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The HUD, mentioned above, also provides a consistent aspect across all areas of the simulation. It facilitates movement to all areas and costume assembly in the locker room and offers multiple forms of engagement with the process area environments through the presentation of hazard data, graphical depiction of specific hazards, hazard exposure calculators, etc., encouraging the possibility of learner-centric experiences (de Freitas and Nuemann, 2009) and active engagement, inside and outside of facilitated class activities. Final Reflections Figure 2: Locker Room/Accessing Hazard Data and Calculators Though yet to be provided with test students, there has been evidence, in the consultative demonstrations conducted, that this project will achieve its aims. It delivers an engaging, authentic and immersive experience, providing opportunities for situated, experiential and collaborative learning for the student community. It encourages a learner-centric cognitive approach with the tutor’s role as a facilitator of that process. A concluding statement from Heerington, Reeves and Oliver, (2007, p.94) seems appropriate; “When appropriate technologies can be selected as required and used as cognitive tools to solve complex problems, the responsibility for learning moves back to the learner, rather than the designer of the virtual environment.” References Bulu, S. (2012). Place presence, social presence, co-presence, and satisfaction in virtual worlds. Computers & Education. 58, 154–161. Chapman D. D. and Stone S. J. (2010). Measurement of outcomes in virtual environments. Advances in Developing Human Resources. 12 (6), 665-680. Creutzfeldt, J., Hedman, L., Medin, C., Heinrichs, W. L. and Felländer-Tsai, Li. (2010). Exploring virtual worlds for scenario-based repeated team training of cardiopulmonary resuscitation in medical students. Journal of Medical Internet Research. 12 (3). Danforth, D., Procter, M., Heller, R., Chen, R. and Johnson, M. (2009). Development of Virtual Patient Simulations for Medical Education. Journal of Virtual Worlds Research. 2 (2). de Freitas, S. and Nuemann, T. (2009). The use of ‘exploratory learning’ for supporting immersive learning in virtual environments. Computers and Education. 52 (2), 343-352. Edirisingha, P., Nie, M., Pluciennik, M. and Young, R. (2009). Socialisation for learning at a distance in a 3-D multi-user virtual environment. British Journal of Educational Technology. 40 (3), 458– 479. Falconer, L. (2013). Situated learning in virtual simulations: Researching the authentic dimension in virtual worlds. Journal of Interactive Learning Research. 24 (3), 285-300. Feinstein, A. H., Mann, S. and Corsun, D. L. (2002). Charting the experiential territory. Clarifying definitions and uses of computer simulation, games and role play. Journal of Management Development. 21 (10), 732-734. Ganesh, S., van Schie, H., de Lange, P., Thompson, E. and Wigboldus, D. (2012). How the human brain goes virtual: Distinct cortical regions of the person-processing network are involved in selfidentification with virtual agents. Cerebral Cortex. 22 (7), 1577-1585. Goffman. E. (1956). The Presentation of Self in Everyday Life. London: Penguin. 458 CP:106
Gustafson, P. (2001). Meanings of place: Everyday experience and theoretical conceptualizations. Journal of Environmental Psychology. 21, 5-16. Hassell, M., Goyal, S., Limayem, M. and Boughzala, I. (2011). Effects of presence, copresence, and flow on learning outcomes in 3D learning spaces. Administrative Issues Journal: Education, Practice & Research [online]. 2 (1), 62-73. Herrington, J., Reeves, T. C. and Oliver, R. (2007). Immersive learning technologies: Realism and online authentic learning. Journal of Computing in Higher Education [online]. 19 (1), 80-99. Johnson, L. F. and Levine, A. H. (2008). Virtual worlds: Inherently immersive, highly social learning spaces. Theory into Practice. 47 (2), 161-170. Kays, E. and Sims, R. (2006). Reinventing and reinvigorating instructional design: A theory for emergent learning. Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning? Whose Technology? 256-265. Loke, S. K., Blyth, P. and Swan, J. (2012). Student views on how role-playing in a virtual hospital is distinctively relevant to medical education. In Brown, M. Hartnett, M. and Stewart, T. (Eds.), Future Challenges. Proceedings ascilite Wellington 2012. pp 565- 574. Martey, R. M. and Consalvo, M. (2011). Through the Looking-Glass Self: Group Identity and Avatar Design in Second Life. http://lamar.colostate.edu/~rmikealm/docs/costumes.pdf [viewed 15 July 2015]. Mennecke B. E., Triplett J. L., Hassall L. M., Conde Z. J. and Heer R. (2011). An examination of a theory of social presence in virtual worlds. Decision Sciences [online]. 42 (2), 413-450. Neustaedter, C. and Fedorovskaya, E. (2009). Presenting identity in a virtual world through avatar appearances. In Proceedings of Graphics Interface 2009 (GI '09). 183-190. Nygaard, C., Courtney, N. and Leigh, E. eds. (2012). Simulations, Games and Role Play in University Education. Oxfordshire: Libri Publishing. Peachy, A. and Childs, M. (2011). Reinventing Ourselves: Contemporary Concepts of Identity in Virtual Worlds. London: Springer Verlag. Wiecha, J., Heyden, R., Sternthal, E. and Merialdi, M. (2010). Learning in a virtual world: Experience with using Second Life for medical education. Journal of Medical Internet Research. 12 (1). Griffiths, A. (2015). Occupational Medicine Simulation Project. 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:103-CP:107). 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. 459 CP:107
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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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Remote Access Laboratories for Prep
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een derived from the STEBI-B (Enoch
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15 Students’ achievement in techn
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RALfie offers both hands-on and onl
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and non-user groups and efforts hav
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Maxwell, A. D., Orwin, L., Kist, A.
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To evaluate the feasibility of usin
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their observed behaviour. Towards t
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study and help them adapt to a new
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main student concern, there are add
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Information delivered through the a
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Learning maps: A design-based appro
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4 Integrative • Mixed research me
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Dede, C. (2004). If design-based re
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LAK demonstrates a great deal of co
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Experiences from early reusability
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The future of practice-based resear
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1.1. Consider factoring in control
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3. Consider the research questions
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Features of an online English langu
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Figure 2: Embedded Matbury’s MP3
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References Ayres, P., & Sweller, J.
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that will provoke a specific kind o
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Preliminary results The study is on
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Using expectation confirmation theo
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Findings and Discussion The data an
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Fawcett, S. L. (2002). Group gaming
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visualization affects learning but
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Demonstrate the ability to construc
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Implementing blended learning at fa
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Exploring approaches taken at other
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But, J. & Shobbrook, R. (2012). Web
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potential of social media in educat
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Another tweet included a photo of t
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Teachers Cloud-based Content Creati
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Deviation CBLD? 1. Learning Outcome
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McGee, P., & Reis, A. (2012). Blend
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The Next Wave of learning Innovatio
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
Page 451 and 452: It has been predicted that “by th
Page 453 and 454: including: timely access to teacher
Page 455 and 456: Occupational Medicine Simulation Pr
Page 457: just being presented with a data sh
Page 461 and 462: This exploratory research step focu
Page 463 and 464: Week 3 of the course. Figure 2: Acc
Page 465 and 466: A pedagogical end game for exams: a
Page 467 and 468: that a bachelor degree is the new h
Page 469 and 470: However, this vision is not pie-in-
Page 471 and 472: Are Higher Education Institutions P
Page 473 and 474: Method Design In order to reach a l
Page 475 and 476: of LA frameworks and on expected be
Page 477 and 478: Talented, and Learning and Behaviou
Page 479 and 480: I felt prepared to set my own LGs 5
Page 481 and 482: Measuring creativity in collaborati
Page 483 and 484: y Beghetto and Kaufman (2013), who
Page 485 and 486: And how does this creativity become
Page 487 and 488: In short, research in these paradig
Page 489 and 490: esearch is heavily context dependen
Page 491 and 492: Collaboration between Primary Stude
Page 493 and 494: Results The analysis of the observa
Page 495 and 496: even difficult for them to bring to
Page 497 and 498: A digital what? Creating a playspac
Page 499 and 500: As of writing, plans are underway t
Page 501 and 502: Lamond, H. & Rowatt, A.J. (2015). A
Page 503 and 504: Furthermore, staff PD in digital te
Page 505 and 506: Figure 1: Expert Review of Peer Rev
Page 507 and 508: 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
Page 527 and 528:
Exploring my university students’
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15.00% 10.00% 5.00% 0.00% created a
Page 531 and 532:
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
Page 539 and 540:
Findings groups to try and streamli
Page 541 and 542:
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,
Page 569 and 570:
The research methodologies appropri
Page 571 and 572:
Teräs, H. (2014). Collaborative on
Page 573 and 574:
Upon completion of a learning activ
Page 575 and 576:
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.,
Page 589 and 590:
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
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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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