There is now rapid development in technology-enhanced learning and assessment is now widely recognized as key to the advancement of education in the 21st century. Technology is ubiquitous and open-access courses in higher education, interactive mobile technologies, online learning and social media are increasingly commonplace. Learning sciences research has shown new conceptualization of learning from knowledge acquisition to knowledge construction and knowledge creation. New technologies have stimulated empirical investigations that expand established psychological-learning theories (e.g., self-regulation to co-regulation) and technology guided by learning theories can enrich designs for 21^st century innovation.Our university has already an established reputation and research strengths in technology enhanced learning at all levels of education from primary to higher education. This includes the design and evaluation of learning technology and learning environments, and design-based research on networks for learning and professional development. CITE has engaged in educational data mining and Learning Analytics as part of SRT-IT research hosted by the Engineering Faculty. The university has set up an E-Learning Pedagogical Support Unit within CETL, and has recently announced its participation in the EdX MOOC consortium. Building on our current strength, this subtheme has three inter-related foci:

1. Enhancing human learning (including cognitive, metacognitive, socio-metacognitive and socio-affective aspects of learning) through pedagogical and technological designs that are enacted in authentic, complex learning environments. Here, learning environment includes learning design (e.g. problem-based learning, experiential learning) and the physical and digital infrastructure and tools (including online and differentiated learning environments) available to support learning.
2. Developing more nuanced understanding of how people learn under different settings through the collection, analysis and visualization of multi-faceted data of learning processes and outcomes data, within and outside of formal educational settings (such as classrooms), that are now available through different communication channels, taking advantage of the advances in learning technology and learning analytics.
3. Developing better tools and theories of assessment on the basis of research under the above two foci that can benefit learners, parents, education practitioners, policy makers and the wider community.