Projects and Grants¶
Enabling connected learning via open source analytics in the wild: Learning Analytics beyond the LMS¶
This project aims to improve the quality of student engagement and learning in collaborative online environments by incorporating and analysing social media platforms that the majority of students already use. It will create an easy to use and open source Connected Learning Analytics (CLA) toolkit utilising the latest mathematical and computational approaches. The tools delivered will work within closely delimited learning activities, under pinned by connected learning pedagogy that will preserve student privacy, enable academics and students to identify the nature and quality of student connections, and assist with developing learning analytics that have strong pedagogical and technical features.
- Lead institution:
Queensland University of Technology
- Partner Institutions:
University of South Australia, University of Technology Sydney, The University of Sydney, University of Texas Arlington
Embedded System Design Challenge: MadMaker¶
Microprocessors and sensors are now everywhere. High school students can now experience first hand how these components are used to study physical phenomenon such as acceleration, sound, and light. The appearance of low cost microprocessor platforms such as Arduino offers an unprecedented opportunity to use these systems to explore science, technology, engineering and math activities.
The project has the following objectives.
Design and deploy a Challenge open to all Australian high school teachers and students to explore and design systems using microprocessors.
Create a national resource in the form of a massive open online course (MOOC) to teach embedded systems design.
Create an outreach program so that disadvantaged groups can participate in the activities.
Improve students’ understanding of embedded systems and their roles in science, technology engineering and mathematics.
For more information contact Dr Abelardo Pardo. Check the Madmaker Project page.
- Lead institution:
The University of Sydney
Using video annotation software to develop student self-regulated learning¶
This project investigates the application of the social annotation software, Collaborative Lecture Annotation System for: 1) leveraging the products of lecture-based instruction to engage students in social learning; 2) developing and evaluating self-regulated learning; and 3) establishing learning analytics to support teaching and learning practice.
The Collaborative Lecture Annotation System (CLAS) is a web based annotation tool for students and teachers to annotate audio/video resources (e.g. lecture capture, student created videos, performance videos in music or theater, etc.) For example a student can watch a video explaining a concept and annotate on a time line the most important concepts explained. Additionally, students may introduce generic comments on a video. These annotations can then be viewed by the instructor, shared in a group, use them for peer evaluation, etc. This scheme can be easily deployed in a wide variety of learning scenarios. Students and instructors can use CLAS to interact directly with any uploaded multi-media content (e.g. podcasts, lecture capture, pre-recorded PowerPoint presentations, etc.) Additionally CLAS offers visualizations of both the general annotations and those in the video time-line. The latter allow for the detection of areas of convergence and divergence of student comments.
- Lead institution:
University of South Australia
- Other institutions:
The University of Sydney, The University of New South Wales, The University of British Columbia (Canada), Athabasca University (Canada)
Radical transformation: re-imagining engineering education through flipping the classroom in a global learning partnership¶
Here is Prof. Philip Long explaining the project coordinated by University of Queensland.
Engineering education needs to be transformed, and one of the proposed strategies is commonly known as the flipped classroom in which students participate in activities based on multimedia resources to prepare face-to-face sessions that include participatory activities tackling higher cognitive tasks such as analyzing, evaluating, or even creating new artifacts.
Large-scale Flipped Classroom are particularly challenging. Technology can be scaled to support large cohorts, but the face-to-face sessions contain much more difficult hurdles to overcome. In this project the expertise from six US and Australian universities is combined to analyze, develop and disseminate the use of flipped classroom to transform engineering education.
- Leading Institution:
University of Queensland
- Other Institutions:
The University of Sydney, RMIT, Purdue University (USA), University of Pittsburgh (USA), Stanford University (USA).