2019: ASCILITE 2019 Conference Proceedings: Personalised Learning. Diverse Goals. One Heart

Most existing Virtual Patients utilize simplistic, predictable, and prescriptive approaches that limit deductive learning and the development of decision-making skills for medical students. We have designed a chat-based virtual patient for

Most existing Virtual Patients utilize simplistic, predictable, and prescriptive approaches that limit deductive learning and the development of decision-making skills for medical students. We have designed a chat-based virtual patient for performing patient interviews, physical examinations, and investigations to help medical students develop reasoning skills. In this paper, we present results from a two-part study. In the first part, we conducted a usability evaluation with seven medical students and six clinicians. The objectives of the usability evaluation was to determine how VIP’s user interface and its features affect the usability (efficiency, effectiveness and learnability) as well as the general subjective user experience associated with the use of system. Each participant completed a user experience, system usability scale, and a self-prepared survey form. A significant difference was seen between the results of students and tutors. Due to a lack of training data, the chatbot model predicted incorrect responses that led participants to feel frustrated. In the second part of study, we have retrained the chatbot model using the feedback and designed an error correction approach and engaged seven new medical students to test the chatbot intensively — a total of 2169 user interactions were performed with the chatbot. Of that, 77.4% were properly answered by the bot, 10.8 % were out-of-domain concepts, 8.6 % were unknown concepts (Li et al., 2018), 3.3 % were corrected using the error correction approach designed.

The use of digital simulations is becoming more prominent in higher education to provide students with authentic learning environments in which they can apply their knowledge as well as develop enterprise skills. These enterprise skills

The use of digital simulations is becoming more prominent in higher education to provide students with authentic learning environments in which they can apply their knowledge as well as develop enterprise skills. These enterprise skills are those qualities necessary for successful employment after graduation. This paper investigated ten years of data gathered through student reflective assessments that identified their perceived learning from the completion of a course which contained an embedded digital simulation. Student reflections were analysed to determine the themes which defined their key learning from the course. Content analysis was undertaken using nVivo to determine the themes from the students’ individual reflection assessment. Outcomes of the study revealed that students self- reported successful achievement of three of the four course learning outcomes. In addition, students identified improvement in their enterprise skills and better understanding of business practices for their future careers.

Despite broad interest in learning analytics across the Australian Higher Education sector, there remains few examples of institution-wide implementations. Learning analytics implementation is currently under-theorised with little

Despite broad interest in learning analytics across the Australian Higher Education sector, there remains few examples of institution-wide implementations. Learning analytics implementation is currently under-theorised with little knowledge of the complexities that mediate the systemic uptake required for an institution-wide implementation. It has been established that approaches to learning analytics that are exclusively top-down or bottom-up, are insufficient for successful implementation across an enterprise. Drawing upon an award-winning and institution-wide learning analytics intervention that has been used across almost 5,000 unit offerings, this paper formulates an initial set of theory informed design principles that can help learning analytics practitioners mediate the complexities of institution-wide implementation.

Learning through making has emerged as a critical form of pedagogy in the digital era of higher education, supporting active learning, students as co-creators and co-designers of their own learning and accessible forms of experiential

Learning through making has emerged as a critical form of pedagogy in the digital era of higher education, supporting active learning, students as co-creators and co-designers of their own learning and accessible forms of experiential education. Much of the existing literature and practice in making focuses on how to embed maker pedagogy within STEM fields and arts and media practice. This paper will explore the unique nature of making in social science education and role of technology rich spaces that were designed and deployed at the London School of Economics and Political Science in the United Kingdom played in supporting students to engage in social science making connected to assessment, teaching and as ways of navigating their own pathways through and inside their own village of learning spaces.

Researching web-based lecture technologies in higher education is a complex undertaking (Morris, Swinnerton, & Coop, 2019), making experimental trials and summative evaluations impractical. The implications of existing literature in this

Researching web-based lecture technologies in higher education is a complex undertaking (Morris, Swinnerton, & Coop, 2019), making experimental trials and summative evaluations impractical. The implications of existing literature in this area are therefore uncertain (Kay, 2012; O’Callaghan, Neumann, Jones, & Creed, 2017). In this paper we report on the use of an alternative research design, realistic evaluation (King, Dawson, Rothberg, & Batmaz, 2017; Pawson and Tilley, 1997), to gain insight into the impact of a university lecture live-streaming initiative. The initiative provided synchronous and asynchronous access to video of 129 weekly lectures using two different platforms. Surveys of 306 students and 49 staff, a focus group of five students, and an exploratory study of trace data of 359 students indicated that student access to the videos was lower and more idiosyncratic than expected. The ability to identify useful content, appropriate instructional methods, and participation by peers were reported to encourage students to become involved. Our results confirm the importance of specific contexts and forms of behaviour in encouraging beneficial lecture video use. We also show time of initial view to be a promising way to study students’ strategies for using lecture video content.

To foster students’ learning of critical-thinking skills, we incorporated ill-structured problems in a Human Diseases module for third-year Life Sciences students. Using a problem-solving rubric and working in groups of three, students

To foster students’ learning of critical-thinking skills, we incorporated ill-structured problems in a Human Diseases module for third-year Life Sciences students. Using a problem-solving rubric and working in groups of three, students attempted to solve problems presented to them. We mediated their discussions by asynchronous online discussion forums (AODFs) as part of mass customisation of learning for 40 students where personalised learning was constrained by structure of the module. We examined the quality of students’ discussion, focusing on the feedback group members provided to one another, using an interpreted Structure of Observed Learning Outcomes (SOLO) taxonomy to code students’ feedback. Our analysis indicated that the students were able to provide uni-structural and multi-structural level in relation to solving an ill-structured problem, even though they are not used to solving ill-structured problems. This indicated that in a mid-size class, while personalised-learning is not always easy, it is possible to mass customise learning for students using common ill-structured problems in a class by mediating problem-solving using student discussions as feedback. However, more can be done to scaffold peer feedback on solving ill-structured problems so that the level of collaborative-learning can be improved in a mass customised model that approaches personalised learning.

Training and Adult Education is critical to Singapore’s effort to compete in the global economy and respond to its major economic and social challenges. iN.LEARN 2020, a key SkillsFuture initiative was introduced to catalyse the adoption

Training and Adult Education is critical to Singapore’s effort to compete in the global economy and respond to its major economic and social challenges. iN.LEARN 2020, a key SkillsFuture initiative was introduced to catalyse the adoption of blended learning, through the use of technology-enabled learning and workplace learning, to enhance learning accessibility and relevancy. This paper reports the first nationwide survey that investigates the training and adult education landscape in Singapore. The findings provide baseline information of the current status of the use of learning technology in training and adult education and highlight issues and challenges in the adoption of learning technologies. A considerable proportion of training providers (47%) and adult educators (77%) reported using learning technologies in their training related work, however, use of learning technology may not linked to better learner experience or deep learning. Cost and lack of expertise are main obstacles to effective adoption of learning technologies. It provides implications to training organisations and adult educators to review their current programmes and skills, and to better design and implement technology enhanced learning. It also has implications for building partnerships among government agencies, enterprises and training providers and professionals to favourably exploit cutting- edge technology to support learning and performance.

In these pioneering days of Learning Analytics in higher education, universities are pursuing a diverse range of in-house implementation strategies, with varying degrees of success. In this exploratory study we compare and contrast the

In these pioneering days of Learning Analytics in higher education, universities are pursuing a diverse range of in-house implementation strategies, with varying degrees of success. In this exploratory study we compare and contrast the approaches taken at three demographically different Australian universities. The comparison is made in the context of Delone and McLean’s information system success model (1992). In time, a consensus-driven method for using Learning Analytics to improve student learning outcomes will eventuate, including individualized learning, but we are still some distance from this level of maturity. It seems likely that user-friendly proprietary platforms will prosper in the climate of uncertainty. Participants in the study see potential in Learning Analytics but are not sure about how best to realize that potential as the implementation of Learning Analytics systems at Australian universities are still very much in their infancy. Proprietary approaches offering sophisticated functionality seem likely to emerge and take precedence over the trial and error approach. This study addresses an apparent gap in the research as limited studies exist targeting both learning analytics and information system success. The methodology taken explores the research topic through a qualitative lense utlising thematic analysis. The study concludes that digital interventions such as Learning Analytics has great potential to optimize teaching and learning practices. Information systems success research can provide insights into what works and what does not in terms of Learning Analytics implementations. The discipline needs to be systematized for efficient implementation, and must deliver tangible benefits over time.

eLearning can create more flexibility for students; more efficiently utilise infrastructure; and can provide high-quality learning at scale. We have investigated perceived value and learning gains associated with online (eLearning) and

eLearning can create more flexibility for students; more efficiently utilise infrastructure; and can provide high-quality learning at scale. We have investigated perceived value and learning gains associated with online (eLearning) and face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable but that participation in f2f learning opportunities would enhance student learning. Using a design-based research approach, we have evaluated blended learning with interactive eLearning materials, and a collaborative, active f2f class. We have combined qualitative evaluation survey data and quantitative f2f attendance data and student grades. Students overwhelmingly value active learning, both within eLearning materials and f2f classes. Final marks positively correlate with the number of f2f classes students attend. Analysis of a subset of intended learning outcomes (ILOs) shows that students who access the eLearning materials independently and students who attend the f2f class perform equally-well in ILO-related assessment tasks; however, students are more likely to choose an assessment task directly-related to a class they have attended. We suggest that attendance at f2f classes as part of a blended learning experience is beneficial however students can sufficiently obtain selected ILOs from engaging eLearning materials.

Workplace learning (WPL) supervisors play a significant and fundamental role in enhancing university students’ experiences during their placements. Supervision is a multi-faceted and complex interpersonal and professional activity, which

Workplace learning (WPL) supervisors play a significant and fundamental role in enhancing university students’ experiences during their placements. Supervision is a multi-faceted and complex interpersonal and professional activity, which requires continued education to ensure contemporary knowledge, practice and capacity. Increasingly universities are viewing the offering of continued education for industry supervisors as an aspect of their mandate. This research reports on the design, facilitation and evaluation of an online learning module, supported by an asynchronous discussion forum aimed at building capacity of WPL supervisors, and developing cross-disciplinary WPL relationships. Using a mixed method approach, data were gathered using crude statistical measures including frequency counts of discussion postings, layered with thematic analysis of supervisors’ postings to weekly learning activity stimuli. The results of the research illustrate the powerful opportunities for continued education offered by participation in a purposely designed and supported discussion forum. Participants felt empowered, supported by their online colleagues and enlightened by their enhanced awareness of others’ practices and perspectives. Participants’ capacity to further disseminate their embellished understandings of WPL supervision bought to the fore the far-reaching possibilities of discussion forum use in building professional communities of practice and professional capacity.

Infographics are eye-catching one-page documents that provide a concise overview of a topic through visually representing information or data using graphics, icons and/or images, with minimal words. They are an emerging key form of

Infographics are eye-catching one-page documents that provide a concise overview of a topic through visually representing information or data using graphics, icons and/or images, with minimal words. They are an emerging key form of communication in society, government, research, education and industry, and can be found widely in social media, advertising, teaching, policy documents and scientific journal publications, for example. Due to their user- friendly, quick-read format, infographics are highly influential in shaping the opinions of their audience. An emerging issue with infographics, however, is the capacity to mislead or misrepresent information or data. In the contemporary higher education environment, providing students with digital literacy skills, including the capacity to critically evaluate digital media forms such as infographics, is vital. This paper will provide a review of the use of infographics in learning and teaching in the literature, including as assessment, examining the benefits as well as the potential issues, and how some of these challenges might be met.

Graduate competencies are increasingly in demand from professional sectors, but with insufficient response from professional degree programs. This study examines the use of blogs as assessment in a first-year Bachelor of Business program

Graduate competencies are increasingly in demand from professional sectors, but with insufficient response from professional degree programs. This study examines the use of blogs as assessment in a first-year Bachelor of Business program. Three hundred and nine students responded to an online questionnaire exploring their perceptions of blog as a learning and assessment tool. Of particular focus were students' perceptions on ease of use, benefit and impact on the recognized graduate competency of writing skills. A regression model was applied to data analys in association between perception of improvement in the quality and quantity of the students' work (Q&Q) and several other variables. Results suggest a significant and complex relationship between participants' perception of the flexibility and benefit of the blog and three areas relevant to writing skills: self-reported improvement in writing, increased ownership of learning, and development of reflective skills. Implications for further research and practice are discussed.

The Australian and New Zealand Virtual Worlds Working Group (VWWG) was established in 2009. Members of the group have written papers for ASCILITE conferences since 2010. Each paper’s intention is to provide an overview on using virtual

The Australian and New Zealand Virtual Worlds Working Group (VWWG) was established in 2009. Members of the group have written papers for ASCILITE conferences since 2010. Each paper’s intention is to provide an overview on using virtual worlds in higher education, especially the practical aspects of incorporating 3D worlds to enhance student learning. This VWWG’s paper looks at a virtual world as a space for digital learning and exploratory pedagogy – meaning, that the authors perhaps do not perceive virtual worlds as ordinary. However, they do acknowledge that those who do not regularly engage in virtual worlds may see it as new and innovative, perhaps even untested ground, but still with a degree of unfamiliarity. A survey was sent to the members of the VWWG in which the narratives have provided rich data for in depth understanding. The themes focused in the survey were ‘disruptive thinking’, ‘emerging ideas’ and ‘lateral connections’, from the perspective of the respondents’ experiences in the implementation of virtual worlds in education. They discuss the idea of a virtual world used in education as a new treasure, or perhaps it has been in use for some time and now classified as traditional.

Higher education is being challenged to improve the quality of learning and teaching while at the same time dealing with challenges such as reduced funding and increasing complexity. Design for learning has been proposed as one way to

Higher education is being challenged to improve the quality of learning and teaching while at the same time dealing with challenges such as reduced funding and increasing complexity. Design for learning has been proposed as one way to address this challenge, but a question remains around how to sustainably harness all the diverse knowledge required for effective design for digital learning. This paper proposes some initial design principles embodied in the idea of Context-Appropriate Scaffolding Assemblages (CASA) as one potential answer. These principles arose out of prior theory and work, contemporary digital learning practices and the early cycles of an Action Design Research process that developed two digital ensemble artefacts for 7 courses (units, subjects) and in less than a year been used in over 60 sites. Experience with this approach suggests it can successfully increase the level of design knowledge embedded in digital learning experiences, identify and address shortcomings with current practice, and have a positive impact on the quality of the learning environment.

Understanding the capabilities and motivations of academics towards adopting and using Learning Analytics (LA) to support their development of technology-enhanced learning is an important first step in designing an effective and flexible

Understanding the capabilities and motivations of academics towards adopting and using Learning Analytics (LA) to support their development of technology-enhanced learning is an important first step in designing an effective and flexible adoption plan. Situated in a regional university, this paper reports on the initial data-gathering stage of an on-going study aimed at designing and trialing an adoption plan to support individual staff to engage deeply with LA to inform and enhance their teaching practice and their students’ experiences. This paper analyses a staff survey (N=74) and transcripts from 28 semi-structured interviews conducted over 22 months with eight academics. Survey respondents reported low levels of knowledge about, and use of, LA, as well as a lack of confidence in accessing, interpreting, and acting on, data. Inductive and deductive thematic analyses of interview transcripts support these findings. Analysis further identified three main themes of indicators of successful LA adoption: effective learning design and enhanced teaching practice; improved student experience; and academic recognition. Based on these results, this paper proposes elements that can be included in a suite of professional learning opportunities that will enable academic developers and institutions to support individual staff to successfully adopt of LA.

Novice learners of programming may benefit from some prior knowledge in programming before taking their first introductory programming course. In this study, we describe a workshop aiming to do so, that is offered to undergraduate students

Novice learners of programming may benefit from some prior knowledge in programming before taking their first introductory programming course. In this study, we describe a workshop aiming to do so, that is offered to undergraduate students before their first programming course. Two online platforms are used in this study, a game-based platform (CodeCombat) and a gamified online tutorial (CodeAvengers). We compare the effects on learning of the two platforms on their academic performance, and investigate students’ preferences and subsequent usage of these platforms. Results show that the workshop participants prefer the gamified platform over the game-based platform for learning, and use during their programming course for revision and more practice. We found no significant difference in learning outcomes amongst those who participated in the workshop and those who did not. We discuss the findings and implications of this study in the paper.

As technology is increasingly being used for teaching and learning in higher education, it is important to examine what tangible educational gains are being achieved. Reducing drop-out rates have been proposed as one possible beneficial

As technology is increasingly being used for teaching and learning in higher education, it is important to examine what tangible educational gains are being achieved. Reducing drop-out rates have been proposed as one possible beneficial effect of the use of learning technologies. It is unclear, however, whether the available evidence supports such claims. The aim of this study was to explore whether learning technologies applied in higher education contexts can contribute to reduce student drop-out rates, and under which circumstances do learning technologies influence drop-out? Method: Two independent searches were conducted in relevant databases; evaluated full-texts, quality rated the included studies, and synthesized the findings. Results: A total of 18 peer-reviewed studies were included. Based on the quality assessment, 10 studies were eligible to extended data synthesis. The assertion that learning technologies in higher education contribute to reduce student drop-out is only partly supported. Positive findings were in particular found in relation to pedagogical issues, e.g., individualized personal support. This is in line with previous research, indicating that it is not the technology itself, but how the technology is used pedagogically that matter to students.

Some novice learners of computer programming are at risk of doing badly in their first programming course. In this pilot study, we develop a logistic regression model to predict at- risk students in our introductory programming course. The

Some novice learners of computer programming are at risk of doing badly in their first programming course. In this pilot study, we develop a logistic regression model to predict at- risk students in our introductory programming course. The model is developed using students’ high school grades on mathematics, features calculated from log data, and scores from a programming quiz. The model suggests that students who have lower mathematics grade, who submit their homework assignments late, and who have lower scores in the programming quiz are more likely to be at-risk. We discuss some implications of this result on our teaching and learning strategies in our course.

Despite the widespread use of flipped teaching across educational disciplines, there is limited understanding on its use in the teaching and learning of English as a second language (ESL) writing in intensive English (IE) programmes for

Despite the widespread use of flipped teaching across educational disciplines, there is limited understanding on its use in the teaching and learning of English as a second language (ESL) writing in intensive English (IE) programmes for pre-university students. Such programmes face at least three constraints: the students’ low English proficiency, the shortage of time to bridge the English gap, and the necessity for academic English. This paper aims to explore practices and challenges of a flipped EFL writing classroom. In total, 38 students were given flipped writing classroom training. The participants watched video lectures on academic writing designed for the purpose of this study before the class, and then participated in interactive in-class learning activities. The study results revealed that the students performed the writing tasks significantly better in the post-test. The interviews with students showed that students favoured the greater time preparation, the immediate feedback, the increased opportunity to practise and interact, as well as the higher level of motivation and self-efficacy.

Data analytics can be used by universities student and learning data. By leveraging on data analytics and dashboards, universities and schools can become more proactive in profiling students and anticipating their needs, personalizing

Data analytics can be used by universities student and learning data. By leveraging on data analytics and dashboards, universities and schools can become more proactive in profiling students and anticipating their needs, personalizing approaches to supporting students in academic distress and optimizing the allocation of university’s resources to efficiently and effectively counsel these students. In this paper, we outline the analytics framework that can be used on student data to derive insights, to readily observe and predict the students’ academic progression and performance, to characterise the academic risk of the student, and to identify the at-risk students at an early stage. With the early alert system in place, these students can then be counselled and rendered student support to be lifted out of the at-risk zone.

Students entering enabling programs as an alternative pathway to University tend to have higher rates of attrition than their peers admitted via more traditional pathways. Students in enabling programs require high levels of personalised

Students entering enabling programs as an alternative pathway to University tend to have higher rates of attrition than their peers admitted via more traditional pathways. Students in enabling programs require high levels of personalised feedback to support their transition to study. However, the size and diversity of the enabling student cohort presents formidable challenges for instructors. The field of learning analytics offers a viable solution for scaling the communication of personalised, data-informed feedback to support student learning. This study describes the use of a novel learning analytics-based feedback system called OnTask, to provide personalised feedback and support to students in an enabling course at one Australian higher education institution. An end-of-course student survey (N=41; 17% response rate) was employed to gain insights into their perceptions of personalised, data-informed feedback messages. Using importance-performance analysis (IPA), the survey results indicated that this technology-mediated form of feedback exceeded students’ expectations of learning support, as well as the enhancement of their overall course experience. The implications for using learning analytics and data-informed feedback mechanisms in teaching and learning are discussed.

This paper’s objective is to examine how the working-adult students' attitudes influence their e-learning performances. This research study involved two cohorts of students in the Principle of Project Management course at the Singapore

This paper’s objective is to examine how the working-adult students' attitudes influence their e-learning performances. This research study involved two cohorts of students in the Principle of Project Management course at the Singapore University of Social Sciences (SUSS). The research methods comprised a questionnaire survey and analysis of their learning assessments. In the first study, the Exploratory Factor Analysis (EFA) and Pearson Correlation were used to determine the factors and their items that influenced the students’ e-learning attitudes. The second study involved determining the students’ familiarities with technology as used in teaching and learning. Students indicated their usage frequency for daily, weekly and monthly accesses. In the third study, the repeated measures ANOVA (ANalysis Of VAriance) and comparison of average scores were used to compare the students' performances in four different assessments. Subsequently, the results were used to compare the students’ performances in the traditional face-to-face learning and the online virtual classes. Conclusions were made on the students’ e-learning attitudes, their familiarities with technology and comparison in the learning performances between the traditional classroom learning and virtual learning. Results from this study will contribute to the e-learning strategic development in the SUSS.

Sessional staff capacity building, and the role this plays in overcoming internationally recognised challenges for the provision of quality Technology Enhanced Learning (TEL), continues to present a priority for the Higher Education (HE)

Sessional staff capacity building, and the role this plays in overcoming internationally recognised challenges for the provision of quality Technology Enhanced Learning (TEL), continues to present a priority for the Higher Education (HE) sector. These sessional staff undertake approximately 40% of the teaching in the Griffith Business School and yet their contribution to quality learning and teaching has largely been unmeasured. This paper describes the backgrounds and experience of sessionals, their career aspirations, and their desires for professional learning and support to enhance the quality of their teaching. This is the first step in a five-stage project adopting an evidence-based approach using TEL to improve the TEL capabilities and confidence of sessional staff. The results of the survey described in this paper (N=47) show that many sessional staff are focused on careers in academia and are motivated to participate in professional learning that leads to formal qualifications. They express interest in engaging in this learning through face-to-face and online formal workshops, informal networking events with each other and faculty, and access to online support resources. The premise for this study and the model introduced, represents an adoptable and adaptable opportunity for the wider HE sector to more effectively deliver sessional staff professional development.

The educational data revolution has empowered universities and educational institutes with rich data on their students, including information on their academic data (e.g., program completion, course enrolment, grades), learning activities

The educational data revolution has empowered universities and educational institutes with rich data on their students, including information on their academic data (e.g., program completion, course enrolment, grades), learning activities (e.g., learning materials reviewed, discussion forum interactions, learning videos watched, projects conducted), learning process (i.e., time, place, path or pace of learning activities), learning experience (e.g., reflections, views, preferences) and assessment results. In this paper, we apply clustering to profile students from one of the largest Massive Open Online Courses (MOOCs) in the field of Second Language Learning. We first analyse the profiles, revealing the diversity among students taking the same course. We then, referring to the results of our analysis, discuss how profiling as a tool can be utilised to identify at-risk students, improve course design and delivery, provide targeted teaching practices, compare and contrast different offerings to evaluate interventions, develop policy, and improve self-regulation in students. The findings have implications for the fields of personalised learning and differentiated instruction.

This survey study aims to investigate nursing students’ perceptions of educational experience and satisfaction in a blended course. The modified Community of Inquiry (CoI) and satisfaction questionnaires consist of 5-point Likert scale

This survey study aims to investigate nursing students’ perceptions of educational experience and satisfaction in a blended course. The modified Community of Inquiry (CoI) and satisfaction questionnaires consist of 5-point Likert scale items, were administered to 224 nursing students. Nursing students were found to have good educational experience (social, cognitive and teaching presences) and satisfaction in this blended course.

The contemporary appearance of the term “digital literacy” on university websites suggests institutional interests on digital literacy that focus not only on the development of technology skills but also cognitive and attitudinal aspects

The contemporary appearance of the term “digital literacy” on university websites suggests institutional interests on digital literacy that focus not only on the development of technology skills but also cognitive and attitudinal aspects in student development. This paper presents an exploration of institutional conceptions of digital literacy based on document analysis of university published information online. The investigation involved universities located in Australia as embedded case studies (n=42). Evidence suggests variations in defining this term and shows that universities have diverse goals as espoused in their corresponding definitions of digital literacy, from developing technical skills of using and understanding technology, to possessing a set of capabilities for living, learning and working in an increasingly digital world. For universities who enumerated a coherent account of digital literacy, the results indicate that their practices of promoting the development of digital literacy are entrenched in their espoused intent of graduate outcomes. The paper concludes with curricular and pedagogical implications in preparing and assisting students for the challenges of 21st century living, learning and working.

Research demonstrates that students generally find digitally recorded assessment feedback comments to be more satisfying than text-based feedback comments. However, positive perceptions of digitally recorded feedback may be impacted by the

Research demonstrates that students generally find digitally recorded assessment feedback comments to be more satisfying than text-based feedback comments. However, positive perceptions of digitally recorded feedback may be impacted by the confidence and experience of the educator who is providing the comments. As such, this paper reports on an exploratory study in which we compare students’ perceptions of the text-based and digitally recorded feedback created by five tutors in the same subject. Survey data were collected from 81 students, of which 58 received text-based and 23 received digitally recorded feedback comments. Students who received digitally recorded feedback comments provided consistently higher ratings for feedback clarity, usefulness, and satisfaction than students who received text- based feedback comments. It is proposed that the media enables these effects, but the structure of the feedback design is also important.

Universities require learning designers with creative digital experience and significant knowledge of educational theory and practice to meet institutional teaching and learning strategic priorities. Little is known about how best to

Universities require learning designers with creative digital experience and significant knowledge of educational theory and practice to meet institutional teaching and learning strategic priorities. Little is known about how best to attract and retain learning designers or alternatively, to assist learning designers navigate their career pathways in higher education. In response to these needs, this study aimed to provide a snapshot of current learning design practices across Australian universities; to document relevant skills, knowledge, education and professional background, role types and employment conditions, challenges for directors, and to identify areas for future attention. The researchers used two separate online surveys to target 1) directors of central teaching and learning units and 2) learning designers employed in universities. The results are useful as a means to sustain and improve practice through evidence-based decision-making in the conceptualisation of learning designer positions, the management and retention of learning design staff, and to assist learning designers in their career choices.

Same task, same instructions, same tools, different outcomes. What students bring to a group assessment task, their disposition, and how they make sense of what is being asked of them, their framing, will influence how they explicitly and

Same task, same instructions, same tools, different outcomes. What students bring to a group assessment task, their disposition, and how they make sense of what is being asked of them, their framing, will influence how they explicitly and tacitly construct and use a collaborative infrastructure. Learning design can nudge towards a particular path, but a project and its supporting infrastructure is ultimately the epistemic work of the student group. In findings from case studies of seven group projects at an Australian university I compare framing and disposition of the groups with the infrastructure that they created around assessment tasks. I place the cases under three loose categories of shared knowledge creation and proffer suggestions for learning design, including individually-produced artefacts as part of group knowledge creation.

Change in Australian engineering industry has caused difficulty for engineering students to secure placements and engage with engineering practice. Consequently, universities are developing learning modules using digital simulations to

Change in Australian engineering industry has caused difficulty for engineering students to secure placements and engage with engineering practice. Consequently, universities are developing learning modules using digital simulations to expose engineering students to authentic engineering practice as part of their curricula. Many simulations use technology such as virtual reality that is not accessible to students off campus without significant resource investment. One of the important elements of engagement with practice is learning about safety in engineering. With the use of work integrated learning and distance education frameworks, this study developed and evaluated the effectiveness of an online desktop-based learning environment that students could access off-campus, in delivering safety education and awareness, and the benefits of online learning. Fifteen engineering university students (6 female) participated in an optional module using a desktop-based industrial site simulation. Pre and post testing were used to evaluate effectiveness of the module. Results indicated that the module significantly improved understanding and application of the job safety analysis technique and improved on-site safety awareness. The use of flexible online education is versatile and effective. Students benefitted from desktop-based simulation experiences incorporating authentic engineering scenarios and tasks that could be accessed online.

Although multimodality is increasingly used in teaching, learning and assessment, there is little in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher education. This study contributes to this

Although multimodality is increasingly used in teaching, learning and assessment, there is little in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher education. This study contributes to this knowledge by evaluating how VT was used for assessment purposes at one Australian university and exploring how lecturers and students experience the use of VT in assessment tasks. Data were collected through interviews with lecturers, surveys and a focus group with students and review of the use of the VT tool itself. A five-part VT assessment process was identified and support structures for staff and students were mapped. The study found that despite the multimedia capability of VT, text only slides and text with visual slides were the most common design of student created media, while text, audio and video commenting were used across the six units in the study. Lecturers primarily used audio comments and grades in the feedback process. While assessment submission was not always straight forward, and students required extra support with this unfamiliar tool, the opportunity to engage in multimodal assessment tasks was received positively by students and staff as an opportunity to enhance the diversity of assessment and feedback.

Thanks, in part, to the rapid development and widespread adoption of the Internet and other online technologies, academic institutions are increasingly using analytics to enhance learning and teaching. Through the use of data mining

Thanks, in part, to the rapid development and widespread adoption of the Internet and other online technologies, academic institutions are increasingly using analytics to enhance learning and teaching. Through the use of data mining techniques, this study examines some of the determinants at a course level that affect the academic performance of adult learners (which we will refer to as students in this paper) in the Singapore University of Social Sciences (SUSS). Formerly known as SIM University, SUSS is an institution that caters mainly to the learning needs of working adults although it offers a number of full-time undergraduate degree programmes to fresh school leavers. The data analysis found that students taking introductory blended courses performed better than those who took face-to-face courses of the same level. Furthermore, students of similar age taking level-2 courses outperformed students taking similar courses where the age difference was more significant. The findings indicate that no single optimal course design will lead to improved academic performance across all courses. Instead, educators should be ready to consider the nature, level, discipline and coursework component of each course to cater to the various students’ needs.

Dashboards are used as a graphical user interface that provides at-a-glance views into key measures and trends to assist decision makers in the Singapore University of Social Sciences (SUSS) to enhance learning support for students. A

Dashboards are used as a graphical user interface that provides at-a-glance views into key measures and trends to assist decision makers in the Singapore University of Social Sciences (SUSS) to enhance learning support for students. A student’s first contact with SUSS often starts at the point of application (i.e., applying for places in the University). Hence, the process of application, selection and offer has been identified as the business problem in this project. An effective dashboard will empower users to make more informed decisions with a visibility to data and ease in generating insights, ultimately streamlining the selection and offer process. The users in this project are the stakeholders who deploy the dashboard in the process of and decision making related to selection and offer. Quality of information on the dashboard is highly dependent on the state of data, including their completeness and accuracy. Quality of a dashboard can be measured by how much impact it can make, which is directly related to actions taken by users with information extracted from the dashboard. With the right knowledge and skills in developing an effective dashboard, business objectives can be met and user requirements can be catered for. If every decision maker is able to customise his/her own dashboards that meet business objectives and user requirements, the University will be empowered at a functional level, with various departments supporting students through their respective roles and functions. Challenges in data and people issues will be discussed in this paper alongside the future directions in overcoming these issues.

Many institutions are making significant investments to build their learning analytics capability. However, creating a successful platform for large scale adoption of learning analytics (LA) is not simple. In this case study we describe

Many institutions are making significant investments to build their learning analytics capability. However, creating a successful platform for large scale adoption of learning analytics (LA) is not simple. In this case study we describe the adoption of a three tier model designed for cross institutional engagement and implementation of LA at a medium sized tertiary education institution. We outline the actions taken at the three differentiated but interconnected levels of governance, projects and community. We analyse the results from activity in each of these three areas and, mark out a set of recommendations for future action that we anticipate will continue to drive and gain value from LA deployment across the institution.

For online learning in the January 2019 semester, students at the Singapore University of Social Sciences were able to choose whether they want to study in virtual or face-to-face mode in two courses. Virtual refers to full online learning

For online learning in the January 2019 semester, students at the Singapore University of Social Sciences were able to choose whether they want to study in virtual or face-to-face mode in two courses. Virtual refers to full online learning whereby students study, in a six-week term, without the need to meet face-to-face with the instructor while face-to-face refers to blended e-learning whereby students received either six or three face-to-face lessons with e-learning resources. In full online mode, students will meet the instructor virtually via video conferencing on a weekly basis. Data were obtained to find out which variables actually had an effect of students’ choice of learning mode. 370 students were analysed and the variablesincluding gender, marital status, race, nationality, course, qualification, school, programme, intake, age (now), age (joint) and cumulative grade point average (CGPA) were examined. Each variable was compared with the students’ mode of study in order to identify if they are dependent (e.g. gender versus study mode, race versus study mode, etc.) based on a chi-square test. The significant variables were further investigated using a binary logistic regression model. It was found that qualification, intake and CGPA were found to be significant for students’ choice of learning.

This paper proposes a new conceptual framework for curriculum design that incorporates the principles of both educational and service design. Traditionally efforts in designing high quality online learning have relied on learning design

This paper proposes a new conceptual framework for curriculum design that incorporates the principles of both educational and service design. Traditionally efforts in designing high quality online learning have relied on learning design and not on broader principles drawn from other fields of studies such as service design. This paper presents a case study of creating a quality online course on digital learning leadership to argue for the importance of an integrated approach to educational design. This new postgraduate degree in Digital Learning Leadership was aimed at the community of professionals working in the field of digital learning. The case study presents an integrated approach that combines design thinking and a Community of Inquiry framework as a way of cultivating a sense of belonging online for a network of digital learning professionals.

The Malay community in Singapore has made significant social and economic progress over the years. In 2018, Singapore’s Ministry of Education released figures reflecting educational achievements over a 10-year period between 2008 and 2017

The Malay community in Singapore has made significant social and economic progress over the years. In 2018, Singapore’s Ministry of Education released figures reflecting educational achievements over a 10-year period between 2008 and 2017. Indicators such as progress in national examinations and increased representation of Malay students in post-secondary institutions over the last decade are encouraging milestones of educational mobility. The community’s educational performance for key national examinations however is generally lower than that of other ethnic groups. Several researchers have highlighted the “under- attainment” of Singapore Malays. The MENDAKI Tuition Scheme (MTS), MENDAKI’sflagship programme, provides highly subsidised tuition to support socioeconomically disadvantaged students in their learning. This paper reports the pilot phase of a collaboration between a university in Singapore and MENDAKI. The primary aim of the collaboration is to leverage on the use analytics to enhance the teaching and learning of disadvantaged Malay students in the MTS. Other secondary aims of the collaboration are to establish structures and to build capability of MENDAKI in the use of data for evidence-based decision making.

Learning Designers are increasingly employed in universities to support institutional digital and pedagogical transformation agendas, which are posited to better meet the diverse and changing needs of a heterogeneous student body. Despite

Learning Designers are increasingly employed in universities to support institutional digital and pedagogical transformation agendas, which are posited to better meet the diverse and changing needs of a heterogeneous student body. Despite broad commitment to investing in these roles, surprisingly little is known about what learning designers in higher education actually do in practice. This paper reports on the preliminary findings of a scoping review that thematically analysed pertinent literature, to explore what is currently espoused about the professional identity of learning designers in higher education. The review identified 40 indicators of the knowledge, skills and attributes required of learning designers in the higher education sector. This research provides valuable insights for both individuals and institutions. The findings provide universities with an evidence-informed perspective of the learning designer, including an account of the unique capabilities of learning designers as transformative change agents to student learning. For individual learning designers the findings provide a comprehensive list of indicators to benchmark role responsibilities against, and a framework through which professional identity can be comprehended.

With new building information modelling (BIM) workflows becoming required within the architecture, engineering and construction industry, more research is required to understand the best pedagogical delivery methods of this new spatial

With new building information modelling (BIM) workflows becoming required within the architecture, engineering and construction industry, more research is required to understand the best pedagogical delivery methods of this new spatial technology workflow. Mixed reality (MR) and mobile visualisation methods are identified as important technology drivers for rethinking higher education, practice driving learner engagement and spatial information delivery. This paper outlines qualitative results derived through thematic analysis of learner observation and reflections from a technology-enhanced lecture, and hands-on workshop focused on MR-BIM innovation within the construction industry. Forty-five (45) participants from a postgraduate construction course at an Australian University participated in answering the research question: “How do learners perceive the interactive visualisation mode of a presentation delivered through MR-BIM and mobile pedagogy?”. The results of the analysis identified two general themes (learning and technology) and five sub-themes (learning engagement, learning experience, technology experience, technology readiness and technology future). Students felt engaged during the session with observation supporting the reflective analysis evidenced by learners asking questions, commenting on technology possibilities and sharing of their experiences between peers, lecturers and social networks. More work is required on the delivery method, with only one-third of the reflections discussing the learning.

A significant majority of universities have engaged in piloting or implementing technology enabled forms of examination (online exams) in response to increasing pressures on space, resources and the demands of scale. Informed by analysis

A significant majority of universities have engaged in piloting or implementing technology enabled forms of examination (online exams) in response to increasing pressures on space, resources and the demands of scale. Informed by analysis drawn from a series of consultative workshops and interviews with over 120 participants including academics, support and professional services staff and senior management at the University of Sydney, this paper will explore the tensions and challenges arising from the institutional demand to determine the requirements for the procurement of a single online exam system to replace the current spread of disparate pilots across the faculties. Using pain points, alleviations and mitigations that are felt within the existing exam system, we will identify two tensions that increase in importance the further any system moves away from the dominant models of exam facilitation and marking using technology.

University-wide implementations of various technology teaching tools have been occurring for many years. Often staff are trained in using the tool and students are thus required to use it in various ways in their courses and for assessment

University-wide implementations of various technology teaching tools have been occurring for many years. Often staff are trained in using the tool and students are thus required to use it in various ways in their courses and for assessment purposes. This paper outlines the implementation of a university-wide ePortfolio platform, PebblePad, and investigates student attitudes one year after its introduction. Although students are still getting used to the platform, they are learning to accept the tool and are using it in various ways in their courses to support their learning. Results also show numerous ways students can get support to use the platform and the types of assistance provided. It is hoped students will accept PebblePad in the future, learn to be less critical and that deep learning can continue to be supported. In conclusion, PebblePad is a wide ranging ePortfolio system that can, when used well, support student learning in a large variety of ways.

New technologies like 360 degree virtual reality videos and 3D printing are creating philosophical shifts in approaches to teaching and learning in the classroom. However, most studies isolate new technology rather than study the benefits

New technologies like 360 degree virtual reality videos and 3D printing are creating philosophical shifts in approaches to teaching and learning in the classroom. However, most studies isolate new technology rather than study the benefits of using them in combination. Multiple representations support a variety of learning activities especially when students are learning new concepts or complex ideas. This study explores the blending of a 360 degree video-case study with 3D-printed haptic manipulations to enhance learning of ICT systems analysis and design. We hypothesize that the blending of both the virtual and physical can lead to improved learning motivation, engagement and enhance learning outcomes. The study follows a design-based research (DBR) methodology with this paper representing the second loop of the DBR approach focusing on both the usability and learning outcomes from a sample of 24 participants from an Australian University. The results of the study show positive impact on the measure of navigability and communication when compared to a traditional lesson leading to improved engagement and motivation among the learners.

E-learning platforms have been increasingly adopted by universities to extend and enhance learning. However, the literature review has shown that limited research has been conducted on the effects of electronic peer tutoring on student

E-learning platforms have been increasingly adopted by universities to extend and enhance learning. However, the literature review has shown that limited research has been conducted on the effects of electronic peer tutoring on student learning. Correspondingly, there is a lack of a suite of technological affordances to facilitate online peer tutoring sessions and appointments remotely. This paper describes the development of a novel smartphone app – Mobile Education Networked Tutoring On Request (MENTOR) – to facilitate face-to-face and remote peer tutoring. The MENTOR app aims to predict the tutoring needs of students using tutor-tutee matching, provides coordination of face-to-face tutoring sessions via the use ofsmartphones’ location data and online operation of remote tutoring sessions.

This paper reports on the second iteration prototype design stage of an immersive reality (XR) enhanced simulation project in critical healthcare higher education. While there is no doubt of the positive impact on the development of a

This paper reports on the second iteration prototype design stage of an immersive reality (XR) enhanced simulation project in critical healthcare higher education. While there is no doubt of the positive impact on the development of a variety of clinical skills through the use of XR in health education, a literature review indicates that the level of engagement with learning theory and the wider literature to inform the design of these learning environments is limited. The authors propose that XR can be employed within the learning environment to introduce critical elements of patient and practitioner risk and stress through environmental and socio-cultural influences without putting either students, educators, practitioners or patients at real risk, but create a safe learning environment that more authentically simulates these risk elements. The MESH360 project involves a collaborative transdisciplinary team of educational researchers, designers, practitioners, and working professionals in the design of mobile XR to enhance student and professional paramedic training to prepare practitioners for the environmental stressors and critical care decisions involved in high risk situations. Using Design Based Research (DBR), the project explores the impact of mobile XR enhanced simulation for novice and professional paramedics.

Many medical schools choose between using either a problem-based learning (PBL) or a team- based learning (TBL) approach to curriculum to teach pre-clinical students the foundational sciences needed to understand disease processes. This

Many medical schools choose between using either a problem-based learning (PBL) or a team- based learning (TBL) approach to curriculum to teach pre-clinical students the foundational sciences needed to understand disease processes. This study explores whether it is possible to combine the strengths of both approaches to better prepare medical students for the transition from a pre-clinical to a clinical learning environment. While PBL allows students to identify gaps in learning and then apply new knowledge to an established problem, TBL gives students the opportunity to apply their learning to multiple new clinical problems thus providing opportunities for knowledge transfer. We used the Learning Activity Management System (LAMS) to run modified TBL sessions that were designed to fit within the normal lecture program. Iterative development of the intervention over five years based on staff and student feedback has delivered positive educational outcomes.

Presented is a concept that forms the basis of a larger research project aiming to understand the university lecturers design practices around bureaucratic constraints and, as a result, if they were still able to be creative. This idea was

Presented is a concept that forms the basis of a larger research project aiming to understand the university lecturers design practices around bureaucratic constraints and, as a result, if they were still able to be creative. This idea was developed from the research findings of one of the author’s PhD dissertation (Dave, 2017) wherein the lecturers expressed their design practice impacted by the various constraints which are explained in this paper. The authors argue that like other professional designers (engineers, architects), lecturers should be able to be creative despite the constraints. Also raised are the higher-level issue of learning and training in the area of higher education which makes people more responsive to creativity.

Teaching students to think and act as scientists through inquiry is at the core of recent science education. Although self-regulated learning (SRL) is acknowledged as crucial to performing scientific inquiry, much is yet to be understood

Teaching students to think and act as scientists through inquiry is at the core of recent science education. Although self-regulated learning (SRL) is acknowledged as crucial to performing scientific inquiry, much is yet to be understood about the specifics of students’ interactions with the scientific process. In the current study, we conducted an exploratory investigation of the role of students’ SRL and related attitudes when completing an online scientific inquiry- based task. A task with a Predict-Observe-Explain learning design was used to examine the role of students’ SRL and attitudes within specific phases of the scientific inquiry process. Participants were 233 students from an online undergraduate course. Four groups were identified with differing levels of SRL skills, challenge and confidence. We found that students with low SRL skills who also perceived a learning situation as challenging and had low confidence in their ability to learn, had difficulties designing effective experiments and correctly interpreting data. Implications and future studies are discussed.

Designing for online learning requires staff to rethink their approach to teaching and learning. A key challenge in this reconceptualisation is envisaging what this new teaching context might ‘look like’. In this paper, we describe the

Designing for online learning requires staff to rethink their approach to teaching and learning. A key challenge in this reconceptualisation is envisaging what this new teaching context might ‘look like’. In this paper, we describe the development of a self-paced online staff capacity building resource, which modelled good-practice online learning design principles and assisted staff to reconceptualise teaching through experiencing premium online learning.

This paper reports on the first phase of a broader study into effective design of instructional video. While instructional videos are increasingly popular as learning objects, increasingly easy to create by any educator, and have been

This paper reports on the first phase of a broader study into effective design of instructional video. While instructional videos are increasingly popular as learning objects, increasingly easy to create by any educator, and have been shown to support effective learning as well as being scalable and re-usable, there is a lack of clarity about what educators need to consider when creating or choosing them. Instructional videos differ from other film media in that they are primarily intended to teach content, concepts, or skills. Building on Mayer’s (2014) work in which 15 instructional design principles were identified for multimedia learning, this paper presents 25 principles emerging from a broad-based exploratory literature review specifically focused on instructional video design.

To successfully enhance learning in higher education with technology, it is essential to understand the main stakes in the potential of technology-enhanced learning. This paper presents a case study of these stakes at a traditional

To successfully enhance learning in higher education with technology, it is essential to understand the main stakes in the potential of technology-enhanced learning. This paper presents a case study of these stakes at a traditional, campus-based STEM faculty. Based on four surveys, the paper identifies which potential educational purposes of technology that are prioritised by the management, the educators in general, the educators engaged in Learning Design, and the students in general as well as which prioritisations that are convergent and divergent. Furthermore, the paper discusses how these stakes may inform building an efficient Learning Design practice.

This paper examines the journey from education literature to business principles to enable new ways for looking at an unsolved problem. This has resulted in the development of a highly scalable on-demand assessment model. Overall, results

This paper examines the journey from education literature to business principles to enable new ways for looking at an unsolved problem. This has resulted in the development of a highly scalable on-demand assessment model. Overall, results improved student acquisition of accounting skills as measured by grades.

The usage of Mobile Learning (M-learning) has grown among Institutes of Higher Learning worldwide as mobile technologies benefit teaching and learning. Despite this interest, there is a lack of M-learning research in formal educational

The usage of Mobile Learning (M-learning) has grown among Institutes of Higher Learning worldwide as mobile technologies benefit teaching and learning. Despite this interest, there is a lack of M-learning research in formal educational contexts and the reasons for lecturers to adopt M-learning in a Singapore private education institute have been limited. Furthermore, the Teaching and Learning Division (TLD) of the institution which looks after the professional development of lecturers and sponsors innovative technology-mediated learning initiatives like M-learning is keen to find out how lecturers can be supported to encourage a greater usage of M-learning. After interviewing 10 lecturers, the research found that the following five reasons influence lecturers’ adoption of M-learning from most important to the least: Usefulness in Teaching and Learning, Barriers to using M-Learning, Ease of use of mobile technology, Students’ Motivation and Service quality of the M-learning systems. From this, TLD can identify and develop strategies to support the successful integration of M-learning. The five support aspects considered when implementing M-learning are found to be the following in descending order of importance: Professional Development, Social, Organisational, Technical and Advanced features to support teaching and learning. This research has clarified the existing literature in M-learning especially in formal learning contexts where learning is intentional and recognises the role that lecturers play in the future adoption of M-learning.

Developing digital competencies is a critical component in pre-service teacher training for future practice. However, this is a complex process which includes a range of strategies, and little is known about how they should be implemented

Developing digital competencies is a critical component in pre-service teacher training for future practice. However, this is a complex process which includes a range of strategies, and little is known about how they should be implemented. Methods that can address this complexity are needed to improve understanding of strategies to develop digital competency in teacher training. In this paper, data mining approaches are used to explore this issue, through analysis of preservice teachers’ experiences with six key digital competency strategies. Specifically, association rules analysis was conducted on a questionnaire dataset of 931 pre- service teachers’ experiences in their training, with 24 different practices representing the sixstrategies. Results showed four distinct clusters of associated strategies, which illustrates how the approach was able to reveal some complexity among digital competency strategies. The most important strategies were Authentic Experiences, Instructional Design and Role Models, showing multiple relationships and effects across all four clusters. Implications for practice suggest certain combinations of strategies are necessary to support pre-service teachers’ developing digital competencies. Future directions for research are discussed.

This article describes data analytics action research initiatives that have gained traction at a university in Western Australia, with a focus on the return on investment of improving retention. In this report we focus on how actionable

This article describes data analytics action research initiatives that have gained traction at a university in Western Australia, with a focus on the return on investment of improving retention. In this report we focus on how actionable data can be provided and insights supported to the right stakeholders at various levels of the organization. The article will detail experiences with three levels of initiatives that have been implemented at the university: high level insights being delivered to faculty staff, the provision of integrated reports for lecturing staff, and the curation of ‘at-risk’ student lists for triage by student support staff. In conclusion, higher education institutions may consider five dimensions of learning and teaching operations: finding and selecting students; knowing learners and their expectations; just-in-time services, content, mentoring and support; anytime, anywhere accessibility; and global connectivity.

Learning analytics show promise to support study success in higher education. Hence, they are increasingly adopted in higher education institutions. This study examines higher education stakeholders’ views on learning analytics utilisation

Learning analytics show promise to support study success in higher education. Hence, they are increasingly adopted in higher education institutions. This study examines higher education stakeholders’ views on learning analytics utilisation to support study success. Our main research question was to investigate how ready higher education institutions are to adopt learning analytics. We derived policy guidelines from an international systematic review of the last five years of learning analytics research. Due to the lack of rigorous learning analytics research and adoption, this study examines how ready university stakeholders are to adopt learning analytics. In order to validate the guidelines, we conducted an interview study with 37 higher education stakeholders. The majority of participants stated that their institutions required further resources in order to adopt learning analytics but were able to identify what these resources were in order for successful implementation. Overall, stakeholders agree that learning analytics show much promise to support study success at higher education institutions.

Students enrolled in a course are asked to complete an anonymous Student Evaluation Survey (SES) towards the end of the term that will provide the university with student feedback. The aim of the SES is to collect and use student feedback

Students enrolled in a course are asked to complete an anonymous Student Evaluation Survey (SES) towards the end of the term that will provide the university with student feedback. The aim of the SES is to collect and use student feedback to enhance the overall design, delivery and outcomes as part course quality and enhancement processes. However, this traditional SES model is not without limitations. It has been observed that there has been a decline in response rate of SESs across universities risking insufficient sample sizes for meaningful and valid analysis. This coupled with their infrequent deployment, limited duration and inability to capture informal, time-sensitive feedback suggests that exploration into new ways of facilitating surveys is necessary. In this paper we present a work-in-progress collaborative project that proposes to augment traditional SES methods in a way that responds to the afore mentioned limitations, reimagining SESs to include regular informal weekly engagement with students.

The use of Mixed Reality (MR) in Information Systems learning and teaching pedagogies is becoming more widely accepted as providing a reflection of possible realities. The aim of using MR in learning design is to extend the student

The use of Mixed Reality (MR) in Information Systems learning and teaching pedagogies is becoming more widely accepted as providing a reflection of possible realities. The aim of using MR in learning design is to extend the student experience by helping them not only to ‘see the unseen’ through the capacity of MR but also to visualise and interact with complex and abstract concepts. This study expands on the current literature by applying design science to use, survey and evaluate Microsoft HoloLens, a MR device, in an Information Systems classroom. The significance of this study is the use of MR in an Information Systems class to understand and learn the technology and provide an authentic learning experience to prepare the students for technological disruption and the future of work. Student survey responses were positive, with high student satisfaction in the classroom, demonstrating critical and creative engagement with the technological limitations and challenges with the user experience. This paper concludes with suggestions of specific pedagogical models that could be used in Information Systems education.

Flipped classrooms can support more open, flexible and collaborative student-centred learning. There is evidence that flipping learning can result in more effective learning processes and outcomes. However, not much is known about

Flipped classrooms can support more open, flexible and collaborative student-centred learning. There is evidence that flipping learning can result in more effective learning processes and outcomes. However, not much is known about students’ learning process in terms of their interactions while working collaboratively in a flipped class context. This understanding is essential to inform lecturers’ timely and relevant facilitation of student learning. This paper reports on the findings from a study focused on the interactions, specifically types of talk, first- year undergraduate engineering students engaged in while collaboratively solving problem tasks in their practical lab sessions as part of a flipped class learning approach in a New Zealand university. Data were collected from a six-week video observation of student interactions. Herrington and Oliver’s (1999) analytical framework on higher order, lower order, procedural, and social talk was used to analyse the video data. Findings revealed that the highest proportion of student interactions were procedural in nature followed by higher order, lower order, and finally, social talk types. These indicate the potential of the flipped class approach in fostering higher order talk in support of learning. Implications for practice are offered.

Learning analytics methods are widely applied in the educational field to gain insights on hidden patterns from educational data. Methods like predictive learning analytics are used to identify and measure patterns in learning data and

Learning analytics methods are widely applied in the educational field to gain insights on hidden patterns from educational data. Methods like predictive learning analytics are used to identify and measure patterns in learning data and extrapolate future behaviours. It can be used to enable the learners to be more self-aware of their learning behaviours and to enable the instructor to take appropriate actions informed by the trace of data. Thus such methods can empower learners as they progress through online training, and allows them to be self-regulated in order to solidify their learning and develop positive habits that will enhance their learning experiences. This paper reports on the use of a popular decision tree classification algorithm using behavioural features from a public domain dataset to develop a predictive model for predicting learning performance. Among the five behavioural features, we find that the measure of visited resources provides the most discriminating rules in the classifier.

“Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing” (Prince

“Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing” (Prince, 2004). Basing his definition on foundational work done by Bonwell and Eison (Bonwell, 2000 and Eison, 2010), this definition of active learning has been widely accepted. In the first decade of the 21st century, notwithstanding educational technological tools were not as ubiquitous as it is now, strategies for active learning have already been developed to help direct teachers to better plan their lesson to incorporate such style of learning. The advancement of technology vis-a?-vis the proliferation of student response applications have revolutionized the way such learning is captured in the classroom. This paper presents a context of a Medical School in the Faculty of Health, Medical Sciences (FHMS) of the University of Western Australia (UWA) undergoing changes to its cased-based learning (CBL) curriculum to a more time-efficient Team-based (TBL) one. At about the same time, there was an institution-wide implementation of an active learning platform in the institution. Juxtaposing the two elements led to this preliminary study of capturing student’s active learning in a Team-based context using the Analytic Dashboard from the active learning platform. Student engagement scores captured in the dashboard were very positive and the use of Eric Mazur Concept Testing Model helped achieve the active learning goals of the TBL sessions. Moving forward, future iterations of team-based learning sessions with the active learning platform could be deployed in other schools within FHMS that have case-based studies (CBL) in their curriculum and compared them to the TBL practice in Medical School.

We used an online social annotation platform for Life Sciences undergraduates to develop self- efficacy in their own learning and to leverage on collaborative learning while annotating in groups. In particular, we were interested in

We used an online social annotation platform for Life Sciences undergraduates to develop self- efficacy in their own learning and to leverage on collaborative learning while annotating in groups. In particular, we were interested in supporting students in a large-class setting as they learn to read research articles as a means of integrating concepts with critical thinking. Students were tasked to post annotations based on their reading of two research articles. A graded quiz based on each article was administered after each reading. We used content analysis to analyse students’ annotations based on the ICAP framework as a proxy measure of cognitive engagement. Students actively participated in the assignment, with most annotations classified as constructive and interactive. However, the percentage of interactive annotations was low, suggesting that students do not perceive the need for interaction to understand the research article. The interactive annotations were further examined for quality of writing using the SOLO taxonomy. The quality of interactive annotations were high, with majority of the annotations at the “Relational” level. We propose that the use of social annotations provided a student-centered environment for individual learning, but scaffolds could be incorporated to foster interactions and collaborative learning among students.

While there have been studies into the roles and competencies of faculty in online learning environments, scholarly literature in the context of faculty accreditation is limited. This paper reports on the implementation of Technology

While there have been studies into the roles and competencies of faculty in online learning environments, scholarly literature in the context of faculty accreditation is limited. This paper reports on the implementation of Technology Enhanced Learning framework in a university that aims at empowering the faculty members to use the best appropriate technology that enhance students’ learning outcomes. We present the process of overcoming multi-faceted challenges of designing and implementation of a work-in-progress initiative intended to ensure its faculty will be ready to teach online (and remotely) on their own. The initiative was designed to identify the most essential competencies of teaching online at a university, help faculty understand these competencies, evaluate their current skill level in relation to these competencies, and close any gaps in skills. Change management strategies of challenging current teaching and learning regime, sharing common vision, motivating for actions are used. Preliminary observations from the pilot indicate that this approach allowed faculty to measure their current skills and take steps to address skill deficiency, though various challenges in ensuring the entire faculty population is prepared for online teaching still exist.

Student progression, attrition and completion are key metrics for all Universities. Subject level progress rates can be a useful lead indicator of these metrics; thus allowing quality improvement activities to be piloted and evaluated in

Student progression, attrition and completion are key metrics for all Universities. Subject level progress rates can be a useful lead indicator of these metrics; thus allowing quality improvement activities to be piloted and evaluated in shorter timeframes. The aim of this pilot study was to examine the effect of a series of pre-census interventions on subject progress rates. In 2018, twenty five subjects from the Faculty of Science at Charles Sturt University were selected to participate in the pilot based on a history of poor subject progress rates. Approximately 700 disengaged students were identified via learning analytics and emailed in week 2. In weeks 3 and 4 a range of “triggers” were used to identify 425 students who remained disengaged and contact was made via phone and/or email. Overall average subject progress rates increased from 66% in 2017 to 80% in 2018 (p<0.05) with a significant reduction in the average number of fail and fail withdrawn grades (from 42 to 26 per subject, p<0.05). Overall, we demonstrated that significant improvements in subject progress rates can be achieved when academics and Divisional support staff work collaboratively to identify, contact and support disengaged students prior to the HECS census date.

Immunology, the study of the immune system, is a subject taken by tertiary life sciences students. It is perceived as difficult due to its technical terminologies and abstract concepts that are interlinked. To address these learning

Immunology, the study of the immune system, is a subject taken by tertiary life sciences students. It is perceived as difficult due to its technical terminologies and abstract concepts that are interlinked. To address these learning challenges, learning technologies were embedded into the curriculum of an immunology module. This paper describes the design, development and deployment of a digital game as well as an online learning package to enhance the learning of immunology. Key considerations in the incorporation of technology-enhanced learning into the curriculum are described. Student learning was enhanced, mainly through the animations and quizzes for the learning package, and the interaction and visuals for the game. However, not all students found the game engaging. Reflections on the effect of the learning technologies on student learning, sustainability and possible future directions will be discussed.

The field of educational technology continues to develop and grow in an era of unprecedented demand for the fruits of the higher education orchard. However, the persistent inequalities in relation to access and transfer opportunities

The field of educational technology continues to develop and grow in an era of unprecedented demand for the fruits of the higher education orchard. However, the persistent inequalities in relation to access and transfer opportunities remain. In parallel the field of universal design has evolved as a framework that allows us to reframe the ambition of enabling full participation for all citizens by adopting a whole systems approach. Educational technologists have articulated their desire to have an impact on all aspects of the higher education system – however current HE structures often relegate their work to marginalised or subsidiary roles with the HE hierarchy. Previous research capturing the values and beliefs of educational technologists resonates strongly with the emerging universal design for learning agenda. This paper will propose that personal and collective ambitions of educational technologists can be further realised by adopting the principles of universal design.

This article evaluates some of the underlying assumptions of a data analytics initiative being undertaken at an Australian university, which provide student support staff with lists of students who have enrolled in program components

This article evaluates some of the underlying assumptions of a data analytics initiative being undertaken at an Australian university, which provide student support staff with lists of students who have enrolled in program components (classes) different from the plan prescribed in the curriculum (e.g., out of sequence, not on the plan). This study was undertaken with the assumption that these ‘inappropriate’ enrolments might negatively impact student progression and success. The analysis suggests that student progression is significant negatively affected; in particular, students can be prevented from studying full-time, extending the time needed to complete their program. However, the impact on student success was found to be minimal. The findings help to demonstrate the impact of the data initiative, and the value of continuing and expanding its use into the future.

There is much literature on the challenges of designing for and implementing ePortfolios. Issues include technology management and overcoming barriers to acceptance and usability. Yet as higher education practitioners we find ourselves

There is much literature on the challenges of designing for and implementing ePortfolios. Issues include technology management and overcoming barriers to acceptance and usability. Yet as higher education practitioners we find ourselves continually stumbling over these issues. Through discussion of a work-in progress case study at a large Australian medical school, we raise some of the design and implementation issues that impacted integration and facilitation of an ePortfolio system. The system was created to support students’ personal learning, and evidencing and assessment of clinical competence. Recognising the importance of context, we focus on a Workplace Learning Portfolio (WLP) course, in which an ePortfolio system was adopted to support and deliver workplace-based assessments for students in Years 3 and 4 of a Doctor of Medicine (MD) program. Discussion centres around the promise and reality of concurrently implementing curriculum and technological change with a large cohort of domestic and international students. The complexity of using an ePortfolio system to identify students at risk of academic failure is raised, as is an example of unexpected student engagement with personalised learning.

This study investigated the uptake of the Echo360 Active Learning Platform (ALP) by academic staff at Griffith University. This research will inform future deployment prospects of this platform and seeks to discover the best ways to

This study investigated the uptake of the Echo360 Active Learning Platform (ALP) by academic staff at Griffith University. This research will inform future deployment prospects of this platform and seeks to discover the best ways to support staff in utilising its newer features to help students engage with their educational content. The study reports on the uptake one year after the implementation of the new features. It reports on data at two levels, firstly from the overall uptake of the new features in the tool and, more particularly, it reports on how a smaller number of staff have engaged with the tool over the last six months. Results suggest although the many new features in this tool have been welcomed by staff, the uptake is slower than had been predicted. Those who used the new features have reported student engagement with the tool in face to face classes and increased lecture attendance. However, some academics found the platform difficult to use and that it takes more time than expected to understand features. The paper reports reasons for this and provides some insights as to what can be done next to see a further increase in the level of engagement.

The integration of simulation platforms in the Initial Teacher Education (ITE) programs enables pre-service teachers (PSTs) to experience a range of teaching scenarios that they might not otherwise encounter in real-world practicum

The integration of simulation platforms in the Initial Teacher Education (ITE) programs enables pre-service teachers (PSTs) to experience a range of teaching scenarios that they might not otherwise encounter in real-world practicum contexts. Understanding PSTs’ perspectives of their experiences of these new learning spaces is critical in determining the role played by simulation platforms in the preparation for placements, their specific affordances for learning and how these platforms can be effectively integrated to support PSTs’ practices. This paper reports on a pilot study of PSTs’ participation in a simulated parent conference session with a parent avatar in SIMLabTM, a mixed reality simulation environment. SIMLabTM allows the facilitation of synchronous responses by a human interactor playing a virtual reality avatar to enhance the authenticity of the experience for PSTs. Based on data drawn from a cross- sectional survey design, the paper provides an analysis of PSTs’ perspectives on six possible affordances of SIMLabTM and describes emergent themes gleaned from PSTs’ comments on their learning experiences within and in relation to SIMLabTM. The findings inform the design and implementation of the simulation experience in ITE programs.

Many of the complex problems we face in the 21st century necessitate an interdisciplinary approach. However, most university curricula still prioritize discipline-focused education. There is, therefore, an urgent need to train students to

Many of the complex problems we face in the 21st century necessitate an interdisciplinary approach. However, most university curricula still prioritize discipline-focused education. There is, therefore, an urgent need to train students to deal effectively with such real-world problems. To foster interdisciplinarity, we implemented blended learning in a mandatory PhD course which has so far relied on didactic modes of instruction. For one of the topics in the course, we included various online activities, e.g. micro-lectures, asynchronous forum discussions, instructor and peer feedback, which were designed to help prepare students for summative group presentations. When we analyzed their presentation scores, we found that they had performed better on the topic supported by blended learning than the one that followed the traditional didactic format. The survey and interview responses suggested that the instructor feedback, peer feedback and micro-lectures promoted interdisciplinary thinking. Even though students did not like using the forum to discuss their projects, they agreed that the instructor’s contributions to the forum discussions were helpful in guiding the interdisciplinary conversation. Overall, our findings suggest that blended learning helps to promote interdisciplinarity in the postgraduate classroom.

Over the last year, two major sector-wide events were held that have brought together technology enhanced learning (TEL) professionals from across the country to semi-formally benchmark their practices in the use of new and emerging

Over the last year, two major sector-wide events were held that have brought together technology enhanced learning (TEL) professionals from across the country to semi-formally benchmark their practices in the use of new and emerging technologies. These events have focused on major trends with technologies such as virtual and augmented reality and the use of the Office O365 suite of tools with a special focus on the use of the Teams application. This paper reports on the findings of these two national Summits hosted and facilitated by Griffith University. The motivating force for these free Summits was to provide an open forum for the sharing of practice across Australian and New Zealand universities. The data gained through the formal evaluations of these activities indicated that the collegial nature of these events has assisted in stimulating an openness and willingness to share examples of good practice seen across the sector. This form of semi-formal benchmarking is both appreciated and highly valued as TEL professionals seek to push in to new territories and provide opportunities for this community to further share their practices.

In 2017, key representatives from the University microcredentials team and the Library collaborated to develop, deliver and embed into curriculum, digital literacy micro-credentials in multiple course shells via the University’s new

In 2017, key representatives from the University microcredentials team and the Library collaborated to develop, deliver and embed into curriculum, digital literacy micro-credentials in multiple course shells via the University’s new learning management system. The first microcredential delivered was Information Literacy. This credential aimed to address student needs to recognize when information was needed and strengthen their ability to locate, evaluate, and use information effectively (ALA Clearing House, 2017). Students who earned the microcredential were rewarded with a digital badge that outlined the achieved learning outcomes and recognition of this award was reflected on their official academic transcript. In addition, the badges were shared on social media platforms like LinkedIn as a way to demonstrate new skills and engage prospective employers. In 2019, the original credential was reviewed to ensure relevancy. A subsequent eight-week sprint process was initiated. The review process sought feedback from various stakeholders that included the RMIT Creds team learning designer, the subject matter experts (SMEs) from the Library and student reviewers. Results from the review process for the Information Literacy credential highlighted key changes to content and learning outcomes to reduce confusion for students and ensure learning outcomes addressed the module content directly. In addition, a shift away from a traditional educational context of information literacy to a broader professional context was also recommended to ensure relevancy to industry.

The use of digital learning in New Zealand’s tertiary and higher education opens up new opportunities but simultaneously raises concerns about students’ digital literacies. In collaboration with two teachers, the researcher responded to

The use of digital learning in New Zealand’s tertiary and higher education opens up new opportunities but simultaneously raises concerns about students’ digital literacies. In collaboration with two teachers, the researcher responded to digital information literacy demands in relation to the students’ capabilities. The paper considers how integrated online resources were used to develop students’ digital information literacy (DIL) in a first-year undergraduate course in Education and to enhance the blended learning in the course. Educational Design Research with three research phases as methodological approach supported the collaboration. Research instruments with students included questionnaires and focus groups; staff shared their experiences through interviews, meetings, emails and reflections.

This concise paper outlines the initial stages of a project involving a transdisciplinary team of educational researchers, practitioners, student designers, and the Auckland Hospital Design Lab in the design of innovative technology

This concise paper outlines the initial stages of a project involving a transdisciplinary team of educational researchers, practitioners, student designers, and the Auckland Hospital Design Lab in the design of innovative technology enhanced solutions to enhance patient and health care practitioner experiences. We outline the methodological design of the collaborative Design Based Research (DBR) approach. Using DBR, the project explores real world problems in health care with a team of student designers evaluating the application of mobile and wearable technologies to these problems. The goal of the project is the development of design principles for innovative learning environments that facilitate student-determined learning in real world scenarios.

The longevity of work skills and knowledge is constantly diminishing. This phenomenon provokes significant challenges for both employees and industries. There is a growing realization that we must all continue to ‘learn to earn’ (Bersin

The longevity of work skills and knowledge is constantly diminishing. This phenomenon provokes significant challenges for both employees and industries. There is a growing realization that we must all continue to ‘learn to earn’ (Bersin, 2015) in order to maintain employability to sustain the economic means to live life. This short conceptual paper proposes that there are increasing opportunities to learn new capabilities and practices and achieve high performance through learning in the flow of work. It explores the potential and constraints of Augmented Reality, as an emerging technology, to amplify workplace learning.

The presenters will tell the story of Open Classrooms, drawing on audio-visual resources to give the audience a multi-perspective understanding of the project and its impact. We will include a description of the practical approaches we

The presenters will tell the story of Open Classrooms, drawing on audio-visual resources to give the audience a multi-perspective understanding of the project and its impact. We will include a description of the practical approaches we have taken to recruiting interviewees, preparing them for the conversation, recording, publishing and marketing/advertising. Data from our on-going evaluation work will be used to tell our emergent impact story, including formal intended outcomes as well as some of the more surprising benefits to individuals and school cultures. Finally, we will reflect on the experience from our own perspective as academic developers with no previous experience of podcasting.

Clients’ stories of their lived experience of disease and illness are an important part of the nursing curriculum that fosters the development of a client-centered approach to healthcare. While opportunities for these types of learning

Clients’ stories of their lived experience of disease and illness are an important part of the nursing curriculum that fosters the development of a client-centered approach to healthcare. While opportunities for these types of learning experiences have historically been possible via placements or simulations, opportunities for such personalised interactions in the online context is more difficult. Digital stories offer a way to bring the lived experience to online learning. Digital stories are short multi-media clips that bring a character’s experiences to life, yet research into the impact of these stories on student learning is sparse. This paper presents a work in progress and preliminary findings from 20 students’ responses to client’s digital stories in a fully online course using the construct of empathy to identify themes in the students’ comments. Themes indicated that the digital stories helped student learning, assisted with the development of empathy, and stimulated engagement by tapping into the emotional dimension of learning. The study suggests that learning design incorporating client digital stories assists with the development of empathy, aids in understanding and stimulates engagement by inspiring students through personal connections with clients.

With the increased demand and interest in designing technology-enhanced lessons for 21st Century learners, ways to empower and enable teacher educators to use educational technologies effectively underpinning sound instructional strategies

With the increased demand and interest in designing technology-enhanced lessons for 21st Century learners, ways to empower and enable teacher educators to use educational technologies effectively underpinning sound instructional strategies had to be reinvented. Teacher educators may require on-demand support in order to have the necessary knowledge and skills to meet the needs of the rapidly changing learning landscape. A learning intervention or a job aid had to be developed to provide just-in-time bite-sized knowledge in time of need. This conceptual paper elaborates the design and development of a next generation electronic performance support system for teacher educators and outlines a possible approach of using a rules-based chatbot as a means of empowering teacher educators to become active designers of meaningful technology-enhanced lessons.

It is widely acknowledged that successful implementation of new technologies relies on a project-based institutional approach with a dedicated and motivated project team to champion the technology and support professional development. One

It is widely acknowledged that successful implementation of new technologies relies on a project-based institutional approach with a dedicated and motivated project team to champion the technology and support professional development. One challenge that arises following project-style implementations is how to transition support structures and project drivers to 'normalisation' phase where technologies are seen as 'business-as-usual'. Griffith University’s PebblePad implementation project team deliberately planned an end-of-project to business-as- usual transition. This planning involved; embedding PebblePad in the institution’s Virtual Learning Environment (VLE); setting up ongoing scalable support structures; and ensuing there were suitable institutional partnerships to sustain the diffusion of the institutional adoption. Griffith’s implementation project was led by the central learning & teaching unit (Learning Futures) and relied heavily on buy-in and support from many institutional stakeholders. Therefore it was essential that stakeholder teams were empowered to maintain the existing users and continue to look for opportunities for targeted and meaningful implementation. Similarly, Learning Futures had to find staffing capacity to continue to support PebblePad as a technology within the VLE. This ongoing work involves maintaining vendor relationships, providing ongoing professional development and continuing to be a centralised point for managing internal and external communications between stakeholders.

In this paper we present the results of a prototype system designed as a draft assignment checker that students can use prior to the submission of their assignments. The tool was designed to provide descriptive timely feedback to students

In this paper we present the results of a prototype system designed as a draft assignment checker that students can use prior to the submission of their assignments. The tool was designed to provide descriptive timely feedback to students on their digitally submitted text- based assignments. This process allows students to submit draft versions of their assignments, obtain feedback and improve them before they make a final submission for marking. Students are able to access the results and descriptive feedback generated for the assignments they have uploaded and the software allows customisation of the evaluation measures based on the type of assignment and expectations of the academic staff. Findings from a survey of student feedback on the system are presented. Overall students found the system useful, but the tool needed to be incorporated into the assignment preparation process more closely to be effective.

Providing effective, timely and relevant Learning Management System (LMS) support to teaching staff working within the higher education context is challenging, yet essential in order to meet learning and teaching goals. Crucial to the

Providing effective, timely and relevant Learning Management System (LMS) support to teaching staff working within the higher education context is challenging, yet essential in order to meet learning and teaching goals. Crucial to the success of an effective support model, is understanding the needs of teaching staff, together with their enablers and barriers to using technologies. This paper reports on the work-in-progress of a user-centred project initiated by a large university faculty located in Victoria, Australia. The aims of the project are to: 1) gain insights into the way teaching staff use and understand the LMS in their learning and teaching context; 2) use these insights to assist in developing a service support model which improves the experience of teachers using the LMS. The project adopts design thinking and thematic analysis methodologies. This paper reports on the first aim of the project.

Educational institutions today are transforming their traditional learning spaces into technology-enabled learning spaces to facilitate innovation in pedagogy and enhance the teaching and learning experiences of its users. This

Educational institutions today are transforming their traditional learning spaces into technology-enabled learning spaces to facilitate innovation in pedagogy and enhance the teaching and learning experiences of its users. This transformation is driven by the changing needs of the 21st century educators and learners, and changes in pedagogical practices to meet these learning needs. The advent of digital technologies into the classroom has altered the traditional notions of teaching and learning. It has redefined the idea, design and implementation of learning activities and experiences. Learning spaces play an important role in the educational enterprise because it is the locus where educators and learners; pedagogy, content and technology; environment and experience converge. The various affordances integrated into its design play a critical role in defining the opportunities and constraints that it imposes on educators and learners using the space. However, due to the existence of diverse needs, contexts and use cases, the conceptualisation, design and implementation of such spaces vary from institution to institution. This paper discusses how the PECTS affordance framework was used to conceptualise the design of a technology-enabled learning space and how Education Design Research (EDR) was used as a developmental framework for the iterative design cycles.

The Open Learning Environment (OLE) is a novel feature of the new curriculum at The University of Sydney, aimed at encouraging students to personalise their learning through a suite of short modules and fully interdisciplinary units.These

The Open Learning Environment (OLE) is a novel feature of the new curriculum at The University of Sydney, aimed at encouraging students to personalise their learning through a suite of short modules and fully interdisciplinary units.These units are designed to present students with opportunities to broaden their education, develop graduate qualities and upskill. Comprising an open market for students, the OLE provides fully flexible, online and fee-free units incorporating auto-marked assessments and credentialing using badges and blended for- credit units to develop skills or try new disciplines and areas of interest. Launched in 2018, overall enrolments are strong but vary hugely across available units. Satisfaction and performance similarly varies considerably with both higher failure rates and higher numbers of students receiving higher grades than in other units.

Many educational institutions are facing the challenge of how to implement Technology Enhanced Learning (TEL) in a meaningful, scalable and sustainable manner. This implementation is not a transition from change project to business as

Many educational institutions are facing the challenge of how to implement Technology Enhanced Learning (TEL) in a meaningful, scalable and sustainable manner. This implementation is not a transition from change project to business as usual, but a fluid and continual narrative embraced by all that must be personalized for the diverse cohort it impacts. RMITs ongoing and evolving solution involves a combination of approaches that touch on strategic initiatives that operationalize standards (Elements) for consistency of student- centered teaching, capability building and training, resource development, technology implementations and organizational structures. This solution allows meaningful collaboration between professional and academic staff that values the interplay between learning design and discipline specific teaching practice. To operationalize this TEL solution with a focus on student-centred teaching, agile approaches have been used at RMIT. These approaches assist in placing value on people and the holistic relationship and interdependencies between the context of teaching and learning activities, and the methodologies used to enable change in practice.

Providing learners with continuous advisement and feedback is a key part of encouraging positive learning behaviours. This paper presents the development of data-informed learning advisories for the adult learner in higher education. As

Providing learners with continuous advisement and feedback is a key part of encouraging positive learning behaviours. This paper presents the development of data-informed learning advisories for the adult learner in higher education. As part of the university’s learning support, this set of data-driven advisories were designed and targeted to nudge the adult learners to improve course-taking and online learning behaviour. As many have to balance work, study and family commitments; the advisories are designed to encourage and share positive academic practices that are drawn from the data. The advisories also nudge struggling learners into awareness that their learning behaviour differs from that of more successful peers. Reminder nudges assist adult learners in their decision-making. The advisories take into account both the phrasing and mode of communications in order to clarify information, assist planning and increase engagement.

The inclusive nature of the student experience in higher education has been recognised by a growing number of researchers (Arambewela & Maringe, 2012). Understanding how the whole experience is affected by students’ emotions, connections

The inclusive nature of the student experience in higher education has been recognised by a growing number of researchers (Arambewela & Maringe, 2012). Understanding how the whole experience is affected by students’ emotions, connections and use of technologies is essential for higher education providers and professionals in a post-digital context (Verdonck, Greenaway, Kennedy-Behr, & Askew, 2019). Conducted in 2018 and 2019, the Work. Live. Play. Learn (WLPL) project series collected digital stories from 143 university students about their technology empowered holistic learning experience. These stories covered topics around how students’ educational, digital and personal lives intersected with the use of social mediaand learning technologies. Apart from providing access to more expansive and accessible learning spaces, the use of technology also revealed the challenges in the transitive state many students are facing, such as social isolation, pressure and engagement with disciplines (Barnett, 2007). While exposing some complexity in their learning experience, the students also engaged in actively seeking for ways to better their own learning experience. The findings and digital narrative method in this study can be used sustainably in getting students’ feedback and understanding modern learning to design better educational experiences for students.