The way educational institutions view certain technology has changed dramatically over the years, especially with the world lockdown in 2020. Understanding how digital technology is seen in an educational institution is the path to finding out how to improve and enhance the learning experience for students. A study by the OECD (Organisation for Economic Co-operation and Development) showed “digitalisation has been one of the main drivers of innovation in educational practices in the classroom in the past decade.” (Vlies, 2020) The study examined how different members of a New Zealand tertiary education institution perceive digital technology in their respective areas of study. It examined how technology is viewed by students from differing degrees and levels, as well as how these views differ within the undergraduate and postgraduate levels of study. The perception of educators was also examined to see how different departments view the tools they use in their respective programmes and how it differs from both past and present students. The methodology behind the research was using a mixed-method research approach to gain both qualitative and quantitative data. This method would allow for the Sequential Explanatory Strategy (Terrell, 2012) to interpret the study. The strategy is done via the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. The quantitative data collection used an online survey to collect a large, population of anonymous participants. The online survey was conducted using the Qualtrics software and was administered amongst the population of the university. A particular focus was put on the undergraduate population, being the largest group of students, given their reliance on distance learning as a result of the lockdowns in New Zealand in 2020/21. The survey featured a multitude of questions to collect a mix of quantitative and qualitative data. The findings from the initial survey highlighted departments at the institution that have a stronger positive outlook towards using a higher amount digital technology in their curriculum. There was a subgroup that still preferred a more practical, face-to-face approach. In response to a question regarding whether digital technology adoption may be lagging in certain programmes/disciplines, the majority of participants gave the unknown response with the second-highest group saying it was likely. The main reason participants gave for the lag of adoption of digital technology was the underfunding of programmes, with some participants further suggesting a possible correlation between underfunding, understaffing and inadequate training. The latter coheres with the OECD study, with training being one of two key aspects of education policies: “First, teachers need sufficient training to deploy and teach about digital technologies. Second, countries need a standard for digital skills and literacy for students.” (Vlies, 2020)
{"title":"The Perceptions of digital technology at a New Zealand tertiary institution.","authors":"U. Singh","doi":"10.24135/pjtel.v4i1.118","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.118","url":null,"abstract":"The way educational institutions view certain technology has changed dramatically over the years, especially with the world lockdown in 2020. Understanding how digital technology is seen in an educational institution is the path to finding out how to improve and enhance the learning experience for students. A study by the OECD (Organisation for Economic Co-operation and Development) showed “digitalisation has been one of the main drivers of innovation in educational practices in the classroom in the past decade.” (Vlies, 2020) \u0000 \u0000The study examined how different members of a New Zealand tertiary education institution perceive digital technology in their respective areas of study. It examined how technology is viewed by students from differing degrees and levels, as well as how these views differ within the undergraduate and postgraduate levels of study. The perception of educators was also examined to see how different departments view the tools they use in their respective programmes and how it differs from both past and present students. The methodology behind the research was using a mixed-method research approach to gain both qualitative and quantitative data. This method would allow for the Sequential Explanatory Strategy (Terrell, 2012) to interpret the study. The strategy is done via the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. The quantitative data collection used an online survey to collect a large, population of anonymous participants. \u0000 \u0000The online survey was conducted using the Qualtrics software and was administered amongst the population of the university. A particular focus was put on the undergraduate population, being the largest group of students, given their reliance on distance learning as a result of the lockdowns in New Zealand in 2020/21. The survey featured a multitude of questions to collect a mix of quantitative and qualitative data. \u0000 \u0000The findings from the initial survey highlighted departments at the institution that have a stronger positive outlook towards using a higher amount digital technology in their curriculum. There was a subgroup that still preferred a more practical, face-to-face approach. In response to a question regarding whether digital technology adoption may be lagging in certain programmes/disciplines, the majority of participants gave the unknown response with the second-highest group saying it was likely. The main reason participants gave for the lag of adoption of digital technology was the underfunding of programmes, with some participants further suggesting a possible correlation between underfunding, understaffing and inadequate training. The latter coheres with the OECD study, with training being one of two key aspects of education policies: “First, teachers need sufficient training to deploy and teach about digital technologies. Second, countries need a standard for digital skills and literacy for students.” (Vlies, 2020) \u0000 \u0000","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"258 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":"123064917","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}
Healthcare education and practice has significantly been impacted by COVID-19. This includes the challenge on pedagogical approaches that highlight the potential of technology to facilitate innovative new approaches in response to social distancing, lockdowns, remote learning and improving the patient experience and positive outcomes. Many of these innovative approaches are not fundamentally new but are now seeing relevance beyond early adopters to mainstream implementation. This presentation draws upon collaborations with educational researchers and technologists that have explored the integration of technology into healthcare education and practice. COVID-19 Adversity to Opportunity Many healthcare programmes required reenvisaging teaching and learning approaches in response to COVID-19 restrictions. This had a particular impact on the development of interpersonal and practical knowledge and skills essential for healthcare graduates. The limited access to on-campus learning provided an opportunity for both institutional and individual evaluation of pedagogical practices. The affordances of traditional, didactic, and “hands-on” skills were compared with those that could be facilitated using online asynchronous/ synchronous strategies. A particular concern was the development of the interpersonal and practical skills required in safe and effective healthcare practice. Alongside easing of restrictions, these skills were adapted using online demonstrations within the limits of socially distanced “bubbles”, telehealth and limited clinical placements. Reconsideration of summative assessments was also required- with the introduction online synchronous and asynchronous verbal assessments, and asynchronous submissions of practical skills online (Cochrane et al., 2021; Narayan et al., 2021). In the prospect of COVID-19 restrictions continuing to lift, it is envisioned that most of the reenvisaged pedagogical approaches to healthcare education will persist, without compromising student critical thinking or practical skills. Interprofessional Collaboration This presentation will highlight the importance of interprofessional collaboration in healthcare curriculum design using a Design-Based-Research methodology (Chen et al., 2020; Kartoğlu et al., 2020) to facilitate authentic learning and develop self-determined learning capabilities for healthcare professionals. DBR- Design Principles in response to COVID Transferable design principles will be introduced for enhancing healthcare education that will improve practice in a COVID19 world, particularly drawing from eight healthcare projects including: STUDIO602 – enhancing clinical practice with mobile technologies (Cochrane & Sinfield, 2021), developing a virtual reality handover experience for healthcare students (Cochrane et al., 2018), using immersive reality to develop critical thinking in clinical health education (Stretton et al., 2018), enhancing first responder clinical simulati
{"title":"Enhancing Health Care Education and Practice Post COVID","authors":"Thomas Cochrane, T. Stretton","doi":"10.24135/pjtel.v4i1.121","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.121","url":null,"abstract":"Healthcare education and practice has significantly been impacted by COVID-19. This includes the challenge on pedagogical approaches that highlight the potential of technology to facilitate innovative new approaches in response to social distancing, lockdowns, remote learning and improving the patient experience and positive outcomes. Many of these innovative approaches are not fundamentally new but are now seeing relevance beyond early adopters to mainstream implementation. This presentation draws upon collaborations with educational researchers and technologists that have explored the integration of technology into healthcare education and practice. \u0000 \u0000COVID-19 Adversity to Opportunity \u0000Many healthcare programmes required reenvisaging teaching and learning approaches in response to COVID-19 restrictions. This had a particular impact on the development of interpersonal and practical knowledge and skills essential for healthcare graduates. \u0000 \u0000The limited access to on-campus learning provided an opportunity for both institutional and individual evaluation of pedagogical practices. The affordances of traditional, didactic, and “hands-on” skills were compared with those that could be facilitated using online asynchronous/ synchronous strategies. A particular concern was the development of the interpersonal and practical skills required in safe and effective healthcare practice. Alongside easing of restrictions, these skills were adapted using online demonstrations within the limits of socially distanced “bubbles”, telehealth and limited clinical placements. Reconsideration of summative assessments was also required- with the introduction online synchronous and asynchronous verbal assessments, and asynchronous submissions of practical skills online (Cochrane et al., 2021; Narayan et al., 2021). \u0000 \u0000In the prospect of COVID-19 restrictions continuing to lift, it is envisioned that most of the reenvisaged pedagogical approaches to healthcare education will persist, without compromising student critical thinking or practical skills. \u0000 \u0000Interprofessional Collaboration \u0000This presentation will highlight the importance of interprofessional collaboration in healthcare curriculum design using a Design-Based-Research methodology (Chen et al., 2020; Kartoğlu et al., 2020) to facilitate authentic learning and develop self-determined learning capabilities for healthcare professionals. \u0000 \u0000DBR- Design Principles in response to COVID \u0000Transferable design principles will be introduced for enhancing healthcare education that will improve practice in a COVID19 world, particularly drawing from eight healthcare projects including: STUDIO602 – enhancing clinical practice with mobile technologies (Cochrane & Sinfield, 2021), developing a virtual reality handover experience for healthcare students (Cochrane et al., 2018), using immersive reality to develop critical thinking in clinical health education (Stretton et al., 2018), enhancing first responder clinical simulati","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"72 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":"123580998","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 national lockdown during semester one of 2020 meant the Manukau Institute of Technology Early Childhood teams needed to revisit the existing requirements of their programmes in terms of practicum. In response, the teams developed ‘virtual’ meetings to replace the usual observation visit by a visiting lecturer. By using communication software (Microsoft Teams with cell phone back up) the student and Visiting Lecturer engaged in weekly critically reflective conversations that mentored the student in thinking about their practice, setting goals to work on and articulating their learning. By using the software in this way, the Visiting Lecturers changed their role from merely assessor of practice to firstly, mentor and guide. In the online triadic meetings (also using Microsoft Teams and cell phone back-up) it became clear that the traditional model of the student being told how the assessor felt they had met the practicum criteria was replaced with one where the student was able to articulate for themselves. At the end of the semester, students and lecturers were invited to give feedback via a survey. The responses focused on the deep learning experienced, ownership of learning, and the confidence the students felt at the on-line triadic. Much more unexpected was the correlation between survey responses and much of the literature. Drawing on these findings, this presentation poses some possibilities for what both the practicum and a reconceptualised relationship between visiting lecturer, associate teacher and students could look like in the ‘new normal’.
{"title":"Reconceptulising the Role of the Visiting Lecturer:","authors":"J. Perry, Sarah Probine","doi":"10.24135/pjtel.v3i2.111","DOIUrl":"https://doi.org/10.24135/pjtel.v3i2.111","url":null,"abstract":"The national lockdown during semester one of 2020 meant the Manukau Institute of Technology Early Childhood teams needed to revisit the existing requirements of their programmes in terms of practicum. In response, the teams developed ‘virtual’ meetings to replace the usual observation visit by a visiting lecturer. By using communication software (Microsoft Teams with cell phone back up) the student and Visiting Lecturer engaged in weekly critically reflective conversations that mentored the student in thinking about their practice, setting goals to work on and articulating their learning. By using the software in this way, the Visiting Lecturers changed their role from merely assessor of practice to firstly, mentor and guide. In the online triadic meetings (also using Microsoft Teams and cell phone back-up) it became clear that the traditional model of the student being told how the assessor felt they had met the practicum criteria was replaced with one where the student was able to articulate for themselves. \u0000At the end of the semester, students and lecturers were invited to give feedback via a survey. The responses focused on the deep learning experienced, ownership of learning, and the confidence the students felt at the on-line triadic. Much more unexpected was the correlation between survey responses and much of the literature. Drawing on these findings, this presentation poses some possibilities for what both the practicum and a reconceptualised relationship between visiting lecturer, associate teacher and students could look like in the ‘new normal’. ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121574606","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 international pandemic and the national lockdown during semester one of 2020 meant the Manukau Institute of Technology Early Childhood teams needed to revisit the existing requirements of their programmes and particularly in terms of practicum. In response, the teams developed ‘virtual’ meetings to replace the usual observation visit by a visiting lecturer. In this revised approach, the students and lecturers engaged in weekly conversations and in these meetings the role of the Visiting Lecturer was significantly changed. By using communication software (Microsoft Teams with cell phone back up) the student and Visiting Lecturer engaged in critically reflective conversations that mentored the student in thinking about their practice, setting goals to work on and articulating their learning. By using the software in this way, the Visiting Lecturers changed their role from merely assessor of practice to firstly, mentor and guide. In the online triadic meetings (also using Microsoft Teams and cell phone back-up) it became clear that the traditional model of the student being told how the assessor felt they had met the practicum criteria was replaced with one where the student was able to articulate for themselves. At the end of the semester, students and lecturers were invited to give feedback via a survey. The responses focused on the deep learning experienced, ownership of learning, and the confidence the students felt at the on-line triadic. Much more unexpected was the correlation between survey responses and much of the literature. Drawing on these findings, this presentation poses some possibilities for what both the practicum and a reconceptualised relationship between visiting lecturer, associate teacher and students could look like in the ‘new normal’.
{"title":"Reconceptualising the Role of the Visiting Lecturer: Using Educational Technology to Enable Practicum Placements In The ‘New Normal’","authors":"Sarah Probine, J. Perry","doi":"10.24135/PJTEL.V3I1.93","DOIUrl":"https://doi.org/10.24135/PJTEL.V3I1.93","url":null,"abstract":"The international pandemic and the national lockdown during semester one of 2020 meant the Manukau Institute of Technology Early Childhood teams needed to revisit the existing requirements of their programmes and particularly in terms of practicum. In response, the teams developed ‘virtual’ meetings to replace the usual observation visit by a visiting lecturer. In this revised approach, the students and lecturers engaged in weekly conversations and in these meetings the role of the Visiting Lecturer was significantly changed. By using communication software (Microsoft Teams with cell phone back up) the student and Visiting Lecturer engaged in critically reflective conversations that mentored the student in thinking about their practice, setting goals to work on and articulating their learning. By using the software in this way, the Visiting Lecturers changed their role from merely assessor of practice to firstly, mentor and guide. In the online triadic meetings (also using Microsoft Teams and cell phone back-up) it became clear that the traditional model of the student being told how the assessor felt they had met the practicum criteria was replaced with one where the student was able to articulate for themselves. \u0000At the end of the semester, students and lecturers were invited to give feedback via a survey. The responses focused on the deep learning experienced, ownership of learning, and the confidence the students felt at the on-line triadic. Much more unexpected was the correlation between survey responses and much of the literature. Drawing on these findings, this presentation poses some possibilities for what both the practicum and a reconceptualised relationship between visiting lecturer, associate teacher and students could look like in the ‘new normal’. \u0000","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"34 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123481929","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}
Thomas Cochrane, Sophia Arkoudis, Cathleen Benevento
COVID-19 has impacted not only higher education teaching practice, but also professional development (PD) such as F2F workshop sessions for supervisor training have had to pivot to online modes. This presentation overviews the process of designing an academic supervision training workshop as an online module that can be used as a design framework for other professional development and training contexts. We used a design-based research methodology (McKenney & Reeves, 2019) encompassing three stages. Stage 1 Evaluation and Analysis We formed a collaborative design team of two academics and a professional staff member and met regularly over Zoom as due to COVID-19 we were all working from home, and across countries (Australia and New Zealand). We began with an evaluation of the existing introductory supervision online module to identify key design elements and refinements that we could integrate into the new refresher module. This was followed by a collaborative definition of the scope of the new PD module that was focused upon providing a ‘Refresher Course’ for experienced higher degree research supervisors. We decided to focus the content of the module upon authentic user-generated scenarios from highly experienced academics across the university. User reflection was designed through an optional link to contribute to an institutional Wiki page to provide tips and comments from user experiences in supervision. The analysis of users needing an informative but short time investment in the refresher module highlighted the need for collating resources that would be referenced throughout the module to be made available at the end of the module as a downloadable interactive PDF resource for users. Stage 2 Collaborative Prototype Design An initial storyboard module prototype based upon learning object and instructional design principles (Boyle, 2003; Author1, 2007; Reigeluth et al., 2016) was created. While we began with big ideas based upon the rapid prototype of how to make the new module interactive and appealing to the users there were significant design restraints imposed by the institutional Course Builder online development platform, that provides a basic Web 1.0 approach to online module design and delivery. This meant that user interaction options were limited, file size uploads were small, and display dimensions fixed. Therefore, Vimeo was used to host and embed the video vignettes in the module pages through an institutional license providing a range of privacy and customisation options. We were able to negotiate these technical design hurdles, albeit with downgraded expectations of user interaction within our new module design. Stage 3 Evaluation and Redesign User feedback on the initial prototype was very positive and the user-generated video vignettes and funky iPad created graphics were highlights. Feedback also highlighted the need for additional user instructions, a more unified design across the module and implementation of accessi
{"title":"Collaborative Online Professional Development Design","authors":"Thomas Cochrane, Sophia Arkoudis, Cathleen Benevento","doi":"10.24135/PJTEL.V3I1.85","DOIUrl":"https://doi.org/10.24135/PJTEL.V3I1.85","url":null,"abstract":"COVID-19 has impacted not only higher education teaching practice, but also professional development (PD) such as F2F workshop sessions for supervisor training have had to pivot to online modes. This presentation overviews the process of designing an academic supervision training workshop as an online module that can be used as a design framework for other professional development and training contexts. We used a design-based research methodology (McKenney & Reeves, 2019) encompassing three stages. \u0000Stage 1 Evaluation and Analysis \u0000We formed a collaborative design team of two academics and a professional staff member and met regularly over Zoom as due to COVID-19 we were all working from home, and across countries (Australia and New Zealand). We began with an evaluation of the existing introductory supervision online module to identify key design elements and refinements that we could integrate into the new refresher module. This was followed by a collaborative definition of the scope of the new PD module that was focused upon providing a ‘Refresher Course’ for experienced higher degree research supervisors. We decided to focus the content of the module upon authentic user-generated scenarios from highly experienced academics across the university. User reflection was designed through an optional link to contribute to an institutional Wiki page to provide tips and comments from user experiences in supervision. The analysis of users needing an informative but short time investment in the refresher module highlighted the need for collating resources that would be referenced throughout the module to be made available at the end of the module as a downloadable interactive PDF resource for users. \u0000Stage 2 Collaborative Prototype Design \u0000An initial storyboard module prototype based upon learning object and instructional design principles (Boyle, 2003; Author1, 2007; Reigeluth et al., 2016) was created. While we began with big ideas based upon the rapid prototype of how to make the new module interactive and appealing to the users there were significant design restraints imposed by the institutional Course Builder online development platform, that provides a basic Web 1.0 approach to online module design and delivery. This meant that user interaction options were limited, file size uploads were small, and display dimensions fixed. Therefore, Vimeo was used to host and embed the video vignettes in the module pages through an institutional license providing a range of privacy and customisation options. We were able to negotiate these technical design hurdles, albeit with downgraded expectations of user interaction within our new module design. \u0000Stage 3 Evaluation and Redesign \u0000User feedback on the initial prototype was very positive and the user-generated video vignettes and funky iPad created graphics were highlights. Feedback also highlighted the need for additional user instructions, a more unified design across the module and implementation of accessi","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124084348","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}
Micro-credentials (MCs) are emerging as a viable form of non-degree qualification as they can offer flexible, inexpensive contents which closely match learners’ needs. The opportunities to gain MCs are increasing and academics involved in online learning are particularly situated to help make, assess and validate MC courses. However, the lack of agreed definitions as to what MCs are can undermine their value and uptake. This presentation attempts to fill this gap by summarizing common features and challenges of MCs. In practice, MCs tend to be offered online (Gallagher, 2018) and are often seen as short courses for learners to reskill or upskill for work (Kato, Galán-Muros & Weko, 2020). Among a large range of courses leading to MCs, the most common are MOOCs. The top five providers in 2019 were Coursera, EdX, Udacity (all US); Future Learn (UK) and SWAYAM (India) (Shah, 2019). Such courses range from general skills (language learning) to more specific ones (coding). The top three courses from the most popular MOOC provider (Coursera) in 2019 were Machine Learning; Learning How to Learn; and the Science of Well-Being. Overall, the most popular courses are business and IT-related (Shah, 2019). The majority of learners who have been awarded MCs via MOOCs “tend to be relatively well-educated, male, and within the core-working age group (25-54)” (Kato, Galán-Muros & Weko, 2020, p. 23). Not enough data is yet available as to what degree these learners have found MCs are beneficial, either professionally or personally. A further question to be asked is to what extent MCs can reach out to non-traditional learners who can take advantage of these types of lifelong, alternative learning opportunities. One key challenge is that there are few validating frameworks that MCs fit in to. This can cause problems for both learners and potential employers as it is difficult to demonstrate what exact values MCs offer and to answer the crucial question: “Are MCs going to be useful?” This is further complicated as MCs also vary widely in terms of duration, modes of assessment, and whether they can lead to further qualifications or not. In order to overcome these challenges governments are establishing criteria for MCs. Perhaps the leading agency in this area is New Zealand’s Qualifications Authority; and Australia, the EU and the US have also all created various MC models. The OECD has also produced a working paper (Kato, Galán-Muros & Weko, 2020) to guide policy makers as to what MCs are. This paper uses the term “alternative credentials” and includes certificates, digital badges and MCs within that term. It defines alternative credentials as ones “that are not recognised as standalone formal educational qualifications by relevant national education authorities”. In sum, the term MCs is a contested one and there is an ongoing debate as to how they could develop in the future. What is not contested is that the number of online courses leading to MCs will c
{"title":"Micro-credentials","authors":"N. Cowie, K. Sakui","doi":"10.24135/PJTEL.V3I1.97","DOIUrl":"https://doi.org/10.24135/PJTEL.V3I1.97","url":null,"abstract":"Micro-credentials (MCs) are emerging as a viable form of non-degree qualification as they can offer flexible, inexpensive contents which closely match learners’ needs. The opportunities to gain MCs are increasing and academics involved in online learning are particularly situated to help make, assess and validate MC courses. However, the lack of agreed definitions as to what MCs are can undermine their value and uptake. This presentation attempts to fill this gap by summarizing common features and challenges of MCs. \u0000 \u0000In practice, MCs tend to be offered online (Gallagher, 2018) and are often seen as short courses for learners to reskill or upskill for work (Kato, Galán-Muros & Weko, 2020). Among a large range of courses leading to MCs, the most common are MOOCs. The top five providers in 2019 were Coursera, EdX, Udacity (all US); Future Learn (UK) and SWAYAM (India) (Shah, 2019). Such courses range from general skills (language learning) to more specific ones (coding). The top three courses from the most popular MOOC provider (Coursera) in 2019 were Machine Learning; Learning How to Learn; and the Science of Well-Being. Overall, the most popular courses are business and IT-related (Shah, 2019). The majority of learners who have been awarded MCs via MOOCs “tend to be relatively well-educated, male, and within the core-working age group (25-54)” (Kato, Galán-Muros & Weko, 2020, p. 23). Not enough data is yet available as to what degree these learners have found MCs are beneficial, either professionally or personally. A further question to be asked is to what extent MCs can reach out to non-traditional learners who can take advantage of these types of lifelong, alternative learning opportunities. \u0000 \u0000One key challenge is that there are few validating frameworks that MCs fit in to. This can cause problems for both learners and potential employers as it is difficult to demonstrate what exact values MCs offer and to answer the crucial question: “Are MCs going to be useful?” This is further complicated as MCs also vary widely in terms of duration, modes of assessment, and whether they can lead to further qualifications or not. In order to overcome these challenges governments are establishing criteria for MCs. Perhaps the leading agency in this area is New Zealand’s Qualifications Authority; and Australia, the EU and the US have also all created various MC models. The OECD has also produced a working paper (Kato, Galán-Muros & Weko, 2020) to guide policy makers as to what MCs are. This paper uses the term “alternative credentials” and includes certificates, digital badges and MCs within that term. It defines alternative credentials as ones “that are not recognised as standalone formal educational qualifications by relevant national education authorities”. \u0000 \u0000In sum, the term MCs is a contested one and there is an ongoing debate as to how they could develop in the future. What is not contested is that the number of online courses leading to MCs will c","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116146083","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 Multiple Environments Simulation Hub (MESH360) research cluster was established in 2016 to explore ways of making critical care simulation environments more authentic learning experiences for students (Cochrane et al., 2016). Since its establishment, three cycles of data collection have occurred exploring immersive mixed reality (XR) to enhance traditional clinical simulation methodologies in Paramedicine education (Aguayo et al., 2018; Cochrane et al., 2020). Using a design-based research (DBR) methodology focused on prototyping in practice to generate design principles (Cochrane et al., 2017; McKenney & Reeves, 2019), along with a mixed-methods and multimodal approach to data collection and analysis in educational research (Cohen, Manion & Morrison, 2011; Lahat, Adali & Jutten, 2015), led the MESH360 team to develop a framework for designing immersive reality enhanced clinical simulation (Cochrane et al., 2020). Building upon this work, a set of design principles permitted to augment the immersive experience of participants through a case study involving an XR enhanced rescue helicopter simulation experience. Two key components of this enhanced simulation are: (1) a focus on combining XR design principles merging real environment elements with digital affordances (possibilities offered by digital tools and platforms) to provide a range of ‘learning points’ for different types of learners (i.e., from novice to experienced participants) (Aguayo, Eames & Cochrane, 2020); and (2) a focus on the embodiment of the experience (Aguayo et al., 2018) to maximize the interactivity, authenticity, and realism of the enhanced immersive reality through a sequence of experiences including virtual reality (VR) helicopter ride, simulated manikin work, and critical environmental soundscapes. Findings from the third cycle indicate an increase in spatial and context awareness across all types of participants, in relation to the authenticity of the XR environment when compared to traditional Paramedicine simulation training. Furthermore, participants also reported an enhanced realism of the ‘emergency response’ helicopter VR ride, as the sequence of experiences permitted participants to plan their response based on audio cues and information updates while virtually ‘traveling to the scene’. This iterative research work has led the MESH360 project to validate the set of transferable design principles and implementation framework for the design of authentic critical care simulation environments in Paramedicine education. Here we present and discuss a series of implications and benefits from the third MESH360 cycle in Paramedicine education emerging from the framework for designing XR enhanced clinical simulation. Anecdotic yet relevant data in relation to participant demographics and VR anxiety has led the MESH360 team to explore culturally-responsive practice in XR simulation in Paramedicine education (see Aiello et al., 2021). Future directions and
多环境模拟中心(MESH360)研究集群于2016年成立，旨在探索如何使重症监护模拟环境为学生提供更真实的学习体验(Cochrane et al.， 2016)。自成立以来，已经进行了三个周期的数据收集，探索沉浸式混合现实(XR)以增强辅助医学教育中的传统临床模拟方法(Aguayo等人，2018;科克伦等人，2020)。使用基于设计的研究(DBR)方法，专注于实践中的原型设计，以生成设计原则(Cochrane et al.， 2017;McKenney & Reeves, 2019)，以及教育研究中数据收集和分析的混合方法和多模式方法(Cohen, Manion & Morrison, 2011;Lahat, Adali & Jutten, 2015)领导MESH360团队开发了一个框架，用于设计沉浸式现实增强临床模拟(Cochrane et al.， 2020)。在这项工作的基础上，一套设计原则允许通过涉及XR增强救援直升机模拟体验的案例研究来增强参与者的沉浸式体验。这种增强模拟的两个关键组成部分是:(1)专注于将XR设计原则与数字功能(数字工具和平台提供的可能性)相结合，为不同类型的学习者(即从新手到有经验的参与者)提供一系列“学习点”(Aguayo, Eames & Cochrane, 2020);(2)专注于体验的体现(Aguayo等人，2018)，通过虚拟现实(VR)直升机飞行、模拟人体模型工作和关键环境音景等一系列体验，最大限度地提高增强沉浸式现实的互动性、真实性和真实感。第三个周期的研究结果表明，与传统的辅助医学模拟培训相比，与XR环境的真实性有关，所有类型的参与者的空间和上下文意识都有所提高。此外，参与者还报告了“紧急响应”直升机VR乘坐的增强真实感，因为体验的顺序允许参与者在虚拟“前往现场”时根据音频线索和信息更新计划他们的反应。这项反复的研究工作使MESH360项目验证了一套可转移的设计原则和实施框架，用于设计医学辅助教育中真实的重症监护模拟环境。在这里，我们提出并讨论了从设计XR增强临床模拟的框架中出现的第三个MESH360周期在辅助医学教育中的一系列影响和好处。与参与者人口统计数据和虚拟现实焦虑相关的轶事数据促使MESH360团队探索辅助医学教育中XR模拟的文化响应实践(见Aiello等人，2021)。未来的方向和转移到其他卫生和医疗环境也进行了讨论。
{"title":"Enhancing Immersiveness in Paramedicine Education XR Simulation Design","authors":"C. Aguayo, T. Cochrane, S. Aiello, N. Wilkinson","doi":"10.24135/PJTEL.V3I1.103","DOIUrl":"https://doi.org/10.24135/PJTEL.V3I1.103","url":null,"abstract":"The Multiple Environments Simulation Hub (MESH360) research cluster was established in 2016 to explore ways of making critical care simulation environments more authentic learning experiences for students (Cochrane et al., 2016). Since its establishment, three cycles of data collection have occurred exploring immersive mixed reality (XR) to enhance traditional clinical simulation methodologies in Paramedicine education (Aguayo et al., 2018; Cochrane et al., 2020). Using a design-based research (DBR) methodology focused on prototyping in practice to generate design principles (Cochrane et al., 2017; McKenney & Reeves, 2019), along with a mixed-methods and multimodal approach to data collection and analysis in educational research (Cohen, Manion & Morrison, 2011; Lahat, Adali & Jutten, 2015), led the MESH360 team to develop a framework for designing immersive reality enhanced clinical simulation (Cochrane et al., 2020). \u0000 \u0000Building upon this work, a set of design principles permitted to augment the immersive experience of participants through a case study involving an XR enhanced rescue helicopter simulation experience. Two key components of this enhanced simulation are: (1) a focus on combining XR design principles merging real environment elements with digital affordances (possibilities offered by digital tools and platforms) to provide a range of ‘learning points’ for different types of learners (i.e., from novice to experienced participants) (Aguayo, Eames & Cochrane, 2020); and (2) a focus on the embodiment of the experience (Aguayo et al., 2018) to maximize the interactivity, authenticity, and realism of the enhanced immersive reality through a sequence of experiences including virtual reality (VR) helicopter ride, simulated manikin work, and critical environmental soundscapes. \u0000 \u0000Findings from the third cycle indicate an increase in spatial and context awareness across all types of participants, in relation to the authenticity of the XR environment when compared to traditional Paramedicine simulation training. Furthermore, participants also reported an enhanced realism of the ‘emergency response’ helicopter VR ride, as the sequence of experiences permitted participants to plan their response based on audio cues and information updates while virtually ‘traveling to the scene’. This iterative research work has led the MESH360 project to validate the set of transferable design principles and implementation framework for the design of authentic critical care simulation environments in Paramedicine education. \u0000 \u0000Here we present and discuss a series of implications and benefits from the third MESH360 cycle in Paramedicine education emerging from the framework for designing XR enhanced clinical simulation. Anecdotic yet relevant data in relation to participant demographics and VR anxiety has led the MESH360 team to explore culturally-responsive practice in XR simulation in Paramedicine education (see Aiello et al., 2021). Future directions and ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126726952","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}
Higher education has faced, and will continue to face, significant challenges in the future (Bradley et al., 2009). Some of these challenges are foreseeable, for example, increasingly diverse student cohorts, many of whom are the ‘first in family’ to come to university. In addition, students today are more likely to have other responsibilities such as multiple jobs or caring duties whilst pursuing their studies (Kift et al., 2010). In addition, students’ expectations about how they will learn at university are changing, with learning technologies playing a bigger role than in the past (Dvoretskaya et al., 2018). These expectations include the use of technology to facilitate learning, more choices in learning approaches and subjects that are directly relevant and immediately translate to career pathways. In the face of these challenges, institutions are adopting a range of different and innovative measures, including experimenting with the use of technological affordances (Jeong & Hmelo-Silver, 2016) to allow for course restructuring and modifications. While some have long called for these changes (Preston et al, 2010), it could be argued that COVID has provided further stimulus for universities to investigate and trial these new ideas. One such modification is the development and implementation of microcredentials and short courses that exist both as stand-alone courses but also directly feed into terminal degree offerings (Ehlers, 2018). While the notion of microcredentials is not new (DeMonte, 2017), the entry of tertiary institutions into this space is, and is, in part, a response to the offerings of non-higher education providers. However, developing, implementing and advertising these new courses is not without its own challenges including how these might ‘stack’ meaningfully into larger qualifications (Hall-Ellis, 2016). This presentation describes the innovative development and implementation of eight learning design microcredentials within the Faculty of Arts and Social Sciences at the University of Technology Sydney. The challenges faced by faculty and learning designers responsible for the design and delivery of these microcredentials are analysed, including: multiple entry and exit points for students; the intensity of the short time frame of the courses; the requirement to find the right mix of synchronous and asynchronous delivery; the best way to ensure facilitation throughout the student experience and, most importantly, creating a sense of belonging beyond the bounds of a single microcredential. This presentation then examines the creative structure and nature of the eight microcredentials, the blended learning theories that underpinned their design, the articulation pathways that they offered, and the design decisions that informed the development of the microcredentials, including the decision to focus on experience over expertise, situate the course close to industry and practice, manage an internship-like experience, and
高等教育已经面临并将继续面临未来的重大挑战(Bradley et al.， 2009)。其中一些挑战是可以预见的，例如，学生群体日益多样化，其中许多人是“家里的第一个”上大学。此外，今天的学生更有可能承担其他责任，比如在学习的同时做多份工作或照顾他人(Kift et al.， 2010)。此外，随着学习技术发挥比过去更大的作用，学生对大学学习方式的期望也在发生变化(Dvoretskaya et al.， 2018)。这些期望包括使用技术来促进学习，在学习方法和科目上有更多的选择，这些方法和科目直接相关，并立即转化为职业道路。面对这些挑战，各机构正在采取一系列不同的创新措施，包括试验使用技术支持(Jeong & Hmelo-Silver, 2016)，以允许课程重组和修改。虽然有些人长期以来一直呼吁这些改变(Preston等人，2010)，但可以说，COVID为大学研究和试验这些新想法提供了进一步的刺激。其中一种修改是开发和实施微证书和短期课程，这些课程既可以作为独立课程存在，也可以直接提供最终学位课程(Ehlers, 2018)。虽然微证书的概念并不新鲜(DeMonte, 2017)，但高等教育机构进入这一领域，在一定程度上是对非高等教育提供者提供的产品的回应。然而，开发、实施和宣传这些新课程并非没有其自身的挑战，包括如何将这些课程有意地“堆叠”成更大的资格证书(Hall-Ellis, 2016)。本报告描述了悉尼科技大学艺术与社会科学学院八个学习设计微证书的创新发展和实施。对负责设计和发放这些微证书的教师和学习设计师所面临的挑战进行了分析，包括:学生的多个进出点;短期课程的强度;找到同步和异步交付的正确组合的需求;最好的方式是确保整个学生体验的便利，最重要的是，创造一种超越单一微证书界限的归属感。然后，本演讲将探讨八个微证书的创造性结构和性质，支撑其设计的混合学习理论，它们提供的衔接途径，以及为微证书的发展提供信息的设计决策，包括注重经验而不是专业知识的决定，将课程设置在接近行业和实践的位置，管理类似实习的经验，并通过基于能力的作品集评估学生的成就。它还描述了技术增强学习方法为微证书的设计提供教学基础的方式。本文最后总结了学习设计原则，这些原则将为未来微证书的发展提供信息，将创新的课程设计作为最终学位机会的途径。
{"title":"Microcredentials","authors":"Keith Heggart, Camille Dickson-Deane","doi":"10.24135/PJTEL.V3I1.87","DOIUrl":"https://doi.org/10.24135/PJTEL.V3I1.87","url":null,"abstract":"Higher education has faced, and will continue to face, significant challenges in the future (Bradley et al., 2009). Some of these challenges are foreseeable, for example, increasingly diverse student cohorts, many of whom are the ‘first in family’ to come to university. In addition, students today are more likely to have other responsibilities such as multiple jobs or caring duties whilst pursuing their studies (Kift et al., 2010). In addition, students’ expectations about how they will learn at university are changing, with learning technologies playing a bigger role than in the past (Dvoretskaya et al., 2018). These expectations include the use of technology to facilitate learning, more choices in learning approaches and subjects that are directly relevant and immediately translate to career pathways. \u0000In the face of these challenges, institutions are adopting a range of different and innovative measures, including experimenting with the use of technological affordances (Jeong & Hmelo-Silver, 2016) to allow for course restructuring and modifications. While some have long called for these changes (Preston et al, 2010), it could be argued that COVID has provided further stimulus for universities to investigate and trial these new ideas. One such modification is the development and implementation of microcredentials and short courses that exist both as stand-alone courses but also directly feed into terminal degree offerings (Ehlers, 2018). While the notion of microcredentials is not new (DeMonte, 2017), the entry of tertiary institutions into this space is, and is, in part, a response to the offerings of non-higher education providers. However, developing, implementing and advertising these new courses is not without its own challenges including how these might ‘stack’ meaningfully into larger qualifications (Hall-Ellis, 2016). \u0000This presentation describes the innovative development and implementation of eight learning design microcredentials within the Faculty of Arts and Social Sciences at the University of Technology Sydney. The challenges faced by faculty and learning designers responsible for the design and delivery of these microcredentials are analysed, including: multiple entry and exit points for students; the intensity of the short time frame of the courses; the requirement to find the right mix of synchronous and asynchronous delivery; the best way to ensure facilitation throughout the student experience and, most importantly, creating a sense of belonging beyond the bounds of a single microcredential. \u0000This presentation then examines the creative structure and nature of the eight microcredentials, the blended learning theories that underpinned their design, the articulation pathways that they offered, and the design decisions that informed the development of the microcredentials, including the decision to focus on experience over expertise, situate the course close to industry and practice, manage an internship-like experience, and","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121707074","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}
Teaching students ethical financial accounting practices and decision making can be complicated and challenging at good times. It requires the students to have a deep level understanding of the accounting requirements and professional values to be able to make fair and ethical judgements. However, for students who have no or little work experience making professional judgements without authentic contextual awareness and understanding may hold little significance (Mintz, 2019). Moore (2013) elaborates that for students to develop financial reporting professional judgment proficiency they need to experience practical business world scenarios and learn to question and think as a professional financial accountant. He further argues that is imperative to develop these skills as these are pre-requisites for subsequent units of study and a graduate attribute expected by professional accounting bodies and employers. In this session, we will discuss how we created an authentic and immersive case study for the students in collaboration with a professional accounting firm and other industry experts. We will discuss how authentic learning (Herrington, Reeves & Oliver, 2010) and heutagogic principles (Hase & Kenyon, 2000) were adopted in the design of the learning module to help develop critical thinking skills and understanding of connections within and implications from financial reporting professional judgements. References: Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. ultiBASE, 5(3). Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning (connecting with e-learning). New York: Routledge. Mintz, S. (2019). A new approach to teaching ethical decision making to accounting students. The CPA Journal, Online. Retrieved fromhttps://www.cpajournal.com/2019/10/14/a-new-approach-to-teaching-ethical-decision-making-to-accounting-students/ Moore, T. (2013). Critical thinking: seven definitions in search of a concept. Studies in Higher Education, 2013, Vol. 28, No 4, 506-522.
{"title":"A matter of scale","authors":"Louise Luff, Vickel Narayan","doi":"10.24135/PJTEL.V3I1.88","DOIUrl":"https://doi.org/10.24135/PJTEL.V3I1.88","url":null,"abstract":"Teaching students ethical financial accounting practices and decision making can be complicated and challenging at good times. It requires the students to have a deep level understanding of the accounting requirements and professional values to be able to make fair and ethical judgements. However, for students who have no or little work experience making professional judgements without authentic contextual awareness and understanding may hold little significance (Mintz, 2019). \u0000Moore (2013) elaborates that for students to develop financial reporting professional judgment proficiency they need to experience practical business world scenarios and learn to question and think as a professional financial accountant. He further argues that is imperative to develop these skills as these are pre-requisites for subsequent units of study and a graduate attribute expected by professional accounting bodies and employers. \u0000In this session, we will discuss how we created an authentic and immersive case study for the students in collaboration with a professional accounting firm and other industry experts. We will discuss how authentic learning (Herrington, Reeves & Oliver, 2010) and heutagogic principles (Hase & Kenyon, 2000) were adopted in the design of the learning module to help develop critical thinking skills and understanding of connections within and implications from financial reporting professional judgements. \u0000References: \u0000Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. ultiBASE, 5(3). Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm \u0000Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning (connecting with e-learning). New York: Routledge. \u0000Mintz, S. (2019). A new approach to teaching ethical decision making to accounting students. The CPA Journal, Online. Retrieved fromhttps://www.cpajournal.com/2019/10/14/a-new-approach-to-teaching-ethical-decision-making-to-accounting-students/ \u0000Moore, T. (2013). Critical thinking: seven definitions in search of a concept. Studies in Higher Education, 2013, Vol. 28, No 4, 506-522.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130728675","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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