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Mosomelt community via a mention on the #mosomelt Twitter hashtag, and their blogs were curated into a syndicated page at http://mosomelt.org/participants-blogs/. This EOR provided an open public face to the #mosomelt cMOOC, which not all participants were initially comfortable with. Weekly triggering events were outlined on https://mosomelt.wordpress.com before the start of the cMOOC giving participants a structured outline of the 24 weeks. Each weekly triggering event was then detailed further as both a blog post on https://mosomelt.wordpress.com and as a weekly-pinned post on the Mosomelt G+ community. These were both announced via the Twitter hashtag and the same hashtag on G+. So far participants have been far more active in discussion and conversations around #mosomelt on the G+ community than on Twitter. Evaluation: local impact The impact of mosomelt upon the Public Health COP provides an example of transformation of practice. However, not all mosomelt participants are comfortable with publically sharing their journeys, with some COPs preferring to keep their reflections private via collaborating on a Mahara eportfolio. As we head towards the second half of the mosomelt cMOOC and begin focusing upon eportfolios for CMALT accreditation some participants are in catch-up mode. To facilitate this we will run a “winter camp” during the 6 week gap between the end of teaching of the first semester and the beginning of teaching in the second semester 2015. The mosomelt winter camp will consist of four days of workshops that combine both face-to-face modes and online via G+ Hangout covering the 6 project bank project activities. Realistically, some 2015 participants will not be ready for CMALT accreditation this year, while some more experienced practitioners are expected to join the mosomelt cMOOC for the second half to help prepare portfolios for CMALT submission. Thus far we have found the prototype mosomelt cMOOC to be a successful framework for up scaling authentic professional development based around a network of lecturer COPs. Evaluation: broader impact At this stage we are halfway through the first iteration of the mosomelt cMOOC, having just completed the first 12 weeks of triggering events. SOTEL is embedded within the mosomelt cMOOC design explicitly during the second 12 weeks as part of the requirements for CMALT accreditation. As participants begin to publish in peer reviewed conference proceedings, book chapters and journal papers this will create a vehicle for transferring the impact of mosomelt to the wider global education community. In the meantime we are beginning to see the wider impact of the mosomelt cMOOC through the analysis of the open mobile social media EOR behind mosomelt. For example, a TAGSExplorer analysis of the #mosomelt Twitter hashtag shows 69 nodes and 167 edges, indicating the growth in peripheral participation in the #mosomelt community beyond the 44 enrolled participants. At this point we have not explicitly advertised the existence of mosomelt, as we are effectively in the prototyping phase of our EDR, hence the modest growth of the community is to be expected. Conclusions We have demonstrated the use of an EDR methodology for designing an authentic cMOOC for professional development. Our design model links mobile learning theory via a mobile social media framework, practice via the design of a collaborative community engaged by a common EOR and triggering events, and critical reflection via SOTEL within an EDR methodology to create an authentic experience for participating lecturers. By aligning the mosomelt cMOOC with a pre existing accreditation process we have created a fast development model that is validated via active participation and participant-generated personal eportfolios. The CMALT accreditation process and results will be the subject of further evaluation at the end of the first complete iteration of the mosomelt cMOOC. References Bannan, B., Cook, J., & Pachler, N. (2015). Reconceptualizing design research in the age of mobile learning. Interactive Learning Environments, 1-16. Bates, T. (2014). Comparing xMOOCs and cMOOCs: philosophy and practice. http://www.tonybates.ca/2014/10/13/comparing-xmoocs-and-cmoocs-philosophyand-practice/ 62 FP:50
Bruns, A. (2007, March 21-23). Beyond difference: reconfiguring education for the user-led age. Paper presented at the ICE3: Ideas in cyberspace education: digital difference, Ross Priory, Loch Lomond, Scotland. Burden, K., & Kearney, M. (2015). Conceptualising authentic mobile learning. In D. Churchill, T. Chiu & N. Gu (Eds.), Proceedings of the International Mobile Learning Festival: Mobile Learning, MOOCs and 21st Century Learning (pp. 373 - 398). Hong Kong SAR China. Butchart, B. (2011). TechWatch Report: Augmented Reality for Smartphones (PDF). Bristol, UK: JISC. Cochrane, T., & Antonczak, L. (2014). Implementing a Mobile Social Media Framework for Designing Creative Pedagogies. Social Sciences, 3(3), 359-377. Cochrane, T., & Narayan, V. (2014). Cultivating Creative Approaches to Learning. In L. M. Blaschke, C. Kenyon & S. Hase (Eds.), Experiences in Self-Determined Learning (Vol. Paperback and Kindle editions, pp. 149-170): CreateSpace Independent Publishing Platform. Cochrane, T., Narayan, V., & Oldfield, J. (2013). iPadagogy: Appropriating the ipad within pedagogical contexts. International Journal of Mobile Learning and Organisation, 7(1), 48- 65. Cochrane, T., Narayan, V., & Oldfield, J. (2015). Emerging technologies in New Zealand: A pedagogical framework for mobile social media. In V. Bozalek, D. Ngambi, A. Amory, J. Hardman, D. Wood & J. Herrington (Eds.), Activity theory, authentic learning, and emerging technologies: Southern perspectives (pp. 126-143). New York: Routledge. Cochrane, T., & Rhodes, D. (2013). iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation. Australasian Journal of Educational Technology, 29(3), 372-386. Cochrane, T., Sissons, H., Mulrennan, D., & Pamatatau, R. (2013). Journalism 2.0: Exploring the impact of Mobile and Social Media on Journalism Education. [Journal]. International Journal of Mobile and Blended Learning, 5(2), 22-38. Cochrane, T., & Withell, A. (2013). Augmenting design education with mobile social media: A transferable framework. Journal of the NUS teaching academy (JNUSTA), 3(4), 150-168. Cook, J. (2007). Generating New Learning Contexts: Novel Forms of Reuse and Learning on the Move. Paper presented at the ED-MEDIA 2007 - World Conference on Educational Multimedia, Hypermedia & Telecommunications. Retrieved from http://www.editlib.org/p/25762/ Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate, 4(5), np. available http://davecormier.com/edblog/2008/2006/2003/rhizomatic-education-communityas-curriculum/. Cormier, D. (2014). The MOOC that community built. International Journal for Innovation and Quality in Learning, 2(3 Special Issue on Quality in Massive Open Online Courses), 108 - 110. Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on learning and teaching in art & design. International Journal of Art & Design Education, 22(1), 47-57. Emin-Martinez, V., Hansen, C., Rodríguez-Triana, M. J. s., Wasson, B., Mor, Y., Dascalu, M., et al. (2014). TowardsTeacher-led Design Inquiry of Learning. eLearning Papers, 36. FitzGerald, E., Ferguson, R., Adams, A., Gaved, M., Mor, Y., & Thomas, R. (2013). Augmented reality and mobile learning: the state of the art. International Journal of Mobile and Blended Learning, 5(4), 43-58. Friesen, N., & Wihak, C. (2013). From OER to PLAR: Credentialing for Open Education (Vol. 5). Hawksey, M. (2011). Twitter: How to archive event hashtags and create an interactive visualization of the conversation. Blog posted to http://mashe.hawksey.info/2011/11/twitterhow-to-archive-event-hashtags-and-visualize-conversation/ Keegan, H., & Bell, F. (2011). YouTube as a Repository: The Creative Practice of Students as Producers of Open Educational Resources. European Journal of Open, Distance and E- Learning (EURODL)(Special Issue: Creativity and Open Educational Resources), 149-168. Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York: Routledge. Levine, A. (2013). ds106: Not a Course, Not Like Any MOOC. Educause Review, 48(1), 54-55. Levine, A. (2014, 9 November). Retrieved 8 June, 2015, from https://github.com/cogdog/ds106bank Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., et al. (2010). Learner- Generated Contexts: A Framework to Support the Effective Use of Technology for Learning. 63 FP:51
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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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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
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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,
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The research methodologies appropri
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Teräs, H. (2014). Collaborative on
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Upon completion of a learning activ
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Figure 3: Drag and drop application
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Pre-service teachers’ reflections
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like the Renaissance, and the teach
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from http://www.researchgate.net/pu
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concept of summer learning loss. Th
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Figure 2: Relationships between Cou
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Webby, B., Quinn, D., Albrecht, A.,
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The University’s Approach to a Le
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Figure 2: Draft CSU Learning Analyt
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Dreaming of Electric Sheep: CSU’s
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student learning. Furthermore, many
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something that is done by the “da
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SkillBox: a pilot study Rachel Anne
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agree, A=agree, N=neutral, D=disagr
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Whitsed, R.A. & Parker, J. (2015).
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critical theory and feminist studie
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connectedness between individual an
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Description of proposed interventio
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Kaufman & L. Li (Eds.), Routledge i
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Matthews, A., Aggarwal, R., and Lim
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Schau, C., & Mattern, N. (1997). Us
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eight of the nine interviewees in a
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communicate proposals, plans, compa
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Creating concept vignettes as a mod
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Preparing Students for Future Learn
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References Association for the Adva
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The use of rubrics for the assessme
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Developing an online challenge-base
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Let’s Talk Learning Analytics and
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Experiential Learning in Accounting
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The CSU Online Learning model Tim K
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MOOCs as spaces to innovate Alison
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In terms of educational uses, the l
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The framework At the University of
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Enhancing Workplace Learning throug
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Figure 2: GPS for WPL structure Con
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The success of this new support mod
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Acknowledgement Supported by the Di
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Discussion Who owns learning? Educa
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Pawlaczek, Z. & Allan, G. (2015). D
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These divergent student perceptions
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Connecting or constructing academic
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define one academic literacy for al
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Learning, 12(3), 139-160. Retrieved
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Data collection The seven case stud
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share their own experiences in orde
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of Goals-Signals-Metrics as columns
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material, perform self-assessment t
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Many educational technology researc
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non-technical users can participate
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particularly in the early stages. T
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Williams, T., Kaui,T. & Ernst, J. (
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Campbell & Oblinger, 2007; Clow, 20
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Johnson, L., Adams Becker, S., & Ha
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sine qua non of LA, and a recent co
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Lodge, J., & Lewis, M. (2012). Pige
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academic referencing system Sente 6
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Norton, A. (2012). Mapping Australi
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How new teaching methods affect our
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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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