Melbourne CSHE Scholarship of Technology Enhanced Learning research network

Online learning design resources for #COVID19

A brief selection of some approaches to #COVID19 online learning design for dual delivery, remote teaching, hybrid teaching: resources, guides, design frameworks

What’s done is data: Creating datafied feedback loops to inform Creative Industry pedagogy.

We interact with digital devices everyday. These devices continue to record a growing variety of actions, at a higher velocity than ever, and in ever increasing volumes. There is a growing lake of data about the “how, what, when, and where” of our lives. And this leads to growing potential to explore the “why”.

Image of skelton looking into an artistic representation of data.
Every action we make with and through a digital device leaves behind a data trail, even if we can’t see it. Image from, Pxfuel terms of use.

Feedback loops are one way that our actions-as-data are reflected back to us. Social media companies, for example, are expert at using data to generate feedback loops. These loops are used for a range of things like platform development and tailoring user content. Another example is smart phones, which now produce feedback loops about your device usage through functions like screen reports, and apps to limit your use of certain platforms. In most cases, though, the user is the consumer and not the producer of the feedback loop.

In her 2016 book, Cathy O’Neil wrote:

Big Data processes codify the past. They do not invent the future. Doing that requires moral imagination. And that’s something only humans can provide.

If data codifies the past, and humans invent the future, then feedback loops are the translators – making our datafied actions human readable again. This agency through feedback loops is a concept being explored by the #DataCreativities collaboration. #DataCreativities is a research team formed in June 2020 to explore the fast-paced shift to making, living and learning in the creative industries during times of isolation. We have a particular interest at looking at the data created in the creative industries, and looping this back into creative industry education. Our goal: to view the loop, and where needed break the loop, to invent future creative industry pedagogies.

Image of a infinity sign made up of small pictures of online platforms like email.
Feedback loops can be generated to reflect our digital actions back to us. Image from, Pixabay licence

In December 2020, #DataCreativities will be hosting a workshop focused on exploring the data we unwittingly create through digital devices, how we can create our own feedback loops, and the implications of this for the Scholarship of Technology Enhanced Learning. The team come from a variety of disciplines, with a range of online teaching experiences, and a spectrum of data science skills. We use this diversity to create a workshop that provides you with a practical, user friendly set of tools which you can apply to your own research led teaching practices.

To find out more about the workshop and how to register, visit: Note: while the live workshop is open to University of Melbourne staff only, stay tuned for workshop outputs which will be shared after the event.

#DIMENSIONSXR2020 : Summary of the Congress presentations 28-30th October

See the Education stream: panel discussion, demos, and networking centered around exploring how immersive technologies are being applied to education at


#ASCILITEMLSIG Webinar 7th November 2020 with #Datacreativities

This week the #Datacreativities project group from the University of Melbourne will share their development of a new Data Visualisation Framework

Find out about the team at

@kateycoleman⁩ @SpreadboroughKL @thomcochrane @MDAP_Unimelb @fitzyjane @mazinbriz

MCSHE TEL Research Update – Pecha Kucha

My first draft of using the free online version of PK Create to make a short (6’40”) summary of my MCSHE Technology Enhanced Learning research program activity so far. It was more time consuming than I thought to record the audio to the slides, and there is an annoying audio ‘click’ at the start of each slides’ audio – next time I think I’ll record the audio separately and attache to the slides rather than use the web-based record function which seems rather low quality and noisey. A bit of an experiment to see the potential of this format for future online presentations and symposia.

The 2020 7-Week #CMALTcMOOC starts 14th September

Are you interested in gaining international accreditation for your experience and expertise in integrating technology in teaching and learning? The Certified Member of the Association for Learning Technology (CMALT) provides peer reviewed recognition aligned with the UK higher education professional standards framework. The Melbourne Centre for the Study of Higher education at the University of Melbourne are hosting a cMOOC (connectivist Massive Open Online Course) to support academics and allied staff develop portfolios for CMALT accreditation, and facilitate an experience of participating in a global network of higher education professionals. The 2020 CMALT cMOOC starts 14th September and will run for 7 weeks. The cMOOC is completely free and is aimed at participants sharing experiences as they explore developing CMALT eportfolios, and building their professional academic online profiles.

The 2020 iteration of the #CMALTcMOOC launches with an introductory Webinar on 14th September 9:30am AEST – Australia time (11:30am 14th September, New Zealand time; 10:30pm 13th September UK time). Join us over 7 weeks as we explore the elements of a CMALT ePortfolio within an international support network.

The Weekly Webinar – you will be emailed the Webinar link after Signing Up.

Put the calendar event in your calendar.

What is CMALT?



More info at:

Research in Learning Technology (RLT) MMR Special Collection Update 2020 – Call for Papers #ASCILITEMLSIG #SOTEL_AU @MelbCSHE

Call for Papers


Research in Learning Technology (RLT) MMR Special Collection Update 2020 – Call for Papers

Mobile Mixed Reality Enhanced Learning


Guest editors

Associate Professor Thomas Cochrane, Centre for the Study of Higher Education, the University of Melbourne, Australia.

Associate Professor James Birt, Faculty of Society and Design, Bond University, Australia.

Dr Vickel Narayan, Faculty of Business and Economics, University of Sydney, Australia.

Associate Professor Gail Wilson, Member Emeritus Faculty, Southern Cross University, Australia.


Focus of the special collection update

The 2020 update to the Mobile Mixed Reality (MMR) Special Collection for Research in Learning Technology provides an opportunity to explore the impact of MMR on online and hybrid mode education during the COVID-19 crisis.

Of particular interest for the 2020 special collection are investigations in areas that explore the impact of MMR in response to facilitating and enabling online and hybrid learning environments during COVID-19, such as, but not restricted to:

  • How can new and emerging platforms of social VR (e.g. Mozilla Hubs) take VR beyond a solitary learning experience?
  • How can MMR facilitate authentic Studio/Laboratory/Clinic-based education online, particularly in response to campus closures and the physical distancing requirements imposed by COVID-19 restrictions?
  • How can MMR facilitate authentic assessment with the use of synthetic simulated patients/clients?
  • Reviews of the state of the art of mobile augmented reality (AR) and mobile virtual reality (VR) and immersive reality (XR) in education
  • Reviews of the key themes in recent mobile learning research in education
  • Connecting people to places using AR/VR/XR
  • The use of contextual sensors in education, such as iBeacons;
  • The use of drones and telepresence in education; and
  • Wearable technologies.

The methodological theme for this special collection focuses on research approaches that move beyond simple comparative case studies, and explore the application of Design-Based Research as a methodology for designing authentic mobile learning (Bannan et al., 2015), enabling new pedagogies such as Heutagogy (Blaschke & Hase, 2019; Moore, 2020). As such, a feature of this special collection continues to be to introduce the readership of RLT to the educational applications of mobile learning that they perhaps were unaware of or have not previously used.


In the 2019 MMR special collection editorial James Birt (Cochrane et al., 2020) looked to the future of MMR in education:

It is certainly easy to conclude that technology enhances learning and indeed the upcoming BYO smartphone technologies will capture the creative imagination of MMR education delivery. Including, the shift towards 5G wireless networking, depth sensor cameras, integrated LiDAR and more complex machine learning algorithms capable of data processing.

But, predicting the future is difficult and made more complex with the rapid rise of technology innovation. Recently we have seen changes to the support of mobile VR with a shift away from mobile phone insertable HMDs (Google Cardboard, Samsung Gear VR) and 3DoF headsets (Oculus Go) to 6DoF standalone hardware (Oculus Quest, HTC VIVE Focus). Software support has also changed recently with companies such as Unity3D depreciating native support for various VR and AR hardware from their game engine requiring third party plugins.

If the COVID-19 pandemic has highlighted anything it’s that there is a greater than ever need for communicative technology in education but even more so a willingness of educators and learning providers to understand, support and manage mobile technology enhanced learning. The future of MMR will not be driven through technology innovation alone as discussed in this special issue. Rather it will be a multi-faceted approach through understanding technology innovation, managing change, integrating learner centred design methodology, educator literacy and increased capacity for learning providers to support the scalable deployment of MMR devices and applications. It is therefore these current and near future challenges that we look forward to exploring in the 2020 edition of the special collection on MMR.


Submission instructions Papers should be submitted through the RLT online submission system ( Please select the journal section in the system ”Special Collection: Mobile Mixed Reality” when submitting your papers for review.


Deadlines for authors

Call for papers open: 31 August 2020

Submission deadline: 31 October 2020

Decision on manuscripts: 15 November 2020

Revised/final manuscripts: 15 January 2020

Publication: January/February 2021 (indicative)



Bannan, B., Cook, J., & Pachler, N. (2015). Reconceptualizing design research in the age of mobile learning. Interactive Learning Environments, 24(5), 1-16.

Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14.

Cochrane, T., Birt, J., & Narayan, V. (2020, 11 May 2020). Editorial for 2019 update to the RLT special collection on mobile mixed reality [Journal]. Research in Learning Technology, 28(Special Collection).

Moore, R. L. (2020, 2020/07/02). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381-401.

Number of posts found: 56

SoTEL Network Contributors