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alignment of such activities with the learning outcomes is significant in learning design (Oliver, Harper, Wills, Agostinho, & Hedberg, 2007). Similarly, learning tools should potentially stimulate a high level of learner engagement. These learning tools could include learning games, feedback and reflection tools (Lin, Wen, Jou, & Wu, 2014), or quizzes (Gusev & Armenski, 2014). Use of such interactive and engaging learning material should provide a balance between the use of multimodal materials and tools to accommodate multiple learning preferences (Chang, Chen, & Hsu, 2012). In the process of design, available tools and media in any digital learning system should suit content and learners’ needs (Thomas, 2011). As highlighted by Kop and Carrol (2011), in using additional links, the relevancy of the resources is at the most importance while all links remain functional. The visual design and consistency of the provided content is another important aspect highlighted by Sánchez-Franco et al. (2013). Finally, the navigation flow and transition between all components of designed resource shall remain clear and logical (Boyatt & Sinclair, 2012). A combined perspective of all of these items to view cloud-based designs in virtual learning environments provides good boundaries of potential guidelines for teachers to create digital content in light of the TPACK framework. Methodology and Results A rubric consisting of ten items was used to evaluate 152 cloud-based learning designs (CBLD) that were created by teachers in a virtual learning environment (VLE). Prior to the rubric being used it was evaluated by an expert panel and then changes were implemented (Campbell, Al Harthi & Karimi, 2015). Initial rubric reliability was measured through the internal consistency using Cronbach's alpha coefficient, which was .74, indicating an acceptable reliability (George & Mallery, 2003). After taking comments on board and further discussion the rubric was changed from 12 items to 10 items and two raters were employed to evaluate the 152 learning designs. Rubric items included: 1. Purpose and Objectives 2. Instructions and Guidelines 3. Interactivity 4. Engagement 5. Learning styles 6. Tools and Media 7. Links 8. Visual Consistency 9. Navigation Flow 10. Functionality To test the research question on the level of alignment of the learning designs with the TPACK framework, the following criteria was used: Table 1: Criteria for Rubric Scores Interpretation 6. Score Categories 7. Interpretation of Scores 8. 1-1.75 9. Not aligned 10. 1.76-2.5 11. Minimally aligned 12. 2.6-3.25 13. Somewhat aligned 14. 3.26-4 15. Fully aligned Based on these criteria, Table 2 shows that only three rubric items were found to be fully aligned with the TPACK framework across the 152 sites. These are the use of links, design navigation flow and design functionality. Only one rubric item was found to be minimally aligned with TPACK framework, which is the use of interactivity in the learning designs. The rest of the rubric items were found to be somewhat aligned with the TPACK framework. This was determined by the raters who both scored each site which determined the final score of whether overall the sites were aligned with TPACK and how much. Table 2: Rubric Item Alignment with the TPACK framework 16. Rubric Item 17. Mean 18. Std. 19. How aligned are the 400 CP:48
Deviation CBLD? 1. Learning Outcomes 20. 2.632 21. 1.3747 22. Somewhat aligned 2. Instructions & Guidelines 23. 2.704 24. 1.1384 25. Somewhat aligned 3. Interactivity 26. 2.309 27. 1.2247 28. Minimally aligned 4. Engagement 29. 2.803 30. .9281 31. Somewhat aligned 5. Learning Preferences 32. 3.079 33. .7850 34. Somewhat aligned 6. Tools & Media 35. 2.941 36. 1.1053 37. Somewhat aligned 7. Links 38. 3.355 39. 1.1983 40. Fully aligned 8. Visual Consistency 41. 3.184 42. .8721 43. Somewhat aligned 9. Navigation Flow 44. 3.855 45. .5801 46. Fully aligned 10. Functionality 47. 3.730 48. .5635 49. Fully aligned To follow up with the previous analysis, a one sample t test was used. Test results showed that the difference in rubric item rating between the current sample of learning designs and the theoretical mean (2.5) were statistically significant for all rubric items, except learning outcome and interactivity at .05 significance level. 50. Rubric Item Table 1: Descriptive Statistics and Results for a One Sample t Test 51. t 52. df 53. Sig. (2-tailed) 54. Mean Difference 55. 95% Confidence Interval of the Difference 56. Lower 57. Upper 1. Learning Outcomes 58. 1.180 59. 151 60. .240 61. .1316 62. -.089 63. .352 2. Instruction s & 64. 2.209 65. 151 66. .029 67. .2039 68. .022 69. .386 Guidelines 3. Interactivit y 70. -1.921 71. 151 72. .057 73. -.1908 74. -.387 75. .005 4. Engagem ent 76. 4.020 77. 151 78. .000 79. .3026 80. .154 81. .451 5. Learning Preferences 82. 9.093 83. 151 84. .000 85. .5789 86. .453 87. .705 6. Tools & Media 88. 4.917 89. 151 90. .000 91. .4408 92. .264 93. .618 7. Links 94. 8.800 95. 151 96. .000 97. .8553 98. .663 99. 1.047 8. Visual 100. 9.67 101. 1 102. .0 103. .684 104. .54 105. .82 Consistency 3 51 00 2 4 4 9. Navigation 106. 28.8 107. 1 108. .0 109. 1.35 110. 1.2 111. 1.4 Flow 03 51 00 53 62 48 10. Functiona 112. 26.9 113. 1 114. .0 115. 1.23 116. 1.1 117. 1.3 lity 19 51 00 03 40 21 N=152; Test Value = 2.5 Discussion and Conclusion From the results there are three areas that are fully aligned with TPACK. These are the use of links, the design of the navigation flow and the functionality design. As suggested in the literature review these are all important areas in site design and possibly most time and effort went into the design of these areas. Generally, from the 152 sties investigated the rest of the rubric items are somewhat aligned with TPACK. While the use of interactivity in the sites was minimally alighted with the TPACK framework. From the T-Test results neither the learning outcomes nor interactivity were statistically significant. This may mean that the teachers did not have enough knowledge and skills to design these areas well enough in the cloud-based environment. 401 CP:49
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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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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
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 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: Teachers Cloud-based Content Creati
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
Page 433 and 434: Hemsley-Brown, J., & Sharp, C. (200
Page 435 and 436: is taking digital technologies into
Page 437 and 438: The Making the Connection project t
Page 439 and 440: Jeroschewski, A., Levisse, A., Sala
Page 441 and 442: (2014, p.19). New business models f
Page 443 and 444: Table 3. Badges on lifelong learnin
Page 445 and 446: The Agile Learning Model: Using big
Page 447 and 448: Preliminary results Methodology A p
Page 449 and 450: (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
Page 545 and 546:
Promoting Critical Thinking in a La
Page 547 and 548:
Table 1: Overview Summary of How In
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and post-exam online surveys were a
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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
Page 573 and 574:
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
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
Page 703 and 704:
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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