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for uptake as they may be labouring under false understandings and expectations, and their conceptions may be affected by unconscious processes that distort rather than clarify. For example, a recent exercise carried out by JISC featured naive (with respect to LA) students designing ‘app-like’ interfaces for the kind of data they would like to see (Sclater, 2015). While probably a necessary exercise, it is not sufficient to inform the choice of data and its method of presentation. Several of the example screenshots show feedback suggestions that indicate students may be influenced by a performative rather than a mastery learning orientation (presumably unconsciously), and unhelpfully focus on outcomes rather than processes (Hattie & Timperley, 2007), potentially demotivating students with low self-efficacy while encouraging complacency in higher achievers (Corrin & de Barba, 2014). Conclusions and provocations for the future So is LA, as currently being courted by institutions, missing the point? The rise and rise of predictive analytics has certainly piqued interest in the field, but has also crowded out the development of tools focussed on the process of learning. In this context, idealised models of institutional LA maturity (e.g. Norris & Baer, 2013) usually do not help because although they may mention personalised learning, they are predicated on increasing levels of predictive utility. The issues that LA would need to address if it were to focus on learning would be predicated instead on explanatory adequacy, which may or may not increase predictive accuracy (Bhaskar, 1975). The question should be why did a learning event or program succeed or not, rather than which students did or did not succeed. While these questions are not necessarily mutually exclusive, the predictive analytics paradigm offers little help with the former (Rogers, Dawson, & Gašević, forthcoming). In order for LA to better address the deeper questions, universities and vendors need to work out mutual relationships that can springboard LA development (Siemens, 2012). We need to avoid a destructive feedback loop where a lack of innovative tools hinders uptake, the lack of uptake signals cautious investment in tools, leading to slow tool development, contributing to a lack of innovative tools… These phenomena are wellknown in business (Sterman, 2000) and there is no reason to think higher education would be immune. Finally, as LA sits at the intersection of theory and practice, it needs to pay heed to its users as well as better integrate with significant learning theories to isolate the data and feedback that will truly be valuable to educators and students. References Arnold, K. E., & Pistilli, M. D. (2012). Course signals at Purdue: using learning analytics to increase student success. Paper presented at the 2nd International Conference on Learning Analytics and Knowledge. Bhaskar, R. (1975). A realist theory of science: Routledge. Bichsel, J. (2012). Analytics in higher education: Benefits, barriers, progress, and recommendations: EDUCAUSE Center for Applied Research. Colvin, C., Rogers, T., Wade, A., Dawson, S., Gašević, D., Buckingham Shum, S., et al. (2015). Student retention and learning analytics: a snapshot of Australian practices and a framework for advancement (draft report). Sydney, Australia: Australian Office for Learning and Teaching. Corrin, L., & de Barba, P. (2014). Exploring students’ interpretation of feedback delivered through learning analytics dashboards. Paper presented at the Proceedings of the ascilite 2014 conference. De-La-Fuente-Valentín, L., Pardo, A., & Kloos, C. D. (2013). Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system. Computers & Education, 61, 33-42. Dietrichson, A. (2013). Beyond clickometry: Analytics for constructivist pedagogies. International Journal on E-Learning, 12(4), 333-351. Drachsler, H., & Greller, W. (2012). Confidence in learning analytics. Paper presented at the LAK12: 2nd International Conference on Learning Analytics & Knowledge. Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64-71. Goldstein, P. J., & Katz, R. N. (2005). Academic analytics: The uses of management information and technology in higher education: EDUCAUSE Centre for Analysis and Research. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. 686 DP:35
Lodge, J., & Lewis, M. (2012). Pigeon pecks and mouse clicks: Putting the learning back into learning analytics. Future challenges, sustainable futures. Proceedings ascilite Wellington, 560-564. Long, P., & Siemens, G. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE review, 46(5), 30. Norris, D. M., & Baer, L. L. (2013). Building organizational capacity for analytics. Retrieved from http://www.educause.edu/library/resources/building-organizationalcapacity-analytics Ramsden, P. (1993). Theories of Learning and Teaching and the Practice of Excellence in Higher Education. Higher Education Research & Development, 12(1), 87-97. Rogers, T., Dawson, S., & Gašević, D. (forthcoming). Do Counts of Digital Traces Count for Learning: The Imperative for Theory in Learning Analytics. In C. Haythornthwaite, R. Andrews, J. Fransman & M. Kazmer (Eds.), Sage Handbook of E-Learning Research. London: Sage Publications. Sclater, N. (2015). What do students want from a learning analytics app? Retrieved from http://analytics.jiscinvolve.org/wp/2015/04/29/what-do-students-want-from-a-learning-analyticsapp/ Siemens, G. (2012). Learning analytics: envisioning a research discipline and a domain of practice. Paper presented at the Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. Siemens, G., Dawson, S., & Lynch, G. (2013). Improving the quality and productivity of the higher education sector: Society for Learning Analytics Research. Sterman, J. D. (2000). Business dynamics: systems thinking and modeling for a complex world (Vol. 19): Irwin/McGraw-Hill Boston. Warren, K. (2008). Strategic management dynamics: John Wiley & Sons. Liu, D.Y-T., Rogers, T., & Pardo, A. (2015). Learning analytics - are we at risk of missing the point? 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:33-DP:36). 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. 687 DP:36
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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
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
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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,
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
Page 619 and 620:
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
Page 631 and 632:
Let’s Talk Learning Analytics and
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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 and 654: Discussion Who owns learning? Educa
Page 655 and 656: Pawlaczek, Z. & Allan, G. (2015). D
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: sine qua non of LA, and a recent co
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
Page 705 and 706: activity results in a collaborative
Page 707 and 708: the definition, not the technology.
Page 709 and 710: in researching and developing teach
Page 711 and 712: 2. Examples of open scholarship net
Page 713 and 714: #NPF14LMD Learners and Mobile Devic
Page 715 and 716: Adrienne Moyle Academic Advisor wit
Page 717 and 718: Easing into mobile learning Angela
Page 719 and 720: Clinical Logs: Best Practices in th
Page 721 and 722: Digitally enabled learning through
Page 723 and 724: Using interactive multimedia for
Page 725 and 726: References Barbezat, D., & Bush, M.
Page 727 and 728: The author(s) assign a Creative Com
Page 729 and 730: ascilite 2015 Reviewers Reem Abu As
Page 731 and 732: Kulari Lokuge Dona Swinburne Univer
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