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the exam to prevent cheating is still recommended when using this type of computerized exams. As Coy (2013) and Myrick (2010) recommend, for high-stakes tests, such security measures provided by Moodle settings should be combined with test proctoring or invigilation to achieve "high security" (Coy, 2013, p.59). Thoughtfully, applying the enhanced test security settings described above can be a very important precaution in the testing process in order to ensure that technology-related issues do not affect examinees’ test performance. Measurement error variance in the test scores might be attributed to the presence of construct-irrelevant (Brown, 2005; Davies, 1999; Standards for educational and psychological testing, 1999) technology-relevant issues that can threaten reliability and validity of the inferences of web-based assessment (Fulcher, 2003). From this stand point, the use of enhanced test security settings aided by the Safe Exam Browser can limit the effect of construct-irrelevant technology-relevant sources of measurement error leading to a better testing experience where examinees’ cheating behavior is monitored much more closely. Figure 1: e-exam with Safe Exam Browser As can be seen in Figure 1, no navigation elements are allowed. The way this browser was used in the study was that computers were set up to run the browser and then examinees were logged into the browser with a special log-in password. The browser was configured to open the SQU Moodle 1.9 e-learning platform automatically with no other websites permitted. Examinees were then logged into the Moodle course where the exam was located at which point they were able to start the exam. If they attempt to access the exam from a regular browser such as Internet Explorer or Chrome, they receive a message informing them that it can only be accessed using the Safe Exam Browser. Using the standard Moodle quiz security settings aided by the Safe Exam Browser and exam invigilation can, therefore, put much more enhanced security measures into operation. Matbury’s MP3 player for listening tests Since language tests usually include listening test components, finding a suitable mechanism to allow for control playback of audio during an e-exam is important. Typically, examinees are provided with recordings to respond to relevant exam questions. The researcher decided to use Matbury’s MP3 player for listening tests (Figure 2), which is a Flash MP3 audio player suitable for playing listening test audio recordings embedded in Moodle. 370 CP:18
Figure 2: Embedded Matbury’s MP3 player for listening tests The way the player works is that it controls the number of times examinees can listen to test audio recordings and no playback, forward, pause, or stop functions can be controlled by examinees after hitting the play button. Test designers wishing to use the player for listening tests may refer to Matbury (2010a, 2010b) for instructions. To embed this player into the Moodle quiz in the study, the MP3 player file and audio files for listening tests were first stored in the Moodle course files. These files URLS were then linked to in the listening test Moodle Description questions by editing the player’s HTML code to load audio files within the listening test. As mentioned before, technology-relevant issues can be a major source of measurement errors caused by the fact that examinees’ test performance gets affected by the presence of technologyrelated problems (Fulcher, 2003). In the case of the Matbury’s MP3 player for listening tests, the player is intended to be used in the online testing interface to ensure that all examinees are exposed to the listening materials in a fair way. Fairness can be achieved here by enforcing a standard technological practice in exposing examinees to the same listening input so that everybody listens to the audio recordings the same number of times (e.g. once or twice). Another fair technology-related practice is not to permit pause, stop, or play backward or forward options for all examinees so that they cannot control the listening input. Once all examinees are fairly treated in such a web-based testing environment using standard practices assisted by the use of Matbury’s MP3 player, issues related to differences in the way technology is manipulated by examinees can be within the control of testers. To meet test fairness (Chapelle & Douglas, 2006; Fulcher, 2003; Kunnan, 2004) principles, such a player should be used to fairly expose examinees to the same listening materials in a similar manner leading to more reliable and valid test-based inferences and decisions. Of course, if it turns out that major issues in the use of such a player make it difficult to meet such test fairness goals, reliability and validity may still be questioned. The argument made in this paper is based on one of the exam trials carried out in this study in which the listening audio file did not load at all in one of the classes taking an exam due to a software-related update problem, namely Adobe Flash Player. The lesson learned from exam trials is that it is absolutely necessary to check all testing equipment for such online testing before going ahead with official exams upon which examinees’ futures are determined. The same can definitely be said about any other technology-enhanced web-based testing tool. A split screen mode for reading tests Part of the pilot study was the involvement of expert judges working as English language teachers and testers in the study context in a judgmental validation session to review an initial prototype of the Moodle-hosted online testing interface. A major feedback point was that it is preferable that examinees view reading tests and questions side by side in some kind of split screen mode. The researcher took this valuable viewpoint into consideration and started exploring ways to create a split screen mode for reading tests using the Moodle quiz feature. Eventually, it was possible for the researcher to work with Moodle to create this split screen mode from scratch. The way this was done was by creating a table with two cells, one for the reading text and another for the embedded questions using the embedded, multi-choice, cloze question type on Moodle 1.9. The final view shows the reading text on the left side of the screen and the questions on the right side. A code for a vertical scrolling bar to access the entire reading text was embedded in the HTML text-editor of Moodle 371 CP:19
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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
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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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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
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Page 335 and 336: 15 Students’ achievement in techn
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Page 341 and 342: Maxwell, A. D., Orwin, L., Kist, A.
Page 343 and 344: To evaluate the feasibility of usin
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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
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
Page 367 and 368: 3. Consider the research questions
Page 369: Features of an online English langu
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
Page 385 and 386: visualization affects learning but
Page 387 and 388: Demonstrate the ability to construc
Page 389 and 390: Implementing blended learning at fa
Page 391 and 392: Exploring approaches taken at other
Page 393 and 394: But, J. & Shobbrook, R. (2012). Web
Page 395 and 396: potential of social media in educat
Page 397 and 398: Another tweet included a photo of t
Page 399 and 400: Teachers Cloud-based Content Creati
Page 401 and 402: Deviation CBLD? 1. Learning Outcome
Page 403 and 404: McGee, P., & Reis, A. (2012). Blend
Page 405 and 406: The Next Wave of learning Innovatio
Page 407 and 408: than a static system / website / mo
Page 409 and 410: Loop: A learning analytics tool to
Page 411 and 412: Figure 1: The Loop tool dashboard f
Page 413 and 414: efore it is released as an open sou
Page 415 and 416: programmed through freely available
Page 417 and 418: In addition to this experiment, at
Page 419 and 420: 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
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.
Page 563 and 564:
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
Page 615 and 616:
Schau, C., & Mattern, N. (1997). Us
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eight of the nine interviewees in a
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communicate proposals, plans, compa
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Creating concept vignettes as a mod
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Preparing Students for Future Learn
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References Association for the Adva
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The use of rubrics for the assessme
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Developing an online challenge-base
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Let’s Talk Learning Analytics and
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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
Page 695 and 696:
Calderon, O., Ginsberg, A., Ciabocc
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thus enabling libraries to learn ab
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Formulating research questions whic
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as well as examples of each element
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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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ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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