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Aim/Purpose: This paper presents an exploratory case study into using 360° videos to present small segments of lecture content for IT students in an Australian University. The aim of this study was to understand; what is the impact of incorporating 360° videos into class content for students and teaching staff? In this study the 360° videos are described as “learning atoms”. Learning atoms are short duration videos (1 to 5 minutes) captured in 360°. Background: Within this paper we conducted experiments in the classroom using 360° videos to determine if they have an impact on student's feeling of presence with class content. Additionally, to follow up, how does the inclusion of 360° impact on the teaching experience. Methodology: The methodology used in this study focused on both quantitative and qualita-tive aspects. Data was captured at the same time during the teaching period to address the research questions. In order to gauge the feeling of presence within the classroom a short survey was administered to students in the undergraduate IT class at the start (pre) and end (post) of the semester using the same questions to measure any change. Contribution: The main contributions from this study were that we demonstrated there is a potential for providing an alternative ‘immersive’ content presentation for students. This alternative content took the form of 360° learning atoms, whereas further showed our nuance process for creating and publishing of these atoms. Findings: The results show that for students, learning atoms can help improve the sense of presence, particularly for remote students, however the interactive experience can take student’s attention away from the lecturer. The results present potential for providing an alternative ‘immersive’ content presentation for students, however problems for uptake are present for both students and teachers, such as image capture quality and file size Impact on Society: We foresee this approach as being a new approach to teaching students in higher education within online spaces to increase engagement and move towards having a richer virtual experience no matter the location. Future Research: Future research will be conducted to resolve whether presence and engagement is supported by the inclusion of 360° videos in the classroom.

Aim/Purpose: This paper focuses on understanding undergraduate computing student-learning behaviour through reviewing their online activity in a university online learning management system (LMS), along with their grade outcome, across three subjects. A specific focus is on the activity of students who failed the computing subjects. Background: Between 2008 and 2020 there has been a multiplicative growth and adoption of Learning Analytics (LA) by education institutions across many countries. Insights gained through LA can result in actionable implementations at higher institutions for the benefit of students, including refinement of curriculum and assessment regimes, teacher reflection, and more targeted course offerings. Methodology: To understand student activity, this study utilised a quantitative approach to analyse LMS activity and grade outcome data drawn from three undergraduate computing subjects. Data analysis focused on presenting counts and averages to show an understanding of student activity. Contribution: This paper contributes a practical approach towards LA use in higher education, demonstrating how a review of student activity can impact the learning design of the computing subjects. In addition, this study has provided a focus on poor performing students so that future offerings of the computing subjects can support students who are at risk of failure. Findings: The study found that: • Collecting data relating to student activity and analysing the activity is an important indicator of engagement, with cross referencing the data to grade outcome providing information to support modification to the learning design of the computing subjects. • The computing subjects in this study all had the majority of the as-sessment marks awarded at the later part of the study period. • Students that fail subjects are active within the LMS for the period of the subject even when they submit no assessments • Assessment weight and the time of delivery could influence the out-comes Recommendations for Practitioners: The collection and analysis of student activity in the LMS can enable learning designers and practitioners to better reflect the subject design and delivery to provide more informed ways of delivering the learning material. Recommendation for Researchers: Collecting LA requires a thought-out process, designed well in advance of the teaching period. This study provides useful insight that can impact other researchers in the collection of assessment related analytics. Impact on Society: The cost of education is expensive to those that undertake it. Failing, although expected, potentially can be reduced by examining how education is designed, delivered, and assessed. The study has shown how information on how students are engaging has the potential to impact their outcomes. Future Research: Further work is needed to investigate whether intervention may assist the poor performing students to improve their grade outcomes relative to activity levels, subsequently impacting their retention.

The demographics of the modern day student (shorter attention span, multimodal access to learning resources, growing reliance on technology) and highlighted concerns of the traditional teaching methods, such as a lecture, demonstrate a need for a more innovative teaching practice. The traditional lecture in higher education is often delivered in single-directional 'transmission' style with the information presented with little to no interactivity between teacher and student. This study looks at the utilization of interactive technologies within lectures, and looks at the effects that these may have on students' perceptions of lectures, lecture effectiveness, and preferences. Students completing an Information Technology degree at Deakin University, Australia, were chosen for the trial run of two different interactive technologies. To provide comparisons of student's opinions and expectations a subject within Information Technology that did not utilise interactive technology was also included as a site for data collection.

Information within systems can be extracted through side-channels; unintended communication channels that leak information. The concept of side-channel sensing is explored, in which sensor data is analysed in non-trivial ways to recover subtle, hidden or unexpected information. Practical examples of side-channel sensing are well known in domains such as cybersecurity (CYB), but are not formally recognised within the domain of medical diagnostics and monitoring (MDM). This paper reviews side-channel usage within CYB and MDM, identifying techniques and methodologies applicable to both domains. We establish a systematic structure for the use of side-channel sensing in MDM that is comparable to existing structures in CYB, and promote cross-domain transferability of knowledge, mindsets, and techniques.