2015: ASCILITE 2015 Conference Proceedings: Globally connected, digitally enabled

Accounting is a client focused profession requiring interpersonal skills; however multiple offshore and onshore locations and large student numbers preclude all students experiencing work placements. This poster reports the outcomes of

Accounting is a client focused profession requiring interpersonal skills; however multiple offshore and onshore locations and large student numbers preclude all students experiencing work placements. This poster reports the outcomes of experiential learning activities, in the form of short role plays, designed to enhance accounting students' communication skills, problem solving, ethical decision making and application of accounting knowledge. Online video, using YouTube, provided teacher training and student support in how to do role plays in tutorial classes. Online students were encouraged to participate through any electronic medium. Teachers and students from all locations reported the video was a vital resource for the class activity. Students and teachers enjoyed the role plays and perceived the activity was effective in building communication confidence. Online students did not engage with role plays and delivering role play activities to these cohorts presents challenges.

One of the key components of the CSU Distance Education Strategy is the articulation of an Online Learning and Teaching Model consisting of a set of elements which are known to result in increased student engagement. Increasing student

One of the key components of the CSU Distance Education Strategy is the articulation of an Online Learning and Teaching Model consisting of a set of elements which are known to result in increased student engagement. Increasing student engagement and connectedness is an important goal because of its link to measures of teaching quality, retention and overall satisfaction. This poster is a visual representation of those key elements and provides a unique way contextualizing learning design, activity and technology that results in increased student engagement.

MOOCs have gained momentum in recent years and offer a new opportunity to interact with potential students to the university. While MOOCs have been seen as a disruptive force for higher education they have provided spaces to explore

MOOCs have gained momentum in recent years and offer a new opportunity to interact with potential students to the university. While MOOCs have been seen as a disruptive force for higher education they have provided spaces to explore innovative approaches and emerging technology. The poster will showcase CDU's process and expereinces in this innovative space.

The use of mobile devices shows promise in supporting practitioners to develop professional ePortfolios to document their ongoing learning and practice. This poster illustrates how practitioners within an interprofessional community of

The use of mobile devices shows promise in supporting practitioners to develop professional ePortfolios to document their ongoing learning and practice. This poster illustrates how practitioners within an interprofessional community of practice use mobile devices to develop professional identities. The affordances of mobile technology enable transformative ways of using multi-media in ePortfolios to showcase authentic practice and field-based learning in developing professional identities. The experiences of a practitioner focus group using mobile devices is analysed using a cultural historical activity theory (CHAT) framework to foreground changes in conceptions about Professional Learning and Identity Development (PLID).

To assist in the design/selection and implementation of educational technologies in a regional medical program, first-year students were surveyed to determine the technologies used for academic purposes and their technology usage habits

To assist in the design/selection and implementation of educational technologies in a regional medical program, first-year students were surveyed to determine the technologies used for academic purposes and their technology usage habits. The perceived usefulness and usability of technologies have been noted as important factors in technology adoption, as well as student engagement with technology. To address these conditions, the researchers surveyed students regarding the technologies they used for specific educational tasks. While still in our early stages of research, the results suggest that smartphones and tablets, while popular with students, still have not displaced laptops as the preferred devices for most tasks.

We propose an 11 step framework to support educators and students to teach and learn with the Flipped Classroom (FC) model. Based on principles of blended and student-centred learning, organisational appearance, universal design and

We propose an 11 step framework to support educators and students to teach and learn with the Flipped Classroom (FC) model. Based on principles of blended and student-centred learning, organisational appearance, universal design and evaluation, the framework acts as a conduit between theory and good practice. Elements of the framework include: (1) planning stage, why and what to flip; (2) storyboard and lesson plan; (3) timing for activities; (4) online, (pre or post classroom) activities; (5) classroom work; (6) organisation of content; (7) visual design; (8) usability and accessibility; (9) building, testing and deployment; (10) communication of the benefits of the flipped model to students; and (11) evaluation and improvement. This paper will present the evidence behind each of these elements in a practical way to guide teachers and students through a flipped model of teaching and learning.

Technology-mediated learning (TML) and workplace learning (WPL) are major priorities for universities. TML is core to the dynamic growth and modernization of university education, and WPL is an essential strategy used by universities to

Technology-mediated learning (TML) and workplace learning (WPL) are major priorities for universities. TML is core to the dynamic growth and modernization of university education, and WPL is an essential strategy used by universities to prepare students for future work. In Australia, both are rapidly changing practices, providing new possibilities and challenges. Though these two areas have largely remained separate in educational literature and practice, the integration of TML and WPL can provide important opportunities to bridge university and the workplace as well as build students' digital capacities and online professional identities. This poster presents a mobile resource for named the "GPS for WPL", aimed at helping students, academics and workplace educators to improve professional learning experiences by making better use of mobile technology. This resource was designed as part of a project funded by the Office for Learning and Teaching, entitled "Enhancing Workplace Learning through Mobile Technology"

Investigation of a new support model for professional development in the pedagogical use of technologies found that local communities of practice were preferred over a panuniversity online community of practice. The support model was

Investigation of a new support model for professional development in the pedagogical use of technologies found that local communities of practice were preferred over a panuniversity online community of practice. The support model was refocussed to digitally enable the development of locally connected communities of practice. This poster displays the two models, the research findings which supported their development, and recommendations for future developments.

Education for Science, Technology, Engineering, and Mathematics (STEM) is acknowledged as a priority around the world. However, many primary and secondary teachers are inadequately prepared for teaching STEM because of their limited

Education for Science, Technology, Engineering, and Mathematics (STEM) is acknowledged as a priority around the world. However, many primary and secondary teachers are inadequately prepared for teaching STEM because of their limited exposure in their own schooling and teacher preparation. The Remote Access Laboratories for Fun, Innovation and Education (RALfie) project offer opportunities to provide a variety of STEM experiences available to students and teachers in schools, especially those in remote locations. they also have potential for influencing teachers' self-efficacy to teach STEM by building up their capacities and capabilities to teach technologies. The mixed methods research is investigating how engagement with RALfie influences teachers' self-efficacy for teaching STEM.

Student learning data is now a currency of value for both our educational institutions and the increasing number of third party providers that complement and extend the university learning management system. Detailed awareness of the data

Student learning data is now a currency of value for both our educational institutions and the increasing number of third party providers that complement and extend the university learning management system. Detailed awareness of the data management practices of these providers is of increasing relevance to the governance of enterprise learning system design, and in parallel educators need to be cognisant of the core data practices of third party technologies that they deploy within their teaching environments.

The demand to offer students more flexibility in their university study options has seen a growth in multiple course offerings in different modes of learning such as on-campus, online or a mix of both (blended). In line with this demand

The demand to offer students more flexibility in their university study options has seen a growth in multiple course offerings in different modes of learning such as on-campus, online or a mix of both (blended). In line with this demand for flexibility there has been a need for universities to streamline practices to meet shrinking budgets. This environment has facilitated the growth of dual-mode teaching where faculties attempt to teach online and on-campus cohorts together with variable results. The curriculum, staffing and student expectation demands of these different modes of delivery are often at odds and it is becoming more difficult to meet these demands while maintaining a high quality teaching and learning environment. We would like to share experiences and discuss with like-minded colleagues how to approach this particular design challenge in the hopes of developing some guidelines and practical examples that can inform us all.

This paper outlines proposed doctoral research into how postgraduate students develop academic literacies within the bounds of learning theories and Web 2.0 tools that their lecturers select. Lea and Street’s (1998) academic literacies

This paper outlines proposed doctoral research into how postgraduate students develop academic literacies within the bounds of learning theories and Web 2.0 tools that their lecturers select. Lea and Street’s (1998) academic literacies approach, which views literacies as contested social practices, forms the overarching view of literacy in this research. Over one semester, multiple case studies of postgraduate students will be conducted as they complete a paper within their subject of study. Students will use a private Facebook community to complete learning tasks and engage in student initiated discussions. The learning tasks will provide opportunities to examine the student experience of both the constructivist and connectivist paradigms. The aim is to further understanding of the student experience that can inform the creation of sound, theory driven Web 2.0-based learning tasks that effectively assist students in the development of their academic literacies. Feedback on the proposed research is sought from the Ascilite community.

Universities have responded to demand from students for increased time flexibility by providing online alternatives to face-to-face education, typically centered around the provision of online learning resources along with asynchronous

Universities have responded to demand from students for increased time flexibility by providing online alternatives to face-to-face education, typically centered around the provision of online learning resources along with asynchronous online learning activities. More recently, synchronous options afforded by the capabilities of web conferencing tools, video conferencing tools and virtual worlds have emerged, providing the potential to bring together face-to-face and remote students using blended synchronous learning strategies. In the OLT-funded project Blended Synchronicity: Uniting on-campus and distributed learners through rich-media real-time collaboration tools, seven case studies of the use of blended synchronous learning strategies were explored. This discussion paper highlights the technology considerations and technology setup issues emerging from the case studies, as background material for a round table discussion session at the conference.