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It was easy to start my computer using the e-Exam USB. 108 4.1 1.2 I feel confident I will be able to do these steps in a real exam. 106 4.0 1.1 The software within the e-Exam system was easy to use. 105 4.1 1.1 I now feel relaxed about the idea of using the e-Exam system for my upcoming exam. 106 3.8 1.0 At the end of the session, 115 surveys were returned. A graphical representation of the spread of responses on each item is displayed in Figure 5. Most were rated as 4 on the 5 point scale (5 being strongly agree/positive). Figure 5: Ratings of the BYOD based e-exam system (5 = strongly agree) Technical information was also collected relating to each student's laptop. This included brand/make, model/serial number, operating system used, estimated battery life, any technical adjustments required (e.g. secure boot settings and BIOS/EFI mode) and compatibility with the e-exam system including boot, graphics and performance of touch pads. A wide range of equipment was presented for testing with the single most common brand and operating system being Apple OSX with close to 70% of machines. The remainder of computers utilised versions of Microsoft windows 8 and 7 on nine different brands of hardware. The results of technical testing of student's laptops showed that around 20% were found to be incompatible with the e-exam system due to graphics card or other indeterminate issues related to EFI or BIOS limitations. A planned upgrade to the e-Exam operating system is expected to reduce this issue in the future. Students were offered the opportunity to reserve a backup laptop in the event theirs was not suitable. Several non-critical issues were identified that lead to contingencies being put in place, such as provision of power or additional instructions to adjust screen resolutions where retina screens were used. Figure 6 provides numerical details of student hardware and test results. Laptops Tested Laptop Pass Rate and Issues Encountered Post-exam Findings All figures are counts Figure 6: Laptop testing results The post-exam survey was conducted following the collection of exam responses. The survey contained a number of selected response items covering students experience of the exam session, stress or comfort levels, adequacy of exam timing, ease of use of the exam system, suitability of the 148 FP:136
exam questions for computerisation, writing strategies and general use of computers for study related writing tasks. Table 4. Selected post-exam session survey questions Question Typists Hand-writers N Mean SD N Mean SD I typed (or handwrote) this exam. 71 - - 450 - - I felt the e-exam system was easy to use. 69 4.4 0.8 - - - I felt the e-exam system was reliable against technical failures. 69 4.1 1.0 - - - I felt the e-exam system was secure against cheating. 69 4.3 0.9 - - - I liked the fact I could use my own computer. 61 4.5 0.8 - - - I would recommend the e-exam system to others. 68 4.3 0.9 - - - Overall my experience of this exam was positive. 71 4.0 1.0 439 3.8 1.0 I ran out of time. 70 2.6 1.5 437 2.6 1.5 I felt more stressed in this exam than I normally do in other exams. 70 2.6 1.3 439 2.7 1.3 I went back over my responses before submitting. 71 3.5 1.5 439 3.5 1.4 I would like to use a computer for exams in the future. 13 4.2 0.9 99 1.8 1.0 I felt this particular exam suited the use of computers. 70 4.2 0.9 - - - I think my handwriting was neat and legible. - - - 453 3.4 1.2 I experienced discomfort in my writing hand. - - - 389 2.4 1.3 I type faster than I handwrite. 67 4.5 0.9 368 3.7 1.5 I type accurately. 66 4.2 1.0 369 3.5 1.1 When I make errors, I can quickly correct them as part of typing. 67 4.5 0.8 368 3.9 1.1 I often rely on spell check to detect errors. 67 3.4 1.3 368 3.6 1.3 I work more efficiently when I type on a familiar keyboard. 67 4.5 0.9 368 4.3 0.9 My hand-writing is normally neat and legible. 67 3.3 1.4 368 3.5 1.1 Questions relating to student's impressions of using the e-Exam system are shown in Figure 7. The feedback was generally positive with ratings of 4 or above on a 5 point scale across multiple items. 5 4 3 2 1 4.4 4.0 4.2 4.5 4.3 Boxplots: responses from typists. Bars represent medians. Means shown for clarity. Y-axis Likert scale: 5 = Strongly Agree 1 = Strongly Disagree Figure 7: Student impressions of using the exam system Those that typed were also asked if they felt the exam they had just done suited the use of computers. The majority of students agreed or strongly agreed with the statement with a mean of 4.2 (see Figure 8). It is worth noting two issues at play here. First, students who typed are self-selecting and are thus predisposed to agreement. However, the exams were designed such that paper or computer could be used and therefore elements such as multimedia or interactive tools that would have added value were not possible in these exams making the 'value add' of computerisation much more limited. 149 FP:137
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ascilite2015 Australasian Society f
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To type or handwrite: student's exp
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Concise papers Learning maps: A des
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The three pillars to building staff
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Posters Metacognitive Development i
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Discussion Papers Decisions and des
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The Conceived, the Perceived and th
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concentration of evaluations being
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“I just felt like we skimmed over
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Figure 3: Student Infographic Proto
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Learning design for science teacher
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existing teaching practice with tec
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the module, 7% said they had heard,
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Calculus 1, 2014 (undergraduat e, 5
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ambitions towards educational techn
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Tensions and turning points: explor
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Virtual Learning Environment Teachi
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• Virtual Learning Environment
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newsroom role-playing scenario requ
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Lisa’s fourth turning point event
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vertically in that the lecturer may
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Navigate Me: maximising student pot
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improve academic outcomes, rather t
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Figure 4: Part of an action plan Fr
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Most common issues One useful produ
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communication/assessment and assist
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Designing an authentic professional
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for designing authentic learning en
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Bannan (2010) proposes a simpler fo
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An overview of CMALT requirements W
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students. From the roof, the overal
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Bruns, A. (2007, March 21-23). Beyo
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Investigating the effectiveness of
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labile, and diachronic interaction,
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learning. It was thought that this
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Table 2: Summary of questionnaire r
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the material (E) my colleagues (S)
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co-construction of knowledge by sup
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Community volunteers in collaborati
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Induction and persistence How are v
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Figure 1: Contributions made in gen
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such acts as mentorship: One is the
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established a record of high qualit
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the OERu project or similar open de
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A ‘participant first’ approach
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five ways in which learning resourc
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Participant Perspective Consider yo
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key focus was on designing tasks th
Page 97 and 98: Management System, the primary tool
Page 99 and 100: Jordan, K. (2015). MOOC completion
Page 101 and 102: new pedagogical methods to engage t
Page 103 and 104: een perceived to be boring, with lo
Page 105 and 106: accounting concepts to others. Post
Page 107 and 108: the one model provided by the resea
Page 109 and 110: workplace. A further graduate attri
Page 111 and 112: Moy, J. (1999). The Impact of gener
Page 113 and 114: provider to understand the dependen
Page 115 and 116: • In the first semester of their
Page 117 and 118: Age at Course Start 22.98 4.3 >99.9
Page 119 and 120: 3 1 Figure 4. Attrition Rate: (Top)
Page 121 and 122: New applications, new global audien
Page 123 and 124: The modality of game-based learning
Page 125 and 126: 3% 2% 2% 2% 2% 2% Education Other H
Page 127 and 128: Machinima is being utilised to supp
Page 129 and 130: a lack of support from many institu
Page 131 and 132: 2015). There are new hardware and s
Page 133 and 134: Gregory, S., Gregory, B., Wood, D.,
Page 135 and 136: studies have found that university
Page 137 and 138: Importantly, TEL is a broad term an
Page 139 and 140: needs, etc.). Educators create digi
Page 141 and 142: could take the form of authorities
Page 143 and 144: To type or handwrite: student's exp
Page 145 and 146: Phase 1 Institution wide online sur
Page 147: There were just over 200 students (
Page 151 and 152: students on these two issues by cou
Page 153 and 154: from http://educationtechnologysolu
Page 155 and 156: Predictors of students’ perceived
Page 157 and 158: Lim, Morris, and Yoon (2006) sugges
Page 159 and 160: The questionnaire was pilot tested
Page 161 and 162: ** p < .001 - a This parameter was
Page 163 and 164: Among the four exogenous variables,
Page 165 and 166: influence on perceived course outco
Page 167 and 168: 5(3), 255-269. Marks, R. B., Sibley
Page 169 and 170: and continuously evaluate the deliv
Page 171 and 172: supporting teachers in the transiti
Page 173 and 174: etween other VET schools and the co
Page 175 and 176: sharing of the tasks, and their pee
Page 177 and 178: learning. Digital education has led
Page 179 and 180: McLoughlin, C. (2013). Teacher prof
Page 181 and 182: advancing learning analytics (Dawso
Page 183 and 184: contact students. Additionally, we
Page 185 and 186: Figure 4: Screenshot of part of the
Page 187 and 188: Change The IRAC framework allowed u
Page 189 and 190: Mazza, R., Bettoni, M., Faré, M.,
Page 191 and 192: misconceptions (e.g. Lehman, D'Mell
Page 193 and 194: understanding of the material on th
Page 195 and 196: 6 5 4 3 2 1 0 Excited Interested Co
Page 197 and 198: Results The participants in the sim
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The two studies presented here were
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The author(s) assign a Creative Com
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approach which focuses on documenti
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within the context of their assessm
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perceptions of the use of technolog
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frequently than library databases.
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Figure 1: Sample of technology mapp
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Conclusion In contrast with other s
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Yorke, M. (2003). Formative assessm
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Erickson, Greer, & Gutwin, 2011), e
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higher than the Australian universi
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educators must be careful to offer
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Miles, C.A. (2015). Strong and incr
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in formal online education. To do s
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week analysis for the 8-week 3 cour
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First Quartile 1 1 Median 1 1 Mean
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participation. Similar to Gilliani
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Coffrin, C., Corrin, L., de Barba,
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Designing for relatedness: learning
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inquiry. This collaborative yarning
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online in the LMS until connections
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each other in educational environme
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Figure 2: Evaluation of Components
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Conclusion The experience of Aborig
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Torche, F., & Valenzuela, E. (2011)
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types of content and new models of
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ased on real journalism content 10
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efficiently access the key literatu
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systems. These initiatives are valu
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Ren, X. (2013). Beyond open access:
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within a constructivist framework (
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library, learning centers and couns
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testing occurs beyond that? What is
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Interdisciplinary opportunities and
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interdisciplinary project that aime
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J F M A M J J A S O N D 2014 Academ
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also vital. Achieving the correct b
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odies. Moreover, attracting enough
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Paving the way for institution wide
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Activity (Workshop) Description and
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Keyboard The physical keyboard is a
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• Annotating diagrams • Ability
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Conclusion This project demonstrate
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MyCourseMap: an interactive visual
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Figure 1: MyCourseMap visual overvi
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The tool has particular applicabili
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11. Media gallery 10. Graduate attr
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Barriers or challenges. actually go
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Figure 8: The unit information page
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Standing on the shoulders of others
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designer employed by La Trobe Unive
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student interaction are essential c
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Figure 2: Weekly learning design se
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The current [template] speaks clear
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Weaver, D, Robbie, D, Kokonis, S &
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Background Learning analytics The r
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and conducted workshops as the proj
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• Communication (email, Facebook,
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180 Daily Weekly Fortnightly Monthl
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Relevance and comprehensiveness of
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Further Information More informatio
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Virtual worlds have great potential
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conceptual understanding, and (3) m
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Figure 5: Map and Hints of the VW E
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All quiz questions are saved in a X
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Gütl, C. (2011). The Support of Vi
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Remote Access Laboratories for Prep
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een derived from the STEBI-B (Enoch
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15 Students’ achievement in techn
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RALfie offers both hands-on and onl
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and non-user groups and efforts hav
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Maxwell, A. D., Orwin, L., Kist, A.
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To evaluate the feasibility of usin
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their observed behaviour. Towards t
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study and help them adapt to a new
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main student concern, there are add
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Information delivered through the a
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Learning maps: A design-based appro
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4 Integrative • Mixed research me
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Dede, C. (2004). If design-based re
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LAK demonstrates a great deal of co
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Experiences from early reusability
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The future of practice-based resear
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1.1. Consider factoring in control
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3. Consider the research questions
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Features of an online English langu
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Figure 2: Embedded Matbury’s MP3
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References Ayres, P., & Sweller, J.
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that will provoke a specific kind o
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Preliminary results The study is on
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Using expectation confirmation theo
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Findings and Discussion The data an
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Fawcett, S. L. (2002). Group gaming
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visualization affects learning but
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Demonstrate the ability to construc
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Implementing blended learning at fa
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Exploring approaches taken at other
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But, J. & Shobbrook, R. (2012). Web
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potential of social media in educat
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Another tweet included a photo of t
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Teachers Cloud-based Content Creati
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Deviation CBLD? 1. Learning Outcome
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McGee, P., & Reis, A. (2012). Blend
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The Next Wave of learning Innovatio
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than a static system / website / mo
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Loop: A learning analytics tool to
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Figure 1: The Loop tool dashboard f
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efore it is released as an open sou
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programmed through freely available
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In addition to this experiment, at
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An investigation of blended learnin
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Results The experiences of learning
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Chan, S. (1999). The Chinese learne
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ambiguous nature of discussion post
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Discussion Linking assessment to on
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Digital Futures research and societ
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challenges of specifying real-world
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Hemsley-Brown, J., & Sharp, C. (200
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is taking digital technologies into
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The Making the Connection project t
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Jeroschewski, A., Levisse, A., Sala
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(2014, p.19). New business models f
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Table 3. Badges on lifelong learnin
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The Agile Learning Model: Using big
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Preliminary results Methodology A p
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(e.g. students that were directed t
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It has been predicted that “by th
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including: timely access to teacher
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Occupational Medicine Simulation Pr
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just being presented with a data sh
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Gustafson, P. (2001). Meanings of p
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This exploratory research step focu
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Week 3 of the course. Figure 2: Acc
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A pedagogical end game for exams: a
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that a bachelor degree is the new h
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However, this vision is not pie-in-
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Are Higher Education Institutions P
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Method Design In order to reach a l
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of LA frameworks and on expected be
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Talented, and Learning and Behaviou
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I felt prepared to set my own LGs 5
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Measuring creativity in collaborati
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y Beghetto and Kaufman (2013), who
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And how does this creativity become
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In short, research in these paradig
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esearch is heavily context dependen
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Collaboration between Primary Stude
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Results The analysis of the observa
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even difficult for them to bring to
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A digital what? Creating a playspac
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As of writing, plans are underway t
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Lamond, H. & Rowatt, A.J. (2015). A
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Furthermore, staff PD in digital te
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Figure 1: Expert Review of Peer Rev
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Developing Self-Regulated Learning
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Technological Structure The underly
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analytics-functionality-and-wirefra
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model of professional learning that
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ecognition of their teaching in a t
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Connecting fun and learning- an act
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Figure 1. Engestrom's Activity Syst
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pedagogical and technological barri
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(e.g. Graesser et al., 2005), it ca
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ability to perform well on a test a
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Exploring my university students’
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15.00% 10.00% 5.00% 0.00% created a
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Miller, M. D. (2014). Online Learni
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component, evaluation that connects
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not be enough to encourage its wide
Page 537 and 538:
Benchmarking for technology enhance
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Findings groups to try and streamli
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Author, M. (2014a). Benchmarking fo
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uploaded document with consistent m
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Promoting Critical Thinking in a La
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Table 1: Overview Summary of How In
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and post-exam online surveys were a
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Seow, T.K. & Soong, S.K.A. (2015).
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family and friends to help them. Di
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Upon completion of the unit, studen
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Blended Learning Adoption Monitorin
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for each stage are listed as Strate
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References Alammary, A., Sheard, J.
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environment), and (3) civic engagem
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Kolb, D. A. (1984). Experiential le
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Freitas, 2006; Fröding & Peterson,
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The research methodologies appropri
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Teräs, H. (2014). Collaborative on
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Upon completion of a learning activ
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Figure 3: Drag and drop application
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Pre-service teachers’ reflections
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like the Renaissance, and the teach
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from http://www.researchgate.net/pu
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concept of summer learning loss. Th
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Figure 2: Relationships between Cou
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Webby, B., Quinn, D., Albrecht, A.,
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The University’s Approach to a Le
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Figure 2: Draft CSU Learning Analyt
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Dreaming of Electric Sheep: CSU’s
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student learning. Furthermore, many
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something that is done by the “da
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SkillBox: a pilot study Rachel Anne
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agree, A=agree, N=neutral, D=disagr
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Whitsed, R.A. & Parker, J. (2015).
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critical theory and feminist studie
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connectedness between individual an
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Description of proposed interventio
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Kaufman & L. Li (Eds.), Routledge i
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Matthews, A., Aggarwal, R., and Lim
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Schau, C., & Mattern, N. (1997). Us
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eight of the nine interviewees in a
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communicate proposals, plans, compa
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Creating concept vignettes as a mod
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Preparing Students for Future Learn
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References Association for the Adva
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The use of rubrics for the assessme
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Developing an online challenge-base
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Let’s Talk Learning Analytics and
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Experiential Learning in Accounting
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The CSU Online Learning model Tim K
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MOOCs as spaces to innovate Alison
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In terms of educational uses, the l
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The framework At the University of
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Enhancing Workplace Learning throug
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Figure 2: GPS for WPL structure Con
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The success of this new support mod
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Acknowledgement Supported by the Di
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Discussion Who owns learning? Educa
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Pawlaczek, Z. & Allan, G. (2015). D
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These divergent student perceptions
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Connecting or constructing academic
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define one academic literacy for al
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Learning, 12(3), 139-160. Retrieved
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Data collection The seven case stud
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share their own experiences in orde
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of Goals-Signals-Metrics as columns
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material, perform self-assessment t
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Many educational technology researc
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non-technical users can participate
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particularly in the early stages. T
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Williams, T., Kaui,T. & Ernst, J. (
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Campbell & Oblinger, 2007; Clow, 20
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Johnson, L., Adams Becker, S., & Ha
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sine qua non of LA, and a recent co
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Lodge, J., & Lewis, M. (2012). Pige
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academic referencing system Sente 6
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Norton, A. (2012). Mapping Australi
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How new teaching methods affect our
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Calderon, O., Ginsberg, A., Ciabocc
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thus enabling libraries to learn ab
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Formulating research questions whic
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as well as examples of each element
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the learning materials are presente
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activity results in a collaborative
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the definition, not the technology.
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in researching and developing teach
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2. Examples of open scholarship net
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#NPF14LMD Learners and Mobile Devic
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Adrienne Moyle Academic Advisor wit
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Easing into mobile learning Angela
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Clinical Logs: Best Practices in th
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Digitally enabled learning through
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Using interactive multimedia for
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References Barbezat, D., & Bush, M.
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ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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