2014: ASCILITE 2014 Conference Proceedings. Rhetoric and Reality: Critical perspectives on educational technology

Learning management systems (LMSs) are a ubiquitous feature of the higher education landscape. As with any other technological system, change in LMSs is inevitable as advances in computer and communication technologies render older systems

Learning management systems (LMSs) are a ubiquitous feature of the higher education landscape. As with any other technological system, change in LMSs is inevitable as advances in computer and communication technologies render older systems obsolete. In this paper we respond to the call for more research on the impacts of LMS change by documenting a relatively large scale and fined grained quantitative investigation of the changes in user perceptions (both students and academic staff) of the functions of an institutional LMS across the period of transition to a new system between 2011 and 2012. We address the question, “Did the new LMS dramatically change the student and staff experience of using the system?” To a large extent, the answer is, “No”. The median absolute difference between all 2011 and 2012 mean ratings (as a percentage of the 2011 rating) was only 0.21 % for students and 0.26 % for staff.

In their current instantiation, Massive Open Online Courses (MOOCs) represent a form of educational delivery with little barrier to entry. In part due to the ease of enrolling, low completion rates have been a notable characteristic of

In their current instantiation, Massive Open Online Courses (MOOCs) represent a form of educational delivery with little barrier to entry. In part due to the ease of enrolling, low completion rates have been a notable characteristic of MOOCs with as few as 5 - 10% of enrolled students gaining a certificate of completion. Beyond these observations, little is known about the patterns of attrition, nor how they may vary amongst different groups of MOOC participants. Activity data was analysed from log records collected from 42 MOOCs run by Stanford University between 2011 and 2013 on Coursera. A novel analysis was applied to the data which showed that attrition varies little between those that audited the course and those that actively participated in assessments. The results indicate that attrition is not influenced by levels of participation in a MOOC and attrition is further not greatly influenced by attributes of the course.

An e-portfolio system was introduced into the personal and professional development curriculum at the University of Western Sydney School of Medicine (UWSSoM) during 2011 and 2013. Adopting the methodology of Design-Based Research and an

An e-portfolio system was introduced into the personal and professional development curriculum at the University of Western Sydney School of Medicine (UWSSoM) during 2011 and 2013. Adopting the methodology of Design-Based Research and an interpretive framework informed by Activity Theory we developed a set of educational design principles based on the analysis of the use of the e-portfolio system by students and tutors. These principles contain a range of insights applicable to the local context and may also be of interest to curriculum designers working in other domains.

One way of designing transformative learning environments is to frame teaching and learning around building learning communities. Cormier promotes the idea of creating ecologies where communities can interact, and seeding this interaction

One way of designing transformative learning environments is to frame teaching and learning around building learning communities. Cormier promotes the idea of creating ecologies where communities can interact, and seeding this interaction via triggering events. Building on these ideas in this paper we evaluate the use of the SAMR framework and the conception of three levels of creativity to trigger transformative curriculum design within two different learning communities in distinct course contexts including: Graphic Design, and Communications Studies. The two case studies provide practical examples of using social media to explore transformative curriculum design.

Integration of educational technologies in teaching and learning has changed the nature of face-to-face learning. Educational technologies that include LMSs generally offer powerful tools that can be used in enhancing teaching and learning

Integration of educational technologies in teaching and learning has changed the nature of face-to-face learning. Educational technologies that include LMSs generally offer powerful tools that can be used in enhancing teaching and learning experiences. However, it is not clear to what extent LMSs affect learner engagement in universities. With this focus, this article aims to explore the factors that affected students’ engagement with e-learning activities facilitated by Moodle in a blended learning course in a university in New Zealand. With Activity Theory as its research framework, the research methods of this study include individual interviews, online and face-to-face observation of activities and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the university learning management system— Moodle and other tools affected students’ active participation in learning activities in this course. The article also offers some pedagogical strategies that can be of use to teachers and instructional designers when designing online courses.

As computers and computing become increasingly ubiquitous, it is necessary to re-examine their role in education. We must broaden our traditional view of Computer Science and Information Technology education to include the skills required

As computers and computing become increasingly ubiquitous, it is necessary to re-examine their role in education. We must broaden our traditional view of Computer Science and Information Technology education to include the skills required to function in a world where computers and computing are embedded in our academic disciplines and our daily activities. In doing so, we have the opportunity to inject computing effectively into all curricula, not just CS and IT, and to explore new pedagogical methods. The resulting educational landscape can be broad and inclusive, and help all learners to achieve their potential in the Digital Age.

This paper describes and analyses a whole of institutional transformation to blended learning at the University of Western Sydney (UWS) using the Moskal, Dziuban and Hartman (2013) model. An institution wide and a school (or faculty) lens

This paper describes and analyses a whole of institutional transformation to blended learning at the University of Western Sydney (UWS) using the Moskal, Dziuban and Hartman (2013) model. An institution wide and a school (or faculty) lens has been applied to each of the components of the model. UWS previously operated as a largely on-campus institution with small pockets of innovation. While the transformation was a top down direction, it was based on analysis of students’ needs and desires and has been characterised by flexibility in its implementation. The change has also been supported through funding and recruitment of learning design expertise. While it is still too early to be definitive about learning and graduate outcomes, indicative data such as student satisfaction and unit results is trending positive. Moreover, the transformation has largely been well received by the faculty and university staff as a whole.

This paper outlines a review carried out at Queensland University of Technology (QUT) in 2013 to identify the extent to which the centrally supported virtual learning environment met current and future learning and teaching needs. A range

This paper outlines a review carried out at Queensland University of Technology (QUT) in 2013 to identify the extent to which the centrally supported virtual learning environment met current and future learning and teaching needs. A range of consultation and investigation activities occurred from May to November to encourage open stakeholder feedback as well as to allow for reflection on alternative digital technologies, systems and strategies. This resulted in the development of nine recommendations, which, following a planning phase, will commence being implemented from mid-2014.

This paper explores the preconceptions of students as reported via a voluntary online preimplementation survey administered in late 2013 on the topic of e-exams. The survey was conducted as part of a wider research program into the

This paper explores the preconceptions of students as reported via a voluntary online preimplementation survey administered in late 2013 on the topic of e-exams. The survey was conducted as part of a wider research program into the development and implementation of on campus computerised examinations using BYOD. The survey at an Australian university received just over 480 responses from undergraduate students across a wide range of discipline areas including Arts, Commerce, Engineering, Humanities and Science. Twenty-four Likert scale items on e-exams covered pedagogical suitability, fairness, security, cheating, technical reliability, keyboard proficiency, physical comfort, equipment provision and preferences for pen-on-paper or computer based testing. Two open comments on concerns and opinions were included. Data was analysed using Mann-Whitney’s U Test across programs (discipline groups), gender and by level of experience of computerised exams. The survey was conducted with the intention of uncovering pre-conceived ideas held on the part of students with regard to the idea of e-exams ahead of a planned series of e-exam trials. A range of concerns were expressed by students both for and against the idea of exams that provide the planners of e-exam approaches valuable insights into the attitudes of one of the most significant stakeholder groups.

The purpose of this study was to evaluate student experiences with Blended Learning (BL) with the focus on development and delivery across Schools at EIT. At the end of the teaching period students were asked to complete a survey

The purpose of this study was to evaluate student experiences with Blended Learning (BL) with the focus on development and delivery across Schools at EIT. At the end of the teaching period students were asked to complete a survey containing 28 closed questions and three open ended questions. Students were mostly satisfied with the process of being exposed to BL, and made useful suggestions to the institution and its tutors on how to improve their learning experiences. It is generally accepted that BL allows for meaningful learning, but it is important to keep in mind that tutors should set learning activities that comply with the level of learning that is required by the student. This was identified by students as an area that tutors mostly got right. Some tutors did however need to improve their skills in using technology effectively.

This article reports on a study undertaken at a regional Australian university during a period of major organisational change that included the implementation of a number of core educational technology systems. The research sought to

This article reports on a study undertaken at a regional Australian university during a period of major organisational change that included the implementation of a number of core educational technology systems. The research sought to understand how to improve the implementation and uptake of new technology within a changing institutional learning environment. The findings challenge the existing model of the Diffusion of innovation and the early-to-late adopter paradigm of technology by exploring aspects of individual adaptability and response to change. It is proposed that the model of the adoption of innovation move on from a focus on ‘adopt’, to a focus on ‘adapt’. The adoption and uptake of innovation and technology at an institutional level is related to the adaptability of individuals to change in general while the institution itself can play a significant role in increasing individuals’ adaptability. The metaphor of the Osmosis of innovation is introduced to reconceptualise how agents of change can approach innovation and more specifically the introduction of educational technology.

With the growing prevalence of “Big Data,” a significant challenge facing New Zealand’s tertiary sector is the transition to becoming data-driven organisations. Learning Analytics is an emerging trend that provides a means to leverage “Big

With the growing prevalence of “Big Data,” a significant challenge facing New Zealand’s tertiary sector is the transition to becoming data-driven organisations. Learning Analytics is an emerging trend that provides a means to leverage “Big Data” in an educational context. However, despite the rhetoric surrounding learning analytics, the reality is that for many organisations existing Learning Analytics solutions present a number of challenges that impede adoption. Existing solutions are expensive, overly complex, or require specialist/external skillsets and infrastructure to implement and maintain. This paper sets out the Eastern Institute of Technology’s development of a macro-level learning analytics solution for its Moodle Learning Management System using free, web-based analytical tools. The Institute’s goal is to share its solution and development experience, thus furthering the conversation around learning analytics, data governance, and the application of data to enrich decision-making.

Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform

Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided participants with the opportunity to learn about the Carpe Diem learning design process and to apply it to their own educational practice. We discuss the challenges and opportunities faced by the CD MOOC designers and moderators in offering participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present findings of research into the impact of badges on the completion of learning tasks and the motivation of participants. We demonstrate that many of the CD MOOC participants, who were generally well-educated and mature professionals, were motivated by digital badges – some through to course completion.

While students do learn real-world knowledge and skills in virtual worlds, educators have yet to adequately theorise how students’ virtual world experiences bring about this learning. This paper critically reviewed theories currently used

While students do learn real-world knowledge and skills in virtual worlds, educators have yet to adequately theorise how students’ virtual world experiences bring about this learning. This paper critically reviewed theories currently used to underpin empirical work in virtual worlds for education. In particular, it evaluated how applicable these theories’ learning mechanisms are to virtual world-based learning. Eleven theories were identified from 80 journal papers. Four learning mechanisms were found to be applicable to virtual worlds: that students learn through reflection, verbal interactions, mental operations, and vicarious experiences. However, one commonly-implied learning mechanism was found to be inapplicable to virtual worlds: that students undergo a physical sensorimotor experience of the real-world phenomenon through their virtual world actions. An alternative theory is needed to explain how students’ virtual world actions might bring about learning, so as to help educators determine what exactly students can learn by performing virtual world actions.

The Digital Literacy Project was launched in response to recognising that the use of technologies to enable dual campus collaborative teaching and learning required an improvement in the digital skills of staff. The project used a process

The Digital Literacy Project was launched in response to recognising that the use of technologies to enable dual campus collaborative teaching and learning required an improvement in the digital skills of staff. The project used a process of self-assessment and competency based training to address identified needs in workplace, educational and communication technology skills. On completion of the project, staff were surveyed and asked about their experiences of the self assessment and training processes. Staff indicated that while the needs self-assessment process was cumbersome, time-consuming and sometimes confusing, the training received was beneficial, but needed to be timely, personally relevant and easily accessible. As a result of this research, it is recommended that the self-assessment process be consolidated and that the Institute consider mechanisms to measure the overall effectiveness of ongoing training initiatives with respect to training delivery, embedding of new skills and Institutional Return on Investment.

Heutagogy is a relatively new learning and teaching framework. Heutagogy advocates student centred learning and teaching strategies where the learning is directed and determined by the learner. At the time when heutagogy was conceptualised

Heutagogy is a relatively new learning and teaching framework. Heutagogy advocates student centred learning and teaching strategies where the learning is directed and determined by the learner. At the time when heutagogy was conceptualised as a teaching framework (in 2000), the web was still in its infancy. More than a decade later, the web has evolved from being transmission focused (Web 1.0) to participatory in nature (Web 2.0). At the same time, mobile technologies such as smartphones and tablets have amplified the capabilities and ways Web 2.0 tools and technologies can be used. In this paper, we look at how mobile devices and social media can support and offer unique opportunities for using heutagogy as a pedagogical framework. A set of design principles is proposed resulting from a review of literature on heutagogy, social media and mLearning. The design principles provide educators with a guide on how to utilise the unique affordances of Web 2.0 tools and mobile devices in implementing learner directed and determined learning or life long learning.

The Gartner Hype Cycle has placed virtual worlds on the climb up the Slope of Enlightenment. While some authors in the past have made much of the educational use of virtual worlds languishing in the Trough of Disillusionment, there has

The Gartner Hype Cycle has placed virtual worlds on the climb up the Slope of Enlightenment. While some authors in the past have made much of the educational use of virtual worlds languishing in the Trough of Disillusionment, there has been a community of authors, designers and educators working to further understanding of the limitations and affordances of such technologies. It is time to pool this knowledge, experience, tools and practice to solidify best practice, focus research on development of specific elements and forge ahead to shape the third wave of educational virtual worlds. This paper attempts to outline this information and practice while offering solutions for further development.

Despite significant and rapid technology improvements, educators have frequently failed to make use of the new opportunities to create more authentic learning scenarios. Virtual worlds offer an attractive proposition to create 3D

Despite significant and rapid technology improvements, educators have frequently failed to make use of the new opportunities to create more authentic learning scenarios. Virtual worlds offer an attractive proposition to create 3D representations of real business environments to provide an authentic learning activity for higher education students to take part in. However, the controls and displays are still clunky and unnatural, reducing the opportunity for students to immerse themselves in the event and focus on experiential learning. To overcome this challenge we examine the role of using a headset display that allows the user to change perspective with a flick of the head, improving their ability to ‘feel’ part of the environment, and thus increase their immersion in the activities that they are engaged in through more realistic control and improved perspective in the virtual environment. A series of experiments are conducted comparing the technology to established technologies and the level of control exerted by the learner (e.g., they either ‘control’ or they ‘passively observe’ as someone else controls). These experiments provide evidence that consumer-technology can improve immersion and equip educators with an affordable instrument to present classes that learners ‘take more seriously’.

This paper presents the current approach to implementing educational technology with learning design at the Faculty of Science and Technology, Aarhus University, by introducing the concept of ‘efficient learning design’. The underlying

This paper presents the current approach to implementing educational technology with learning design at the Faculty of Science and Technology, Aarhus University, by introducing the concept of ‘efficient learning design’. The underlying hypothesis is that implementing learning design is more than engaging educators in the design process and developing teaching and learning, it is a shift in educational practice that potentially requires a stakeholder analysis and ultimately a business model for the deployment. What is most important is to balance the institutional, educator, and student perspectives and to consider all these in conjunction in order to obtain a sustainable, efficient learning design. The approach to deploying learning design in terms of the concept of efficient learning design, the catalyst for educational development, i.e. the learning design model and how it is being used, and two cases of efficient learning design interventions are being presented.

The potential of technology to reinvent higher education has recently resurged in popular consciousness with the articulation of the idea of the Massive Open Online Course (MOOC). At Victoria we are avoiding radical technocratic

The potential of technology to reinvent higher education has recently resurged in popular consciousness with the articulation of the idea of the Massive Open Online Course (MOOC). At Victoria we are avoiding radical technocratic transformation by engaging a process of collective sense-making and progressive capability building to better understand and take advantage of the affordances of technology. We outline our six-year strategy of organizational collaboration and change intended to help a research-focused university evolve and grow its capability, agility and aspirations for technology in learning and teaching, and discuss the progress to date.

As a result of an extensive curriculum review of a master’s programme for teachers in the School of Information Studies, a multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate

As a result of an extensive curriculum review of a master’s programme for teachers in the School of Information Studies, a multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands of a digitally connected world. Charles Sturt University’s new Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness, information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments. This paper presents a case study of the implementation of the new programme, reviews the first session experiences of the students, and presents findings from student evaluation of the levels of success achieved.

The University of Western Sydney is more than half way through a three year strategic program to build its blended and mobile learning capacity. This paper presents a framework that has emerged from implementing and evaluating the blended

The University of Western Sydney is more than half way through a three year strategic program to build its blended and mobile learning capacity. This paper presents a framework that has emerged from implementing and evaluating the blended learning strategy thus far; linking institution-led, academic-led, student-led and community-led components. It illustrates how all of these components form part of an integrated system, in which change needs to be managed as a whole. The experience to date has shown the need to notice and deal with the concerns of academic teaching staff, and to be clear about which measurements of progress are meaningful and relevant. The specific context of this university has determined how the various blended learning initiatives have been prioritized. Although other university contexts will differ, the overall framework could be applied in any institution to help align institutional initiatives to adopt blended and mobile learning, and to develop appropriate evaluation.

The potential for online discussions and the supportive communities of learners which develop within them to support the collaborative construction of knowledge is often described but not always realised in practice. The reasons for this

The potential for online discussions and the supportive communities of learners which develop within them to support the collaborative construction of knowledge is often described but not always realised in practice. The reasons for this are not well explained in the literature. To better understand the interplay between social and cognitive aspects of knowledge construction, online interaction three postgraduate online courses in health professional education was studied using a linguistically-based discourse analytical approach. Findings show attention to interpersonal relationships within this public and persistent medium is evident in areas such as asking questions, providing information, citing sources and argumentation and has the potential to disrupt knowledge construction. Other factors such as the ambiguous spoken-written nature of these discussions also play a role, raising the possibility that these tensions may be inherent.

The use of Information and Communication Technology (ICT) has grown enormously in the last decade with computers and smart devices becoming indispensable in tertiary students’ study practices. There is, however, limited documented research

The use of Information and Communication Technology (ICT) has grown enormously in the last decade with computers and smart devices becoming indispensable in tertiary students’ study practices. There is, however, limited documented research about the ways PhD students use ICT in their research practice. Nevertheless, it is expected that PhD students will make use of various computer technologies throughout their research process (e.g., preparation phase, fieldwork phase, analysis phase, and write-up phase). This paper reports on the analysis of one of the datasets in a study that examined how PhD students use ICT to support their research practice. The analysis takes into account the relationship and/or the tensions that exist between the PhD student participants and ICT. Two discussion sessions, which included photo capture, were conducted with nine doctoral students, who self-reported as being skilled computer users in a short questionnaire. The sessions aimed to review the ways the PhD students engage with and integrate computer technologies in light of the four phases in their research process. The preliminary analysis indicates some interesting hybrid relationships between papers and computer technologies (i.e., computer devices, tools and networks) in this cohort of PhD students’ daily research practices. These findings will form the basis of the other parts of analysis in the mentioned larger study to investigate relationships between the PhD students and ICT in their process of doing doctoral research.

There is growing rhetoric about the potential of learning analytics in higher education. There is concern about what the growing hype around learning analytics will mean for the reality. Will learning analytics be a repeat of past mistakes

There is growing rhetoric about the potential of learning analytics in higher education. There is concern about what the growing hype around learning analytics will mean for the reality. Will learning analytics be a repeat of past mistakes where technology implementations fail to move beyond a transitory fad and provide meaningful and sustained contributions to learning and teaching? How can such a fate be avoided? This paper identifies three paths that learning analytics implementations might take, with particular consideration to their likely impact on learning and teaching. An ongoing learning analytics project – currently used by hundreds of teaching staff to support early interventions to improve student retention - at a regional Australian university is examined in relation to the three paths, and some implications, challenges and future directions are discussed.

Managing and understanding student’s motivations and experiences of learning will be increasingly important as demand for higher education continues to grow and online delivery continues to evolve and expand into open access, on-campus and

Managing and understanding student’s motivations and experiences of learning will be increasingly important as demand for higher education continues to grow and online delivery continues to evolve and expand into open access, on-campus and distance modes of study. It is in the interests of institutions offering two or more modes of study to understand the reasons why students make different choices. This research investigates the importance of six factors (personal, logistics, teaching and learning, learning support, environment, and advice and marketing) influencing 744 students choice of three different modes of study. Findings indicate that there are significant differences in the importance of factors amongst students enrolled in different study modes, although when averaged across all cohorts ‘teaching and learning’ and ‘logistics’ factors were the most influential. It is suggested that providing a high level of transparency in the information provided to students is vital for higher education institutions.

The reality of using digital technologies to enhance learning and teaching has a history of falling short of the rhetoric. Past attempts at bridging this chasm have tried: increasing the perceived value of teaching; improving the

The reality of using digital technologies to enhance learning and teaching has a history of falling short of the rhetoric. Past attempts at bridging this chasm have tried: increasing the perceived value of teaching; improving the pedagogical and technological knowledge of academics; redesigning organisational policies, processes and support structures; and, designing and deploying better pedagogical techniques and technologies. Few appear to have had any significant, widespread impact, perhaps because of the limitations of the (often implicit) theoretical foundations of the institutional implementation of e-learning. Using a design-based research approach, this paper develops an alternate theoretical framework (the BAD framework) for institutional e-learning and uses that framework to analyse the development, evolution, and very different applications of the Moodle Activity Viewer (MAV) at two separate universities. Based on this experience it is argued that the reality/rhetoric chasm is more likely to be bridged by interweaving the BAD framework into existing practice.

Technological advances have permitted wide-scale adoption of audio lectures in higher education as auxiliary learning resources for promoting connection, particularly in distance education. Although, pedagogically, audio lectures have been

Technological advances have permitted wide-scale adoption of audio lectures in higher education as auxiliary learning resources for promoting connection, particularly in distance education. Although, pedagogically, audio lectures have been associated with increased time-on-task and positive learning outcomes, they remain commonly rebuked as suitable alternatives to face-to-face lectures. Little research, however, has examined students’ perceptions about the relevance of who creates, or provides, audio lectures. Findings from 120 random telephone interviews with distance students in four university courses found 93% felt audio and internal lectures differed. Students exhibited a utilitarian approach towards audio lectures, as 75% noted that all that mattered was the audio lectures’ capacity to provide relevant content that facilitated their independent revision, rather than perceive them as opportunities for ‘getting-to-know’ their subject coordinator/‘real’ lecturer. Hence, we question the institutional cost of locally-produced audio lectures and suggest that the creation of interactive learning experiences might be a more constructive use of time and effort.

The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the

The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members’ institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric. Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, providing an overview of the current and future directions for learning in virtual worlds.

This paper reports on a large longitudinal survey of students and their use of technologies in two Australian universities. The SEET survey is unique in Australia because it includes not just current use, but students’ expectations about

This paper reports on a large longitudinal survey of students and their use of technologies in two Australian universities. The SEET survey is unique in Australia because it includes not just current use, but students’ expectations about their future use of technology. The survey was originally run in 2010 and then repeated, with slight modifications to reflect changes in technologies, in 2013. This paper compares the results from 2013 with the 2010 results. Whilst some changes reflect the wider access to freely available open resources and new technologies such as Smartphones and iPads, other results are remarkably consistent with the 2010 results. Overall students are increasingly satisfied with their use of technologies and despite the increase in uptake of freely available technologies, it is evident that the LMS and its inbuilt tools and functions remain a key platform for learning and teaching at universities.

Portfolios have been a popular tool to enable teachers to provide evidence of their teaching practice (Elbow & Belanoff, 1986) and with technology there has been a move to online digital portfolios. This research provides empirical

Portfolios have been a popular tool to enable teachers to provide evidence of their teaching practice (Elbow & Belanoff, 1986) and with technology there has been a move to online digital portfolios. This research provides empirical evidence of Queensland teachers who have completed a digital portfolio as part of the Smart Classrooms Professional Development Framework. These digital portfolios provide rich descriptions of evidence that demonstrate a teacher’s values, relationships, knowledge and practice in using technology. This paper describes one teacher’s digital portfolio as part of the wider research project investigating the development of Technological Pedagogical Reasoning. The paper concludes with a discussion of how this type of digital portfolio can inform teacher education. A key message is to use an evidenced based portfolio, which captures snapshots of a pre-service teachers practice with links to professional standards mingled throughout the discussion of their practice.

A new set of ‘common first year’ teacher education units has been developed at an Australian university. This paper discusses the further development of these units for large enrolment online degree programs. A needs analysis was performed

A new set of ‘common first year’ teacher education units has been developed at an Australian university. This paper discusses the further development of these units for large enrolment online degree programs. A needs analysis was performed and contemporary best practice consulted to develop a set of design principles that guided the redevelopment. The implementation of the design principles is discussed, and a formative evaluation of the conduct of the revised units is reported. Student and tutor feedback supported the new unit designs, but also identified some areas for improvement.

Literature that hopes to explain or instruct in the use of educational technologies in universities tends to occur as deficit theories of technology use, implicit in several bodies of literature. This paper addresses the hidden and not so

Literature that hopes to explain or instruct in the use of educational technologies in universities tends to occur as deficit theories of technology use, implicit in several bodies of literature. This paper addresses the hidden and not so hidden discourses about how to improve use of educational technologies. Five ‘instrumental’ bodies of work are analysed; the lists and instructions that make up ‘cookbooks’ of information on how to use educational technology, information literacy literature that stems from librarianship, the novice/ expert theories which underpin some forms of classroom instruction, Prensky’s ‘digital natives/immigrants’ theory, and that group of theories arising from Roger’s ‘diffusion of innovations model’, including the ‘technological adoption model’ (TAM). I argue that each of them differs in conceptualising user agency, the form that knowledge takes, the nature of social change and the culpability of the user while maintaining an instrumental approach that is ultimately based on techno-utopianism.

‘The learning challenge’ is an authentic and formative assessment task that requires students to evaluate the power of their learning strategies, personal technologies and digital practices for learning. The design was created in response

‘The learning challenge’ is an authentic and formative assessment task that requires students to evaluate the power of their learning strategies, personal technologies and digital practices for learning. The design was created in response to the need for universities to provide more pedagogical guidance to students preparing for an unknown digital future. The challenge provokes students to question their digital practices and underlying beliefs as learners through gaining pedagogical intelligence and a trialing a transferable action-learning process. The learning design was adapted for an undergraduate languages and technologies course from a teacher development model for technology integration (Steel & Andrews, 2012). The tasks deepen students’ understanding of themselves as learners and technology users through self-exploration, experimentation, evidence-gathering and reflection. Mapped to Fullan and Langworthys’ (2014) continuum of pedagogical effectiveness and supported by student-generated data, the learning challenge offers a powerful way to discover the impact of students’ digital learning practices.

In 2013, Student Learning and Academic Development (SLAD) at The University of Tasmania (UTAS) surveyed distance students as part of the development of online learning support. One goal was to hear direct from UTAS distance students

In 2013, Student Learning and Academic Development (SLAD) at The University of Tasmania (UTAS) surveyed distance students as part of the development of online learning support. One goal was to hear direct from UTAS distance students themselves, to discover what it is like to be a distance student: to uncover any commonalities, both negative and positive, in the experiences of distance and online students in general. Results suggest that a large portion of UTAS distance students feel isolated and see the primary benefits of this mode as serving a practical or necessary function, rather than being attractive in its own right. A comparably high number struggle with resources and feel unconsidered or overlooked. A reasonably high number struggle with balancing other life commitments and with the autonomy or self-reliance required to manage distance study. Thus this research provides evidence identifying key gaps between rhetoric and reality regarding distance education.

Massive Open Online Courses (MOOCs) are a relatively recent online learning phenomenon that has developed in the last five years. The opportunity that MOOCs offer to developing countries has generated significant interest from higher

Massive Open Online Courses (MOOCs) are a relatively recent online learning phenomenon that has developed in the last five years. The opportunity that MOOCs offer to developing countries has generated significant interest from higher education as it has opened doors to step into territories that were never available before this era. This paper reports on the research findings of the impact of MOOCs in developing countries. The key challenges and opportunities identified by the researchers in using the MOOC concept within the Sri Lankan higher education context is discussed. It also highlights how developing countries can transform education, and provide lifelong learning opportunities which will give access to learning resources, innovative learning technologies, higher engagement and collaborative learning opportunities with international experts.

This paper describes the development and piloting of a project that uses augmented reality to support the cultural sustainability of Aboriginal Nyungar peoples of Western Australia’s South Western corner. Place narratives are a central

This paper describes the development and piloting of a project that uses augmented reality to support the cultural sustainability of Aboriginal Nyungar peoples of Western Australia’s South Western corner. Place narratives are a central part of Australian Indigenous culture and knowledge, and the significance of place is critical to Aboriginal people’s health and well-being. This pilot project examines the efficacy for the augmented reality app to present Indigenous narratives in a way that engages students in reflexive practice.

Despite the importance of learning how to make accurate dental impressions, dental students do not currently get adequate opportunities to apply their dental anatomy knowledge to the procedure of impression-making. A computer simulation

Despite the importance of learning how to make accurate dental impressions, dental students do not currently get adequate opportunities to apply their dental anatomy knowledge to the procedure of impression-making. A computer simulation ImpressDent was built to allow students to test out various scenarios in order to understand the impact of different variables on dental impressions. A case study was conducted with ten dentistry students to find out what and how students learned from their interactions with ImpressDent. Congruent with our aim, students reported that they learned the impact of different variables on the dental impression and they identified iterative trial and error as their main learning process. The instructional design of ImpressDent can serve to guide educators interested in developing their students’ procedural knowledge in constructivist ways. Further investigations will be undertaken to examine the impact of this learning activity on students’ ability to evaluate their dental impression independently.

Brief outlines of exploratory analysis methods (analysis designed to develop hypotheses) from three research projects illustrate the size, scope, variety and increased resolution that are becoming increasingly available at the unit of

Brief outlines of exploratory analysis methods (analysis designed to develop hypotheses) from three research projects illustrate the size, scope, variety and increased resolution that are becoming increasingly available at the unit of analysis for research in the learning sciences. The tools and methods applied in these studies are briefly outlined, which enable researchers to deal with complexity in time and event structures involving complex data in learning analytics projects. In particular, the transformation of data involving both reduction methods and pattern aggregation into motifs were found to be crucial for data interpretation. The article describes data mining with a self-organizing map, involving unsupervised machine learning and symbolic regression and combining exploratory analysis methods to achieve causal explanations.

Little has been written about the impact of ephemeral messaging technologies such as Snapchat, Wickr and iDelete on learner identities. The authors explore how disappearing social media may enable young people to take up a range of

Little has been written about the impact of ephemeral messaging technologies such as Snapchat, Wickr and iDelete on learner identities. The authors explore how disappearing social media may enable young people to take up a range of discourses and demonstrate discursive agency in ways that support social mobility through shifting relationships with their peers. Much of this unfolds through the transmission of digital images that promote social flexibility. The visibility, of seeing and being seen, demonstrates a Foucauldian ‘gaze’ where power plays out through the capacity to be visible and recognisable to others and specific practices (e.g. selfies) become normalised. Social media technologies furnish emergent spaces for underlife activity that foster this gaze. Taking up the Foucault’s concept of subjectivities as discursively constituted identity categories, the authors explore the relationship between disappearing media and youth identities. Keywords: , identities, social media, Foucault, ‘selfies’

The project aims to achieve student-centred learning through an adaptive learning and assessment application (tool) incorporating real-time ‘process feedback’ capability, using branching models within learning activities and assessment

The project aims to achieve student-centred learning through an adaptive learning and assessment application (tool) incorporating real-time ‘process feedback’ capability, using branching models within learning activities and assessment tasks. A prototype previously developed for assessments was tested as a proof-of-concept in 2012. This prototype focused on providing feedback on ‘product errors’. Student evaluations on the process identified the need to integrate real-time feedback on ‘process errors’ to assist students’ understanding of their mistakes. Further development introduced the capability to adapt learning and assessment modules to meet the needs of lecturers and students. The application was integrated into the University’s Learning Management System (LMS), resulting in: flexible learning approaches, increasing participation of students from different backgrounds, motivating learning, and improving learning effectiveness through self-directed approaches.

We report on a 2012 study exploring students’ and staff understandings of SafeAssign text matching software. A total of 326 students and 216 staff at a New Zealand university responded to a questionnaire asking about their knowledge of

We report on a 2012 study exploring students’ and staff understandings of SafeAssign text matching software. A total of 326 students and 216 staff at a New Zealand university responded to a questionnaire asking about their knowledge of SafeAssign. Although SafeAssign does not identify plagiarism, 90% of students and 70% of staff thought that it did, indicating confusion about the difference between text matching and plagiarism. Moreover, both students and staff assumed that SafeAssign can do more than it does and responses indicated a lack of understanding of the sources with which SafeAssign is able to match text. Furthermore, many students were not aware that SafeAssign was being used in their papers, and some thought its function was simply an assignment submission platform. These results indicate that staff and students need more information about what SafeAssign does in order to make more effective use of the software. ,

Many academics are grappling with transforming their teaching practices to embed 21st century pedagogy creating new challenges for academic developers. To address this, a professional learning program was redesigned integrating emerging

Many academics are grappling with transforming their teaching practices to embed 21st century pedagogy creating new challenges for academic developers. To address this, a professional learning program was redesigned integrating emerging technologies and practices to provide an immersive experience in the flipped classroom strategy and to foster technology enhanced pedagogy using an experiential learning framework. Participants (n = 195) in the first iteration of the program reported a very positive learning experience regarding engagement, motivation to integrate learning technologies in teaching and confidence to embrace new pedagogies. Overall, conceptions of and engagement with the flipped strategy were also highly positive but the blended nature of the course poses challenges in terms of participants’ personal learning journeys, raising critical implications for those involved in planning and facilitating professional learning courses.

This paper reports on findings from a two-year funded research project exploring software literacy - how it is understood, developed and applied in tertiary teaching-learning contexts and how this understanding serves new learning. The

This paper reports on findings from a two-year funded research project exploring software literacy - how it is understood, developed and applied in tertiary teaching-learning contexts and how this understanding serves new learning. The project has looked at MS PowerPoint (a widely used application) and software specific to two disciplines (Media Studies and Engineering). Data was collected through online student surveys and focus groups. Findings revealed that students tend to rely upon informal learning strategies when learning to use all software, and to demonstrate variations in their understanding of software affordances and their ability in applying software to their learning. However, in all cases they were generally not able to critique applications beyond a superficial level, suggesting a need for formal recognition of software literacy as a means to empower students to more critically engage with a variety of / forms of software.

This paper reports on the experiences of staff involved in a Massive Open Online Course (MOOC) initiative by Massey University using a system known as Open2Study developed by Open Universities Australia (OUA). In 2013, three courses (known

This paper reports on the experiences of staff involved in a Massive Open Online Course (MOOC) initiative by Massey University using a system known as Open2Study developed by Open Universities Australia (OUA). In 2013, three courses (known as subjects) were designed and developed in conjunction with Open2Study as a pilot project. The initial results reported here form part of a larger evaluation of the initial trial with a particular focus on the experiences of the staff involved. Preliminary findings highlight a number of benefits and challenges. Higher visibility, enhanced working relationships and transferability of skills were amongst the benefits identified by staff for both individuals and the wider University. The challenges faced included tight timeframes and differing expectations in terms of format, pedagogy and support from Open2Study experts. The resulting Open2Study courses and the experience gained now provide models for other staff to follow.

Enthusiasm for the potential of learning analytics and big data technologies must be tempered with caution for fundamental learner rights to that data and concern for the ways in which these re-shape the learning environment and the

Enthusiasm for the potential of learning analytics and big data technologies must be tempered with caution for fundamental learner rights to that data and concern for the ways in which these re-shape the learning environment and the learner-teacher-university relationship. This paper argues that there is a legitimate distrust of 'creepy' analytics that misuse surveillance technologies and that a Charter of Learner Data Rights would be a strong foundation on which to build analytic technologies that are open, personalised, portable, adaptive and engaging for learners.

RMIT is at the point of commencement of integrating its core Learning Management System (Blackboard) to a singular global presence. This step will transition the University from its historical base of operating two independent LMS systems

RMIT is at the point of commencement of integrating its core Learning Management System (Blackboard) to a singular global presence. This step will transition the University from its historical base of operating two independent LMS systems, to a unified global systems presence. Additional to this, the university has integrated a suite of technologies for global deployment that enrich and personalise the online learning environment for local delivery, but within a global framework. In parallel, emphasis has been placed on transitioning assessment practice to fully online grading and the availability of professional development delivered in a fully online format. Presented here are the core aspects of the design and implementation of the integrated RMIT educational technology suite and its immediate future directions.

Staff at the University of Lincoln, UK, are repositioned as students on the virtual learning environment (VLE) for the teacher education programme ‘Teaching and Learning in a Digital Age’ (TELEDA). Modules explore the social relations of

Staff at the University of Lincoln, UK, are repositioned as students on the virtual learning environment (VLE) for the teacher education programme ‘Teaching and Learning in a Digital Age’ (TELEDA). Modules explore the social relations of virtual learning through a community approach to sharing practice, and using tools like wikis, journals and forums to demonstrate the challenges of digital scholarship enables ‘insider’ knowledge of the craft of e-teaching to be gained through experiential learning. As sector-wide shifts to flexible design and delivery increase, greater attention to the digital confidence and capabilities of staff who teach and support learning is required. Investigating the uncertain spaces between the rhetoric and the reality of teaching online has shaped the author’s doctoral research into digital education. This paper offers emerging research findings which include how experiential approaches like TELEDA are worthy investments of time and resources and reinforce the value of embedding the craft elements of e-teaching into CPD and teacher education programmes.

This paper provides an outline of an Australian Government Office of Learning and Teaching project that aims to investigate and then develop ways in which learning analytics data can be more usefully harnessed by academic teachers in

This paper provides an outline of an Australian Government Office of Learning and Teaching project that aims to investigate and then develop ways in which learning analytics data can be more usefully harnessed by academic teachers in higher education. Fundamental to this project is linking the learning design of online tasks provided to students with the learning analytic affordances of the technology-based tools that support them. The paper provides an outline of the background to the project, including its conceptual underpinnings, and sets out the program of research and development. The expected outcomes of the project are discussed.

In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of

In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education settings, particularly when using an ePortfolio platform.

According to the rhetoric, flexibility is one of the key benefits of online learning and teaching in higher education. In this paper we identify a set of dimensions of flexibility and demonstrate that the reality of much current

According to the rhetoric, flexibility is one of the key benefits of online learning and teaching in higher education. In this paper we identify a set of dimensions of flexibility and demonstrate that the reality of much current technology-enhanced learning and teaching is, in fact, no more flexible than the early distance education model and in some respects is less flexible. We suggest that we are on the cusp of a radical transformation of online education. However, there are constraints in terms of students’ lack of strategies to manage their learning environments and a lack of research into pedagogically sound models for the delivery of truly flexible, personalised learning and teaching.

As creating resources for interactive technology-based learning activities can be a huge task, we investigated how existing resources can be used and modified. Data were collected from students, an observer, and a teacher for several

As creating resources for interactive technology-based learning activities can be a huge task, we investigated how existing resources can be used and modified. Data were collected from students, an observer, and a teacher for several problems in a mathematics course on a computing degree that were part of interactive learning activities using touch screen technologies. It was found that existing problems could become effective resources in these activities simply by modifying them with suitable formatting, and that locating related elements together helped students start a problem. However, it is also important that pedagogical principles are followed.

This small-scale pilot research sought to examine how gathering mid-semester student satisfaction feedback could impact (a) student and lecturer satisfaction with using online learning and (b) lecturer approaches to teaching in online

This small-scale pilot research sought to examine how gathering mid-semester student satisfaction feedback could impact (a) student and lecturer satisfaction with using online learning and (b) lecturer approaches to teaching in online environments. Much of the literature on collecting student feedback focuses on end of semester feedback and its benefit for improving future iterations of the course. In contrast, this case study of four units (subjects) in an Australian university investigated the potential of gathering mid-semester feedback to inform lecturers of student satisfaction and thereby open up opportunities for ongoing changes to the unit. The findings revealed that lecturers can use the collection of feedback early in the semester to allay confusion felt by students at the beginning of units. Mid-semester feedback was also found to be valued by lecturers for providing insights into students' perception of a unit's progress, allowing them to modify instructions when needed.

A growing body of evidence suggests that one area in which new approaches have been a significant improvement over traditional teaching methods in tertiary education is where there has previously been a detachment between what is taught in

A growing body of evidence suggests that one area in which new approaches have been a significant improvement over traditional teaching methods in tertiary education is where there has previously been a detachment between what is taught in the classroom and the real life scenarios where that content is used. For this reason, the creation of authentic learning environments in tertiary education has been advocated over the last decade. The literature now provides the necessary theoretical framework and boundaries of what can be defined as an authentic learning environment. Here, we present the design of several teaching practices aimed at creating an authentic learning environment in a large undergraduate engineering class. In particular, we leverage on various technological tools to overcome the inherent difficulties of providing an authentic learning environment in the presence of a large group of students.

Despite the importance and reliability of peer feedback, medical students currently have few formal opportunities to give and receive peer feedback on their clinical practice. To provide medical students with such opportunities, a

Despite the importance and reliability of peer feedback, medical students currently have few formal opportunities to give and receive peer feedback on their clinical practice. To provide medical students with such opportunities, a multi-user virtual hospital was developed. In the Otago Virtual Hospital, medical students role-play as junior doctors and manage realistic clinical cases within the Emergency Department. To encourage effective peer feedback, the instructional design of the virtual world needs to follow sound pedagogical principles. In this paper, we describe five of these principles and how the Otago Virtual Hospital has been redesigned to fulfill them. These redesign practices can serve to guide educators and instructional designers interested in implementing scalable and effective peer feedback on student performance.

The reality is that online learning can be a daunting and lonely experience. This is why icebreakers can be a rewarding practice for both students and educators. The use of icebreakers allows students studying online to introduce

The reality is that online learning can be a daunting and lonely experience. This is why icebreakers can be a rewarding practice for both students and educators. The use of icebreakers allows students studying online to introduce themselves and become familiar with other members of the group and/or community. Not only are these icebreakers used as a starter within the first weeks of study, but they are also used to help motivate students throughout the course. Highlighted in this paper are particular online (virtual) tools that can be used as icebreakers within an online learning environment and help shift the view of isolation associated with learning online and create a more engaged community of practice with effective learning.

Online learning environments are increasingly viewed as a valid and beneficial means of facilitating learning in the higher education setting. Blackboard Collaborate is an online collaborative learning (OCL) technology that can be used as

Online learning environments are increasingly viewed as a valid and beneficial means of facilitating learning in the higher education setting. Blackboard Collaborate is an online collaborative learning (OCL) technology that can be used as a virtual classroom in the distance education setting to facilitate knowledge of systematic literature searching. The technology allows for learning pedagogical principles that encourage collaborative engagement. The authors discuss how they developed and delivered instruction on systematic database searching for health literature to distance education nursing Masters’ students. An online self-reporting survey was administered to determine student knowledge, and to gauge student experience of using this technology.

This paper seeks to account for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and

This paper seeks to account for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.

First launched in 2005, the New Zealand eLearning Guidelines (NZeLgs) provided a set of questions to drive improvement in the tertiary sector’s capability to deliver eLearning. This paper describes a joint AKO Aotearoa/New Zealand Tertiary

First launched in 2005, the New Zealand eLearning Guidelines (NZeLgs) provided a set of questions to drive improvement in the tertiary sector’s capability to deliver eLearning. This paper describes a joint AKO Aotearoa/New Zealand Tertiary College (NZTC) funded project which has updated and enhanced the guidelines (eLg) for the tertiary sector during 2013 /2014 and which now provides access via a new website: (www.elg.ac.nz). The guidelines provide prompts for good practice as a guide to designing, implementing and enhancing eLearning for an expanded range of participants in the process – the learner, the teacher, the manager, the organisational leader and quality assurance bodies. The process of how the refreshed guidelines came to be will be shared, along with the principles underpinning the prompts for each of the different perspectives which have been designed to foster quality provision of eLearning for the sector.

This report explains how and why Google Sites was chosen as an eportfolio management tool and provides a brief summary of a number of case studies where this approach was piloted at Eastern Institute of Technology (EIT) during 2013-14. The

This report explains how and why Google Sites was chosen as an eportfolio management tool and provides a brief summary of a number of case studies where this approach was piloted at Eastern Institute of Technology (EIT) during 2013-14. The case studies were compiled after surveying the learners and teachers involved in selected pilot courses. The report attempts to identify factors that lead to the successful deployment and integration of Google Sites for eportfolios as an assessment tool in tertiary learning and teaching. The report concludes that Google Sites is recommended for use by students and staff for managing eportfolios as it is an easy to use, free and secure service enabling reflective practice, collaboration and lifelong learning.

This paper is the proposal for the initial phase of a research project that aims to explore student engagement and feedback on a personalised, digital academic phrase library resource – MAPLE (My Academic Phrase Library on Evernote). This

This paper is the proposal for the initial phase of a research project that aims to explore student engagement and feedback on a personalised, digital academic phrase library resource – MAPLE (My Academic Phrase Library on Evernote). This resource offers learners a digital, assignment focused, template where they can record generic academic phrases from their discipline specific readings to build a personalised, discipline specific, academic phrase library. This project aims to advance the use of academic phrase libraries from pre-selected examples to individual student / teacher co-constructed resources. This resource situates the learner and the learning within the discipline specific academic reading and writing contexts required to develop academic reading and writing skills. The context is a diverse cohort of first year health students from 14 disciplines enrolled in a compulsory academic skills paper. Some preliminary findings will be presented.

Community Engaged Learning and Teaching (CELT) is an interdisciplinary practice involving students and the wider community. Through CELT, students acquire skills that may not be so readily learned in formal classwork. Practitioners at this

Community Engaged Learning and Teaching (CELT) is an interdisciplinary practice involving students and the wider community. Through CELT, students acquire skills that may not be so readily learned in formal classwork. Practitioners at this university came together to promote CELT to the wider institution, but faced difficulty in clearly defining the boundaries of the practice. To aid the development of a shared understanding of CELT, practitioners engaged in a process of ‘visual analytics’. This method involved analysing data on CELT programmes through the collaborative development of interactive visualisations. In the end, the visual analytics approach proved useful for co-constructing a shared understanding of the CELT space.

AUT University is developing a certification checklist and support materials to encourage and acknowledge ‘green teaching’. Green teaching includes using less resources (e.g., paper, energy, transport, etc.), making more use of online

AUT University is developing a certification checklist and support materials to encourage and acknowledge ‘green teaching’. Green teaching includes using less resources (e.g., paper, energy, transport, etc.), making more use of online tools and activities, and including conservation and sustainability concepts in course content. Lecturers can earn a green teaching label for their course, which is displayed in the University’s Learning Management System. This is designed to support a global sustainability imperative, and to align with a key strand in the University’s strategic themes. As a part of this project we have also developed an understanding of ‘open badges’, allowing our users to earn a verified award that can be displayed in a variety of other online systems.

This paper is a response to an issue that arose during a 2013 ascilite Community Mentoring Project (CMP) in which the (social scientist) mentor and the (physical scientist) mentee discovered that they had very different assumptions about

This paper is a response to an issue that arose during a 2013 ascilite Community Mentoring Project (CMP) in which the (social scientist) mentor and the (physical scientist) mentee discovered that they had very different assumptions about the ways in which people learn online. This paper begins a process of unpacking the complex relationships between discussion forum behaviour and the ways in which lecturers and students think about higher education and their disciplines. A multiple case study approach is described in which discussion forum data is compared with themes emerging from survey and interview data in two different disciplines in two universities. It is suggested that the roots of these differences may lie not so much in the nature of the disciplines themselves but more in the ways in which people think in these disciplines. These findings will be of use in course and curriculum design.

This paper presents a methodology and pilot study rationale to examine the effect of mixed media visualization on learning outcomes in three dimensional (3D) modeling. The context for this study is a university first year undergraduate

This paper presents a methodology and pilot study rationale to examine the effect of mixed media visualization on learning outcomes in three dimensional (3D) modeling. The context for this study is a university first year undergraduate interactive media and design course. Meta analytic studies in the use of visualizations show positive improvements in learning outcomes among low and high spatial learners. But often these studies are focused on single media and virtual representations. Many multimedia learning studies do not take into consideration important factors that could influence the appropriate selection of media. This exploratory study aims to address this through the evaluation of physical and virtual media using 3D printed, virtual reality and two dimensional (2D) projections. A design science research methodology is proposed outlining several core guidelines evaluating the technology media method through learner blogs. The aim is improved learner engagement and outcomes through more meaningful learning activities.

This paper discusses the practical implications of planning for and conducting focus groups in order to ensure that the required data can be generated during the interview. The paper centres on three activities researchers new to the

This paper discusses the practical implications of planning for and conducting focus groups in order to ensure that the required data can be generated during the interview. The paper centres on three activities researchers new to the method could engage in, to acquire the methodological knowledge and practical skills necessary to generate the data for an empirical study. Within the context of an empirical study in progress, the three activities are discussed in detail: undertake a literature review, develop a comprehensive interview schedule, and conduct a focus group pilot. Researchers who centre their attention on these activities are more likely to succeed in generating the high quality data required, as they will be engaged in the most beneficial aspects of planning and conducting the focus group interview.

Digital Literacy is widely considered to be an essential attribute for both academic and professional success. In an increasingly regulated and standards-based higher education environment, however, there is a lack of clear guidance as to

Digital Literacy is widely considered to be an essential attribute for both academic and professional success. In an increasingly regulated and standards-based higher education environment, however, there is a lack of clear guidance as to what constitutes the nature of appropriate level of Digital Literacy that graduates need to demonstrate. This paper argues for the application of a Digital Literacy Taxonomy to articulate the dimensions inherent in it, which can then be applied to student activities and curricula. This process can be used to assist academics in identifying the literacy requirements of their courses, their own opportunities for professional development and the creation of appropriate pedagogies to teach them.

This paper focusses on attracting and retaining young people into technical disciplines. It introduces a new model of technical education from age 14 that the UK Government initiated in 2008. A concept of University led Technical Colleges

This paper focusses on attracting and retaining young people into technical disciplines. It introduces a new model of technical education from age 14 that the UK Government initiated in 2008. A concept of University led Technical Colleges (UTCs) for 14-19 year olds. These state supported schools, sponsored by a University, have technical curricula, technologically enabled learning environments and strong engagement with employers. As new schools they have been able to recruit outstanding staff that are conversant with the use of technology to enhance learning and all students have their own iPads. The Aston University Engineering Academy opened in September 2012 and a recent survey of staff, students and parents has provided both qualitative and quantitative data on the benefits to motivation and learning of these embedded iPads. The devices have also had advantages for the management of data on student achievement from a leadership, teaching staff and parental view point.

Educators are under increasing pressure to engage with students that have grown up with digital technology. The ‘flipped’ classroom utilises digital technology, usually pre-recorded lectures, to free class time from lecture by assigning

Educators are under increasing pressure to engage with students that have grown up with digital technology. The ‘flipped’ classroom utilises digital technology, usually pre-recorded lectures, to free class time from lecture by assigning students with preparatory instructional content as homework. This model is often used successfully in lecture based classes and is finding increasing adoption in laboratory settings. In this study we employed digital educational technology and applied the ‘flipped’ model in microbiology laboratory classes. Echo360 personal capture software was used to prepare introductory lectures for students to use in preparation for laboratory classes. The built-in analytics of Echo360 were used to quantitatively monitor student usage. More than half the class engaged with the lectures and used them for their intended purpose, i.e. preparation. Students did not engage with the lectures to the same degree for revision purposes. No correlation was found between student lecture usage and their exam grade.

In early 2014, researchers at the University of Western Sydney (UWS) developed a suite of interactive mathematical visualisations (IMVs) aimed at improving students’ understanding of key concepts in first-level mathematics. This paper

In early 2014, researchers at the University of Western Sydney (UWS) developed a suite of interactive mathematical visualisations (IMVs) aimed at improving students’ understanding of key concepts in first-level mathematics. This paper outlines the pedagogical and interaction design considerations that informed this development, as well as the processes adopted in preparing the IMVs for classroom use. Guidelines for interaction design that draw on research in human computer interaction, information visualisation and cognitive technologies are reviewed and contextualised for the specific learning needs of mathematics students at UWS. Examples are given of how these guidelines were factored-in to the IMV development. In addition to the pedagogical and technological dimensions of this work, research-based methods for analysing and evaluating the educational effectiveness of the IMVs are examined. It is expected that these methods will underpin a formative evaluation approach to ongoing design and development of the IMVs.

To what extent has recent investment in technology-enhanced learning (TEL) in UK universities helped to change academic practice? The Universities and Colleges Information Systems Association (UCISA) TEL surveys have tracked developments

To what extent has recent investment in technology-enhanced learning (TEL) in UK universities helped to change academic practice? The Universities and Colleges Information Systems Association (UCISA) TEL surveys have tracked developments in learning technology provision across the higher education (HE) sector since 2001. Using the frame of Barnett’s recent ‘Conditions of Flexibility’ report this paper considers the extent to which this investment has prioritised institutional or pedagogic flexibility in learning and teaching delivery, in contrast to the traditional interpretation of flexible provision as part of learner control and choice. The paper highlights findings from the latest 2014 UCISA TEL survey presenting an overview TEL use in UK universities.

Massive Open Online Courses (MOOCs) are widely understood to suffer from low completion rates, and this is taken as evidence that MOOCs are not living up to their promise. However, we argue that the common understanding of completion rates

Massive Open Online Courses (MOOCs) are widely understood to suffer from low completion rates, and this is taken as evidence that MOOCs are not living up to their promise. However, we argue that the common understanding of completion rates is misleading in the MOOC context because many of the registered participants are not actually students, in that they never intended to “complete” the course. We examine student participation in the light of declared intention in the Engaging India MOOC. We show the number of passing students is 28% of the number of registrants who intended to complete the course. We also show that a significant number of students completed the solitary assessments but did not complete assessment items that involved the discussion forum, with only 13% completing the final reflective piece. We conclude that a new understanding of completion is needed for the MOOC context and call for closer examination of the interplay between assessment type and student participation.

This paper outlines a pilot project to encourage Blending and Flipping of classes at UniSA by the implementation of a formal Community of Practice (COP) of scholars and peers in Science and Engineering. The project COP staff worked with

This paper outlines a pilot project to encourage Blending and Flipping of classes at UniSA by the implementation of a formal Community of Practice (COP) of scholars and peers in Science and Engineering. The project COP staff worked with academic staff to assist teachers to use online resources and active learning strategies to engage students and promote deep learning, engagement and problem solving whilst making greater use of all facets of learning technology.

The web-based system Peerwise allows students to submit their own multiple-choice questions (MCQs) about course content, complete with distractors and an explanation of the ‘correct’ answer. Other students can then attempt their peers’

The web-based system Peerwise allows students to submit their own multiple-choice questions (MCQs) about course content, complete with distractors and an explanation of the ‘correct’ answer. Other students can then attempt their peers’ questions and provide feedback on the quality of each question. To date, Peerwise has been used mostly in subjects where typical MCQs have a finite number of correct answers. This paper – a work-in-progress – suggests that Peerwise is potentially useful in units with a more ‘discursive’ orientation, such as MUS100, offered at Macquarie University, Australia. The system provides a good forum in which students can test each other on both lower-order and higher-order tasks. Future research will explore the efficacy of the tool across multiple iterations of the unit MUS100.

Online and blended learning modalities have made education accessible to those whose lifestyle, work obligations or geographical location would otherwise deny them such opportunities. The enthusiasm with which such approaches to learning

Online and blended learning modalities have made education accessible to those whose lifestyle, work obligations or geographical location would otherwise deny them such opportunities. The enthusiasm with which such approaches to learning have been embraced has often overlooked those factors within physical and virtual learning spaces that impact on the educational experience. This paper reports on the first phase of a study that sought to engender a Community of Active Learners who are Flexible, Adaptive, Connected and Engaged (the COAL FACE project). Through analysis of focus group data, the authors describe processes of participants getting access to the learning spaces and resources, getting comfortable in this environment, and getting connected to support mechanisms that enhance the learning and teaching.

The School of Midwifery at CPIT in Christchurch is undertaking an action research study on midwifery students and blended learning that commenced in 2010. This paper focusses on one aspect of this research which is the student’s experience

The School of Midwifery at CPIT in Christchurch is undertaking an action research study on midwifery students and blended learning that commenced in 2010. This paper focusses on one aspect of this research which is the student’s experience of social isolation whilst working through the online component of the blended delivery. In response the teaching team initiated an intervention as a result, and replaced the existing content authoring software tool with a system that enables students to engage and interact with each other more effectively. We subsequently adopted the OB3 web application which has ameliorated this problem to a large extent. This paper sets out to explain why the OB3 web application was chosen and what effect this has had in terms of the student’s learning and the educators’ teaching experiences.

In an online environment ‘teacher presence’ provides the structure, design and facilitation for students to engage in higher-order thinking and reflection. Reflective thinking involves critical analysis and evaluation of an issue or

In an online environment ‘teacher presence’ provides the structure, design and facilitation for students to engage in higher-order thinking and reflection. Reflective thinking involves critical analysis and evaluation of an issue or practice in order to understand and make sense of new information and relate it to prior knowledge and experience. This paper, which is part of a larger study, examines the quality of students’ reflections in online discussions when teacher facilitation is minimal or absent. Participants were 80 second year undergraduate medical students at a New Zealand university. Two online discussion assignments with different tasks were qualitatively analysed for levels of reflection. The findings suggest that students engaged in reflection despite lack of facilitation or minimal direction by teachers. Results indicate that online discussion can be an effective tool to encourage reflection in medical students irrespective of teacher facilitation.

Science, Technology, Engineering, and Mathematics (STEM) workers are important contributors to the innovation on which modern life depends. Hence it is important that education develops STEM capability but too few teachers, especially in

Science, Technology, Engineering, and Mathematics (STEM) workers are important contributors to the innovation on which modern life depends. Hence it is important that education develops STEM capability but too few teachers, especially in primary schools, are well prepared for teaching STEM. Remote Access Laboratories (RAL) have potential to offer STEM experiences in schools and to influence pre-service teachers’ capabilities to teach STEM subjects effectively. This mixed methods research is investigating how engagement with RAL influences pre-service teachers’ self-efficacy for teaching STEM.

Electronic portfolio (e-portfolio) systems have the potential to change learning outcomes where student learning is achieved through the process and the final product. However, previous research has identified problems with the technical

Electronic portfolio (e-portfolio) systems have the potential to change learning outcomes where student learning is achieved through the process and the final product. However, previous research has identified problems with the technical features of some e-portfolio platforms (Deneen & Brown, 2013), and with the rigidness and complexity of user interface (Shroff, Deneen, & Ng, 2011) that may subvert intended learning goals. These e-portfolios were evaluated since they serve to document the achievement of the Graduating Teacher Standards and to assist in job hunting. A combination of interviews and self-reports on the User Information Satisfaction (UIS) instrument were utilised, along with the Usability Evaluation Method (UEM) to evaluate the usability and learning design of the various technology platforms. An exploration of technology and user characteristics will be factored in to discern the quality of student portfolios and eportfolio systems maturation.

This paper aims to report early findings of the second iteration of an implicit student-generated mobile learning project that promotes visual literacy and peer mediated learning. The first iteration was conducted with first year health

This paper aims to report early findings of the second iteration of an implicit student-generated mobile learning project that promotes visual literacy and peer mediated learning. The first iteration was conducted with first year health science students at the University of Queensland, Australia, in 2013. We found that while the video assessment task may have aided learning for each student around their specific chosen topic, overall course learning outcomes did not improve. This was perhaps due to a failure of the peer mediated learning aspect of the learning activity. Furthermore, the labour intensive nature of the task may have attenuated overall performance in the course. Acting on these findings, we adjusted the visually based, peer-to-peer mobile learning activity accordingly. The revised assessment task was reintroduced in 2nd semester 2014, and early findings on the efficacy of the revised task on learning will be presented at the ascilite 2014 conference.

The Faculty of Business at Charles Sturt University initiated the Online Course Innovation (OCI) project in 2012. This project focuses on the transition of 280 print-based subjects into quality online offerings through the mindful redesign

The Faculty of Business at Charles Sturt University initiated the Online Course Innovation (OCI) project in 2012. This project focuses on the transition of 280 print-based subjects into quality online offerings through the mindful redesign of resources, interactions and experiences. It is led by the Associate Dean (Courses), and involves a multi-disciplinary team of educational designers, academics and divisional staff. The aim of this research project is to explore this transition to the online learning and teaching environment and identify critical organisational elements that contribute to achieving quality outcomes. Specifically, this study seeks to identify factors that support or inhibit the academic’s ability to effectively design and teach quality online subjects, and the impact of leadership on the design and teaching process. Data is currently being collected from a range of institutional stakeholders involved with the project. Initial findings from the data analysis will be shared through the conference presentation.

The almost universal acceptance of constructivist views of education has firmly placed the learner at the centre of the teaching and learning experience. This acceptance has required educationalists to critically review existing

The almost universal acceptance of constructivist views of education has firmly placed the learner at the centre of the teaching and learning experience. This acceptance has required educationalists to critically review existing educational strategies, techniques, methods and beliefs. Learner autonomy, the ability to take charge of one's own learning, is based on the concept that learners have the capabilities to reflect on their current skills and identify areas of development. Interactive self-reflective frameworks enable learners to firstly, make independent and informed decisions about their learning needs and secondly, establish a personalised learning plan to address the needs identified. This paper explores how the development and implementation of a digital self reflective framework for post-graduate study in transdisciplinary education contributes to wider acceptance of the conceptions of learner autonomy.

A bring-your-own-laptop high-stakes open-book final examination for a General Biology course with an enrolment of 672 students was held in November 2013 at the National University of Singapore. Pre- and post-exam online surveys were

A bring-your-own-laptop high-stakes open-book final examination for a General Biology course with an enrolment of 672 students was held in November 2013 at the National University of Singapore. Pre- and post-exam online surveys were conducted to solicit the perceptions of the students with regards to the introduction of a bring-your-own-device open-book electronic final examination. Focus group discussions were also held to deliberate on the perceptions in greater detail. Both the surveys and discussions revealed several key areas of satisfaction and also areas for improvement, which will be explicated in this paper. The implementation and limitations of the exam will also be discussed.

Despite the widespread use of the terms ‘failure’ and ‘success’ within social networking site (SNS) literature, determining benchmarks of either is a complex undertaking. Success and failure both are often identified according to the

Despite the widespread use of the terms ‘failure’ and ‘success’ within social networking site (SNS) literature, determining benchmarks of either is a complex undertaking. Success and failure both are often identified according to the presence or absence of context-specific ‘markers’. ‘Snapshot’ metrics such as network growth or activity are pointed to as indicators of a network’s overall success. However, such reductive approaches oversimplify the underlying social processes. This paper presents a review of current literature, and argues for the conceptualisation of failure at the macro-level as the constraint of network actors, regarding ‘success’ and ‘failure’ as recurrent processes in the lifecycle of a social networking site rather than outcomes. It is hoped that theorising failure independent of specific ‘markers’ will provide the basis for future development of predictive and analytical models to identify instances of failure in SNS case studies.

At the University of Sydney we are offering a revised botany program within the biology curriculum that has reduced the time dedicated to the study of botany. Given the overall decrease in basic botanical science courses taught at

At the University of Sydney we are offering a revised botany program within the biology curriculum that has reduced the time dedicated to the study of botany. Given the overall decrease in basic botanical science courses taught at university level and the need to improve the botanical literacy of our future biology graduates and high school teachers, how can we better connect students to the practice of botany and so improve botanical literacy? One solution is to draw on ‘App’, ‘mobile’ technologies to map the campus flora and our aim was to develop a dynamic and interactive geo-locating botany iPhone app, which aligns to the Botany curriculum and offers a unique opportunity for the broader community to view the campus through a botanical lens.

Wireless mobile devices (WMD) introduced in the first year of a tertiary business education programme at a tertiary institute in Auckland gave students the opportunity to experience mobile authentic learning as part of an initiative called

Wireless mobile devices (WMD) introduced in the first year of a tertiary business education programme at a tertiary institute in Auckland gave students the opportunity to experience mobile authentic learning as part of an initiative called iBus. Students were provided course material in an interactive iBook format, encouraged to engage in collaboration through authentic activities and utilised the device’s capability for a range of study related tasks. Their responses to this experience were recorded by anonymous online survey at the end of the semester. Responses were positive with high use rates recorded for students accessing course material (91% used ibooks) and lower yet positive rates (67%) for interactive use of the WMD in class. This paper reports on the initiative to date and the feedback provided by students on its impact upon their learning experience.

This paper highlights a learning design intended to promote dialogue and social construction of meaning through the presentation of a series of workplace video scenarios related to change management. By delivering to students an authentic

This paper highlights a learning design intended to promote dialogue and social construction of meaning through the presentation of a series of workplace video scenarios related to change management. By delivering to students an authentic presentation of the conversations that occur during change processes, and facilitating dialogue through open ended scenes and activities, an immersive situated learning platform is created. Social construction is utilised both as an educational process and as a key theory for the management of organisational change. The scenarios facilitate both goals through providing a focal point for the former and demonstration of the latter.

The delivery of feedback to students through learning analytics dashboards is becoming more common in higher education. However, it is not clear what ability students have to interpret this feedback in ways that will benefit their

The delivery of feedback to students through learning analytics dashboards is becoming more common in higher education. However, it is not clear what ability students have to interpret this feedback in ways that will benefit their learning. This paper presents the preliminary results of a mixed methods study into students’ interpretation of feedback delivered through learning analytics dashboards and the influence this feedback has on students’ self-regulated learning. The findings from a preliminary analysis of the data from the first two phases will be discussed and the future phases of the research outlined. The outcomes of this research provide new insights into how dashboards can be designed to provide effective feedback in blended learning environments.

An Accounting Practice Set that provided immediate feedback was developed in an attempt to accelerate the acquisition of accounting skills by students. A number of metrics were used to measure student engagement in the practice set and to

An Accounting Practice Set that provided immediate feedback was developed in an attempt to accelerate the acquisition of accounting skills by students. A number of metrics were used to measure student engagement in the practice set and to measure if students did acquire accounting skills more rapidly. While results to this stage are still preliminary, through the analysis of Phase One it does appear that many students can gain significant benefit from the practice set. However, there are still a portion of the students that have not engaged.

The real-world impact of research is gaining much attention across the international Higher Education sector. Funding agencies, government organisations and community groups are seeking evidence that research initiatives are delivering

The real-world impact of research is gaining much attention across the international Higher Education sector. Funding agencies, government organisations and community groups are seeking evidence that research initiatives are delivering impact beyond contributions to academia. Researchers, practitioners, educators, learning designers and developers require a good understanding of research impact, and associated terminology, to articulate the real-world benefits of technology-enabled initiatives. There are three good reasons to understand research impact in a Higher Education context. Firstly, comprehending the language of research impact facilitates meaningful discussion with research stakeholders. Secondly, recognising and communicating the real-world impact of an initiative affirms the ‘so what’ factor of a research project. And thirdly, demonstrating research impact, rather than reporting research outputs, is becoming more important in funding applications and project documentation. This paper concludes with a brief review of assessment frameworks developed to evaluate the real-world impact of Higher Education research.

Despite calls for innovation in learning technologies, setting up new tools for learning at large institutions is an often difficult road. This paper will address the challenges involved in setting up a small pilot of open badges at the

Despite calls for innovation in learning technologies, setting up new tools for learning at large institutions is an often difficult road. This paper will address the challenges involved in setting up a small pilot of open badges at the Australian National University (ANU). It will investigate the options available for trialing badges when system administrators are unable to support the endeavor, and discuss the university policies and government legislation which have impacted the use of badges at ANU. Drawing on actor-network theory, it examines the complex techno-social environment and power structures surrounding the piloting of new technologies. This paper will also provide suggestions for other institutions struggling with concerns relating to privacy, branding, and reliability of open badges and invite discussion on ways to move forward.

This paper takes the ubiquity of personal mobile technologies today as a provocation to propose a fundamentally new understanding of the relations between knowledge, student bodies and educational technologies. It draws on recent

This paper takes the ubiquity of personal mobile technologies today as a provocation to propose a fundamentally new understanding of the relations between knowledge, student bodies and educational technologies. It draws on recent deconstructionist philosophies of technology (principally Stiegler and Derrida) and the concept of “originary technicity” to theorise the relation between the human and the technical as not only mutually constitutive, but also ontologically undecidable. The case is especially so given the spatial and temporal connectivity and flexibility enabled by mobile technologies, the new economy of attention they facilitate, and the motile biological, technological, socio-material and semiotic intersections now endlessly working to produce the student body (individual and collective) in the digital university.

In the past decade, theoretical frameworks for designing online learning communities have continued to evolve. These frameworks can provide an engaging and dynamic learning experience for online students. In the current Higher Education

In the past decade, theoretical frameworks for designing online learning communities have continued to evolve. These frameworks can provide an engaging and dynamic learning experience for online students. In the current Higher Education climate, current teaching approaches need to adapt to changing student demographics to retain student engagement. At the University of New England, a unit Industrial Law has been redeveloped as a scaffolded and activity focused online learning experience with off-campus students. The aim of this approach was to achieve a collaborative learning environment that encouraged critical thinking and communication. This paper reflects on the frameworks of online learning communities in practice, specifically relating to the instructional design process underpinning the development of online learning communities.

Before mobile technology can be introduced into a teaching and learning situation, it would be expected that the confidence and ability of the teachers’ to understand and use the technology would be a significant factor for successful

Before mobile technology can be introduced into a teaching and learning situation, it would be expected that the confidence and ability of the teachers’ to understand and use the technology would be a significant factor for successful integration. The research presented in this paper is part of a multi-institute research project to implement a framework using mobile devices for enhanced learning and institutional change across different disciplines and institutions. The paper focuses on a survey to benchmark the use of mobile technology by academic staff in one of the tertiary institutes involved in the wider study. Findings identify that not all staff have equal access to these types of devices nor use these devices extensively to support their work. The reasons for this are wide but include cost, perceived ability and technical factors.

The Australian government Office for Learning and Teaching’s (OLT) Resource Library (http://www.olt.gov.au/resources) is a key means of disseminating the outcomes from projects funded by itself and its predecessor organisations, the

The Australian government Office for Learning and Teaching’s (OLT) Resource Library (http://www.olt.gov.au/resources) is a key means of disseminating the outcomes from projects funded by itself and its predecessor organisations, the Australian Learning and Teaching Council (ALTC) and the Carrick Institute. In order to apply the recommendations and resources emanating from these projects, it is vital that educators and other stakeholders are aware of, and effectively able to use, the Resource Library. Based on anecdotal evidence indicating a lack of awareness of the Resource Library and problems with consistently being able to search for and retrieve relevant resources from the database, the OLT commissioned a project to formally evaluate the Library and redesign it to improve access and usability. This paper reports on the project’s progress, including the results from a questionnaire completed by 117 higher education stakeholders.

Benchmarking in the areas of technology enhanced learning (TEL) has become an important part of how many institutions are able to mediate a level of quality in their learning and teaching practice. Many tools and methodologies have emerged

Benchmarking in the areas of technology enhanced learning (TEL) has become an important part of how many institutions are able to mediate a level of quality in their learning and teaching practice. Many tools and methodologies have emerged over the last 10+ years to help our institutions undertake this important task. A recent major benchmarking activity (June 2014) took this to a whole new level; with 24 institutions meeting together to benchmark their capacity in TEL. This was based around using the newly refreshed ACODE Benchmarks and involved each institution performing a self-assessment of their practices and then sharing this with the other participants. This paper will report on this activity and, importantly, provide evidence of the value of this activity for those involved. It will conclude with a series of recommendations on how this may be applied by other institutions, as they contend with the rapidly changing TEL space.

The advent of MOOCs has drawn renewed interest in online pedagogies and new impetus for efforts to understand the ways in which face to face, online and blended modalities afford distinct patterns of student interaction and engagement. At

The advent of MOOCs has drawn renewed interest in online pedagogies and new impetus for efforts to understand the ways in which face to face, online and blended modalities afford distinct patterns of student interaction and engagement. At the same time, the ubiquitous availability of mobile devices is presenting new opportunities for face to face students to engage in new ways with teachers, peers and content during and after class through multiple ever-present communication streams. In order to cater for students undertaking their studies in these new technology mediated environments, more needs to be known about the way in which student interaction and engagement changes in such environments. This paper discusses a new theoretical stance on the interaction patterns of students in face to face and online settings. The term polysynchronous learning is proposed to encompass the new learning opportunities afforded by contemporary online learning technologies.

This paper reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational

This paper reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.

Learning analytics is an emergent field of research in educational technology where the use of large, passive datasets collected routinely by online learning systems can offer unprecedented insights into student learning and behaviour

Learning analytics is an emergent field of research in educational technology where the use of large, passive datasets collected routinely by online learning systems can offer unprecedented insights into student learning and behaviour. These datasets provide objective feedback from students to teachers, allowing the latter to check the validity of assumptions and the influence of learning design decisions. This offers a new opportunity to inform learning design and enhance broad understanding of learning with technology. However, translating raw analytics data into meaningful information for teachers and learning designers currently requires a high level of technical expertise. This paper outlines learning analytics as an emergent field of research, and an agenda to advance understanding and promote development of appropriate methodologies for research in learning technology.

With the widening participation agenda in Australia, more students from low socio-economic backgrounds are being encouraged to undertake university degrees, and will be expected to use digital technologies and demonstrate digital

With the widening participation agenda in Australia, more students from low socio-economic backgrounds are being encouraged to undertake university degrees, and will be expected to use digital technologies and demonstrate digital literacies. This paper used data from a 2013 survey of students across three universities, to examine whether there were socio-economic differences in students’ access to and use of technologies. There were few differences in access to equipment. There were also no differences in the most common uses of technologies, such as accessing course materials from the LMS, and few differences between students from low, medium and high socioeconomic status suburbs. However students who received government support benefits less frequently used technologies that related to disciplinary skills or to creating rather than receiving content. There may be a subtle digital divide, where financially disadvantaged students are engaging less with technologies that will most benefit their future employment.

This paper investigates tertiary language students’ experiences of the social networking site Facebook for out-of-class language exposure. It draws on the findings of a larger study on the use of Facebook for informal language learning

This paper investigates tertiary language students’ experiences of the social networking site Facebook for out-of-class language exposure. It draws on the findings of a larger study on the use of Facebook for informal language learning, and focuses on 1) the connections between language students and their native speaker Facebook friends, 2) students’ digital writing practices and 3) students’ perceptions of the value of informal learning on Facebook as opposed to classroom based formal study. The findings of the study indicate a disconnect between informal and formal learning practices and suggestions will be provided to bridge this gap.

This paper describes the implementation of universal design (UD) principles in a tertiary setting from an educational design perspective. It discusses how those responsible for implementing this relatively new approach to learning design

This paper describes the implementation of universal design (UD) principles in a tertiary setting from an educational design perspective. It discusses how those responsible for implementing this relatively new approach to learning design are building a dialogue around UD in education and willing cooperation from staff in the development of its use in course design at the institutional level. The nine principles of UD are described, together with the three principal models that apply UD to learning. An implementation plan, currently in development at a metropolitan university, maps out how the educational development team is building acceptance of UD principles across the campus in the design of all future learning materials.

For the last 20 years the benefits of networked communities, interactive media, online tutorials, and e-learning applications have been investigated for the provision of education in New Zealand. In monitoring individual performance, a

For the last 20 years the benefits of networked communities, interactive media, online tutorials, and e-learning applications have been investigated for the provision of education in New Zealand. In monitoring individual performance, a range of measures can be used, such as allocated grades, credits earned, and activities completed. These specific measures are institutionally controlled, have limited reach beyond the institution and, in isolation, do not truly represent a learner’s progress, proficiency or acknowledge a learner’s achievements. This paper argues that digital micro-credentials, often called badges, can be used as valid indicators of accomplishment, skill, knowledge or interest. In formal educational environments endorsed credentials, with defined learning outcomes, can be used for certification purposes. This paper will contend that microcredentialing ecosystems create a broader picture of a learner’s educational achievement by providing the infrastructure for individual learners to demonstrate their knowledge, skills and achievements through the display of endorsed digital micro-credential collections.

Despite the drive at Australian universities towards blended learning, the research on the effectiveness and successful implementation of this model is lagging behind in some disciplines. In this paper we highlight the need for targeted

Despite the drive at Australian universities towards blended learning, the research on the effectiveness and successful implementation of this model is lagging behind in some disciplines. In this paper we highlight the need for targeted research into blended learning in mathematics at more than an individual unit scale, particularly in the context of the flipped classroom. The literature on the flipped classroom in mathematics is limited to reports from enthusiastic individuals who have flipped their units with more or less success, with no reports on the sustainability of these implementations. We take the perspective of a discipline that already faces certain challenges with respect to student preparedness and special needs to facilitate online learning. From the literature, we extract research questions that need to be addressed urgently, and that may in the future be used to form a discipline-specific framework for introducing blended learning.

The environments that we inhabit shape our everyday lives, influencing our behaviors and responses (Manu, 2013). As we enter an immersive phase of education in which physical and digital environments become inseparable, should we

The environments that we inhabit shape our everyday lives, influencing our behaviors and responses (Manu, 2013). As we enter an immersive phase of education in which physical and digital environments become inseparable, should we reconsider the role and importance of design on pedagogical practice? This paper explores the reciprocal cause and effect of space, technology and pedagogy in shaping the design of educational experiences within Queensland University of Technology's collaborative learning spaces.

In the area of online learning massive open online courses have attracted much attention in recent years. In 2014, quantitative research into MOOCs is starting to appear but relatively little is known about the learner experience in these

In the area of online learning massive open online courses have attracted much attention in recent years. In 2014, quantitative research into MOOCs is starting to appear but relatively little is known about the learner experience in these environments. This paper reports on an ongoing study involving a mixed methods approach with a multiple embedded case study design which investigates what people bring with them into MOOCs and how they self regulate their learning in these unique environments. A preliminary analysis of data collected in a survey administered to the registrants of a health sciences MOOC confirms what the recent research tells us about who signs up for MOOCs: that they are likely to be young, male, and educated. In particular, individuals enroll with learning intentions other than the traditional trajectory of ‘completion’. The unique characteristics of individuals in MOOCs need be foremost in our mind if we are to better understand effective learning in massive courses.

Learning design is part of the multifaceted role of the university teacher. However, very few university teachers have expertise in this field. The Educational Design Team at Monash University is addressing this need by developing a suite

Learning design is part of the multifaceted role of the university teacher. However, very few university teachers have expertise in this field. The Educational Design Team at Monash University is addressing this need by developing a suite of digitally enabled capacity-building resources to support teachers at their point of need as they work towards enhancing teaching and learning practice. These resources, known as the BLT (Better Learning and Teaching) Bytes, provide just-in-time answers whilst also enabling and enhancing further understanding of the learning design process. These self-access digital resources are designed to support individuals and foster the development of communities of practice. This paper addresses the rationale for a just-in-time approach to professional learning in the higher education context. It describes the range of strategies that the educational design team has implemented in order to meet the complex professional development needs of university teaching staff.

Providing academic support for a diverse tertiary population requires the inclusion of a digital approach. However, in order to develop a digital strategy, there is a need to provide an all encompassing reflection on how to integrate

Providing academic support for a diverse tertiary population requires the inclusion of a digital approach. However, in order to develop a digital strategy, there is a need to provide an all encompassing reflection on how to integrate technology. This paper aims to report on Auckland University of Technology (AUT) Student Learning Centre (SLC) current progress in the digital space, while providing direction to its future development. This paper combines technological knowledge with content and pedagogical knowledge to design SLC’s future developments. It also provides an analysis of current SLC digital presence developments and addresses possible future directions. Recommendations reinforce the need for an overall learning strategy, and address the affordances of Web 2.0 for this project. These recommendations and reflections are important for setting the foundations for a pedagogically solid digital development.

Tailored professional development (PD) programmes assist university teaching staff to capitalise on the educational use of technology. To supplement on-campus PD support, staff at Avondale College of Higher Education developed a self-help

Tailored professional development (PD) programmes assist university teaching staff to capitalise on the educational use of technology. To supplement on-campus PD support, staff at Avondale College of Higher Education developed a self-help online resource, Moodle's Little Helper (MLH), that has since become an integral and accepted component of the institution's PD landscape. Since Avondale's overall PD program is built upon the theoretical underpinnings of heutagogy (Hase, 2009; Hase & Kenyon, 2003), a self-determined learning theory, the purpose and nature of the resource also reflects the key principles of this educational philosophy. Adopting a utilisation-focused research methodology (Patton, 2011) ensured staff needs were identified and met within MLH's customised content, homegrown style and iterative development. The outcomes from the first stages of the study provide commentary on how the theoretical principles of heutagogy can be employed to gain greater reach and efficiency when PD support is in high demand.

The rapid pace of change in the area of Information Technology means that innovative ways are needed to provide effective teaching and to engage and support learners. This paper focuses on the use of wiki technology in the context of a

The rapid pace of change in the area of Information Technology means that innovative ways are needed to provide effective teaching and to engage and support learners. This paper focuses on the use of wiki technology in the context of a blended learning environment in a tertiary institution, and considers the research question, what are the issues when using wiki technology in a blended learning environment? A longitudinal case study methodology has been used to report on the use of wiki technology as a course delivery mechanism. This case study revealed that while course content has significant views, students are reluctant to update or contribute to course content and that a wiki navigation structure is complex and an inhibitor to learning. The six year case study also reveals a wiki is not necessarily a quick solution for content creation.

Research into educational technologies tends to focus on applied phenomena, with the consequence that theoretical concerns can be implicit or invisible. We identify an impatience with theory that is reflected in calls for “pragmatic”

Research into educational technologies tends to focus on applied phenomena, with the consequence that theoretical concerns can be implicit or invisible. We identify an impatience with theory that is reflected in calls for “pragmatic” approaches, and ask how critical theory is in educational technology research. We contend that notions of theory drawn from naturalistic sciences that inform learning design give rise to a theory/practice distinction in which theoretical concerns are subsumed under practical goals, constraining the potential for rich conceptualisations and explanations. We make the case that theory matters in two senses: it has institutional and pedagogical implications for educational outcomes, and it is integral to the practices associated with educational technologies. Further, we claim that the material arrangements in educational technologies are often overlooked, and propose alternatives to this dualistic separation towards a relational theory-practice-researcher nexus.

Most large scale software projects require team work. However, it is a common problem that, when forming teams in a university setting, students know little about each other, resulting in dysfunctional teams. To help alleviate this, we ran

Most large scale software projects require team work. However, it is a common problem that, when forming teams in a university setting, students know little about each other, resulting in dysfunctional teams. To help alleviate this, we ran three small preliminary assignments before students formed a team for the last major project. The idea was to encourage students to work with a variety of group members before they could choose their final team. The results showed that half of the final groups had a makeup that changed from their first initial group.

Despite significant change in higher education, the structure of professional development for academic staff has remained largely unchanged, consisting primarily of workshops and other forms of face-to-face development. While this is the

Despite significant change in higher education, the structure of professional development for academic staff has remained largely unchanged, consisting primarily of workshops and other forms of face-to-face development. While this is the accepted and often demanded mode of delivery, workshop-based programs are resource-heavy and often unsustainable. Until 2012, the central support unit at the University of New England had been offering a traditional program based on workshops. While the program attracted positive reviews, it was becoming increasingly apparent that there were significant issues in the structure that could no longer be ignored. An alternative, innovative solution was sought, which would allow far more flexibility and scalability while improving the experience and outcomes of professional development. This paper outlines the design of a new program according to the above rhetoric, and then examines the reality of analytics and participant experience data to draw conclusions about the success and viability of such a redesign.

The ‘flipped classroom’ is gaining popularity in university teaching. However sceptics question if students actually come to classes prepared by viewing the given video. In this study, 163 university students enrolled in an intermediate

The ‘flipped classroom’ is gaining popularity in university teaching. However sceptics question if students actually come to classes prepared by viewing the given video. In this study, 163 university students enrolled in an intermediate level Japanese subject that was taught in a flipped mode were surveyed on their experiences of viewing the pre-learning video. The access records to the video were also analysed to determine how students behaved online. The survey showed only 50% of students had viewed the video regularly, but had done so thoroughly. On the other hand, 17% answered that they did not even attempt to access the video. This paper will present reasons the students gave for watching or not watching the video as a part of their learning and argue for an improved methodology.