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Full Papers The Conceived, the Perceived and the Lived: Issues with 21 st Century Learning and Teaching Barac, Karin Learning design for science teacher training and educational development Bjælde, Ole E; Caspersen, Michael E; Godsk, Mikkel; Hougaard, Rikke F; Lindberg, Annika Tensions and turning points: exploring teacher decision-making in a complex eLearning environment Bradey, Scott Navigate Me: maximising student potential via online support Clark, Colin; Andreacchio, Jessica; Kusevskis-Hayes, Rita; Lui, Jessie; Perry, Shauna; Taylor, Ethan Designing an authentic professional development cMOOC Cochrane, Thomas; Narayan, Vickel; Burcio-Martin, Victorio; Lees, Amanda; Diesfeld, Kate Investigating the effectiveness of an ecological approach to learning design in a first year mathematics for engineering unit Czaplinski, Iwona Community volunteers in collaborative OER development DeVries, Irwin J A ‘participant first’ approach to designing for collaborative group work in MOOCs Dona, Kulari Lokuge; Gregory, Janet Building graduate attributes using student-generated screencasts Frawley, Jessica Katherine; Dyson, Laurel Evelyn; Tyler, Jonathan; Wakefield, James Self-organising maps and student retention: Understanding multi-faceted drivers Gibson, David Carroll; Ambrose, Matthew; Gardner, Matthew New applications, new global audiences: Educators repurposing and reusing 3D virtual and immersive learning resources Gregory, Sue; Gregory, Brent; Wood, Denise; O’Connell, Judy; Grant, Scott; Hillier, Mathew; Butler, Des; Masters, Yvonne; Stokes-Thompson, Frederick; McDonald, Marcus; Nikolic, Sasha; Ellis, David; Kerr, Tom; de Freitas, Sarah; Farley, Helen; Schutt, Stefan; Sim, Jenny; Gaukrodger, Belma; Jacka, Lisa; Doyle, Jo; Blyth, Phil; Corder, Deborah; Reiners, Torsten; Linegar, Dale; Hearns, Merle; Cox, Robert; Jegathesan, Jay Jay; Sukunesan, Suku; Flintoff, Kim; Irving, Leah Conditions for successful technology enabled learning Henderson, Michael; Finger, Glenn; Larkin, Kevin; Smart, Vicky; Aston, Rachel; Chao, Shu-Hua Page Number 13 21 31 43 53 65 77 89 100 112 121 134 Full Papers 2
To type or handwrite: student's experience across six e-Exam trials Hillier, Mathew Predictors of students’ perceived course outcomes in e-learning using a Learning Management System Kwok, David Digital leap of teachers: two Finnish examples of rethinking teacher professional development for the digital age Leppisaari, Irja; Vainio, Leena An enhanced learning analytics plugin for Moodle: student engagement and personalised intervention Liu, Danny Yen-Ting; Froissard, Jean-Christophe; Richards, Deborah; Atif, Amara Prior knowledge, confidence and understanding in interactive tutorials and simulations Lodge, Jason M; Kennedy, Gregor Higher education students' use of technologies for assessment within Personal Learning Environments (PLEs) Lounsbury, Lynnette; Mildenhall, Paula; Bolton, David; Northcote, Maria; Anderson, Alan Strong and increasing student demand for lecture capture in the changing Australian university classroom: results of a national and institutional survey Miles, Carol A Analysis of MOOC Forum Participation Poquet, Oleksandra; Dawson, Shane Designing for relatedness: learning design at the virtual cultural interface Reedy, Alison; Sankey, Michael Open and Interactive Publishing as a Catalyst for Educational Innovations Ren, Xiang Learning Design for digital environments: agile, team based and student driven Soulis, Spiros; Nicolettou, Angela Interdisciplinary opportunities and challenges in creating m-learning apps: two case studies Southgate, Erica; Smith, Shamus P; Stephens, Liz; Hickmott, Dan; Billie, Ross Paving the way for institution wide integration of Tablet PC Technologies: supporting early adopters in Science and Engineering Taylor, Diana; Kelly, Jacqui; Schrape, Judy MyCourseMap: an interactive visual map to increase curriculum transparency for university students and staff Tee, Lisa B G; Hattingh, Laetitia; Rodgers, Kate; Ferns, Sonia; Chang, Vanessa; Fyfe, Sue Standing on the shoulders of others: creating sharable learning designs Weaver, Debbi; Duque, Samantha 143 155 168 180 190 202 216 224 235 248 258 265 275 285 297 Full Papers 3
Page 1: ascilite2015 Australasian Society f
Page 5 and 6: Concise papers Learning maps: A des
Page 7 and 8: The three pillars to building staff
Page 9 and 10: Posters Metacognitive Development i
Page 11 and 12: Discussion Papers Decisions and des
Page 13 and 14: The Conceived, the Perceived and th
Page 15 and 16: concentration of evaluations being
Page 17 and 18: “I just felt like we skimmed over
Page 19 and 20: Figure 3: Student Infographic Proto
Page 21 and 22: Learning design for science teacher
Page 23 and 24: existing teaching practice with tec
Page 25 and 26: the module, 7% said they had heard,
Page 27 and 28: Calculus 1, 2014 (undergraduat e, 5
Page 29 and 30: ambitions towards educational techn
Page 31 and 32: Tensions and turning points: explor
Page 33 and 34: Virtual Learning Environment Teachi
Page 35 and 36: • Virtual Learning Environment
Page 37 and 38: newsroom role-playing scenario requ
Page 39 and 40: Lisa’s fourth turning point event
Page 41 and 42: vertically in that the lecturer may
Page 43 and 44: Navigate Me: maximising student pot
Page 45 and 46: improve academic outcomes, rather t
Page 47 and 48: Figure 4: Part of an action plan Fr
Page 49 and 50: Most common issues One useful produ
Page 51 and 52: communication/assessment and assist
Page 53 and 54:
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
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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.
Page 343 and 344:
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
Page 353 and 354:
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
Page 383 and 384:
Fawcett, S. L. (2002). Group gaming
Page 385 and 386:
visualization affects learning but
Page 387 and 388:
Demonstrate the ability to construc
Page 389 and 390:
Implementing blended learning at fa
Page 391 and 392:
Exploring approaches taken at other
Page 393 and 394:
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
Page 411 and 412:
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
Page 417 and 418:
In addition to this experiment, at
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An investigation of blended learnin
Page 421 and 422:
Results The experiences of learning
Page 423 and 424:
Chan, S. (1999). The Chinese learne
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ambiguous nature of discussion post
Page 427 and 428:
Discussion Linking assessment to on
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Digital Futures research and societ
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challenges of specifying real-world
Page 433 and 434:
Hemsley-Brown, J., & Sharp, C. (200
Page 435 and 436:
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
Page 447 and 448:
Preliminary results Methodology A p
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(e.g. students that were directed t
Page 451 and 452:
It has been predicted that “by th
Page 453 and 454:
including: timely access to teacher
Page 455 and 456:
Occupational Medicine Simulation Pr
Page 457 and 458:
just being presented with a data sh
Page 459 and 460:
Gustafson, P. (2001). Meanings of p
Page 461 and 462:
This exploratory research step focu
Page 463 and 464:
Week 3 of the course. Figure 2: Acc
Page 465 and 466:
A pedagogical end game for exams: a
Page 467 and 468:
that a bachelor degree is the new h
Page 469 and 470:
However, this vision is not pie-in-
Page 471 and 472:
Are Higher Education Institutions P
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Method Design In order to reach a l
Page 475 and 476:
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
Page 481 and 482:
Measuring creativity in collaborati
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y Beghetto and Kaufman (2013), who
Page 485 and 486:
And how does this creativity become
Page 487 and 488:
In short, research in these paradig
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esearch is heavily context dependen
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Collaboration between Primary Stude
Page 493 and 494:
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
Page 501 and 502:
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
Page 519 and 520:
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’
Page 529 and 530:
15.00% 10.00% 5.00% 0.00% created a
Page 531 and 532:
Miller, M. D. (2014). Online Learni
Page 533 and 534:
component, evaluation that connects
Page 535 and 536:
not be enough to encourage its wide
Page 537 and 538:
Benchmarking for technology enhance
Page 539 and 540:
Findings groups to try and streamli
Page 541 and 542:
Author, M. (2014a). Benchmarking fo
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uploaded document with consistent m
Page 545 and 546:
Promoting Critical Thinking in a La
Page 547 and 548:
Table 1: Overview Summary of How In
Page 549 and 550:
and post-exam online surveys were a
Page 551 and 552:
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
Page 557 and 558:
Blended Learning Adoption Monitorin
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for each stage are listed as Strate
Page 561 and 562:
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
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from http://www.researchgate.net/pu
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concept of summer learning loss. Th
Page 585 and 586:
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
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SkillBox: a pilot study Rachel Anne
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agree, A=agree, N=neutral, D=disagr
Page 603 and 604:
Whitsed, R.A. & Parker, J. (2015).
Page 605 and 606:
critical theory and feminist studie
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connectedness between individual an
Page 609 and 610:
Description of proposed interventio
Page 611 and 612:
Kaufman & L. Li (Eds.), Routledge i
Page 613 and 614:
Matthews, A., Aggarwal, R., and Lim
Page 615 and 616:
Schau, C., & Mattern, N. (1997). Us
Page 617 and 618:
eight of the nine interviewees in a
Page 619 and 620:
communicate proposals, plans, compa
Page 621 and 622:
Creating concept vignettes as a mod
Page 623 and 624:
Preparing Students for Future Learn
Page 625 and 626:
References Association for the Adva
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The use of rubrics for the assessme
Page 629 and 630:
Developing an online challenge-base
Page 631 and 632:
Let’s Talk Learning Analytics and
Page 633 and 634:
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
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
Page 649 and 650:
The success of this new support mod
Page 651 and 652:
Acknowledgement Supported by the Di
Page 653 and 654:
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
Page 693 and 694:
How new teaching methods affect our
Page 695 and 696:
Calderon, O., Ginsberg, A., Ciabocc
Page 697 and 698:
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
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
Page 725 and 726:
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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