2013: ASCILITE 2013 Conference Proceedings. Electric Dreams

This case study describes how a middleware software solution, originally developed to enable course materials to be delivered to tablet devices, eventually replaced an incumbent 'monolithic' LMS at a Business School in the UK. This

This case study describes how a middleware software solution, originally developed to enable course materials to be delivered to tablet devices, eventually replaced an incumbent 'monolithic' LMS at a Business School in the UK. This middleware solution is termed a 'Thin LMS' and consists primarily of software that integrates data and materials from other information systems hosted by the institution. The advantages and disadvantages of this approach are discussed and it is proposed that the Thin LMS approach offers a viable alternative to the monolithic LMS in certain institutional contexts.

Technology to capture and retransmit lectures has been widely available for more than two decades. However, the widespread expectation that universities will record all lectures is not matched by systematic research and theory on lecture

Technology to capture and retransmit lectures has been widely available for more than two decades. However, the widespread expectation that universities will record all lectures is not matched by systematic research and theory on lecture capture use. This paper provides a brief overview of research and reports a three-phase study of lecture video use and perceptions carried out with the staff and students of an undergraduate psychology program at a large suburban university. We found that some lecturers are concerned that mandatory lecture capture creates copyright problems and reduces their ability to provide their best teaching. There is also evidence that lecture capture decreases attendance and lowers grades for some students. However, our results indicate that for students enrolled in face-to-face units, the availability of captured lecture videos offers a valuable revision tool which is integrated into "traditional" study patterns rather than replacing them.

This paper invites a re-imagining and re-envisioning of 'the university' in its being and becoming (Barnett, 2011a, 2011b, 2013).The paper explores 'feasible utopias' (and dystopias) for the university and moves to provoke and promote

This paper invites a re-imagining and re-envisioning of 'the university' in its being and becoming (Barnett, 2011a, 2011b, 2013).The paper explores 'feasible utopias' (and dystopias) for the university and moves to provoke and promote 'radical' paradigms that are more inclusive of everything. The ideal of the 'ecological university' (Barnett, 2011a) is used to unfold three 'radical' paradigms that embrace object-oriented ontologies (through Actor-Network Theory), affectivity (through Non-Representational Theory) and (im)mobilities (through the new mobilities paradigm). The paradigms are intertwined and illustrated through a selection of e-learning vignettes drawn from a larger Australian university ethnographic study of four fully online postgraduate subjects to show how the various sociomaterial affective networks enact different experiences and perceptions of 'the university'. This is an invitation to dream - that we might imagine enriched accounts of the world that embrace vibrant matter(s) for 'feasible' university utopias.

The Australian Maritime College (AMC) has a major objective to innovate and build better practice in e-learning by developing high quality learning for anyone, anytime, anywhere. One strategy that the AMC has undertaken to achieve this is

The Australian Maritime College (AMC) has a major objective to innovate and build better practice in e-learning by developing high quality learning for anyone, anytime, anywhere. One strategy that the AMC has undertaken to achieve this is to fund a number of e-initiatives (learning and teaching projects being undertaken using digital technologies) each year between 2012 and 2016. To gain maximum long-term benefit from this project it is essential to develop an evidence based approach, studying each initiative's effectiveness and derive learning and teaching (L&T) principles for using technology within the maritime context. This paper describes a project to explore, implement and document e-learning principles relevant to the maritime education context. The project uses an educational design-based approach. At conclusion of the project it is expected that a number of learning designs and guiding principles for maritime education will be developed.

The first year course, Soil Properties and Processes is a core course of two of Massey University's applied science degrees. The course is offered both internally and via distance education. The course has a reputation for difficulty, and

The first year course, Soil Properties and Processes is a core course of two of Massey University's applied science degrees. The course is offered both internally and via distance education. The course has a reputation for difficulty, and end of year pass rates for the distance offering are generally below 50%. In 2013 a new student engagement strategy was adopted to increase this pass rate. The strategy was built upon engaging students at the start of the course with a pre- course screening quiz, and then maintaining ongoing engagement using multimedia resources accessed through the university's Learning Management System (Moodle). This strategy represented a paradigm shift for a lecturer more comfortable with email and phone correspondence, but has been well received by students. The strategy has consistently engaged students throughout the first semester of 2013, and highlights how a focused, low-technology approach can improve student experience.

This paper deals with the evolution of the book in the context of higher education. Digital books, or ebooks, need not be restricted to duplication of the printed page on a tablet device. As higher education embraces online learning, the

This paper deals with the evolution of the book in the context of higher education. Digital books, or ebooks, need not be restricted to duplication of the printed page on a tablet device. As higher education embraces online learning, the tablet-based offerings from educational publishers will increasingly incorporate a variety of cloud-based learning activities and resources. These next- generation ebooks and etextbooks will look more like mobile apps than books. They will need to exchange data with a growing list of educational systems for student management, lesson planning, record keeping, learning analytics, assignment scheduling, massive open online course (MOOC) platforms, and so on. The Actionable Data Book project is a research and development effort undertaken this year to determine how to implement the added functionality required of educational ebooks in a way that will allow them to plug-and-play with other systems.

Higher education institutions recently have been drawing on methods from learning analytics to make decisions about learners' academic progress, predictions about future performance and to recognise potential issues. As the use of learning

Higher education institutions recently have been drawing on methods from learning analytics to make decisions about learners' academic progress, predictions about future performance and to recognise potential issues. As the use of learning analytics in higher education is a relatively new area of practice and research, the intent of this paper is to provide an overview of learning analytics including a summary of some exemplar tools. Finally we conclude the paper with a discussion on challenges and ethical issues.

Participation in popular sub-cultures developed through new technologies involves learning rules and protocols for participation that are cross-cultural and cross-lingual. New multimedia games create and incorporate international rituals

Participation in popular sub-cultures developed through new technologies involves learning rules and protocols for participation that are cross-cultural and cross-lingual. New multimedia games create and incorporate international rituals or protocols for a group of consumers. The development of communication technology has seen increasing numbers of these multi-media games emerging. These multi-media games involve full immersion into a created world. This paper discusses the ways in which learning is seen as active not passive absorption of information. As Combs (2002) states with the internationalisation and decline of a common religion and culture students need to communicate in ritualistic and symbolic acts with one another. In order to participate in the popular cultures children must learn social skills and develop a common culture, building their social and communicative competencies. According to Tobin (2003) university programmes have potential to piggyback on the phenomena providing a 'common culture' for students to learn in.

The burgeoning online delivery of higher education requires support and resourcing to be successfully implemented. In this paper, we report on the initial design and development of a professional learning module intended to guide academics

The burgeoning online delivery of higher education requires support and resourcing to be successfully implemented. In this paper, we report on the initial design and development of a professional learning module intended to guide academics when building quality online courses through a five-stage framework. The framework and resulting training module were developed in response to the growing demand on academics to convert their face-to-face courses to online offerings. This accelerating trend to move online often exceeds the capacity of allocated university course development resources (based locally or centrally as development units or specialised roles). It is for this reason a streamlined approach is needed to provide alternative support to academics that alleviates the pressure on these specialised support roles. The module developed also provides an example of how professional learning can be tailored to meet strategic university policies while delivering on quality products that align with everyday academic processes.

The use of mobile technologies and social media for teaching and learning signals the potential for ontological shifts in learning and teaching, redefining the roles of both students and lecturers. Understanding tertiary student

The use of mobile technologies and social media for teaching and learning signals the potential for ontological shifts in learning and teaching, redefining the roles of both students and lecturers. Understanding tertiary student perspectives on how they use wireless mobile devices for learning is crucial if their lecturers are to make informed evaluative decisions about how they use those same devices in their teaching. Lecturers require professional development in using mobile technologies in teaching, and institutions face challenges with infrastructure. This paper outlines a research proposal for exploring tertiary student use of wireless mobile devices for learning and the relationship of that to lecturer and institutional readiness in a blended learning environment. Cochrane's (2012) six critical success factors for transforming pedagogy with mobile Web 2.0 and Puentedura's (2012) SAMR model of technology adoption will be used as evaluative frameworks.

Using Appreciative Inquiry an evaluation of newly retrofitted and upgraded centrally timetabled teaching spaces took place following the first semester of use. Survey instrument items and interview prompts were derived from a metasynthesis

Using Appreciative Inquiry an evaluation of newly retrofitted and upgraded centrally timetabled teaching spaces took place following the first semester of use. Survey instrument items and interview prompts were derived from a metasynthesis of relevant reviews, each informed by current 'learning spaces' literature. Teaching staff (N=28) completed an online questionnaire and/or attended interviews (N=4). Their experiences and opinions with regard to the technology; the fitness for teaching purposes; the room layout, decor and furniture; and the support offered is discussed. Implications and future directions are indicated.

This paper introduces a new teaching strategy called a DiscoveryMission, which builds on from and is a newer version of a WebQuest, which is a web-based learning experience for students. First year pre-service education students were

This paper introduces a new teaching strategy called a DiscoveryMission, which builds on from and is a newer version of a WebQuest, which is a web-based learning experience for students. First year pre-service education students were introduced to the DiscoveryMission and completed one as part of an educational technology course. This paper describes a DiscoveryMission and presents initial findings of the data collected. Results include students being engaged and enjoying completing a DiscoveryMission and that they would use them in their teaching in the future.

Student engagement has long been recognized as a serious challenge to learning and teaching in higher education. While increasing and innovative use of interactive digital technologies has been a hallmark of recent changes to higher

Student engagement has long been recognized as a serious challenge to learning and teaching in higher education. While increasing and innovative use of interactive digital technologies has been a hallmark of recent changes to higher education practice, the integration of traditional and innovative digital techniques in learning and teaching design and practice remains a crucial issue for university educators. There has been a tendency for new technologies to be added to existing curriculum design and learning and teaching practice in an ad hoc, isolated manner, rather than as part of an overarching learning design which incorporates both new technologies and traditional techniques and understanding of pedagogic principles and practice. Through the integration of the RASE (Resources/Activity/Support /Evaluation) pedagogic student-centred learning model, interactivity and applications of technology, this paper seeks to help teachers design more effective courses to enable students to acquire greater autonomy, and to cultivate dispositions to understand.