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participated in the User Event only for 1 hour, his engineering background probably assisted him to appreciate that RAlfie is different from the traditional way of teaching STEM. Theme 2: Globally connected With emerging technologies, the Internet has become commonplace in developed countries and is booming in developing countries. It is possible for anyone with digital skills to share knowledge and ideas and be connected online (Bell, 2010). Connectivism is focused on technology-enabled learning for the digital age (Siemens, 2005). One of the principles of connectivism is that “learning is a process of connecting specialized modes or information sources” (Siemens, 2005, p. 4). Learning is focused on connections and specialized information sets or databases that enable us to learn more are far more important than our current state of knowing. RALfie activity demonstrated that the world is globally connected. Shasha said “I think it [RALfie] can make differences in a lot of areas. I think the most important one would be just for students to learn how connected the world is. If they are in another part of the country they can control it”. The connectivity of RALfie is the most important element which makes it different in Shasha’s opinion. In the digital age, people acquire competence from forming connections (Siemens, 2005). RALfie is a new learning tool which changes the learning environment and has a great potential to impact on learning. According to Connectivism, the ability to see connections among fields, ideas, and concepts is a core skill (Siemens, 2005). Shasha has learned through perceiving connections that RALfie enabled. RALfie offers both hands-on and online environments which represent innovation and change in technology-enabled learning (Bell, 2010). Jo shared the same view with Shasha about the connectivity of RALfie and stated that “Users can go online and it can be done anywhere in Australia as long as you’ve got internet”. Furthermore, Jo explained the benefit of the connectivity that RALfie enabled. “So it is probably easier and cheaper alternatives for schools who cannot buy them. But it provides all students with the same chance for building knowledge and learning”. Jo’s vision of RALfie resonates with a major goal of RALfie: to use the potential to be globally connected to provide an equal learning opportunity for students who are disadvantaged due to their isolated location (Wu, Albion, Maxwell, Kist, Orwin, & Maiti, 2015). Students can access RALfie and learn anytime and anywhere, which could engage more children to learn STEM in the future. RALfie is globally connected which shows the future of the world. Importantly, RALfie links the real hands-on experiments to remote access. Jo stated that “the traditional ways were not that interesting whereas this User event and the Maker event are very interesting. It shows where the world is moving. The world is moving to remote access…so it connects the real world and where the world is heading into. It provides a small snapshot of what could be in the future”. Connectivity is the future which links people and resources globally regardless of location. However, if networked activities are to be substituted for hands-on activities, it is important to retain the sense of reality. The connection between hands-on experiments and remote access makes RALfie real and engaging for PSTs. Learning by making, tinkering and inventing is consistent with Piagetian Theory because hands-on activities are concrete (Martinez, 2013). Learning starts with concrete learning and proceeds to more abstract learning. The physicality of the Maker Event is concrete and the User Event is more abstract, involving aspects of computational thinking and conceptual thinking. The integration of Maker and User events is in line with people’s learning stages as described by Piaget (Piaget, 1973). Theme 3: Digitally enabled Digital skills and digital confidence are important for citizens in 21st century because they underpin the digital economy. Digital skills are fundamental to the growth and competitiveness of the economy. It is of great importance to enhance Australians’ digital skills to participate in the digital world. Digital technology also changes the way we communicate with one another, gain knowledge and discover new ideas. It also shapes teaching and learning in school subjects. Therefore, it is urgent to empower Australian students to use and access computer technology effectively to participate in Digital Economy (Office of the Chief Scientist, 2013). Correspondingly, teachers need to make the most use of technology in classroom teaching and learning to fully prepare students to participate and embrace the digital economy. 336 FP:324
RALfie offers both hands-on and online opportunities for PSTs to embrace digital skills and digital confidence. Aby stated that “because the world is kind of focusing more and more on technology. It [RALfie] is heading in that direction and fostering innovation. As the technology progresses, it can progress with it”. RALfie is digital technology which addresses key skills related to computational thinking and associated concepts, such as design thinking and conceptual thinking. Computational thinking is a key concept in the new Australian Curriculum: Technologies (ACARA, 2014). Computational thinking will empower children to change the future of the world (Catlin & Woollard, 2014). The purpose and relevance of learning digital skills is very important and needs to be understood by PSTs and can be developed through the use of RAlfie. Shasha stated that “I definitely like the interactive part. As you command it, you can physically see what is happening when you are doing it”. Maker Events offer opportunities for PSTs to physically manipulate equipment and design STEM experiments which enables them to understand the relevance of the experiment. PSTs had a sense of ownership of the RALfie experiment because they designed and built them (Martinez, 2013). “I like the pendulum idea as an online activity...it was also based on science concepts of gravity. I think it is very helpful in the classroom”. Moving from hands-on RALfie to online RALfie is in line with Piaget’s theory that learning should move from concrete learning to more abstract learning (Piaget, 1973). RALfie is a vehicle to teach science and technology together, which is consistent with the integration across learning areas favoured by the Australian Curriculum: Technologies (ACARA, 2014). RALfie enables students to “Investigate the main components of common digital systems, their basic functions and interactions, and how such digital systems may connect together to form networks to transmit data” (ACTDIK014). Multi-level engagement through the use of RALfie has been identified. George commented on the online system by stating that “I like how it has experiment, system, levels and quests. Good fun stuff like that. I like interacting with a lab remotely. I feel that is exciting”. It is clear that George is engaged with RALfie cognitively by applying computational thinking skills and emotionally by feeling excited about the online system (Munns & Martin, 2005). Daniel said “You play with Lego Mindstorm kits and you are doing it remotely. For high school students it would be amazing experience just to be able to set it up and get it working and play with it.” Daniel’s view that using the online system is highly engaging to youth is in line with the experience being engaging. Both Daniel and George were engaged cognitively and emotionally with RALfie, which is helpful for them to be self-efficacious about working with technologies. Even though they participated as Users only, they can still foresee the potential excitement of hands-on RALfie activities. That is consistent with their year of Engineering study that built up their self-efficacy in use the online RALfie system and be able to understand the hands-on activities. Both Daniel and George demonstrated their agency and power to learn by the use of RALfie (Bandura, 1997). The multidimensional construct of behavioural, cognitive, agentic and emotional engagement is substantive engagement (Munns & Martin, 2005). High levels of engagement with technologies are beneficial for these PSTs to develop their capacity and capability to work effectively with digital technologies in their future classrooms. However, Bek had a different opinion on the online system. She participated in both Maker and User Event and said, “I like working with the hands-on part. I did not like the programming so much. I found that quite complicated. Physically move it and handle the stuff are lots of fun. I found it is pretty engaging.” Although she participated in both modes of RALfie, she did not enjoy the programming side of the User Event and was more engaged at the behavioural level. The cognitive activities were beyond her current abilities and she would require more time and support to learn the relevant skills. However, being able to express her preference of RALfie activities demonstrated her agentic engagement by communicating likes and dislikes (Reeve & Tseng, 2011). Additionally, she might need to be matched with Daniel and George who are more comfortable with programming and computational thinking. In that way, there will be opportunities for Bek to learn vicariously from her peers (Bandura, 1997). Theme 4. Frustration when using RALfie Frustration is defined as an emotional state “which arises when the progress a user is making towards achieving a given goal is impeded” (Gilleade & Dix, 2004, p. 228). Frustration is a negative emotion. However, frustration is sometimes deemed necessary to heighten the overall experience which can be monitored to indicate when a user is in need of support (Gilleade & Dix, 2004). Frustration can be 337 FP:325
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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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“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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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
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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
Page 285 and 286: MyCourseMap: an interactive visual
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Page 289 and 290: The tool has particular applicabili
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Page 297 and 298: Standing on the shoulders of others
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Page 303 and 304: Figure 2: Weekly learning design se
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Page 309 and 310: Background Learning analytics The r
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Page 319 and 320: Further Information More informatio
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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
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Page 335: 15 Students’ achievement in techn
Page 339 and 340: and non-user groups and efforts hav
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Page 343 and 344: To evaluate the feasibility of usin
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Page 353 and 354: Learning maps: A design-based appro
Page 355 and 356: 4 Integrative • Mixed research me
Page 357 and 358: Dede, C. (2004). If design-based re
Page 359 and 360: LAK demonstrates a great deal of co
Page 361 and 362: Experiences from early reusability
Page 363 and 364: The future of practice-based resear
Page 365 and 366: 1.1. Consider factoring in control
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Page 369 and 370: Features of an online English langu
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Page 373 and 374: References Ayres, P., & Sweller, J.
Page 375 and 376: that will provoke a specific kind o
Page 377 and 378: Preliminary results The study is on
Page 379 and 380: Using expectation confirmation theo
Page 381 and 382: Findings and Discussion The data an
Page 383 and 384: Fawcett, S. L. (2002). Group gaming
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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.
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environment), and (3) civic engagem
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Kolb, D. A. (1984). Experiential le
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Freitas, 2006; Fröding & Peterson,
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The research methodologies appropri
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Teräs, H. (2014). Collaborative on
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Upon completion of a learning activ
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Figure 3: Drag and drop application
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Pre-service teachers’ reflections
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like the Renaissance, and the teach
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from http://www.researchgate.net/pu
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concept of summer learning loss. Th
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Figure 2: Relationships between Cou
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Webby, B., Quinn, D., Albrecht, A.,
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The University’s Approach to a Le
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Figure 2: Draft CSU Learning Analyt
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Dreaming of Electric Sheep: CSU’s
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student learning. Furthermore, many
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something that is done by the “da
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SkillBox: a pilot study Rachel Anne
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agree, A=agree, N=neutral, D=disagr
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Whitsed, R.A. & Parker, J. (2015).
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critical theory and feminist studie
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connectedness between individual an
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Description of proposed interventio
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Kaufman & L. Li (Eds.), Routledge i
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Matthews, A., Aggarwal, R., and Lim
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Schau, C., & Mattern, N. (1997). Us
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eight of the nine interviewees in a
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communicate proposals, plans, compa
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Creating concept vignettes as a mod
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Preparing Students for Future Learn
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References Association for the Adva
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The use of rubrics for the assessme
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Developing an online challenge-base
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Let’s Talk Learning Analytics and
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Experiential Learning in Accounting
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The CSU Online Learning model Tim K
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MOOCs as spaces to innovate Alison
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In terms of educational uses, the l
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The framework At the University of
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Enhancing Workplace Learning throug
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Figure 2: GPS for WPL structure Con
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The success of this new support mod
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Acknowledgement Supported by the Di
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Discussion Who owns learning? Educa
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Pawlaczek, Z. & Allan, G. (2015). D
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These divergent student perceptions
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Connecting or constructing academic
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define one academic literacy for al
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Learning, 12(3), 139-160. Retrieved
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Data collection The seven case stud
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share their own experiences in orde
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of Goals-Signals-Metrics as columns
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material, perform self-assessment t
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Many educational technology researc
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non-technical users can participate
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particularly in the early stages. T
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Williams, T., Kaui,T. & Ernst, J. (
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Campbell & Oblinger, 2007; Clow, 20
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Johnson, L., Adams Becker, S., & Ha
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sine qua non of LA, and a recent co
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Lodge, J., & Lewis, M. (2012). Pige
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academic referencing system Sente 6
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Norton, A. (2012). Mapping Australi
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How new teaching methods affect our
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Calderon, O., Ginsberg, A., Ciabocc
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thus enabling libraries to learn ab
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Formulating research questions whic
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as well as examples of each element
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the learning materials are presente
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activity results in a collaborative
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the definition, not the technology.
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in researching and developing teach
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2. Examples of open scholarship net
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#NPF14LMD Learners and Mobile Devic
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Adrienne Moyle Academic Advisor wit
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References Barbezat, D., & Bush, M.
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ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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