2017: ASCILITE 2017 Conference Proceedings: Me, Us, IT!

In the field of technology-enhanced learning design, the rise of Web 2.0 has been the filip needed to accelerate the emergence of socially-connected global learners. These highly social learners now use the web to engage with knowledge and

In the field of technology-enhanced learning design, the rise of Web 2.0 has been the filip needed to accelerate the emergence of socially-connected global learners. These highly social learners now use the web to engage with knowledge and skill development and as such, online education has moved irrevocably beyond simply the finding and sharing of information among learners. The higher education sector is responding to this learning landscape. This is particularly relevant to the massive open online courses (MOOCs) environment where there is the potential for thousands of participants to learn through multiple open source tools with minimum intervention from educators. This social learning perspective can present a challenge for some educators. In this paper we present a work-in-progress collaborative project designed to respond to the professional development of teaching academics newly engaged in designing and teaching from a social learning perspective. We, in a central learning and teaching unit, designed and developed a professional development (PD) course that sought to build the capacity of academics going through this change: they were about to teach on a MOOC platform. Our purpose was to model the social learning framework as a method of capacity-building, but we also aimed to distil authentic social learning for the academics themselves. This resulted in creating a community of practice among educators. Further research is required to measure the impact of this capacity-building course in order to further enhance the learning experiences of academics preparing to teach on a MOOC platform.

Across higher education, institutions continue to invest in technology enhanced learning (TEL) as it has the potential to transform and improve the quality of learning, teaching and the student experience. Despite the investment, many

Across higher education, institutions continue to invest in technology enhanced learning (TEL) as it has the potential to transform and improve the quality of learning, teaching and the student experience. Despite the investment, many still struggle to identify and address the elements that are essential to enabling institutional success. This paper focuses on the iterative development of a TEL Framework that aims to provide a fast and efficient snapshot of institutional challenges and successes in TEL, alongside a set of actionable recommendations to move the institution forward. The Framework is based on a set of 8 themes the authors have identified as critical to the success of TEL. The themes are used as part of dialogic process, designed to gather perspectives on how TEL is being used across an institution. By June 2017, the TEL Framework was trialled in 6 institutions. Using a workshop format, participants engaged in a three-step guided process known as DIP – Discover, Interpret and Pitch. At the core of this process were cards that represented the 8 TEL theme. These were used to surface participant’s perceptions. Overall, most participants agreed, that the TEL Framework was a valuable process to use to uncover institutional successes and challenges in TEL and that the theme cards were useful in stimulating these insights. The TEL Framework is still a work in progress and so its effectiveness is still being determined. However, early indications are that it is a useful instrument for gathering perceptions, and in identifying TEL challenges and successes.

This paper presents industry stakeholder insights from the implementation of a dual modality intervention using virtual and augmented reality simulation to study complex lighting theory in architecture design. Using a design based research

This paper presents industry stakeholder insights from the implementation of a dual modality intervention using virtual and augmented reality simulation to study complex lighting theory in architecture design. Using a design based research method the aim is to evaluate these insights and inform a pilot study to educate first year architectural design students on the complexities of lighting the built environment and methods to improve architectural workflow. The aim is to enable learners to experience natural and artificial lighting methods comparatively in real-time through multiple comparative visualisation methods. This is important to make informed evaluations regarding architectural designs in terms of spatial quality, character, performance, and user-comfort levels. This in turn allows architects to rapidly modify their designs to accommodate or mitigate the environmental effects. Outcomes from the initial usability test highlight the ability to switch back and forth between the virtual and augmented reality simulation technology, and between lighting visualisation modes as a huge step forward by the industry stakeholders. Additionally, the idea of representing the physical building where the simulation took place virtually using a detailed mapping gave a real-world anchor that made the simulations easy to navigate, leading to improved satisfaction and engagement. However, the study also highlighted improvements in the delivery of the simulation is required to improve simulation learnability and efficiency.

Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners, and has influenced institutional strategic plans and policies. Additionally, the

Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners, and has influenced institutional strategic plans and policies. Additionally, the benefits of OER also extend to staff in higher education, such as academic staff. For this group, OER can provide opportunities for collaboration, promote curriculum innovation and student led content development, as well as contribute to university teachers’ much needed continuing professional development. In this paper, we examine the potential of OER to build capacity of academic staff in higher education, in particular to overcome some equity and access issues that they may face. It also examines some existing activities and strategies for professional development in higher educational institutions and provides some recommendations for academics, academic developers, institutions, and the sector in general.

In any conversation about the development of ethical standards for practice, it is vital that all stakeholders have a shared understanding of the main concepts in order to reach agreement. In the context of higher education and learning

In any conversation about the development of ethical standards for practice, it is vital that all stakeholders have a shared understanding of the main concepts in order to reach agreement. In the context of higher education and learning analytics, while many conversations are underway, it is less clear that such a shared understanding exists around the concept of “data”. In order to understand this situation more fully we conducted a study to investigate students’ perceptions of the ethical and privacy considerations related to the data that universities collect and use about them for the purposes of learning analytics. In this paper, we focus specifically on the understandings students have of the types of data that can be collected about them within the educational environment. The outcomes showed that there was a diversity of understandings, but that five main data types emerged. In developing a better understanding of the ways students understand data, it can assist institutions to have more effective conversations with students about the ethical use of learning analytics.

When Victoria University (VU) Australia, adopted a new learning management system (LMS) as part of its Blended Learning Strategy and Operational Plan in 2014, it introduced a range of support structures including a staff support and

When Victoria University (VU) Australia, adopted a new learning management system (LMS) as part of its Blended Learning Strategy and Operational Plan in 2014, it introduced a range of support structures including a staff support and training program. Complementing this, the Graduate Certificate in Higher Education (the course providing professional development for early career academic staff) offered an elective AET4010 Blended Learning Design and Development fusing the pedagogical and theoretical aspects of blended learning to foster teaching as a design science. In this study we investigate the effectiveness of AET4010 in developing participants’ capacity to design and, develop blended learning. In this paper we report on the data from the first stage of this investigation. Data is derived from assessment rubrics. Complementary qualitative data will be collected in the second stage via interviews conducted after the participants complete the unit. We analyse our findings against the JISC Building Digital Capability Framework mapped to the UK Professional Standards Framework. This Framework identifies early career academics’ capabilities (Associate Fellows). The emerging findings indicated the value of capacity building through a structured unit of study enabling participants to experience learning from their own learner’s standpoint while reflecting on pedagogical perspectives and ‘teaching as design’.

In this short paper we introduce a conceptual framework that is under development to create virtual educational environments to simulate collaborative health team experiences. Building on our work of developing virtual environments for

In this short paper we introduce a conceptual framework that is under development to create virtual educational environments to simulate collaborative health team experiences. Building on our work of developing virtual environments for authentic Paramedicine education scenarios, we are extending the concept across the seven health disciplines at the university, beginning initially with a prototype involving three health discipline teams: Paramedicine, Nursing, and Physiotherapy. Using a design based research methodology we are developing prototypes of immersive simulated environments to simulate the real - world interaction between these three health teams for our students. We leverage a low cost mobile BYOD approach enabling rapid prototyping and development of these scenarios.

Professional development programs that aim to enhance the use of educational technology in higher education have become a priority in many countries. However, educators’ pedagogical beliefs may present a barrier to the successful outcomes

Professional development programs that aim to enhance the use of educational technology in higher education have become a priority in many countries. However, educators’ pedagogical beliefs may present a barrier to the successful outcomes of these programs and are often overlooked. This paper presents a professional development approach designed to make explicit educators’ pedagogical beliefs in regards to educational technology. The outcomes of the study will provide insights into strategies to address educators’ beliefs about teaching, learning and students in general, as a launching pad for improvements in practice to occur.

In an increasingly expanding higher education system, students have routinely said that they don’t get enough access to feedback to support their learning. While this feedback loop is recognised as a critical issue, the growing use of

In an increasingly expanding higher education system, students have routinely said that they don’t get enough access to feedback to support their learning. While this feedback loop is recognised as a critical issue, the growing use of technology as part of teaching and learning could provide some solutions to this problem. The emergence of the field of learning analytics has the potential to provide mechanisms for reducing some of the concerns students have about receiving feedback. However, a greater understanding of how learning analytics can be used to provide meaningful assessment feedback to students is needed. This paper presents the initial findings from a study that investigated students’ preferences for the delivery of assessment feedback to improve their learning. The findings show that there is a diversity of student perspectives on what feedback is most useful for their learning which is influenced by the type of assessment, the discipline in which the assessment takes place, the year level of the student and the ability to compare performance to others. The outcomes of this study provide evidence of what students want when it comes to analytics-based feedback which can be used to inform the development of guidelines for how such feedback can be designed and delivered in higher education.

Blended reality seeks to encourage co-presence in the classroom, blending student experience across virtual and physical worlds. In a similar way, Mixed Reality, a continuum between virtual and real environments, is now allowing learners

Blended reality seeks to encourage co-presence in the classroom, blending student experience across virtual and physical worlds. In a similar way, Mixed Reality, a continuum between virtual and real environments, is now allowing learners to work in both the physical and the digital world simultaneously, especially when combined with an immersive headset experience. This experience provides innovative new experiences for learning, but faces the challenge that most of these experiences are single user, leaving others outside the new environment. The question therefore becomes, how can a mixed reality simulation be experienced by multiple users, and how can we present that simulation effectively to users to create a true blended reality environment? This paper proposes a study that uses existing screen production research into the user and spectator to produce a mixed reality simulation suitable for multiple users. A research method using Design Based Research is also presented to assess the usability of the approach.

Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many

Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students’ interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning.

This study reports on the key success factors when introducing a new lecture capture platform, Echo360 Active Learning Platform (ALP), at an Australian University. This is an interactive platform, designed to actively engage students in

This study reports on the key success factors when introducing a new lecture capture platform, Echo360 Active Learning Platform (ALP), at an Australian University. This is an interactive platform, designed to actively engage students in their courses including in lectures (online and/or face to face) through a range of interactive tools. A trial of ALP, which is known within the University as the Echo360 ALP Early Adopter Program, was conducted in Semester 2, 2016. The purpose of the Echo360 ALP Early Adopter Program was to identify the key success factors required for implementation of Echo360 ALP at the enterprise level. The study reports data on students’ experience of the interactive tools in Echo360 ALP. In total, over 1250 students, seven academics from across seven courses, Blended Learning Advisors from within each of the University’s four academic groups, and support staff participated in the Echo360 ALP Early Adopter Program. The results of the study show that students were engaged when using Echo360 ALP and with support from professional staff this program can be successfully implemented by academics. Thus, the key success factors to this implementation include the academics themselves and the support staff involved in the implementation. A further success factor was the vendor themselves.

ELearning has been touted as the way in which universities can enable participation by large numbers of students from non-traditional cohorts. There is no doubt that the flexibility of access that eLearning allows makes study accessible

ELearning has been touted as the way in which universities can enable participation by large numbers of students from non-traditional cohorts. There is no doubt that the flexibility of access that eLearning allows makes study accessible for a number of cohorts, including those engaged in full-time work or caring duties. However, cohorts such as incarcerated students and other students without Internet access, are sitting on the wrong side of the digital divide and are increasingly marginalised by the very technology anticipated to overcome their exclusion from study. This paper examines the fundamental issues of equity involved with eLearning, and particularly for incarcerated students. The very issue of access to the Internet is fraught with rates of access varying widely between different sectors of society. This discussion prompts higher education providers to think beyond business-as-usual when speaking of increasing participation in higher education.

Moodle is used as a learning management system around the world. However, integrated learning analytics solutions for Moodle that provide actionable information and allow teachers to efficiently use it to connect with their students are

Moodle is used as a learning management system around the world. However, integrated learning analytics solutions for Moodle that provide actionable information and allow teachers to efficiently use it to connect with their students are lacking. The enhanced Moodle Engagement Analytics Plugin (MEAP), presented at ASCILITE2015, enabled teachers to identify and contact students at-risk of not completing their units. Here, we discuss a pilot using MEAP in 36 units at Macquarie University, a metropolitan Australian university. We use existing models for developing organisational capacity in learning analytics and to embed learning analytics into the practice of teaching and learning to discuss a range of issues arising from the pilot. We outline the interaction and interdependency of five stages during the pilot: technology infrastructure, analytics tools and applications; policies, processes, practices and workflows; values and skills; culture and behaviour; and leadership. We conclude that one of the most significant stages is to develop a culture and behaviour around learning analytics.

Online learning is immensely popular and attracts learners from diverse cultural backgrounds. Given learning is situated in culture, the diversity of online students presents a great challenge to course designers, but remains largely

Online learning is immensely popular and attracts learners from diverse cultural backgrounds. Given learning is situated in culture, the diversity of online students presents a great challenge to course designers, but remains largely unaddressed. To complicate matters, Learning Management Systems (LMS), though efficient and easy to use for course design, promote a one-size-fits-all’ approach. The PhD study referred to in this paper seeks to make inroads to cultural sensitivity in LMS. A beginning point for the project is to explore Instructional designers’ perspectives on culturally sensitive online learning design features. We report on the early findings from this first step and aim to incite rich discussion around culture, instructional design and online learning.

In this paper the authors report on the University of Southern Queensland’s (USQ) Mathematics Rural and Regional Communities (MRRC) project. This project is an extension to the Mathematics Enrichment Program (MEP), which has been running

In this paper the authors report on the University of Southern Queensland’s (USQ) Mathematics Rural and Regional Communities (MRRC) project. This project is an extension to the Mathematics Enrichment Program (MEP), which has been running since 2007. Since the MEP’s inception, more than 500 students, 29 schools, 15 pre-service teachers (who are involved to gain practical teaching experience) and many volunteer university lecturers and other mathematics and education professionals have been involved. The MRRC project builds on USQ’s MEP to offer content in an online or virtual format. Through an interactive virtual environment, the MRRC project connects regional high schools to USQ’s two campuses to build the capacity of the teachers and students involved. The authors describe the overall aim and structure of the MRRC program, preliminary evaluations of the program, analysis of the virtual space and future plans for the program.

Drawing on theories of student approaches to learning and sociomaterial perspectives on learning, we investigated how a combination of sociocognitive and sociomaterial variables explain variation in 365 students’ learning achievement in a

Drawing on theories of student approaches to learning and sociomaterial perspectives on learning, we investigated how a combination of sociocognitive and sociomaterial variables explain variation in 365 students’ learning achievement in a first year human biology blended learning course in an Australian research intensive university. We used a close-ended questionnaire to measure students’ approaches to learning through inquiry, approaches to using online learning technologies, and their use of on-campus physical learning spaces. We obtained use of online learning tools in terms of frequency and duration through analytics provided by a proprietary learning management system. Students’ learning achievement was evaluated using six assessment tasks in the course. Correlation analyses were conducted to examine the relationship between approaches, use of online learning tools, use of oncampus physical learning spaces, and achievement. Based on the correlation results, we regressed learning achievement on approaches, use of online learning tools and physical learning spaces. The results showed that by introducing sociomaterial variables into the regression model, a significant proportion of learning achievement was explained over and above the explanations offered by sociocognitive factors alone, highlighting the important role of both sociocognitive and sociomaterial factors in blended learning.

The study reported the effect of a digital game-based language learning (DGBLL) mobile application “Speaking English Fluently – An Automated Scoring Artificial Intelligent Tutoring System on Spoken English” on the complexity, accuracy, and

The study reported the effect of a digital game-based language learning (DGBLL) mobile application “Speaking English Fluently – An Automated Scoring Artificial Intelligent Tutoring System on Spoken English” on the complexity, accuracy, and fluency in foreign language (FL) monologic oral production among 31 second year Chinese university learners of English as a foreign language (EFL). The participants’ monologic oral production was measured in the first (week 1) and last week (week 21) of a semester using the same narrative picture description task. The oral production was audio-recorded and transcribed. Both the transcripts and audio-files were analyzed on the complexity, accuracy, and fluency dimensions. The complexity was measured using the number of Mean (M) words per T-unit, the accuracy dimension was measured using the number of repairs and errors per 100 words; and the fluency dimension was measured via speech rate (i.e., number of words per minute), and M length of pauses. Students were required to download the mobile application and followed the monological practice section twice a week for 30 minutes each time. Using paired sample t-tests, we found that even though the participants’ repair rate and speech rate remained unchanged, they produced more complex monologic speech, had significantly fewer errors, and reduced average length of pauses after 20 weeks treatment using the mobile application, demonstrating a positive effect of the DGBLL mobile application on FL learners’ monologic oral production.

This paper focuses on the 'IT' side of a bring-your-own-device (BYOD) based e-Exam system developed as part of an Australian government funded project. In short, students in the exam room boot their own laptops using a specially crafted

This paper focuses on the 'IT' side of a bring-your-own-device (BYOD) based e-Exam system developed as part of an Australian government funded project. In short, students in the exam room boot their own laptops using a specially crafted USB stick that contains a standardised operating system and application suite. By giving teachers and students access to contemporary software tools we are providing the opportunity to greatly expand the pedagogical landscape of the exam room encouraging more authentic assessment practices. The roles for the 'Us' (organisations) and 'Me' individuals within the process of running an e-exam are also outlined in order to provide a richer description on the approach.

This paper argues that students from rural and low socio-economic status (LSES) backgrounds, who undertake enabling education, benefit from the social, cultural and network capital which digital, narrative and connective platforms may

This paper argues that students from rural and low socio-economic status (LSES) backgrounds, who undertake enabling education, benefit from the social, cultural and network capital which digital, narrative and connective platforms may provide in pre-tertiary teaching and learning. In particular, this paper discusses the trial of the use of the social networking site Facebook as a learning management system within an enabling tertiary preparation program designed to raise the aspirations and widen the participation of economically and geographically disadvantaged young people. It also discusses the role of new media in an approach to Tertiary Preparation which recognises that to succeed in their university study, non-traditional students need to develop not only academic skills and confidence, but the skills and confidence to survive and thrive in the broader digital society.

The synergistic relationship between learning design and learning analytics has the potential for improving learning and teaching in near real-time. The potential for integrating the newly available and dynamic information from ongoing

The synergistic relationship between learning design and learning analytics has the potential for improving learning and teaching in near real-time. The potential for integrating the newly available and dynamic information from ongoing analysis into learning design requires new perspectives on learning and teaching data processing and analysis as well as advanced theories, methods, and tools for supporting dynamic learning design processes. Three perspectives of learning analytics design provide summative, real-time, and predictive insights. In a case study with 3,550 users, the navigation sequence and network graph analysis demonstrate the potential of learning analytics design. The study aims to demonstrate how the analysis of navigation patterns and network graph analysis could inform the learning design of self-guided digital learning experiences. Even with open-ended freedom, only 608 sequences were evidenced by learners out of a potential number of hundreds of millions of sequences. Advancements of learning analytics design have the potential for mapping the cognitive, social and even physical states of the learner and optimise their learning environment on the fly.

Graduates require evidence of employability beyond marks and grades to differentiate themselves in the highly competitive labour market. Universities cannot guarantee employment, but they can engage students in learning and recognise

Graduates require evidence of employability beyond marks and grades to differentiate themselves in the highly competitive labour market. Universities cannot guarantee employment, but they can engage students in learning and recognise achievement that is relevant to employment. Here, we share preliminary insights from interviews investigating student perceptions of an extra-curricular video strategy designed to develop and showcase graduate employability. The Me in a Minute video strategy provides students with support to film a one minute video pitch aimed at potential employers. Student perceptions of the strategy suggest that in addition to providing an individualised artefact that can be used to showcase achievement, the strategy engages students in reflection that helps them to better understand and articulate evidence of their achievements relevant to employment. Furthermore, students value the learning associated with pitching, more than the video itself.

The power of community – of Us – has long been assumed to be important in adult learning. Student interactions on discussion forums are encouraged, and it has been claimed that they foster a learning community which makes a difference to

The power of community – of Us – has long been assumed to be important in adult learning. Student interactions on discussion forums are encouraged, and it has been claimed that they foster a learning community which makes a difference to student outcomes through collaboration and joint construction of knowledge. This paper reports on interim results of a research project to establish, firstly, if there is a correlation between student participation in forums and their overall course outcomes, and secondly, shares a matrix designed to code both social and cognitive forum activity, to support an investigation into the existence of a learning community in student forum conversations – the power of Us.

The strategic scheduling of timely engagement opportunities with academic learning support, targeting specific student cohorts requires intentional, informed and coordinated planning. Currently these timing decisions appear to be made with

The strategic scheduling of timely engagement opportunities with academic learning support, targeting specific student cohorts requires intentional, informed and coordinated planning. Currently these timing decisions appear to be made with a limited student focus, which considers individual course units only as opposed to having an awareness of the schedule constraints imposed by the students’ full course workload. Hence, in order to respect the full student academic workload, and maximise the quantity and quality of opportunities for students to engage with learning advisors, a means to capture and work with the composition and distribution of student full workload is needed. A data mining approach is proposed in this concise paper, where public domain information accessed from the back end html language of course unit information webpages is collected and consolidated in graphical form. The resulting visualisation of the students’ academic learning activities provides a quick and convenient means for academics to make informed scheduling decisions. The case study presented describes the implementation of the data mining in the context of discipline specific academic learning advisors at the University of Southern Queensland servicing three campuses under the ‘One-University’ model.

We introduce a web-based tool for teachers to support the rapid analysis of student responses to short answer or mini-essay questions. Designed to support teaching in large-class settings, it aims to bring to practicing teachers analytic

We introduce a web-based tool for teachers to support the rapid analysis of student responses to short answer or mini-essay questions. Designed to support teaching in large-class settings, it aims to bring to practicing teachers analytic tools that can reveal insights in their student text data. We background development of the tool to date, briefly describe its architecture and features, and report on a benchtest evaluation. Finally, we introduce a pilot study to evaluate the tool in classrooms at three NZ universities and one polytechnic. We conclude with options for accessing the tool and outline plans for ongoing development.

This paper describes the development of the “Monash Rocks” app - designed to bring our landscape to life through augmented reality. We describe the highs and lows of the development process, the lessons we learned along the way, and our

This paper describes the development of the “Monash Rocks” app - designed to bring our landscape to life through augmented reality. We describe the highs and lows of the development process, the lessons we learned along the way, and our plans for further development of the app to showcase the Monash Earth Sciences Garden and extend the space into further innovative, immersive teaching and learning experiences. The creation of Monash University’s Earth Sciences Garden (MESG), a "living" geological map of Victoria collating nearly 500 rock specimens, gave us the perfect vehicle for an Augmented Reality (AR) experience. Students and visitors to the MESG can now use the Monash Rocks App on their phones to view a 3D display that overlays the live camera feed on the device enhancing the experience of the environment, taking it to another dimension. The value in augmenting a learning environment is in its ability to pull virtual objects into real scenes (Green & Chandler, 2014, p.549), in this case expanding the physical environment through time and space on a journey back millions of years. The rock now becomes alive, telling its story and supplying information that is missing in the “real life” walk through the garden.

The Medicine in Context (MiC) program is the flagship community-engaged learning and teaching program at the Western Sydney University School of Medicine. MiC students attend placements at community organisations, General Practice clinics

The Medicine in Context (MiC) program is the flagship community-engaged learning and teaching program at the Western Sydney University School of Medicine. MiC students attend placements at community organisations, General Practice clinics and face-to-face tutorials and lectures for two fiveweek blocks. Responding to students’ lack of engagement and preference for more flexible delivery modes, a blended learning approach using the Community of Inquiry framework to guide the design has been gradually introduced since 2014. The MiC webpage was revised to simplify access to key information and resources. Five lectures were transformed into online modules and one workshop was converted into a flipped classroom. Multi-media open educational resources were added to replace some reading materials. Online “Weekly Study Guide” scaffolds, paces and aligns students’ self-directed learning with MiC learning outcomes. Moving program evaluation and some assessments to an online platform enables more timely feedback. These developments have resulted in novel, engaging learning activities. Preliminary evaluation indicates students’ greater engagement with the MiC program and deeper levels of learning indicated by increased levels of reflection and the demonstration of MiC learning outcomes being satisfied.

With the growing ubiquity of educational technology, there has been an increased need for specialised practitioners to advise on and support technology enhanced learning within Higher Education. Academic developers, instructional designers

With the growing ubiquity of educational technology, there has been an increased need for specialised practitioners to advise on and support technology enhanced learning within Higher Education. Academic developers, instructional designers and educational technologists are all examples of these skilled individuals typically working in ‘third space’ that crosses complex boundaries - between the pedagogical and technological, and the academic and professional. However, role titles and descriptions of duties are often unclear at best, with a lack of consistent terminology used across institutions and in the literature. This can lead to confusion and tensions when working with multiple institutional stakeholders who are uncertain about the abilities and knowledge of people in these roles; potentially exacerbating ‘the academic/professional divide’ in Higher Education and weakening the collaborative relationship between TEL workers and academics. This paper presents a synthesis of key literature related to contemporary TEL advisor and support roles in Higher Education alongside a preliminary analysis of 37 recent position descriptions of these roles. The application of social practice theory as our conceptual framework enables us to further explore the significance of practices in defining and differentiating these roles. This paper offers a step forward to the ways in which clarity and consistency of these roles might be sought. Future implications of this study are included for further consideration.

The proliferation of “literacies” in educational discourse reflect a diverse array of interests, encompassing computer, information, technical, media literacies, and also forms like academic, financial, and health literacies. As digital

The proliferation of “literacies” in educational discourse reflect a diverse array of interests, encompassing computer, information, technical, media literacies, and also forms like academic, financial, and health literacies. As digital literacies have become a concern for the higher education curriculum, there has been a tendency to define it as a practical type of operational know-how. This paper sets out a university-wide, holistic and critical approach that breaks from the legacy of institutional framings that narrow digital literacies to a set of skills or competencies. In developing a Digital Literacies Framework, La Trobe University articulated a shared understanding of digital literacies as the capabilities and attitudes that are needed by staff and students ‘in a digitally connected world’. This marks a shift from strategies that primarily deploy institutional curriculum mapping and measurement approaches; rather it argues for an institutional approach that requires collaboration and strategic engagement of students and academic and professional staff in order to meet goals related to building digital capability. The La Trobe Digital Literacies Framework takes a whole of university perspective that integrates policy and practice, providing a rationale for the critical importance of digital literacies in domains of life, work and learning, addressing an implicit ‘Why?’ question from staff and students. The University Library coordinated the Framework development. It was a scholarly undertaking that gathered evidence and reviewed international best practice. In this endeavour, the La Trobe University Library is a leader in the implementation of a university-wide strategy for digital literacies in Australia.

With an increasing emphasis on blended learning at Victoria University (VU), all the units are to be redesigned and delivered in a blended approach by the end of 2020. This presentation will outline VU librarians’ experience in the use of

With an increasing emphasis on blended learning at Victoria University (VU), all the units are to be redesigned and delivered in a blended approach by the end of 2020. This presentation will outline VU librarians’ experience in the use of an open source e-authoring tool (H5P) to support the University’s blended learning strategy. We will discuss using the H5P tool to enhance library instructional videos and create interactive learning objects to support a specific unit. By using these enhanced resources, students are actively engaged with the content and can easily revisit and review at any time and are able to complete self-assessment activities at their own pace and receive immediate feedback on their performance. Furthermore, this presentation will showcase various H5P learning objects created by librarians that are reusable and shared with all VU staff, who can access from the learning objects library in VU’s learning management system (VU Collaborate). Instead of duplicating learning resources, teaching staff and other librarians are able to save time through reusing the learning objects/activities. In addition, we will outline the data that were accessible through VU Collaborate and feedback received from the teaching staff. The benefits of the tool outweighs the limitations and future plans are suggested to continue utilising this tool for the University’s First Year Model.

This study aims to investigate the use of mobile learning to provide pronunciation training for lecturers of English as a Foreign Language (EFL) from Vietnamese provincial universities. Mobile learning offers a potential solution for the

This study aims to investigate the use of mobile learning to provide pronunciation training for lecturers of English as a Foreign Language (EFL) from Vietnamese provincial universities. Mobile learning offers a potential solution for the delivery of professional development to lecturers based outside major cities thanks to its capacity to enable learning anytime, anywhere. Mobile learning and speech technology are expected to facilitate lecturers’ self-direct learning to fulfil their professional development needs using their own devices. This paper reports results from a pilot study which serves as the first phase of an ongoing design-based research project. The pilot study was carried out to explore the feasibility of an online pronunciation course and identify potential problems for future course iterations in the context of participants living outside major cities in a developing country. The objectives of the project are to establish and test a set of fundamental principles for mobile learning to be an effective way of providing online professional development for lecturers based outside major cities and to shed light on the necessary adjustments in course design to make it a scalable model for future education planning. In this study, both qualitative and quantitative data were collected during two iterations of an online pronunciation professional development course for EFL lecturers from Vietnamese provincial universities.

Physical models have long been used in science education for visualization of complex cellular structure and dynamics during face-to-face lecture (F2F). Recent advancement of technology has enabled us to create virtual models and to share

Physical models have long been used in science education for visualization of complex cellular structure and dynamics during face-to-face lecture (F2F). Recent advancement of technology has enabled us to create virtual models and to share knowledge remotely. This study aims to find out whether physical and virtual models work synergistically to enhance student engagement in learning an undergraduate Life Sciences module. Three independent experiments were conducted to assess learning effectiveness on three biology concepts through four learning approaches: video with virtual model only, video with integration of virtual and physical model demonstration, F2F lecture using virtual model only, F2F lecture using virtual and physical models. Participants were randomly assigned to different groups each with one learning approach. Data collected through pre- and post-tests revealed that significant improvement in learning scientific concepts occurred in one of three controlled experiments when the video contains both virtual and physical models, while no obvious difference found in the other two experiments. This data suggests that well-prepared digital media alone may convey scientific information well and additional physical models do not aid in information acquisition. However, feedback survey on student learning experience showed that all participants preferred to learn from physical models. In all three experiments, students consistently voted that the physical models attracted their attention and enhanced their interests. They made better mind maps and raised more questions. These hint that a combination of digital media with physical models might improve engagement and promote higher order thinking.

This paper reports on the early findings of a research study into academic design practices when incorporating educational technology. As part of the overall project, students were questioned on their perceptions of the use of technologies

This paper reports on the early findings of a research study into academic design practices when incorporating educational technology. As part of the overall project, students were questioned on their perceptions of the use of technologies in the course. The insights gained from the students are discussed within the parameters of three major themes that emerged from the data informing implications to practice in academic development and learning design.

This paper reports on the findings of an investigation into the experiences of undergraduate and postgraduate distance education students from one higher education institution, Avondale College of Higher Education. All of the institution’s

This paper reports on the findings of an investigation into the experiences of undergraduate and postgraduate distance education students from one higher education institution, Avondale College of Higher Education. All of the institution’s current students who were enrolled in a distance course or who had previously completed a distance component of their course were surveyed using an online questionnaire. A subgroup of this population also contributed to focus group discussions. Findings from an analysis of the combined data gathered from the online questionnaire and the focus groups were used to inform the institution’s professional development (PD) program that supports lecturers to design and teach online courses. Results of the study are outlined in terms of distance students’ perceptions about the institution’s distance education program, specifically in relation to course structure, interaction and communication, presentation of materials, use of media and design consistency. The paper concludes with recommendations for addressing the weaknesses of online learning programs including both curriculum design and PD strategies.

Digital pedagogy means applying new technologies to teaching and learning in online, hybrid and face-to-face learning environments. Digital open badges, a set of micro-credentials, support equal and egalitarian competence-based assessment

Digital pedagogy means applying new technologies to teaching and learning in online, hybrid and face-to-face learning environments. Digital open badges, a set of micro-credentials, support equal and egalitarian competence-based assessment models. Criterion-based digital badging combined with gamification promise learning solutions that have the potential to improve learning outcomes substantially. The aim of this study is to investigate how a competence-based assessment process in an open badge management system enhances learning and guides students to improved learning outcomes. The theoretical framework is focused on concepts of gamification and instructional badging. Data were collected in 2016 from group interviews (n=6) of trained Finnish professional teachers (n=17) along with students in vocational teacher education (n=12) who earned 645 badges over one year in the Professional Development (PD) program, Learning Online. Inductive thematic analysis revealed several significant features of competence-based assessment and badge management, which reflected the students' individual experiences of the optimal form and frequency of assessments, feedback, guidance and advice. The preliminary results of this study emphasise the importance of open study groups and the option of joining and leaving the learning network freely. Shared expertise and shared learning experiences increase cohesion within freely formed study groups. The results of this study show the challenges and opportunities involved in badge management from the perspective of digital guidance and gamification, providing additional insight into the design and development of badge-driven learning in the future. This paper suggests that researchers should consider using a badge management application as an environment to guide badge-driven learning.

Social media and higher education pedagogy have enjoyed a chequered relationship with significant debates about the efficacy of social media as a site of student centred learning, the manager/host of an individual’s learning trajectory and

Social media and higher education pedagogy have enjoyed a chequered relationship with significant debates about the efficacy of social media as a site of student centred learning, the manager/host of an individual’s learning trajectory and as a tool of facilitating collaborative learning at scale. This paper presents the findings from the evaluation of Constitution UK, an innovative civic engagement and open learning project run by the London School of Economics and Political Science (UK). This was the lead initiative in an institution-wide shift in pedagogical approach, designed to transform the learning experience through supporting students to be co-producers of knowledge. We argue that some of the behaviours inherent in social media learning (centred on fleeting connections, digital identity and discontinuous engagement) can create the conditions for effective learning through experience and practice, both at scale in open, online modes as well in the face-to-face delivery environment. Challenging the dominant pedagogical approaches of other massive online programmes, Constitution UK brought together a civil community of people engaging in the process of digital citizenship that produced a crowdsourced constitution for the United Kingdom. The learning design of the project successfully engineered both learning and problem solving at scale. The key aspects of the project arising from how social media can facilitate critical thinking, engagement, peer and crowd learning have informed pedagogical change within the mainstream provision of the School for initiatives such as Students as Producers, civic engagement over Brexit and games-based learning.

The project described in this paper builds on exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQGatton ~1000ha of prime

The project described in this paper builds on exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQGatton ~1000ha of prime agricultural land ~85km SW of Brisbane in SE Queensland), via the Internet of Things (IoT) UQ Smart Campus Project. This paper will describe the development of multifaceted web-based interfaces, problem based learning modules, and 3D modelling using the real time streaming data acquired through the Internet of Things (IoT) technology of the UQGatton Smart Campus Initiative. The idea is to produce innovative teaching and assessment modules for multiple different courses in the UQ Science Faculty, and across 2 Campuses separated by 85kms of highway. The paper describes the technology involved, the challenges and workarounds and a number of examples of using the data collected for problem-based learning modules. Some discussion is included on what these technologies could provide for further Teaching & Learning developments in the “E” space being trialed with partners UQ ITS, Microsoft and Telstra/Readify.

This paper outlines the design stage of a project that reimagines lecturer professional development around a network of communities of practice scaffolded by a cMOOC (connectivist Massive Open Online Course), where sustained collaborative

This paper outlines the design stage of a project that reimagines lecturer professional development around a network of communities of practice scaffolded by a cMOOC (connectivist Massive Open Online Course), where sustained collaborative engagement with innovative teaching practice is recognised via established international peer-based professional accreditation pathways such as CMALT (Certified Member of the Association for Learning Technology). Informed by a design based research methodology, the CMALT cMOOC leverages a network of national and international collaboration and innovative teaching expertise, providing an agile and scalable framework to support the development of participants’ CMALT portfolios as evidence of critical engagement with new modes of practice and enhanced student outcomes.

A building and construction teaching team in a vocational education school (within a university in Melbourne) introduced a blended learning model to one-third of their program. Traditionally, building students are accustomed to a high

A building and construction teaching team in a vocational education school (within a university in Melbourne) introduced a blended learning model to one-third of their program. Traditionally, building students are accustomed to a high ratio of face-to-face learning, therefore, this new model disrupted the experience of both teacher and student. The model was examined using e-learning evaluation research methodology and findings are presented using the framework of Glazer’s (2012) characteristics of blended learning. Examination of the program identified areas in need of attention, such as active learning and online interaction and communication. Finally the authors promote the use of Glazer’s framework as a pedagogical evaluation tool for blended learning designs, while drawing out a particular focus on teacher presence as a distinct item in this framework.

Outside the university, rapid authoring tools and ubiquitous technologies have fuelled a rise in usergenerated multimedia and participatory culture. The educational equivalent, digital student-generated content, has been heralded as one

Outside the university, rapid authoring tools and ubiquitous technologies have fuelled a rise in usergenerated multimedia and participatory culture. The educational equivalent, digital student-generated content, has been heralded as one approach for supporting active and student-centered learning. This is especially relevant in tertiary education, where multimedia is mainly used as a method for transmission of content. Though student-generated multimedia may seem pedagogically ideal, especially for applied areas such as Health Sciences, the diversity of adoptions and limited evidence in the area make broad claims to its efficacy difficult to support. This study uses mixed methods to assess the outcomes of a student-generated multimedia assignment within a third-year university physiotherapy subject. This study found that all students were able to complete the assessment task in a way that demonstrated key disciplinary learning and professional communication skills despite many not having prior experience of this kind of assessment. Student survey data demonstrated that students were able to navigate between new tools and methods to achieve a complex task. While multimedia gave students new and creative ways through which to engage with practitioners, patients and the profession, attitudes varied in accordance with student self-efficacy and confidence. The self-directed nature of the task appears to be both an opportunity and a challenge. These findings further contribute to our understanding of implementing student-generated multimedia projects and extend this knowledge to the health sciences’ discipline.

This paper takes a design research approach to the challenge of transforming learning and teaching in higher education (HE) as it is experienced at the level of an interdisciplinary team composed of content matter experts and specialists

This paper takes a design research approach to the challenge of transforming learning and teaching in higher education (HE) as it is experienced at the level of an interdisciplinary team composed of content matter experts and specialists in education. It is based on the reflections of members of the team working collaboratively to transform an undergraduate biology unit, delivered in intensive mode in parallel with a standard teaching semester to improve both student engagement and teaching staff satisfaction. The unit learning design tests 21st century active learning pedagogies in the context preparing students for their professional lives. Using semi-structured interviews and reflective inquiry the authors attempt to uncover the salient features of the process of implementing technology enhanced learning, and generate constructive design solutions. The work is situated in the scholarship of learning and teaching as it encourages "reflection-in-action" and a commitment to sharing what works in STEM teaching and learning in contemporary environments. The teaching team focus on the complex problems of preparation, attendance, and engagement in a series of intensive labs, whilst the professional staff focus on the complex problems of innovation and student engagement in higher education. A number of known and hypothetical learning design principles are integrated with the affordances of the chosen learning environment (OneNote) and used to propose plausible solutions. These solutions are used to iteratively refine the learning environment and reveal new design principles. The data shows improved staff engagement with the unit and the students through an enhanced role in the application and development of modern pedagogies. The paper emphasises the benefits of providing for and supporting the emergence of microcultures, and suggest strategies for those that wish to emulate the approach taken.

Studies have consistently found that prisoners who undertake education while in prison are less likely to reoffend, and return to prison. However, in an environment where post-secondary education is increasingly being offered via online

Studies have consistently found that prisoners who undertake education while in prison are less likely to reoffend, and return to prison. However, in an environment where post-secondary education is increasingly being offered via online delivery, prisoners with no access to the internet are experiencing barriers to education offered by non-prison providers. This study examines the Australian prison environment, the education needs of prisoners, and their current access to education, information technology and the internet. Recent and future Australian and international developments in delivering online education to prisoners are examined.

The adoption and pedagogical use of technologies such as virtual worlds to support teaching and learning, and research in higher education involves a complex interplay of technical, organisational and personal factors. In this paper

The adoption and pedagogical use of technologies such as virtual worlds to support teaching and learning, and research in higher education involves a complex interplay of technical, organisational and personal factors. In this paper, eighteen educators and researchers provide an overview of how they perceive a virtual world can be used in education from the perspective of themselves as individuals ‘me’, their educational organisations and as members of the Australian and New Zealand Virtual Worlds Working Group (VWWG) community of practice ‘us’, as well as the complex technology that underpins this learning environment ‘IT’. Drawing on Linstone’s (1981, 1984) Technical, Organisational and Personal (TOP) multiple perspective concept as the framework for analysis, the authors discuss their perspectives of how the personal, organisational and technical aspects of teaching through the use of virtual worlds have impacted on their teaching and research in higher education. The potential of employing the TOP framework to inform future research into the use of technologies such as virtual worlds in teaching and learning is explored.

We report a study which examines coherence of engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning

We report a study which examines coherence of engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning environment, academic learning outcomes, and engagement with the online learning activities are logically related at the variable level as shown by correlation analyses; and at the level of student groupings of similar learning experience and behaviors, as revealed by cluster, ANOVA, and 2 x 2 contingency analyses. Using self-report data, we found that when students perceived the learning activities in the f2f and online environments were integrated, they were more likely to be engaged with the online learning and to perform relatively higher on the assessment tasks than students who perceived disintegration between f2f and online learning. Using the observational data, students who were more engaged with the online learning tended to perceive that the online learning was well integrated with the f2f learning, that the online contributions were valuable for the whole learning experience, and achieved relatively higher than less engaged students. A 2 x 2 contingency table revealed a logical relationship between the groupings of students based on the selfreport and observational data: moderate and positive association was found between students with coherent perceptions and more engagement; and between students with fragmented perceptions and less engagement. The use of multiple data sources and methods enabled triangulation, strengthened analysis power, and offered a more comprehensive picture of students’ blended learning experience.

The use of technology within the education sector affects many aspects of the learning process, including assessment. Electronic assessment presents many advantages over traditional paper based methods and it is being widely used by

The use of technology within the education sector affects many aspects of the learning process, including assessment. Electronic assessment presents many advantages over traditional paper based methods and it is being widely used by teachers and educational institutions. The progressive acceptance and use of e-assessment has resulted in the development of a panoply of e-assessment systems. This paper aims to propose a framework for the analysis and comparison of e-assessment systems, to support the selection of the most suitable assessment instruments. The proposed framework is composed of eight criteria, variety of design options, scalability, security, access and usability, feedback features, personalisation, cost and interoperability, which were overall validated by the viewpoints of educational experts via an online questionnaire.

In an Australian national study into student constructions of postgraduate education, 38 students (masters and doctoral) were asked to draw literal or figurative pictures of their experience. Manual thematic analysis of interview

In an Australian national study into student constructions of postgraduate education, 38 students (masters and doctoral) were asked to draw literal or figurative pictures of their experience. Manual thematic analysis of interview transcripts revealed 33 metaphors. Metaphors were coded into individualistic, personal constructions (Me), relational community depictions (Us) and digital or information technology conceptualisations (IT) which were mapped to the Community of Inquiry (CoI) Framework’s elements of Cognitive, Social and Teaching Presence. The highest proportion of metaphors were about personal gain and process. The next largest thematic category was relational, mostly depicting what students think others should give, rather than student contribution. Aligned with this theme, students also used metaphors of isolation and perceptions of a missing ‘us’ factor. There were few metaphors drawn from the language of information technology and/or digital presence, which seems to flag a domain of the postgraduate student experience that requires further development. The key takeaways from this paper are expanded information about digital presence in postgraduate student experience, as well as quality improvement recommendations for universities.

New teaching and learning approaches are emerging through the use of technology including online global collaboration. Educators involved in global collaboration forge external relationships with others beyond their immediate learning

New teaching and learning approaches are emerging through the use of technology including online global collaboration. Educators involved in global collaboration forge external relationships with others beyond their immediate learning environment. They modify and adapt the curriculum to include global learning opportunities for their learners. Global collaboration provides opportunities for rich global, cognitive, social, cultural and life-changing experiences to their students. Online global collaboration broadly refers to geographically dispersed educators that use online technologies to learn with others beyond their immediate environment to support curricular objectives, intercultural understandings, critical thinking, personal, social and ICT capabilities. This paper will report some preliminary findings from an investigation into the perceptions of K-12 educators who facilitate global collaborative learning. Data were collected through semi-structured interviews that were then themed to identify the key affordances and inhibitors to online global collaboration. The paper will provide recommendations for global collaboration in teacher education.

In the context of discussions of a “next generation LMS” and other contemporary challenges in higher education, this case study looks at the iterative process a team of educational designers and Medical School academics at Australian

In the context of discussions of a “next generation LMS” and other contemporary challenges in higher education, this case study looks at the iterative process a team of educational designers and Medical School academics at Australian National University used in a review of the ANU's Medical School LMS sites. Adopting the framework of the actor network theory, this reflective process discovered the tensions, dynamics and issues involved, and worked to gain and maintain key Medical School staff engagement and support for the review and for any changes that might be recommended. This paper reflects on emerging possible models for technology-enhanced learning beyond our current institutional LMS while acknowledging the institutional constraints on learning innovation within the global higher education context. Next generation LMS models may provide a more flexible future solution that could be applicable not just to medical education, but to higher education generally.

Inconsistency in the use of the learning management system (LMS) by academic staff is a source of dissatisfaction among university students in the UK. One solution is to establish a set of minimum standards (or baseline) for LMS use within

Inconsistency in the use of the learning management system (LMS) by academic staff is a source of dissatisfaction among university students in the UK. One solution is to establish a set of minimum standards (or baseline) for LMS use within an individual institution. Another is to supply templates – frameworks for LMS course sites – with a view to providing students with a seamless experience in their interactions with the LMS. This paper describes how the issue of inconsistency was addressed at a leading research university in the UK through an exploratory project, WebLearn Improved Student Experience (WISE). The widespread devolution of responsibility for site management to administrative staff, together with the ‘maverick’ creation of course sites by those academics who chose to engage with the WebLearn LMS, had resulted in unevenness in students’ access to learning materials. The project team engaged in close collaboration with 19 departments in order to achieve the immediate purpose of improving uptake of, and consistency in, their LMS presence. The ultimate aim was to develop a support package comprising LMS templates and ‘best practice’ guidelines that would enable departments in the future to achieve the same objective, either unsupported or with minimal assistance from the central team of learning technologists. The project was evaluated using a modification of the Innovation Histories method, which included interviews with 13 participants. The evaluation findings additionally threw into relief the complex social and cultural factors at play that can inhibit a consistent student experience in an institutional LMS.

Designing and delivering higher education programs in a global climate of constant change, technological advances and uncertain futures leads to the need for curriculum transformation practices that are innovative and responsive. This

Designing and delivering higher education programs in a global climate of constant change, technological advances and uncertain futures leads to the need for curriculum transformation practices that are innovative and responsive. This paper describes a university-wide approach to developing a framework for program level transformation that is strengths-based, data-informed and design-led. A strengths based approach builds on good practice, creating a space that is positive and forward looking. Data informed practice and the inclusion of data wranglers on the project allowed for conversations about the known, unknowns and desirable directions to take place and inform directions. Design-led practices introduced design thinking principles such a building empathy and co-design with students, alumni and industry. The emergent framework has three key stages: vision, design and build. The vision stage focuses on the program team, its students, industry and desired direction for transformation. The design stage focuses on defining challenges, ideating, co-designing and creating a plan for development. The build stage uses a rapid prototyping and iterative approach to development that incorporates user testing early in the stage. The project has delivered a framework for program level transformation and innovation and has shown that a strengths-based approach that is data informed and engages with students as codesigners has the capacity to unite teams, inform program visions and allow for innovative practices to emerge. Taking a learner experience approach to design also highlighted the value in engaging students and industry in curriculum design from the start of the process rather than simply as end users.

As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil

As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil these roles are sometimes supported by professional development (PD) programs within their institutions while some staff engage in staff development activities outside their home institutions. These programs and activities may take place within Communities of Practice (CoPs) while others are conducted on an individual basis. While much research has been undertaken into the field of online teaching and learning, including investigations into the most useful technological tools to incorporate into the design of online courses, the design of PD curricula to support the needs of novice teachers of online courses has not been as extensively explored. This paper reports on the outcomes of an Office for Learning and Teaching (OLT) funded project which purposely set out to identify the threshold concepts about online teaching that university lecturers develop as they engage in both the individual and communal aspects of designing and teaching online courses. The paper explains how the identification of threshold concepts about online teaching informed the development of a set of curriculum guidelines for the PD of novice online teachers. Recommendations for the design of PD for individual teachers (at the “me” level) are provided along with recommendations for the institution (at the “us” level).

Blended approaches to teaching and learning and higher education often demand the provision of substantial investments in professional development, curriculum change and technological resources. Given the intense effort required for

Blended approaches to teaching and learning and higher education often demand the provision of substantial investments in professional development, curriculum change and technological resources. Given the intense effort required for successful courses, focus has turned increasingly on the sustainability of blended learning in higher education. In this study, we adopt an argument based approach to the sustainable use of tablet computers in a university pathway course. After mapping out the argument with key stakeholders, we conduct a participatory action research project that takes into account observations, interviews and personal reflections. Results of the evaluation point to a ‘weak argument’ for the continued use of tablet computers that demonstrates their use is not sustainable. We conclude with suggestions to turn to issues of curricular alignment and further adoption of argument based evaluation for educational technology.

Institution-wide evaluations of Blended Learning implementations are rare. Even less common are evaluations that report the sociocultural context of the implementation. Recently, an Australian university in the western region of Victoria

Institution-wide evaluations of Blended Learning implementations are rare. Even less common are evaluations that report the sociocultural context of the implementation. Recently, an Australian university in the western region of Victoria embarked on an initiative to blend all course units over a three-year period. Stemming from a rigorous analysis of reporting documents and participantresearcher observations, an attempt has been made to describe the sociocultural context of this blended learning initiative through the lens of Engestrom’s Cultural-historical Activity Theory (CHAT). This description, along with the challenges surfaced will serve as a precursor to the university-wide impact evaluation of this blended learning initiative. The objective of the analysis was to reify the complex processes, intricate relationships and dynamic environmental elements, which tend not to be captured by impact evaluations. Understanding what exactly is going on will enable the University to situate evaluation findings in the context of factors that might have helped or hampered the achievement of outcomes, and remediate process-related problems in a timely manner. Amidst the flurry of focused and coordinated blended learning activities, eight key process-related challenges emerged: Staff Capacity, Engagement, Deployment, Workload, Technological Issues, Project Management, Communication and Unit Stability. These challenges could potentially make or break ‘the Blend’ if not adequately addressed. This paper highlights the value of process evaluations for online and blended learning implementations and argues for such evaluations to be grounded in ontological realities reflected on accountability reports and observational data.

Flipped Classroom is a pedagogical approach in which all or some of direct instruction is moved outside of the face-to-face environment to dedicate more in-class time to ‘hands-on’, experimental and engaging activities. Usually enabled by

Flipped Classroom is a pedagogical approach in which all or some of direct instruction is moved outside of the face-to-face environment to dedicate more in-class time to ‘hands-on’, experimental and engaging activities. Usually enabled by educational technology, the Flipped Classroom approach draws on the ‘active learning’ philosophy which implies that students must share responsibility for their learning with their instructors, resulting in more impactful learner behaviours. Considering university classrooms are increasingly diverse, with international students forming a significant cohort of learners, instructor perceptions of internationals students in Flipped Classrooms are of interest. This is particularly important because international students, especially those from Asian countries, can be perceived by instructors as ‘passive’ learners’ regardless of students’ actual skills, learning preferences and goals. This presumed ‘passivity’ may clash with instructors’ goals, potentially creating tensions-filled dynamics between instructors and international students in Flipped Classrooms. The proposed article explores university instructors’ perceptions of international students in technology-enabled Flipped Classrooms to understand how these perceptions may influence instructors’ choices for the design of the flip. Findings demonstrate that while some instructors view international students as a barrier to impactful Flipped Classroom, others draw on their classroom’s diversity, using it as a source of inspiration, and designing the flip with international students in mind.

Research demonstrates that assessment feedback created using audio, video, and screencast recordings can offer advantages over text-based feedback. However, the majority of research and experience in this domain has largely been limited to

Research demonstrates that assessment feedback created using audio, video, and screencast recordings can offer advantages over text-based feedback. However, the majority of research and experience in this domain has largely been limited to a single disciplinary or cohort context. This project aimed to empirically investigate if recorded feedback (i.e. audio, video, and screencast) could be effectively implemented across different contexts, including disciplines. As part of this, teaching staff from five discrete subjects provided digitally recorded feedback to students on at least one assessment task. Assessment types included various forms of written assignments, completed by individuals or groups of students. This paper reports on survey data collected from 351 students who received recorded feedback or text-based feedback. Survey respondents were enrolled in five subjects across four disciplines (Education, Pharmacy, Engineering, and Management). To triangulate the survey findings, interview data from nine students are also included. Overall, the findings indicate that students in all disciplines found digitally recorded feedback to be more satisfying, more useful, and more engaging than text-based feedback alone. However, these outcomes differed across contexts; results tended to be elevated in subjects with smaller cohorts, and when richer audiovisual modalities were used. In two of the cases students, while still being overall positive, indicated that the feedback was less clear, usable and satisfying than indicated in other cases. These differences are explored and issues of teacher experience, cohort size, group assessment, and disciplinary cognate traditions are considered.

Recent advancements in educational technologies (learning management systems, online discussion forums, peer-learning tools) coupled with new methods of course delivery (e.g. blended, flipped, MOOCs) provide significant opportunities for

Recent advancements in educational technologies (learning management systems, online discussion forums, peer-learning tools) coupled with new methods of course delivery (e.g. blended, flipped, MOOCs) provide significant opportunities for universities to deliver challenging, high quality, yet engaging curriculum for students. In this paper, we examine the variations and similarities of student’s approaches to learning (learning pathways) by examining how well they performed in a large (N ~ 1000 student) first year engineering flipped classroom. The analysis focused on student’s performance in their assessment (formative and summative) as well as their online interaction with a range of tools purposely built to support students through peer learning and acquisition of resources and expertise. Analysis using k-means clustering reveals that students do in fact adopt a variety of successful pathways through the course. The unique aspects of this work lie in the use of analytics algorithms that whilst perhaps routinely utilised in data mining, are not as well utilised in better understanding patterns (successful or otherwise) of student interactions within a technology enhanced active learning environment that integrates theory with engineering practice.

This is a longitudinal case study of student perspectives on Western Sydney University’s strategic initiatives to promote technology-enhanced learning (TEL) from 2012 to 2017. The study analyses data from students throughout this period

This is a longitudinal case study of student perspectives on Western Sydney University’s strategic initiatives to promote technology-enhanced learning (TEL) from 2012 to 2017. The study analyses data from students throughout this period, and includes consideration of how the student experience is being shaped by academic and institutional support for TEL. Initially the University focus was on use of mobile technologies and ‘blended’ learning environments; as a platform for transforming pedagogy. In 2013, teaching staff and new undergraduate students were issued with tablet devices. As well as investing in the devices and supporting campus infrastructure, the institution also provided additional support for curriculum and staff development. For two years, students’ feedback about the tablets was overwhelmingly positive about their value for learning. In 2015, most undergraduates had tablet devices and TEL was becoming business as usual. However, the evaluation feedback that year showed that use of tablets had begun to decrease and there was a corresponding increase in use of smartphones. For some activities, laptops were preferred. In 2016, multiple types of device were issued to students, with some disciplines choosing laptops and in 2017 the University provided free digital textbooks instead of devices. Students’ use of different devices for learning activity has been shifting and evidence gathered internally from students and staff has played a role in adapting to this. While TEL strategies differ between universities, the analysis provides an example of how systematic evaluation evidence can support systemic adaptation as the learning technology environment changes.

India has a large formal higher education system, however the enrolment of women and rural people in universities is not substantial. Women enrolment in tertiary education was reported only 41.5% of the total enrolment in the academic year

India has a large formal higher education system, however the enrolment of women and rural people in universities is not substantial. Women enrolment in tertiary education was reported only 41.5% of the total enrolment in the academic year 2010-2011 and only 7% population in rural areas have a higher education. Many socio-cultural barriers prevent people from accessing higher education in India. The integration of the Internet into the higher education sector has the potential to improve access to tertiary education in India regardless gender and area. Using personal narrative and interview data, this article explores how Internet resources can be used to enhance women and rural people’s participation in tertiary education in India.

Digital textbooks now incorporate various technological enhancements, and offer many opportunities for learning and teaching in higher education. Despite some enthusiasm for this medium, lecturers tend not to integrate the extra activities

Digital textbooks now incorporate various technological enhancements, and offer many opportunities for learning and teaching in higher education. Despite some enthusiasm for this medium, lecturers tend not to integrate the extra activities into their courses preferring instead to simply have them available as optional extra activities for students. One reason for this barrier to use is the time and effort required to integrate technology into the curriculum in a meaningful way, and lecturers may feel they lack the necessary knowledge to do this effectively. Despite the existence of institutional support to assist educators with technology enhanced learning, the services don’t always align with what faculty want or need. As a result, there have been calls to improve staff training and professional development. This paper presents a theorised inquiry into educators’ reflections on the integration of digital textbooks using Mishra & Koehler’s TPACK framework as an underpinning theory. The findings suggest the need for training and support that is individualised to instructors’ specific needs, and allows for increased collaboration between various stakeholders. It is concluded that professional development that focusses on the development of TPACK, and operates within a collaborative and context-specific learning community could support the increased uptake of digital textbooks in higher education.

Essay writing is a fundamental part of higher education. Students’ use of self-regulatory skills, such as time management and planning and writing strategies, while writing essays predicts better writing quality. Current characterisations

Essay writing is a fundamental part of higher education. Students’ use of self-regulatory skills, such as time management and planning and writing strategies, while writing essays predicts better writing quality. Current characterisations of the relationship between self-regulation and essay writing are limited by the difficulty of assessing self-regulation in real-life essay writing contexts. This paper reports on a novel approach to examine students’ use of self-regulation strategies in a real-life setting, using learning analytics. Four case studies are presented to illustrate similarities and differences in students’ use of time management, planning and writing strategies. Participants managed their time in very different ways to complete the assignment. They were active over a different number of days, engaged in sessions of different durations, and at different times of the day. The participants used a variety of approaches to their writing: one participant started early and allowed editing time, another typed gradually over a number of days, and two participants waited until the due date to complete the essay, with varying amounts of editing. Findings from this research contribute to a novel detailed empirical evidence of different essay preparation behaviour in real-life settings. After further studies with a variety of essay types and student samples, there may be significant value in using the approached outlined in this paper as the basis of tools they provide students with advice and support in their essay preparation.

The changing landscape of higher education is putting increasing strain on educators, leading to a diminishing ability to provide pedagogical and pastoral support to ballooning and diversifying cohorts. Learning analytics promises

The changing landscape of higher education is putting increasing strain on educators, leading to a diminishing ability to provide pedagogical and pastoral support to ballooning and diversifying cohorts. Learning analytics promises solutions to these challenges for educators, including by personalising learning support and experiences, streamlining data capture and analyses, and providing teachers with new, efficient teaching approaches. However, reports of these impacts, or widespread adoption of learning analytics, or even examples of cross-institutional collaboration are sparse. We argue that this may be because of a lack of educator-driven learning analytics tools that meet their felt needs, and present case studies from three Australian universities that have collaborated to implement such a tool. This tool, the Student Relationship Engagement System (SRES), empowers educators to collect, collate, analyse, and use student engagement and success data that they consider meaningful for their particular contexts. Developed by unfunded educators and widely adopted through collegiate recommendations, the SRES enables personalisation and targeting of student learning and support using relevant data, fostering positive student-teacher relationships and enhancing student engagement. Using the three case studies as a backdrop, we present a revised learning analytics adoption framework focussing on strategy, structure, support, and impact, and use this framework to systematically evaluate the implementation of the SRES at the three institutions to derive ‘recipes’ for adopting an educator-focussed learning analytics platform. We also discuss three core themes emerging from the case studies, around the needs of academics, the role of academic and educational developers, and flexible and agile information technology practices.

The construct of student engagement has been useful in understanding students' motivation in digital learning environments where they are required to show increased autonomy and independence in learning. Increasing clarity around this

The construct of student engagement has been useful in understanding students' motivation in digital learning environments where they are required to show increased autonomy and independence in learning. Increasing clarity around this construct has allowed researchers to more accurately describe the nature of student engagement and the context in which it is being investigated. At a task-level, psychological states of engagement have been shown to be beneficial for students' positive learning experience, and performance. Despite this, we still lack knowledge of how these engaged states unfold or sustain during a learning task. In this paper we report on a qualitative study that investigated undergraduate students' experiences of psychological states of engagement in a digital learning task. Findings revealed that the three dimensions of engagement - cognition, affect, and behaviour - changed in intensity, with students experiencing both times of engagement and of not being engaged through the course of a digital learning task.

With the increasing adoption of blended learning, tertiary programs are becoming ever more varied and complicated. Laying at the heart of a range of complex learning activities, the role of blended materials once again comes into

With the increasing adoption of blended learning, tertiary programs are becoming ever more varied and complicated. Laying at the heart of a range of complex learning activities, the role of blended materials once again comes into discussions concerning learning outcomes. But how do contemporary educators design and use blended materials to support pedagogical goals? In this study, we examine the constructive alignment of blended materials with the learning outcomes of modern language programs. Using pedagogical claims analyses with data gathered in two case studies, we found that educators tend to align materials to the curriculum, student interests, a research agenda and contemporary culture. We conclude our work with a discussion of constructive alignment of materials design and use in tertiary blended learning.