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A comparison of undergraduate student experiences of assessed versus nonassessed participation in online asynchronous discussion groups: Lessons from a cross disciplinary study in health and sociology Douglas, Tracy; Mather, Carey; Murray, Sandra; Earwaker, Louise; James, Allison; Pittaway, Jane; Robards, Brady; Salter, Susan Digital Futures research and society: action, awareness and accountability Doyle, Joanne; McDonald, Lisa; Cuthill, Michael; Keppell, Mike Making the Connection: Allowing access to digital higher education in a correctional environment Farley, Helen; Dove, Sharron; Seymour, Stephen; Macdonald, John; Abraham, Catherine; Lee, Chris; Hopkins, Susan; Cox, Jacinta; Patching, Louise Badging digital pathways of learning Gibson, David; Coleman, Kathryn; Irving, Leah The Agile Learning Model: Using big data to personalise the acquisition of accounting skills Gregory, Brent; Wysel, Matthew; Gregory, Sue PST Online: Preparing pre-service teachers for teaching in virtual schools Grono, Steve; Masters, Yvonne; Gregory, Sue Occupational Medicine Simulation Project Griffiths, Aaron Can learning analytics provide useful insights? An exploration on course level Heinrich, Eva A pedagogical end game for exams: a look 10 years into the future of high stakes assessment Hillier, Mathew; Gibbons, Belina Are Higher Education Institutions Prepared for Learning Analytics? Ifenthaler, Dirk A blended learning ecosystem: What are the motivational issues for students? Kearney, Alison; Mentis, Mandia Measuring creativity in collaborative design projects in pre-service teacher education Kennedy-Clark, Shannon; Kearney, Sean; Eddles-Hirsch, Katrina; De La Hoz, Rod; Galstaun, Vilma; Wheeler, Penny How to develop an online community for pre-service and early career teachers? Kelly, Nick; Clarà, Marc; Pratt, Marlene 424 429 434 440 445 450 455 460 465 471 476 481 486 Collaboration between Primary Students and the Use of an Online Learning Environment: The Previous Collaborative Work Experiences Factor Kokkinaki, Aikaterini A digital what? Creating a playspace to increase the quality of technology-enhanced teaching and learning Lamond, Heather; Rowatt, Andrew John 491 497 Concise Papers 6
The three pillars to building staff capability to create digital learning experiences Manning, Catherine; Macdonald, Hero 502 Developing Self-Regulated Learning through Reflection on Learning Analytics in Online Learning Environments Mikroyannidis, Alexander; Farrell Frey, Tracie Marie Personalising professional learning mobility in Higher Education Mitchell, Maxine; Cottman, Caroline Connecting fun and learning - an activity-theoretical approach to competency based game development O'Rourke, Mark Learners’ confusion: faulty prior knowledge or a metacognitive monitoring error? Pachman, Mariya; Arguel, Amael; Lockyer, Lori Exploring my university students’ online learning activities in Wikis Quek Choon Lang, Gwendoline; Liu, Cong Learning to swim in an ocean of student data Russel, Carol Benchmarking for technology enhanced learning: Longer term benefits Sankey, Michael Building a framework for improved workplace assessment practice and better outcomes through online platforms Schier, Mark A; Dunn, Louise Promoting Critical Thinking in a Large Class through Outcomes-Based Approach by Means of an Audience Response System Keong Seow, Teck; Swee Kit Soong, Alan Digital andragogy: A 21 st century approach to tertiary education Sheffield, Rachel; Blackley, Susan Ellen Blended Learning Adoption Monitoring Smith, Simon Douglas The value of digital critical reflection to global citizenship and global health Stoner, Lee Authentic context as a foundation for gamification and game-based learning Teräs, Hanna; Teräs, Marko; Viteli, Jarmo A gamified eLearning approach to teaching food regulation Teychenne, Danielle Pre-service teachers’ reflections on their participation in 1:1 laptop programs Walker, Rebecca Maria; Blackley, Susan Ellen 507 512 517 522 527 532 537 542 545 552 557 562 566 571 577 Concise Papers 7
Page 1 and 2: ascilite2015 Australasian Society f
Page 3 and 4: To type or handwrite: student's exp
Page 5: Concise papers Learning maps: A des
Page 9 and 10: Posters Metacognitive Development i
Page 11 and 12: Discussion Papers Decisions and des
Page 13 and 14: The Conceived, the Perceived and th
Page 15 and 16: concentration of evaluations being
Page 17 and 18: “I just felt like we skimmed over
Page 19 and 20: Figure 3: Student Infographic Proto
Page 21 and 22: Learning design for science teacher
Page 23 and 24: existing teaching practice with tec
Page 25 and 26: the module, 7% said they had heard,
Page 27 and 28: Calculus 1, 2014 (undergraduat e, 5
Page 29 and 30: ambitions towards educational techn
Page 31 and 32: Tensions and turning points: explor
Page 33 and 34: Virtual Learning Environment Teachi
Page 35 and 36: • Virtual Learning Environment
Page 37 and 38: newsroom role-playing scenario requ
Page 39 and 40: Lisa’s fourth turning point event
Page 41 and 42: vertically in that the lecturer may
Page 43 and 44: Navigate Me: maximising student pot
Page 45 and 46: improve academic outcomes, rather t
Page 47 and 48: Figure 4: Part of an action plan Fr
Page 49 and 50: Most common issues One useful produ
Page 51 and 52: communication/assessment and assist
Page 53 and 54: Designing an authentic professional
Page 55 and 56: for designing authentic learning en
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Bannan (2010) proposes a simpler fo
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An overview of CMALT requirements W
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students. From the roof, the overal
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Bruns, A. (2007, March 21-23). Beyo
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Investigating the effectiveness of
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labile, and diachronic interaction,
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learning. It was thought that this
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Table 2: Summary of questionnaire r
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the material (E) my colleagues (S)
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co-construction of knowledge by sup
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Community volunteers in collaborati
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Induction and persistence How are v
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Figure 1: Contributions made in gen
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such acts as mentorship: One is the
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established a record of high qualit
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the OERu project or similar open de
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A ‘participant first’ approach
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five ways in which learning resourc
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Participant Perspective Consider yo
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key focus was on designing tasks th
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Management System, the primary tool
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Jordan, K. (2015). MOOC completion
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new pedagogical methods to engage t
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een perceived to be boring, with lo
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accounting concepts to others. Post
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the one model provided by the resea
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workplace. A further graduate attri
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Moy, J. (1999). The Impact of gener
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provider to understand the dependen
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• In the first semester of their
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Age at Course Start 22.98 4.3 >99.9
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3 1 Figure 4. Attrition Rate: (Top)
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New applications, new global audien
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The modality of game-based learning
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3% 2% 2% 2% 2% 2% Education Other H
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Machinima is being utilised to supp
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a lack of support from many institu
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2015). There are new hardware and s
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Gregory, S., Gregory, B., Wood, D.,
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studies have found that university
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Importantly, TEL is a broad term an
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needs, etc.). Educators create digi
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could take the form of authorities
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To type or handwrite: student's exp
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Phase 1 Institution wide online sur
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There were just over 200 students (
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exam questions for computerisation,
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students on these two issues by cou
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from http://educationtechnologysolu
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Predictors of students’ perceived
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Lim, Morris, and Yoon (2006) sugges
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The questionnaire was pilot tested
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** p < .001 - a This parameter was
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Among the four exogenous variables,
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influence on perceived course outco
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5(3), 255-269. Marks, R. B., Sibley
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and continuously evaluate the deliv
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supporting teachers in the transiti
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etween other VET schools and the co
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sharing of the tasks, and their pee
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learning. Digital education has led
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McLoughlin, C. (2013). Teacher prof
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advancing learning analytics (Dawso
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contact students. Additionally, we
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Figure 4: Screenshot of part of the
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Change The IRAC framework allowed u
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Mazza, R., Bettoni, M., Faré, M.,
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misconceptions (e.g. Lehman, D'Mell
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understanding of the material on th
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6 5 4 3 2 1 0 Excited Interested Co
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Results The participants in the sim
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The two studies presented here were
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The author(s) assign a Creative Com
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approach which focuses on documenti
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within the context of their assessm
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perceptions of the use of technolog
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frequently than library databases.
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Figure 1: Sample of technology mapp
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Conclusion In contrast with other s
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Yorke, M. (2003). Formative assessm
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Erickson, Greer, & Gutwin, 2011), e
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higher than the Australian universi
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educators must be careful to offer
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Miles, C.A. (2015). Strong and incr
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in formal online education. To do s
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week analysis for the 8-week 3 cour
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First Quartile 1 1 Median 1 1 Mean
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participation. Similar to Gilliani
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Coffrin, C., Corrin, L., de Barba,
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Designing for relatedness: learning
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inquiry. This collaborative yarning
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online in the LMS until connections
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each other in educational environme
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Figure 2: Evaluation of Components
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Conclusion The experience of Aborig
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Torche, F., & Valenzuela, E. (2011)
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types of content and new models of
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ased on real journalism content 10
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efficiently access the key literatu
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systems. These initiatives are valu
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Ren, X. (2013). Beyond open access:
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within a constructivist framework (
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library, learning centers and couns
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testing occurs beyond that? What is
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Interdisciplinary opportunities and
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interdisciplinary project that aime
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J F M A M J J A S O N D 2014 Academ
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also vital. Achieving the correct b
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odies. Moreover, attracting enough
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Paving the way for institution wide
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Activity (Workshop) Description and
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Keyboard The physical keyboard is a
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• Annotating diagrams • Ability
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Conclusion This project demonstrate
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MyCourseMap: an interactive visual
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Figure 1: MyCourseMap visual overvi
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The tool has particular applicabili
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11. Media gallery 10. Graduate attr
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Barriers or challenges. actually go
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Figure 8: The unit information page
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Standing on the shoulders of others
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designer employed by La Trobe Unive
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student interaction are essential c
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Figure 2: Weekly learning design se
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The current [template] speaks clear
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Weaver, D, Robbie, D, Kokonis, S &
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Background Learning analytics The r
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and conducted workshops as the proj
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• Communication (email, Facebook,
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180 Daily Weekly Fortnightly Monthl
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Relevance and comprehensiveness of
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Further Information More informatio
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Virtual worlds have great potential
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conceptual understanding, and (3) m
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Figure 5: Map and Hints of the VW E
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All quiz questions are saved in a X
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Gütl, C. (2011). The Support of Vi
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Remote Access Laboratories for Prep
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een derived from the STEBI-B (Enoch
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15 Students’ achievement in techn
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RALfie offers both hands-on and onl
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and non-user groups and efforts hav
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Maxwell, A. D., Orwin, L., Kist, A.
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To evaluate the feasibility of usin
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their observed behaviour. Towards t
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study and help them adapt to a new
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main student concern, there are add
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Information delivered through the a
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Learning maps: A design-based appro
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4 Integrative • Mixed research me
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Dede, C. (2004). If design-based re
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LAK demonstrates a great deal of co
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Experiences from early reusability
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The future of practice-based resear
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1.1. Consider factoring in control
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3. Consider the research questions
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Features of an online English langu
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Figure 2: Embedded Matbury’s MP3
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References Ayres, P., & Sweller, J.
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that will provoke a specific kind o
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Preliminary results The study is on
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Using expectation confirmation theo
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Findings and Discussion The data an
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Fawcett, S. L. (2002). Group gaming
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visualization affects learning but
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Demonstrate the ability to construc
Page 389 and 390:
Implementing blended learning at fa
Page 391 and 392:
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
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just being presented with a data sh
Page 459 and 460:
Gustafson, P. (2001). Meanings of p
Page 461 and 462:
This exploratory research step focu
Page 463 and 464:
Week 3 of the course. Figure 2: Acc
Page 465 and 466:
A pedagogical end game for exams: a
Page 467 and 468:
that a bachelor degree is the new h
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However, this vision is not pie-in-
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Are Higher Education Institutions P
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Method Design In order to reach a l
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of LA frameworks and on expected be
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Talented, and Learning and Behaviou
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I felt prepared to set my own LGs 5
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Measuring creativity in collaborati
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y Beghetto and Kaufman (2013), who
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And how does this creativity become
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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
Page 527 and 528:
Exploring my university students’
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15.00% 10.00% 5.00% 0.00% created a
Page 531 and 532:
Miller, M. D. (2014). Online Learni
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component, evaluation that connects
Page 535 and 536:
not be enough to encourage its wide
Page 537 and 538:
Benchmarking for technology enhance
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Findings groups to try and streamli
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Author, M. (2014a). Benchmarking fo
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uploaded document with consistent m
Page 545 and 546:
Promoting Critical Thinking in a La
Page 547 and 548:
Table 1: Overview Summary of How In
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and post-exam online surveys were a
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Seow, T.K. & Soong, S.K.A. (2015).
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family and friends to help them. Di
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Upon completion of the unit, studen
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Blended Learning Adoption Monitorin
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for each stage are listed as Strate
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References Alammary, A., Sheard, J.
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environment), and (3) civic engagem
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Kolb, D. A. (1984). Experiential le
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Freitas, 2006; Fröding & Peterson,
Page 569 and 570:
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
Page 687 and 688:
Lodge, J., & Lewis, M. (2012). Pige
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academic referencing system Sente 6
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Norton, A. (2012). Mapping Australi
Page 693 and 694:
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
Page 699 and 700:
Formulating research questions whic
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as well as examples of each element
Page 703 and 704:
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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Page 729 and 730:
ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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