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perception on the use of qSMS during in-class sessions will be incorporated into the survey and FGD sessions. Students’ level of critical thinking before and after attending the course could also be measured in a systematic manner. This could carried out by administering the Cornell Critical Thinking Test Level Z (CCTT-Z), which has been described as a reliable and valid instrument in measuring critical thinking skills (Ennis et al., 2005). Next Step This preliminary study has provided an insight of how an outcomes-based course design (Race, 2010) to promote critical thinking has impacted learners, which is timely as literature has suggested the need to articulate the conceptualisation of critical thinking that is both discipline- and coursespecific (Hammer & Green, 2011). Furthermore, Hammer & Green (2011) have also reported that studies on designing appropriate learning experiences to develop students’ critical thinking are still at an experimental phase. It is therefore proposed that a more in-depth evaluation study on the impact of such outcomes-based course design on students’ critical thinking skills be carried out. Considering that the course is being re-designed into a blended online course, studies on how critical thinking skills can be scaffolded, based Krathwohl’s recent revision (2002) of Bloom’s Taxonomy as one possible example, for such a blended online learning mode could be conducted. Acknowledgement The authors would like to thank NUS for the provision of a Teaching Enhancement Grant (WBS C- 154-000-049-001) and the very useful input from the other co-lecturers who had co-taught the course with one of the authors over the years. References Biggs, J. (2003). Teaching for quality learning at university: What the student does (2nd ed.). Maidenhead: Open University Press. Biggs, J. & Tang, C. (2007). Teaching for quality learning at university: What the student does (3rd ed.). Maidenhead: Open University Press. Ennis, R. H., Millman, J., & Tomko, T. N. (2005). Cornell critical thinking tests level X and level Z manual (5th ed.). Seaside, CA: The Critical Thinking Company. Hammer, S. J. & Green, W. (2011). Critical thinking in a first year management unit: The relationship between disciplinary learning, academic literacy and learning progression. Higher Education Research and Development 30, 303-315. Jones, A. (2007). Looking over our shoulders: Critical thinking and ontological insecurity in higher education. London Review of Education 5, 209-222. Kirkpatrick, A. & Mulligan, D. (2002). Cultures of learning: Critical reading in the social and applied sciences. Australian Review of Applied Linguistics 25, 73-99. Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice 41, 212-218. Mummery, J. & Morton-Allen, E. (2009). The development of critical thinkers: Do our efforts coincide with students’ beliefs? In The Student Experience: Proceedings of the 32nd HERDSA Annual Conference. http://www.herdsa.org.au/wpcontent/uploads/conference/2009/papers/HERDSA2009_Mummery_J.pdf Paul, R., Elder, L. & Bartell, T. (1997). Study of 38 public universities and 28 private universities to determine faculty emphasis on critical thinking in instruction. In Research from The Center for Critical Thinking. http://www.criticalthinking.org/pages/study-of-38-public-universities-and-28- private-universities-to-determine-faculty-emphasis-on-critical-thinking-in-instruction/598 Race, P. (2010). Making learning happen: A guide for post-compulsory education (2nd ed.). London: SAGE Publications. Shyam, N. & Musthafa, Y. B. (2010). Question SMS – SMS based student feedback system. In Association of Pacific Rim Universities (APRU) Education and Research Technology Forum. http://apru.nus.edu.sg/_files/ert/1stERT/NUS_QuestionSMS.pdf 550 CP:198
Seow, T.K. & Soong, S.K.A. (2015). Promoting Critical Thinking in a Large Class through Outcomes- Based Approach by Means of an Audience Response System. 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:193-CP:199). 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. 551 CP:199
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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
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Occupational Medicine Simulation Pr
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just being presented with a data sh
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Gustafson, P. (2001). Meanings of p
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This exploratory research step focu
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Week 3 of the course. Figure 2: Acc
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A pedagogical end game for exams: a
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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
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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
Page 499 and 500: As of writing, plans are underway t
Page 501 and 502: Lamond, H. & Rowatt, A.J. (2015). A
Page 503 and 504: Furthermore, staff PD in digital te
Page 505 and 506: Figure 1: Expert Review of Peer Rev
Page 507 and 508: Developing Self-Regulated Learning
Page 509 and 510: Technological Structure The underly
Page 511 and 512: analytics-functionality-and-wirefra
Page 513 and 514: model of professional learning that
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 post-exam online surveys were a
Page 553 and 554: family and friends to help them. Di
Page 555 and 556: Upon completion of the unit, studen
Page 557 and 558: Blended Learning Adoption Monitorin
Page 559 and 560: for each stage are listed as Strate
Page 561 and 562: References Alammary, A., Sheard, J.
Page 563 and 564: environment), and (3) civic engagem
Page 565 and 566: 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
Page 581 and 582: from http://www.researchgate.net/pu
Page 583 and 584: concept of summer learning loss. Th
Page 585 and 586: 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
Page 591 and 592: Figure 2: Draft CSU Learning Analyt
Page 593 and 594: Dreaming of Electric Sheep: CSU’s
Page 595 and 596: student learning. Furthermore, many
Page 597 and 598: something that is done by the “da
Page 599 and 600: 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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