT
14:40 – 15:00
AEST
A Case Study on Teaching Mass Communication Courses Online using Blackboard Learn 
Dr. Racheal Poh, INTI International College Penang, Malaysia
This presentation is about how mass communication courses are conducted in an interactive and engaging way using the online learning management system, Blackboard. It also describes how the lecturer utilized Blackboard tools and functions effectively in a course embedded in a Mass Comm program.
13:00 – 13:20
SGT
15:00 – 15:20
AEST
COVID-19 Caused Creative Courses to Convert… Challenge or a Cinch?
Lisa Ransom, Auckland University of Technology, New Zealand
During the COVID lockdown, teaching staff in faculties had no choice but to change their mode of delivery. Some struggled – some welcomed the opportunity to re-think their discipline and how to teach it.
One of these faculties – the Faculty of Design and Creative Technology at AUT, brings together the creative arts, design, digital media, computing, engineering, and entrepreneurship in one project-based learning environment. Students use state of the art labs for their research and design development. This faculty was presented with the challenge of transitioning their studio-based lessons, to an online environment.
Many questions were raised including; How will the students react?
What will assessments look like? What challenges were encountered? What does technology-enhanced learning look like and how do we move our practical subjects into an online environment?
This presentation draws from the experience of Faculty’s Learning and Teaching leaders, feedback from lecturers, and students. The transition will be demonstrated through the design journey of their blackboard course, concluding with possible paths forward for the lecturers and their Blackboard courses.
13:20
SGT
15:20
AEST
[Return to Main Track]

*Program is subject to change

Lightning Talks

Location: Various booths at the Exhibition Hall

[STAY TUNED FOR MORE DETAILS]


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