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The field of learning analytics has progressed significantly since the first Learning Analytics and Knowledge (LAK) conference in 2011. In recent years, the emphasis on technical and statistical aspects of data and analytics has given way to a greater emphasis on what these data mean in the classroom context. This panel session is aimed at examining the emerging role that data and analytics play in understanding and supporting student learning in higher education. Specifically, the panel will focus on the importance of transdisciplinarity and how translation from data to action can occur in the classroom context. The aim of this session is to broaden the conversation about learning analytics within the ASCILITE community. From there, the panel will discuss ways in which learning analytics can have a greater impact on learning design in physical and digital learning environments.

With an unprecedent use of videos in education, several video playing interfaces have been proposed to enhance video learning. However, little research to date has explored how video playing interfaces should be designed for the need of language learners. In this pilot study, we explored how language learners utilize and interact with different types of macro- and micro-scaffolding features while they watch academic lectures and government advertisements. We elicited the learners’ thought processes and tracked their interactions with the scaffolding features in several prototypes of video playing interface. The analyses revealed some important findings concerning scaffolding in video learning, most notably being the video type and the difficulty of its content seem to effect how language learners use micro-and macro-scaffolding. Based on the findings, we propose a new video playing interface.

Online orientations can provide university students with helpful introductions to relevant knowledge and skills they will need over the course of their studies. While traditional models of university orientation focus on face-to-face lecture delivery and often depend on individual, time-specified events, the online environment can be used for more interactive and discipline-specific orientation. The adoption of an online orientation approach can further provide students with information accessible in manageable time frames and supportive practical applications. Aligned to research literature, this paper proposes a framework for developing an online orientation program for higher education undergraduate and graduate music students. The framework brings together the design benefits of the online environment in conjunction with literature on effective practices of orientation programs. As such, the framework identifies four components of influence when designing an online orientation: Purpose; Audience; Design construction; and Content topic considerations. Areas for future research are also highlighted.

Our paper evaluates the use of PowerPoint presentations and recorded narrations (developed using software called Articulate Presenter) as a tool to help postgraduate nursing students taking a pharmacology course to learn key pharmacological and pharmacotherapeutic concepts. Students found that the teaching objects, provided as additional resources to assist students in learning about difficult concepts, supported them in their learning. Additionally students reported that whilst they appreciated the provision of the teaching objects, the objects lacked an interactive component and did not replace interaction with the teacher. Articulate Presenter, as a tool to add voice to PowerPoint and create a recorded narration, was easy for the teacher to use and promoted teacher independence in the creation of teaching objects.