ASCILITE Publications 2022-08-04T14:33:48+10:00 ASCILITE Publications Editorial Team Open Journal Systems <p><span style="font-weight: 400;">ASCILITE Publications provides a peer-reviewed fully open access publication platform for traditional and non-traditional publications in the field of Technology Enhanced Learning (TEL) in Australasia and abroad. It aims to provide a scholarly distribution and publication pathway for these alternative forms of best practice and thought to traditional journal articles - increasing the reach and impact of TEL to international contributions and an audience beyond the academy. ASCILITE Publications encourages contributions and involvement from early-career academics (including RHD candidates), teaching practitioners and professional staff.</span></p> Using discussion forums to support continuing education of workplace learning supervisors: enabling a community of practice 2022-07-23T09:23:51+10:00 Deb Clarke <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Workplace learning (WPL) supervisors play a significant and fundamental role in enhancing university students’ experiences during their placements. Supervision is a multi-faceted and complex interpersonal and professional activity, which requires continued education to ensure contemporary knowledge, practice and capacity. Increasingly universities are viewing the offering of continued education for industry supervisors as an aspect of their mandate. This research reports on the design, facilitation and evaluation of an online learning module, supported by an asynchronous discussion forum aimed at building capacity of WPL supervisors, and developing cross-disciplinary WPL relationships.</p> <p>Using a mixed method approach, data were gathered using crude statistical measures including frequency counts of discussion postings, layered with thematic analysis of supervisors’ postings to weekly learning activity stimuli. The results of the research illustrate the powerful opportunities for continued education offered by participation in a purposely designed and supported discussion forum. Participants felt empowered, supported by their online colleagues and enlightened by their enhanced awareness of others’ practices and perspectives. Participants’ capacity to further disseminate their embellished understandings of WPL supervision bought to the fore the far-reaching possibilities of discussion forum use in building professional communities of practice and professional capacity.</p> </div> </div> </div> 2022-07-23T00:00:00+10:00 Copyright (c) 2021 Deb Clarke Vision - A space for digital learning and exploring pedagogies: Virtual world education 2022-07-25T08:09:56+10:00 Sue Gregory Brent Gregory Lisa Jacka Sharon Lierse Marcus McDonald David Ellis Merle Hearns Suku Sukunesan Pauletta Irwin Blooma John Des Butler Jason Zagami Belma Gaukrodger <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The Australian and New Zealand Virtual Worlds Working Group (VWWG) was established in 2009. Members of the group have written papers for ASCILITE conferences since 2010. Each paper’s intention is to provide an overview on using virtual worlds in higher education, especially the practical aspects of incorporating 3D worlds to enhance student learning. This VWWG’s paper looks at a virtual world as a space for digital learning and exploratory pedagogy – meaning, that the authors perhaps do not perceive virtual worlds as ordinary. However, they do acknowledge that those who do not regularly engage in virtual worlds may see it as new and innovative, perhaps even untested ground, but still with a degree of unfamiliarity. A survey was sent to the members of the VWWG in which the narratives have provided rich data for in depth understanding. The themes focused in the survey were ‘disruptive thinking’, ‘emerging ideas’ and ‘lateral connections’, from the perspective of the respondents’ experiences in the implementation of virtual worlds in education. They discuss the idea of a virtual world used in education as a new treasure, or perhaps it has been in use for some time and now classified as traditional.</p> </div> </div> </div> 2022-07-25T00:00:00+10:00 Copyright (c) 2021 Sue Gregory, Brent Gregory, Lisa Jacka, Sharon Lierse, Marcus McDonald, David Ellis, Merle Hearns, Suku Sukunesan, Pauletta Irwin, Blooma John, Des Butler, Jason Zagami, Belma Gaukrodger Game-Based versus Gamified Learning Platform in Helping University Students Learn Programming 2022-07-27T11:00:50+10:00 Oka Kurniawan Norman Tiong Seng Lee Nachamma Sockalingam Kin Leong Pey <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Novice learners of programming may benefit from some prior knowledge in programming before taking their first introductory programming course. In this study, we describe a workshop aiming to do so, that is offered to undergraduate students before their first programming course. Two online platforms are used in this study, a game-based platform (CodeCombat) and a gamified online tutorial (CodeAvengers). We compare the effects on learning of the two platforms on their academic performance, and investigate students’ preferences and subsequent usage of these platforms. Results show that the workshop participants prefer the gamified platform over the game-based platform for learning, and use during their programming course for revision and more practice. We found no significant difference in learning outcomes amongst those who participated in the workshop and those who did not. We discuss the findings and implications of this study in the paper.</p> </div> </div> </div> 2022-07-27T00:00:00+10:00 Copyright (c) 2021 Oka Kurniawan, Norman Tiong Seng Lee, Nachamma Sockalingam, Kin Leong Pey Practices and Challenges in a Flipped EFL Writing Classroom 2022-08-04T13:41:09+10:00 Su Ping Lee Elena Verezub Ida Fatimawati Adi Badiozaman <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Despite the widespread use of flipped teaching across educational disciplines, there is limited understanding on its use in the teaching and learning of English as a second language (ESL) writing in intensive English (IE) programmes for pre-university students. Such programmes face at least three constraints: the students’ low English proficiency, the shortage of time to bridge the English gap, and the necessity for academic English. This paper aims to explore practices and challenges of a flipped EFL writing classroom. In total, 38 students were given flipped writing classroom training. The participants watched video lectures on academic writing designed for the purpose of this study before the class, and then participated in interactive in-class learning activities. The study results revealed that the students performed the writing tasks significantly better in the post-test. The interviews with students showed that students favoured the greater time preparation, the immediate feedback, the increased opportunity to practise and interact, as well as the higher level of motivation and self-efficacy.</p> </div> </div> </div> 2022-08-04T00:00:00+10:00 Copyright (c) 2021 Su Ping Lee, Elena Verezub, Ida Fatimawati Adi Badiozaman E-learning: Working-adult Performances 2022-08-04T14:25:09+10:00 Kin Chew Lim Wai Ping Low Elaine Chapman <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This paper’s objective is to examine how the working-adult students' attitudes influence their e-learning performances. This research study involved two cohorts of students in the Principle of Project Management course at the Singapore University of Social Sciences (SUSS). The research methods comprised a questionnaire survey and analysis of their learning assessments. In the first study, the Exploratory Factor Analysis (EFA) and Pearson Correlation were used to determine the factors and their items that influenced the students’ e-learning attitudes. The second study involved determining the students’ familiarities with technology as used in teaching and learning. Students indicated their usage frequency for daily, weekly and monthly accesses. In the third study, the repeated measures ANOVA (ANalysis Of VAriance) and comparison of average scores were used to compare the students' performances in four different assessments. Subsequently, the results were used to compare the students’ performances in the traditional face-to-face learning and the online virtual classes. Conclusions were made on the students’ e-learning attitudes, their familiarities with technology and comparison in the learning performances between the traditional classroom learning and virtual learning. Results from this study will contribute to the e-learning strategic development in the SUSS.</p> </div> </div> </div> 2022-08-04T00:00:00+10:00 Copyright (c) 2021 Kin Chew Lim, Wai Ping Low, Elaine Chapman At the heart of a diverse technology: Applying a realist evaluation methodology to a university live streaming programme 2022-07-22T10:25:47+10:00 Mike Bryant Colin Simpson Alexander Whitelock Wainwright Trevor Wood Kris Ryan <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Researching web-based lecture technologies in higher education is a complex undertaking (Morris, Swinnerton, &amp; Coop, 2019), making experimental trials and summative evaluations impractical. The implications of existing literature in this area are therefore uncertain (Kay, 2012; O’Callaghan, Neumann, Jones, &amp; Creed, 2017). In this paper we report on the use of an alternative research design, realistic evaluation (King, Dawson, Rothberg, &amp; Batmaz, 2017; Pawson and Tilley, 1997), to gain insight into the impact of a university lecture live-streaming initiative. The initiative provided synchronous and asynchronous access to video of 129 weekly lectures using two different platforms. Surveys of 306 students and 49 staff, a focus group of five students, and an exploratory study of trace data of 359 students indicated that student access to the videos was lower and more idiosyncratic than expected. The ability to identify useful content, appropriate instructional methods, and participation by peers were reported to encourage students to become involved. Our results confirm the importance of specific contexts and forms of behaviour in encouraging beneficial lecture video use. We also show time of initial view to be a promising way to study students’ strategies for using lecture video content.</p> </div> </div> </div> 2022-07-22T00:00:00+10:00 Copyright (c) 2021 Mike Bryant, Colin Simpson, Alexander Whitelock Wainwright, Trevor Wood, Kris Ryan Infographics, assessment and digital literacy: innovating learning and teaching through developing ethically responsible digital competencies in public health 2022-07-23T09:35:22+10:00 Raya Darcy <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Infographics are eye-catching one-page documents that provide a concise overview of a topic through visually representing information or data using graphics, icons and/or images, with minimal words. They are an emerging key form of communication in society, government, research, education and industry, and can be found widely in social media, advertising, teaching, policy documents and scientific journal publications, for example. Due to their user- friendly, quick-read format, infographics are highly influential in shaping the opinions of their audience. An emerging issue with infographics, however, is the capacity to mislead or misrepresent information or data. In the contemporary higher education environment, providing students with digital literacy skills, including the capacity to critically evaluate digital media forms such as infographics, is vital. This paper will provide a review of the use of infographics in learning and teaching in the literature, including as assessment, examining the benefits as well as the potential issues, and how some of these challenges might be met.</p> </div> </div> </div> 2022-07-23T00:00:00+10:00 Copyright (c) 2021 Raya Darcy Exploring knowledge reuse in design for digital learning: tweaks, H5P, constructive templates and CASA 2022-07-25T08:17:22+10:00 David Jones <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Higher education is being challenged to improve the quality of learning and teaching while at the same time dealing with challenges such as reduced funding and increasing complexity. Design for learning has been proposed as one way to address this challenge, but a question remains around how to sustainably harness all the diverse knowledge required for effective design for digital learning. This paper proposes some initial design principles embodied in the idea of Context-Appropriate Scaffolding Assemblages (CASA) as one potential answer. These principles arose out of prior theory and work, contemporary digital learning practices and the early cycles of an Action Design Research process that developed two digital ensemble artefacts for 7 courses (units, subjects) and in less than a year been used in over 60 sites. Experience with this approach suggests it can successfully increase the level of design knowledge embedded in digital learning experiences, identify and address shortcomings with current practice, and have a positive impact on the quality of the learning environment.</p> </div> </div> </div> 2022-07-25T00:00:00+10:00 Copyright (c) 2021 David Jones Do learning technologies contribute to reduce student drop- out? - A systematic review 2022-07-27T11:13:39+10:00 Berit Lassesen Maria Hvid Stenalt Dorte Sidelmann Rossen Anna Bager-Elsborg <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>As technology is increasingly being used for teaching and learning in higher education, it is important to examine what tangible educational gains are being achieved. Reducing drop-out rates have been proposed as one possible beneficial effect of the use of learning technologies. It is unclear, however, whether the available evidence supports such claims. The aim of this study was to explore whether learning technologies applied in higher education contexts can contribute to reduce student drop-out rates, and under which circumstances do learning technologies influence drop-out? Method: Two independent searches were conducted in relevant databases; evaluated full-texts, quality rated the included studies, and synthesized the findings. Results: A total of 18 peer-reviewed studies were included. Based on the quality assessment, 10 studies were eligible to extended data synthesis. The assertion that learning technologies in higher education contribute to reduce student drop-out is only partly supported. Positive findings were in particular found in relation to pedagogical issues, e.g., individualized personal support. This is in line with previous research, indicating that it is not the technology itself, but how the technology is used pedagogically that matter to students.</p> </div> </div> </div> 2022-07-27T00:00:00+10:00 Copyright (c) 2021 Berit Lassesen, Maria Hvid Stenalt, Dorte Sidelmann Rossen, Anna Bager-Elsborg Data Analytics for Student Profiling and Academic Counselling 2022-08-04T14:02:47+10:00 Jizhi Li Wai Ping Low Lokesh Bheema Thiagarajan Lu Chang Peh <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Data analytics can be used by universities<br>student and learning data. By leveraging on data analytics and dashboards, universities and schools can become more proactive in profiling students and anticipating their needs, personalizing approaches to supporting students in academic distress and optimizing the allocation of university’s resources to efficiently and effectively counsel these students. In this paper, we outline the analytics framework that can be used on student data to derive insights, to readily observe and predict the students’ academic progression and performance, to characterise the academic risk of the student, and to identify the at-risk students at an early stage. With the early alert system in place, these students can then be counselled and rendered student support to be lifted out of the at-risk zone.</p> </div> </div> </div> 2022-08-04T00:00:00+10:00 Copyright (c) 2021 Jizhi Li, Wai Ping Low, Lokesh Bheema Thiagarajan, Lu Chang Peh Using TEL for TEL: Building confidence of sessional staff to enhance their students' experience 2022-08-04T14:33:48+10:00 Danielle Logan Hazel Jones Trevor Foster Lenka Boorer <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Sessional staff capacity building, and the role this plays in overcoming internationally recognised challenges for the provision of quality Technology Enhanced Learning (TEL), continues to present a priority for the Higher Education (HE) sector. These sessional staff undertake approximately 40% of the teaching in the Griffith Business School and yet their contribution to quality learning and teaching has largely been unmeasured. This paper describes the backgrounds and experience of sessionals, their career aspirations, and their desires for professional learning and support to enhance the quality of their teaching. This is the first step in a five-stage project adopting an evidence-based approach using TEL to improve the TEL capabilities and confidence of sessional staff. The results of the survey described in this paper (N=47) show that many sessional staff are focused on careers in academia and are motivated to participate in professional learning that leads to formal qualifications. They express interest in engaging in this learning through face-to-face and online formal workshops, informal networking events with each other and faculty, and access to online support resources. The premise for this study and the model introduced, represents an adoptable and adaptable opportunity for the wider HE sector to more effectively deliver sessional staff professional development.</p> </div> </div> </div> 2022-08-04T00:00:00+10:00 Copyright (c) 2021 Danielle Logan, Hazel Jones, Trevor Foster, Lenka Boorer Solving ill-structured problems mediated by online- discussion forums: Mass customisation of learning 2022-07-22T10:49:12+10:00 Ramya Chandrasekaran Aik Ling Tan Seng Chee Tan Foong May Yeong <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>To foster students’ learning of critical-thinking skills, we incorporated ill-structured problems in a Human Diseases module for third-year Life Sciences students. Using a problem-solving rubric and working in groups of three, students attempted to solve problems presented to them. We mediated their discussions by asynchronous online discussion forums (AODFs) as part of mass customisation of learning for 40 students where personalised learning was constrained by structure of the module. We examined the quality of students’ discussion, focusing on the feedback group members provided to one another, using an interpreted Structure of Observed Learning Outcomes (SOLO) taxonomy to code students’ feedback. Our analysis indicated that the students were able to provide uni-structural and multi-structural level in relation to solving an ill-structured problem, even though they are not used to solving ill-structured problems. This indicated that in a mid-size class, while personalised-learning is not always easy, it is possible to mass customise learning for students using common ill-structured problems in a class by mediating problem-solving using student discussions as feedback. However, more can be done to scaffold peer feedback on solving ill-structured problems so that the level of collaborative-learning can be improved in a mass customised model that approaches personalised learning.</p> </div> </div> </div> 2022-07-22T00:00:00+10:00 Copyright (c) 2021 Ramya Chandrasekaran, Aik Ling Tan, Seng Chee Tan, Foong May Yeong Using blogs to develop and determine graduate competencies in an undergraduate business subject 2022-07-23T20:27:38+10:00 Christopher Deneen Irshad Ali Kevin Byard John Kommunuri <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Graduate competencies are increasingly in demand from professional sectors, but with insufficient response from professional degree programs. This study examines the use of blogs as assessment in a first-year Bachelor of Business program. Three hundred and nine students responded to an online questionnaire exploring their perceptions of blog as a learning and assessment tool. Of particular focus were students' perceptions on ease of use, benefit and impact on the recognized graduate competency of writing skills. A regression model was applied to data analys in association between perception of improvement in the quality and quantity of the students' work (Q&amp;Q) and several other variables. Results suggest a significant and complex relationship between participants' perception of the flexibility and benefit of the blog and three areas relevant to writing skills: self-reported improvement in writing, increased ownership of learning, and development of reflective skills. Implications for further research and practice are discussed.</p> </div> </div> </div> 2022-07-23T00:00:00+10:00 Copyright (c) 2021 Christopher Deneen, Irshad Ali, Kevin Byard, John Kommunuri Barriers, enablers, and motivations for staff adoption of learning analytics: Insights for professional learning opportunities from an Australian university 2022-07-25T08:31:29+10:00 Hazel Jones <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Understanding the capabilities and motivations of academics towards adopting and using Learning Analytics (LA) to support their development of technology-enhanced learning is an important first step in designing an effective and flexible adoption plan. Situated in a regional university, this paper reports on the initial data-gathering stage of an on-going study aimed at designing and trialing an adoption plan to support individual staff to engage deeply with LA to inform and enhance their teaching practice and their students’ experiences. This paper analyses a staff survey (N=74) and transcripts from 28 semi-structured interviews conducted over 22 months with eight academics. Survey respondents reported low levels of knowledge about, and use of, LA, as well as a lack of confidence in accessing, interpreting, and acting on, data. Inductive and deductive thematic analyses of interview transcripts support these findings. Analysis further identified three main themes of indicators of successful LA adoption: effective learning design and enhanced teaching practice; improved student experience; and academic recognition. Based on these results, this paper proposes elements that can be included in a suite of professional learning opportunities that will enable academic developers and institutions to support individual staff to successfully adopt of LA.</p> </div> </div> </div> 2022-07-25T00:00:00+10:00 Copyright (c) 2021 Hazel Jones Predicting At-Risk Students for an Introductory Programming Course: A pilot study 2022-08-04T13:23:19+10:00 Norman Tiong Seng Lee Oka Kurniawan <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Some novice learners of computer programming are at risk of doing badly in their first programming course. In this pilot study, we develop a logistic regression model to predict at- risk students in our introductory programming course. The model is developed using students’ high school grades on mathematics, features calculated from log data, and scores from a programming quiz. The model suggests that students who have lower mathematics grade, who submit their homework assignments late, and who have lower scores in the programming quiz are more likely to be at-risk. We discuss some implications of this result on our teaching and learning strategies in our course.</p> </div> </div> </div> 2022-08-04T00:00:00+10:00 Copyright (c) 2021 Norman Tiong Seng Lee, Oka Kurniawan Feeling supported: Enabling students in diverse cohorts through personalised, data-informed feedback 2022-08-04T14:11:41+10:00 Lisa-Angelique Lim Anthea Fudge Shane Dawson <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Students entering enabling programs as an alternative pathway to University tend to have higher rates of attrition than their peers admitted via more traditional pathways. Students in enabling programs require high levels of personalised feedback to support their transition to study. However, the size and diversity of the enabling student cohort presents formidable challenges for instructors. The field of learning analytics offers a viable solution for scaling the communication of personalised, data-informed feedback to support student learning. This study describes the use of a novel learning analytics-based feedback system called OnTask, to provide personalised feedback and support to students in an enabling course at one Australian higher education institution. An end-of-course student survey (N=41; 17% response rate) was employed to gain insights into their perceptions of personalised, data-informed feedback messages. Using importance-performance analysis (IPA), the survey results indicated that this technology-mediated form of feedback exceeded students’ expectations of learning support, as well as the enhancement of their overall course experience. The implications for using learning analytics and data-informed feedback mechanisms in teaching and learning are discussed.</p> </div> </div> </div> 2022-08-04T00:00:00+10:00 Copyright (c) 2021 Lisa-Angelique Lim, Anthea Fudge, Shane Dawson Usability and user experience evaluation of Virtual Integrated Patient 2021-09-06T16:11:44+10:00 Pabba Anubharath Yoon Ping Chui Judy Sng Lixia Zhu Kai Tham Edmund Lee <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Most existing Virtual Patients utilize simplistic, predictable, and prescriptive approaches that limit deductive learning and the development of decision-making skills for medical students. We have designed a chat-based virtual patient for performing patient interviews, physical examinations, and investigations to help medical students develop reasoning skills. In this paper, we present results from a two-part study. In the first part, we conducted a usability evaluation with seven medical students and six clinicians. The objectives of the usability evaluation was to determine how VIP’s user interface and its features affect the usability (efficiency, effectiveness and learnability) as well as the general subjective user experience associated with the use of system. Each participant completed a user experience, system usability scale, and a self-prepared survey form. A significant difference was seen between the results of students and tutors. Due to a lack of training data, the chatbot model predicted incorrect responses that led participants to feel frustrated. In the second part of study, we have retrained the chatbot model using the feedback and designed an error correction approach and engaged seven new medical students to test the chatbot intensively — a total of 2169 user interactions were performed with the chatbot. Of that, 77.4% were properly answered by the bot, 10.8 % were out-of-domain concepts, 8.6 % were unknown concepts (Li et al., 2018), 3.3 % were corrected using the error correction approach designed.</p> </div> </div> </div> 2021-09-06T00:00:00+10:00 Copyright (c) 2021 Pabba Anubharath, Yoon Ping Chui, Judy Sng, Lixia Zhu, Kai Tham, Edmund Lee Learning business through digital simulation: An analysis of student reflections 2021-09-07T16:02:33+10:00 Sandra Barker Michelle Davy <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The use of digital simulations is becoming more prominent in higher education to provide students with authentic learning environments in which they can apply their knowledge as well as develop enterprise skills. These enterprise skills are those qualities necessary for successful employment after graduation. This paper investigated ten years of data gathered through student reflective assessments that identified their perceived learning from the completion of a course which contained an embedded digital simulation. Student reflections were analysed to determine the themes which defined their key learning from the course. Content analysis was undertaken using nVivo to determine the themes from the students’ individual reflection assessment. Outcomes of the study revealed that students self- reported successful achievement of three of the four course learning outcomes. In addition, students identified improvement in their enterprise skills and better understanding of business practices for their future careers.</p> </div> </div> </div> 2021-09-07T00:00:00+10:00 Copyright (c) 2021 Sandra Barker, Michelle Davy The challenge of learning analytics implementation: lessons learned 2021-09-13T11:54:18+10:00 Colin Beer David Jones Celeste Lawson <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Despite broad interest in learning analytics across the Australian Higher Education sector, there remains few examples of institution-wide implementations. Learning analytics implementation is currently under-theorised with little knowledge of the complexities that mediate the systemic uptake required for an institution-wide implementation. It has been established that approaches to learning analytics that are exclusively top-down or bottom-up, are insufficient for successful implementation across an enterprise. Drawing upon an award-winning and institution-wide learning analytics intervention that has been used across almost 5,000 unit offerings, this paper formulates an initial set of theory informed design principles that can help learning analytics practitioners mediate the complexities of institution-wide implementation.</p> </div> </div> </div> 2021-09-13T00:00:00+10:00 Copyright (c) 2019 Colin Beer, David Jones, Celeste Lawson In the Village: Enabling transformative and student led engagement with social science making through the design of technology rich learning spaces 2022-01-13T12:35:41+11:00 Peter Bryant <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Learning through making has emerged as a critical form of pedagogy in the digital era of higher education, supporting active learning, students as co-creators and co-designers of their own learning and accessible forms of experiential education. Much of the existing literature and practice in making focuses on how to embed maker pedagogy within STEM fields and arts and media practice. This paper will explore the unique nature of making in social science education and role of technology rich spaces that were designed and deployed at the London School of Economics and Political Science in the United Kingdom played in supporting students to engage in social science making connected to assessment, teaching and as ways of navigating their own pathways through and inside their own village of learning spaces.</p> </div> </div> </div> 2022-01-13T00:00:00+11:00 Copyright (c) 2019 Peter Bryant Skills, practice and challenges in the adoption of learning technologies in training and adult education 2022-03-22T15:02:23+11:00 Zan Chen <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Training and Adult Education is critical to Singapore’s effort to compete in the global economy and respond to its major economic and social challenges. iN.LEARN 2020, a key SkillsFuture initiative was introduced to catalyse the adoption of blended learning, through the use of technology-enabled learning and workplace learning, to enhance learning accessibility and relevancy. This paper reports the first nationwide survey that investigates the training and adult education landscape in Singapore. The findings provide baseline information of the current status of the use of learning technology in training and adult education and highlight issues and challenges in the adoption of learning technologies. A considerable proportion of training providers (47%) and adult educators (77%) reported using learning technologies in their training related work, however, use of learning technology may not linked to better learner experience or deep learning. Cost and lack of expertise are main obstacles to effective adoption of learning technologies. It provides implications to training organisations and adult educators to review their current programmes and skills, and to better design and implement technology enhanced learning. It also has implications for building partnerships among government agencies, enterprises and training providers and professionals to favourably exploit cutting- edge technology to support learning and performance.</p> </div> </div> </div> 2022-03-22T00:00:00+11:00 Copyright (c) 2021 Zan Chen Learning Analytics implementations in universities: Towards a model of success, using multiple case studies 2022-03-22T15:53:12+11:00 Jo-Anne Clark David Tuffley <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>In these pioneering days of Learning Analytics in higher education, universities are pursuing a diverse range of in-house implementation strategies, with varying degrees of success. In this exploratory study we compare and contrast the approaches taken at three demographically different Australian universities. The comparison is made in the context of Delone and McLean’s information system success model (1992). In time, a consensus-driven method for using Learning Analytics to improve student learning outcomes will eventuate, including individualized learning, but we are still some distance from this level of maturity. It seems likely that user-friendly proprietary platforms will prosper in the climate of uncertainty. Participants in the study see potential in Learning Analytics but are not sure about how best to realize that potential as the implementation of Learning Analytics systems at Australian universities are still very much in their infancy. Proprietary approaches offering sophisticated functionality seem likely to emerge and take precedence over the trial and error approach. This study addresses an apparent gap in the research as limited studies exist targeting both learning analytics and information system success. The methodology taken explores the research topic through a qualitative lense utlising thematic analysis. The study concludes that digital interventions such as Learning Analytics has great potential to optimize teaching and learning practices. Information systems success research can provide insights into what works and what does not in terms of Learning Analytics implementations. The discipline needs to be systematized for efficient implementation, and must deliver tangible benefits over time.</p> </div> </div> </div> 2022-03-22T00:00:00+11:00 Copyright (c) 2021 Jo-Anne Clark, David Tuffley The value of student attendance at face-to-face classes, as part of a blended learning experience 2022-03-22T16:31:34+11:00 Charlotte Clark Ger Post <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>eLearning can create more flexibility for students; more efficiently utilise infrastructure; and can provide high-quality learning at scale. We have investigated perceived value and learning gains associated with online (eLearning) and face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable but that participation in f2f learning opportunities would enhance student learning. Using a design-based research approach, we have evaluated blended learning with interactive eLearning materials, and a collaborative, active f2f class. We have combined qualitative evaluation survey data and quantitative f2f attendance data and student grades. Students overwhelmingly value active learning, both within eLearning materials and f2f classes. Final marks positively correlate with the number of f2f classes students attend. Analysis of a subset of intended learning outcomes (ILOs) shows that students who access the eLearning materials independently and students who attend the f2f class perform equally-well in ILO-related assessment tasks; however, students are more likely to choose an assessment task directly-related to a class they have attended. We suggest that attendance at f2f classes as part of a blended learning experience is beneficial however students can sufficiently obtain selected ILOs from engaging eLearning materials.</p> </div> </div> </div> 2022-03-22T00:00:00+11:00 Copyright (c) 2021 Mark Schier; Charlotte Clark, Ger Post