Each year, we aim to invite leaders in the fields of educational leadership, research, technology and design to give keynotes on a whole host of topics, ranging from designing institutional policies to support teaching and learning to ways of engaging students in class and online.
Here are our fabulous keynote speakers - we will have more details of their presentations soon, so please come back and also follow the conference on Twitter.
Associate Professor Julian Cox
Associate Professor (Food Microbiology), University of New South Wales
Design, Develop, Play… Pedagogy, Peers, Professionalism, Platforms and Practice… And the Workshop Activity
We expect that Julian will mix philosophical, pedagogical and technical insights in his opening keynote, speaking from his current position working with doctoral students to recent work at UNSW on the Moodle Workshop activity.
Julian Cox is an Associate Professor of Food Microbiology, and was formerly the Associate Dean (Education) in UNSW Science and Associate Dean (International) in UNSW Engineering. Julian has extensive and award-winning teaching experience in food microbiology, quality assurance, rapid methods, and graduate attributes. His research activities focus on food microbiology and food safety, including rapid methods for the detection and characterisation of microorganisms associated with foods, the biology, ecology and management of foodborne pathogens and food safety systems and culture. He is also involved in the development and application of technology, especially computers, in teaching, and study of higher education.
Associate Professor Dr Cathy Stone
Conjoint Associate Professor, The University of Newcastle, Adjunct Research Fellow, NCSEHE, Curtin University.
Design for engagement; design for support; design for learning: the development of National Guidelines for improving student outcomes in online education
Keynote summary: What do online students say they want and need to help them succeed? To what extent is this being delivered in our higher education institutions? Research with students, and with professional and academic staff developing and delivering online education, has informed a set of National Guidelines for improving student outcomes in online learning. The evidence is clear that educational design, as well as the design of teaching practices, support mechanisms, and institutional policies, is crucial to the effective implementation of these guidelines.
Dr Cathy Stone is an independent consultant and researcher in the field of post-secondary student equity, retention and success. For many years Cathy held senior management roles in student support services at the University of Newcastle, Australia, where she continues as a Conjoint Associate Professor with the School of Humanities and Social Science. As an active researcher, Cathy’s publications focus particularly on the experiences of mature-age, first-in-family and online students.
Cathy’s work with Open Universities Australia between 2011-2014 helped to develop her strong interest in the online student experience. In 2016 she undertook further research into improving outcomes for online students, in her role as an Equity Fellow with the National Centre for Student Equity in Higher Education (NCSEHE) at Curtin University, where she continues an Adjunct Fellow. The findings from this research have informed a set of National Guidelines for Improving Student Outcomes in Online Learning.
The full report and National Guidelines can be accessed at: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
Further details about Cathy and her work can be found at:
Associate Professor Peter Bryant
Associate Dean (Education), The University of Sydney Business School
‘If you spend your life looking behind, you don’t see what’s up front’: How we own, shape, influence and participate in the possible futures for higher education
Keynote summary: Drawing on the insights arising from the Future Happens project, an innovative crowdsourcing initiative run in three countries in late 2017 and stories told about learning by over 500 students in London and Sydney as part of a digital storytelling project (LSE2020 and Work. Live. Play. Learn at the University of Sydney), this keynote will address how educators, technologists and our students can be a part of defining, shaping, owning and most importantly, implementing the possible futures for high education. It will challenge how we can lead and inspire pedagogical change from the centre, from the classrooms and with our students and communities. Finally, it will offer some practical insights into how you can respond to the constant assertions of fundamental change arising from problems you didn’t even knew you had.
Peter was the Head of Learning Technology and Innovation at the London School of Economics and Political Science (UK), where he worked with academics, students and senior management to develop innovative approaches to education, curriculum and assessment design through technology. He has a Bachelor of Business in Marketing, a Masters of Adult Education and PhD in Management from the University of Technology, Sydney.
Peter is an experienced academic with over twenty-five years teaching experience in both the UK and Australia, in the areas of adult education, work-based learning, marketing and creative industries management. He is a Trustee of the Association for Learning Technology, which supports the professional and policy development of staff using educational technology.
He is an experienced researcher, speaker and advocate specialising in pedagogical change, social media in education, the practices of making and community development and engagement in education and the creative industries. He co-leads the international Future Happens initiative, which uses innovative approaches to problem-solving and change management to engage the wider higher education sector in debates and research-informed conversations around technology, pedagogy and the future of the modern University.
Dr Carol Russell
Senior Lecturer in Higher Education, Learning Transformations, Western Sydney University
Digital learning and the student perspective: past, present and future
This keynote will review some examples of what has and hasn’t changed over the last few decades, including some personal experiences, and will raise some questions about the future, for discussion.
Past: Computer-based educational games, simulations and role plays have been around since the first digital computers. Improvements in speed and ease of access, with increasing complexity, have created radically different types of knowledge and learning over the last few decades. But has the student learning experience kept up with this?
Present: We now have mobile devices, global connectivity and instant access to digital media. Even science fiction writers who predicted these technologies have often underestimated how fast they became a reality in day-to-day life. Most of our university campuses have technology-rich collaborative learning spaces. Recent data from students at Western Sydney University gives us an idea of what has and hasn’t changed.
Future: Looking forward to the next few decades, perhaps we should be less timid in our integration of new types of knowledge into our educational designs. Are we ready for different types of cognition, different modes of ‘reading’ and different ways of defining and assessing learning?
Dr Russell has a PhD from the University of Leicester, an MBA from The Open University [UK], and originally studied science at the University of Strathclyde. Now part of the Learning Transformation team at WSU, she maintains close links with UNSW where she had previously worked in the Education and Technology Centre and as a Learning and Teaching Fellow.
Her research and work in higher education extends across technology-enhanced, digital, online and blended learning and teaching, designing for learning, evaluation of curriculum, teaching and student learning, and the diffusion, uptake and student response to educational technology in higher education, and institutional strategies for leadership in technology.
Dr Stephen Dann
Senior Lecturer in Marketing at the Australian National University (ANU) in the Research School of Management , College of Business and Economics and a Certified Lego® Serious Play™ Facilitator
Where to from here? Creating a lasting impact from EdTechposium2018
Conferences are wonderful things, filled with ideas, thoughts and new experiences. Then comes Monday, and the working week, and before we know it, those flashes of inspiration from the conference sessions have wandered off, and our routines have reset. To combat the post-conference reset, EdTechPosium is running a reverse plenary session at the culmination of the event to give you that opportunity to capture that lightning in a bottle.
Our session plan is to bring together people late in the process to experience a series of reflective exercises to capture the EdTechPosium, and model it in Lego. Lead by experienced Lego Serious Play facilitated Dr Stephen Dann of the Australian National University, this session swaps bottles for bricks to capture those elusive thoughts.
Through a guided sequence of steps, you will have the opportunity to share you view of the key ideas and experiences with others, and to commit one of these plans to writing as a reminder of what worked for you, and how you want to integrate that back into work in the following weeks.