The use of mixed reality (MR, also XR) as an educational approach and pedagogical strategy merging real world and digital affordances along an immersive learning continuum has been explored across educational settings and contexts (Liu et al., 2017; Maas & Hughes, 2020). In a study examining purposeful educational design using free-choice and self-determined mobile learning in and outside of the classroom in the context of marine conservation education to enhance ecological literacy, an XR intervention was co-designed with primary students and partners and implemented at a marine education centre located adjacent to a marine reserve north of Auckland, in Aotearoa New Zealand (Eames & Aguayo, 2019). The design, development, and implementation of the XR intervention followed design principles and guidelines for the development of XR learning, grouped under four main areas: marine science and conservation (the context); development of ecological literacy; teaching and learning considerations; and mobile learning opportunities (the technology) (Aguayo et al., 2020). The XR intervention was named ‘Pipi’s World’, and included a set of analog and digital elements, resources and learning opportunities themed around Pipi the snapper, a young female character who could show users her world, and the positive impacts of marine conservation. Pipi’s World intervention included an augmented reality (AR) app, QR codes triggering 360 virtual reality (VR) videos, a high-end CGI (computer-generated interface) underwater VR adventure, a series of non-digital haptic experiences themed under a kelp forest (Smith, 2018), and a snorkel tour in the marine reserve. Evidence from this study indicates that the XR intervention had educational impact, by assisting some knowledge and attitude development on learners towards marine ecological literacy during and post-intervention (Eames & Aguayo, 2020). The framework that informed Pipi’s World study was transferred, adapted, and tested during 2020-2021 in a similar marine conservation education context in Las Cruces, in central Chile. The local context presented similarities with Pipi’s world in that both projects were based within a marine education centre situated next to a marine research station and marine reserve, with educational programmes tailored to meet the local national curriculum for primary and secondary learners, in addition to learning activities for visitors from the public. From the outset the framework developed by Aguayo et al. (2020) contained design principles that are generic in many ways but flexible and adaptable enough to be locally developed, according to the specific characteristics and conditions of each educational context. Following socio-ethnographic and socio-cultural activity theory considerations and strategies (Aguayo, 2016; Engeström, 1987; Leadbetter, 2005), framed on a design-based research methodology (Amiel & Reeves, 2008), the grounding of the framework in the Chilean context consiste
混合现实(MR，也称为XR)作为一种教育方法和教学策略，已经在教育环境和背景下探索了将现实世界和数字能力结合在一起的沉浸式学习连续体(Liu et al.， 2017;Maas & Hughes, 2020)。在一项研究中，在海洋保护教育的背景下，利用课堂内外的自由选择和自主移动学习来检验有目的的教育设计，以提高生态素养，研究人员与小学生和合作伙伴共同设计了一种XR干预措施，并在新西兰奥特罗阿奥克兰北部海洋保护区附近的海洋教育中心实施(Eames & Aguayo, 2019)。XR干预措施的设计、开发和实施遵循了XR学习发展的设计原则和指导方针，分为四个主要领域:海洋科学和保护(背景);发展生态素养;教与学的考虑;以及移动学习机会(技术)(Aguayo et al.， 2020)。XR干预被命名为“Pipi的世界”，包括一系列模拟和数字元素、资源和学习机会，主题是鲷鱼Pipi，一个可以向用户展示她的世界的年轻女性角色，以及海洋保护的积极影响。皮皮的世界干预包括增强现实(AR)应用程序、触发360度虚拟现实(VR)视频的二维码、高端CGI(计算机生成界面)水下VR冒险、一系列以海带森林为主题的非数字触觉体验(Smith, 2018)，以及在海洋保护区的浮潜之旅。本研究的证据表明，通过在干预期间和干预后帮助学习者对海洋生态素养的一些知识和态度发展，XR干预具有教育影响(Eames & Aguayo, 2020)。在2020-2021年期间，在智利中部拉斯克鲁塞斯的类似海洋保护教育背景下，为Pipi的世界研究提供信息的框架被转移、改编和测试。当地环境与Pipi的世界有相似之处，因为这两个项目都位于海洋研究站和海洋保护区旁边的海洋教育中心内，除了为公众游客提供学习活动外，还为中小学学习者量身定制了适合当地国家课程的教育计划。从一开始，Aguayo等人(2020)开发的框架就包含了设计原则，这些原则在许多方面是通用的，但根据每个教育背景的具体特征和条件，具有足够的灵活性和适应性，可以在当地开发。遵循社会民族志和社会文化活动理论的考虑和策略(Aguayo, 2016;Engestrom, 1987;Leadbetter, 2005)，以设计为基础的研究方法为框架(Amiel & Reeves, 2008)，该框架在智利背景下的基础包括检查框架组件在当地背景下的可行性和适应性(例如定义海洋保护的当地主题)。这一过程是由当地的专家小组进行的，他们通过在线和对目标地点的多次访问，产生了XR干预“探索智利海洋”(explore Chile Es Mar)，其中包含一系列真实和虚拟的功能，解决了智利海洋保护的优先事项，于2021年6月启动。本报告报告了导致XR干预措施Explora Chile es Mar发展的过程和关键方面，重点是原始框架在智利背景下的可转移性和适应性，包括两个案例研究之间的比较，以及对未来研究和实践的影响和建议。
{"title":"Transferring and adapting XR design principles across the Pacific","authors":"C. Aguayo","doi":"10.24135/pjtel.v4i1.144","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.144","url":null,"abstract":"The use of mixed reality (MR, also XR) as an educational approach and pedagogical strategy merging real world and digital affordances along an immersive learning continuum has been explored across educational settings and contexts (Liu et al., 2017; Maas & Hughes, 2020). In a study examining purposeful educational design using free-choice and self-determined mobile learning in and outside of the classroom in the context of marine conservation education to enhance ecological literacy, an XR intervention was co-designed with primary students and partners and implemented at a marine education centre located adjacent to a marine reserve north of Auckland, in Aotearoa New Zealand (Eames & Aguayo, 2019). The design, development, and implementation of the XR intervention followed design principles and guidelines for the development of XR learning, grouped under four main areas: marine science and conservation (the context); development of ecological literacy; teaching and learning considerations; and mobile learning opportunities (the technology) (Aguayo et al., 2020). The XR intervention was named ‘Pipi’s World’, and included a set of analog and digital elements, resources and learning opportunities themed around Pipi the snapper, a young female character who could show users her world, and the positive impacts of marine conservation. Pipi’s World intervention included an augmented reality (AR) app, QR codes triggering 360 virtual reality (VR) videos, a high-end CGI (computer-generated interface) underwater VR adventure, a series of non-digital haptic experiences themed under a kelp forest (Smith, 2018), and a snorkel tour in the marine reserve. Evidence from this study indicates that the XR intervention had educational impact, by assisting some knowledge and attitude development on learners towards marine ecological literacy during and post-intervention (Eames & Aguayo, 2020). \u0000The framework that informed Pipi’s World study was transferred, adapted, and tested during 2020-2021 in a similar marine conservation education context in Las Cruces, in central Chile. The local context presented similarities with Pipi’s world in that both projects were based within a marine education centre situated next to a marine research station and marine reserve, with educational programmes tailored to meet the local national curriculum for primary and secondary learners, in addition to learning activities for visitors from the public. From the outset the framework developed by Aguayo et al. (2020) contained design principles that are generic in many ways but flexible and adaptable enough to be locally developed, according to the specific characteristics and conditions of each educational context. Following socio-ethnographic and socio-cultural activity theory considerations and strategies (Aguayo, 2016; Engeström, 1987; Leadbetter, 2005), framed on a design-based research methodology (Amiel & Reeves, 2008), the grounding of the framework in the Chilean context consiste","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130686860","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}
The importance of self-regulated learning is a heavily discussed topic in higher education. Existing literature indicates that self-regulated learning practices and strategies are relevant and important factors in student learning outcomes within blended and online contexts (Broadbent & Poon, 2015). According to literature, the self-regulated learner is aware of their strengths and weaknesses. They set goals, monitor their progress through self-reflection and the constant evaluation of their learning approaches, which enables them to adapt their engagement in academic-related tasks (Hawe, Lightfoot & Dixon, 2019). These are key principles of self-regulated learning, which aims to position learners as active agents in the learning process (Winne & Perry, 2000). Studies have found that students arrive at universities without the skills or practices required for self-regulated learning (Balapumi, von Konsky, Aitken, & McMeekin, 2016). This is a crucial time for students, as they develop new ways of thinking, learning and communicating. Practices and strategies should be introduced to students as they begin their journey into tertiary studies, to ensure they are equipped with the necessary skills that are key to academic success (Lear & Li & Prentice, 2016). To develop students as independent, self-regulating learners has become a valued and desired outcome of higher education institutions, and as such they should offer opportunities to develop these skills as they progress though their studies (Hawe et al., 2019). Therefore, to help and support students in the development and enhancement of their self-regulated learning skills, the Learn2Learn module, was developed by the Technology-Enabled-Learning (TEL) Team at Western Sydney University, and piloted to students in Autumn session, 2021. The key features and functionalities of the Learn2Learn module include, goal setting and study planning tools, lessons and content pieces informed by literature on self-regulated learning, and the ability for instructors to take a specific lesson and embed it in-line with their instructional materials within the LMS. Since its launch, there has been a consistent growth in usage. In Autumn 2021, there was a total of 427 users and 681 sessions have been initiated. Students are spending an average of approximately 8 minutes per session. In Spring 2021, there was a total of new 321 users, with 536 sessions, and an average of approximately 8 minutes per session. More recently, three focus group sessions were conducted, consisting of 4 to 6 students. Students’ experiences with the module confirmed its value in helping their self-regulated learning practices, including, setting goals, self-reflection, planning and time management. There was also a considerable number of responses from the students that have indicated that the module could benefit the first-year transition into university. This presentation will cover the evidence and research that informed
{"title":"Promoting self-regulated learning in higher education","authors":"Hermy Llacuna, Glenn Mason","doi":"10.24135/pjtel.v4i1.143","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.143","url":null,"abstract":"The importance of self-regulated learning is a heavily discussed topic in higher education. Existing literature indicates that self-regulated learning practices and strategies are relevant and important factors in student learning outcomes within blended and online contexts (Broadbent & Poon, 2015). According to literature, the self-regulated learner is aware of their strengths and weaknesses. They set goals, monitor their progress through self-reflection and the constant evaluation of their learning approaches, which enables them to adapt their engagement in academic-related tasks (Hawe, Lightfoot & Dixon, 2019). These are key principles of self-regulated learning, which aims to position learners as active agents in the learning process (Winne & Perry, 2000). \u0000 \u0000Studies have found that students arrive at universities without the skills or practices required for self-regulated learning (Balapumi, von Konsky, Aitken, & McMeekin, 2016). This is a crucial time for students, as they develop new ways of thinking, learning and communicating. Practices and strategies should be introduced to students as they begin their journey into tertiary studies, to ensure they are equipped with the necessary skills that are key to academic success (Lear & Li & Prentice, 2016). To develop students as independent, self-regulating learners has become a valued and desired outcome of higher education institutions, and as such they should offer opportunities to develop these skills as they progress though their studies (Hawe et al., 2019). \u0000 \u0000Therefore, to help and support students in the development and enhancement of their self-regulated learning skills, the Learn2Learn module, was developed by the Technology-Enabled-Learning (TEL) Team at Western Sydney University, and piloted to students in Autumn session, 2021. The key features and functionalities of the Learn2Learn module include, goal setting and study planning tools, lessons and content pieces informed by literature on self-regulated learning, and the ability for instructors to take a specific lesson and embed it in-line with their instructional materials within the LMS. Since its launch, there has been a consistent growth in usage. In Autumn 2021, there was a total of 427 users and 681 sessions have been initiated. Students are spending an average of approximately 8 minutes per session. In Spring 2021, there was a total of new 321 users, with 536 sessions, and an average of approximately 8 minutes per session. \u0000 \u0000More recently, three focus group sessions were conducted, consisting of 4 to 6 students. Students’ experiences with the module confirmed its value in helping their self-regulated learning practices, including, setting goals, self-reflection, planning and time management. There was also a considerable number of responses from the students that have indicated that the module could benefit the first-year transition into university. \u0000 \u0000This presentation will cover the evidence and research that informed ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116431667","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 first editorial for the Pacific Journal of Technology Enhanced Learning, PJTEL, the lead editors reflect upon the first three years of the journal and explore the impact statistics. We also explore future directions and themes for the journal particularly in light of the impact of COVID19 on education.
{"title":"PJTEL Editorial 2019-2021","authors":"Thomas Cochrane, Vickel Narayan, Helen Sissons","doi":"10.24135/pjtel.v4i2.145","DOIUrl":"https://doi.org/10.24135/pjtel.v4i2.145","url":null,"abstract":"In this first editorial for the Pacific Journal of Technology Enhanced Learning, PJTEL, the lead editors reflect upon the first three years of the journal and explore the impact statistics. We also explore future directions and themes for the journal particularly in light of the impact of COVID19 on education.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"29 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121254745","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}
Access to high quality education is a cornerstone of social, cultural, and economic recovery after any crisis. This is also true of the global COVID-19 pandemic which has disrupted the pedagogical practices of higher education institutions around the world (Butler-Henderson, Crawford, Rudolph, Lalani, & Sabu, 2020). Digital learning has become the new-norm, and tertiary education institutions have been propelled to innovate their teaching methods by integrating digital learning through the adoption of cost-effective (Al-Maroof & Al-Emran, 2018) and adaptable (Bhat et al., 2018) Learning Management Systems (LMS) (Bervell & Umar, 2017; Cigdem & Ozturk, 2016). In these systems, pedagogical technologies are embedded in an infrastructure that enables administration and management of learning contents, communication, assessment, and collaboration (Washington, 2019). Due to the fact that the fundamental task of LMS is to support digital teaching and learning (El Bahsh & Daoud, 2016), they are some of the most extensively used learning technologies in higher education (Abazi-Bexheti, Jajaga, & Abazi-Alili, 2018). LMS technology is now widely adopted to support face-to-face, blended, and online pedagogical practices. In this context, LMS data provides large-scale capture, processing, and analysis of students’ interactions with the system, with each other, and with their teaching support within the system (Chung, 2014). LMS data provides a rich resource through which to investigate online learning technologies and behaviours (see, for example, Chung, 2014). Such work is increasingly being done across multiple domains, however no systematic review has yet been conducted which surveys such work - specifically examining retrospective LMS data. This is the goal of the present paper. A literature review was conducted to examine what data analysis methods have been used to better understand online pedagogy. The review focused specifically on the use of tertiary level retrospective LMS data and was not limited to a specific academic domain. The review was conducted from January - December 2021, with searching being conducted in January 2021. A total of 97 full text articles were included in the literature review. The literature review aimed to identify the kinds of research questions retrospective LMS data is being used to answer, the analytical techniques used to analyse this data, and the types of study designs used in this field of research. The number of students represented in the data and the academic domains were also considered. Quality of data and analytical reporting was assessed in order to interrogate the opportunities and challenges of reproducible research in studies using retrospective LMS data. Finally, the review considered the degree to which the analysis of retrospective LMS data met the needs of the research question. Understanding how retrospective LMS data has been used to examine pedagogical practice in previous research equips us
{"title":"A literature review on the use of retrospective LMS data to investigate online Teaching and Learning practices","authors":"K. Spreadborough, S. Glasser","doi":"10.24135/pjtel.v4i1.131","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.131","url":null,"abstract":"Access to high quality education is a cornerstone of social, cultural, and economic recovery after any crisis. This is also true of the global COVID-19 pandemic which has disrupted the pedagogical practices of higher education institutions around the world (Butler-Henderson, Crawford, Rudolph, Lalani, & Sabu, 2020). Digital learning has become the new-norm, and tertiary education institutions have been propelled to innovate their teaching methods by integrating digital learning through the adoption of cost-effective (Al-Maroof & Al-Emran, 2018) and adaptable (Bhat et al., 2018) Learning Management Systems (LMS) (Bervell & Umar, 2017; Cigdem & Ozturk, 2016). In these systems, pedagogical technologies are embedded in an infrastructure that enables administration and management of learning contents, communication, assessment, and collaboration (Washington, 2019). Due to the fact that the fundamental task of LMS is to support digital teaching and learning (El Bahsh & Daoud, 2016), they are some of the most extensively used learning technologies in higher education (Abazi-Bexheti, Jajaga, & Abazi-Alili, 2018). LMS technology is now widely adopted to support face-to-face, blended, and online pedagogical practices. In this context, LMS data provides large-scale capture, processing, and analysis of students’ interactions with the system, with each other, and with their teaching support within the system (Chung, 2014). LMS data provides a rich resource through which to investigate online learning technologies and behaviours (see, for example, Chung, 2014). Such work is increasingly being done across multiple domains, however no systematic review has yet been conducted which surveys such work - specifically examining retrospective LMS data. This is the goal of the present paper. \u0000 \u0000A literature review was conducted to examine what data analysis methods have been used to better understand online pedagogy. The review focused specifically on the use of tertiary level retrospective LMS data and was not limited to a specific academic domain. The review was conducted from January - December 2021, with searching being conducted in January 2021. A total of 97 full text articles were included in the literature review. The literature review aimed to identify the kinds of research questions retrospective LMS data is being used to answer, the analytical techniques used to analyse this data, and the types of study designs used in this field of research. The number of students represented in the data and the academic domains were also considered. Quality of data and analytical reporting was assessed in order to interrogate the opportunities and challenges of reproducible research in studies using retrospective LMS data. Finally, the review considered the degree to which the analysis of retrospective LMS data met the needs of the research question. \u0000 \u0000Understanding how retrospective LMS data has been used to examine pedagogical practice in previous research equips us ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123205678","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}
If COVID-19 has taught us anything, it’s that even students born in the 21st century are not quite the digital natives we give them credit for being. Whilst the overarching concept of the digital native as proposed by Prensky in 2001 has been hotly contested for many of its generational assumptions over the last 20 years, it’s clear anecdotally that until recently, many still believed that students of the 21st century are very comfortable with technology and how it is used. It’s only in the last few years, as the pandemic has forced learning online, that we’ve realized that perhaps students digital skillset might not be what we think it is. What’s more, stories abound of students turning cameras off, or behaving inappropriately in chat, that suggest that the problem is wider than skills, and a more holistic view of what it means to be a digital citizen is needed. This presentation will take time to understand this trend towards digital citizenship, and what it means for us as scholars of technology enhanced learning. Looking back on past practices, it will make the argument the digital citizenship going forwards need to encompass more than just skills and needs to be more holistic in focus. In doing so, we can really understand how we might construct our curriculum into the future. First, this presentation will break down the way we’ve traditionally thought about digital skills (Sturgess, Cowling, & Gray, 2016). Building on recent research, it will help understand what competencies need consideration in this space going forward, and how skills such as social networking or messaging might translate into our classroom. It will then discuss screen time, and how students approach this aspect of digital citizenship (Orlando, 2021). Rather than talking about banning technology and removing it from classrooms, we will discuss how technology can be used to enhance the classroom experience, whilst also ensuring that students do not get addicted to using it inappropriately. Thoughts on how best to build balanced digital citizens will also be shared. Concepts of digital safety will also be discussed (Walsh & Pink, 2021), and how this idea compares to our traditional ideas of student safety. Work by the Australian Federal government on cyber safety will be visited to understand how we might enhance this concept with a more holistic mindset. Finally, student self-control will be touched on (Cowling, 2015). Students of the 21st century face a venerable plethora of possible resources that they can access, with little in the way of age restrictions, or clear indicators of their quality. We will discuss fake news and information overload, understanding how these concepts might fit into the broader narrative. Through interrogating each of these ‘four S’s’: Skills; Screen Time; Safety; and Self-Control, we will propose a new way to look at the digital native that will set a trend going forward, moving us from digital natives to a clearer, more specific model
{"title":"No More Kidding about iKids","authors":"Michael Cowling","doi":"10.24135/pjtel.v4i1.136","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.136","url":null,"abstract":"If COVID-19 has taught us anything, it’s that even students born in the 21st century are not quite the digital natives we give them credit for being. Whilst the overarching concept of the digital native as proposed by Prensky in 2001 has been hotly contested for many of its generational assumptions over the last 20 years, it’s clear anecdotally that until recently, many still believed that students of the 21st century are very comfortable with technology and how it is used. \u0000It’s only in the last few years, as the pandemic has forced learning online, that we’ve realized that perhaps students digital skillset might not be what we think it is. What’s more, stories abound of students turning cameras off, or behaving inappropriately in chat, that suggest that the problem is wider than skills, and a more holistic view of what it means to be a digital citizen is needed. \u0000This presentation will take time to understand this trend towards digital citizenship, and what it means for us as scholars of technology enhanced learning. Looking back on past practices, it will make the argument the digital citizenship going forwards need to encompass more than just skills and needs to be more holistic in focus. In doing so, we can really understand how we might construct our curriculum into the future. \u0000First, this presentation will break down the way we’ve traditionally thought about digital skills (Sturgess, Cowling, & Gray, 2016). Building on recent research, it will help understand what competencies need consideration in this space going forward, and how skills such as social networking or messaging might translate into our classroom. \u0000It will then discuss screen time, and how students approach this aspect of digital citizenship (Orlando, 2021). Rather than talking about banning technology and removing it from classrooms, we will discuss how technology can be used to enhance the classroom experience, whilst also ensuring that students do not get addicted to using it inappropriately. Thoughts on how best to build balanced digital citizens will also be shared. \u0000Concepts of digital safety will also be discussed (Walsh & Pink, 2021), and how this idea compares to our traditional ideas of student safety. Work by the Australian Federal government on cyber safety will be visited to understand how we might enhance this concept with a more holistic mindset. \u0000Finally, student self-control will be touched on (Cowling, 2015). Students of the 21st century face a venerable plethora of possible resources that they can access, with little in the way of age restrictions, or clear indicators of their quality. We will discuss fake news and information overload, understanding how these concepts might fit into the broader narrative. \u0000Through interrogating each of these ‘four S’s’: Skills; Screen Time; Safety; and Self-Control, we will propose a new way to look at the digital native that will set a trend going forward, moving us from digital natives to a clearer, more specific model","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125918598","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}
Virtual reality (VR) is capable of immersing users in a simulated environment that creates a heightened sense of presence (Baños et al., 2004) and embodiment (Kilteni et al., 2012), both of which play essential roles in the learning process (Makransky & Peterson, 2021). However, VR use in education is still at a preliminary stage and limited to early adopters. With the advent of standalone VR head-mounted displays (HMDs) and the shift to remote education due to COVID-19, it is now the right time to integrate VR into education and to explore its benefits and shortcomings. To this end, the two teacher researchers launched a small scoping longitudinal study with a group of five volunteer participants (4 undergraduate and 1 high school student, 4 males and 1 female) to explore their perceptions and evaluation of VR for educational purposes. Following a self-directed approach to learning (Hammond & Collins, 1991) and an exploratory practice approach to research (Allwright, 2003; Hanks, 2017), the five students led by the two teachers contributed to the current study in three stages that began with immersive VR and moved to WebVR. In stage 1, all the participants were given Oculus Quest 2 HMDs and trained how to use them. The students then looked for free VR apps that they found educationally worthwhile, explored them on their own, and documented their findings. During weekly meetings, they joined a shared virtual space on Engage, where they presented and discussed their findings. Through this activity, the researchers compiled a list of free apps that could be useful for education and investigated the affordances and challenges of HMD-powered VR. The students’ responses in online surveys and focus group interviews revealed that the benefits of VR over traditional forms of EdTech included higher engagement, improved focus on task, lower anxiety, and more effective collaboration and team building. However, HMD-based VR induced varying degrees of cybersickness for most of the participants (Authors, 2021). To tackle these challenges, the researchers switched to Mozilla Hubs, an open source WebVR platform. The students were asked to create their own Hubs rooms to introduce an aspect of their academic discipline to the group. They welcomed this change since Mozilla Hubs, although not as immersive, did not cause cybersickness but there was one primary concern regarding the excessive processing load on students’ devices. Some had trouble entering Hubs rooms or could not turn on their audio. These issues led to stage 3 in which the participants used 360-degree cameras to take spherical photos and videos and create virtual tours on ThingLink. Three out of five students contributed to this stage creating virtual tours of a university campus, a park, and a horse ranch. They expressed positive opinions of ThingLink saying that it was intuitive, user-friendly and did not require much processing power. However, the degree of immersion and sense of presence was p
{"title":"Self-directed learning using VR","authors":"Mehrasa Alizadeh, N. Cowie","doi":"10.24135/pjtel.v4i1.130","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.130","url":null,"abstract":"Virtual reality (VR) is capable of immersing users in a simulated environment that creates a heightened sense of presence (Baños et al., 2004) and embodiment (Kilteni et al., 2012), both of which play essential roles in the learning process (Makransky & Peterson, 2021). However, VR use in education is still at a preliminary stage and limited to early adopters. With the advent of standalone VR head-mounted displays (HMDs) and the shift to remote education due to COVID-19, it is now the right time to integrate VR into education and to explore its benefits and shortcomings. \u0000To this end, the two teacher researchers launched a small scoping longitudinal study with a group of five volunteer participants (4 undergraduate and 1 high school student, 4 males and 1 female) to explore their perceptions and evaluation of VR for educational purposes. Following a self-directed approach to learning (Hammond & Collins, 1991) and an exploratory practice approach to research (Allwright, 2003; Hanks, 2017), the five students led by the two teachers contributed to the current study in three stages that began with immersive VR and moved to WebVR. \u0000In stage 1, all the participants were given Oculus Quest 2 HMDs and trained how to use them. The students then looked for free VR apps that they found educationally worthwhile, explored them on their own, and documented their findings. During weekly meetings, they joined a shared virtual space on Engage, where they presented and discussed their findings. Through this activity, the researchers compiled a list of free apps that could be useful for education and investigated the affordances and challenges of HMD-powered VR. The students’ responses in online surveys and focus group interviews revealed that the benefits of VR over traditional forms of EdTech included higher engagement, improved focus on task, lower anxiety, and more effective collaboration and team building. However, HMD-based VR induced varying degrees of cybersickness for most of the participants (Authors, 2021). \u0000To tackle these challenges, the researchers switched to Mozilla Hubs, an open source WebVR platform. The students were asked to create their own Hubs rooms to introduce an aspect of their academic discipline to the group. They welcomed this change since Mozilla Hubs, although not as immersive, did not cause cybersickness but there was one primary concern regarding the excessive processing load on students’ devices. Some had trouble entering Hubs rooms or could not turn on their audio. These issues led to stage 3 in which the participants used 360-degree cameras to take spherical photos and videos and create virtual tours on ThingLink. Three out of five students contributed to this stage creating virtual tours of a university campus, a park, and a horse ranch. They expressed positive opinions of ThingLink saying that it was intuitive, user-friendly and did not require much processing power. However, the degree of immersion and sense of presence was p","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129014509","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}
Laurent Antonczak, Marion Neukam, Sophie Bollinger
This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. Bibliography Anders, A. (2016). Team communication platforms and emergent social collaboration practices. International Jou
本次演讲的重点是在技术驱动下的创新和协作学习实践的跨学科方法。它强调了与学习和教育背景相关的行业实践和流程的两个突出要素:通过技术赋予个人和实践社区权力，以及在数字环境中更广泛地考虑工业方法对学习和教学概念的增强。更准确地说，本演讲将介绍法国三种不同的学习和教学环境中使用的一些关键理论框架，这些框架与终身学习方法有关，这要归功于社会和情感学习(SEL) (WEF, 2016)。它还将讨论互联网及其启示(southerton&taylor, 2020)对通过以专业为中心的社区减少理论知识和应用知识之间的差异的积极影响(Danvers, 2003)。因此，它将简要地解释空间和认知学习邻近性(Lave & Wenger 1991;Fruchter, 2001)可以通过技术来减少(Anders, 2016;Antonczak, 2019;Glazewski & Hmelo-Silver, 2019)，“计算机支持的协作学习”方法可以促进社会和共享问题解决(Sawyer, 2005;Levallet & Chan, 2018;Presicce et al.， 2020)没有“时间和地点的限制”(Cheng et al.， 2019, 489)。此外，它将指出通过“解放式学习和社会行动”(Merriam, 2001,9)通过使用“实际”内容和“可操作的反馈”(Woods & Hennessy, 2019)通过数字工具和策略增强解决问题的一些方面。接下来，它将专注于三个案例研究，通过简洁地呈现每个课程的关键细节，包括使用的各种数字工具，然后是一些快速的临时反思。然后，它将总结在不同的实践中遇到的挑战和障碍，如虚拟交付，学生群体的规模和一些连接方面的考虑。紧随其后的是主要的优势和机会，比如通过互动和真实学习增强的专业化维度。最后，通过数字技术支持的基于行业的教学，提出一些管理建议，作为经验和实践方法(知识编纂)。演讲将以与数字技术和一些21世纪关键职业技能相关的总体结论结束。总的来说，研究结果将引起学者、从业人员和政策制定者的兴趣。这项跨学科研究的附加价值在于，它通过在教育和商业领域之间架起一座桥梁，改善了对协作创新和集体知识的研究。安德斯，A.(2016)。团队沟通平台和新兴的社会协作实践。国际商务沟通杂志，53(2)，pp. 224-261。Ananiadou, K. & M. Claro(2009)。经合组织国家新千年学习者的21世纪技能和能力，经合组织教育工作文件，第41期，经合组织出版社。Antonczak, L.(2019)。通过移动技术扩大协作实践。第25届国际工程/国际技术管理会议(ICE/ITMC)， 6月17-19日，尼斯。Askay, D. A. & Spivack, A. J.(2010)。在虚拟实践社区中，信任在促进创造力方面的多维作用:一个整合快速、基于知识、基于制度和组织信任的理论模型。第43届夏威夷国际系统科学会议，第1-10页。凯恩斯，L.(2000)。成为一个有能力的组织的过程/结果方法。澳大利亚能力网络会议，悉尼，1-14。程东伟，朱世坤，马春生(2019)。学生使用PBWorks的意向:基于因子的PLS-SEM方法。情报与学习科学，120(7/8)，489-504。Cochrane, T.， Antonczak, L.， Guinibert, M.， Mulrennan, D.， Rive, V.， & Withell, A.(2017)。设计变革性移动学习的框架。亚太地区高等教育中的移动学习(25-43)。施普林格、新加坡。丹弗斯，J.(2003)。走向激进的教育学:关于艺术与设计的学习与教学的临时笔记。美术与设计教育，22(1)，47-57。杜威，J.(1991)。逻辑学:探究理论。在J. A.博伊德斯顿(编)，约翰·杜威:后期作品，1925-1953，卷12(1-5)。伊利诺伊州卡本代尔:SIU出版社。[最初发表于1938年]Dziuban, C.， Graham, C. R.， Moskal, P. D.， Norberg, A.， & Sicilia, N.(2018)。混合式学习:新常态和新兴技术。高等教育教育技术学报，2015(1)，1-16。弗鲁彻特，R.(2001)。团队合作教育的维度。国际工程教育学报，17(4/5)，426-430。 Glazewski, k.d.， & Hmelo-Silver, c.e.(2019)。为雄心勃勃的学习实践搭建和支持信息的使用。信息科学与学习，20(1/2)，39-58。Hase, S. & Kenyon, C.(2007)。和合论:复杂性理论的产物。国际复杂性与教育杂志，4(1)，111-119。Lave, J.和Wenger, E.(1991)。情境学习:合理的外围参与。剑桥:剑桥大学出版社。Levallet, N.和Chan, Y. E.(2018)。数字能力在释放即兴管理力量中的作用。管理信息系统季刊，17(1)，1-21。Lewin, K.(1947)。群体决策与社会变革。社会心理学读物，3(1)，197-211。麦肯尼，S.和里夫斯，T. C.(2013)。基于设计的研究进展的系统回顾:一点点知识是危险的吗?教育研究，42(2)，97-100。Makri, S.， Ravem, M.， & McKay, D.(2017)。机缘巧合之后:从遇到的信息中创造价值。信息科学与技术学报，54(1)，279-288。Mascheroni, G.，和Vincent, J.(2016)。作为一种交流媒介的永久接触:机会、约束和情感。移动媒体与传播，4(3)，310-326。梅里亚姆，s.b.(2001)。性学与自主学习:成人学习理论的支柱。成人与继续教育新方向，89,3-13。Pont, B.(2013)。学习标准、教学标准与校长标准之比较研究。融洽的关系。EDU/WKP(2013) 14。教育政策和实践研究中心。检索自:http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2013)14&docLanguage=En(访问于2020年12月31日)。Presicce, C.， Jain, R.， Rodeghiero, C.， Gabaree, l.e.， & Rusk, N.(2020)。wesscratch:一个包容、有趣和协作的在线创造性学习方法。情报与学习科学，121(7/8)，695-704。里夫斯，t.c.(2005)。基于设计的教育技术研究:取得了进步，挑战依然存在。教育技术，45(1)，48-52。瑟顿，C，和泰勒，e(2020)。习惯性披露:年轻人社交媒体数据监控的常规、可提供性和伦理。社会媒体+社会，6(2)，https://doi.org/10.1177/2056305120915612
{"title":"When industry meets academia","authors":"Laurent Antonczak, Marion Neukam, Sophie Bollinger","doi":"10.24135/pjtel.v4i1.134","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.134","url":null,"abstract":"This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. \u0000More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. \u0000Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. \u0000Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. \u0000The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. \u0000 \u0000Bibliography \u0000Anders, A. (2016). Team communication platforms and emergent social collaboration practices. International Jou","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133539106","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}
Preparing students for the expectations of the modern business world is a daunting task. For students, it involves developing critical thinking and analytical skills to reach valid conclusions for specific problems. Such skills are recognised graduate attributes, essential for complex professional business judgements and advice provided to clients (Camp & Schadner, 2010). For educators, the multifaceted nature of critical thinking and associated analytical skills are often poorly demonstrated and conveyed to students (Moore, 2013). Critical thinking is the product of self-direction, self-discipline, self-monitoring and self-correction through objectively assessing relevant information, openly considering alternative views and seeking feedback (Paul & Elder, 2008). By using the combination of technology enhanced feedback, relevant assignment scenarios that explore messy business world issues influential professionals face, experience of working with and feedback from practitioners, the assignment in a 2nd year undergraduate financial reporting unit was transformed into an authentic, collaborative, and self-regulated learning experience. In consultation with a professional accounting firm, the assignment scenario and open ended questions were written about financial reporting implications associated with sustainability and industry change challenges many companies encounter. Working in self-selected groups, students considered the assignment’s questions and prepared a draft written response that was shared with the firm’s practitioner review team for feedback. A past students voice video, available on the unit’s LMS, guided current students on how to adopt and implement this feedback. Subsequently a final written response was submitted for grading. Student were introduced to the practitioner review team via a video that explained importance of teamwork, seeking formative feedback, reflecting on it and how this information is used in the workplace. Utilizing the Student Relationship Engagement System (SRES) and the assignment’s marking rubric criteria as a framework, the practitioner review team provided individual formative feedback, suggestions for improvement and overall direction comments to each student through a personalised email. The SRES data metrics were also used to track and manage student engagement. Used in these ways, SRES was a highly effective learning platform that resulted in deeper student learning and relationships with educators. The presentation will discuss the significant impact on student learning and experience measured by overall assignment performance, change in performance between draft and final responses, and qualitative feedback from practitioner, peer and student perspectives. References: Camp, M. J., & Schnader, A. L., (2010). Using debate to Enhance Critical Thinking in the Accounting Classroom: The Sarbanes-Oxley Act and U.S. Tax Policy. Issues in Accounting Education, Vol 25, No., 2010, 655-675. Moore
{"title":"Practitioner Review and Personalised Feedback","authors":"Louise Luff","doi":"10.24135/pjtel.v4i1.120","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.120","url":null,"abstract":"Preparing students for the expectations of the modern business world is a daunting task. For students, it involves developing critical thinking and analytical skills to reach valid conclusions for specific problems. Such skills are recognised graduate attributes, essential for complex professional business judgements and advice provided to clients (Camp & Schadner, 2010). For educators, the multifaceted nature of critical thinking and associated analytical skills are often poorly demonstrated and conveyed to students (Moore, 2013). \u0000Critical thinking is the product of self-direction, self-discipline, self-monitoring and self-correction through objectively assessing relevant information, openly considering alternative views and seeking feedback (Paul & Elder, 2008). By using the combination of technology enhanced feedback, relevant assignment scenarios that explore messy business world issues influential professionals face, experience of working with and feedback from practitioners, the assignment in a 2nd year undergraduate financial reporting unit was transformed into an authentic, collaborative, and self-regulated learning experience. \u0000In consultation with a professional accounting firm, the assignment scenario and open ended questions were written about financial reporting implications associated with sustainability and industry change challenges many companies encounter. Working in self-selected groups, students considered the assignment’s questions and prepared a draft written response that was shared with the firm’s practitioner review team for feedback. A past students voice video, available on the unit’s LMS, guided current students on how to adopt and implement this feedback. Subsequently a final written response was submitted for grading. \u0000Student were introduced to the practitioner review team via a video that explained importance of teamwork, seeking formative feedback, reflecting on it and how this information is used in the workplace. Utilizing the Student Relationship Engagement System (SRES) and the assignment’s marking rubric criteria as a framework, the practitioner review team provided individual formative feedback, suggestions for improvement and overall direction comments to each student through a personalised email. The SRES data metrics were also used to track and manage student engagement. Used in these ways, SRES was a highly effective learning platform that resulted in deeper student learning and relationships with educators. \u0000The presentation will discuss the significant impact on student learning and experience measured by overall assignment performance, change in performance between draft and final responses, and qualitative feedback from practitioner, peer and student perspectives. \u0000References: \u0000Camp, M. J., & Schnader, A. L., (2010). Using debate to Enhance Critical Thinking in the Accounting Classroom: The Sarbanes-Oxley Act and U.S. Tax Policy. Issues in Accounting Education, Vol 25, No., 2010, 655-675. \u0000Moore","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126709496","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}
Authentic, place-based learning is essential for students of ecological and environmental sciences, providing connection to the discipline and building environmental literacy (O’Neil et al. 2020). In a COVID-affected world where opportunities to provide field-based learning may be limited, evaluating how mobile technologies may be used to enhance the field-based learning experiences of students is increasingly important. Advances in mobile technologies have seen a surge in customised applications for species identification, data collection and collation aimed at public users and citizen scientists (e.g. iNaturalist: Unger et al. 2020; eBird: Sullivan et al. 2009; FrogID: Rowley et al. 2019). With field-based learning central to ecology and environmental science disciplines, there is a clear opportunity for the expanded use of mobile tools in higher education. We evaluated recent projects through a systematic review of the use of mobile learning technologies and approaches in field-based environmental sciences within higher education over the last decade. Our search criteria terms encompassed mobile learning, mobile devices, teaching methods, field-based learning, undergraduate students and science disciplines and identified 1613 initial records. After removing irrelevant and duplicate records, 130 studies were identified that implemented mobile learning within science, technology, engineering and mathematics (STEM) disciplines, with engineering (32/130 studies, 24.6%), geology and geosciences (17/130, 13.1%) and natural/environmental sciences (17/130, 13.1%) the most common. Narrowing this search again to field-based studies, we identified 18 records, most of which (12/18, 66.7%) were in geology and geosciences disciplines. A range of mobile learning technologies were used in the field, spanning the SAMR continuum (Laurillard 2012) from the substitution of traditional field activities with species identification apps (Pfeiffer et al. 2009; Thomas and Fellowes 2017), and augmentation of field experiences with multimedia resources such as podcasts (Jarvis and Dickie 2010) and other apps and resources viewed on mobile devices (Welsh et al. 2015; France et al. 2016; Unger et al. 2018), through to the modification and reinvention of field-based learning by incorporating multimedia displays, visualisations, games and information hotspots (Habib et al. 2012; Fitzpatrick et al. 2012; Bursztyn et al. 2015), virtual field trips and augmented reality (Stokes et al. 2010; Howard 2011; Litherland and Stott 2012; Kingston et al. 2012; Bursztyn et al. 2017; Prietnall et al. 2019), and customised apps that allow student-generated content (Chang et al. 2012) such as data collection, analysis and reflection (Chatterjea 2012; Wang et al. 2016). Studies used both enterprise and custom-built tools, with most incorporating geolocation capabilities. Our review criteria only identified two studies in ecology disciplines, both of which utilised an existing enterprise
真实的、基于地点的学习对于生态和环境科学的学生来说是必不可少的，它提供了与学科的联系，并建立了环境素养(O 'Neil et al. 2020)。在受covid - 19影响的世界中，提供实地学习的机会可能有限，评估如何利用移动技术来增强学生的实地学习体验变得越来越重要。移动技术的进步使得针对公众用户和公民科学家的物种识别、数据收集和整理的定制应用激增(例如iNaturalist: Unger等人，2020;eBird: Sullivan et al. 2009;FrogID: Rowley et al. 2019)。由于实地学习是生态学和环境科学学科的核心，因此在高等教育中扩大使用移动工具显然是一个机会。我们通过系统回顾过去十年来高等教育中基于实地环境科学的移动学习技术和方法的使用，对最近的项目进行了评估。我们的搜索标准包括移动学习、移动设备、教学方法、实地学习、本科生和科学学科，并确定了1613条初始记录。在删除不相关和重复的记录后，我们确定了130项研究在科学、技术、工程和数学(STEM)学科中实施了移动学习，其中工程(32/130项研究，24.6%)、地质和地球科学(17/130,13.1%)和自然/环境科学(17/130,13.1%)最为常见。再次将搜索范围缩小到基于实地的研究，我们确定了18条记录，其中大多数(12/18,66.7%)来自地质和地球科学学科。在野外使用了一系列移动学习技术，跨越SAMR连续体(Laurillard 2012)，从用物种识别应用程序替代传统的野外活动(Pfeiffer et al. 2009;Thomas and Fellowes 2017)，以及多媒体资源(如播客(Jarvis and Dickie 2010)和移动设备上查看的其他应用程序和资源)的现场体验的增强(Welsh et al. 2015;France et al. 2016;Unger et al. 2018)，通过整合多媒体显示、可视化、游戏和信息热点，对基于现场的学习进行修改和重塑(Habib et al. 2012;Fitzpatrick et al. 2012;Bursztyn et al. 2015)，虚拟实地考察和增强现实(Stokes et al. 2010;霍华德2011;利特兰和斯托特2012;Kingston et al. 2012;Bursztyn et al. 2017;Prietnall et al. 2019)，以及允许学生生成内容的定制应用程序(Chang et al. 2012)，例如数据收集、分析和反思(Chatterjea 2012;Wang et al. 2016)。研究使用了企业和定制的工具，其中大多数结合了地理定位功能。我们的审查标准只确定了两项生态学学科的研究，这两项研究都利用了现有的企业应用程序进行物种鉴定(Pfeiffer等人，2009;Thomas and Fellowes 2017)。开发协作移动学习系统仍有充足的机会，这些系统使用定制的应用程序进行现场数据收集，并与学习管理系统集成，例如协作国际项目中正在开发的系统(Bone et al. 2020)。我们强烈鼓励在这些背景下探索移动学习的潜力，并发表将移动工具纳入生态和环境科学课程的其他项目。
{"title":"Mobile learning in higher education environmental science: state of the field and future possibilities","authors":"E. Bone, Dionysia Evaputri, Jenny Santaanop","doi":"10.24135/pjtel.v4i1.123","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.123","url":null,"abstract":"Authentic, place-based learning is essential for students of ecological and environmental sciences, providing connection to the discipline and building environmental literacy (O’Neil et al. 2020). In a COVID-affected world where opportunities to provide field-based learning may be limited, evaluating how mobile technologies may be used to enhance the field-based learning experiences of students is increasingly important. \u0000Advances in mobile technologies have seen a surge in customised applications for species identification, data collection and collation aimed at public users and citizen scientists (e.g. iNaturalist: Unger et al. 2020; eBird: Sullivan et al. 2009; FrogID: Rowley et al. 2019). With field-based learning central to ecology and environmental science disciplines, there is a clear opportunity for the expanded use of mobile tools in higher education. We evaluated recent projects through a systematic review of the use of mobile learning technologies and approaches in field-based environmental sciences within higher education over the last decade. \u0000Our search criteria terms encompassed mobile learning, mobile devices, teaching methods, field-based learning, undergraduate students and science disciplines and identified 1613 initial records. After removing irrelevant and duplicate records, 130 studies were identified that implemented mobile learning within science, technology, engineering and mathematics (STEM) disciplines, with engineering (32/130 studies, 24.6%), geology and geosciences (17/130, 13.1%) and natural/environmental sciences (17/130, 13.1%) the most common. Narrowing this search again to field-based studies, we identified 18 records, most of which (12/18, 66.7%) were in geology and geosciences disciplines. \u0000A range of mobile learning technologies were used in the field, spanning the SAMR continuum (Laurillard 2012) from the substitution of traditional field activities with species identification apps (Pfeiffer et al. 2009; Thomas and Fellowes 2017), and augmentation of field experiences with multimedia resources such as podcasts (Jarvis and Dickie 2010) and other apps and resources viewed on mobile devices (Welsh et al. 2015; France et al. 2016; Unger et al. 2018), through to the modification and reinvention of field-based learning by incorporating multimedia displays, visualisations, games and information hotspots (Habib et al. 2012; Fitzpatrick et al. 2012; Bursztyn et al. 2015), virtual field trips and augmented reality (Stokes et al. 2010; Howard 2011; Litherland and Stott 2012; Kingston et al. 2012; Bursztyn et al. 2017; Prietnall et al. 2019), and customised apps that allow student-generated content (Chang et al. 2012) such as data collection, analysis and reflection (Chatterjea 2012; Wang et al. 2016). Studies used both enterprise and custom-built tools, with most incorporating geolocation capabilities. \u0000Our review criteria only identified two studies in ecology disciplines, both of which utilised an existing enterprise","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132842641","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}
Covid-19 has impacted many areas of New Zealand’s higher education system, with most universities forced to transfer activities away from the traditional campus-based learning toward online platforms. This has resulted in a transformation from face-to-face teacher centred (objectivist) methods to online digital hybrid programs that aim to enhance the constructivist, learner-centred pedagogy. Prior to Covid-19 a change of approach within higher education would usually take several years to develop but was now required within a limited number of days (Strielkowski, 2020). This had the potential to impact the educational experience and motivation by providing content without flexibility or an understanding of different learning styles. The absence of a thoughtful design and development process has therefore resulted in some recent online education being seen as ‘crisis education’ (Bozkurt & Sharma, 2020; Hodges et al., 2020; Vlachopoulos, 2020). Whilst it was impossible to anticipate the shift to online learning, the instructional achievement of online education is often questioned due to a lack of face-to-face student community (Joshi et al., 2020). An additional challenge is that online education is not suited to all aspects of clinical learning. The reason for this is that online learning is not compatible with the kinaesthetic (hands-on) activities that are required for clinical practice (Leszczynski et al., 2018). Effective higher education must have a comprehensive understanding of the limitations and benefits of both asynchronous and synchronous online learning (Omotayo & Haliru, 2020). To address the complexity of online learning and digital competency in this evolving environment it is important that students feel relevancy and motivation (Omotayo & Haliru, 2020). The current situation has led to investigation and implementation of content to support the online clinical student to promote engagement and offer a flexible learning experience. In addition, it was important that the system was designed to support different student learning styles and provide a community of learning. The content was developed using Spark Adobe software to provide a range of asynchronous visual content with a flipped classroom approach. The content also had a strong lean toward the auditory learner by offering the material in a podcast listening form. In conjunction with this, each weekly topic was later ‘flipped’ as a synchronous case study group discussion forum. Universities and their social role within the pandemic are recognised as important support mechanisms for the online student (Wang & Zha, 2018). The findings for our work were that students felt engaged with the content and the subsequent group forum provided a sense of inclusion and community. In addition, and similar to other authors, positive factors such as flexibility (Smedley, 2010), interactivity (Leszczynski et al., 2018), and self-pacing (Amer, 2007) were found. Whilst it is likely that
{"title":"Supporting Online Paramedic Education within a Covid-19 Era","authors":"S. Aiello","doi":"10.24135/pjtel.v4i1.122","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.122","url":null,"abstract":"Covid-19 has impacted many areas of New Zealand’s higher education system, with most universities forced to transfer activities away from the traditional campus-based learning toward online platforms. This has resulted in a transformation from face-to-face teacher centred (objectivist) methods to online digital hybrid programs that aim to enhance the constructivist, learner-centred pedagogy. \u0000Prior to Covid-19 a change of approach within higher education would usually take several years to develop but was now required within a limited number of days (Strielkowski, 2020). This had the potential to impact the educational experience and motivation by providing content without flexibility or an understanding of different learning styles. The absence of a thoughtful design and development process has therefore resulted in some recent online education being seen as ‘crisis education’ (Bozkurt & Sharma, 2020; Hodges et al., 2020; Vlachopoulos, 2020). \u0000Whilst it was impossible to anticipate the shift to online learning, the instructional achievement of online education is often questioned due to a lack of face-to-face student community (Joshi et al., 2020). An additional challenge is that online education is not suited to all aspects of clinical learning. The reason for this is that online learning is not compatible with the kinaesthetic (hands-on) activities that are required for clinical practice (Leszczynski et al., 2018). \u0000Effective higher education must have a comprehensive understanding of the limitations and benefits of both asynchronous and synchronous online learning (Omotayo & Haliru, 2020). To address the complexity of online learning and digital competency in this evolving environment it is important that students feel relevancy and motivation (Omotayo & Haliru, 2020). The current situation has led to investigation and implementation of content to support the online clinical student to promote engagement and offer a flexible learning experience. In addition, it was important that the system was designed to support different student learning styles and provide a community of learning. \u0000The content was developed using Spark Adobe software to provide a range of asynchronous visual content with a flipped classroom approach. The content also had a strong lean toward the auditory learner by offering the material in a podcast listening form. In conjunction with this, each weekly topic was later ‘flipped’ as a synchronous case study group discussion forum. \u0000Universities and their social role within the pandemic are recognised as important support mechanisms for the online student (Wang & Zha, 2018). The findings for our work were that students felt engaged with the content and the subsequent group forum provided a sense of inclusion and community. In addition, and similar to other authors, positive factors such as flexibility (Smedley, 2010), interactivity (Leszczynski et al., 2018), and self-pacing (Amer, 2007) were found. \u0000Whilst it is likely that ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115686657","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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