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Background: In higher education (HE) settings, staff and students are often end-users of a variety of educational technologies, tools and platforms, including Learning Management Systems (LMSs). As technological evolution is constant, transitioning to a new system may be a familiar occurrence. For technology to support educational purpose more fully, further insight needs to be gained into how staff and students actually experience the process of transition. This article focuses on this area in the context of institution-wide transition to a new LMS. Purpose: The study's aim was to explore how academic teaching staff and students experienced a university-wide technological change process: namely, a process of changing to a new LMS. Method: Data were collected through a series of interviews with staff who were involved in the first stage of the change process. In addition, students enrolled in the first tranche of subjects undergoing transition participated in surveys. Data were analysed using a qualitative, comparative analysis approach; student and staff perspectives were compared, and the points of intersections and divergences between the viewpoints were located. Finding: Detailed analysis helped identify factors that contributed to a smooth transition, while also showing how staff expectations of student behaviours and needs were not always aligned with students' own approaches to technology-assisted teaching and learning, which tended to be predominantly pragmatic. Conclusions: Feedback gleaned from investigating stakeholders' transition experiences can contribute in a valuable way to informing change processes and support empowering change. The findings highlight how positioning LMS transition as a student-centred and education-led process, rather than as a large-scale technology project, has potential to support staff and students to have a positive and relatively seamless transition experience.

This article queries the notion of impact in studies of teaching and learning located within the field of Scholarship of Teaching and Learning (SoTL). Grounded in literature focused on measuring and challenging the impact in SoTL, and primarily on the "what works" question, the author proposes a rubric by which to judge various levels and dimensions of impact achieved in SoTL-focused projects. To operationalize it, the rubric is applied to three completed projects, which while differing in their initial scope and intended outputs were united by a shared goal of improving learning by the means of innovative teaching. By using the rubric to analyze these projects' outputs, strengths and weaknesses of each project's design and evaluation methodology are revealed. Diverse levels and dimensions of impact are identified and discussed. The author invites scholars of teaching and learning to use, test, and critique the rubric in the context of their completed or in-progress studies.

This mixed method study involved twenty students enrolled in three consecutive intakes of an Australian Bachelor of Laws program's introductory unit. Pioneering a multi-element blended design, the unit featured three key elements: summary videos, self-test online quizzes and interactive discussion boards. These elements were chosen based on evidence-based research into digital tools found effective in enhancing students' face-to-face learning experience in blended and fully online designs. The study's main goal was to evaluate how students utilized these elements and in what ways their previous experiences with blended designs influenced their learning process in this unit. A focus-group and online surveys were used to collect data. Based on literature review, four areas of student experience with this blended designs formed a particular focus of this study: student expectations, support, resources, and collaboration. It was found that students extensively used videos and quizzes for catch-up, revision, and clarification, while discussion boards were not perceived as useful, with students preferring to have discussions face-to-face, in and out of classroom. Findings also indicated that students' expectations of and previous experiences with blended learning can be leveraged to strengthen blended designs.

This article, with its focus on university students as intended recipients and users of technological innovations in education, explores student preferences across three dimensions of technology-enhanced learning: mode of instruction; communication; and educational technology tools embedded in learning and teaching activities. The article draws on results of an exploratory case study, where mixed (quantitative and qualitative) data was collected from a randomized student sample generated through the institutional learning management system. An online survey (N = 66) gaged students' engagement with educational technologies, online and blended learning and social media as a learning tool. The findings confirmed previous research arguing that students generally use educational technology in a narrow way, rarely engaging with technological tools, unless it is presented to them as integral to their learning or if they are already familiar with a particular tool and/or perceive it as useful. Despite a well-cited characteristic by proponents of "digital natives" that students need constant entertainment, this study found no evidence that this was the case.

This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based ("traditional") texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students' level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance.

Aboriginal and Torres Strait Islander students' experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students' everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students' ways of perceiving and resisting their positioning by the dominant university systems as 'problematic', at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success.

This article investigates the affective experiences of Australian Football League Women's (AFLW) players' digital self-tracking. The research finds that digital self-tracking amplifies the objective metrics of physical activity at the expense of sensed and felt bodily experiences. This is leading to consternation and confusion and is challenging for athletes establishing a professional sporting identity in the emergent AFLW. A digital ethnography comprising interviews, qualitative reflective surveys, and video re-enactments was conducted with eight AFLW footballers. Insights were also sought with four AFLW fitness staff who oversee their clubs' tracking programs. The findings indicate that AFLW footballers experienced digital self-tracking through a carousel of gendering and othering which needed sense-checking and self-management, resulting in increased emotional labor. The footballers were socially expected to engage in digital self-tracking; this engagement elevated the athlete's sporting identity offering legitimacy and credibility as footballers. However, the subprofessional infrastructure supporting the AFLW resulted in digital self-tracking becoming a contested and confounding practice. These confounding experiences reminded the footballers of their gendered positionality: space invaders to the game. This study extends research and scholarship pertaining to athlete interactions with digital technology and broadens understandings of how social constructions of gender, technology, and sport impact athletes in emergent sporting arenas. [ABSTRACT FROM AUTHOR]

This article extends the critical race literature in education by theorising the ways through which white power passes through the bodies of people of colour in higher education institutions. Using autoethnographic inquiry of our experiences as non-white academic and professional staff in two Australian universities, we examine the ways we became co-opted into reinforcing white privilege while subordinating or marginalising students of colour. Rather than complying with the white supremacist ideologies and practices of our institutions, we explore the potentials for resistance against the institutionalised racial order, recognising that writing and publishing our experiences is one approach to speaking out against white supremacy at our universities.

We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The "Carpe Diem" MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.

This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study's focus is on how "traditional" students (generally characterised as young, enrolled full-time and attending classes on campus) engaged with lecture-recording and how lecturers' experiences with, and attitudes towards, lecture-recording differed depending on their discipline. Students were generally positive about the affordances of the lecture-recording system, whilst lecturers remained undecided on its value. Discipline-based differences in lecturer engagement with the system were noted between lecturers teaching engineering and sciences subjects and those teaching business and social sciences, the latter being more positive towards the system. The paper raises questions about the efficacy of a one-size-fits-all lecture-recording system given differences in disciplinary activities, lecturer styles and approaches to teaching.

Mobile applications (apps) are used in higher education (HE) in a variety of ways, including as learning tools, study organisers, for marketing, and recruitment of new students. Purposed with easing student transition into university life, organiser apps have a capacity to assist students with various aspects of university experience, freeing up time and energy for study, while apps used as learning tools can help students solidify the content of lectures, self-test their knowledge of the subject, and collaborate with peers. Despite the proliferation of HE apps, there is still no systematic understanding of this field, with a number of important questions remaining unanswered, such as what types of apps are most commonly found in HE, what their complex uses are, and how their affordances and functionalities are deployed by universities and students. This study addresses this gap. After analysing 177 apps affiliated with Australian universities, a typology of HE apps is proposed. Study management and navigation apps emerge as the most common types of apps offered to students, with augmented and/or virtual reality apps forming another key category. New insights are offered pertaining to the complex terrain of HE mobile apps, and problematic areas arising from this research, such as safety, student support, privacy, and equity, are discussed.

Indigenous Australian underrepresentation in higher education remains a topical issue for social scientists, educationalists and policymakers alike, with the concept of indigenous academic success highly contested. This article is based on findings of a doctoral study investigating the drivers of indigenous Australian academic success in a large, public, research-intensive and metropolitan Australian university. It draws on the concept of transformational resistance to illuminate the forms that indigenous resistance takes and how identities of resistance performed by indigenous students complicate and speak to the students' notions of academic success. By drawing on ethnographic data, this article demonstrates how indigenous academic success is fuelled by the idea of resistance to the Western dominance, where resistance becomes the very cornerstone of indigenous achievement.

This qualitative study explores challenges and benefits of introducing theater techniques into Higher Education (HE) undergraduate intermediate Italian language classrooms. Drawing on student surveys and reflective essays, the study offers original insights into how collaborative, performance-based activities can result in greater student engagement, confidence and agency in foreign language settings. Data was analyzed comparatively between two cohorts of students: those who received instruction in a theater-enhanced classroom and those studying in a 'traditional' textbook-based format. While data gathered from the latter cohort focused on technical aspects of their learning (e.g., concerns over mastering vocabulary and grammar, etc.), students in the theater-based classroom focused on their experiences with the theater components, expressing an overall higher level of confidence in their linguistic ability. Challenges of incorporating theater techniques into curriculum and assessment structure are also discussed. [ABSTRACT FROM AUTHOR]

Technology-driven workplace tracking is becoming increasingly widespread and normalized. However, experiences of the tracking practices and their impact on individual employees and employers are not fully understood. Eleven qualitative interviews investigated employees' and employers' subjective and affective perceptions and experiences of workplace tracking, finding that employees were ambivalent about being tracked, their divergent feelings affecting their actions and experiences, while employers emphasized the benefits, concerns and rationales of the practice. This research highlights the affective side of the tracking practice by revealing how employee and employer experiences and perceptions of workplace tracking are embodied in divergent ways, with meanings ascribed to technologies culturally situated, mediated by context, positionality and use. Recommendations are proposed for further research as well as a collective policy framework governing workplace tracking to address current tensions within a fairer organizational culture. [ABSTRACT FROM AUTHOR]

In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants' usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.

Indigenous Australians are underrepresented and considerably disadvantaged within the Australian system of higher education. The various measures taken by Australian universities over the past decades have produced varying levels of success in increasing Indigenous participation and completion rates. In order to continue improving Indigenous Australian participation in higher education, it is important to understand the current patterns of participation and factors within universities that are associated with participation and success. In this article we analyse higher education student and staff statistics available from the Department of Education, Employment and Workplace Relations (DEEWR) and information sourced from the web sites of 40 Australian universities to examine correlations between various Indigenous student support mechanisms and Indigenous students' higher education participation rates. Our results indicate that there is a dual system of Indigenous higher education, with one group of universities excelling at attracting Indigenous students, and a different group of universities demonstrating high Indigenous student completion rates. We argue that challenges remain in determining how to increase commencements at universities with high Indigenous completion rates without compromising entrance requirements or further diluting the level of student support, and how to increase completion rates at universities with higher numbers of Indigenous students.

This paper examines relationships between the social structure of a community and the health of its members, based on analysis of human skeletal remains (N = 64) from Villa El Salvador XII (100 BC-AD 100), a prehistoric cemetery located in the lower Lurin Valley, Peru. The ambiguity of social status as conventionally inferred from archaeological context is among the principal complicating factors in such an inquiry. We use multidimensional scaling of skeletal markers to identify the presence of patterned health-based heterogeneity in our sample, without making a priori assumptions about underlying social structure at Villa El Salvador. This procedure situates every skeleton relative to all others in the sample on the basis of multiple health markers, eliciting health groups. Once recognized, the relevance of those groups to social structure can be evaluated by comparison with a broad range of presumptive archaeological status indicators. We test the hypothesis that the distribution of stress indicators in human skeletons covaries with archaeological indicators of social differentiation. Based on multivariate analysis of skeletal indicators, we conclude that the cemetery at Villa El Salvador was utilized by two social groups with different geographic affinities: one of local coastal origin, and the other probably from the upper Lurin Valley or adjacent higher altitudes. These groups differ in skeletal characteristics related to childhood health, probably reflecting systematic contrasts in the growth environments of the studied individuals. This same division is independently supported by the distribution of cranial deformation, a possible marker of ethnicity. We also document some inequality in the distribution of labor among male individuals, as reflected by the relative advancement of degenerative joint disease, and congruent with differences in the number and quality of associated funerary offerings. KEY WORDS bioarchaeology; Andes; cranial deformation; health; social status

KEY WORDS paleopathology; dental macrowear; torus mandibularis; buccal exostosis; LSAMAT; caries; calculus; porotic hyperostosis; anemia; LEH; stature; archaeology In this paper we discuss diet and health changes of millet agriculturists in Northern China, Shaanxi province, during the period 7,000-4,000 BP. An episode of intensive climatic oscillations that preceded the onset of colder climate circa the fifth millennium BP divides the period (Shi et al. [1993] Global Planet. Change 7:219-233). The onset of the cooler climate marks the decline of the egalitarian society of Yangshao and the rise of the chiefdom-like society of Longshan. Skeletal materials from the two sites of Beiliu and Jiangzhai are from the earlier phases of Yangshao culture (7,000-6,000 BP), while remains from the Shijia site were excavated from the terminal phase of Yangshao culture (6,000-5,000 BP), a phase that would be expected to show adjustments to strong climatic fluctuations. Human remains from the Longshan culture (5,000-4,000, BP) were found at the Kangjia site. In order to investigate whether the trajectory of diet and health changes persisted beyond the Longshan, a skeletal sample from the Xicun site of the Western Zhao Dynastic period (3,800-2,200 BP) is included in our analyses. All Yangshao sites in our study are characterized by low frequencies of anemia and carious lesions. Some subsistence changes probably occurred during the later phase of Yangshao culture that resulted in elevated masticatory stress and occlusal macrowear among the Shijia people. However, deterioration of community health did not begin until the Longshan, when increased occurrence of porotic hyperostosis and caries is accompanied by decreased adult stature. The transition to softer, more extensively processed food during Longshan is evident in decreased rates of occlusal wear. Increased population density and diminished food values were most likely responsible for these changes. Poor health persisted into the subsequent Dynastic period of Western Zhao.

Fluctuating asymmetry (FA) is defined as random deviations from bilateral symmetry of the body. Thus, its magnitude is often used to evaluate developmental homeostasis. In this study we evaluate the following hypotheses: 1) FA of dermatoglyphic traits has a significant genetic component; 2) prenatal maternal environment (PME) has a significant effect on the FA of dermatoglyphic traits in developmentally healthy individuals; and 3) genetic or environmental factors affect FA on organismal or systemic levels. Therefore, their effect is better seen in composite scores of FA rather than in FA indices for single traits. We analyzed 15 dermatoglyphic traits from 140 pairs of monozygous twins, 120 pairs of dizygous twins, and 106 pairs of mothers and daughters. All individuals were developmentally healthy. The influence of genetic and environmental factors on FA was evaluated by analysis of variance and regression analysis. For a majority of the traits in our study, FA showed significant but weak heritabilities, with values falling within the 0.20-0.35 range. None of the traits taken separately demonstrated the effect of PME on FA to be significantly greater than zero. The composite score of FA tended to have greater heritability values than individual traits. One of them, obtained in principal components analysis, showed a significant PME effect, supporting the hypothesis that FA is a systemic property. KEY WORDS: fluctuating asymmetry; heritability; developmental stability; human

This article offers an account of a university exercise in 'innovation' to illustrate how innovation discourses and processes can be a vehicle for violence in organisations. Presented as two narratives of the same event told from different perspectives, our stories of a curriculum redesign workshop explore the ways innovation became a form of symbolic capital that prompted struggles of control and compliance among individual staff. Schemes of managerial dominance were then in turn individuated, while the assault of innovation became institutionalised and ultimately shielded from critical interrogation. In presenting these accounts, we seek to challenge the rising dominance of innovation as something vital to economic growth and social needs, highlighting instead how its romanticisation is highly problematic. [ABSTRACT FROM AUTHOR]