2016: ASCILITE 2016 Conference Proceedings: Show Me The Learning

Collaborative learning has been shown to be conducive to better and deeper learning for particular tasks, but is dependent on a number of factors, including how students are grouped together. We are interested in finding out whether data

Collaborative learning has been shown to be conducive to better and deeper learning for particular tasks, but is dependent on a number of factors, including how students are grouped together. We are interested in finding out whether data captured from students working individually and/or collaboratively can reveal useful information about the impact of the grouping conditions on learning. We explore whether these findings can be detected early on (possibly, before students start working in groups). If such information can be reliably captured, then it could be used to drive group formation dynamically and at a large scale. This paper presents our initial visual exploration with two case studies: one from a first-year programming course (N = 372) where students alternately worked individually and in pairs; and another (N = 60) from a concept mapping environment where students first worked individually and then in groups.

The use of virtual classrooms (VC) in the Vocational Education and Training (VET) sector is becoming increasingly popular due to the ability for learners from any location to access education online in real time with a teacher, and to

The use of virtual classrooms (VC) in the Vocational Education and Training (VET) sector is becoming increasingly popular due to the ability for learners from any location to access education online in real time with a teacher, and to participate in an environment that simulates a face to face classroom. However, a major area of concern that has emerged is the tendency for learners to multitask (task switch) rather than remain attentive and focused on the content being delivered. This paper reports on findings from a study which investigated whether learners are task switching while participating in a VC and whether this affects the teaching and learning that occurs.

This paper provides an overview of tools and approaches to Automated Writing Evaluation (AWE). It provides a summary of the two emerging disciplines in learning analytics then outlines two approaches used in text analytics. A number of

This paper provides an overview of tools and approaches to Automated Writing Evaluation (AWE). It provides a summary of the two emerging disciplines in learning analytics then outlines two approaches used in text analytics. A number of tools currently available for AWE are discussed and the issues of validity and reliability of AWE tools examined. We then provide details of three areas where the future direction for AWE look promising and have been identified in the literature. These areas include opportunities for large-scale marking, their use in MOOCs and in formative feedback for students. We introduce a fourth opportunity previously not widely canvased; where learning analytics can be used to guide teachers' insights to provide assistance to students based on an analysis of the assignment corpus and to support moderation between markers. We conclude with brief details of a project exploring these insights being undertaken at an Australian institution.

Postgraduate business students participated in an international, fully-online collaboration pilot, focused on cultural intelligence skills needed to successfully navigate the global business world. Student projects utilized a transferrable

Postgraduate business students participated in an international, fully-online collaboration pilot, focused on cultural intelligence skills needed to successfully navigate the global business world. Student projects utilized a transferrable learning design, with a changeable central case study posing challenges around (in this case) managing cross-cultural teams. This paper focuses on the learning design and choice of technologies to facilitate online collaboration. The combination of using new technology, and quickly developing relationships with counterparts from across the world, proved challenging for both staff and students. However, students quickly adapted, and strategically used the technologies to efficiently collaborate, albeit in ways different to the project l;eader(s expectations. Overall, the project provided an opportunity for students to network with students from other countries on real-world issues, and gain familiarity with technologies used by multi-national corporations.

SkillBox, a curated, self-assessed, self-paced multimedia resource was developed for use by students as a way to increase their knowledge and confidence specific topics such as statistics, basic mathematics or referencing that are required

SkillBox, a curated, self-assessed, self-paced multimedia resource was developed for use by students as a way to increase their knowledge and confidence specific topics such as statistics, basic mathematics or referencing that are required in many tertiary subjects. A SkillBox uses adaptively scaffolded text, video and self-assessment quizzes, and is provided to students as an optional supplementary resource. We surveyed students and staff to evaluate the success of SkillBox across three teaching sessions. We found that engaging with SkillBox increased students' confidence attitude and knowledge in the topic area covered in that SkillBox, and that both students and staff found the addition of SkillBox useful and would recommend its use in other subjects. Although more research is needed, we suggest that a resource such as SkillBox can positively contribute not only to student knowledge and confidence in a range of topics, but also to equity, retention, engagement and academic performance in the subjects where a SkillBox is promoted.

Work integrated learning (WIL) is becoming an important focus in tertiary education as we attempt to prepare students with graduate attributes that are fit for the real world outside academia. Developing students' employability skills

Work integrated learning (WIL) is becoming an important focus in tertiary education as we attempt to prepare students with graduate attributes that are fit for the real world outside academia. Developing students' employability skills during their course of study is the focus of new purpose-created WIL programs. These may be delivered in face-to-face, blended or fully online modes. When online options are chosen as the mode of teaching, and as an alternative to instructivist approaches where material is provided in passive ways, how can the learning engage the students and provide active and connected learning opportunities? The pedagogical approaches, the chosen learning design and associated assessment tasks, all play a key role. This paper reports on the transformation of twin online WIL units at an Australian university through the adoption of a novel fully online flipped learning approach through a Science, Technology, Engineering and Mathematics (STEM) lens.

This paper explores challenges and opportunities in self and peer assessment and its relationship with educational technologies that support the implementation of the assessment in Higher Educational contexts. While self and peer

This paper explores challenges and opportunities in self and peer assessment and its relationship with educational technologies that support the implementation of the assessment in Higher Educational contexts. While self and peer assessment offer a range of learning opportunities which may lead to enhanced learning outcomes, designing and implementing self and peer assessment comes with complexity and challenges. Through piloting two self and peer assessment tools, the limitations of current technology were identified. This suggested the need to deeply investigate challenges and enablers in self and peer assessment. An online survey captured perceived factors in addition to technology which contributed to the success. While student willingness to participate was the major inhibitor, technology and technology support were seen as vital to contributing to the success of self and peer assessment. Future work should consider educational technologies in context to contribute to the success of self and peer assessment endeavours.

Studio courses have become a key way in which professional skills, especially those involving collaboration and design, are taught in many fields, including computer science. Studios typically involve students working on a design problem

Studio courses have become a key way in which professional skills, especially those involving collaboration and design, are taught in many fields, including computer science. Studios typically involve students working on a design problem, periodically presenting their work for critique, and critiquing the work of other students or groups. They support productive inquiry, as well as teamwork, communication, and reflection. However, although studios have become an important mode of instruction for on-campus students, they have not typically been offered for online or distance education students. In this paper we describe a studio critique process that is designed to work asynchronously, using short videos, and a tool that we have built to support it. We also describe qualitative observations from a pilot study, in which video-based critiques were used at a university whose students predominantly study online rather than on-campus.

Currently in Australia, there are no policies and regulations at national levels to promote and encourage the adoption of Open Educational Practices (OEP) across the higher education sector. As an attempt to bridge this policy gap, a

Currently in Australia, there are no policies and regulations at national levels to promote and encourage the adoption of Open Educational Practices (OEP) across the higher education sector. As an attempt to bridge this policy gap, a project proposal was developed by a group of OEP advocates and researchers and then successfully funded by the Australian Government Department of Education and Training (AGDET). This paper explores and discusses the approaches, deliverables and recommendations of this project titled Students, Universities and Open Education (OpenEdOz) Project. One of its main deliverables was a National Policy Roadmap, which aimed to assist the government to realise the potential of OEP for the Australian higher education sector and open up opportunities for further national policy development and support in which OEP can flourish. The policy roadmap was informed by a range of national and international evidenced-based case studies related to OEP projects and initiatives.

Augmented reality has come into its own recently due to the advent of Pokémon Go. However, this technology has been around for several years and there is an increasing body of knowledge available. This study reports on an augmented reality

Augmented reality has come into its own recently due to the advent of Pokémon Go. However, this technology has been around for several years and there is an increasing body of knowledge available. This study reports on an augmented reality game (ARG), called the UQ Amazing Race, that was developed for a first year education course for students studying to be teachers. Students had the opportunity to complete the UQ Amazing Race in class tutorials and then report on their experiences by completing a report a week later. Students' experiences were investigated, particularly regarding how the experience is different by gender and comfort with technology. Results suggest the game was engaging for all students but particularly positive for female students. Students with more comfort with technology reported significantly higher participation in the ARG.

Snapchat is one of the most popular social media applications among Australian young people. Its global impact has grown rapidly in recent years. Reported is a mixed methods case study located in New South Wales schools. An online survey

Snapchat is one of the most popular social media applications among Australian young people. Its global impact has grown rapidly in recent years. Reported is a mixed methods case study located in New South Wales schools. An online survey was conducted with education practitioners to enquire into their experiences of Snapchat in their school settings. The researchers used survey responses and comments from follow up interviews to consider how networked affect is enacted through Snapchat. Networked affect can be seen as a visceral movement of emotion through the intra-action of social media and human bodies. Both corporeal affect and Snapchat have received increased attention by researchers over the last five years although little has been written to link the two. We highlight the importance of reading the affective social impact of Snapchat use among young people and the potential of looking beyond its abuses to the affordances of the application.

Open Online Courses (MOOCs). With the increase of available MOOC data, there is an opportunity tp provide insights to educators and developers into learners' behavior through learning analytics. Focusing on the FutureLearn platform (FL)

Open Online Courses (MOOCs). With the increase of available MOOC data, there is an opportunity tp provide insights to educators and developers into learners' behavior through learning analytics. Focusing on the FutureLearn platform (FL), standardized data files are offered to partner institutions. Additionally, a report is offered to stakeholders, but it is limited in a number of ways: it is static, it is limited in presenting relevant information and, most importantly, it does not provide 'real time' access to data. This paper provides an overview of the rationale and the development process of a dynamic and near real-time dashboard. It explores the viability of different types of visualizations with the available data, lessons learned, comparisons with similar efforts, and future directions are discussed.

The purpose of this paper is to describe the development of a tool, AGStex (Assignment Generation Software using Latex), that enables educators to generate individual assignments tasks and to provide targeted feedback to students in large

The purpose of this paper is to describe the development of a tool, AGStex (Assignment Generation Software using Latex), that enables educators to generate individual assignments tasks and to provide targeted feedback to students in large classes in a timely manner. In this paper, the initial development of the tool targeted at a statistical data analysis course in the field of biomedical engineering is presented. In addition, the authors illustrate how educators can utilise the feedback generated by the tool to improve student learning in large classes. The paper concludes with an outline of the next steps for the project including suggestions on further work needed to inform the impact on the types of feedback generated by AGStex on students' learning outcomes.