• Crossing the divide: Student and staff responses to changing an institutional learning management system

  Stuart Palmer, Dale Holt

• Attrition patterns amongst participant groups in Massive Open Online Courses

  David Glance, Hugh Barrett

• ‘The game is in the tutorial’: an evaluation of the use of an e-portfolio for personal and professional development in a medical school

  Glenn Mason, Vicki Langendyk, Shaoyu Wang

• Designing Transformative Learning Environments

  Thomas Cochrane, Laurent Antonczak, Matthew Guinibert

• Tool mediation and learner engagement: An Activity Theory perspective

  Dilani Gedera

• Modern Digital Literacy: The Computer Science Curriculum Goes Mainstream

  Joy Gasson, Patricia Haden

• Changing the face of learning @ UWS

  Lynnae Rankine-Venaruzzo, Dennis Macnamara, Tim Griffin

• A time for everything: Reviewing an institution’s virtual learning environment

  Roger Cook, Regina Obexer

• The Very Idea of e-Exams: Student (Pre)conceptions

  Mathew Hillier

• Blended Learning: Student Experiences

  Salome Meyer, Shane Wohlers, Bob Marshal

• Adopt or adapt? The rhetoric and reality of the diffusion of innovation in changing, technology-enhanced learning environments

  Janet Buchan

• “What in Me is Dark, Illumine”: Developing a Semantic URL Learning Analytics Solution for Moodle

  Shane Wohlers, John Jamieson

• Badges in the Carpe Diem MOOC

  Kulari Lokuge Dona, Janet Gregory, Gilly Salmon, Ekaterina Pechenkina

• How do virtual world experiences bring about learning? A critical review of theories

  Swee-Kin Loke

• Outcomes from a Digital Literacy Project: The EIT Experience

  Stephanie Day, Lynda Corner

• Towards a theoretical mobile heutagogy framework

  Vickel Narayan, Jan Herrington

• Coming of the third wave: A move toward best practice, user defined tools and mainstream integration for virtual worlds in education

  Marcus McDonald, Sue Gregory, Helen Farley, Jennifer Harlim, Jenny Sim, Christine Newman

• Experimental study on consumer-technology supported authentic immersion in virtual environments for education and vocational training

  Torsten Reiners, Lincoln Wood, Sue Gregory

• Efficient Learning Design – Concept, Catalyst, and Cases

  Mikkel Godsk

• Turning a Digital Vision into Reality

  Stephen Marshall, Jonathan Flutey

• A Multidisciplinary Focus on 21st Century Digital Learning Environments:a New Program at CSU

  Judy O’Connell

• Herding cats and measuring elephants: implementing and evaluating an institutional blended and mobile learning strategy

  Carol Russell

• The role of the interpersonal in online knowledge construction: unrealised or unrealisable potential?

  Jo Lander

• Seeing between the lines: How do PhD students use computer technologies in their research practices?

  KwongNui Sim, Sarah Stein, Russell Butson, Jacques van der Meer

• Three paths for learning analytics and beyond: Moving from rhetoric to reality

  Colin Beer, David Jones, Rolley Tickner

• Factors influencing tertiary students’ choice of study mode

  Matthew Bailey, Dirk Ifenthaler, Maree Gosper, Mandy Kretzschmar

• Breaking BAD to bridge the reality/rhetoric chasm

  David Jones, Damien Clark

• Any voice will do: Distance students’ perceptions of audio lectures

  Angela Ragusa, Andrea Crampton

• Rhetoric and Reality: Critical perspectives on education in a 3D virtual world

  Sue Gregory, Brent Gregory, Denise Wood, Des Butler, Sarah Pasfield-Neofitou, Merle Hearns, Sara de Freitas, Helen Farley, Ian Waren, Lisa Jacka, Frederick Stokes-Thompson, Robert Cox, Patricia Crowther, Clare Atkins, Marcus McDonald, Torsten Reiners, Lincoln Wood, Jenny Sim, Scott Grant, Chris Campbell, Mathew Hillier, Grant Meredith, Caroline Steel, Jay Jay Jegathesan, Jason Zagami, Suku Sinnappan, Belma Gaukrodger, Stefan Schutt, Karen Le Rossignol, Matt Hill, Pete Rive, Xiangyu Wang

• Student use of technologies for learning – what has changed since 2010?

  Maree Gosper, Jo McKenzie, Jenny Pizzica, Janne Malfroy, Kevin Ashford-Rowe

• Effective practice of using digital portfolios: How can Queensland teachers inform teacher education practice?

  Vicky Smart, Cheryl Sim, Glenn Finger

• Design principles for Massive Online Courses: Examples from first year teacher education

  Rob Phillips

• “We will fix the deficit”: Deficit theories in the literature of educational technology adoption.

  Julia Thornton

• The learning challenge: Discovering the power of digital practices

  Caroline Steel

• Wide Open Listening: What is it really like to be a distance student?

  Penelope Rush

• MOOC: A higher education game changer in developing countries

  Priya Warusavitarana, Kulari Dona, Harshani Piyathilaka, Dilani Epitawela, Madhawi Edirisinghe

• Nyungar Place Stories Pilot: Using augmented reality for Indigenous cultural susatainability

  Leah Irving, Julie Hoffman

Concise Papers

• ImpressDent: Learning how to make dental impressions with a computer simulation

  Sunyoung Ma, Gala Hesson, Richard Zeng, Swee-Kin Loke

• Exploratory learning analytics methods from three case studies

  David Gibson, Sara de Freitas

• Snapchat ‘selfies’: The case of disappearing data

  Jennifer Charteris, Sue Gregory, Yvonne Masters

• Development of an application with process feedback to enhance student-centred learning

  Sudhakaran Edathil, Christopher Chin, Stephanie Zank, Dev Ranmuthugala, Susan Salter

• “The score doesn’t mean much”: Students’ and staff understandings of text matching software

  Lee Adam, Carol Bond, Ari Samaranayaka

• Blended professional learning – modelling the paradigm shift

  Kuki Singh

• Software literacies in the tertiary environment

  Craig Hight, Elaine Khoo, Bronwen Cowie, Rob Torrens

• An Open2Study MOOC experience from a staff perspective

  Amy Wilson, Maggie Hartnett, Mark Brown, Andrew Jamieson, Scott Symonds

• Creepy Analytics and Learner Data Rights

  Scott Beattie, Carolyn Woodley, Kay Souter

• Towards a global educational technology environment – technology integration at RMIT University

  Garry Allan

• e-teaching: craft and practice

  Sue Watling

• Completing the Loop: Returning Learning Analytics to Teachers

  Gregor Kennedy, Linda Corrin, Lori Lockyer, Raoul Mulder, Shane Dawson, David Williams, Scott Copeland, Susie Khamis

• Authentic assessment of reflection in an ePortfolio: How to make reflection more ‘real’ for students

  Pauline Roberts, Helen Farley, Sue Gregory

• Flexibility and technology-enhanced learning and teaching: The rhetoric and reality

  Josie Fisher, Sue Whale

• Improving existing resources for interactive learning activities using tablets and touch screens

  Daphne Robson, Dave Kennedy

• Mid-semester student satisfaction feedback: reducing confusion and anxiety

  Lorraine Parkin, Michael Henderson

• Designing a technology-enhanced authentic learning environment for a large engineering class

  Alberto Corrias, Martin Buist, Swee Kit Alan Soong

• Designing virtual worlds for effective peer feedback: The case of Otago Virtual Hospital

  Phil Blyth, Swee-Kin Loke

• Tools of the trade: ‘Breaking the ice’ with virtual tools in online learning

  Naomi McGrath, Sue Gregory, Helen Farley, Pauline Roberts

• Virtual classroom technology: facilitating distance education nurses’ knowledge of systematic literature searching

  Elizabeth Pascoe, Sharon Karasmanis

• Open online courses and massively untold stories

  Leigh Blackall

• Refreshing the eLearning guidelines: realigning rhetoric and reality

  Oriel Kelly

• Choosing and Using Google Sites for ePortfolios at EIT

  Scott Casley, Stephanie Day

• Learning to fish for a lifetime: Personalised mobile academic phrase libraries – project proposal

  Kay Hammond

• Using visual analytics to explore Community Engaged Learning and Teaching at the University of Otago

  Gala Hesson, A.C.M. Moskal, Kerry Shephard

• A Badge of Honour; Recognising sustainable teaching principles with open badges

  William Liu, Mark Northover

• Do we need a discussion forum?

  Jennie Swann, Rhian Salmon

• Mixed media visualization effect on student perceptions and learning outcomes

  James Birt

• The focus group method: Generating high quality data for empirical studies

  Julia Hallas

• Ensuring the Development of Digital Literacy in Higher Education Curricula

  Mark McMahon

• Embedded use of I-pads to enhance student engagement and retention in technical education.

  Alison Halstead

• Using Echo360 Personal Capture software to create a ‘flipped’ classroom for Microbiology laboratory classes

  Lyndal Mellefont, Jiangang Fei

• Developing interactive mathematical visualisations

  Jim Pettigrew, Donald Shearman

• Achieving flexibility? The rhetoric and reality of the role of learning technologies in UK HE

  Martin Jenkins, Richard Walker, Julie Voce

• Measures of success: varying intention and participation in MOOCs

  Kim Blackmore

• Developing Black Belts, via a Community of Practice for Blended Science and Engineering Learning and Teaching at UniSA

  Paul Corcoran, Deb Moulton, Patrick James, Pramila Rathore

• Multiple-choice questions in the Humanities: A case study of Peerwise in a first-year Popular Music course

  Adrian Renzo

• Reality at the COAL FACE

  Melanie Birks, Janet Buchan, John Smithson, Philip Norris

• Fostering online student interaction using the OB3 web application for online study

  Rea Daellenbach, Lorna Davies, Mary Kensington, Rodney Tamblyn

• Medical students’ reflections in online discussions—does teacher facilitation matter?

  Mary Furnari

• Remote Access Laboratories Enhancing STEM Education

  Wu Ting, Peter Albion

• Does Technology Matter? Students’ and Teacher’s Experiences of Electronic Portfolio (E-Portfolio) Systems in Teacher Education.

  David San Jose

• Iterative approach to implicit student-generated mobile learning to promote visual literacy and peer mediated learning

  Hardy Ernst, William McGahan, John Harrison

• Developing deep, widespread and sustained improvements in online learning in a Faculty of Business: An analysis of the change process

  Carole Hunter, Louise Hard, Brian D’Netto, Harriet Ridolfo, Donna Read

• Creating digital self-reflective frameworks to encourage learner autonomy in post-graduate courses

  John Clayton, Sarah-Jane Saravani

• Students’ Perceptions of BYOD Open-Book Examinations in a Large Class: A Pilot Study

  Teck Keong Seow, Swee Kit Alan Soong

• The Failure of Defining Failure in Social Networking Sites

  Erika Pearson, A.C.M. Moskal

• Designing a bespoke App to address Botanical literacy in the undergraduate science curriculum and beyond

  Lachlan Pettit, Matthew Pye, Xiaolong Wang, Rosanne Quinnell

• iBus: Perceptions of the rise of mobile learning in a business degree

  James Oldfield, Wajira Dassanayake, Nick Kearns

• Promoting dialogue through authentic conversations in change management education

  Sue Whale, Muayyad Jabri, Tim Cluley

• Exploring students’ interpretation of feedback delivered through learning analytics dashboards

  Linda Corrin, Paula de Barba

• The role of instant feedback in improving student understanding of basic accounting concepts

  Brent Gregory, Philip Uys, Sue Gregory

• Three good reasons to understand the research impact of a technology-enabled initiative

  Joanne Doyle, Helen Farley, Mike Keppell, Michael Cuthill, Lisa McDonald

• Badge trouble: piloting open badges at the Australian National University

  Inger Mewburn, Katharina Freund, Emily Rutherford

• Thinking through a Deconstructionist Philosophy of Technology in Education, Part 1: Originary Technicity and the Invention of the Student Body

  Stephen Abblitt

• Developing an Online Learning Community in Industrial Law

  Lisa King, Bronwen Leroy

• Adoption of Mobile devices by academic staff: The reality

  Kathryn Mac Callum, Michael Verhaart

• Auditing the Office for Learning and Teaching Resource Library

  Philip Hider, Barney Dalgarno, Sue Bennett, Ying-Hsang Liu, Carole Gerts, Carla Daws, Barbara Spiller, Robert Parkes, Pat Knight, Raylee Macaulay, Lauren Carlson

• Benchmarking for technology enhanced learning: Taking the next step in the journey

  Michael Sankey

• Polysynchronous learning: a model for student interaction and engagement

  Barney Dalgarno

• Finding and Sharing Educational Resources using Twitter, Hashtags and Storify

  Mark McGuire

• Defining an agenda for learning analytics

  Cathy Gunn

• Socio-economic status and students’ experiences of technologies: Is there a digital divide?

  Jo McKenzie, Jenny Pizzica, Maree Gosper, Janne Malfroy, Kevin Ashford-Rowe

• The socially networked language learner: Implications for tertiary language education

  Antonie Alm

• The One-eyed King: Positioning Universal Design within Learning and Teaching at a Tertiary Institution

  Thomas Kerr, Michael Grant, Iain McAlpine

• Exploring the use of micro-credentialing and digital badges in learning environments to encourage motivation to learn and achieve.

  Richard Elliott, John Clayton, Jun Iwata, Richard Elliott

• The transition from traditional face-to-face teaching to blended learning – implications and challenges from a mathematics discipline perspective

  Birgit Loch, Rosy Borland

• In the right space: exploring the dynamics between design, environment and pedagogy.

  Richard Evans, Roger Cook

• The Who, Why and What of MOOCs

  Adrian Norman

• BLT Bytes: Timely takeaways for teachers

  Annabel Orchard, Cherry Stewart, Alberto Gonzalez, Barbara Macfarlan, Kirsten Schliephake, Tammy Smith

• Creating Agile Curriculum Design Patterns: the Global Learning by Design Project

  Spiros Soulis, Angela Nicolettou

• TPACKing for the Student Learning Centre Digital Strategy

  Mark Bassett, Pedro Silva

• Using the self-determined learning principles of heutagogy to support academic staff who are learning to teach online

  Maria Northcote, Chris Boddey

• Using wiki technology in a blended learning environment: The reality

  Michael Verhaart

• The place of theory in educational technology research

  John Hannon, Reem Al-Mahmood

• Giving students an informed choice when selecting teams for group work

  Yuwanuch Gulatee, Martin Masek

• Having your cake and eating it too: The rhetoric and reality of redesigning staff professional development

  Sarah Thorneycroft, Brian Landrigan

• Flipping Japanese language classroom: seeing its impact from students survey and YouTube analytics

  Yasuhisa Watanabe