The Scholarship of Technology Enhanced Learning, and the Scholarship of Learning and Teaching more broadly, tends to focus on positive stories of things that work (Dawson & Dawson, 2018). We have an interest in learning and want to share strategies we have found to be successful. A similar parallel can be drawn with the field of academic integrity, in that it too is a field with a focus on a positive thing: students’ capabilities and actions that demonstrate they can and do act in the way we want them to. Delving into the negative is unpleasant. It can require an adversarial mindset (Dawson, 2021), similar to the type used in cybersecurity (Craigen et al., 2014). Scholars of cheating can be portrayed by the media as undercover sleuths (e.g. Cook, 2018). On the flipside, those who question the technologies used to detect or deter cheating can face legal action by vendors. In my own work I have had to step very carefully, having been warned that studies where I try to empirically check if anti-cheating technologies work may not be legal without the support of their vendors. Cheating and anti-cheating scholarship is a charged, risky place to be. This presentation explores cheating and technology. Drawing on a recent synthesis of research from cybersecurity, artificial intelligence and game studies (Dawson, 2021), it discusses what the current state of cheating is, and where it is likely to be in the near future – as well as the types of scholarship that we need to address the problem of technology-enhanced cheating. References Cook, H. (2018, 13 November 2018). Academics go undercover to spot the telltale signs of a cheater. The Age. https://www.theage.com.au/national/victoria/academics-go-undercover-to-spot-the-telltale-signs-of-a-cheater-20181113-p50fng.html Craigen, D., Diakun-Thibault, N., & Purse, R. (2014). Defining cybersecurity. Technology Innovation Management Review, 4(10), 13-21. Dawson, P. (2021). Defending assessment security in a digital world: preventing e-cheating and supporting academic integrity in higher education. Routledge. Dawson, P., & Dawson, S. L. (2018). Sharing successes and hiding failures: ‘reporting bias’ in learning and teaching research. Studies in Higher Education, 43(8), 1405-1416. https://doi.org/10.1080/03075079.2016.1258052
{"title":"The Scholarship of Technology Enhanced Cheating","authors":"Phillip Dawson","doi":"10.24135/pjtel.v4i1.150","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.150","url":null,"abstract":"The Scholarship of Technology Enhanced Learning, and the Scholarship of Learning and Teaching more broadly, tends to focus on positive stories of things that work (Dawson & Dawson, 2018). We have an interest in learning and want to share strategies we have found to be successful. A similar parallel can be drawn with the field of academic integrity, in that it too is a field with a focus on a positive thing: students’ capabilities and actions that demonstrate they can and do act in the way we want them to. \u0000Delving into the negative is unpleasant. It can require an adversarial mindset (Dawson, 2021), similar to the type used in cybersecurity (Craigen et al., 2014). Scholars of cheating can be portrayed by the media as undercover sleuths (e.g. Cook, 2018). On the flipside, those who question the technologies used to detect or deter cheating can face legal action by vendors. In my own work I have had to step very carefully, having been warned that studies where I try to empirically check if anti-cheating technologies work may not be legal without the support of their vendors. Cheating and anti-cheating scholarship is a charged, risky place to be. \u0000This presentation explores cheating and technology. Drawing on a recent synthesis of research from cybersecurity, artificial intelligence and game studies (Dawson, 2021), it discusses what the current state of cheating is, and where it is likely to be in the near future – as well as the types of scholarship that we need to address the problem of technology-enhanced cheating. \u0000References \u0000Cook, H. (2018, 13 November 2018). Academics go undercover to spot the telltale signs of a cheater. The Age. https://www.theage.com.au/national/victoria/academics-go-undercover-to-spot-the-telltale-signs-of-a-cheater-20181113-p50fng.html \u0000Craigen, D., Diakun-Thibault, N., & Purse, R. (2014). Defining cybersecurity. Technology Innovation Management Review, 4(10), 13-21. \u0000Dawson, P. (2021). Defending assessment security in a digital world: preventing e-cheating and supporting academic integrity in higher education. Routledge. \u0000Dawson, P., & Dawson, S. L. (2018). Sharing successes and hiding failures: ‘reporting bias’ in learning and teaching research. Studies in Higher Education, 43(8), 1405-1416. https://doi.org/10.1080/03075079.2016.1258052","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128143079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this talk, we discuss the affordances of digital technologies to facilitate student-determined learning when delivering practical or ‘hands-on’ courses. We also examine the constraints that affect the learner experience when courses designed for face-to-face classes suddenly move online. We use a case study of how a practical multimedia undergraduate journalism paper was moved from face-to-face to online delivery mid-way through the semester after an outbreak of Covid-19 in New Zealand led to a sudden imposition of a level-4 lockdown in 2021. The case study demonstrates how the delivery of courses designed within a heutagogical frame work can successfully be adapted at a time of crisis while maintaining the learning outcomes required. Our experience provides empirical discussion points on teaching a practiced-based activity such as journalism, where restricted mobility can in fact lead to student-initiated opportunities for growth rather than being a hindrance. Our approach from the start of the academic year was to develop our students’ digital capabilities and guide them towards being agents of their own learning (Hase & Kenyon, 2007; Blaschke & Hase, 2019). We were aware that the situation with the Covid-19 outbreak was evolving in New Zealand, and government instructions could require our university to move courses online at short notice. Therefore, this case study should not be considered as a pure example of “emergency remote teaching” (Hodges et al. 2020). The design took a social constructivist approach (Lockey, Conaghan, Bland & Astin, 2020; Vygotsky, 1930-34/1978) that included experiential learning and reflection to increase students’ independence and preparedness. It then built on this using connectivism principles (Siemens, 2004) to link the individual to the class, including employing collaborative peer learning. Our planning took account of less successful attempts to engage students online (Cowie & Sakui, 2019) as well as the lessons we learned during the lockdown in 2020. We considered student engagement, student access to the required technologies and their level of digital competence would be our greatest challenges (Greenhow & Lewin, 2021). Learning strategies we employed included mirroring the culture and emerging practices professional journalists were applying under Covid-19 lockdown. Strategies were developed in an online classroom environment that fostered expert-like thinking that enabled student-determined activities, founded upon small group collaborations and play-based learning. We encouraged a high level of flexibility in our student-lecturer interactions, and regular discussions around wellness evolved organically. We found students sought increased opportunities to engage with others, as many students were away from home and without a social support system. When designing the course, we conceptualised our role as “designers of learning experiences” (Cochrane & Munn, 2020, p. 2). Hence we modelle
{"title":"Technology-enhanced learning in designing for uncertainty","authors":"H. Sissons, Danni Mulrennan","doi":"10.24135/pjtel.v4i1.137","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.137","url":null,"abstract":"In this talk, we discuss the affordances of digital technologies to facilitate student-determined learning when delivering practical or ‘hands-on’ courses. We also examine the constraints that affect the learner experience when courses designed for face-to-face classes suddenly move online. \u0000We use a case study of how a practical multimedia undergraduate journalism paper was moved from face-to-face to online delivery mid-way through the semester after an outbreak of Covid-19 in New Zealand led to a sudden imposition of a level-4 lockdown in 2021. \u0000The case study demonstrates how the delivery of courses designed within a heutagogical frame work can successfully be adapted at a time of crisis while maintaining the learning outcomes required. Our experience provides empirical discussion points on teaching a practiced-based activity such as journalism, where restricted mobility can in fact lead to student-initiated opportunities for growth rather than being a hindrance. \u0000Our approach from the start of the academic year was to develop our students’ digital capabilities and guide them towards being agents of their own learning (Hase & Kenyon, 2007; Blaschke & Hase, 2019). We were aware that the situation with the Covid-19 outbreak was evolving in New Zealand, and government instructions could require our university to move courses online at short notice. Therefore, this case study should not be considered as a pure example of “emergency remote teaching” (Hodges et al. 2020). \u0000The design took a social constructivist approach (Lockey, Conaghan, Bland & Astin, 2020; Vygotsky, 1930-34/1978) that included experiential learning and reflection to increase students’ independence and preparedness. It then built on this using connectivism principles (Siemens, 2004) to link the individual to the class, including employing collaborative peer learning. \u0000Our planning took account of less successful attempts to engage students online (Cowie & Sakui, 2019) as well as the lessons we learned during the lockdown in 2020. We considered student engagement, student access to the required technologies and their level of digital competence would be our greatest challenges (Greenhow & Lewin, 2021). \u0000Learning strategies we employed included mirroring the culture and emerging practices professional journalists were applying under Covid-19 lockdown. Strategies were developed in an online classroom environment that fostered expert-like thinking that enabled student-determined activities, founded upon small group collaborations and play-based learning. We encouraged a high level of flexibility in our student-lecturer interactions, and regular discussions around wellness evolved organically. We found students sought increased opportunities to engage with others, as many students were away from home and without a social support system. \u0000 \u0000When designing the course, we conceptualised our role as “designers of learning experiences” (Cochrane & Munn, 2020, p. 2). Hence we modelle","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126616513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is a concept paper which draws attention to the element of ‘surprise’ when it comes to educators’ self-reflections and which I apply to my own experience of implementing new forms of pedagogy in relation to technology and enhanced learning. The idea that the experience of “surprise” or “encounter with strangeness” leads us to a conversation with the ‘other’, that in turn forces a change of habits, is an essential part of self-reflective practice according to Pollard (2008:402). In citing Charles Sanders Peirce (1955) and his notion that “experience is not personally owned but rather a conversation between the self and that which is not-yet known”, Pollard suggests that this can result in “different techniques of teaching, which are then open to further interpretation” (2008:403). My own experience involving an element of surprise occurred in 2021 when I tasked a class of my second-year undergraduate students with the assignment of creating a digital artefact of their choice. My objective was to help students develop their digital skills and to become more aware of the multiple modes of communication available to them. The artefacts could be a short 5 minute YouTube video, a podcast, a pecha kucha presentation, or an online game, and the students were asked to communicate a message on a topic that was important to them. Examples I suggested were climate change, sustainability, the #metoo or #BlackLivesMatters movements, or the Covid-19 pandemic. However, two unexpected outcomes occurred where I encountered ‘surprise’ (Pollard, 2008) which led me to a conversation with the ‘other’ – sometimes referred to as a “strange intruder” (Peirce, 1960: 38). First, rather than highlighting world problems or social issues on a large scale, many of the students chose to relate their own, very personally-revealing stories dealing with topics such as depression, anxiety, suicide, health issues and toxic relationships. Second, in providing feedback on their experience of this assignment, several students further surprised me by stating that while they were unsure about creating a digital artefact – something they had not done previously. Telling their own stories in a creative way, particularly when they learned they did not need to present it to the rest of the class, they found to be cathartic and personally beneficial. As a result of being surprised, and in conversation with this “strange intruder” that challenged my teaching, I realised that the response to this assignment was illustrative to me and to other educators that technology-enhanced learning goes far beyond the technology in what it can achieve, and in meeting the needs of students. Noting this experience assists me in understanding how students themselves can be instrumental and collaborative in the on-going development of a paper. It also reinforces that self-reflection should always be an essential practice for educators in developing their teaching practice, no matter their le
{"title":"Reflective practice and the element of surprise in technology enhanced learning","authors":"Philippa Smith","doi":"10.24135/pjtel.v4i1.142","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.142","url":null,"abstract":"This is a concept paper which draws attention to the element of ‘surprise’ when it comes to educators’ self-reflections and which I apply to my own experience of implementing new forms of pedagogy in relation to technology and enhanced learning. The idea that the experience of “surprise” or “encounter with strangeness” leads us to a conversation with the ‘other’, that in turn forces a change of habits, is an essential part of self-reflective practice according to Pollard (2008:402). In citing Charles Sanders Peirce (1955) and his notion that “experience is not personally owned but rather a conversation between the self and that which is not-yet known”, Pollard suggests that this can result in “different techniques of teaching, which are then open to further interpretation” (2008:403). \u0000My own experience involving an element of surprise occurred in 2021 when I tasked a class of my second-year undergraduate students with the assignment of creating a digital artefact of their choice. My objective was to help students develop their digital skills and to become more aware of the multiple modes of communication available to them. The artefacts could be a short 5 minute YouTube video, a podcast, a pecha kucha presentation, or an online game, and the students were asked to communicate a message on a topic that was important to them. Examples I suggested were climate change, sustainability, the #metoo or #BlackLivesMatters movements, or the Covid-19 pandemic. \u0000However, two unexpected outcomes occurred where I encountered ‘surprise’ (Pollard, 2008) which led me to a conversation with the ‘other’ – sometimes referred to as a “strange intruder” (Peirce, 1960: 38). First, rather than highlighting world problems or social issues on a large scale, many of the students chose to relate their own, very personally-revealing stories dealing with topics such as depression, anxiety, suicide, health issues and toxic relationships. Second, in providing feedback on their experience of this assignment, several students further surprised me by stating that while they were unsure about creating a digital artefact – something they had not done previously. Telling their own stories in a creative way, particularly when they learned they did not need to present it to the rest of the class, they found to be cathartic and personally beneficial. \u0000As a result of being surprised, and in conversation with this “strange intruder” that challenged my teaching, I realised that the response to this assignment was illustrative to me and to other educators that technology-enhanced learning goes far beyond the technology in what it can achieve, and in meeting the needs of students. Noting this experience assists me in understanding how students themselves can be instrumental and collaborative in the on-going development of a paper. It also reinforces that self-reflection should always be an essential practice for educators in developing their teaching practice, no matter their le","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123033948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the past 5-10 years, there has been a move to integrate different digital and immersive learning technologies around a particular context or setting following what is known as mixed reality (MR, also known as XR). XR involves the fusing of real and virtual worlds along an immersion continuum, to create integrated environments that incorporate physical and digital elements, tools, and objects (Milgram & Kishino, 1994; Speicher et al., 2019). These environments can be especially beneficial within learning contexts as they can connect learners and communities to locations, and provide opportunities for genuine investigations in the real world (Liu et al., 2017). Although digital technologies provide many unique and powerful affordances for education, the non-digital and handmade have much potential that the digital currently does not have. They can also enhance the meaningfulness of XR experiences (Sharma et al., 2017; Smith, 2018). Despite this, within XR education, the role of the non-digital and handmade has been previously dismissed, and there has been a lack of attention paid to developing and designing the ‘real environment’ (RE) end of the reality continuum within XR (Aguayo, 2017). Non-digital materials can engage learners in authentic and rich haptic sensory experiences in ways that digital technology currently cannot achieve in affordable and immediate ways. The non-digital and handmade within XR can also provide learners with deeper and more evocative experiences with materials/materiality, and provide more connection to handmade and human centered concepts through the aesthetics of craft and artisanal processes. Furthermore, when considered in a continuum of different types of experiences, handmade materials in XR can be fused with digital tools, complementing and merging the real and virtual around educational experiences and practice (Aguayo et al., 2020). This can enhance overall learning, allowing learners to benefit from the merging of different types of affordances that non-digital and digital both offer, along an experiential XR continuum. This presentation posits some ways forward for the non-digital and handmade to be designed for and engaged with in XR education. We also open up a discussion around the potential of the non-digital and handmade to develop a deeper sense of ‘authenticity’ and meaningfulness in XR education design. This discussion is framed through some theories and interpretations of philosopher Walter Benjamin (Benjamin, 2010; Leslie, 1998; Zoran & Buechley, 2013), indigenous perspectives and worldviews, and current discourse in design around the importance of handmade processes. Through the inclusion of handmade elements, a more ‘human’, ‘organic’ and somaesthetic sensibility can be fostered in XR education (Smith-Harvey & Aguayo, 2021). We postulate that enhancing this sense of the ‘organic’, as well as handmade and craft based aesthetics can be of especial benefit within XR education design which look
在过去的5-10年里，有一种趋势是围绕特定的环境或设置整合不同的数字和沉浸式学习技术，即所谓的混合现实(MR，也称为XR)。XR包括沿着沉浸连续体融合真实和虚拟世界，以创建包含物理和数字元素，工具和对象的集成环境(Milgram & Kishino, 1994;Speicher等人，2019)。这些环境在学习环境中特别有益，因为它们可以将学习者和社区与地点联系起来，并为现实世界中的真正调查提供机会(Liu et al.， 2017)。虽然数字技术为教育提供了许多独特而强大的支持，但非数字和手工制作具有数字目前所不具备的许多潜力。它们还可以增强XR体验的意义(Sharma et al.， 2017;史密斯,2018)。尽管如此，在XR教育中，非数字和手工制作的作用以前一直被忽视，并且缺乏对XR中现实连续体的“真实环境”(RE)末端的开发和设计的关注(Aguayo, 2017)。非数字材料可以让学习者获得真实而丰富的触觉体验，这是数字技术目前无法以负担得起和直接的方式实现的。XR中的非数字和手工制作也可以为学习者提供更深入，更令人回味的材料/材料体验，并通过工艺和手工过程的美学提供更多与手工制作和以人为中心的概念的联系。此外，当考虑到不同类型的体验时，XR中的手工材料可以与数字工具融合，补充和融合围绕教育体验和实践的真实和虚拟(Aguayo et al.， 2020)。这可以增强整体学习，使学习者受益于非数字和数字提供的不同类型的支持，沿着体验式XR连续体。本演讲提出了一些非数字和手工制作的方法，用于设计和参与XR教育。我们还围绕非数字和手工制作的潜力展开了讨论，以在XR教育设计中开发更深层次的“真实性”和意义感。这一讨论是通过哲学家沃尔特·本雅明(Benjamin, 2010;莱斯利,1998;Zoran & Buechley, 2013)，本土视角和世界观，以及围绕手工工艺重要性的当前设计话语。通过包含手工元素，可以在XR教育中培养更“人性化”、“有机”和身体审美的敏感性(Smith-Harvey & Aguayo, 2021)。我们认为，增强这种“有机”感，以及基于手工和工艺的美学，在XR教育设计中特别有益，这种设计旨在将学习者与自然世界、本土认识论、以人为中心的概念、记忆和经验联系起来。我们还提出了在其他形式的数字学习环境中考虑非数字、触觉和手工制作的论点。考虑到2019冠状病毒病大流行的背景，以及由此导致的新西兰和世界其他地区向在线和混合学习环境的转变，这一点尤为重要。
{"title":"Somaesthetics and the non-digital in mixed reality XR education design","authors":"James Smith-Harvey, C. Aguayo","doi":"10.24135/pjtel.v4i1.125","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.125","url":null,"abstract":"In the past 5-10 years, there has been a move to integrate different digital and immersive learning technologies around a particular context or setting following what is known as mixed reality (MR, also known as XR). XR involves the fusing of real and virtual worlds along an immersion continuum, to create integrated environments that incorporate physical and digital elements, tools, and objects (Milgram & Kishino, 1994; Speicher et al., 2019). These environments can be especially beneficial within learning contexts as they can connect learners and communities to locations, and provide opportunities for genuine investigations in the real world (Liu et al., 2017). \u0000 \u0000Although digital technologies provide many unique and powerful affordances for education, the non-digital and handmade have much potential that the digital currently does not have. They can also enhance the meaningfulness of XR experiences (Sharma et al., 2017; Smith, 2018). Despite this, within XR education, the role of the non-digital and handmade has been previously dismissed, and there has been a lack of attention paid to developing and designing the ‘real environment’ (RE) end of the reality continuum within XR (Aguayo, 2017). Non-digital materials can engage learners in authentic and rich haptic sensory experiences in ways that digital technology currently cannot achieve in affordable and immediate ways. The non-digital and handmade within XR can also provide learners with deeper and more evocative experiences with materials/materiality, and provide more connection to handmade and human centered concepts through the aesthetics of craft and artisanal processes. Furthermore, when considered in a continuum of different types of experiences, handmade materials in XR can be fused with digital tools, complementing and merging the real and virtual around educational experiences and practice (Aguayo et al., 2020). This can enhance overall learning, allowing learners to benefit from the merging of different types of affordances that non-digital and digital both offer, along an experiential XR continuum. \u0000This presentation posits some ways forward for the non-digital and handmade to be designed for and engaged with in XR education. We also open up a discussion around the potential of the non-digital and handmade to develop a deeper sense of ‘authenticity’ and meaningfulness in XR education design. This discussion is framed through some theories and interpretations of philosopher Walter Benjamin (Benjamin, 2010; Leslie, 1998; Zoran & Buechley, 2013), indigenous perspectives and worldviews, and current discourse in design around the importance of handmade processes. Through the inclusion of handmade elements, a more ‘human’, ‘organic’ and somaesthetic sensibility can be fostered in XR education (Smith-Harvey & Aguayo, 2021). We postulate that enhancing this sense of the ‘organic’, as well as handmade and craft based aesthetics can be of especial benefit within XR education design which look","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124717388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When new technologies arrive they come with promises to solve our problems. Technology has offered ways to get information faster, to communicate and collaborate synchronously, asynchronously. In our teaching we have crafted online learning modules to affords flexibility for students so that they can engage with our disciplines outside of the confines of physical classrooms. Smart phone technology allows us to ‘google’ information (and misinformation) from anywhere - provided you have a smart device, a WIFI connection and a service provider that covers your location. In short, technologies have allowed us to work faster, and facilitated the expansion of the digital asset realm, and they have served as catalysts for innovation and thinking differently about education. With the adoption of each technological implementation I ask both “what are the gains?” and “what are we losing?”. I offer my reflections on three technologies. Email: When I first started as an associate lecturer there was time to have a tea break in a tearoom. Email – now so ubiquitous - replaced the ‘memo’. Something that was implemented for efficient communication has become overtly time consuming and administratively burdensome. The need for rich free-flowing incidental conversation in academia remains but the spaces in time to have these conversations has vanished. On balance: initially a gain, more recently a loss. Internet: The WorldWide Web started to gained traction in higher education in the mid-late 1990s. Teaching became ‘blended’ as many of us starting to create digital learning resources for our students in ‘flexible’ learning environments. Hours were invested in converting analogue images and sound to digital assets. Analogue assessments were changed to fit the digital environment. Having students record their observations in scientific drawings was problematic. With Web 2.0 (~ 2000) came rise of Learning Management Systems and it became easier to create, deliver and manage online quizzes. Scrutinising how students interacted with online resources became popular. Twenty years on and I rely on the online environment to teach, however I still cling to face-to-face teaching as I crave the conversations I have in class. On balance: undecided. mApps: In 2012 I partnered with an undergraduate student and professional staff on a mApp – CampusFlora; we hit the AppStore in 2013 (Author et al., 2014). Designing an app in partnership with students (aligned with students-as-partners approach Healey et al., 2014) allowed us to become ‘collaborators’ rather thana ‘students’ and ‘staff’ (Author et al., 2019). Here, technology acted as a collaboration catalyst shifted from academic-led learning design to student-staff co-design. On balance: a gain. Developing digital literacy in our students is important - not just being able to use technology, but by contributing to resource creation. Co-creating with students is now where I like to spend my time.
{"title":"Implementing technology in science teaching – what are the gains?","authors":"Rosanne Quinnell","doi":"10.24135/pjtel.v4i1.138","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.138","url":null,"abstract":"When new technologies arrive they come with promises to solve our problems. Technology has offered ways to get information faster, to communicate and collaborate synchronously, asynchronously. In our teaching we have crafted online learning modules to affords flexibility for students so that they can engage with our disciplines outside of the confines of physical classrooms. Smart phone technology allows us to ‘google’ information (and misinformation) from anywhere - provided you have a smart device, a WIFI connection and a service provider that covers your location. In short, technologies have allowed us to work faster, and facilitated the expansion of the digital asset realm, and they have served as catalysts for innovation and thinking differently about education. With the adoption of each technological implementation I ask both “what are the gains?” and “what are we losing?”. I offer my reflections on three technologies. \u0000Email: When I first started as an associate lecturer there was time to have a tea break in a tearoom. Email – now so ubiquitous - replaced the ‘memo’. Something that was implemented for efficient communication has become overtly time consuming and administratively burdensome. The need for rich free-flowing incidental conversation in academia remains but the spaces in time to have these conversations has vanished. On balance: initially a gain, more recently a loss. \u0000 \u0000Internet: The WorldWide Web started to gained traction in higher education in the mid-late 1990s. Teaching became ‘blended’ as many of us starting to create digital learning resources for our students in ‘flexible’ learning environments. Hours were invested in converting analogue images and sound to digital assets. Analogue assessments were changed to fit the digital environment. Having students record their observations in scientific drawings was problematic. With Web 2.0 (~ 2000) came rise of Learning Management Systems and it became easier to create, deliver and manage online quizzes. Scrutinising how students interacted with online resources became popular. Twenty years on and I rely on the online environment to teach, however I still cling to face-to-face teaching as I crave the conversations I have in class. On balance: undecided. \u0000mApps: In 2012 I partnered with an undergraduate student and professional staff on a mApp – CampusFlora; we hit the AppStore in 2013 (Author et al., 2014). Designing an app in partnership with students (aligned with students-as-partners approach Healey et al., 2014) allowed us to become ‘collaborators’ rather thana ‘students’ and ‘staff’ (Author et al., 2019). Here, technology acted as a collaboration catalyst shifted from academic-led learning design to student-staff co-design. On balance: a gain. \u0000Developing digital literacy in our students is important - not just being able to use technology, but by contributing to resource creation. Co-creating with students is now where I like to spend my time.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130806092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedagogical changes that encourage the development of new skills focused on collaborative work, inquiry and creativity in the face of a challenge or problem to be solved, as well as optimal sensorimotor deployment through haptic and visual perception when using emerging digital immersion technologies such as virtual and augmented reality (Videla-Reyes, Aguayo & Veloz, 2021). All these changes lead to a new framework of pedagogical action based on uncertainty, since they are unfamiliar or unknown in the field of traditional education. Based on the above, we propose here the idea of a ’pedagogy of uncertainty’, which can be read in light of the latest and unpredictable changes that 21st Century education is experiencing due to the COVID-19 pandemic, the emergence of technological tools and unfamiliar virtual and online platforms that teachers and students had to learn and use during the march of the virus. The approach that we suggest here is based on the potential of STEAM educational environment design that focuses on providing signs or patterns of an emerging world, unlike traditional teaching methods in which the path to which students should arrive is already laid down in advance. From a STEAM educational design approach, the teacher and her/his students lay down a path in walking together, a motto used by the enactive approach to cognition that considers "cognition as embodied action that is always oriented towards something absent: on the one hand, there is always a next step for the system in its perceptually guided action; for the rest, the acts of the system are always directed towards situations that are not yet in act” (Varela, Thompson & Rosch, 1991, p.238). In this presentation, we explore the notion of pedagogy of uncertainty in the light of enactivism, based on theoretical and empirical evidence about how teachers and students deal with an uncertain world by actively participating in integrated educational environments based on learning by doing approaches (Abrahamson, Dutton & Bakker, 2021). In particular, we make special reference to how teachers can make their students learn from clues, impoverished traces, or traces of information available within their learning environments to solve a challenge or problem, to the extent that they investigate, create, manufacture and/or actively participate in technology inside and beyond the classroom.
{"title":"Pedagogy of uncertainty","authors":"Ronnie Videla-Reyes, C. Aguayo","doi":"10.24135/pjtel.v4i1.147","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.147","url":null,"abstract":"Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedagogical changes that encourage the development of new skills focused on collaborative work, inquiry and creativity in the face of a challenge or problem to be solved, as well as optimal sensorimotor deployment through haptic and visual perception when using emerging digital immersion technologies such as virtual and augmented reality (Videla-Reyes, Aguayo & Veloz, 2021). All these changes lead to a new framework of pedagogical action based on uncertainty, since they are unfamiliar or unknown in the field of traditional education. \u0000 \u0000Based on the above, we propose here the idea of a ’pedagogy of uncertainty’, which can be read in light of the latest and unpredictable changes that 21st Century education is experiencing due to the COVID-19 pandemic, the emergence of technological tools and unfamiliar virtual and online platforms that teachers and students had to learn and use during the march of the virus. The approach that we suggest here is based on the potential of STEAM educational environment design that focuses on providing signs or patterns of an emerging world, unlike traditional teaching methods in which the path to which students should arrive is already laid down in advance. From a STEAM educational design approach, the teacher and her/his students lay down a path in walking together, a motto used by the enactive approach to cognition that considers \"cognition as embodied action that is always oriented towards something absent: on the one hand, there is always a next step for the system in its perceptually guided action; for the rest, the acts of the system are always directed towards situations that are not yet in act” (Varela, Thompson & Rosch, 1991, p.238). In this presentation, we explore the notion of pedagogy of uncertainty in the light of enactivism, based on theoretical and empirical evidence about how teachers and students deal with an uncertain world by actively participating in integrated educational environments based on learning by doing approaches (Abrahamson, Dutton & Bakker, 2021). In particular, we make special reference to how teachers can make their students learn from clues, impoverished traces, or traces of information available within their learning environments to solve a challenge or problem, to the extent that they investigate, create, manufacture and/or actively participate in technology inside and beyond the classroom.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131851324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brain based, or cerebral visual impairments (CVI) are the most common cause of vision impairment affecting children in the economically developed world, with a prevalence rate of 3.4% of children in mainstream education (Williams et al., 2021). However, many of these children are going unrecognized or misdiagnosed due to the challenges of identifying the visual issues commonly associated with CVI. CVI has recently been defined as a verifiable visual dysfunction which cannot be attributed to disorders of the anterior visual pathways of any potentially co-occurring ocular impairment (Sakki et al., 2018). CVI can affect the basic visual functions, such as visual acuity, visual fields and contrast sensitivity and also, the higher visual functions or visual perceptual abilities. Currently, children with issues with their basic visual functions are more often being identified as having CVI. Whereas, children with issues with their higher visual functions are often going undiagnosed, due to having normal or near normal visual acuity (Chandna et al., 2021). This has highlighted the need for a novel, yet simple way to screen for higher visual function issues in children. As part of her doctoral research, the author developed the Austin Assessment for this purpose. Following the success of the initial research, which used playing cards in real time, the Austin Assessment was made into an App for iPads. The Austin Assessment is a simple activity of matching cards over five levels, with each level increasing the number of cards and pairs. The shapes on the cards on the App have been developed to for intrinsic crowding and visual crowding as the numbers of cards is increased. This allows the App to measure the key features of higher visual function issues, including: random search pattern using darting eye movements, increased search times (especially as the complexity increases) and decreases in performance when the numbers of objects increases (Bennett et al., 2018; Zihl & Dutton, 2015). The Austin Assessment App has been developed for the latest iPad with the TrueDepth camera, as this allows the child’s eyes to be tracked as they are completing the assessment and provides real time data on eye movement in the results section of the App. The App also measures time taken and accuracy in matching the pairs, as the initial research showed that children with higher visual function issues took twice as long as children without visual issues to match the pairs and also, that they were less accurate. In terms of helping to identify children with CVI, the App has the potential to be used as a screening tool to identify any children that warrant further assessment. Research is currently being undertaken to validate the Austin Assessment and also, to create a database of normative ranges by age group. Although developed as an assessment, the Austin Assessment can also be used as a training tool to improve visual abilities and different themes will be included in t
在经济发达国家，脑性或脑性视觉障碍(CVI)是影响儿童视力障碍的最常见原因，主流教育中儿童的患病率为3.4% (Williams et al.， 2021)。然而，由于难以识别通常与CVI相关的视觉问题，这些儿童中有许多未被识别或误诊。CVI最近被定义为一种可验证的视觉功能障碍，不能归因于任何潜在的共同发生的眼损伤的前视通路障碍(Sakki等人，2018)。CVI不仅影响视敏度、视野、对比敏感度等基本视觉功能，还影响高级视觉功能或视觉感知能力。目前，有基本视觉功能问题的儿童更常被认定为患有CVI。然而，由于视力正常或接近正常，患有高级视觉功能问题的儿童往往没有得到诊断(Chandna et al.， 2021)。这突出表明需要一种新颖而简单的方法来筛查儿童的高级视觉功能问题。作为她博士研究的一部分，作者为此目的开发了奥斯汀评估。在最初的研究取得成功后，Austin Assessment被制作成ipad应用程序。Austin Assessment是一种简单的活动，即在5个关卡中匹配纸牌，每个关卡都会增加纸牌和纸牌对的数量。随着卡片数量的增加，App上卡片上的形状被开发为内在拥挤和视觉拥挤。这使得应用程序可以测量高级视觉功能问题的关键特征，包括:使用快速眼球运动的随机搜索模式，增加搜索时间(特别是随着复杂性的增加)以及当对象数量增加时性能下降(Bennett等人，2018;Zihl & Dutton, 2015)。奥斯汀评估应用程序已经开发了最新的iPad TrueDepth相机,因为这允许孩子的眼睛被跟踪,因为他们已经完成了评估和提供实时数据在结果部分眼球运动的应用。该应用还时间采取措施和对,匹配的精度较高的最初的研究表明,儿童视觉功能问题,只要孩子们花了两倍的时间不匹配对视觉问题,同时,它们不太准确。在帮助识别患有CVI的儿童方面，该应用程序有可能被用作筛选工具，以识别任何需要进一步评估的儿童。目前正在进行研究，以验证奥斯汀评估，并建立一个按年龄组划分的标准范围数据库。虽然是作为评估开发的，但奥斯汀评估也可以作为提高视觉能力的培训工具，在未来的版本中，应用程序将包含不同的主题。
{"title":"Using digital technology to help identify children with brain based visual issues","authors":"Nicola McDowell","doi":"10.24135/pjtel.v4i2.127","DOIUrl":"https://doi.org/10.24135/pjtel.v4i2.127","url":null,"abstract":"Brain based, or cerebral visual impairments (CVI) are the most common cause of vision impairment affecting children in the economically developed world, with a prevalence rate of 3.4% of children in mainstream education (Williams et al., 2021). However, many of these children are going unrecognized or misdiagnosed due to the challenges of identifying the visual issues commonly associated with CVI. CVI has recently been defined as a verifiable visual dysfunction which cannot be attributed to disorders of the anterior visual pathways of any potentially co-occurring ocular impairment (Sakki et al., 2018). CVI can affect the basic visual functions, such as visual acuity, visual fields and contrast sensitivity and also, the higher visual functions or visual perceptual abilities. Currently, children with issues with their basic visual functions are more often being identified as having CVI. Whereas, children with issues with their higher visual functions are often going undiagnosed, due to having normal or near normal visual acuity (Chandna et al., 2021). \u0000This has highlighted the need for a novel, yet simple way to screen for higher visual function issues in children. As part of her doctoral research, the author developed the Austin Assessment for this purpose. Following the success of the initial research, which used playing cards in real time, the Austin Assessment was made into an App for iPads. The Austin Assessment is a simple activity of matching cards over five levels, with each level increasing the number of cards and pairs. The shapes on the cards on the App have been developed to for intrinsic crowding and visual crowding as the numbers of cards is increased. This allows the App to measure the key features of higher visual function issues, including: random search pattern using darting eye movements, increased search times (especially as the complexity increases) and decreases in performance when the numbers of objects increases (Bennett et al., 2018; Zihl & Dutton, 2015). \u0000The Austin Assessment App has been developed for the latest iPad with the TrueDepth camera, as this allows the child’s eyes to be tracked as they are completing the assessment and provides real time data on eye movement in the results section of the App. The App also measures time taken and accuracy in matching the pairs, as the initial research showed that children with higher visual function issues took twice as long as children without visual issues to match the pairs and also, that they were less accurate. \u0000In terms of helping to identify children with CVI, the App has the potential to be used as a screening tool to identify any children that warrant further assessment. Research is currently being undertaken to validate the Austin Assessment and also, to create a database of normative ranges by age group. Although developed as an assessment, the Austin Assessment can also be used as a training tool to improve visual abilities and different themes will be included in t","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"66 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128355545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lynnae Venaruzzo, Negin Mirriahi, Sasha Poquet, S. Dawson
Learning is a social experience and having meaningful connections with peers and instructors is important for student learning. The interpersonal relationships between students and their instructor can positively influence students’ well-being, motivation and self-efficacy (Aguilera-Hermida, 2020; Almendingen et al., 2021; Gillis & Krull, 2020; Kim & Sax, 2009; Marković et al., 2021; Parpala et al., 2021; Pitsick, 2018). Creating productive interpersonal relationships with peers contributes to students’ beliefs of being supported, respected, and valued, and increases the likelihood of students asking their peers for help (Mäkitalo-Siegl & Fischer, 2011). When students feel connected to their peers they are more likely to engage with their peers in ways that support their learning and deepen their knowledge as a result (Shim et al., 2013). Interaction with instructors can also positively influence learning outcomes and student well-being (Pitsick, 2018), and instructors can be a valuable source of help and guidance (Ryan et al., 2001). However, during the COVID-19 pandemic and the shift to emergency remote teaching and learning, students’ relationship with peers was significantly impacted (Motz et al., 2022) and forcing peer-to-peer interaction through mandating camera feeds on during live synchronous video classes disproportionately affected students from disadvantaged backgrounds and those experiencing anxiety or depression (Castelli & Sarvary, 2021). As students were adapting to learn during the pandemic, they increased their reliance on their instructor and highly ranked instructor engagement as a factor that positively influenced their motivation (Nguyen, 2021). As motivation increases, so does self-efficacy, and when students feel supported, engaged, connected and valued by their peers and instructors, they are more likely to be successful students (Zepke, 2018). This study examines students’ experiences in using technology to connect with peers and their instructors during the COVID-19 pandemic when learning remotely. The research inquiry focusses on the second-year cohort as prior research has revealed that this group of learners tend to struggle with their learning (Kyndt et al., 2017; Milsom, 2015; Milsom & Yorke, 2015; Southgate et al., 2014; Virtue et al., 2017; Webb & Cotton, 2019) and experience higher levels of anxiety and depression compared to students in other years of university study prior to the COVID 19 pandemic (Liu et al., 2019). To examine their experience in peer-to-peer networks and their interactions with instructors for help seeking, interviews were undertaken at a large metropolitan Australian University in 2021 with 26 second-year students across different disciplines who had experienced emergency remote teaching in their first and second year of study. The findings reveal that students resist using the discussion board in the Learning Management System because of perceptions of exposure and embarrassment in aski
学习是一种社会体验，与同学和老师建立有意义的联系对学生的学习很重要。学生与教师之间的人际关系对学生的幸福感、动机和自我效能感有正向影响(Aguilera-Hermida, 2020;Almendingen et al.， 2021;Gillis & Krull, 2020;Kim & Sax, 2009;markovovic et al.， 2021;Parpala et al.， 2021;Pitsick, 2018)。与同伴建立富有成效的人际关系有助于学生相信被支持、尊重和重视，并增加学生向同伴寻求帮助的可能性(Mäkitalo-Siegl & Fischer, 2011)。当学生感到与同龄人有联系时，他们更有可能以支持他们学习和加深知识的方式与同龄人交往(Shim et al.， 2013)。与教师的互动也可以积极影响学习成果和学生的幸福感(Pitsick, 2018)，教师可以成为宝贵的帮助和指导来源(Ryan et al.， 2001)。然而，在2019冠状病毒病大流行和向紧急远程教学的转变期间，学生与同伴的关系受到了显著影响(Motz等人，2022年)，而通过在实时同步视频课程中强制使用摄像机来强制进行点对点互动，对来自弱势背景和焦虑或抑郁的学生产生了不成比例的影响(Castelli & Sarvary, 2021)。由于学生在大流行期间适应学习，他们增加了对教师的依赖，并将教师的高度参与度作为积极影响其动机的一个因素(Nguyen, 2021)。随着动机的增加，自我效能感也会增加，当学生感到被同龄人和老师支持、参与、联系和重视时，他们更有可能成为成功的学生(Zepke, 2018)。本研究调查了学生在COVID-19大流行期间远程学习时使用技术与同龄人和教师联系的经验。研究调查的重点是二年级的队列，因为先前的研究表明，这组学习者倾向于与他们的学习斗争(Kyndt等人，2017;米尔森姆,2015;Milsom & Yorke, 2015;Southgate et al.， 2014;Virtue et al.， 2017;Webb & Cotton, 2019)，与COVID - 19大流行前其他年份的大学学习学生相比，他们的焦虑和抑郁程度更高(Liu et al.， 2019)。为了研究他们在点对点网络中的经验以及他们与教师寻求帮助的互动，研究人员于2021年在澳大利亚一所大城市大学对26名不同学科的二年级学生进行了采访，这些学生在第一年和第二年的学习中经历了紧急远程教学。调查结果显示，学生们拒绝使用学习管理系统中的讨论板，因为他们觉得自己应该知道答案，但问问题会让他们感到暴露和尴尬。学生们报告说，使用Zoom等技术的同步视频课程增加了孤独感，他们转而通过社交媒体技术与同龄人联系。学生在与同伴联系时有意选择技术，但在缺乏物理联系的情况下，与同伴的生产性接触仍然存在差距。研究结果显示，当技术是二年级学生唯一的互动方式时，他们不愿意联系他们的老师，学生们报告说，在面对面的课堂上，他们更有可能寻求帮助。
{"title":"Second-year student perceptions and use of technology during emergency remote teaching to connect with peers and instructors","authors":"Lynnae Venaruzzo, Negin Mirriahi, Sasha Poquet, S. Dawson","doi":"10.24135/pjtel.v4i1.129","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.129","url":null,"abstract":"Learning is a social experience and having meaningful connections with peers and instructors is important for student learning. The interpersonal relationships between students and their instructor can positively influence students’ well-being, motivation and self-efficacy (Aguilera-Hermida, 2020; Almendingen et al., 2021; Gillis & Krull, 2020; Kim & Sax, 2009; Marković et al., 2021; Parpala et al., 2021; Pitsick, 2018). Creating productive interpersonal relationships with peers contributes to students’ beliefs of being supported, respected, and valued, and increases the likelihood of students asking their peers for help (Mäkitalo-Siegl & Fischer, 2011). When students feel connected to their peers they are more likely to engage with their peers in ways that support their learning and deepen their knowledge as a result (Shim et al., 2013). Interaction with instructors can also positively influence learning outcomes and student well-being (Pitsick, 2018), and instructors can be a valuable source of help and guidance (Ryan et al., 2001). However, during the COVID-19 pandemic and the shift to emergency remote teaching and learning, students’ relationship with peers was significantly impacted (Motz et al., 2022) and forcing peer-to-peer interaction through mandating camera feeds on during live synchronous video classes disproportionately affected students from disadvantaged backgrounds and those experiencing anxiety or depression (Castelli & Sarvary, 2021). As students were adapting to learn during the pandemic, they increased their reliance on their instructor and highly ranked instructor engagement as a factor that positively influenced their motivation (Nguyen, 2021). As motivation increases, so does self-efficacy, and when students feel supported, engaged, connected and valued by their peers and instructors, they are more likely to be successful students (Zepke, 2018). \u0000This study examines students’ experiences in using technology to connect with peers and their instructors during the COVID-19 pandemic when learning remotely. The research inquiry focusses on the second-year cohort as prior research has revealed that this group of learners tend to struggle with their learning (Kyndt et al., 2017; Milsom, 2015; Milsom & Yorke, 2015; Southgate et al., 2014; Virtue et al., 2017; Webb & Cotton, 2019) and experience higher levels of anxiety and depression compared to students in other years of university study prior to the COVID 19 pandemic (Liu et al., 2019). To examine their experience in peer-to-peer networks and their interactions with instructors for help seeking, interviews were undertaken at a large metropolitan Australian University in 2021 with 26 second-year students across different disciplines who had experienced emergency remote teaching in their first and second year of study. \u0000The findings reveal that students resist using the discussion board in the Learning Management System because of perceptions of exposure and embarrassment in aski","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125097997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ePortfolios in higher education are assumed to be effective at developing and determining complex student competencies and skills highly correspondent to self-regulated learning (SRL). Research validating this assumption, however, is sparse and of varying quality. Drawing on a recent, systematic review of relevant literature by the presenter’s research team, this Pecha Kucha explores major trends and gaps in the research into relationships between ePortfolios and SRL. Corresponding areas and approaches for further research are identified, as well. Sustained academic success requires autonomy, agency, and motivation from the learner to effectively plan and execute learning activities (Henri, Morrell & Scott, 2017; Pintrich, 2004). Due to the correspondence of SRL to these characteristics, higher education practitioners and researchers are increasingly interested in how best to support and determine students' SRL development. ePortfolios are believed to be a means for accomplishing and evidencing this development. ePortfolios are deliberate, curated collections of work that may provide opportunity for development and demonstration of complex outcomes (Stefani, Mason & Pegler, 2007). This value proposition is based on perceptions that ePortfolios are guided by frameworks for learning rather than predetermined product; centre on active learner engagement and authority; and foster connection and synthesis within and across curricula (Watson, Kuh, Rhodes, Light & Chen, 2016). These criteria strongly overlap with elements of SRL and align with best practices in assessment. ePortfolios are also perceived as a way in which educational technologies may be leveraged to allow students to develop and evidence competencies in innovative ways (Author, 2014). The literature supporting such conclusions, however, has recognised problems. These problems range from methodological limitations to a lack of specificity about which activities comprising ePortfolio engagement are most relevant to SRL competencies (Author, 2013; Author, 2018; Rhodes, Chen, Watson, & Garrison, 2014). This Pecha Kucha presents results from a systematic review of relevant literature on ePortfolios and SRL. The objectives of the review were to identify methodologically sound studies examining ePortfolio use in relation to SRL, systematically review whether, and how ePortfolio use improves or allows evidence of students’ SRL skills, and propose useful directions for future research and practice. A systematic, multi-stage review was conducted of relevant, empirical literature. This yielded only eight studies of sufficient quality and relevance to inform understandings of ePortfolios’ interactions with SRL. Results support the general premise that ePortfolios correlate to SRL development in a higher education context. Limitations within the literature, however, inhibit our ability to establish more specific or causal connections. A subsequent thematic analysis of the broader scope of near-
{"title":"ePortfolios for self-regulated learning","authors":"C. Deneen, Tracii Ryan, M. Prosser","doi":"10.24135/pjtel.v4i1.135","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.135","url":null,"abstract":"ePortfolios in higher education are assumed to be effective at developing and determining complex student competencies and skills highly correspondent to self-regulated learning (SRL). Research validating this assumption, however, is sparse and of varying quality. Drawing on a recent, systematic review of relevant literature by the presenter’s research team, this Pecha Kucha explores major trends and gaps in the research into relationships between ePortfolios and SRL. Corresponding areas and approaches for further research are identified, as well. \u0000Sustained academic success requires autonomy, agency, and motivation from the learner to effectively plan and execute learning activities (Henri, Morrell & Scott, 2017; Pintrich, 2004). Due to the correspondence of SRL to these characteristics, higher education practitioners and researchers are increasingly interested in how best to support and determine students' SRL development. \u0000ePortfolios are believed to be a means for accomplishing and evidencing this development. ePortfolios are deliberate, curated collections of work that may provide opportunity for development and demonstration of complex outcomes (Stefani, Mason & Pegler, 2007). This value proposition is based on perceptions that ePortfolios are guided by frameworks for learning rather than predetermined product; centre on active learner engagement and authority; and foster connection and synthesis within and across curricula (Watson, Kuh, Rhodes, Light & Chen, 2016). These criteria strongly overlap with elements of SRL and align with best practices in assessment. ePortfolios are also perceived as a way in which educational technologies may be leveraged to allow students to develop and evidence competencies in innovative ways (Author, 2014). \u0000The literature supporting such conclusions, however, has recognised problems. These problems range from methodological limitations to a lack of specificity about which activities comprising ePortfolio engagement are most relevant to SRL competencies (Author, 2013; Author, 2018; Rhodes, Chen, Watson, & Garrison, 2014). \u0000This Pecha Kucha presents results from a systematic review of relevant literature on ePortfolios and SRL. The objectives of the review were to identify methodologically sound studies examining ePortfolio use in relation to SRL, systematically review whether, and how ePortfolio use improves or allows evidence of students’ SRL skills, and propose useful directions for future research and practice. \u0000A systematic, multi-stage review was conducted of relevant, empirical literature. This yielded only eight studies of sufficient quality and relevance to inform understandings of ePortfolios’ interactions with SRL. Results support the general premise that ePortfolios correlate to SRL development in a higher education context. Limitations within the literature, however, inhibit our ability to establish more specific or causal connections. \u0000A subsequent thematic analysis of the broader scope of near-","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131186125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developing intercultural understanding is vital in language education; with this in mind, this project creates an online language-learning tool with the intention of increasing secondary students' intercultural communicative skills and practicing the Spanish language through scripted content that encourages social interactions. This virtual learning environment (VLE) features 360-degree video recordings of a native Spanish speaker acting as a significant historical figure. Students are encouraged to engage in one-on-one dialogues as part of digital selectable modules which are centred around the influential character’s main life events; these modules present vocabulary in different contexts. The footage is recorded in a green screen studio and features are added in post-production. Participants can opt to watch a video narrated by the historical character about past events to only develop listening skills. However, this resource intends to represent a real-life communicative experience through social interactions with a native speaker. Thus, the character prompts questions and users can opt type or select provided answers - voice recognition is a desirable feature that depends on finding suitable software. The actor is encouraged to offer non-verbal reactions such as facial expressions to encourage examinations of those responses. The goal is to promote intercultural communicative competence (ICC) via online interactions. By scaffolding learning, interactions will develop language skills to succeed in today's globalised world, stimulate reflective practices and inspire social action. This project-based research will evaluate, review, and analyse literature regarding distance-learning approaches, student-centred theories and means by which ICC can be facilitated and promoted in digital education. A framework is devised considering pedagogical aspects for its effective use. Firstly, VLE supported by constructivism promote interaction between learners and content; student involvement in the construction of new knowledge is imperative (Whitlock, 2017). New knowledge is built on prior knowledge and influenced by social experiences as connections to the real-world increase engagement and make learning relevant (Reid-Martinez & Grooms, 2021). Similarly, heutagogy promotes active participation, autonomy and self-determination to learn (Blaschke, 2012). Online learning allows students to take ownership of their education, enhancing skills of self-direction. As a result, language students’ roles change from passive learners to confident speakers able to communicate with native speakers on digital platforms (Tolosa et al., 2021). Correspondingly, concepts of ICC and intercultural citizenship (IC) are integrated into the framework to enhance students' abilities to value their culture, to relate to others meaningfully and to promote active and collective social action (Byram, 2021). Subsequently, key elements will be categorised and implemented to create a
培养跨文化理解在语言教育中至关重要;考虑到这一点，该项目创建了一个在线语言学习工具，旨在提高中学生的跨文化交际能力，并通过鼓励社交互动的脚本内容练习西班牙语。这个虚拟学习环境(VLE)具有360度的西班牙语母语者扮演重要历史人物的视频记录。鼓励学生进行一对一的对话，作为数字可选模块的一部分，这些模块以有影响力的角色的主要生活事件为中心;这些模块在不同的上下文中呈现词汇。这些镜头是在绿幕工作室录制的，并在后期制作中添加了一些功能。参与者可以选择观看由历史人物讲述过去事件的视频，以培养听力技能。然而，这个资源旨在通过与母语人士的社交互动来呈现真实的交际体验。因此，字符提示问题，用户可以选择输入或选择提供的答案——语音识别是一个理想的功能，取决于找到合适的软件。演员被鼓励提供非语言反应，如面部表情，以鼓励检查这些反应。目标是通过在线互动促进跨文化交际能力。通过脚手架式学习，互动将培养语言技能，从而在当今全球化的世界中取得成功，激发反思实践并激发社会行动。这项基于项目的研究将评估、审查和分析有关远程学习方法、以学生为中心的理论和方法的文献，通过这些文献可以促进和促进数字教育中的ICC。为使其有效使用，设计了一个考虑教学方面的框架。首先，建构主义支持下的英语教学促进了学习者与内容的互动;学生参与新知识的构建是必要的(Whitlock, 2017)。新知识建立在先前知识的基础上，并受到社会经验的影响，因为与现实世界的联系增加了参与度，并使学习变得相关(Reid-Martinez & Grooms, 2021)。同样，heutagogy促进积极参与、自主和自主学习(Blaschke, 2012)。在线学习可以让学生掌握自己的教育，提高自我指导的技能。因此，语言学生的角色从被动的学习者转变为能够在数字平台上与母语人士交流的自信的说话者(Tolosa et al.， 2021)。相应的，ICC和跨文化公民(IC)的概念被整合到框架中，以提高学生重视文化的能力，有意义地与他人交往，促进积极和集体的社会行动(Byram, 2021)。随后，将对关键要素进行分类和实施，以创建一个促进西班牙语习得的平台。在这个过程中，一个脚本被设计出来，它包括语言的文化方面，促进语言实践，并产生可能发生互动的实例。视频表演被录制、编辑和修改。此外，原型将呈现给由语言专家组成的焦点小组，以提供反馈。为了评估其有效性，将通过在线调查收集定量数据;调查问卷将包含与评分相关的问题，以调查参与者的经历。本文提供了实施跨文化敏感性量表(Chen and Starosta, 2000)和ICC量表(Arasaratnam, 2012)问题的前后调查。小组成员关于他们对原型的体验的反馈将被整合到进一步的修改中。定性数据将通过观察、访谈和与本科生和/或专家小组成员的讨论来收集。这些数据将在自然解释分析(Aguayo, 2014)之后进行转录、组织和检查，以衡量用户对ICC技能意识的变化。该项目通过身临其境的、360度的真实场景镜头，促进成为跨文化公民所需技能的发展，这在传统课堂环境中是不可能实现的。
{"title":"the Learning Spanish language and culture","authors":"Karen Peredo","doi":"10.24135/pjtel.v4i1.141","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.141","url":null,"abstract":"Developing intercultural understanding is vital in language education; with this in mind, this project creates an online language-learning tool with the intention of increasing secondary students' intercultural communicative skills and practicing the Spanish language through scripted content that encourages social interactions. This virtual learning environment (VLE) features 360-degree video recordings of a native Spanish speaker acting as a significant historical figure. Students are encouraged to engage in one-on-one dialogues as part of digital selectable modules which are centred around the influential character’s main life events; these modules present vocabulary in different contexts. The footage is recorded in a green screen studio and features are added in post-production. Participants can opt to watch a video narrated by the historical character about past events to only develop listening skills. However, this resource intends to represent a real-life communicative experience through social interactions with a native speaker. Thus, the character prompts questions and users can opt type or select provided answers - voice recognition is a desirable feature that depends on finding suitable software. The actor is encouraged to offer non-verbal reactions such as facial expressions to encourage examinations of those responses. The goal is to promote intercultural communicative competence (ICC) via online interactions. By scaffolding learning, interactions will develop language skills to succeed in today's globalised world, stimulate reflective practices and inspire social action. \u0000This project-based research will evaluate, review, and analyse literature regarding distance-learning approaches, student-centred theories and means by which ICC can be facilitated and promoted in digital education. A framework is devised considering pedagogical aspects for its effective use. Firstly, VLE supported by constructivism promote interaction between learners and content; student involvement in the construction of new knowledge is imperative (Whitlock, 2017). New knowledge is built on prior knowledge and influenced by social experiences as connections to the real-world increase engagement and make learning relevant (Reid-Martinez & Grooms, 2021). Similarly, heutagogy promotes active participation, autonomy and self-determination to learn (Blaschke, 2012). Online learning allows students to take ownership of their education, enhancing skills of self-direction. As a result, language students’ roles change from passive learners to confident speakers able to communicate with native speakers on digital platforms (Tolosa et al., 2021). Correspondingly, concepts of ICC and intercultural citizenship (IC) are integrated into the framework to enhance students' abilities to value their culture, to relate to others meaningfully and to promote active and collective social action (Byram, 2021). Subsequently, key elements will be categorised and implemented to create a ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132219516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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