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Attention as skill: Contemplation in online learning environments Ratna Malar Selvaratnam Taylors College The University of Western Australia This is an exploration of the need to cultivate attention as a skill in online learning ecosystems. Taylor’s College is an alternative pathway provider to the University of Western Australia. It is redesigning its diploma program delivery, equivalent to the first year of university, to include non-traditional spaces both online and physical. One of the concerns of online spaces is in equipping the students with the skill of attention control. In online environments it is easy to have reactive attention to stimuli that is not always within one’s control. I suggest having an internal locus of control for attention is a skill to be cultivated to ensure effective learning in online environments. This research looks at the field of contemplative education to see what is offered in this space. Contemplation involves attention and awareness. Keywords: contemplation, mindfulness, online, tertiary education, learning, e- learning, digital Technology is open for many unmindful uses. As an example, problems can emerge when we post content online, without first taking a breath and considering what the implications might be. Other issues of unmindful use of technology include online bullying, disconnection from face-to-face social relationships, developing a passive learning style, and literally training ourselves to be inattentive and unfocused (Hassed & Chambers, 2014). Today our attention is pulled in a multitude of directions through technology and the media. Miller (2014) argues that this results in fragmented consciousness, where we are pushed and pulled by the outside world. However, from contemplative awareness, we see things as they are now. There are already several campus initiatives across America in the contemplative studies space including Brown University’s Contemplative Studies Initiative, Centre for New Designs and Scholarship at Georgetown, Emory Collaborative for Contemplative Studies, Mindful Awareness Research Centre at UCLA, The Center for compassion and Altruism Research and Education at Stanford University, and UCSD Center for Mindfulness (The Association for Contemplative Mind in Higher Education, n.d.). In Australia There has been some work in UNSW in contemplative studies through a symposium on Contemplative Education at UNSW, May 15th, 2014 (University of New South Wales, n.d.). Additionally, Australia now has its first government accredited tertiary institution grounded in Buddhist values and wisdom. Incorporating the mindfulness arm of contemplation, it organised the International Conference on Mindfulness, Education and Transformation 2014 (Nan Tien Institute, n.d.). These are leading institutions which provide both face-to-face and online learning environments and have considerations for the students’ use of attention especially with regards to completion of the programs. Digital learning ecosystems give rise to the need for enhanced digital contemplative methods (Bush, 2010) which in turn can assist in enhancing attention. There is some effort to outline ways in which the body, social isolation, identity and aesthetics in online education can be approached mindfully. Douglass (2007) suggests that a way to investigate whether the format really serves students or contributes to their isolation is by honestly assessing our own relationship with technology. Some have gone as far as referring to contemplation’s esoteric roots. In an asynchronous environment, where students can participate on their own schedules, it is possible to require every student to participate in each session, which is more difficult in synchronous settings (Coburn, 2013). In online learning, there is a built-in opportunity for reflectiveness, although that opportunity needs to be cultivated. Educators are seeking to increase attention, contemplation, wisdom, and compassion by using the very digital media that seems to be decreasing these capacities (Barbezat & Bush, 2014). 724 AB:6
References Barbezat, D., & Bush, M. (2014). Contemplative Practices in Higher Education. San Francisco: John Wiley & Sons. Bush, M. (2010). Contemplative Higher Education in Contemporary America. Northampton: Association for Contemplative Mind in Higher Education. Coburn, T. (2013). Peak Oil, Peak Water, Peak Education. In L. Sanders (Ed.), Contemplative Studies in Higher Education (pp. 3-12). San Francisco: Wiley Subscription Services. Douglass, L. (2007). Contemplative Online Learning Environments. Journal of Online Education . Hassed, C., & Chambers, R. (2014). Mindful Learning. Wollombi: Exisle. Miller, J. (2014). The Contemplative Practitioner (Second ed.). Toronto: University of Toronto Press. Nan Tien Institute. (n.d.). Retrieved July 15, 2015, from http://www.nantien.edu.au/ The Association for Contemplative Mind in Higher Education. (n.d.). Retrieved July 15, 2015, from www.contemplativemind.org/resources/higher-education/links University of New South Wales. (n.d.). Retrieved July 15, 2015, from http://unsw.academia.edu.au Selvaratnam, R.M. (2015). Attention as skill: Contemplation in online learning environments. 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. AB:6-AB:7). 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. 725 AB:7
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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 Conceived, the Perceived and th
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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
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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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The author(s) assign a Creative Com
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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
Page 673 and 674: Many educational technology researc
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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
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: Using interactive multimedia for
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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