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Third party technologies- the role of Learning Analytics The aggregation of data made possible by increasingly sophisticated and interconnected university learning environments, has given rise to the burgeoning field of Learning Analytics (Siemens, 2012). Where contemporary large data analysis techniques, are able to be applied to the inherently complex nature of the online learning experience, and provide an evidence basis for educational decision making. Universities have traditionally invested in the learner experience, and now are beginning to explicitly invest in the aggregation, management and analysis of learner data. Learner data is progressively becoming a currency of value to both educational institutions and the third party providers. This trajectory is considered likely to continue (Chatti et al, 2014), as increasingly sophisticated analytics will become available with predictive and personalised capabilities focused on individual learner support across a wide range of factors that underpin academic performance and student success in University education. An important ongoing aspect of the implementation of Learning Analytics in University systems is the challenge of upholding ethical practices and ensuring transparency of process to the university community. Particularly as learning is or should be owned by the student. The maintenance of ethical data practices within an institution can only be sustained with a staff body that is informed and engaged with data practices and the risks associated with abuse of the ethical management of both student and staff data. This practice must be extended to focus on how, to what extent, and under what conditions, licenced no-fee technologies are integrated within the university learning ecosystem. After all, the contemporary student expects us to care about them and their future (Worley, 2011). Conclusions Third party licenced and no-fee services introduce data management practices into university learning systems that require academic staff to transition to a more complete knowledge of the risks associated with such systems and the full responsibilities inherent in the technology choices made in the academic learning context. Specifically, as university Learning Analytics initiatives are advanced, priority should be placed on ensuring that staff knowledge and understanding of data management practices of third party systems are a strong component of the development dialogue. Equally, institution-level decision making needs to be receptive and responsive to the academic voice to ensure that the LMS and its associated ecosystem as fully as possible meets learning and teaching requirements, and that the context of use of licenced no-fee technologies are bounded in a manner that best secures the responsibilities that educators have for their students. References Chatti, M. A., Lukarov, V., Thüs, H., Muslim, A., Yousef, A. M. F., Wahid, U., Greven, C., Chakrabarti, A., & Schroeder, U. (2014). Learning Analytics: Challenges and Future Research Directions. eleed, Issue. 10, [verified 20 June 2015] https://eleed.campussource.de/archive/10/4035 Dalziel, J. (2013), The LAMS community: Building communities of designers, In H. Beetham, & R. Sharpe, R. (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge. Hallam, G. (2012). Briefing paper on eTextbooks and third party eLearning products and their implications for Australian university libraries. Council of Australian University Librarians. http://eprints.qut.edu.au/55244/ [viewed 22 June 2015] Keppell, M., Souter, K., & Riddle, M. (Eds.). (2011). Physical and Virtual Learning Spaces in Higher Education : Concepts for the Modern Learning Environment. Hershey, PA, USA: IGI Global Siemens. G. (2012). Learning analytics: envisioning a research discipline and a domain of practice. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (LAK '12), Simon Buckingham Shum, Dragan Gasevic, & Rebecca Ferguson (Eds.). ACM, New York, NY, USA, 4-8. http://doi.acm.org/10.1145/2330601.2330605 Vaidhyanathan, S. (2009). The Googlization of Universities, The NEA 2009 Almanac of Higher Education, http://www.nea.org/home/32967.htm [viewed 28 May 2015] Worley, K. (2011) Educating College Students of the Net Generation Adult Learning, Adult Learning 22(3), 31-39. 654 DP:3
Pawlaczek, Z. & Allan, G. (2015). Decisions and designs for building enterprise learning systems within an enabled learning paradigm: The case of third party technologies. 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. DP:1-DP:4). 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. 655 DP:4
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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
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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
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
Page 649 and 650: The success of this new support mod
Page 651 and 652: Acknowledgement Supported by the Di
Page 653: Discussion Who owns learning? Educa
Page 657 and 658: These divergent student perceptions
Page 659 and 660: Connecting or constructing academic
Page 661 and 662: define one academic literacy for al
Page 663 and 664: Learning, 12(3), 139-160. Retrieved
Page 665 and 666: Data collection The seven case stud
Page 667 and 668: share their own experiences in orde
Page 669 and 670: of Goals-Signals-Metrics as columns
Page 671 and 672: material, perform self-assessment t
Page 673 and 674: Many educational technology researc
Page 675 and 676: non-technical users can participate
Page 677 and 678: particularly in the early stages. T
Page 679 and 680: Williams, T., Kaui,T. & Ernst, J. (
Page 681 and 682: Campbell & Oblinger, 2007; Clow, 20
Page 683 and 684: Johnson, L., Adams Becker, S., & Ha
Page 685 and 686: sine qua non of LA, and a recent co
Page 687 and 688: Lodge, J., & Lewis, M. (2012). Pige
Page 689 and 690: academic referencing system Sente 6
Page 691 and 692: Norton, A. (2012). Mapping Australi
Page 693 and 694: How new teaching methods affect our
Page 695 and 696: Calderon, O., Ginsberg, A., Ciabocc
Page 697 and 698: thus enabling libraries to learn ab
Page 699 and 700: Formulating research questions whic
Page 701 and 702: 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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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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