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Owens, T. (2012). Hitting the nail on the head: the importance of specific staff development for effective blended learning. Innovations in Education & Teaching International, 49(4), 389-400. doi:10.1080/14703297.2012.728877 Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University. Manning, C. & Macdonald. H. (2015). The three pillars to building staff capability to create digital learning experiences (2015). 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:150- CP:154). 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. 506 CP:154
Developing Self-Regulated Learning through Reflection on Learning Analytics in Online Learning Environments Alexander Mikroyannidis The Open University, Milton Keynes, United Kingdom Tracie Marie Farrell Frey The Open University, Milton Keynes, United Kingdom This paper describes a conceptual framework for developing self-regulated learning through facilitated dialogue and reflection on learner activity in online learning environments. In particular, the framework focuses on the motivational and contextual aspects of self-regulated learning and how the field of learning analytics can support student metacognitive knowledge in these two areas and distribute instructional support. Keywords: learning analytics, self-regulated learning, critical pedagogy, inclusion Introduction A contemporary challenge of online learning is to create an environment in which a potentially highly diverse cohort of learners can be stimulated to interact with each other and engage in a meaningful learning process in a self-regulated way. This challenge is underlined by two observations: firstly, that growing class size has created a "teacher bandwidth problem" (Wiley & Edwards, 2002) and secondly, that the focus on learner autonomy and self-regulation in online learning may be leaving some learners behind (Beetham & Sharpe, 2013; Fruhmann, Nussbaumer & Albert, 2010). Both researchers and practitioners acknowledge the necessity to extend instructional support and scaffold the learning process in order to face these challenges. The primary question with which this paper is concerned is: How can students who do not currently possess the necessary skills in self-regulated learning utilise the structures and opportunities of online learning to develop those skills? The field of learning analytics presents new opportunities for "understanding and optimizing learning", through collecting, analysing and reporting upon valuable data about learner activity in online learning environments (SoLAR, 2015). This paper proposes a conceptual framework for online education (referred to as "Uplift") that aims to deal with certain challenges of self-regulated learning by investigating the affordances of learning analytics for building skills in self-regulation. Affordances of Learning Analytics for Self-regulated Learning Self-Regulated Learning (SRL) is broadly described as the ability to understand one's own learning processes and manipulate them (Schunk & Zimmerman, 2012). Common components of SRL models include four main areas of regulation (cognition, behaviour, motivation and context) across four broadly cyclic phases of learning (planning, execution, monitoring and evaluation) (Winne et al, 2000). For each area and each phase, there are strategies that learners can deploy to understand and control how they learn. Many tools for self-regulated learning are already available to help learners plan, set goals, map their activities and track their progress (Nussbaumer, Dahn, Kroop, Mikroyannidis & Albert, 2013). However, while these tools make it possible to practice self-regulated learning, they do not always help learners to acquire self-regulated learning skills (Beetham & Sharpe, 2013). Learning Analytics can support this process by providing valuable data to students and teachers that enhance metacognitive gains in certain areas. Context in Learning Contextual factors such as educational background, race, class and gender, for example, have been shown to affect the physical classroom experience. Perceived lack of representation can adversely affect motivation (Egalite, Kisida & Winters, 2013) and general participation (White, 2011), while hegemonic classroom dynamics can even entirely exclude learners from non-normative backgrounds (McLaren, 2003). In online learning, learning analytics can help uncover the impact of these factors and others, creating a picture of the learner in context and connecting learner profiles with learner 507 CP:155
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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
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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
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
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Page 491 and 492: Collaboration between Primary Stude
Page 493 and 494: Results The analysis of the observa
Page 495 and 496: even difficult for them to bring to
Page 497 and 498: A digital what? Creating a playspac
Page 499 and 500: As of writing, plans are underway t
Page 501 and 502: Lamond, H. & Rowatt, A.J. (2015). A
Page 503 and 504: Furthermore, staff PD in digital te
Page 505: Figure 1: Expert Review of Peer Rev
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
Page 515 and 516: ecognition of their teaching in a t
Page 517 and 518: Connecting fun and learning- an act
Page 519 and 520: Figure 1. Engestrom's Activity Syst
Page 521 and 522: pedagogical and technological barri
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
Page 541 and 542: Author, M. (2014a). Benchmarking fo
Page 543 and 544: 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
Page 551 and 552: Seow, T.K. & Soong, S.K.A. (2015).
Page 553 and 554: family and friends to help them. Di
Page 555 and 556: 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
Page 695 and 696:
Calderon, O., Ginsberg, A., Ciabocc
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thus enabling libraries to learn ab
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Formulating research questions whic
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as well as examples of each element
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the learning materials are presente
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activity results in a collaborative
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the definition, not the technology.
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in researching and developing teach
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2. Examples of open scholarship net
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#NPF14LMD Learners and Mobile Devic
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Adrienne Moyle Academic Advisor wit
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Easing into mobile learning Angela
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Clinical Logs: Best Practices in th
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Digitally enabled learning through
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Using interactive multimedia for
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References Barbezat, D., & Bush, M.
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ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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