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Taylor, D., Kelly, J., & Schrape, J. (2015). Paving the way for institution wide integration of Tablet PC Technologies: supporting early adopters in Science and Engineering. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth (pp. FP:263-FP:272). Note: All published papers are refereed, having undergone a double-blind peer-review process. The author(s) assign a Creative Commons by attribution licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creation. 284 FP:272
MyCourseMap: an interactive visual map to increase curriculum transparency for university students and staff Lisa B.G. Tee School of Pharmacy Curtin University Sonia Ferns Curtin Teaching and Learning Curtin University Laetitia Hattingh School of Pharmacy Curtin University Vanessa Chang Curtin Teaching and Learning Curtin University Kate Rodgers Curtin Teaching and Learning Curtin University Sue Fyfe Office of the Pro Vice Chancellor Health Sciences, Curtin University MyCourseMap is an interactive curriculum map created to increase curriculum transparency for both students and staff. It provides access to the entire curriculum at a glance, displays alignment of unit learning outcomes, assessments, course learning outcomes, and graduate attributes and links video from employers, graduates and students to help students reflect on the curriculum and its relevance. A prototype developed for the Bachelor of Pharmacy course at Curtin University as a proof-ofconcept was tested and evaluated in 2014 and 2015. This evaluation utilised a mixedmethods approach using a blend of quantitative and qualitative data through online survey and structured focus group discussions. From the evaluation, the perceived benefits of the MyCourseMap include students’ increased understanding of their degree structure and its relevance to their chosen profession. From a staff perspective, the MyCourseMap helps with review and development of curriculum and professional accreditation. Barriers and challenges have led to prototype refinements. Keywords: Interactive curriculum map, mobile application, transparency, staff and student evaluation Introduction The increasing pressure on universities to attract and retain students from a wide range of backgrounds demands that more effective modes of engaging students with the curriculum and their course of study are needed (Hagel et al, 2014). Challenges associated with understanding complex course structures and appreciating the relevance of course content is enhanced when students are unfamiliar with academic discourse. Whether students enter university directly from secondary education or return to study as mature age students, academic discourse is frequently unfamiliar and difficult to navigate. Degree structures are often difficult to comprehend for commencing students due to the complexity of the course information, the unfamiliar discourse, the abundance of information and the non-interactive nature in which subject matter is presented. Imbued with academic culture and language, programs of study – including details on individual subjects – are often unfamiliar to the majority of first year students and those considering tertiary education. Typically, brochures are created to complement university handbooks to provide degree information. These include lists and descriptions of units categorized under progressive years. Prospective and current students are also able to access this information online, but the information frequently lacks detail and is presented such that there is minimal student perception of relevance. With increasing government requirements that Australian universities are to adopt a more inclusive approach and be accessible to diverse student cohorts, including those from low socio-economic backgrounds and Indigenous Australians (Department of Education 2008; Lenz, 2007), universities must be more innovative in communicating the structure, relevance and content of curricula as well as the graduate capabilities and outcomes resulting from successful completion of students (Australian Government 2011). It is imperative that universities motivate, engage and inspire students about their course of study in a clear, concise and compelling manner. MyCourseMap is an interactive visual curriculum map that supports students in understanding the structure and integration of units in their chosen or prospective degree and assist them in appreciating 285 FP:273
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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
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new pedagogical methods to engage t
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een perceived to be boring, with lo
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accounting concepts to others. Post
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the one model provided by the resea
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workplace. A further graduate attri
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Moy, J. (1999). The Impact of gener
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provider to understand the dependen
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• In the first semester of their
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Age at Course Start 22.98 4.3 >99.9
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3 1 Figure 4. Attrition Rate: (Top)
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New applications, new global audien
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The modality of game-based learning
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3% 2% 2% 2% 2% 2% Education Other H
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Machinima is being utilised to supp
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a lack of support from many institu
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2015). There are new hardware and s
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Gregory, S., Gregory, B., Wood, D.,
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studies have found that university
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Importantly, TEL is a broad term an
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needs, etc.). Educators create digi
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could take the form of authorities
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To type or handwrite: student's exp
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Phase 1 Institution wide online sur
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There were just over 200 students (
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exam questions for computerisation,
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students on these two issues by cou
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from http://educationtechnologysolu
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Predictors of students’ perceived
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Lim, Morris, and Yoon (2006) sugges
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The questionnaire was pilot tested
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** p < .001 - a This parameter was
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Among the four exogenous variables,
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influence on perceived course outco
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5(3), 255-269. Marks, R. B., Sibley
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and continuously evaluate the deliv
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supporting teachers in the transiti
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etween other VET schools and the co
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sharing of the tasks, and their pee
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learning. Digital education has led
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McLoughlin, C. (2013). Teacher prof
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advancing learning analytics (Dawso
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contact students. Additionally, we
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Figure 4: Screenshot of part of the
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Change The IRAC framework allowed u
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Mazza, R., Bettoni, M., Faré, M.,
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misconceptions (e.g. Lehman, D'Mell
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understanding of the material on th
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6 5 4 3 2 1 0 Excited Interested Co
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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
Page 233 and 234: Coffrin, C., Corrin, L., de Barba,
Page 235 and 236: Designing for relatedness: learning
Page 237 and 238: inquiry. This collaborative yarning
Page 239 and 240: online in the LMS until connections
Page 241 and 242: each other in educational environme
Page 243 and 244: Figure 2: Evaluation of Components
Page 245 and 246: Conclusion The experience of Aborig
Page 247 and 248: Torche, F., & Valenzuela, E. (2011)
Page 249 and 250: types of content and new models of
Page 251 and 252: ased on real journalism content 10
Page 253 and 254: efficiently access the key literatu
Page 255 and 256: systems. These initiatives are valu
Page 257 and 258: Ren, X. (2013). Beyond open access:
Page 259 and 260: within a constructivist framework (
Page 261 and 262: library, learning centers and couns
Page 263 and 264: testing occurs beyond that? What is
Page 265 and 266: Interdisciplinary opportunities and
Page 267 and 268: interdisciplinary project that aime
Page 269 and 270: J F M A M J J A S O N D 2014 Academ
Page 271 and 272: also vital. Achieving the correct b
Page 273 and 274: odies. Moreover, attracting enough
Page 275 and 276: Paving the way for institution wide
Page 277 and 278: Activity (Workshop) Description and
Page 279 and 280: Keyboard The physical keyboard is a
Page 281 and 282: • Annotating diagrams • Ability
Page 283: Conclusion This project demonstrate
Page 287 and 288: Figure 1: MyCourseMap visual overvi
Page 289 and 290: The tool has particular applicabili
Page 291 and 292: 11. Media gallery 10. Graduate attr
Page 293 and 294: Barriers or challenges. actually go
Page 295 and 296: Figure 8: The unit information page
Page 297 and 298: Standing on the shoulders of others
Page 299 and 300: designer employed by La Trobe Unive
Page 301 and 302: student interaction are essential c
Page 303 and 304: Figure 2: Weekly learning design se
Page 305 and 306: The current [template] speaks clear
Page 307 and 308: Weaver, D, Robbie, D, Kokonis, S &
Page 309 and 310: Background Learning analytics The r
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Page 313 and 314: • Communication (email, Facebook,
Page 315 and 316: 180 Daily Weekly Fortnightly Monthl
Page 317 and 318: Relevance and comprehensiveness of
Page 319 and 320: Further Information More informatio
Page 321 and 322: Virtual worlds have great potential
Page 323 and 324: conceptual understanding, and (3) m
Page 325 and 326: Figure 5: Map and Hints of the VW E
Page 327 and 328: All quiz questions are saved in a X
Page 329 and 330: Gütl, C. (2011). The Support of Vi
Page 331 and 332: Remote Access Laboratories for Prep
Page 333 and 334: 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
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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.
Page 563 and 564:
environment), and (3) civic engagem
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Kolb, D. A. (1984). Experiential le
Page 567 and 568:
Freitas, 2006; Fröding & Peterson,
Page 569 and 570:
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
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
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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
Page 615 and 616:
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
Page 633 and 634:
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
Page 639 and 640:
Page 641 and 642:
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
Page 655 and 656:
Pawlaczek, Z. & Allan, G. (2015). D
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These divergent student perceptions
Page 659 and 660:
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
Page 695 and 696:
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
Page 703 and 704:
the learning materials are presente
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activity results in a collaborative
Page 707 and 708:
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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Page 729 and 730:
ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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