Research towards understanding the role that technology plays in supporting student learning and engagement allows eLIPSE to develop tools that are fit for purpose, aligned with UQ’s Strategic Plan, and mapped to a coherent and unified development framework that reduces redundant effort. This research contributes to UQ’s strategic effort to improve the student experience and allows executive deans and heads of school to derive reasonable, measurable metrics that can evidence improvements in student engagement and important learning outcomes. One goal for eLIPSE is directed towards providing a personalised learning experience for students and analysis on how they are tracking with their learning.
eLIPSE has a growing portfolio of highly innovative eLearning tools. These tools can capitalise on the capture of student’s digital traces, which can be deployed to enhance student learning, particularly in very large classes that employ technology-enhanced active learning.
Since eLIPSE ceased being a cente with a director and research staff, pedagogical research attributed to the centre itself has ceased. However, academic project leaders have utilised outputs from eLIPSE tools of interest to continue to publish in the field of scholarship of teaching and learning. Publications related to eLIPSE tools are listed on the individual pages for tools. eLIPSE thereby continues to play a role in UQ’s Student Strategy with a focus on Goal 2: Student-centred flexibility.
One major publication resulting from eLIPSE research was the following.
Across 2013-2015, a project titled Radical transformation: re-imagining engineering education through flipping the classroom in a global learning partnership was completed with funding from the Australian Government Office for Learning and Teaching.
This project resulted in a comprehensive report on the project to the Office for Learning and Teaching and a book titled The Flipped Classroom: Practice and Practices in Higher Education, which includes chapters on aspects of flipped classroom practice plus case studies from practitioners at 5 Australian universities, as well as from the University of Pittsburgh (USA), St Andrews University (Scotland), and Nanyang Technological University (Singapore).