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Hickey, G. (2014). The importance of learning philosophies on technology selection in education. Journal of Learning Design, 7(3), 16-22. https://www.jld.edu.au/article/view/184 Hill, P. (2013). Emerging student patterns in MOOCs: A graphical view [web blog post]. http://mfeldstein.com/emerging_student_patterns_in_moocs_graphical_view/ Juwah, C. (2006). Interactions in online peer learning. In R. C. Sharma & C. Juwah (Eds.), Interactions in online education. Implications for theory and practice (pp. 171-190). New York, NY: Lawrence Erlbaum. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Higher Education Report No. 4. Washington, D.C. http://eric.ed.gov/?id=ED343465 Khosa, D. K., & Volet, S. E. (2013). Promoting effective collaborative case-based learning at university: A metacognitive intervention. Studies in Higher Education, 38(6), 870–889. doi:10.1080/03075079.2011.604409 Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy for human beings: Participant support on massive open online courses. The International Review of Research in Open and Distance Learning, 12(7), 74- 93. http://www.irrodl.org/index.php/irrodl/article/view/1041/2025 Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance Learning, 9(3). http://www.irrodl.org/index.php/irrodl/article/viewArticle/523 Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York, NY: Routledge. Lokuge Dona, K., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem MOOC. In Rhetoric and Reality: Critical perspectives on educational technology. Paper presented at the ASCILITE Conference, Dunedin, New Zealand. Milligan, C., Littlejohn, A. & Margaryan, A. (2013). Patterns of Engagement in Connectivist MOOCs. MERLOT Journal of Online Learning and Teaching, 9(2). http://jolt.merlot.org/vol9no2/milligan_0613.htm Marra, R. M., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why problem-based learning works: Theoretical foundations. Journal on Excellence in College Teaching, 25(3/4), 221- 238. Mayer, R. E. (2005). The Cambridge handbook of multimedia learning, New York, NY: Cambridge University Press. Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge University Press. Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198. http://dx.doi.org/10.1037/0022-0663.93.1.187 Salmon, G. (2002). E-tivities: The key to online learning. London, UK: Kogan Page. Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York, NY: Routledge. Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). New York, NY: Routledge. Salmon, G. (2014). Carpe Diem - a team based approach to learning design. http://www.gillysalmon.com/carpe-diem.html Salmon, G., Gregory, J., Lokuge Dona, K., & Ross, B. (2015). Experiential online development for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology, 46(3), 542-556. doi:10.1111/bjet.12256 Shirky, C. (2012). Napster, udacity, and the academy [web log post]. http://www.case.edu/strategicplan/downloads/Napster-Udacity-and-the-Academy- Clay_Shirky.pdf Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom‐based practices. Journal of Engineering Education, 94(1), 87-101. doi:10.1002/j.2168-9830.2005.tb00831.x Tobin, M. (2011). Put me first: The importance of person first language. Innovations and Perspectives, Virginia Department of Education’s Training and Technical Assistance Centre. http://www.ttacnews.vcu.edu/2011/05/put-me-first-the-importance-of-person-firstlanguage/ Tom, M. (2015). Five Cs Framework: A student-centered approach for teaching programming courses to students with diverse disciplinary. Journal of Learning Design, 8(1), 21-37. 98 FP:86
Jordan, K. (2015). MOOC completion rates: The data. http://www.katyjordan.com/MOOCproject.html Weller, M. (2011). A pedagogy of abundance. Spanish Journal of Pedagogy, 69(249), 223–235. Yuan, L., Powell, S., & Bill, O. (2014). Beyond MOOCs: Sustainable online learning in institutions. Centre for Educational Technology, Interoperability and Standards (Cetis). http://publications.cetis.org.uk/2014/898 Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education. A White Paper for JISC CETIS Centre for Educational Technology & Interoperability Standards. http://publications.cetis.org.uk/2013/667 Dona, K.L. & Gregory, J. (2015). A ‘participant first’ approach to designing for collaborative group work in MOOCs. 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. FP:77-FP:87). 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. 99 FP:87
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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
Page 47 and 48: Figure 4: Part of an action plan Fr
Page 49 and 50: Most common issues One useful produ
Page 51 and 52: communication/assessment and assist
Page 53 and 54: Designing an authentic professional
Page 55 and 56: for designing authentic learning en
Page 57 and 58: Bannan (2010) proposes a simpler fo
Page 59 and 60: An overview of CMALT requirements W
Page 61 and 62: students. From the roof, the overal
Page 63 and 64: Bruns, A. (2007, March 21-23). Beyo
Page 65 and 66: Investigating the effectiveness of
Page 67 and 68: labile, and diachronic interaction,
Page 69 and 70: learning. It was thought that this
Page 71 and 72: Table 2: Summary of questionnaire r
Page 73 and 74: the material (E) my colleagues (S)
Page 75 and 76: co-construction of knowledge by sup
Page 77 and 78: Community volunteers in collaborati
Page 79 and 80: Induction and persistence How are v
Page 81 and 82: Figure 1: Contributions made in gen
Page 83 and 84: such acts as mentorship: One is the
Page 85 and 86: established a record of high qualit
Page 87 and 88: the OERu project or similar open de
Page 89 and 90: A ‘participant first’ approach
Page 91 and 92: five ways in which learning resourc
Page 93 and 94: Participant Perspective Consider yo
Page 95 and 96: key focus was on designing tasks th
Page 97: Management System, the primary tool
Page 101 and 102: new pedagogical methods to engage t
Page 103 and 104: een perceived to be boring, with lo
Page 105 and 106: accounting concepts to others. Post
Page 107 and 108: the one model provided by the resea
Page 109 and 110: workplace. A further graduate attri
Page 111 and 112: Moy, J. (1999). The Impact of gener
Page 113 and 114: provider to understand the dependen
Page 115 and 116: • In the first semester of their
Page 117 and 118: Age at Course Start 22.98 4.3 >99.9
Page 119 and 120: 3 1 Figure 4. Attrition Rate: (Top)
Page 121 and 122: New applications, new global audien
Page 123 and 124: The modality of game-based learning
Page 125 and 126: 3% 2% 2% 2% 2% 2% Education Other H
Page 127 and 128: Machinima is being utilised to supp
Page 129 and 130: a lack of support from many institu
Page 131 and 132: 2015). There are new hardware and s
Page 133 and 134: Gregory, S., Gregory, B., Wood, D.,
Page 135 and 136: studies have found that university
Page 137 and 138: Importantly, TEL is a broad term an
Page 139 and 140: needs, etc.). Educators create digi
Page 141 and 142: could take the form of authorities
Page 143 and 144: To type or handwrite: student's exp
Page 145 and 146: Phase 1 Institution wide online sur
Page 147 and 148: 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
Page 531 and 532:
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
Page 547 and 548:
Table 1: Overview Summary of How In
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and post-exam online surveys were a
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Seow, T.K. & Soong, S.K.A. (2015).
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family and friends to help them. Di
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Upon completion of the unit, studen
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Blended Learning Adoption Monitorin
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for each stage are listed as Strate
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References Alammary, A., Sheard, J.
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environment), and (3) civic engagem
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Kolb, D. A. (1984). Experiential le
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Freitas, 2006; Fröding & Peterson,
Page 569 and 570:
The research methodologies appropri
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Teräs, H. (2014). Collaborative on
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Upon completion of a learning activ
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Figure 3: Drag and drop application
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Pre-service teachers’ reflections
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like the Renaissance, and the teach
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from http://www.researchgate.net/pu
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concept of summer learning loss. Th
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Figure 2: Relationships between Cou
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Webby, B., Quinn, D., Albrecht, A.,
Page 589 and 590:
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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Page 641 and 642:
In terms of educational uses, the l
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The framework At the University of
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Enhancing Workplace Learning throug
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Figure 2: GPS for WPL structure Con
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The success of this new support mod
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Acknowledgement Supported by the Di
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Discussion Who owns learning? Educa
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Pawlaczek, Z. & Allan, G. (2015). D
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These divergent student perceptions
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Connecting or constructing academic
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define one academic literacy for al
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Learning, 12(3), 139-160. Retrieved
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Data collection The seven case stud
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share their own experiences in orde
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of Goals-Signals-Metrics as columns
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material, perform self-assessment t
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Many educational technology researc
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non-technical users can participate
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particularly in the early stages. T
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Williams, T., Kaui,T. & Ernst, J. (
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Campbell & Oblinger, 2007; Clow, 20
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Johnson, L., Adams Becker, S., & Ha
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sine qua non of LA, and a recent co
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Lodge, J., & Lewis, M. (2012). Pige
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academic referencing system Sente 6
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Norton, A. (2012). Mapping Australi
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How new teaching methods affect our
Page 695 and 696:
Calderon, O., Ginsberg, A., Ciabocc
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thus enabling libraries to learn ab
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Formulating research questions whic
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as well as examples of each element
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the learning materials are presente
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activity results in a collaborative
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the definition, not the technology.
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in researching and developing teach
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2. Examples of open scholarship net
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#NPF14LMD Learners and Mobile Devic
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Adrienne Moyle Academic Advisor wit
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Easing into mobile learning Angela
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Clinical Logs: Best Practices in th
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Digitally enabled learning through
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Using interactive multimedia for
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References Barbezat, D., & Bush, M.
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ascilite 2015 Reviewers Reem Abu As
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Kulari Lokuge Dona Swinburne Univer
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