Updated Zoom discussion Calendar times for daylight saving

by Thomas Cochrane -

Here's the updated Zoom invite to account for the difference in NZ/Australia Daylight saving start dates during the week of 28th September:

Hi there, 

Thomas Cochrane is inviting you to a scheduled Zoom meeting. 

Topic: #CMALTcMOOC 2020 Webinar Series

Time: Sep 21, 2020 11:30 AM Auckland, Wellington (9:30am AEST)

    Sep 21, 2020 11:30 AM 

    Sep 28, 2020 12:30 PM = 9:30 AM AEST

    Oct 5, 2020 11:30 AM 

    Oct 12, 2020 11:30 AM 

    Oct 19, 2020 11:30 AM 

    Oct 26, 2020 11:30 AM 

    Please download and import the following iCalendar (.ics) files to your calendar system. 

    Weekly: https://unimelb.zoom.us/meeting/tJwkc-qopj0pEtPJhA4YVMi9EsnBtS1HWZgI/ics?icsToken=98tyKuCgpz8pGtyTsxGARow-HY-gb_TxiCFej7dtthfEVxllTwqvE_FMEKZMQfDn 

Join from PC, Mac, iOS or Android: https://unimelb.zoom.us/j/98943086387?pwd=SGJHWnBXZmhCK29DbnpvRzZ5K0RKUT09

    Password: 298379


Or join by phone: 

    Dial (Australia): +61 3 7018 2005 or +61 2 8015 6011

    Dial (US): +1 669 900 6833 or +1 646 876 9923

    Dial (Hong Kong, China): +852 5808 6088 or +852 5803 3730

    Dial (UK): +44 203 481 5240 or +44 131 460 1196

    Meeting ID: 989 4308 6387 

    International numbers available: https://unimelb.zoom.us/u/aASs5rRYt 

Or join from a H.323/SIP room system: 


    or SIP:98943086387@zmau.us


    Meeting ID: 98943086387

    Password: 298379


by Thomas Cochrane -

Welcome to the #cmaltcmooc – if this is your first, second or even fifth iteration of the CMALT cMOOC it’s great to have you participating with us! The cMOOC is about connecting people and sharing your experiences as we explore CMALT accreditation.

This first week involves setup and introductions – we hope you’ll join us on a journey of establishing (or enhancing) your online professional profile in teaching and learning and becoming part of the global #cmaltcmooc network of practitioners and researchers in the scholarship of technology enhanced learning (SOTELNZ & SOTEL_AU).

There are a few setup activities this week: After Signing Up for the cMOOC at https://cmaltcmooc.wordpress.com/contact

  • Join the CMALT cMOOC Community Forum
  • Share ideas and social media via the #CMALTcMOOC hashtag
  • Setup/Customise your individual eportfolios that will become your portfolio hub (we suggest using https://www.WordPress.com)
  • Take 10 minutes to do the participant survey of prior experience
  • Locate yourself on the shared collaborative participant map – you will be invited to edit the map via the email address you signed up to the cMOOC - NOTE:  if the email you supplied at signup is different to your Google account login then you will need to request access to the Map via your GMail address.
  • Create a concise biography and professional goals on your Blog, and start linking to shared research profiles on: ResearchgateAcademia.eduMendeleyORCID, Google Scholar, and LinkedIn.
  • We host a Webinar via Zoom each week to review the weekly activities, that is then shared via a YouTube Playlist – you will be emailed the Zoom Link.

Introduce yourself by Creating a Contextual Statement:

Choose a social learning theory on which to develop a short statement of your understanding and approach to using learning technologies in education. Post this to your blog using the #cmaltcmooc hashtag. Explore how your contextual statement could be presented using a variety of embedded technologies – you could use a short video to introduce yourself and your teaching philosophy via Clips (iOS) or Instagram. A contextual statement is a critical element of a CMALT portfolio – it is not assessed, but must be included. You can do this quickly as a video reflection if you like – see some of the examples in the #CMALTcMOOC YouTube Playlist from previous CMALT cMOOC iterations, for example: 

Share your example of a Contextual Statement on the #CMALTcMOOC Community Forum at https://community.sotel.nz/course/view.php?id=3and the Project Bank

Create a research biography and establish a profile on researchgate.net, link this profile into your WordPress blog.

Reflect upon this process on your WordPress blog.

From the CMALT Guidelines:

Contextual statement

The portfolio should commence with a contextual statement – the kind of thing you might write in a cover letter for a job application. It should provide a concise biography, outlining your career history and current role(s), highlighting briefly the operational context in which you work or have worked, and reflecting on why you are submitting your portfolio for CMALT and how this relates to your future career aspirations. This section is not assessed, but can be very helpful for the assessors as they approach the rest of your portfolio.

For more info see the CMALT support page at https://www.alt.ac.uk/get-involved/certified-membership/cmalt-support

A good place to start planning your CMALT portfolio are the CMALT Guidelines:

A couple of good examples of CMALT Portfolios and contextual statements include:

And some tips from a CMALT journey: https://eastmidslt.wordpress.com/2014/01/24/cmalt-my-journey/

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

by Thomas Cochrane -

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. Cochrane.t@unimelb.edu.au

Associate Professor James Birt, Faculty of Society and Design, Bond University, Australia. jbirt@bond.edu.au

Dr Vickel Narayan, Faculty of Business and Economics, University of Sydney, Australia. vickel.narayan@sydney.edu.au

Associate Professor Gail Wilson, Member Emeritus Faculty, Southern Cross University, Australia. Gail.Wilson@scu.edu.au  


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 (https://journal.alt.ac.uk/index.php/rlt). 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. https://doi.org/10.1080/10494820.2015.1018911

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. https://doi.org/https://doi.org/10.24135/pjtel.v1i1.1

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). https://doi.org/https://doi.org/10.25304/rlt.v28.2424

Moore, R. L. (2020, 2020/07/02). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381-401. https://doi.org/10.1080/01587919.2020.1766949

Webinar on new CMALT accreditation 3 levels with @MarenDeepwell

by Thomas Cochrane -

This weeks #ASCILITEMLSIG #SOTELNZ Webinar was a discussion around the new three levels of CMALT accreditation. 

This weeks #ASCILITEMLSIG #SOTELNZ Webinar was a discussion around the new three levels of CMALT accreditation. Thanks to @MarenDeepwell @IanUpton_CU and @mjenkins571 for the discussion - slides at https://www.alt.ac.uk/certified-membership 


My Portfolio Site

by Sandra Barker -

Hi Everyone

Here is a link to my Portfolio. I have only posted the first two sections so far but happy to get some feedback.



by Thomas Cochrane -

ASCILITE members it’s time to vote for the 2021 executive - check your email for the voting link.