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Arbaugh, J. B., Cleveland-Innes, M. Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P., (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11 (3- 4), 133-136. Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology, 41 (6), 922–935. Benfield, G. (2008). E-Learning course design intensives: disrupting the norms of curriculum design. Educational Developments, 9 (4). 20-22. Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University (3 rd ed), Buckingham: SRHE and Open University Press. Britain, S. (2004). A Review of Learning Design: Concept, specifications and tools, JISC Project Report. Online.: www.edtechpost.ca/wordpress/files/2004/07/ACF83C.doc [viewed 18 Jun 2015]. Conole, G. (2013a). Designing for Learning in an Open World, New York: Springer. Conole, G. (2013b). ‘Tools and Resources to Guide Practice’ in Beetham, H. and Sharpe, R. (eds) Rethinking Pedagogy for a Digital Age 2 nd Edition, pp.113–130, Oxford, Routledge Falmer Dalziel, J. (2003). Implementing Learning Design: the Learning Activity Management System (LAMS). In G.Crisp, D.Thiele, I.Scholten, S.Barker and J.Baron (Eds), Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Adelaide, 7-10 December 2003. http://www.ascilite.org.au/conferences/adelaide03/docs/pdf/593.pdf [viewed 18 Jun 2015]. Drouin, M. (2008). The relationship between students’ perceived sense of community and satisfaction, achievement, and retention in an online course. Quarterly Review of Distance Education, 9 (3), 267-284. Great Schools Partnership (2013) Glossary of Education Reform. http://edglossary.org/backwarddesign/. [viewed 18 Jun 2015]. International Consultants for Education and Fairs (ICEF) (2012). 8 countries leading the way in online education. (2012, June 28). http://monitor.icef.com/2012/06/8-countries-leading-the-way-in-onlineeducation/ [viewed 18 Jun 2015]. Jones, K.A., Jones, J., Vermette, P. J. (2011). Six Common Lesson Planning Pitfalls- Recommendations for Novice Educators, Education, 131 (4), 845-864. Ke, F. (2010). Examining online teaching, cognitive, and social presence of adult students. Computers & Education, 55, 808-820. LAMS Foundation. http://lamsfoundation.org/ [viewed 18 Jun 2015]. Laurillard, D. (2013). “Forward’ in Beetham, H. and Sharpe, R. (eds) Rethinking Pedagogy for a Digital Age 2 nd Edition, 26–30, Oxford, Routledge Falmer Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459. Lyons, J., Hannon, J., & Macken, C. (2013). Sustainable Practice In Embedding Learning Technologies: Curriculum renewal through course design intensives. In Maree Gosper & Dirk Ifenthaler (eds.), Curriculum Models for the 21st Century: Using Learning Technologies in Higher Education (pp. 423-442). Springer, New York McAndrew, P. & Goodyear, P. (2013). ‘Representing Practitioner Experiences through Learning Design and Patterns’ in Beetham, H. and Sharpe, R. (eds) Rethinking Pedagogy for a Digital Age 2 nd Edition, pp.226–255, Oxford, Routledge Falmer Oliver, R., & Herrington, J. (2001). Teaching and Learning Online: A beginner’s guide to e-learning and e-teaching in higher education, Perth: Edith Cowan. Oliver, R., Harper, B., Wills, S., Agostinho, S., & Hedberg, J. G. (2013). ‘Describing ICT-Based Learning Designs that Promote Quality Learning Outcomes’ in Beetham, H. and Sharpe, R. (eds) Rethinking Pedagogy for a Digital Age 2 nd Edition, pp.226–255, Oxford, Routledge Falmer Online Learning Consortium (2015) OLC Quality Scorecard. http://onlinelearningconsortium.org/consult/quality-scorecard/ [viewed 18 Jun 2015]. Oxford Centre for Staff and Learning Development (OCSLD). (2009). Course design intensives. Oxford, UK: Oxford-Brookes University. https://wiki.brookes.ac.uk/display/CDIs/Home [viewed 18 Jun 2015]. Salmon, G., Jones, S. & Armellini, A. (2008). Building institutional capability in e-learning design. Research in Learning Technology, 16, 2, 95– 109. http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10889 [viewed 18 Jun 2015]. 306 FP:294
Weaver, D, Robbie, D, Kokonis, S & Miceli, L (2013) Collaborative scholarship as a means of improving both university teaching practice and research capability, International Journal for Academic Development, 18(3), 237-250, DOI:10.1080/1360144X.2012.718993. Weaver, D. & Duque, S. (2015). Standing on the shoulders of others: creating sharable learning designs. 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:285-FP:295). 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. 307 FP:295
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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
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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
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 and 284: Conclusion This project demonstrate
Page 285 and 286: MyCourseMap: an interactive visual
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: The current [template] speaks clear
Page 309 and 310: Background Learning analytics The r
Page 311 and 312: and conducted workshops as the proj
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
Page 335 and 336: 15 Students’ achievement in techn
Page 337 and 338: RALfie offers both hands-on and onl
Page 339 and 340: and non-user groups and efforts hav
Page 341 and 342: Maxwell, A. D., Orwin, L., Kist, A.
Page 343 and 344: To evaluate the feasibility of usin
Page 345 and 346: their observed behaviour. Towards t
Page 347 and 348: study and help them adapt to a new
Page 349 and 350: main student concern, there are add
Page 351 and 352: Information delivered through the a
Page 353 and 354: Learning maps: A design-based appro
Page 355 and 356: 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
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
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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
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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
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
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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
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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
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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
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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
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
Page 651 and 652:
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
Page 665 and 666:
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
Page 691 and 692:
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
Page 699 and 700:
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
Page 723 and 724:
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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