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what the term wonder means and shares with her peers what the term “wonder” means for her. Dimitris asks whether the term modern wonder stands for places, monuments or constructions. Katerina argues that it could be everything as long they attract the attention of people. She suggests saying the Acropolis. Andreas asks Katerina what does it make her to believe that Acropolis is a wonder of the modern world and Katerina argues that the design of the Acropolis could be considered even nowadays contemporary and modern. Dimitris agrees but instead proposes to focus on constructions that were built in the last century in order to make their search more specic. All agree. This extract shows that students do not only construct a discussion forum post together, they are constructing a joint understanding over what the phrase “wonder of the modern world” stands for, for them. Case Study 3 The students of Case Study 3 also shared ideas, previous knowledge and information each time they participated in discussions for the development of discussion forum and/or instant messaging posts. However, face-to-face collaboration was not supported between the group members because it was difficult for those students to bring together the different ideas shared into a joint discussion forum or instant messaging post. A characteristic extract from researcher's audio recorded reflection on classroom observations for Case Study 3 is given below: Gianna expresses that nature disapproves humans because of the atmospheric pollution. Giorgos replies that their project is about the extinction of animals and suggests to focus on things that men do which have consequences to animals' extinction. Gianna disagrees and challenges him to read the teacher's question. She asks Soa and Vasia to take her side for being close friends. Giorgos asks them to develop a post for themselves informing them that he will publish alone whatever he believes is correct. A summary of the actions reported by the students of Case Study 3 to happen after a disagreement over ideas shared in their face-to-face discussions is given below: Follow the group leader's argument Publish individual posts at the discussion forum Publish one discussion forum post with all the arguments/ideas expressed No participation in the process of developing the discussion forum post Discussion Previously published research on collaboration and technology demonstrated an association between collaboration and students' previous experiences with technology (Harasim, 1995; So, 2009). However, the term “previous experiences” has been mainly used to describe students' previous negative experiences with technology (Pauli et al., 2008); Vrasidas and McIsaac, 1999). The findings of the study reported in this paper, reveal that not only previous negative experiences with technology but also the absence of previous collaborative work experiences affects how primary students will potentially collaborate by using an OLE in the school classroom. In Case Study 1 and Case Study 2, the students were working in groups before they start using the designed OLE at school and had no particular difficulties or concerns with regard to sharing ideas or information with the other students of their group or bringing together the different ideas expressed. In Case Study 2 especially, there was mobility between the groups of students which allowed them to make short visits to the other groups and ask questions relevant to the task given by the teacher. On the contrary, the students in Case Study 3, had no previous collaborative work experiences before they start using the OLE at school. The predominant culture in their classroom was to work individually. Although the students in Case Study 3 were sitting in pairs, they were working individually and rather competitively (e.g. they placed their notebooks and books vertically as desk-dividers). Furthermore, the tasks that were developed by the teacher (before students start using the OLE) involved students working individually to finish the work given. When the students in Case Study 3 started to work with the designed OLE at school, it was difficult for them to work collaboratively. It was 494 CP:142
even difficult for them to bring together and accommodate the different ideas shared by group members in order to develop joint discussion forum, instant messaging or wiki publications. Conclusions In this paper it is argued that the way in which the sixth grade primary students worked with their peers at school without using technology, is reflected in the way in which they performed group work when they used technology i.e. the designed OLE. Situations that were interpreted as collaborative were found to occur with the students of Case Studies 1 and 2, whereas in only a few instances faceto-face collaboration was supported between the students of Case Study 3. This reveals two main aspects: Firstly, the predominant culture in the classroom affects online collaboration via an OLE and secondly, the absence of previous collaborative work experiences affects how students will potentially use an OLE to collaborate. Acknowledgements The author would like to thank Dr Jocelyn Wishart and Dr Federica Olivero for their contribution to the work being reported in this paper, especially for their scientific guidance. This research was funded by the Greek State Scholarships Foundation (IKY). References Bold, M. (2006). Use of wikis in graduate course work. Journal of Interactive Learning Research, 17(1), 5-14. Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. British Educational Communications & Technology Agency (2005). An introduction to learning platforms for school leaders http://www.lancsng.ac.uk/ictservices/ictcentre/download/ [viewed 19 October 2013]. Chou, S.-W. and Liu, C.-H. (2005). Learning effectiveness in a web-based virtual learning environment: a learner control perspective. Journal of Computer Assisted Learning, 21(1), 65-76. Desilets, A. and Paquet, S. (2005). Wiki as a tool for web-based collaborative story telling in primary school: A case study. NRC Publications Archive, Canada. Grant, L. (2006). Using wikis in schools: A case study. Futurelab Archive. http://www.futurelab.org.uk/resources/publications reports articles/discussion papers/ Discussion Paper258 [viewed 21 December 2014]. Harasim, L. M. (1995). Learning networks: A field guide to teaching and learning online. Cambridge, MA: MIT press. Jimoyiannis, A. and Angelaina, S. (2012). Towards an analysis framework for investigating students' engagement and learning in educational blogs. Journal of Computer Assisted Learning, 28(3), 222-234. Joint Information Systems Committee (2006). Effective Use of VLEs: Introduction to VLEs. http://tools.jiscinfonet.ac.uk/downloads/vle/what-is-vle.pdf [viewed 19 October 2013]. Kennedy, D. J. (2009). Virtual Learning Environments (VLEs): here to stay, or on the brink of demise? The Plymouth Student Educator, 1(1), 58-66. Kovacic, A., Bubas, G. and Zlatovic, M. (2007). Evaluation of activities with a wiki system in teaching English as a second language. International Conference ICT for Language. Kreijns, K., Kirschner, P. A. and Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19(3), 335-353. Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20(1), 35. Mader, S. (2007). Using wiki in education. Stewart Mader. Pauli, R., Mohiyeddini, C., Bray, D., Michie, F. and Street, B. (2008). Individual differences in negative group work experiences in collaborative student learning. Educational Psychology, 28(1), 47-58. Pilkington, R. M. and Walker, S. A. (2003). Facilitating debate in networked learning: Reflecting on online synchronous discussion in higher education. Instructional Science, 31(1-2), 41-63. Selinger, M. (1997). Open learning, electronic communications and beginning teachers. European Journal of Teacher Education , 20(1), 71-84. So, H.-J. (2009). When groups decide to use asynchronous online discussions: Collaborative learning and social presence under a voluntary participation structure. Journal of Computer Assisted 495 CP:143
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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
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Jeroschewski, A., Levisse, A., Sala
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(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
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Page 481 and 482: Measuring creativity in collaborati
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Page 485 and 486: And how does this creativity become
Page 487 and 488: In short, research in these paradig
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Page 493: Results The analysis of the observa
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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
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Page 507 and 508: Developing Self-Regulated Learning
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Page 517 and 518: Connecting fun and learning- an act
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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
Page 541 and 542: Author, M. (2014a). Benchmarking fo
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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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