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

In 2010 Google's researchers introduced the HEART framework for the evaluation of online products. HEART, which stands for Happiness, Engagement, Adoption, Retention and Tasks, tries to provide guidance on a set of key metrics that need to

In 2010 Google's researchers introduced the HEART framework for the evaluation of online products. HEART, which stands for Happiness, Engagement, Adoption, Retention and Tasks, tries to provide guidance on a set of key metrics that need to be measured in order to evaluate an online product in an objective and holistic manner. While each metric quantifies an angle of key factors, we need all of them in order to achieve safe conclusions. Our position is that the same framework could be used in the assessment of the deployment of an OLE. We present the framework and an example of its application.

A growing body of literature identifies learning analytics as an emergent field of research that can deepen our understanding of learning and inform learning design practice. However, realizing the potential is not straightforward, as even

A growing body of literature identifies learning analytics as an emergent field of research that can deepen our understanding of learning and inform learning design practice. However, realizing the potential is not straightforward, as even defining learning analytics is vexed. For teachers and learning designers, the practical issue of how to engage with learning analytics data is problematic. This discussion paper begins by outlining the background to learning analytics at a practice level. Next, we introduce learning analytics frameworks, and one in particular that serves our aim to develop a guide for practitioners wishing to engage with learning analytics for different purposes. We will develop and refine the guide by mapping it to case-studies at NZ tertiary institutions, and through discussion with practitioners internationally. Our goal is to make analytics data more accessible and useful to teachers, learning designers and institutions.

It may be that the greatest gain in aggregate student learning in STEM is achieved not through the adoption of optimal teaching practices in each classroom but through the elimination of the worst practices (Fairweather, 2008, p. 8).

It may be that the greatest gain in aggregate student learning in STEM is achieved not through the adoption of optimal teaching practices in each classroom but through the elimination of the worst practices (Fairweather, 2008, p. 8).

Learning Analytics are increasingly becoming commonplace in tertiary institutions and there are many frameworks and implementation strategies that have been developed to assist institutions in effective take up. Most of these are aimed at

Learning Analytics are increasingly becoming commonplace in tertiary institutions and there are many frameworks and implementation strategies that have been developed to assist institutions in effective take up. Most of these are aimed at an institutional level and at strategic development, often with a key aim of improving student retention. This paper briefly discusses and compares these frameworks and introduces an alternative, complementary framework that is aimed at a practical level of implementation for groups or teams, be this a discipline group or a project team. The framework is built on 6 “I”s – impetus, input, interrogation, intervention and impact, all within an institutional context.

The rise of learning analytics in the last few years has seen fervent development from institutions, researchers, and vendors. However, it seems to have had a laggard reception in higher education. Peering behind some barriers to adoption

The rise of learning analytics in the last few years has seen fervent development from institutions, researchers, and vendors. However, it seems to have had a laggard reception in higher education. Peering behind some barriers to adoption, we question whether common approaches that address the economics of low hanging fruit distract us from asking and answering deeper questions about student learning. This may lead to destructive feedback loops where learning analytics, swept by the currents of institutional agendas and cultures, does not deliver upon its promises to those who need it most - students and educators.

There is a need to improve supervision of higher degree students to increase completion rates, reduce attrition and improve quality. This discussion paper explores the contribution that technology can make to higher degree research

There is a need to improve supervision of higher degree students to increase completion rates, reduce attrition and improve quality. This discussion paper explores the contribution that technology can make to higher degree research supervision. It focuses on research studies that support supervision through the application of digital technology. In reviewing current research, I discuss whether web-based tools can influence the training of Higher Degree Research (HDR) students, are effective in supporting students, and can reduce breakdowns in supervisory relationships. A major trend in higher education is the re-purposing of Web 2.0 systems, not only to access knowledge collaboratively, but also to create and sustain communities of learners. In critically reviewing current research-based papers, I was able to assess the impact of web-based tools on the training and support of doctoral students. The longer-term aim of this research project is to create a digital platform that can assist postgraduate students and their supervisors.

This is about the students. In the move to ‘flipped’ or blended modes of delivery, universities are spending all of their energies focusing on course design and upskilling academics, and assuming that students will easily embrace the new

This is about the students. In the move to ‘flipped’ or blended modes of delivery, universities are spending all of their energies focusing on course design and upskilling academics, and assuming that students will easily embrace the new methodologies that are integral to blended learning approaches. We make this assumption based on the belief that they are au fait with all things technology when that may not be true. What we are doing is radically changing what they are experiencing as learning delivery methods, compared to what they had expected. Through implementation of these new blended learning delivery models, we have fundamentally changed what they are expected to do as students. We do this without sufficient warning and support mechanisms for this radical new way of learning. We must engage the students in this discussion and really LISTEN to what they want and need. We must conduct robust research that will inform our course design and teaching practices, our student advising and support, and we must begin now.

Makerspaces are becoming increasingly common in higher education institutions, and academic libraries can be regarded as an ideal location for such collaborative learning environments, as they provide a neutral space which encourages

Makerspaces are becoming increasingly common in higher education institutions, and academic libraries can be regarded as an ideal location for such collaborative learning environments, as they provide a neutral space which encourages cross-disciplinary engagement and collaboration. This paper discusses the potential role of the library in facilitating the development of important lifelong learning skills through hands-on, problem-solving, and participatory making activities. It describes Curtin Library’s initial steps to establish a makerspace, which it is doing by providing a physical and virtual space, organizing events, workshops and activities and engaging in collaborative projects.

The notion that there are no ‘e-pedagogies’ per se but rather ‘e-flavours’ of existing pedagogical approaches emphasises that ‘good teaching is good teaching’, irrespective of technologies – educational or otherwise. Charles Sturt

The notion that there are no ‘e-pedagogies’ per se but rather ‘e-flavours’ of existing pedagogical approaches emphasises that ‘good teaching is good teaching’, irrespective of technologies – educational or otherwise. Charles Sturt University (CSU) recently released a Distance Education Strategy (2015) that promotes engagement and connectedness as key ideas in technology-enhanced teaching. Rather than prescribing particular activities to particular spaces or technologies, CSU’s Online Learning and Teaching Model foregrounds seven elements known to support learning: small group support; personalised support; teacher presence; interaction between students; interaction with workplaces; interactive resources; and e-assessment. This paper argues the merits of an approach to learning and teaching which uses these seven elements to inform online teaching practices. The literature that supports each element is considered alongside examples of elements. The discussion considers curriculum that embeds, models and explicitly teaches these seven elements of the Learning and Teaching model to the University’s academic staff.

Embedding a reflective practice framework based upon SOTEL within collaborative curriculum design critically informs the evaluation and impact of the curriculum redesign process and provides a mechanism for dissemination to a broader

Embedding a reflective practice framework based upon SOTEL within collaborative curriculum design critically informs the evaluation and impact of the curriculum redesign process and provides a mechanism for dissemination to a broader, global audience. This symposium explores the potential of developing collaborative open scholarship networks for SOTEL and educational design research.

NPF14LMD is a National AKO Aotearoa funded two year project exploring the key issues surrounding learners and mobile devices. The project encompassed six tertiary institutions across New Zealand, involving over 50 practitioners and several

NPF14LMD is a National AKO Aotearoa funded two year project exploring the key issues surrounding learners and mobile devices. The project encompassed six tertiary institutions across New Zealand, involving over 50 practitioners and several hundred students. The sharing practice session will report on some of the key findings from this project after two years of implementation.

The ascilite Learning Analytics Special Interest Group (LA SIG) aims to promote and develop awareness and resources surrounding Learning Analytics and its application to learning and teaching. The LA SIG sharing practice session will: ????

The ascilite Learning Analytics Special Interest Group (LA SIG) aims to promote and develop awareness and resources surrounding Learning Analytics and its application to learning and teaching. The LA SIG sharing practice session will: ???? facilitate networking for LA researchers and practitioners; ???? facilitate sharing of outstanding practice in LA via presentations from the three finalists in the LA SIG Awards program. The Awards finalists will share their experiences and lessons learned in relation to their nominated projects/practices. The 2015 Award winner will also be announced during the session; and provide updates on what’s happening in the Learning Analytics community within Australia/New Zealand and beyond. The session will have the following structure: 1. Latest developments in the Learning Analytics community in Australia/NZ and an update from the Society of Learning Analytics Research (Dr Grace Lynch and Dr Abelardo Pardo) 2. Presentations from the finalists for the 2015 Award for Excellence in Learning Analytics: moderated by Simon Welsh 3. Discussion and Q&A: moderated by Simon Welsh 4. Announcement of the 2015 Award winner: Dr Grace Lynch and Dr Abelardo Pardo.

Research has identified that students have access to and use a wide range of mobile devices to informally support their learning practices, however few students have access to educator-led initiatives to support mobile learning (Farley

Research has identified that students have access to and use a wide range of mobile devices to informally support their learning practices, however few students have access to educator-led initiatives to support mobile learning (Farley, Lane, Hafeez-Baig & Carter, 2014). Many educators are keen to leverage the affordances of mobile technologies to improve collaboration, interactivity and personalization within their courses, yet tight budgets and lack of training opportunities leave them wondering where to begin. This session will discuss a eight principles that have emerged from a recent study conducted by researchers from the University of Southern Queensland (USQ), in partnership with researchers at the Australian National University (ANU) and the University of South Australia (UniSA) (Farley, Murphy & Johnson, 2015). The aim of the project is to develop a Mobile Learning Evaluation Framework (MLEF) and is funded by the Australian Government’s Collaborative Research Network (CRN) program. The eight principles offer educators practical, low-cost tactics that will facilitate their engagement with mobile learning and encourage them to challenge their current teaching methods. This discussion will also report on the findings of the research on the differences between students studying primarily on-campus compared to those who study primarily in an online environment. This discussion will assist educators who have both on-campus and online students with adjusting their approach to ensure that all students have equal opportunities to maximize the benefits of mobile learning and feel included and integrated despite their geographic location.