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with her initial ‘trial and error’ approach.. Although Lisa’s efforts were not well supported in her own School, she was able to sufficiently reduce the tension between the existing culture in the School (Rules) and her own expectations and beliefs (Subject) to allow her intended innovations to proceed. This is represented as a dashed arrow between the Rules and Subject nodes of Lisa’s work activity system (Figure 3) Table 2: Systemic tensions and turning point events influencing Lisa’s object transformation Turning point event PLANNING PHASE 1. Introducing flexibility and authenticity TEACHING PHASE 2. Scaffolding the blogging activity 3. Using the Discussion Board for peer support 4. Capturing and tracking the story writing process Indicators of turning point Disturbance: disagreement with conservative school culture acting to discourage innovation Dilemma: how to use technology to improve flexibility and authenticity Innovation attempt: connecting with a mentor; online publication (Blog), reflective journal and peer support (Discussion Board) Dilemma: how to engage students in a task/genre/technology with which they have limited experience Innovation attempt: attempt to integrate support resources into VLE Innovation attempt: participants attempt to initiate peer support using the Discussion Board Dilemma: how to track story versions throughout the process; how to efficiently provide individual feedback Questioning: whether current time intensive feedback strategy is sustainable Innovation attempt: worked with VLE support team to redesign story writing workflow Activity system tensions Rules (School culture) vs Subject (Intention to introduce a new course design and expectations of support) Community (Students’ experience/skills) vs Object (Publishing an online new story) Rules (Lecturers’ rules for reflective journal task) vs Community (Students’ need for peer support) Community (Students’ need for peer support) vs Division of labour (Established lecturer and student roles) Mediating tools (Cognitive tool – teaching strategy) vs Object (Timely completion of the story writing task) Practice transformation Widened: Decided to incorporate blog to enable publication of articles and Discussion board to facilitate reflective practice Widened: Incorporated additional guidelines, template, physical demonstration, expanded role of the Editor Widened: Parameters of reflective journal task extended to allow personal feedback; Future intention to integrate peer support Switched: Story writing workflow redesigned to incorporate VLE File Exchange and Assignment tools Widened: Extended reflection activity to incorporate student generated artifacts Lisa’s approach to designing her course was shaped by her desire to emulate the professional practice of journalism through active participation in authentic activity mediated by contemporary digital technologies. Through independently seeking the assistance of an academic mentor, Lisa was able to undertake self-directed professional development to explore the capabilities and affordances of the available technology and deepen her understanding of how technology could be integrated into her teaching. Lisa subsequently designed an extended 36 FP:24
newsroom role-playing scenario requiring students to undertake researching, writing, editing and production tasks using a public blog to publish real news stories. In effect, Lisa used digital technologies to enable and support a more flexible and authentic course design though their application as a publication medium, reflective journal, submission and feedback tool and peer support mechanism. Lisa’s response acted to reduce the perceived organisational tension within the school by establishing productive relationships outside the school boundaries, and in turn she was able to enact her espoused pedagogogical beliefs. Lecturer • Beliefs (teaching, learning, technology) • Personal qualities • Attitudes • Past experiences Institutional culture and policies Professional ethical standards Lecturer’s rules and expectations for students Figure 3: Tensions in Lisa’s work activity system in the planning phase Lisa’s participation in the teaching phase of the course could be characterised as reflexive and dynamic. She valued student feedback and was always seeking to improve her own teaching strategies and students’ learning experiences. As the course progressed Lisa encountered several dilemmas, but viewed the course organisation and activities as a ‘work in progress’ that could be adapted to suit the current circumstances. In seeking to sustain a realistic and immersive role-play experience, Lisa formed students into teams and structured all interaction around a newsroom scenario. Early in the semester, Lisa perceived the prescribed academic lecture/tutorial format as a disruption to the flow of news as it would occur in the real word of journalism. She soon abandoned the formal lecture structure in favour of regular Announcements in the VLE and tutorials organised as a news conference where students would be expected to research, develop and discuss their ideas for stories. An unanticipated contextual tension arose early in the story production process with the realisation that the majority of students possessed a very limited conception of blogs as an online medium and were not aware of the process of writing for online publication. For Lisa, this introduced the dilemma of how to engage students in a task where they were relatively unfamiliar with both the genre and the tools (Table 2, Turning point 2). From an activity theory perspective, this dilemma represented a tension between the Community node (students’ experience/skills) and the Object node (publishing an online news story) of Lisa’s work activity system (Figure 4). With the intention to remediate the difficulty posed by students’ variation in knowledge and experience, Lisa attempted to scaffold the online story writing process. She sourced supplementary background information about the blog genre including guidelines for authors covering the legal and ethical responsibilities of writing for public online media. Lisa also found a suitable example of current affairs blogs online which was subsequently used as a template to guide students’ contributions. Further, a member of the VLE support team was invited to demonstrate the functionality of the ‘Tropic Zone’ blog being used in the activity. After students had gained some familiarity with their assigned roles and the online story writing process, Lisa adjusted the role of the Editor to introduce a greater degree of authenticity into the role-play. 37 FP:25
Page 1 and 2: ascilite2015 Australasian Society f
Page 3 and 4: To type or handwrite: student's exp
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: • Virtual Learning Environment
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
Page 55 and 56: for designing authentic learning en
Page 57 and 58: Bannan (2010) proposes a simpler fo
Page 59 and 60: An overview of CMALT requirements W
Page 61 and 62: students. From the roof, the overal
Page 63 and 64: Bruns, A. (2007, March 21-23). Beyo
Page 65 and 66: Investigating the effectiveness of
Page 67 and 68: labile, and diachronic interaction,
Page 69 and 70: learning. It was thought that this
Page 71 and 72: Table 2: Summary of questionnaire r
Page 73 and 74: the material (E) my colleagues (S)
Page 75 and 76: co-construction of knowledge by sup
Page 77 and 78: Community volunteers in collaborati
Page 79 and 80: Induction and persistence How are v
Page 81 and 82: Figure 1: Contributions made in gen
Page 83 and 84: such acts as mentorship: One is the
Page 85 and 86: 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.
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To evaluate the feasibility of usin
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their observed behaviour. Towards t
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study and help them adapt to a new
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main student concern, there are add
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Information delivered through the a
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Learning maps: A design-based appro
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4 Integrative • Mixed research me
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Dede, C. (2004). If design-based re
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LAK demonstrates a great deal of co
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Experiences from early reusability
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The future of practice-based resear
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1.1. Consider factoring in control
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3. Consider the research questions
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Features of an online English langu
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Figure 2: Embedded Matbury’s MP3
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References Ayres, P., & Sweller, J.
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that will provoke a specific kind o
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Preliminary results The study is on
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Using expectation confirmation theo
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Findings and Discussion The data an
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Fawcett, S. L. (2002). Group gaming
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visualization affects learning but
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Demonstrate the ability to construc
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Implementing blended learning at fa
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Exploring approaches taken at other
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But, J. & Shobbrook, R. (2012). Web
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potential of social media in educat
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Another tweet included a photo of t
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Teachers Cloud-based Content Creati
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Deviation CBLD? 1. Learning Outcome
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McGee, P., & Reis, A. (2012). Blend
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The Next Wave of learning Innovatio
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than a static system / website / mo
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Loop: A learning analytics tool to
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Figure 1: The Loop tool dashboard f
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efore it is released as an open sou
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programmed through freely available
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In addition to this experiment, at
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An investigation of blended learnin
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Results The experiences of learning
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Chan, S. (1999). The Chinese learne
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ambiguous nature of discussion post
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Discussion Linking assessment to on
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Digital Futures research and societ
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challenges of specifying real-world
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Hemsley-Brown, J., & Sharp, C. (200
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is taking digital technologies into
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The Making the Connection project t
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Jeroschewski, A., Levisse, A., Sala
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(2014, p.19). New business models f
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Table 3. Badges on lifelong learnin
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The Agile Learning Model: Using big
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Preliminary results Methodology A p
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(e.g. students that were directed t
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It has been predicted that “by th
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including: timely access to teacher
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Occupational Medicine Simulation Pr
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just being presented with a data sh
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Gustafson, P. (2001). Meanings of p
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This exploratory research step focu
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Week 3 of the course. Figure 2: Acc
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A pedagogical end game for exams: a
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that a bachelor degree is the new h
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However, this vision is not pie-in-
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Are Higher Education Institutions P
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Method Design In order to reach a l
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of LA frameworks and on expected be
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Talented, and Learning and Behaviou
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I felt prepared to set my own LGs 5
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Measuring creativity in collaborati
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y Beghetto and Kaufman (2013), who
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And how does this creativity become
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In short, research in these paradig
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esearch is heavily context dependen
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Collaboration between Primary Stude
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Results The analysis of the observa
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even difficult for them to bring to
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A digital what? Creating a playspac
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As of writing, plans are underway t
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Lamond, H. & Rowatt, A.J. (2015). A
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Furthermore, staff PD in digital te
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Figure 1: Expert Review of Peer Rev
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Developing Self-Regulated Learning
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Technological Structure The underly
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analytics-functionality-and-wirefra
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model of professional learning that
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ecognition of their teaching in a t
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Connecting fun and learning- an act
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Figure 1. Engestrom's Activity Syst
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pedagogical and technological barri
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(e.g. Graesser et al., 2005), it ca
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ability to perform well on a test a
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Exploring my university students’
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15.00% 10.00% 5.00% 0.00% created a
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Miller, M. D. (2014). Online Learni
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component, evaluation that connects
Page 535 and 536:
not be enough to encourage its wide
Page 537 and 538:
Benchmarking for technology enhance
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Findings groups to try and streamli
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Author, M. (2014a). Benchmarking fo
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uploaded document with consistent m
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Promoting Critical Thinking in a La
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Table 1: Overview Summary of How In
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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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Page 641 and 642:
In terms of educational uses, the l
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The framework At the University of
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Enhancing Workplace Learning throug
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Figure 2: GPS for WPL structure Con
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The success of this new support mod
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Acknowledgement Supported by the Di
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Discussion Who owns learning? Educa
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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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Easing into mobile learning Angela
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Clinical Logs: Best Practices in th
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Digitally enabled learning through
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Using interactive multimedia for
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References Barbezat, D., & Bush, M.
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Page 729 and 730:
ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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