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Welsh, S. & Uys, P. (2015). Dreaming of Electric Sheep: CSU’s Vision for Analytics-Driven Adaptive Learning and Teaching. 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:246-CP:251). 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. 598 CP:251
SkillBox: a pilot study Rachel Anne Whitsed Charles Sturt University, Australia Joanne Parker Charles Sturt University, Australia The aim of this project is to research, develop and evaluate a set of tools that can be used in tertiary subjects to formatively scaffold the skill base of students. The SkillBox instrument uses text, video and quizzes to deliver learning materials and formative assessment to students on a specific topic within a discipline area. A pilot project evaluated the use of a Matrix SkillBox in a Charles Sturt University (CSU) Distance Education (DE) subject and found its use appeared to increase knowledge and confidence in the topic areas covered. These findings will be further investigated in ongoing research involving larger numbers of students. Keywords: SkillBox; discipline-based skills, web-based learning tools Introduction Some university subjects require a certain level of skill in a discipline that may not feature strongly in the students’ academic background, such as mathematical or statistical skills in a subject that is not strictly a mathematics subject. An example is Geographic Information Systems (GIS). Some GIS subjects require certain mathematical skills, such as basic understanding of matrices. However, students commence these subjects with a wide range of pre-existing skill levels, ranging from very little to a high level of competency. Often a lot of time is devoted in these subjects to bring all students to the same skill level, rather than focussing on the more important application of these skills to GIS. This is a common issue in subjects requiring mathematics, statistics or other foundation knowledge (Galligan, 2013). The importance of teaching mathematics and other subjects in an online environment has been explored for at least the past 15 years (Allen et al. 1998; Porter 1997). The types of technology employed in these situations can be broadly described as web-based learning tools (WBLTs) (Kay 2011), which include online whiteboards, video podcasts and tablet technologies. The rationale given for researching and developing such tools includes improving student retention (Anderson and Jacoby 2013; Faridhan et al. 2013), improving subject readiness (Kay and Kletskin 2012) and maximising learning opportunities (Galligan et al. 2010). Researchers have found the use of these technologies to be overwhelmingly positive, particularly in a distance education environment. The use of online formative self-assessment quizzes has also been shown to improve student engagement, leading to increased subject pass rates (Nagel and van Eck 2012). In addition to using online quizzes, a key aspect of our approach is to curate existing material such as video tutorials alongside purpose-built material such as text-based explanations and online quizzes. Antonio et al. (2012) claim that digital curation can increase student motivation, engagement and learning outcomes. Based on our observations above and the research mentioned, we identified a need for a set of tools that can be accessed by students independently and as needed, in a non-threatening environment, to learn and scaffold the skills needed prior to or in conjunction with the application of skills in the subject. The need was also identified for the tool to require no active intervention from the subject coordinator and for it to be reusable in other subjects. As such, our pilot study aimed to build students’ confidence and skills in mathematical concepts required for postgraduate study of GIS through the integration of a Matrix Skillbox in SPA403 Algorithms in GIS and Modelling. Methods Our project used a mix of existing technology to develop a curated set of tools consisting of learning materials and formative assessment tools. As a pilot, the Matrix SkillBox was developed for use by students in the subject SPA403 Algorithms in GIS and Modelling in Session 1 2015 at CSU. The SkillBox is designed to be a self-paced optional module that students can dip in and out of at any time to learn and reinforce basic matrix concepts. For the Matrix SkillBox, the technology and tools used 599 CP:252
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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
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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
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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
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Exploring my university students’
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15.00% 10.00% 5.00% 0.00% created a
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Miller, M. D. (2014). Online Learni
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component, evaluation that connects
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not be enough to encourage its wide
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Benchmarking for technology enhance
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Findings groups to try and streamli
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Author, M. (2014a). Benchmarking fo
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uploaded document with consistent m
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Promoting Critical Thinking in a La
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
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: something that is done by the “da
Page 601 and 602: agree, A=agree, N=neutral, D=disagr
Page 603 and 604: Whitsed, R.A. & Parker, J. (2015).
Page 605 and 606: critical theory and feminist studie
Page 607 and 608: connectedness between individual an
Page 609 and 610: Description of proposed interventio
Page 611 and 612: 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
Page 619 and 620: communicate proposals, plans, compa
Page 621 and 622: Creating concept vignettes as a mod
Page 623 and 624: Preparing Students for Future Learn
Page 625 and 626: References Association for the Adva
Page 627 and 628: 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: The author(s) assign a Creative Com
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
Page 647 and 648: 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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The author(s) assign a Creative Com
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ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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