2017: ASCILITE 2017 Conference Proceedings: Me, Us, IT!

View 2017: ASCILITE 2017 Conference Proceedings: Me, Us, IT!

The proceedings of the 2017 ASCILITE Conference: Me, Us, IT!

H. Partridge, K. Davis, & J. Thomas. (Eds.), Me, Us, IT! Proceedings ASCILITE 2017: Queensland

The University of Southern Queensland, Toowoomba, Queensland, Australia

December 4-6, 2017

ASCILITE2017 Conference Website https://2017conference.ascilite.org/

Published: 2017-11-30

ASCILITE Conference - Concise Papers

Facilitating social learning through learning design A perspective of collaborative academic development

Chie Adachi, Julia Savage, Marcus O'Donnell

7-11
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Developing a technology enhanced learning framework to gain a snapshot of institutional successes and challenges

Mark Bailye, Caroline Steel, Michael Sankey

12-16
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Using virtual and augmented reality to study architectural lighting

James Birt, Patricia Manyuru, Jonathan Nelson

17-21
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OER based capacity building to overcome staff equity and access issues in higher education

Carina Bossu, Julie Willems

22-26
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Defining “data” in conversations with students about the ethical use of learning analytics

Abi Brooker, Linda Corrin, Josie Fisher, Negin Mirriahi

27-31
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Us and IT: Capacity-building for blended learning An intersection between educator, pedagogy, and technology

Kaye Cleary, Gayani Samarawickrema, Sally Gauci

32-36
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Developing virtual collaborative health team educational environments

Thomas Cochrane, Todd Stretton, Stephen Aiello, Sally Britnell, Duncan Christie, Stuart Cook, Vickel Narayan

37-41
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Enhancing the role of pedagogical beliefs in TPACK-based professional development

Lis Conde, Linda Corrin, Kristine Elliott, Gregor Kennedy

42-46
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Understanding students’ views on feedback to inform the development of technology-supported feedback systems

Linda Corrin, Paula de Barba

47-51
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Visualising mixed reality simulation for multiple users

Michael Cowling, James Birt

52-56
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Improving the undergraduate Science experience through an evidence-based framework for design, implementation and evaluation of flipped learning

Yvonne Davila, Elaine Huber, Jorge Reyna, Peter Meier

57-62
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Key success factors to implementing an active learning platform

Megan Duffy, Jenny James, Chris Campbell, Jude Williams

63-67
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Digital equity Diversity, inclusion and access for incarcerated students in a digital age

Helen Farley, Julie Willem

68-72
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A learning analytics pilot in Moodle and its impact on developing organisational capacity in a university

Jean-Christophe Froissard, Danny Liu, Deborah Richards, Amara Atif

73-77
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‘One size does not fit all’ Towards cultural adaptivity in learning management systems

Joy Galaige, Geraldine Torrisi-Steele

78-82
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Face-to-face and virtual mathematics enrichment for rural schools: Intersection of teachers, students, technology and pedagogy

Linda Galligan, Ron Addie, Linda Stern, Taryn Axelsen

83-88
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Explaining learning achievement in student experience of blended learning What can a sociomaterial perspective contribute?

Feifei Han, Robert Ellis

89-94
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The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese learners of English as a foreign language

Feifei Han, Zehua Wang

95-99
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Transforming exams how IT works for BYOD e-Exams

Mathew Hillier, Andrew Fluck

100-105
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Social media in enabling education

Susan Hopkins

106-111
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The synergistic and dynamic relationship between learning design and learning analytics

Dirk Ifenthaler, David Gibson, Eva Dobozy

112-116
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Me in a Minute A simple strategy for developing and showcasing personal employability

Trina Jorre de St Jorre, Liz Johnson, Gypsy O’Dea

117-120
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The power of Us: Investigating the value of interaction and community in postgraduate studies

Oriel Kelly, Nuhisifa Seve-Williams, Keshni Kumar, Binky Laureta

121-127
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Knowing when to target students with timely academic learning support Not a minefield with data mining

Elizabeth McCarthy

128-132
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Quantext Analysing student responses to short-answer questions

Jenny McDonald, Adon Christian Michael Moskal

133-137
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Monash Rocks The first step in an augmented reality journey through deep time

Barbara Macfarlan, Marian Anderson, Julie Boyce, Tom Chandler, Thomas Bochynek, Mike Yeates, Colin Maynard

138-141
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A Community of Inquiry approach to learning design in a community-engaged learning program

Brahm Marjadi, Kashmira Dave, Glenn Mason

142-146
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What’s in a name The ambiguity and complexity of technology enhanced learning roles

Kate Mitchell, Colin Simpson, Chie Adachi

147-151
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Framing the digitally capable university Digital literacies as shared scholarly and professional practice

Fiona Salisbury, John Hannon, Jennifer Peasley

152-157
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Using an e-authoring tool (H5P) to support blended learning Librarians’ experience

Sarika Singh, Kirstin Scholz

158-162
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Mobile learning and speech technology for language teachers’ professional development A design-based study

Tran Le Nghi Tran

163-167
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The combined effects of physical and virtual models in learning cellular biology

Jinlu Wu, Hong Van Nguyen, Ruilin Chen, Pui Yee Fiona Fan, Kar Jun Loh

168-172
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ASCILITE Conference - Full Papers

The pedagogy-technology nexus: Bridging the divide between academic and student perspectives on educational technologies

Karin Barac, Sarah Prestridge, Katherine Main

173-180
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Using the perceptions of online university students to improve the pedagogy and practice of distance educators Them helping us to improve IT

David Bolton, Maria Northcote, Peter Kilgour, Jason Hinze

181-190
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Competence-based assessment and digital badging as guidance in vocational teacher education

Sanna Braeur, Pirkko Siklander

191-196
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Generating learning through the crowd The role of social media practices in supporting students as producers at scale

Peter Bryant

197-207
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Internet of Things (IoT), PBL and 3D Holographic modelling for smart agricultural education at The University of Queensland

Kim Bryceson, Armando Navas Borrero, Fabian Vasuian

208-215
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CMALT cMOOC Developing a scalable lecturer professional development framework

Thomas Cochrane, Vickel Narayan

216-224
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Blended learning as a disruption in a vocational education building program

Meg Colasante, Cathy Hall-van den Elsen

225-234
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Student-generated multimedia for supporting learning in an undergraduate physiotherapy course

Susan Coulson, Jessica Frawley

235-244
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By design Facing the academic challenges of implementing technology enhanced learning in higher education and the example of a third year biology unit

Brett Fyfield, Iwona Czaplinski

245-254
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The role of IT in prisoner education A global view

Jane Garner

255-259
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Me, us and IT Insiders views of the complex technical, organisational and personal elements in using virtual worlds in education

Sue Gregory, Brent Gregory, Denise Wood, Scott Grant, Sasha Nikolic, Mathew Hillier, Merle Hearns, Lisa Jacka, Marcus McDonald, Torsten Reiners, Sharon Lierse, Blooma John, Suku Sukunesan, Emily Rutherford, Jay Jay Jegathesan, Des Butler, Helen Farley, Pauletta Irwin

260-267
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Variations in the coherence and engagement in students’ experience of blended learning

Feifei Han, Robert Ellis

268-275
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Framework for the analysis and comparison of e-assessment systems

Pedro Isaias, Paula Miranda, Sara Pífano

276-283
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Metaphors postgraduates use to depict their student experience Individual, community and digital presence

Shelley Kinash, Linda Crane, Gary Hamlin, Ann Bannatyne

284-292
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Online global collaboration Affordances and inhibitors

Julie Lindsay, Petrea Redmond

293-303
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Challenges and tensions in the role of the LMS for medical education Time for the "next generation LMS"?

Jill Lyall, Katharina Freund, Alexandra Webb

304-311
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Addressing inconsistency in use of the LMS A collaborative approach

Elizabeth Masterman

312-321
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A framework for program wide curriculum transformation

Angela Nicolettou, Andrea Chester, Spiros Soulis

322-327
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Using threshold concepts about online teaching to support novice online teachers Designing professional development guidelines to individually assist academic staff (“me”) and collectively guide the institution (“us”)

Maria Northcote, Kevin Gosselin, Peter Kilgour, Catherine McLoughlin, Chris Boddey

328-336
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Evaluating the sustainability of tablet devices in blended learning

Cynthia Palikat, Paul Gruba

337-346
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Using cultural-historical activity theory to describe a university-wide blended learning initiative

Anselm Paul

347-353
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Flipping diverse classrooms Instructor experiences and perceptions

Ekaterina Pechenkina

354-363
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A cross-disciplinary evaluation of digitally recorded feedback in higher education

Michael Phillips, Tracii Ryan, Michael Henderson

364-371
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Analysing the learning pathways of students in a large flipped engineering course

Carl Reidsmea, Hassan Khosravi, Melanie Fleming, Lydia Kavanagh, Nicholas Achilles, Esther Fink

372-382
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From how to why Student experiences of a university’s technology-enhanced learning over 5 years

Carol Russell

383-392
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Women and rural people’s participation in tertiary education through Internet resources in India A narrative inquiry

Sandeep Sandhu

393-399
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It takes a village Supporting the integration of digital textbooks in higher education

Debborah Smith

400-410
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A learning analytics view of students’ use of self-regulation strategies for essay writing

Kelly Tresize, Paula de Barba, David Jennens, Alexander Zarebski, Robert Russo, Gregor Kennedy

411-421
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Recipes for institutional adoption of a teacher-driven learning analytics tool Case studies from three Australian universities

Danny Liu, Elsuida Kondo, Kevin Samnick, Danny Liu, Deborah King, Adam Bridgeman

422-432
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The changing nature of student engagement during a digital learning task

Paul Wiseman, Jason Lodge, Amaël Arguel, Gregor Kennedy

433-440
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Constructive alignment of materials in tertiary programs

Sook Jhee Yoon, Paul Gruba

441-449
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