1. Integrating digital technologies: Three cases of visual learning Professor Robert Fitzgerald Charles Darwin University IRU Senior Leaders Forum 2018

2. Visualizing analytics within a curriculum lifecycle
Use of the LMS over time; activities across degree / program; student progression, study modes & methods.   
Accesses & interactions; time & count measures & compared to other units in the same discipline
Student performance; progression; assessment items; engagement & interaction 
Activities across the semester; peak usage; tool utilization; item types; assessment types 
Student demographics; grade distribution; accesses & interactions; completion and progression
Compare data to previous semester/s; enrolments; activities, interactions; engagement; SIS grade; accesses 
PLAN
DEVELOP
DELIVER
REVIEW 1 6 2
To encourage the broader adoption of learning analytics across the academic community we looked at conceptualizing the reports in context with the Curriculum Life Cycle
Following the cycle of Develop / Deliver / Review / Plan it was evident that some reports provide insight at specific times during the cycle and focus on likely answers to questions at different points during the cycle
Pyramid Reports SQL Reporting Services & Bb Learn Reports all provide useful reports to support this.
Pyramid Reports in particular – aggregate data that accumulates over time, rolled up to College – Theme / Discipline
Presents a series of Scorecards and Dashboards with drill through options to view more details and offers a view of data at a unit / course / program level…
CLICK TO START ANIMATION
Develop
To support curriculum development a suite of reports provide insight in the use of the LMS over time, activities across the degree / program, highlight student progress and can be viewed by study mode Internal Vs External students and learning methods (OLR or OLS)
Other reports can be drawn on to answer questions concerning accesses & interactions with time and count measurements and can be used in comparison with other units offered across the same discipline area and or college This information can be used to identify trends that may emerge during the teaching cycle which is useful in understanding the impact of development on other units/course/program.-----
Deliver
3. During teaching delivery reports that provide insight into student performance, assessment, engagement and interaction can be used to understand the alignment of content, tasks and activities with grade and to determine what students accessed and what they did not.
4. At the end of the delivery cycle and leading into review activities, tasks, tools utilization, items types and assessment types can be analysed to understand periods of high use, periods of low use and in correlation to other units/course across the discipline.
Review
5. At this stage of the cycle grade finalisation has completed offering insight into final grades, grade distribution, completion and progression. This information can be viewed by mode, learning method, enrolment location and used to understand performance by different cohorts across the course/program
Plan
6. In the planning stage the opportunity presents to compare multiple data sets across a suite a reports compared to previous teaching periods and across the course / program. It enables a view of enrolment numbers, activities and tasks, interactions and engagement in correlation to SIS grade performance, access patterns and time measurements.
WAIT FOR CYCLE TO COMPLETE and CONCLUDE WITH
From an curriculum perspective, a framework makes a step forward to translate LA findings into actions.
By having a better understanding of how, when students study, what items are accessed, and how student behavioural patterns and grades connect to their learning, instructors may be in a much better position to reflect and adjust their teaching practices and subsequent curriculum design.
By establishing which items were accessed / not accessed, and what tools were used / not used instructors can take action on these. Conceptualizing the reports in a framework beyond the unit / course level also emphasizes the need to keep in mind the whole learning process when designing a course, rather than just seeing each unit as a single occasion in the teaching period.
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3. Using augmented and virtual reality to support clinical teaching blocks in nursing
Does the use of virtual reality (VR) help you
better understand anatomy and physiology?
Does the use of virtual reality (VR) in practical activities
encourage critical thinking and devising what-if scenarios?
As part of the F 2 F clinical teaching blocks (CTB’s) of the course students are asked for feedback on the activities and learning practices.
As a result of past feedback in the CTB’s we have introduced the following:
QR coding for orientation to the clinical laboratory
Merge cube technology for the revision of A & P
VR simulation
Feedback on VR activities using the ShareCare You app during the CTB were well received. This is the first time we have incorporated VR technology in our CTB..
Very much
80%
A moderate amount
(20%)
Agree
(40%)
Strongly Agree
(60%)
VR Trial: ShareCare You (Simulation of the Human Body)

4. Making the digital physical: augmented physical landscapes

5. Conclusion Digital integration to make learning visible.
EDUCAUSE Report - Learning in Three Dimensions (August 2018) argues that the integration of these highly visual and immersive digital technologies “…are having a dramatic impact on pedagogy in higher education.”
The challenge ahead is to generate the evidence, the design knowledge and the connected digital applications, so we can use technologies, such as XR, to help students learn in three dimensions.