bluuebunny/crossref_metadata_2025 huggingface dataset:
Engaged and connected
Authors: Woodley Carolyn , Kehrwald Benjamin
Published: June 2024

The notion that there are no ‘e-pedagogies’ per se but rather ‘e-flavours’ of existing pedagogical approaches emphasises that ‘good teaching is good teaching’, irrespective of technologies – educational or otherwise. Charles Sturt University (CSU) recently released a Distance Education Strategy (2015) that promotes engagement and connectedness as key ideas in technology-enhanced teaching. Rather than prescribing particular activities to particular spaces or technologies, CSU’s Online Learning and Teaching Model foregrounds seven elements known to support learning: small group support; personalised support; teacher presence; interaction between students; interaction with workplaces; interactive resources; and e-assessment. This paper argues the merits of an approach to learning and teaching which uses these seven elements to inform online teaching practices. The literature that supports each element is considered alongside examples of elements. The discussion considers curriculum that embeds, models and explicitly teaches these seven elements of the Learning and Teaching model to the University’s academic staff.
Learning through doing
Authors: Miller Karen
Published: June 2024

Makerspaces are becoming increasingly common in higher education institutions, and academic libraries can be regarded as an ideal location for such collaborative learning environments, as they provide a neutral space which encourages cross-disciplinary engagement and collaboration. This paper discusses the potential role of the library in facilitating the development of important lifelong learning skills through hands-on, problem-solving, and participatory making activities. It describes Curtin Library’s initial steps to establish a makerspace, which it is doing by providing a physical and virtual space, organizing events, workshops and activities and engaging in collaborative projects.
STEMming the flow
Authors: Huber Elaine
Published: June 2024

It may be that the greatest gain in aggregate student learning in STEM is achieved not through the adoption of optimal teaching practices in each classroom but through the elimination of the worst practices (Fairweather, 2008, p. 8).
A practitioner’s guide to learning analytics
Authors: Gunn Cathy , McDonald Jenny , Donald Claire , Milne John , Nichols Mark , Heinrich Eva
Published: June 2024

A growing body of literature identifies learning analytics as an emergent field of research that can deepen our understanding of learning and inform learning design practice. However, realizing the potential is not straightforward, as even defining learning analytics is vexed. For teachers and learning designers, the practical issue of how to engage with learning analytics data is problematic. This discussion paper begins by outlining the background to learning analytics at a practice level. Next, we introduce learning analytics frameworks, and one in particular that serves our aim to develop a guide for practitioners wishing to engage with learning analytics for different purposes. We will develop and refine the guide by mapping it to case-studies at NZ tertiary institutions, and through discussion with practitioners internationally. Our goal is to make analytics data more accessible and useful to teachers, learning designers and institutions.
Connecting or constructing academic literacies on Facebook
Authors: Bassett Mark
Published: June 2024

This paper outlines proposed doctoral research into how postgraduate students develop academic literacies within the bounds of learning theories and Web 2.0 tools that their lecturers select. Lea and Street’s (1998) academic literacies approach, which views literacies as contested social practices, forms the overarching view of literacy in this research. Over one semester, multiple case studies of postgraduate students will be conducted as they complete a paper within their subject of study. Students will use a private Facebook community to complete learning tasks and engage in student initiated discussions. The learning tasks will provide opportunities to examine the student experience of both the constructivist and connectivist paradigms. The aim is to further understanding of the student experience that can inform the creation of sound, theory driven Web 2.0-based learning tasks that effectively assist students in the development of their academic literacies. Feedback on the proposed research is sought from the Ascilite community.
Designing for “Flexibility”
Authors: Barac Karin , Davies Lynda , Boorer Lenka
Published: June 2024

The demand to offer students more flexibility in their university study options has seen a growth in multiple course offerings in different modes of learning such as on-campus, online or a mix of both (blended). In line with this demand for flexibility there has been a need for universities to streamline practices to meet shrinking budgets. This environment has facilitated the growth of dual-mode teaching where faculties attempt to teach online and on-campus cohorts together with variable results. The curriculum, staffing and student expectation demands of these different modes of delivery are often at odds and it is becoming more difficult to meet these demands while maintaining a high quality teaching and learning environment. We would like to share experiences and discuss with like-minded colleagues how to approach this particular design challenge in the hopes of developing some guidelines and practical examples that can inform us all.
Attention as skill
Authors: Selvaratnam Ratna Malar
Published: June 2024

This is an exploration of the need to cultivate attention as a skill in online learning ecosystems. Taylor’s College is an alternative pathway provider to the University of Western Australia. It is redesigning its diploma program delivery, equivalent to the first year of university, to include non-traditional spaces both online and physical. One of the concerns of online spaces is in equipping the students with the skill of attention control. In online environments it is easy to have reactive attention to stimuli that is not always within one’s control. I suggest having an internal locus of control for attention is a skill to be cultivated to ensure effective learning in online environments. This research looks at the field of contemplative education to see what is offered in this space. Contemplation involves attention and awareness.
Using interactive multimedia for “flipped lecture” preparation
Authors: Moscova Michelle , Kuit Tracey , Fildes Karen , Schreiber Kate , Treweek Teresa
Published: June 2024

In our example, a model combining interactive multimedia module and “flipped lecture” was successfully used across two disciplines to prepare students for active learning lectures. Work is underway to expand and further evaluate this model of content delivery.
Digitally enabled learning through Bb+
Authors: Greenaway Ruth , Vergers Susie , Mitchell Maxine
Published: June 2024

Ensuring the learning journey of each student is digitally enabled and supported through the effective use of technology was the driver for the introduction of what we have called Blackboard Plus (Bb+). The University of the Sunshine Coast (USC) uses the learning management system Blackboard (Bb) and all courses have a Blackboard course site, whether the course is taught face-to-face or online, locally or globally. Academics are encouraged to consider their Blackboard course site as an extension of their physical classroom to digitally enable student learning.
Clinical Logs
Authors: Porter David , Moscova Michelle
Published: June 2024

Clinical logs as used in medical education provide data to track students’ clinical experiences and patient encounters. These data have been used to ensure consistency of experience across clinical placements, to measure compliance with course outcomes, and to enable students to identify and address gaps in their learning. A variety of paper-based and technology-assisted logging methods have been used. Electronic logs provide the advantages of convenient data access, storage, and real-time analytics, with the potential for both student and faculty access. To ensure the soundness of design and implementation of their clinical log, researchers at the University of Wollongong Graduate School of Medicine conducted a review of the pitfalls and best practices in using clinical logs, particularly electronic logging platforms, to ensure soundness of design and implementation of their clinical log. Briefly, the clinical log provides an excellent tool to administratively track the experiences of students in their clinical placements and to assess the gaps in their learning. However, the usefulness of the logs may be limited by the validity of the student-reported data and the students’ perceived educational benefits of the log. This presentation will discuss the purpose, benefits, challenges, and recommendations in the implementation of clinical logs in medical education.
Easing into mobile learning
Authors: Murphey Angela , Farley Helen
Published: June 2024

Research has identified that students have access to and use a wide range of mobile devices to informally support their learning practices, however few students have access to educator-led initiatives to support mobile learning (Farley, Lane, Hafeez-Baig & Carter, 2014). Many educators are keen to leverage the affordances of mobile technologies to improve collaboration, interactivity and personalization within their courses, yet tight budgets and lack of training opportunities leave them wondering where to begin. This session will discuss a eight principles that have emerged from a recent study conducted by researchers from the University of Southern Queensland (USQ), in partnership with researchers at the Australian National University (ANU) and the University of South Australia (UniSA) (Farley, Murphy & Johnson, 2015). The aim of the project is to develop a Mobile Learning Evaluation Framework (MLEF) and is funded by the Australian Government’s Collaborative Research Network (CRN) program. The eight principles offer educators practical, low-cost tactics that will facilitate their engagement with mobile learning and encourage them to challenge their current teaching methods. This discussion will also report on the findings of the research on the differences between students studying primarily on-campus compared to those who study primarily in an online environment. This discussion will assist educators who have both on-campus and online students with adjusting their approach to ensure that all students have equal opportunities to maximize the benefits of mobile learning and feel included and integrated despite their geographic location.
Digital equity
Authors: Willems Julie
Published: June 2024

It can be forgotten that it is not simply students who face the challenges of digital equity in higher education. Staff can also face digital challenges, and employment at an institution is not necessarily a safety net to protect staff from the digital divide. This paper attempts to give this voice to this issue. The digital equity challenges that they may face can range from internet accessibility, diversity in skills, or access to the required equipment and software, including necessary upgrades. This process is, however, is compounded when staff are geographically dispersed from the institution, disconnected by time, or where access to technology and Internet connectivity varies greatly between the institution’s sites. Much of these issues can be beyond the control and capacity of staff to alter. However, in terms of a staff-led approach to address such issues and empower others, a robust professional development program on digital technology is but one means to help stem the digital divide between staff ‘haves’ and ‘have nots’.
SkillBox
Authors: Whitsed Rachel Anne , Parker Joanne
Published: June 2024

The aim of this project is to research, develop and evaluate a set of tools that can be used in tertiary subjects to formatively scaffold the skill base of students. The SkillBox instrument uses text, video and quizzes to deliver learning materials and formative assessment to students on a specific topic within a discipline area. A pilot project evaluated the use of a Matrix SkillBox in a Charles Sturt University (CSU) Distance Education (DE) subject and found its use appeared to increase knowledge and confidence in the topic areas covered. These findings will be further investigated in ongoing research involving larger numbers of students.
Dreaming of Electric Sheep
Authors: Welsh Simon , Uys Philip
Published: June 2024

Current institutional approaches to Learning Analytics which focus on student risk and engagement are problematic in terms of their ability to support improved student learning and success outside of retention. Charles Sturt University’s (CSU’s) deductive work on defining its institutional model of Learning Analytics has led it to reconfigure its Learning Analytics activities into an Adaptive Learning and Teaching program. Adaptive Learning and Teaching is defined as any educational approach that utilises feedback or analytics on student learning to adapt content, teaching, systems and/or design to enhance learning effectiveness. A key feature of the CSU vision is to focus analytic processes on students’ representations of knowledge and integrate with the student “digital footprint” to provide real-time adaptation of online learning experiences and personalise online learning. Concurrently, CSU’s Adaptive Learning and Teaching Services team is working to build capability in using Learning Analytics to inform adaptation in learning and teaching practices.
Clearing the Fog
Authors: Welsh Simon , McKinney Stewart
Published: June 2024

Learning Analytics is an area of practice that impacts the legal and ethical obligations of educational institutions. New legislative regimes, growing concern about online privacy, and the affordances of the data being collected mean Learning Analytics could represent a risk to universities to the same extent that it represents an opportunity. These risks augur the need for institutions to develop formal practice and/or policy frameworks around Learning Analytics to define supported practice, actively manage risks and begin to build trust and ethical practice through transparency. There is a danger for Australian universities that the development of such “checks and balances” are not keeping pace with the technological advancements in this field. This paper outlines how one university is seeking to provide a frame for lawful and ethical practice of Learning Analytics through a Code of Practice.
Mind the Gap
Authors: Webby Brian , Quinn Diana , Albrecht Amie , White Kevin
Published: June 2024

Open access, digitally-enabled learning can provide freedom and choice for new learners - not only in how and what they study, but when. With this freedom comes risk. One potential risk lies in the timing of enrolment in courses, particularly where fundamental knowledge is built across a year and where extended gaps between sequential courses might cause knowledge decay. Mathematics may be susceptible here. Our concerns were allayed; an examination of data suggested that new students preferentially minimise gaps and found no significant evidence for knowledge decay over periods of up to 12 months. Nevertheless, to support student learning in open online learning environments, it could be important to provide resources for student self-assessment of knowledge deficiencies, and the facility to refresh and regain understanding.
Pre-service teachers’ reflections on their participation in 1:1 laptop programs
Authors: Walker Rebecca Maria , Blackley Susan Ellen
Published: June 2024

A number of government and non-government schools have implemented a one-laptopper-student (1:1) policy. Whilst there was initial interest in the implementation of these programs, little has been done to track the uptake of digital learning technologies afforded by access to the laptops. This study examined tertiary students’ reflections on their experiences with 1:1 laptop programs after graduating from secondary school and at the commencement of their Bachelor of Education course. It is an extension of a previous study conducted by the researchers (authors, 2015) that presented findings about teachers’ use of laptops in 1:1 laptop program schools. The objectives of this second-phase research were to: 1) Capture recollections of the students’ experience of 1:1 laptop programs, 2) Categorise these recollections into positive and negative experiences, 3) Investigate the impact of 1:1 laptop programs on students’ perceptions of teaching with ICTs and their personal learning at University.
Authentic context as a foundation for gamification and game-based learning
Authors: Teräs Hanna , Teräs Marko , Viteli Jarmo
Published: June 2024

Engage learners, the results of these endeavours are varied and there is still limited understanding of the success factors and design principles of pedagogically meaningful gamified and game-based learning Gamified and game-based learning are becoming increasingly widespread in formal education. While the primary motivation for employing gamification and game-based learning tends to be the attempt to motivate and. This paper suggests that understanding the role of an authentic context is a useful starting point for a meaningful gamified learning design. Drawing from human-computer interaction and educational research in situated and authentic learning it proposes the first steps for a roadmap towards a deeper understanding of the phenomena of gamification and game-based learning, venturing beyond the “fun factor”.
Blended Learning Adoption Monitoring
Authors: Smith Simon Douglas
Published: June 2024

A debate exists regarding blended learning definitions; current research relies heavily on concepts developed in online and distance education contexts. A recent review of blended learning studies reveals that colleges and universities do not readily keep records of who teaches blended courses, and faculty are not fully cognizant of whether they are teaching in blended learning format (Skrypnyk et al, 2015). Driven by needs such as improved course delivery and student retention, tertiary institutions are strategically increasing their blended learning offerings, yet there exists no widely accepted reporting mechanism to monitor blended learning adoption. This paper introduces a practical method for monitoring blended learning adoption at an institution, and recommends an approach towards semi-automating the process.
Promoting Critical Thinking in a Large Class through Outcomes-Based Approach by Means of an Audience Response System
Authors: Seow Teck Keong , Soong Swee Kit Alan
Published: June 2024

One of the first considerations that comes to bear in the design of a new course will inevitably be the learning outcomes. Some of the learning outcomes are specifically related to the subject matter while others may be more broad-based goals like the honing of critical thinking skills. The General Biology course that is offered at the National University of Singapore (NUS) is one such course in which the promotion of critical thinking skills is incrementally weaved into the various learning activities and assessment components of the course. The large enrolment of the course also necessitates taking into consideration the affordances of technology in the outcomes-based design of the course. This paper aims to share how the General Biology course, using the topic of fermentation as an example, could be designed using outcomes-based approach, with learning activities supported by an audience response system, in order to promote critical thinking in a large class setting. As this is a work-in-progress project, some preliminary findings from the feedback of the students of the course are presented here.
Building a framework for improved workplace assessment practice and better outcomes through online platforms
Authors: Schier Mark , Dunn Louise
Published: June 2024

This paper discusses the development of an online platform used to build upon an existing system for assessing student workplace learning. It includes the background and rationale for the project, an overview of a rubric developed for the purpose of improving the understanding of the assessment criteria for all stakeholders. Our aim was to improve the pedagogical approach to student workplace learning in order to enhance learning outcomes for students as well as providing benefits to the university and workplace supervisors. To do this, we created a streamlined approach to assessment within the LMS at our university (Blackboard) enabling students to upload and submit their WIL portfolios. A more consistent process for academic supervisors to grade and provide timely feedback to the students, greater clarity in assessment requirements for students and workplace supervisors appears to have has been well achieved.
Exploring my university students’ online learning activities in Wikis
Authors: Quek Choon Lang Gwendoline , Liu Cong
Published: June 2024

Students’ responses in an online learning environment serve as a powerful means to communicate feedback to instructors’ instructional design and facilitation of student learning. This study tapped on the metadata in wikis (supported by Google Sites) as online classroom data to investigate 72 university students’ online learning activities performed for their module weekly. The students were engaged most frequently in commenting and editing, but least frequently in updating and recovering files. Trends of students’ responses towards online learning over four semesters provided an insight for instructors to reflect on the appropriateness of their design and types of learning activities for their students.
Learners’ confusion
Authors: Pachman Mariya , Arguel Amael , Lockyer Lori
Published: June 2024

Research often treats confusion as a turning point of the learners’ cognitive-affective dynamics in digital environments (e.g. D’Mello, Grasser and colleagues). The origin of confusion, however, is a topic of a debate. Could inaccurate prior knowledge serve as a source of confusion, or does confusion relate to metacognitive processes? In this paper we are attempting to address this question by employing case study analysis with fourteen participants who worked through simulated learning problems with feedback in a digital environment. Physiological and self-reported data were combined to examine problem-solving patterns. Preliminary findings highlighted the role of metacognitive monitoring in confusion development and its interrelation with inaccurate prior knowledge.
Personalising professional learning mobility in Higher Education
Authors: Mitchell Maxine , Cottman Caroline
Published: June 2024

The trends and impacts of digital technologies in the higher education sector mean that change is an ongoing, organic factor in response to the personalised nature in which society works, learns, lives, communicates, and connects. Such dynamic educational settings provide new environments for learning mobility that transcend boundaries of time, place, convention and learning community. This paper is fundamentally concerned with how educators, as adult learners, learn in a time when institutions, through their teaching staff, are attempting to address the fast pace innovations in learning and teaching. This paper describes a regional university’s approach to reconceptualising a model of professional learning that offers personalised, collaborative, and transformative learning experiences for its educators. The aim is to develop professional learning initiatives that are responsive to the educator’s learning mobility needs whilst also enriching the student learning experience and addressing institutional strategic priorities.
Collaboration between Primary Students and the Use of an Online Learning Environment
Authors: Kokkinaki Aikaterini
Published: June 2024

This paper reports findings from a research study which involved the use of an Online Learning Environment by Greek primary students in their school classroom and from home for a period of six weeks for the development of a wiki for a school project. This research study sought to answer whether and how collaboration can be supported between primary students with the use of an Online Learning Environment. Although collaboration is often reported as the outcome from the use of technology in an educational context, this paper presents research findings to show that collaboration between primary students with the use of an Online Learning Environment is associated with students' previous collaborative work experiences.
How to develop an online community for pre-service and early career teachers?
Authors: Kelly Nick , Clarà Marc , Pratt Marlene
Published: June 2024

This paper contributes a number of design principles for developing large-scale online communities of pre-service and early career teachers (PS&ECTs). It presents the paradigms of connected learning, networked learning and communities of practice and contrasts them. It describes the potential for online communities to meet the needs of PS&ECTs and it identifies gaps that exist within certain types of existing online communities that currently support PS&ECTs. The paper proposes design principles for a new type of online community for PS&ECTs. These principles are drawn from the literature and from the preliminary outcomes of a pilot study.
Are Higher Education Institutions Prepared for Learning Analytics?
Authors: Ifenthaler Dirk
Published: June 2024

Learning analytics may provide multiple benefits for higher education institutions and for involved stakeholders by using different data analytics strategies to produce summative, real-time and predictive insights and recommendations. However, are institutions and academic as well as administrative staff prepared for learning analytics? Considering a learning analytics benefits matrix, this study investigates the current capabilities for learning analytics at higher education institutions, explores the importance of data sources for a valid learning analytics framework, and builds an understanding on how important insights from learning analytics are perceived. Findings revealed a lack of staff and technology being available for learning analytics projects. It is concluded that more empirical research focussing on the validity of learning analytics frameworks and on expected benefits for learning and instruction is required to confirm the high hopes this promising emerging technology is suggesting.
A pedagogical end game for exams
Authors: Hillier Mathew , Gibbons Belina
Published: June 2024

This short paper looks ahead 10 years to a possible future for high stakes assessment in Australian higher education. The authors discuss some of the drivers pushing towards this future along with desirable operational features and pedagogical capabilities of an e-exam system for the year 2025. This paper represents a vision or road map to which a newly established, half million-dollar, Australian Government Office for Learning and Teaching national project on e-exams will be contributing over the next three years.
Can learning analytics provide useful insights?
Authors: Heinrich Eva
Published: June 2024

This concise paper reports on an analysis of access logs of a first year university course that was delivered in a blended format. This analysis is an initial step in a wider project aimed at investigating if learning analytics can provided useful insights on course level, targeting both student learning and the needs of teachers. Preliminary findings show potential in noting when students need targeted help, a lack of correlation between access logs and grades, and insights into the degree by which course completion rates are affected by the lack of student engagement.
Occupational Medicine Simulation Project
Authors: Griffiths Aaron
Published: June 2024

In 2013 the Occupational and Aviation Medicine (OAM) unit of the University of Otago secured a project grant to develop a simulated virtual world environment for students of this unit, specifically those studying occupational medicine as distance learners. The simulation would be employed by facilitated student groups to contextualize occupational data for specific work processes, to re-enact occupational health examinations in the compiling of clinical assessments and to develop a research proposal for assessing health outcomes in these hazard environments. Developmentally, the underlying intent of the project was twofold; firstly, to investigate the virtual elements essential to the creation of an authentic context for learning and secondly, to explore those virtual aspects that might provide a supportive learning environment for the geographically dispersed student body. This paper details the pedagogical and design rationale employed by the author in the pursuit of this intent.
PST Online
Authors: Grono Steve , Masters Yvonne , Gregory Sue
Published: June 2024

Improvements in available technologies and an increased popularity of online learning spaces have seen a shift in the dominant ways students engage with formal and informal learning in their day-to-day lives. This is especially true for the distance education experience through the rise in virtual schools. As this shift occurs, it becomes increasingly important to reflect these new changes in curriculum design for pre-service teachers. Increasingly, these pre-service teachers will be engaging with students, not just in the traditional, physical classroom space, but also in online spaces and via distance. These new virtual learning environments require their own separate skillset to be properly navigated by both the learner and teacher to provide meaningful and rich learning experiences. In order to develop resources to facilitate the learning of these skills, current pre-service teachers have identified their own understandings of online learning and their readiness to teach within these new spaces.
The Agile Learning Model
Authors: Gregory Brent , Wysel Matthew , Gregory Sue
Published: June 2024

Big data mirrors the accounting process to the extent that it deals with how we capture, categorise, summarise and report information so that users can make informed decisions. By modelling this process, we can both demonstrate the future of accounting to our students, and build an agile learning environment that identifies for a student their ‘next crucial action’ in the learning process. Presented in this paper is a pilot study.
Making the Connection
Authors: Farley Helen , Dove Sharron , Seymour Stephen , Macdonald John , Abraham Catherine , Lee Chris , Hopkins Susan , Cox Jacinta , Patching Louise
Published: June 2024

In most Australian correctional jurisdictions, prisoners are not allowed access to the internet precluding them from participating in higher education online. This paper reports on an Australian government-funded project, Making the Connection, which is taking digital technologies, that don’t require internet access, into correctional centres to enable prisoners to enroll in a suite of pre-tertiary and undergraduate programs. A version of the University of Southern Queensland’s learning management system has been installed onto the education server of participating correctional centres. The second stage of the project will see notebook computers preloaded with course materials, allocated to participating prisoners. At the time of writing, the project has been deployed at eight correctional centres in Queensland and Western Australia, with negotiations underway for further rollout to Victoria, New South Wales and South Australia. It is expected that the technologies and processes developed for this project will enable the delivery of higher education to other cohorts without access to reliable internet access.
Teaching Complex Theoretical Multi-Step Problems in ICT Networking through 3D Printing and Augmented Reality
Authors: Cowling Michael , Birt James
Published: June 2024

This paper presents a pilot study rationale and research methodology using a mixed media visualisation (3D printing and Augmented Reality simulation) learning intervention to help students in an ICT degree represent theoretical complex multi-step problems without a corresponding real world physical analog model. This is important because these concepts are difficult to visualise without a corresponding mental model. The proposed intervention uses an augmented reality application programmed with free commercially available tools, tested through an action research methodology, to evaluate the effectiveness of the mixed media visualisation techniques to teach ICT students networking. Specifically, 3D models of network equipment will be placed in a field and then the augmented reality app can be used to observe packet traversal and routing between the different devices as data travels from the source to the destination. Outcomes are expected to be an overall improvement in final skill level for all students.
The Next Wave of Learning with Humanoid Robot
Authors: Chua Xin Ni , Chew Esyin
Published: June 2024

Today, humanoid robotics research is a growing field and humanoid robots are now increasingly being used in the area such as education, hospitality and healthcare. They are expected to serve as humans’ daily companion and personal assistant in including in education. On the other hand, students may complain that the classroom today is boring and not engaging. Students are using mobile devices extensively but the traditional lectures remain PowerPoints. Is there an educational synergy for integrating a humanoid robot in daily teaching? Responding to the needs, the paper reports a work-in progress pilot study that designs the learning innovation with humanoid robot, NAO. Initial experiences are reported. Rule-based reasoning and progress test design are developed and recommended. The educational program is developed based on the design and pilot tested at the learning and teaching at Monash University Malaysia. Future work and recommendation are discussed in innovative technology engaging learning.
The ethical considerations of using social media in educational environments
Authors: Cameron Leanne , Tanti Miriam , Mahoney Kim
Published: June 2024

Students in an undergraduate pre-service teacher education course were asked to utilise Twitter to access the professional educational community. Their tweets were to be used to promote the sharing of educational resources and establish a local supportive community of practice, to keep others informed of their teaching experiences and provide a vehicle for support and advice, both inside and outside the university. The ethical issues in relation to the use of social media in educational environments were wide-reaching and complex. This paper reports on a pilot study that begins an investigation on the practices of university students using social media in their studies. The ultimate aim of the project is to develop workable guidelines on the ethical use and practice of social media use in university education.
Towards a Pedagogy of Comparative Visualization in 3D Design Disciplines
Authors: Birt James , Nelson Jonathan , Hovorka Dirk
Published: June 2024

Spatial visualization and interpretation are important skills for designers. However, these skills generally require significant experiential development over the course of years. Visualizations allow the human brain to convey complex spatial concepts in intuitive, navigable and manipulable forms improving learner outcomes and perceptions. But often these visualizations are studied as single modality solutions. Dual modality and multimedia presentation studies show positive improvements in learner outcomes but dual modality is often difficult to compare. This paper presents ongoing research in the use of comparative multimodal visualizations produced with emerging technology solutions in 3D Design classrooms. Presented are previous findings from multimedia design and a methodology to widen the scope of study. The context for this study is a university first year undergraduate course in architectural design. The presupposed outcome is that students become adept at interpretation and mental conversion at a rate greater than they would through more traditional curricular means.
Fostering deep understanding in geography by inducing and managing confusion
Authors: Arguel Amaël , Lane Rod
Published: June 2024

Confusion is an emotion that is likely to occur when learning complex concepts. While this emotion is often seen as undesirable because of its potential to induce frustration and boredom, recent research has highlighted the vital role confusion can play in student learning. The learning of topics in geography such as tropical cyclone causes and processes can be particularly difficult because it requires the reconstruction of intuitive mental models that are often robust and resistant to change. This paper presents the design framework for an online module designed to enhance university students’ depth of knowledge of tropical cyclones. In particular, the intervention aims to manage the level of confusion during learning. We hypothesise that in this way learners can engage with the cognitively demanding ideas in this topic and they are less likely to experience emotions such as frustration and boredom, which would be detrimental to the development of deep understanding.
The future of practice-based research in educational technology
Authors: Alhadad Sakinah
Published: June 2024

Implicit in the discourse of evidence-based practice are two fundamental concerns. One is the generalisability of research evidence where issues of external validity are integral to translation, relevance, and application in complex and multifaceted higher educational contexts. The other relates to practice-based evidence, where issues of internal validity impact on the design, interpretation, and dissemination of research. While practice-based research has an advantage in terms of high external validity, threats to internal validity can cause significant issues in terms of the subsequent inference, translation, and generalisability of findings. In educational technology, evaluation and research of e-learning in higher education is conducted by both practitioners and academics, each contributing different pieces of the puzzle towards a better understanding of the learning processes in complex real world settings. In this paper, I propose small, practical steps towards improving the generalisability of practice-based research.
Using Learning Design to Unleash the Power of Learning Analytics
Authors: Atkinson Simon Paul
Published: June 2024

New learning technologies require designers and faculty to take a fresh approach to the design of the learner experience. Adaptive learning, and responsive and predicative learning systems, are emerging with advances in learning analytics. This process of collecting, measuring, analysing and reporting data has the intention of optimising the student learning experience itself and/or the environment in which the experience of learning occurs. However, it is suggested here that no matter how sophisticated the learning analytics platforms, algorithms and user interfaces may become, it is the fundamentals of the learning design, exercised by individual learning designers and faculty, that will ensure that technology solutions will deliver significant and sustainable benefits. This paper argues that effective learning analytics is contingent on well structured and effectively mapped learning designs.
Exploratory and Collaborative Learning Scenarios in Virtual World using Unity-based Technology
Authors: Wilding Karin , Chang Vanessa , Gutl Christian
Published: June 2024

This paper focuses on learning tools developed for the integration in virtual learning worlds that enable instructors to create in-world scenarios more easily. The tools were implemented in consideration of several learning concepts on exploratory, collaborative and challenge-based approaches. It elaborates on the design and development of a virtual world project on two platforms, namely Unity and Open Wonderland which is based on an Egyptian learning world. Users explore the world to find, explore and discard information. Through the process of identification and elimination a story is formed. Users can share information and collaborate with other users in- world and the tasks are supported by tools embedded in the virtual world, such as Textchat, Itemboard and Chatbot. The virtual world in Unity has addressed some of the issues raised in Open Wonderland such as the graphics enhancements, level of interactivities and lessons learned from the first prototype.
Interdisciplinary opportunities and challenges in creating m-learning apps
Authors: Southgate Erica , Smith Shamus , Stephens Liz , Hickmott Dan , Billie Ross
Published: June 2024

Mobile digital devices such as smart phones and tablets support mobile learning (mlearning) and this is reinventing pedagogical and curriculum approaches in education. The unprecedented growth in digital technologies, and the educational apps they support, provides a unique opportunity to increase engagement in learning anywhere and at any time. However, the development of m-learning apps requires collaboration between learning and content experts and technology specialists. Such interdisciplinary collaboration presents both opportunities and challenges. This paper describes two case studies related to m-learning app development with the aim of highlighting the range of educational and technical issues that arose in the collaborative process, and the solutions devised by the interdisciplinary team.
Predictors of students’ perceived course outcomes in e-learning using a Learning Management System
Authors: Kwok David
Published: June 2024

This study examined the factors that influence students’ perceived course outcomes in elearning using the Learning Management System (LMS), and the extent to which the factors significantly predict course outcomes. A total of 255 polytechnic students completed an online questionnaire measuring their responses to 5 constructs (lecturer support, interaction with peers, perceived ease of use, perceived usefulness and course outcomes). Data analysis was conducted using structural equation modeling. Results showed that perceived usefulness and interaction with peers were significant predictors of course outcomes, whereas perceived ease of use and lecturer support did not. However, perceived ease of use had an indirect relationship with course outcomes through perceived usefulness. Lecturer support also had an indirect relationship with course outcome through interactions with peers. Overall, the four antecedent variables contributed to 77.0% of the total variance in course outcomes. Based on the study findings, implications for educators and researchers are discussed.
Self-organising maps and student retention
Authors: Gibson David , Ambrose Matthew , Gardner Matthew
Published: June 2024

Student retention is an increasingly important yet complex issue facing universities. Improving retention performance is part of a multidimensional and deeply nested system of relationships with multiple hypothesised drivers of attrition at various sample sizes, population clusters and timescales. This paper reports on the use of a self organising data technique, Kohonen’s Self Organising Map, to explore the potential retention drivers in a large undergraduate student population in Western Australia over a six-year period. The study applied the self-organizing method to two point-in-time data sets separated by 18 months and was able to identify a number of distinct attrition behaviour profiles appropriate for creating new tailored intervention.
Navigate Me
Authors: Clark Colin , Andreacchio Jessica , Kusevskis-Hayes Rita , Lui Jessie , Perry Shauna , Taylor Ethan
Published: June 2024

This paper reports on the development of NavigateMe, an online tool currently being trialled at the University of New South Wales. The tool is a student-centred initiative designed to support students in accessing university-wide, faculty-based and external information and support services to improve and enhance their learning and university life. Based on responses provided, an action plan is produced that allows students to reflect on their current situation and be directed to specific services and information according to their individual needs and interest at any point in their student life. The tool was developed through a collaborative and iterative process in consultation with staff, students and faculties. The tool is in the strategic plan approved by the DVC(A) and it has received significant funding from the university.
The Conceived, the Perceived and the Lived
Authors: Barac Karin
Published: June 2024

A bespoke course design framework was implemented in an Australian university to help academics convert face-to-face courses to blended or online offerings in response to increasing demand for universities to offer 21st century learning environments. While the design framework was grounded in evidence-based approaches that exemplify quality delivery, these course designs have had variable reactions from students in their implementation. As such, a student dimension to the evaluation of the framework was added and the findings from the initial pilot are reported here. It has been found that students may not be as ready for 21st century learning and teaching practices as current rhetoric implies. This paper begins to formulate a theory to help resolve this through an exploration of ideas through the lens of Lefebvre’s production of space (1991).
Fostering students’ systems thinking through futures education
Authors: Hyyppä Iina , Rasa Tapio , Laherto Antti
Published: June 2024

In an era of worsening environmental crises, students may not perceive themselves as able to impact and change the inevitably upcoming futures. Accordingly, a common goal of educational systems has been to increase students' agency and sensemaking in a complex world. Simultaneously, students are facing unprecedented levels of futures anxiety, and educational institutions undervalue the importance of future thinking. To take on a constructive approach on futures thinking, we examine how students’ systems thinking skills develop during a futures education course in which they write their own visions of a hopeful future. By looking at the thematic spheres of society, nature, and technology, we analyse how students develop systemic understandings of the complex system that is the context of the study: the city of the future. The study examines how students’ written futures visions develop throughout the course, and how those developments indicate development in systems thinking. The results show that the futures education course allowed students to improve their understandings of the interconnectedness of the topics they raised, fostering more holistic and active understandings of the futures, here shown through the multidimensional development of systems thinking. Students developed a deeper understanding of the interrelationships of society, nature, and technology, and developed understandings of the pathways to change and the agency and action needed to achieve their futures.