Lori Lockyer
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View article: Formative assessment of group work skills: An analytics-enabled conceptual framework
Formative assessment of group work skills: An analytics-enabled conceptual framework Open
Assessing group work formatively in higher education poses a significant challenge. The complexity of evaluating individual contributions is compounded by the lack of efficient and effective methods for tracking, analysing and assessing in…
Completing the loop: Returning learning analytics to teachers Open
This paper provides an outline of an Australian Government Office of Learning and Teaching project that aims to investigate and then develop ways in which learning analytics data can be more usefully harnessed by academic teachers in highe…
Loop: A learning analytics tool to provide teachers with useful data visualisations Open
One of the great promises of learning analytics is the ability of digital systems to generate meaningful data about students’ learning interactions that can be returned to teachers. If provided in appropriate and timely ways, such data cou…
Data in practice: A participatory approach to understanding pre-service teachers’ perspectives Open
Data about learning can support teachers in their decision-making processes as they design tasks aimed at improving student educational outcomes. However, to achieve systemic impact, a deeper understanding of teachers’ perspectives on, and…
Learning Design and Learning Analytics: Snapshot 2020 Open
“Learning design” belongs to that interesting class of concepts that appear on the surface to be simple and self-explanatory, but which are actually definitionally vague and contested in practice. Like “learning analytics,” the field of le…
A comparative study on the traditional and intensive delivery of an online course: design and facilitation recommendations Open
In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curr…
Puzzle-Solving Activity as an Indicator of Epistemic Confusion Open
When students perform complex cognitive activities, such as solving a problem, epistemic emotions can occur and influence the completion of the task. Confusion is one of these emotions and it can produce either negative or positive outcome…
Towards sustainable technology‐enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice Open
Improving teacher design promises to be a scalable, sustainable approach to building capacity amongst a workforce faced with complex and evolving drivers of change in higher education worldwide. While design has long been recognised as a r…
Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review Open
Difficulties are often an unavoidable but important part of the learning process. This seems particularly so for complex conceptual learning. Challenges in the learning process are however, particularly difficult to detect and respond to i…
Identifying the characteristics of support Australian university teachers use in their design work: Implications for the learning design field Open
Quality teaching is a strategic objective for universities; thus, there is an expectation that university teachers design high quality learning experience for their students. The field of learning design has developed over the past 15 year…
Enhancing teaching and learning through design practice Open
Design is part of a teacher’s practice on a daily basis. Teachers are constantly designing and redesigning learning experiences for their students. However, the notions of the teacher as designer or ‘teacher design practice’ are rarely use…
Editorial: Brain, mind and educational technology Open
The emergence and growth of research in cognitive neuroscience over recent decades has led to important discoveries about how the brain and mind work. These discoveries have potential implications for the use of educational technologies an…
Eye tracking and early detection of confusion in digital learning environments: Proof of concept Open
Research on incidence of and changes in confusion during complex learning and problem-solving calls for advanced methods of confusion detection in digital learning environments (DLEs). In this study we attempt to address this issue by inve…
The design process of university teachers Open
This poster presents a teacher design process model. The model is empirically derived from research that investigated the design work of Australia university teachers. The dataset comprised detailed interviews from 30 teachers from 16 Aust…
The design process of university teachers:A descriptive model Open
This poster presents a teacher design process model. The model is empirically derived from research that investigated the design work of Australia university teachers. The dataset comprised detailed interviews from 30 teachers from 16 Aust…
Inside Out Open
Confusion is an emotion that is likely to occur while learning complex information. This emotion can be beneficial to learners in that it can foster engagement, leading to deeper understanding. However, if learners fail to resolve confusio…
Investigating University Educators’ Design Thinking and the Implications for Design Support Tools Open
All university educators perform design work as they prepare and plan learning experiences for their students. How such design work is undertaken, conceptualised, and optimally supported is the focus of ongoing research for the authors. Th…
Student retention and learning analytics: A snapshot of Australian practices and a framework for advancement Open
The analysis of data from user interactions with technologies is literally changing how organisations function, prioritise and compete in an international market. All industries have been influenced or impacted by the so called digital rev…
Improving self-detection of confusion: Is metacognitive monitoring a key? Open
Self-reporting of confusion is often seen as a quite unreliable way to measure this cognitive affective state. Testing the link between metacognition and confusion detection, in this study we have investigated two prospective interve nti o…
Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum Open
Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in …