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Higher Education Teachers’ Experiences with Learning Analytics in Relation to Student Retention West, Deborah; Huijser, Henk; Heath, David; Lizzio, Alf; Toohey, Danny; Miles, Carol Exploratory and Collaborative Learning Scenarios in Virtual World using Unitybased Technology Wilding, Karin; Chang, Vanessa; Gütl, Christian Remote Access Laboratories for Preparing STEM Teachers: A Mixed Methods Study Wu, Ting; Albion, Peter R; Orwin, Lindy; Kist, Alexander; Maxwell, Andrew; Maiti, Ananda A Mobile App in the 1 st Year Uni-Life: A Pilot Study Zhao, Yu; Pardo, Abelardo 308 320 331 342 Full Papers 4
Concise papers Learning maps: A design-based approach for capacity building in tertiary online learning and teaching Adachi, Chie; O'Rourke, Mark Using Learning Design to Unleash the Power of Learning Analytics Atkinson, Simon Paul The future of practice-based research in educational technology: Small steps to improve generalisability of research Alhadad, Sakinah S. J. Features of an online English language testing interface Al Nadabi, Zakiya Fostering deep understanding in geography by inducing and managing confusion: an online learning approach Arguel, Amaël; Lane, Rod Using expectation confirmation theory to understand the learning outcomes of online business simulations Benckendorff, Pierre; Gibbons, Belina; Pratt, Marlene Towards a Pedagogy of Comparative Visualization in 3D Design Disciplines Birt, James R; Nelson, Jonathan; Hovorka, Dirk Implementing blended learning at faculty level: Supporting staff, and the ‘ripple effect’ Borland, Rosy; Loch, Birgit; McManus, Liam The ethical considerations of using social media in educational environments Cameron, Leanne; Tanti, Miriam; Mahoney, Kim Teachers Cloud-based Content Creation in light of the TPACK Framework: Implications for Teacher Education Campbell, Chris; Al Harthi, Aisha; Karimi, Arafeh The Next Wave of Learning with Humanoid Robot: Learning Innovation Design starts with “Hello NAO” Chua, Xin Ni; Chew, Esyin Loop: A learning analytics tool to provide teachers with useful data visualisations Corrin, Linda; Kennedy, Gregor; de Barba, Paula; Bakharia, Aneesha; Lockyer, Lori; Gasevic, Dragan; Williams, David; Dawson, Shane; Copeland, Scott Page Number 353 358 363 369 374 379 384 389 394 399 404 409 Teaching Complex Theoretical Multi-Step Problems in ICT Networking through 3D Printing and Augmented Reality Cowling, Michael; Birt, James An investigation of blended learning experiences of first-year Chinese transnational program students at an Australian university Dai, Kun Concise Papers 5 414 419
Page 1 and 2: ascilite2015 Australasian Society f
Page 3: To type or handwrite: student's exp
Page 7 and 8: The three pillars to building staff
Page 9 and 10: Posters Metacognitive Development i
Page 11 and 12: Discussion Papers Decisions and des
Page 13 and 14: The Conceived, the Perceived and th
Page 15 and 16: concentration of evaluations being
Page 17 and 18: “I just felt like we skimmed over
Page 19 and 20: Figure 3: Student Infographic Proto
Page 21 and 22: Learning design for science teacher
Page 23 and 24: existing teaching practice with tec
Page 25 and 26: the module, 7% said they had heard,
Page 27 and 28: Calculus 1, 2014 (undergraduat e, 5
Page 29 and 30: ambitions towards educational techn
Page 31 and 32: Tensions and turning points: explor
Page 33 and 34: Virtual Learning Environment Teachi
Page 35 and 36: • Virtual Learning Environment
Page 37 and 38: newsroom role-playing scenario requ
Page 39 and 40: Lisa’s fourth turning point event
Page 41 and 42: vertically in that the lecturer may
Page 43 and 44: Navigate Me: maximising student pot
Page 45 and 46: improve academic outcomes, rather t
Page 47 and 48: Figure 4: Part of an action plan Fr
Page 49 and 50: Most common issues One useful produ
Page 51 and 52: communication/assessment and assist
Page 53 and 54: Designing an authentic professional
Page 55 and 56:
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
Page 385 and 386:
visualization affects learning but
Page 387 and 388:
Demonstrate the ability to construc
Page 389 and 390:
Implementing blended learning at fa
Page 391 and 392:
Exploring approaches taken at other
Page 393 and 394:
But, J. & Shobbrook, R. (2012). Web
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potential of social media in educat
Page 397 and 398:
Another tweet included a photo of t
Page 399 and 400:
Teachers Cloud-based Content Creati
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Deviation CBLD? 1. Learning Outcome
Page 403 and 404:
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
Page 411 and 412:
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
Page 417 and 418:
In addition to this experiment, at
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An investigation of blended learnin
Page 421 and 422:
Results The experiences of learning
Page 423 and 424:
Chan, S. (1999). The Chinese learne
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ambiguous nature of discussion post
Page 427 and 428:
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
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Table 3. Badges on lifelong learnin
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The Agile Learning Model: Using big
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Preliminary results Methodology A p
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(e.g. students that were directed t
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It has been predicted that “by th
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including: timely access to teacher
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
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However, this vision is not pie-in-
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Are Higher Education Institutions P
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Method Design In order to reach a l
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of LA frameworks and on expected be
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Talented, and Learning and Behaviou
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I felt prepared to set my own LGs 5
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Measuring creativity in collaborati
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y Beghetto and Kaufman (2013), who
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And how does this creativity become
Page 487 and 488:
In short, research in these paradig
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esearch is heavily context dependen
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Collaboration between Primary Stude
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Results The analysis of the observa
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even difficult for them to bring to
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A digital what? Creating a playspac
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As of writing, plans are underway t
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Lamond, H. & Rowatt, A.J. (2015). A
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Furthermore, staff PD in digital te
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Figure 1: Expert Review of Peer Rev
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Developing Self-Regulated Learning
Page 509 and 510:
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
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
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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
Page 549 and 550:
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
Page 567 and 568:
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
Page 577 and 578:
Pre-service teachers’ reflections
Page 579 and 580:
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
Page 587 and 588:
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
Page 597 and 598:
something that is done by the “da
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SkillBox: a pilot study Rachel Anne
Page 601 and 602:
agree, A=agree, N=neutral, D=disagr
Page 603 and 604:
Whitsed, R.A. & Parker, J. (2015).
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critical theory and feminist studie
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connectedness between individual an
Page 609 and 610:
Description of proposed interventio
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Kaufman & L. Li (Eds.), Routledge i
Page 613 and 614:
Matthews, A., Aggarwal, R., and Lim
Page 615 and 616:
Schau, C., & Mattern, N. (1997). Us
Page 617 and 618:
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
Page 623 and 624:
Preparing Students for Future Learn
Page 625 and 626:
References Association for the Adva
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The use of rubrics for the assessme
Page 629 and 630:
Developing an online challenge-base
Page 631 and 632:
Let’s Talk Learning Analytics and
Page 633 and 634:
Experiential Learning in Accounting
Page 635 and 636:
The CSU Online Learning model Tim K
Page 637 and 638:
MOOCs as spaces to innovate Alison
Page 639 and 640:
Page 641 and 642:
In terms of educational uses, the l
Page 643 and 644:
The framework At the University of
Page 645 and 646:
Enhancing Workplace Learning throug
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Figure 2: GPS for WPL structure Con
Page 649 and 650:
The success of this new support mod
Page 651 and 652:
Acknowledgement Supported by the Di
Page 653 and 654:
Discussion Who owns learning? Educa
Page 655 and 656:
Pawlaczek, Z. & Allan, G. (2015). D
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These divergent student perceptions
Page 659 and 660:
Connecting or constructing academic
Page 661 and 662:
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
Page 673 and 674:
Many educational technology researc
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non-technical users can participate
Page 677 and 678:
particularly in the early stages. T
Page 679 and 680:
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
Page 687 and 688:
Lodge, J., & Lewis, M. (2012). Pige
Page 689 and 690:
academic referencing system Sente 6
Page 691 and 692:
Norton, A. (2012). Mapping Australi
Page 693 and 694:
How new teaching methods affect our
Page 695 and 696:
Calderon, O., Ginsberg, A., Ciabocc
Page 697 and 698:
thus enabling libraries to learn ab
Page 699 and 700:
Formulating research questions whic
Page 701 and 702:
as well as examples of each element
Page 703 and 704:
the learning materials are presente
Page 705 and 706:
activity results in a collaborative
Page 707 and 708:
the definition, not the technology.
Page 709 and 710:
in researching and developing teach
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2. Examples of open scholarship net
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#NPF14LMD Learners and Mobile Devic
Page 715 and 716:
Adrienne Moyle Academic Advisor wit
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Easing into mobile learning Angela
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Clinical Logs: Best Practices in th
Page 721 and 722:
Digitally enabled learning through
Page 723 and 724:
Using interactive multimedia for
Page 725 and 726:
References Barbezat, D., & Bush, M.
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Page 729 and 730:
ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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