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Table 6: Test Statistics for student reported typing and writing in general Grouping Variable: When I make errors, I… I often rely I work more My handwriting is I typed this exam I type I type quickly correct on spell efficiently when I normally (Yes / No) faster than accuratel them as part of check to type on a familiar neat and I handwrite y typing detect errors keyboard legible Mann-Whitney U 8213 7551.5 8523 11097 10917.5 11621.5 Z -4.637 -5.089 -4.248 -1.342 -1.656 -.770 Asymp. Sig. (2- >.001 >.001 >.001 n/s n/s n/s tailed) Conclusion The above results, in conjunction with findings published elsewhere (Hillier, 2014; 2015) raise awareness of relevant issues for institutions setting out to trial and implement computerised examinations. This paper looked at a range of student self reported impressions of their experience in undertaking a trial e-Exam in their course via 'selected-response' questions to pre and post exam surveys. Students were provided a choice as to typing or handwriting and so we were able to compare responses from these two groups. Self- reported speed of typing over handwriting, typing accuracy and an ability to correct errors when typing were found to be significant factors in students’ choice of exam mode. Students who chose to type reported positively on their experience with the e-Exam system, giving ratings of 4 or above on a 5 point scale. Similarly, typists’ impressions of the experience were positive overall and were slightly less stressed than those that handwrote. Findings show that those that handwrote their exam experienced discomfort in their writing hand as the duration of the exam increased. It was found that the 70 minute mark was the point at which the majority of students were impacted. However, some students were still impacted during 45 and 50 minute exams. Acknowledgements Acknowledgement is given to Dr Andrew Fluck at University of Tasmania, as partner on the e-Exams grant project, Ms Marissa Emerson who was the technical developer on the project, Ms Lan Tran, a summer research scholar who assisted with analysis of the first general student survey and Ms Karen Sheppard who assisted with part analysis of the post-session survey. Thanks are also given to the academics and students of the trial courses for their cooperation and willingness to 'give it a go'. References Alfreosson, F. (2014). Bring-your-own-device Exam System for Campuses. Presented at the 28th NORDUnet Conference, Uppsala University, Sweden. Retrieved from https://events.nordu.net/display/NORDU2014/Bring-your-owndevice+Exam+System+for+Campuses Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In Griffin, P., Care, E., & McGaw, B. Assessment and Teaching of 21st Century Skills, Dordrecht, Springer. http://link.springer.com/chapter/10.1007%2F978-94-007-2324-5_2 Dahlstrom, E., & Bichsel, J. (2014). ECAR Study of Undergraduate Students and Information Technology 2014. EDUCAUSE Center for Applied Research. Retrieved from http://net.educause.edu/ir/library/pdf/ss14/ERS1406.pdf Dahlstrom, E., & diFilipo, S. (2013). The Consumerization of Technology and the Bring-Your-Own- Everything (BYOE) Era of Higher Education (Research Report). Louisville, CO, USA: EDUCAUSE Center for Applied Research. Retrieved from http://www.educause.edu/library/resources/byod-andconsumerization-it-higher-education-research-2013 Dermo, J. (2009). E-Assessment and the student learning experience: A survey of student perceptions of e-assessment. British Journal of Educational Technology, 40(2), 203– 214. http://doi.org/10.1111/j.1467-8535.2008.00915.x Fluck, A. (2015). Reporting Progress With Post-paper Digital Exams. Education Technology Solutions Magazine. 12 May. Retrieved 152 FP:140
from http://educationtechnologysolutions.com.au/2015/05/12/reporting-progress-with-post-paperdigital-exams/ Fluck, A., & Hillier, M. (2014). eExams Transforming Curriculum. In Now IT’s Personal (pp. 151–158). Adelaide, Australia: ACEC. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/eExams%20paperd%20- %20REV2b.docx Frankl, G., Schartner, P., & Zebedin, G. (2011). The ‘Secure Exam Environment’ for Online Testing (Vol. 2011, pp. 1201–1211). Presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Honolulu, Hawaii, USA. Retrieved from http://www.editlib.org/p/38879/ Frankl, G., Schartner, P., & Zebedin, G. (2012). Secure online exams using students’ devices (pp. 1– 7). Presented at the IEEE Global Engineering Education Conference (EDUCON), Marrakech. http://doi.org/10.1109/EDUCON.2012.6201111 Gibbs, G. (1999), Using Assessment Strategically to Change the Way Students Learn, in S. Brown S. & Glasner A. (eds), Assessment Matters in Higher Education, Society for Research into Higher Education and Open University Press, Buckingham, UK Hillier, M. (2014). The Very Idea of e-Exams: Student (Pre)conceptions. Australasian Society for Computers in Learning in Tertiary Education conference, Dunedin, New Zealand. Retrieved from http://ascilite.org/conferences/dunedin2014/files/fullpapers/91-Hillier.pdf Hillier, M. (2015). e-Exams with student owned devices: Student voices. Presented at the International Mobile Learning Festival Conference (pp. 582-608), Hong Kong. 22-23 May. Retrieved from http://transformingexams.com/files/Hillier_IMLF2015_full_paper_formatting_fixed.pdf Hillier, M. & Fluck, A. (2013). Arguing again for e-exams in high stakes examinations. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Electric Dreams (pp. 385–396). Macquarie University. Retrieved from http://www.ascilite.org.au/conferences/sydney13/program/papers/Hillier.pdf Jamieson, S. (2004). Likert scales: how to (ab)use them. Medical Education, 38(12), 1217–1218. DOI:10.1111/j.1365-2929.2004.02012.x Keong, S. T., & Tay, J. (2014, September). Bring-your-own-laptop e-exam for a large class at NUS. Presented at the eAssessment Scotland 2014 Online Conference, Dundee, Scotland, UK & Brisbane, Australia. Retrieved from http://transformingassessment.com/eAS_2014/events_10_september_2014.php Kruskal, W. H., & Wallis, W. A. (1952). Use of Ranks in One-Criterion Variance Analysis. Journal of the American Statistical Association, 47(260), 583–621. DOI:10.1080/01621459.1952.10483441 Lattu, M. (2014). Digitalisation of the Finnish Matriculation Examination - geography on the first wave in 2016. Invited talk presented at the Open Source Geospatial Research and Education Symposium, Otaniemi, Espoo, Finland. 10-13 June. Retrieved from http://2014.ogrscommunity.org/2014_papers/Lattu_OGRS2014.pdf Mann, H. B., & Whitney, D. R. (1947). On a Test of Whether one of Two Random Variables is Stochastically Larger than the Other. The Annals of Mathematical Statistics, 18(1), 50–60. DOI:10.1214/aoms/1177730491 Melve, I. (2014). Digital Assessments, on Campus and Networks. Presented at the 28th NORDUnet Conference, Uppsala University, Sweden. Retrieved from https://events.nordu.net/display/NORDU2014/Digital+Assessments%2C+on+Campus+and+N etworks Mogey, N., & Fluck, A. (2014). Factors influencing student preference when comparing handwriting and typing for essay style examinations: Essay exams on computer. British Journal of Educational Technology. http://doi.org/10.1111/bjet.12171 Nielsen, K. G. (2014). Digital Assessment with Students’ Own Device: Challenges and Solutions. Presented at the 28th NORDUnet Conference, Uppsala University, Sweden. Retrieved from https://events.nordu.net/display/NORDU2014/Digital+Assessment+with+Students%27+Own+ Device%3A+Challenges+and+Solutions+-+2 Peregoodoff, R. (2014). Large Scale-Fully Online BYOD Final Exams: Not Your Parents Multiple Choice. Presented at the eAssessment Scotland and Transforming Assessment joint online conference. 11 September. Retrieved from http://transformingassessment.com/eAS_2014/events_11_september_2014.php Ramsden, P. (1992), Learning to Teach in Higher Education, Routledge, New York. Ripley, M. (2007). E-assessment: an update on research, policy and practice. UK: Future Lab. Retrieved 153 FP:141
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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
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Management System, the primary tool
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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 and 148: There were just over 200 students (
Page 149 and 150: exam questions for computerisation,
Page 151: students on these two issues by cou
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
Page 199 and 200: The two studies presented here were
Page 201 and 202: 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
Page 527 and 528:
Exploring my university students’
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15.00% 10.00% 5.00% 0.00% created a
Page 531 and 532:
Miller, M. D. (2014). Online Learni
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component, evaluation that connects
Page 535 and 536:
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
Page 549 and 550:
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.
Page 563 and 564:
environment), and (3) civic engagem
Page 565 and 566:
Kolb, D. A. (1984). Experiential le
Page 567 and 568:
Freitas, 2006; Fröding & Peterson,
Page 569 and 570:
The research methodologies appropri
Page 571 and 572:
Teräs, H. (2014). Collaborative on
Page 573 and 574:
Upon completion of a learning activ
Page 575 and 576:
Figure 3: Drag and drop application
Page 577 and 578:
Pre-service teachers’ reflections
Page 579 and 580:
like the Renaissance, and the teach
Page 581 and 582:
from http://www.researchgate.net/pu
Page 583 and 584:
concept of summer learning loss. Th
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Figure 2: Relationships between Cou
Page 587 and 588:
Webby, B., Quinn, D., Albrecht, A.,
Page 589 and 590:
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
Page 595 and 596:
student learning. Furthermore, many
Page 597 and 598:
something that is done by the “da
Page 599 and 600:
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).
Page 605 and 606:
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
Page 613 and 614:
Matthews, A., Aggarwal, R., and Lim
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Schau, C., & Mattern, N. (1997). Us
Page 617 and 618:
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
Page 635 and 636:
The CSU Online Learning model Tim K
Page 637 and 638:
MOOCs as spaces to innovate Alison
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The author(s) assign a Creative Com
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In terms of educational uses, the l
Page 643 and 644:
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
Page 649 and 650:
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
Page 657 and 658:
These divergent student perceptions
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Connecting or constructing academic
Page 661 and 662:
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
Page 687 and 688:
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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The author(s) assign a Creative Com
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ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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