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developing a range of knowledge and skill areas. This study differs from previous work by also identifying student expectations and by contrasting expectations and performance across two different simulations. This analysis identifies that both simulations are effective at providing an authentic context for the development of business knowledge and basic skills such as understanding and application as well as advanced skills such as analysis, evaluation and creation. Business educators often struggle to develop and assess these skills using more traditional pedagogies and assessment. The originality of this paper therefore resides in the implications for simulation design in the future. The expectations and perceptions of two student cohorts provide insight into how closely learning outcomes need to be matched with the selection and design of the simulation. Some of the differences that have been observed warrant further discussion. The University B students clearly underestimated the extent to which their simulation would develop their understanding of finance. These students generally major in tourism, hospitality and events management and are unlikely to have completed a substantial number of advanced accounting and finance units in their program. The University A cohort on the other hand included both business and commerce students and being in their final year, the business and commerce students are likely to have had an advanced understanding of finance concepts. It is therefore not surprising that these students did not learn a great deal more about finance and marketing from their simulation. This example highlights that one simulation is not necessarily better than another, but that the prior knowledge and skills of each cohort need to be considered when using a simulation to ensure that opportunities do exist for further advancement of knowledge and skills. The perceived performance of the University A simulation was also not rated as highly as the University B simulation in the areas of marketing and operations. These differences may be the result of differences between the learning objectives of the two simulators. The University B simulation is an operational and strategic planning simulation and has complex modules in the areas of operations, revenue management and marketing. On the other hand, the University A simulation was purpose built to develop student capacity in the areas of ethics, social responsibility and professional practice – all areas that were not measured by this study. Differences in the student perceptions of the skills developed by the two simulations may come down to differences in the complexity of the two simulations. Conclusion This paper has contrasted the knowledge and skills learners expect from participating in an online business simulation by comparing two different University simulations. Student learning expectations from both cohorts were high as were their perceived learning from the simulation. While both student cohorts varied in composition and business knowledge, each experienced a high level of engagement, learning interdependencies, strategy, real world knowledge and the development of skills across all levels of Bloom’s taxonomy. Differences arose with the influence of discipline upon the perceived performance of the two simulations, highlighting the importance of aligning the choice and/or design of simulation with the learning objectives. Acknowledgements: Support for this project has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this paper do not necessarily reflect the views of the Australian Government Office for Learning and Teaching. References Adobor, H., & Daneshfar, A. (2006). Management simulations: determining their effectiveness. The Journal of Management Development, 25(2), 151-168. Akilli, G. K. (2007). Games and simulations: A new approach in education. Bhattacherjee, A. (2001). Understanding information systems continuance: an expectationconfirmation model. MIS quarterly, 25(3), 351-370. Biggs, J. (1999). Teaching for quality learning at university. Buckingham, UK: Open University Press Bloom, B. S., Englehart, M. D., Furst, E. D., Hill, W. H., & Krathwohl, D. R. (1959). Taxonomy of educational objectives: The classification of educational goals. New York: David McKay. Fawcett, S. L. (1996). Fear of accounts: Improving managers' competence and confidence through simulation exercises. Journal of European Industrial Training, 20(2), 17-24. 382 CP:30
Fawcett, S. L. (2002). Group gaming and simulation in hospitality management: A user's guide. LTSN Hospitality, Leisure, Sport and Tourism. Gopinath, C., & Sawyer, J. E. (1999). Exploring the learning from an enterprise simulation. Journal of Management Development, 18(5), 477-489. Hill, C. C., & Semler, S. W. (2001). Simulation enhanced learning: Case studies in leadership development Retrieved 5 August, 2015, from http://www.learningsim.com/content/sim_enhanced_learning.pdf Kriz, W. C. (2010). A Systemic-Constructivist Approach to the Facilitation and Debriefing of Simulations and Games. Simulation & Gaming, 41(5), 553-680. Ncube, L. B. (2010). A Simulation of Lean Manufacturing: The Lean Lemonade Tycoon 2. Simulation & Gaming, 41(4), 568–586. Oliver, R. L. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of marketing research, 17, 460-469. Palmunen, L., Pelto, E., Paalumaki, A. & Lainema, T. (2013). Formation of Novice Business Students: Mental Models Through Simulation Gaming. Simulation & Gaming, 44(6), 846–868. Penger, S., Znidarsic, J. & Dimovski V. (2011). Experiential Learning and Management Education: Empirical Research and Implications for Practice in Higher Education in Slovenia. International Journal of Management and Information Systems, 15(1), 23–33 Seaton, L.J. & Boyd, M. (2008). The effective use of simulations in business courses. Academy of Educational Leadership Journal, 12, 107–118. Thavikulwat, P. (2004). The Architecture of Computerized Business gaming Simulations. Simulation & Gaming, 35(2), 242-269. Tichon, J. (2012). Evaluation of virtual reality training using affect. International Journal on E- Learning, 11(2), 107-116. Tompson, G. H., & Dass, P. (2000). Improving Students’ Self-Efficacy in Strategic Management: The Relative Impact of Cases and Simulations. Simulation & Gaming, 31(1), 22-41. Whiteley, T. R., & Faria, A. J. (1989). A Study of the Relationship Between Student Final Exam Performance and Simulation Game Participation. Simulation & Gaming, 20(1), 44-64. Benckendorff, P., Gibbons, B., & Pratt, M. (2015). Using expectation confirmation theory to understand the learning outcomes of online business simulations. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth (pp. CP:27-CP:31). Note: All published papers are refereed, having undergone a double-blind peer-review process. The author(s) assign a Creative Commons by attribution licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creation. 383 CP:31
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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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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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Page 335 and 336: 15 Students’ achievement in techn
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Page 343 and 344: To evaluate the feasibility of usin
Page 345 and 346: their observed behaviour. Towards t
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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 and 370: Features of an online English langu
Page 371 and 372: Figure 2: Embedded Matbury’s MP3
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: Findings and Discussion The data an
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
Page 421 and 422: Results The experiences of learning
Page 423 and 424: Chan, S. (1999). The Chinese learne
Page 425 and 426: ambiguous nature of discussion post
Page 427 and 428: Discussion Linking assessment to on
Page 429 and 430: Digital Futures research and societ
Page 431 and 432: 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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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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