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Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Cambridge university press. Lee, K., & Brett, C. (2013). What are student inservice teachers talking about in their online Communities of Practice? Investigating student inservice teachers’ experiences in a doublelayered CoP. Journal of Technology and Teacher Education, 21(1), 89-118. Lin, F.-r., Lin, S.-c., & Huang, T.-p. (2008). Knowledge sharing and creation in a teachers’ professional virtual community. Computers & Education, 50(3), 742-756. doi:http://dx.doi.org/10.1016/j.compedu.2006.07.009 Maher, D., Sanber, S., Cameron, L., Keys, P., & Vallance, R. (2013). An online professional network to support teachers’ information and communication technology development. Paper presented at the ASCILITE 2013, Macquarie University. Mamykina, L., Manoim, B., Mittal, M., Hripcsak, G., & Hartmann, B. (2011). Design lessons from the fastest q&a site in the west. Paper presented at the Proceedings of the SIGCHI conference on Human factors in computing systems. Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected age: ePenguin. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178. Wenger, E. (2011). Communities of practice: A brief introduction. Wenger, E., White, N., & Smith, J. D. (2009). Digital habitats: Stewarding technology for communities: CPsquare. Kelly, N., Clarà, M., & Pratt, M. (2015). How to develop an online community for pre-service and early career teachers? 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:134-CP:138). 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. 490 CP:138
Collaboration between Primary Students and the Use of an Online Learning Environment: The Previous Collaborative Work Experiences Factor Aikaterini Kokkinaki University of Bristol This paper reports findings from a research study which involved the use of an Online Learning Environment by Greek primary students in their school classroom and from home for a period of six weeks for the development of a wiki for a school project. This research study sought to answer whether and how collaboration can be supported between primary students with the use of an Online Learning Environment. Although collaboration is often reported as the outcome from the use of technology in an educational context, this paper presents research findings to show that collaboration between primary students with the use of an Online Learning Environment is associated with students' previous collaborative work experiences. Keywords: Collaboration, Online Learning Environment, Primary Education, Previous Experiences Introduction In recent years, the rise of cloud computing and faster internet connections have not only been seen as opportunities for education to extend students' learning spaces beyond the walls of the classroom, but also as a means to bridge learning spaces across school, home, and the wide community (Jimoyiannis et al., 2013). Along with the rise of cloud computing and faster internet connections, the emergence of online tools which support synchronous and asynchronous communication, file sharing and creation of joint documents has generated interest regarding the opportunities for collaboration supported with these technologies in the context of education (Mader, 2007; Pilkington and Walker, 2003; Traxler, 2010). Thus, changing Information and Communications Technologies (ICT) contexts have increased opportunities for children to communicate and potentially collaborate from different locations online. Online Learning Environments (OLE) have been seen as online spaces where collaboration between students can be supported. Although previously published studies use terms such as: Virtual Learning Environments, Managed Learning Environments, Personal Learning Environments, Learning Platforms and Course Management Systems to refer to online environments that are used for educational purposes (British Educational Communications & Technology Agency, 2005), in this paper an OLE is understood as an online space that: Includes the components through which the learners and the tutors participate in online interactions including online learning (Joint Information Systems Committee, 2006, p. 6). The majority of studies that have researched collaboration with the use of an OLE concern the context of higher education. As discussed by Kennedy (2009), OLEs have been used in the context of higher education to support: communication and collaboration between students, assessment, the publication of online content as well as management and tracking of students. With regard to communication and collaboration, it has been shown that using an OLE increases the level of communication and collaboration between higher education students (Selinger, 1997) by giving students more chance to articulate their thoughts and understanding (Chou and Liu, 2005). In relation to collaboration and the use of an OLE in higher education, the study of Pilkington and Walker (2003) places particular interest on the exploration of student group collaboration with the use of an OLE. In this study, the authors investigated the participation of students in online debates using synchronous communication tools and they also explored whether students could work collaboratively in order to 491 CP:139
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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
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than a static system / website / mo
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Loop: A learning analytics tool to
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Figure 1: The Loop tool dashboard f
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efore it is released as an open sou
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programmed through freely available
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In addition to this experiment, at
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An investigation of blended learnin
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Results The experiences of learning
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Chan, S. (1999). The Chinese learne
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ambiguous nature of discussion post
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Discussion Linking assessment to on
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Digital Futures research and societ
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challenges of specifying real-world
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Hemsley-Brown, J., & Sharp, C. (200
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is taking digital technologies into
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The Making the Connection project t
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 and 458: just being presented with a data sh
Page 459 and 460: Gustafson, P. (2001). Meanings of p
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: esearch is heavily context dependen
Page 493 and 494: Results The analysis of the observa
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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
Page 509 and 510: Technological Structure The underly
Page 511 and 512: analytics-functionality-and-wirefra
Page 513 and 514: model of professional learning that
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Page 517 and 518: Connecting fun and learning- an act
Page 519 and 520: Figure 1. Engestrom's Activity Syst
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Page 523 and 524: (e.g. Graesser et al., 2005), it ca
Page 525 and 526: ability to perform well on a test a
Page 527 and 528: Exploring my university students’
Page 529 and 530: 15.00% 10.00% 5.00% 0.00% created a
Page 531 and 532: Miller, M. D. (2014). Online Learni
Page 533 and 534: 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
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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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