REFLECTIONS ON RUNNING A FREE ONLINE CONFERENCE: ASERA CONFERENCE ONLINE 2020

Helen Georgiou; Wendy S. Nielsen; David Geelan

Authors

Helen Georgiou University of Wollongong The University of Sydney http://orcid.org/0000-0001-9784-9825
Wendy S. Nielsen University of Wollongong http://orcid.org/0000-0002-2066-6200
David Geelan School of Education and Professional Studies Griffith Institute for Educational Research Griffith University http://orcid.org/0000-0002-7455-0713

Keywords:

online conference, COVID-19, science education

Abstract

The Australasian Science Education Research Association’s (ASERA) annual conference, like most other large (or small) gatherings around the world, was not able to take place this year in a face-to-face manner in a physical location due to COVID-19. The online conference format was a first for ASERA, and in fact, is a relatively new idea in science education, and science, more broadly (Reshef et al., 2020). Thus, the aim of this paper is to share reflections from the organising committee of this year’s ASERA conference, comprising of the first and second authors and the president of the ASERA Board, the third author. The reflections focus on the initial decision to go online, the justification for the design of the online conference (including the decision to run it at no/little expense) and how it went on the day. These reflections will contribute to our understanding of running large online research-related events, an occurrence which might be more frequent or likely as we adapt to the ‘new norm’ post-pandemic. REFERENCE Reshef, O., Aharonovich, I., Armani, A. M., Gigan, S., Grange, R., Kats, M. A., and Sapienza, R. (2020). How to organize an online conference. Nature Reviews Material 5(4) 253-6.

Author Biographies

Helen Georgiou, University of Wollongong The University of Sydney

Dr Helen Georgiou is a lecturer in science education and former high school physics teacher. Helen’s research focuses on how to describe and develop student understanding in science, particularly in areas which consistently cause problems for students. A unique element of Helen’s current research involves drawing from an epistemological framework known as Legitimation Code Theory to explore the nature of scientific knowledge in various educational contexts. This approach is able to make certain knowledge claims and practices more explicit, reducing the risk of misunderstanding and disengagement in science. Other research interests include diagnosing misconceptions, assessing new instructional techniques, and analysing student explanations. She also has an interest in female representation in science (particularly physics) and professional learning through peer observation (in higher education).

Wendy S. Nielsen, University of Wollongong

Associate Professor Wendy Nielsen is a science educator with research interests in science teaching and learning, in particular, how educational technology can be used to support student learning and teachers teaching about science. Grounded in sociocultural theories of learning and multimodalities as means to produce and represent understanding, Dr Nielsen leads an ARC Discovery Project called “The Quality of Learning as Students Create Digital Explanations of Science”. The study is examining tertiary science learners’ production of these media products as artefacts of learning but also the pedagogy behind how instructors use this in assessing science learning. Further examinations will consider how creating a digital explanation helps these students develop communications knowledge and skill. Other research interests include supervising teacher knowledge, preservice and in-service teacher education, doctoral pedagogy and mathematics education. Dr Nielsen has supervised HDR and Honours students in a range of areas including science teaching and learning, mathematics pedagogy in preservice teacher education, conceptual knowledge development, educational leadership, professional learning for teachers and environmental education.

David Geelan, School of Education and Professional Studies Griffith Institute for Educational Research Griffith University

David has taught high school science and maths in Victoria, NSW and WA, and worked as a science educator in Papua New Guinea and Canada as well as Australia. His books 'Weaving Narrative Nets' and 'Undead Theories' explore ideas around qualitative approaches to educational research, and he won an Australian Publishing Award for the 'Science Ways' series of textbooks for Queensland schools. David has been helping beginning teachers learn about teaching science since 2000. He has conducted research on teachers' explanations in physics classrooms, videoconference teaching and learning and his own teaching practice, and his current work is on the use of interactive simulations ('virtual labs') in chemistry and physics education.