2011: ASCILITE 2011 Conference Companion Materials

Learning analytics is a technology on the rise in higher education. Adapted from business analytics, this approach is being used to track and predict student engagement and success in higher education. There is evidence to suggest that

Learning analytics is a technology on the rise in higher education. Adapted from business analytics, this approach is being used to track and predict student engagement and success in higher education. There is evidence to suggest that learning analytics can be successfully used to predict students at risk of failing or withdrawing and allow for the provision of just in time intervention. Despite this, the output of universities is not like that of other commercial ventures and business models for understanding consumer behaviour, for instance, are not equipped for accurate prediction of learning outcomes. The model presented in this poster is an attempt to create a predictive framework for 'learning health' from a multifaceted, epidemiological perspective. The model serves as a framework for understanding early student success at the micro and macro levels and provides a foundation for evidence-based use of learning analytics within a higher education perspective.

Macquarie University Accessibility Services (MQAS) converts learning materials into accessible formats for students with access needs. The process is time and labour intensive and with unrealistic timelines can result in materials being

Macquarie University Accessibility Services (MQAS) converts learning materials into accessible formats for students with access needs. The process is time and labour intensive and with unrealistic timelines can result in materials being delivered late. If learning materials were initially published directly in an accessible format, resources would be saved and students would receive their learning materials on time. The emergence of the e-book allows students easier and faster access to content with choice and control over its delivery mode. When content is published directly as an e-book in ePub format, it can be read on a number of e- readers. Additionally, students using an iPad can change the font style and size to suit their needs or listen to content using iOS's built in text-to-speech software. An academic's new book, Foundations of College Music Theory was published straight to this format, allowing students faster access to their learning materials and the ability to listen to them.

This poster exposes a draft university-wide educational and educational technology framework for discussion. Its purpose is to guide educational policy making, particularly for educational technologies. The framework is based on a general

This poster exposes a draft university-wide educational and educational technology framework for discussion. Its purpose is to guide educational policy making, particularly for educational technologies. The framework is based on a general conceptual framework of learning and a set of design principles for a contemporary learning environment. The framework is expanded by considering which learning activities and technologies are best suited to actualizing these design principles.

In 2010 Unitec launched an institution-wide eLearning strategy as part of a reconceptualised approach to teaching and learning. In response the library embarked on two action research projects investigating the effectiveness of library

In 2010 Unitec launched an institution-wide eLearning strategy as part of a reconceptualised approach to teaching and learning. In response the library embarked on two action research projects investigating the effectiveness of library services. One project assessed the efficacy of online information literacy tutorials. Embedding online information literacy into Learning Systems such as Moodle are vital in the increasingly blended learning tertiary environment (Adolphus, 2009) (Bongey, Cizadlo, & Kalnbach, 2006). Considerable time and expertise is going into the development of these tutorials, so we want to ensure optimum use is made of them. What we produce must have value for students with differing learning styles and motivation (Berk, Olsen, Atkinson, & Comerford, 2007). The other project examined distance students' engagement with library services and resources to determine potential barriers to equity of access. Previously, library services to distance students have been minimal. However, the growth of this section of our client base has increased and we want to meet their needs. Informed by the results of a survey, an intervention incorporating eLearning technology was introduced. The group was re-surveyed and individual interview were conducted to obtain verbatim commentary about the efficacy of the intervention for increased engagement. Our poster will show the results of the action research projects, issues we faced and our future plans.

The Tanya Jermaine collection of Greek vase reproductions was purchased by the Massey University School of History, Philosophy and Classics through an alumni donation in 2010. The collection was envisioned as a hands-on teaching resource

The Tanya Jermaine collection of Greek vase reproductions was purchased by the Massey University School of History, Philosophy and Classics through an alumni donation in 2010. The collection was envisioned as a hands-on teaching resource for students to use and experiment with and proved to be the inspiration for a project aimed at mobilising the collection for a wider audience including distance students, high schools and the general public. Classics and the department of Museum Studies, supported by Centre for Teaching and Learning consultants, designed and created both physical and virtual exhibition spaces for the collection. One of the major drivers was to produce an engaging application that would replicate, at least in part, some of the tactile experiences that the vases provide to students in real life. After considering several options, a beta version of Adobe's Digital Publishing Suite was used to produce the mobile application.

Popular social networking sites such as Facebook demonstrate an emerging opportunity for students and educators within formal higher education contexts to share ideas, celebrate creativity and participate in an environment which offers

Popular social networking sites such as Facebook demonstrate an emerging opportunity for students and educators within formal higher education contexts to share ideas, celebrate creativity and participate in an environment which offers immediate feedback from others who belong within a specific network. As this is an emerging use of the technology, an autoethnographic approach has helped capture the potentials and pitfalls of incorporating social networking within higher education. The findings highlight implications for the key stakeholders in higher education.

Computer education to non-computer science disciplines in Chinese universities has been under the guidance of the Chinese Ministry of Education (CME) since 1997. The "1 + X" structure proposed by CME in 2007 for computer education to

Computer education to non-computer science disciplines in Chinese universities has been under the guidance of the Chinese Ministry of Education (CME) since 1997. The "1 + X" structure proposed by CME in 2007 for computer education to non-computer science disciplines in Chinese universities offers a higher flexibility for institutions to choose X courses for their non-computer science disciplines, but it does not adequately address a few important issues in providing students with equitable experience in computer foundation education and meeting the specific needs for those students who want to advance their knowledge and skills in computer/IT. Based on a comparative study with the similar curricula used in other national and international institutions, a new framework of "2 + D + X" structure of computer education to non-computer science disciplines was proposed at TMAU to address those weaknesses in the CME "1 + X" structure. Trials of this rationalised framework have shown that students in different disciplines in natural sciences at IMAU strongly supported this new curriculum.

This interactive symposium will examine the iPad as a pedagogical tool and will explore its potential to transform higher education. 'Padagogy', and 'Podagogy' are swiftly becoming mainstream terms. Whilst this symposium will focus

This interactive symposium will examine the iPad as a pedagogical tool and will explore its potential to transform higher education. 'Padagogy', and 'Podagogy' are swiftly becoming mainstream terms. Whilst this symposium will focus primarily on the role of the iPad in the classroom it will also make reference to other personal computing and mobile devices available to learners. The symposium will be conducted face to face and via webinar, with input from remote presenters and involvement from (selected) remote participants. ASCILITE delegates and outside participants will be able to comment via a twitter stream, which will be displayed at the venue, and will be able to collaborate more extensively via an ASCILITE wiki. The symposium will be run as a panel session. Each of the representatives from the three institutions will provide an initial five-minute overview of their experiences in using iPads as teaching & learning devices, exploring the pedagogical opportunities, challenges and risks that iPads and mobile devices present. Immediately following each presentation there will be opportunity for the audience to ask questions and/or make comment. At the end of the panel presentations, delegates, virtual participants and the panel members will have further opportunity to engage in broad ranging exchanges about the value and uses of mobile learning devices and where their future might lead. This dialogue will be transcribed live onto a collaborative site which will remain available for ongoing deliberation at the end of the session. The symposium will be podcast for future online dialogue through the ASCILITE 2011 website.

The focus of the symposium will be a critical exploration and examination of the notion of 'authentic' learning, leading to a discussion of implications and consequences for the design of online learning resources and environments. The

The focus of the symposium will be a critical exploration and examination of the notion of 'authentic' learning, leading to a discussion of implications and consequences for the design of online learning resources and environments. The symposium will begin with a 5-10 minute overview presented by Barney Dalgarno, in which he will outline a framework containing three specific interpretations of 'authentic' learning, as a precursor to a 5-10 minute presentation by each of the other panel members.

As part of the national Digital Education Revolution (DER) all pre-service teachers need to develop both understanding and competency in embedding information and communication technologies (ICTs) into the content areas through a TPACK

As part of the national Digital Education Revolution (DER) all pre-service teachers need to develop both understanding and competency in embedding information and communication technologies (ICTs) into the content areas through a TPACK framework (Department of Education, 2008). A Government scoping study indicates that the most common forms of ICT currently used in classrooms are PowerPoint and basic Internet searches (Education Services Australia, 2010). These forms of ICT do not make best use of the potential learning possibilities of ICT. This project is aimed at developing the technological pedagogical content knowledge (TPACK) of pre-service teachers via sustainable integration of ICT in pre-service teacher education programs for both primary and secondary teachers.

The rate of new ideas and the multitude of pressures on time poor academics means we have to develop new ways of recognizing innovative ideas worth implementing and supporting, and to consider effective ways of building capacity which have

The rate of new ideas and the multitude of pressures on time poor academics means we have to develop new ways of recognizing innovative ideas worth implementing and supporting, and to consider effective ways of building capacity which have real impact on student learning. This symposium will highlight and consider some approaches to determining the ideas that make a difference in a time of changing demands and changing directions, as well as offering ways of building academic capacity. Ideas and comments will be sought from the audience, and the group will determine the developing "big ideas" from the symposium and the conference more broadly. This session aims to be interactive and audience led. In the style of ABC's Q and A, the panel members will provide comments and provocations, and then lead discussion facilitated by a chair. Audience members will be able to engage via their mobile devices; using OWL (Open Web Lecture), a new web-based student response system developed by QUT, which blends the physical space with a virtual learning environment to create a live collaborative experience. The format will be lively, provocative and responsive to emerging topics from the conference. The Chair and Panel will strive to create a blended learning environment by demonstrating an effective format and use of technology that engages the audience and stimulates thinking and discussion.

There has been much media reporting on the efficacy of virtual worlds for education over the last few years. Some of the claims made are unfounded and not based on empirical evidence. All panel members have been teaching and conducting

There has been much media reporting on the efficacy of virtual worlds for education over the last few years. Some of the claims made are unfounded and not based on empirical evidence. All panel members have been teaching and conducting research in virtual worlds for several years. They will address many of the myths about teaching and learning in a virtual world. The format will follow Jamie Hyneman and Adam Savage's television series, "Myth Busters" ("MythBusters," 2011) to find out whether the myths are "founded", "busted" or "plausible". To date there has been limited research and publications reporting on myths surrounding the teaching and learning in virtual worlds. However, Calani (2010) attempted to resolve the myths around immersion, James (2007) set about resolving the myths surrounding business in Second Life and, Hendrich & Mesch (2009), discussed 10,000 reasons why a virtual world will or won't work. This interactive session will seek audience participation in resolving these myths through evidence-based practice.

The transition from funded project to sustainable elearning innovation has been problematic for many years. Most elearning innovations rely on seed funding for a research and development phase that is risky and resource intensive. Once

The transition from funded project to sustainable elearning innovation has been problematic for many years. Most elearning innovations rely on seed funding for a research and development phase that is risky and resource intensive. Once proof of concept is achieved, different skills are needed for dissemination, integration and professional development, and a number of other factors are critical to long-term success, i.e. strong leadership, supportive institutional culture, senior management support, effective professional development and integration with existing technology systems. In the current tertiary context, there is unresolved tension between the need to experiment with new educational concepts and tools, and the provision of standard, centralized and secure elearning environments. Valuable knowledge is lost when project experiences are not analyzed to inform parallel or future developments. This applies equally to small-scale, developments and broad concepts such as learning objects and open educational resources. The discussion in this interactive symposium will begin with a working definition of 'sustainable' and a brief presentation of the strategies and success ratings from 22 Australasian case studies of funded projects that have achieved varying degrees of sustainability. Delegates will be invited to share their opinions and experience, and to debate the findings from an ACODE sponsored study.