Lionel K. W. Lam, Thomas Cochrane, V. Rajagopal, K. Davey, S. John
The Bioengineering Systems major offered at the University of Melbourne aims to enable students to rigorously integrate mathematics and modelling concepts with the fundamental sciences of biology, physics, and chemistry in order to solve biomedical engineering problems. This requires mastery of core concepts in engineering design, programming, mechanics, and electrical circuits. Historically, these concepts have been sequestered into separate subjects, with minimal cross-curricular references. This has resulted in the compartmentalisation of these concepts, with students often failing to appreciate that these seemingly disparate ideas can be synergistically combined to engineer larger, more capable systems. Building the capability of students to integrate these trans-disciplinary concepts is a unique aspect of the major that seeks to prepare students to solve real-world problems in the digital age (Burnett, 2011). We previously implemented trans-disciplinary design in the second-year subject Biomechanical Physics and Computation by integrating the teaching of mechanics and programming (typically covered in separate subjects in standard engineering degrees). This integration was explored largely through assessment redesign that focuses upon authentic learning (Bozalek et al., 2014). In these assessments, students have to model real-world mechanical systems using programming, for example, the construction of an animated physics-based model for a bicep curl. Here, an understanding of either the mechanics or programming component is insufficient to properly complete these assessments – students necessarily have to master both in order to perform well. Student feedback surveys have indicated that student learning has benefited from this redesign, as they have helped put programming concepts in a real-world context by demonstrating their utility in solving complex physics problems. Quantitatively, trans-disciplinary design has contributed to improvements in the following survey scores from 2017 (pre-redesign) to 2019: “I found the assessment tasks useful in guiding my study”: 3.85 to 4.43, “I learnt new ideas, approaches, and/or skills”: 3.88 to 4.32, “I learnt to apply knowledge to practice”: 3.63 to 4.13 (averages, maximum: 5). To further model trans-disciplinary design, we have established a collaborative curriculum design team (Laurillard, 2012) to develop a coordinated set of learning activities and assessments centred around the design, construction, and control of a bionic limb. Using design-based research (McKenney & Reeves, 2019), our team will model a design-based research approach within the curriculum over a two-year project timeline. By integrating these learning activities across four core subjects in the Bioengineering Systems major, students will be involved in an authentic learning project that integrates the concepts taught in the context of a larger system. The project involves hands-on design and fabrication of a bionic limb
墨尔本大学提供的生物工程系统专业旨在使学生能够将数学和建模概念与生物学，物理学和化学的基础科学严格结合起来，以解决生物医学工程问题。这需要掌握工程设计、编程、力学和电路的核心概念。从历史上看，这些概念一直被隔离在单独的学科中，很少有跨学科的参考。这导致了这些概念的划分，学生们常常无法意识到，这些看似不相干的想法可以协同结合起来，设计出更大、更有能力的系统。培养学生整合这些跨学科概念的能力是本专业的一个独特方面，旨在帮助学生解决数字时代的现实问题(Burnett, 2011)。以前，我们在二年级的生物力学物理与计算课程中，通过整合力学和编程的教学(通常在标准工程学位的单独科目中涵盖)，实施了跨学科设计。这种整合主要是通过重新设计以真实学习为重点的评估来探索的(Bozalek et al.， 2014)。在这些评估中，学生必须使用编程来模拟现实世界的机械系统，例如，构建一个基于二头肌弯曲的动画物理模型。在这里，对机制或编程组件的理解都不足以正确地完成这些评估——学生必须掌握两者才能表现良好。学生反馈调查表明，学生的学习受益于这种重新设计，因为它们通过展示编程概念在解决复杂物理问题中的效用，帮助将编程概念置于现实环境中。从数量上看，从2017年(重新设计前)到2019年，跨学科设计促进了以下调查分数的提高:“我发现评估任务对指导我的学习很有用”:3.85到4.43，“我学到了新的想法，方法和/或技能”:3.88到4.32，“我学会了将知识应用于实践”:3.63到4.13(平均，最高:5).为了进一步模拟跨学科设计，我们建立了一个协作课程设计团队(Laurillard, 2012)，以设计、构建和控制仿生肢体为中心，开发一套协调的学习活动和评估。使用基于设计的研究(McKenney & Reeves, 2019)，我们的团队将在两年的项目时间表内对课程中基于设计的研究方法进行建模。通过将这些学习活动整合到生物工程系统专业的四个核心科目中，学生将参与到一个真正的学习项目中，该项目将在更大的系统背景下整合所教授的概念。该项目涉及以学习者为中心的资源生态(Luckin, 2008)促进仿生肢体的动手设计和制造，包括由Jupyter Notebook, GitLab, MS Teams和Adobe Spark组成的ePortfolio。预期的学习成果是通过在整个课程中提供连续性的评估和学习目标，提高学生整合跨学科知识的能力。演讲将概述跨学科课程设计项目背后的合作方法，并探讨团队如何以混合模式应对COVID-19对传统实验室项目的影响。
{"title":"Enhancing student learning through trans-disciplinary project-based assessment in bioengineering","authors":"Lionel K. W. Lam, Thomas Cochrane, V. Rajagopal, K. Davey, S. John","doi":"10.24135/PJTEL.V3I1.80","DOIUrl":"https://doi.org/10.24135/PJTEL.V3I1.80","url":null,"abstract":"The Bioengineering Systems major offered at the University of Melbourne aims to enable students to rigorously integrate mathematics and modelling concepts with the fundamental sciences of biology, physics, and chemistry in order to solve biomedical engineering problems. This requires mastery of core concepts in engineering design, programming, mechanics, and electrical circuits. Historically, these concepts have been sequestered into separate subjects, with minimal cross-curricular references. This has resulted in the compartmentalisation of these concepts, with students often failing to appreciate that these seemingly disparate ideas can be synergistically combined to engineer larger, more capable systems. Building the capability of students to integrate these trans-disciplinary concepts is a unique aspect of the major that seeks to prepare students to solve real-world problems in the digital age (Burnett, 2011). \u0000 \u0000We previously implemented trans-disciplinary design in the second-year subject Biomechanical Physics and Computation by integrating the teaching of mechanics and programming (typically covered in separate subjects in standard engineering degrees). This integration was explored largely through assessment redesign that focuses upon authentic learning (Bozalek et al., 2014). In these assessments, students have to model real-world mechanical systems using programming, for example, the construction of an animated physics-based model for a bicep curl. Here, an understanding of either the mechanics or programming component is insufficient to properly complete these assessments – students necessarily have to master both in order to perform well. Student feedback surveys have indicated that student learning has benefited from this redesign, as they have helped put programming concepts in a real-world context by demonstrating their utility in solving complex physics problems. Quantitatively, trans-disciplinary design has contributed to improvements in the following survey scores from 2017 (pre-redesign) to 2019: “I found the assessment tasks useful in guiding my study”: 3.85 to 4.43, “I learnt new ideas, approaches, and/or skills”: 3.88 to 4.32, “I learnt to apply knowledge to practice”: 3.63 to 4.13 (averages, maximum: 5). \u0000 \u0000To further model trans-disciplinary design, we have established a collaborative curriculum design team (Laurillard, 2012) to develop a coordinated set of learning activities and assessments centred around the design, construction, and control of a bionic limb. Using design-based research (McKenney & Reeves, 2019), our team will model a design-based research approach within the curriculum over a two-year project timeline. By integrating these learning activities across four core subjects in the Bioengineering Systems major, students will be involved in an authentic learning project that integrates the concepts taught in the context of a larger system. The project involves hands-on design and fabrication of a bionic limb","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"2013 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":"121393038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.
{"title":"A framework for re thinking the pedagogy of studio-based design classrooms","authors":"D. Sinfield, T. Cochrane","doi":"10.24135/pjtel.v2i2.77","DOIUrl":"https://doi.org/10.24135/pjtel.v2i2.77","url":null,"abstract":"This paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"435 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133323362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.
{"title":"Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies","authors":"T. Cochrane, Joshua Munn","doi":"10.24135/pjtel.v2i2.58","DOIUrl":"https://doi.org/10.24135/pjtel.v2i2.58","url":null,"abstract":"\u0000 \u0000 \u0000This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms. \u0000 \u0000 \u0000","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131831457","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}
Universities are increasingly being expected to ensure student success while at the same time delivering larger courses. Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010). Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale. The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students. This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners. Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set. The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design. As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios. References Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.
{"title":"OnTask","authors":"S. Leichtweis","doi":"10.24135/pjtel.v2i1.55","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.55","url":null,"abstract":"Universities are increasingly being expected to ensure student success while at the same time delivering larger courses. Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010). Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale. The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students. This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners. Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set. The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design. As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios. \u0000References \u0000 \u0000Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. \u0000Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. \u0000Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130238615","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}
With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level. Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning. References Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blen
{"title":"Creating blended learning experiences requires more than digital skills","authors":"Bettina Schwenger","doi":"10.24135/pjtel.v2i1.46","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.46","url":null,"abstract":"With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level. \u0000 \u0000Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning. \u0000 \u0000References \u0000 \u0000Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa \u0000Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 \u0000Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. \u0000Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ \u0000Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blen","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114326915","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}
Open non-formal online courses (Rha, 2018) are becoming increasingly popular as a self-paced option for learners. These courses are often hosted by commercial platforms where teachers and course creators develop and market courses to students across the globe. The numbers of students enrolled on these kinds of courses is hard to estimate but figures from providers do indicate the numbers are significant. For example, the Udemy course provider (https://www.udemy.com) states that as of October 2019 it has over 30 million students learning on 50,000 courses. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high (Sánchez-Elvira Paniagua & Simpson, 2018). In this presentation two teacher-researchers reflect on and analyse their experience of creating open non-formal online courses for English language learners, and go on to suggest several practical techniques to decrease the number of students that may drop out. The theoretical framework for this paper is that of exploratory practice (Allwright, 2003). This is an approach to teacher development in which teachers collect information on their courses and then try to use that data to reflect on their practice and improve conditions for learning. The two sources of data are the meta analytics supplied by Udemy for every course and surveys from university students who were asked to evaluate different types of video. These two sources of data were analysed using a two-step coding approach (Miles, Huberman & Saldana, 2014) in which codes are assigned and then grouped together based on emergent themes. In the presentation, firstly, the wider reasons why online students drop out, such as insufficient support (Simpson, 2017) or the impact of cognitive overload (Sweller, Ayres & Kalyuga, 2011), are discussed and several ways are suggested to get around these issues. Secondly, various principles of instructional design such as keeping lessons consistent but variable, relevant, and divided into manageable chunks are recommended (Lehman & Conceição, 2014). Finally, a number of ways that videos can be made more engaging are shown (Mayer, 2017), especially focusing on how a talking head can be best portrayed in order to give the clearest information and develop a more personalised teacher presence (Garrison, 2011). Although the data and analysis are focused on open non-formal online courses the findings and discussion are of relevance to other forms of online instruction and multimedia learning. References Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2),113-141. https//doi.org/10.1191/1362168803lr118oa Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. (2nd ed.). New York, NY: Routledge. http://dx.doi.org/10.4324/9780203166093 Lehman, R., & Conceição, C. (2014). Motivating and retaining online students. San Francisco,
开放式非正式在线课程(Rha, 2018年)作为学习者自主学习的一种选择，正变得越来越受欢迎。这些课程通常由商业平台主办，由教师和课程创建者开发并向全球学生推销课程。参加这类课程的学生人数很难估计，但来自供应商的数据确实表明，这一数字很大。例如，Udemy课程提供商(https://www.udemy.com)表示，截至2019年10月，有超过3000万名学生在学习5万门课程。然而，与mooc等其他在线课程类似，此类课程的流失率可能很高(Sánchez-Elvira Paniagua & Simpson, 2018)。在这次演讲中，两位教师研究员反思并分析了他们为英语学习者创建开放的非正式在线课程的经验，并继续提出了一些实用的技巧来减少可能辍学的学生数量。本文的理论框架是探索性实践(Allwright, 2003)。这是一种教师发展的方法，在这种方法中，教师收集有关其课程的信息，然后尝试使用这些数据来反思他们的实践并改善学习条件。两个数据来源是Udemy为每门课程提供的元分析，以及来自大学生的调查，他们被要求评估不同类型的视频。使用两步编码方法(Miles, Huberman & Saldana, 2014)对这两个数据来源进行了分析，其中代码被分配，然后根据紧急主题分组。在演讲中，首先，讨论了在线学生辍学的更广泛原因，例如支持不足(Simpson, 2017)或认知过载的影响(Sweller, Ayres & Kalyuga, 2011)，并提出了几种方法来解决这些问题。其次，教学设计的各种原则，如保持课程的一致性，但变量，相关的，并分为可管理的块被推荐(雷曼和构思， 2014年)。最后，展示了许多可以使视频更具吸引力的方法(Mayer, 2017)，特别是关注如何最好地描绘一个说话的头，以便提供最清晰的信息并发展更个性化的教师存在(Garrison, 2011)。虽然数据和分析集中在开放的非正式在线课程上，但研究结果和讨论与其他形式的在线教学和多媒体学习有关。Allwright, D.(2003)。探索性实践:对语言教学实践者研究的再思考。语言教学研究，7(2)，113-141。https//doi.org/10.1191/1362168803lr118oa Garrison, D. R.(2011)。21世纪的电子学习:研究与实践的框架。(第二版)。纽约，纽约:劳特利奇。http://dx.doi.org/10.4324/9780203166093 Lehman, R.， & concep o, C.(2014)。激励和留住在线学生。旧金山，加州:乔西-巴斯。Mayer, R. E.(2017)。使用多媒体进行网上学习。计算机辅助学习学报，33,403- https//doi.org/10.1111/jcal/12197 Miles, m.b.， Huberman, a.m.， and Saldana, J.(2014)。定性数据分析:方法资料手册。伦敦:圣人。Rha, H.M.(2018)。网络教育类型分类与终身职业技能发展质量管理指标制定研究参见T. Bastiaens等人(主编)。EdMedia会议录:世界教育媒体与技术会议(第759- 763页)。阿姆斯特丹，荷兰:教育计算机促进协会(AACE)。检索自https://www.learntechlib.org/p/184274。Sánchez-Elvira Paniagua, A.， & Simpson, O.(2018)。发展学生对开放和远程学习的支持:EMPOWER项目。教育互动媒体学报，1(9)，1 - 10,https://doi.org/10.5334/jime.470。远程教育学生支持的创新:机会有多大?: g . Ubachs L。,Konings & m·布朗(Eds)。赋予大学权力的展望报告(第52-55页)。可从:https://empower。eadtu。Sweller, J.， Ayres, P.， and Kalyuga, S. (2011). http://www.the_envisioning_report_ for_ empowering ing_ Universities _ st_ edition_2017.pdf。认知负荷理论。纽约:施普林格出版社。
{"title":"Enhancing student retention rates on open non-formal online language learning courses","authors":"N. Cowie, K. Sakui","doi":"10.24135/pjtel.v1i1.17","DOIUrl":"https://doi.org/10.24135/pjtel.v1i1.17","url":null,"abstract":"Open non-formal online courses (Rha, 2018) are becoming increasingly popular as a self-paced option for learners. These courses are often hosted by commercial platforms where teachers and course creators develop and market courses to students across the globe. The numbers of students enrolled on these kinds of courses is hard to estimate but figures from providers do indicate the numbers are significant. For example, the Udemy course provider (https://www.udemy.com) states that as of October 2019 it has over 30 million students learning on 50,000 courses. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high (Sánchez-Elvira Paniagua & Simpson, 2018). In this presentation two teacher-researchers reflect on and analyse their experience of creating open non-formal online courses for English language learners, and go on to suggest several practical techniques to decrease the number of students that may drop out. The theoretical framework for this paper is that of exploratory practice (Allwright, 2003). This is an approach to teacher development in which teachers collect information on their courses and then try to use that data to reflect on their practice and improve conditions for learning. The two sources of data are the meta analytics supplied by Udemy for every course and surveys from university students who were asked to evaluate different types of video. These two sources of data were analysed using a two-step coding approach (Miles, Huberman & Saldana, 2014) in which codes are assigned and then grouped together based on emergent themes. In the presentation, firstly, the wider reasons why online students drop out, such as insufficient support (Simpson, 2017) or the impact of cognitive overload (Sweller, Ayres & Kalyuga, 2011), are discussed and several ways are suggested to get around these issues. Secondly, various principles of instructional design such as keeping lessons consistent but variable, relevant, and divided into manageable chunks are recommended (Lehman & Conceição, 2014). Finally, a number of ways that videos can be made more engaging are shown (Mayer, 2017), especially focusing on how a talking head can be best portrayed in order to give the clearest information and develop a more personalised teacher presence (Garrison, 2011). Although the data and analysis are focused on open non-formal online courses the findings and discussion are of relevance to other forms of online instruction and multimedia learning. \u0000 \u0000References \u0000 \u0000Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. \u0000 Language Teaching Research, 7(2),113-141. https//doi.org/10.1191/1362168803lr118oa \u0000Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. (2nd ed.). New \u0000 York, NY: Routledge. http://dx.doi.org/10.4324/9780203166093 \u0000Lehman, R., & Conceição, C. (2014). Motivating and retaining online students. San Francisco,","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122779351","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}
While internet capable technology (ICT) use integrated within the curriculum has been linked to higher test scores, better GPAs and greater learning goal achievement (Kay & Lauricella, 2014), technology use does not always enhance learning. Within learning environments many students use ICT for off-task activities, and this is referred to as media-multitasking (Ophir, Nass, & Wagner, 2009). Unless two tasks are simple and well practiced, people show diminished attention and performance capabilities whilst multitasking due to cognitive limitations. Within educational contexts this explains why higher levels of media-multitasking have been associated with poorer academic performance and lower GPAs (e.g., Bowman, Levine, Waite, & Gendron, 2010). Given the significant implications of students’ media-multitasking for their learning outcomes, it is important to understand what media-multitasking activities are undertaken within learning contexts. The current study presents data examining the association between students’ media-multitasking within academic contexts (lectures, tutorials, exam study, assignment writing and recorded lecture viewing), and their attention and memory skills. Across all academic contexts, higher levels of media-multitasking were associated with more mental errors, more attentional focus and memory problems, and more mind wandering. Students reported more media-multitasking during assignment writing and exam study than when at class or viewing recorded lectures. The cognitive consequences of media-multitasking within learning environments will be discussed (e.g., increased task difficulty, memory load and switching between tasks) and the Cognitive Load Theory (Van Merrienboer & Sweller, 2005) will be used to illustrate why media-multitasking interferes with learning. Given the duty of care of educators for student learning, strategies for educating and regulating student media-multitasking behaviours within academic learning environments (e.g., technology use rules, engaging classes, active learning and educational activities, Hayashi, & Nenstiel, 2019, Purwaningtyas, 2019) will also be discussed. References Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931. Hayashi, Y., & Nenstiel, J. N. (2019). Media multitasking in the classroom: Problematic mobile phone use and impulse control as predictors of texting in the classroom. Current Psychology, 1-7. Kay, R. H., & Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education classrooms. Canadian Journal of Learning and Technology, 40(2), n2. Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587. https://doi.org/10.1073/pnas.0903620106 Purwaningtyas, I. (2019). Pursuing Effective Med
{"title":"Media-Multitasking","authors":"Karen E. Murphy","doi":"10.24135/pjtel.v2i1.35","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.35","url":null,"abstract":"While internet capable technology (ICT) use integrated within the curriculum has been linked to higher test scores, better GPAs and greater learning goal achievement (Kay & Lauricella, 2014), technology use does not always enhance learning. Within learning environments many students use ICT for off-task activities, and this is referred to as media-multitasking (Ophir, Nass, & Wagner, 2009). Unless two tasks are simple and well practiced, people show diminished attention and performance capabilities whilst multitasking due to cognitive limitations. Within educational contexts this explains why higher levels of media-multitasking have been associated with poorer academic performance and lower GPAs (e.g., Bowman, Levine, Waite, & Gendron, 2010). Given the significant implications of students’ media-multitasking for their learning outcomes, it is important to understand what media-multitasking activities are undertaken within learning contexts. The current study presents data examining the association between students’ media-multitasking within academic contexts (lectures, tutorials, exam study, assignment writing and recorded lecture viewing), and their attention and memory skills. Across all academic contexts, higher levels of media-multitasking were associated with more mental errors, more attentional focus and memory problems, and more mind wandering. Students reported more media-multitasking during assignment writing and exam study than when at class or viewing recorded lectures. The cognitive consequences of media-multitasking within learning environments will be discussed (e.g., increased task difficulty, memory load and switching between tasks) and the Cognitive Load Theory (Van Merrienboer & Sweller, 2005) will be used to illustrate why media-multitasking interferes with learning. Given the duty of care of educators for student learning, strategies for educating and regulating student media-multitasking behaviours within academic learning environments (e.g., technology use rules, engaging classes, active learning and educational activities, Hayashi, & Nenstiel, 2019, Purwaningtyas, 2019) will also be discussed. \u0000 \u0000References \u0000Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931. \u0000Hayashi, Y., & Nenstiel, J. N. (2019). Media multitasking in the classroom: Problematic mobile phone use and impulse control as predictors of texting in the classroom. Current Psychology, 1-7. \u0000Kay, R. H., & Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education classrooms. Canadian Journal of Learning and Technology, 40(2), n2. \u0000Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587. https://doi.org/10.1073/pnas.0903620106 \u0000Purwaningtyas, I. (2019). Pursuing Effective Med","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129413719","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}
Overview Ever watched a YouTube video to solve a software problem? For example, ‘How do I set up Presenter View in PowerPoint? Well, you are watching a screen recording, also known as screencasting and video screen capture. This is a video recording with audio narration; not to be confused with screenshot/capture, which is a still photo. For educators, screen recording is ideal for: recording your presentations in a controlled environment, recording feedback on student work with real teacher presence, explaining course and LMS navigation, explaining and annotating images such as digital microscopy, radiology, graphics, as well as recording a digital whiteboard for hand drawn mathematics equations or diagrams. Outcomes At the end of this 90 min mini workshop you will have created and shared your first screen recorded video, and will be able to do it again. Major features to be investigated Structured into 6 steps, discussion and demonstration of pros and cons of Hardware – laptop/desktop vs mobile device Software – free vs paid Microphone – inbuilt vs USB Recording technique – record/pause segments Upload -video hosting Share - links Session organisation 5 tables. 4 participants per table. Maximum 20 participants. Mac users grouped together, and Windows users grouped together Time (mins) Activity Content 10 Icebreaker Table group introductions, share experience with screen recording and intended uses, table group discussion and whole group Post-it notes . 10 Demonstration Introduction and use cases. Downloading software. 15 Pair programming Participants access free software. Windows users: Screencast-o-matic or Zoom Mac users: QuickTime 10 Demonstration and printed set up sheet Settings for video, webcam, audio. Recording tips and techniques. 15 Individuals or pairs Set up software, and microphone. Open one of your previous PowerPoint presentations or other resource, make a 2 sec recording of desktop screen. 5 Break 10 Demonstration Save, upload, share 15 Pairs Participants create a 1 min video, save and upload, share link by email with partner. Self critique and partner feedback using a structured framework. 5 Discussion Revisit how you might use screen recording in your teaching. Table group discussion and Post-it notes. 5 Evaluation Survey QR code to online survey on phone Resource links. Resources for distribution We will be using free software, either inbuilt or accessed online. One page printed step by step guide. Expectations and requirements of participants You need to bring your own laptop to participate, or pair with someone who has. Although screen recording is possible on a tablet or phone, you will have to install different Apps.
{"title":"Getting started with screen recording","authors":"Amanda Charlton, D. Kenwright","doi":"10.24135/pjtel.v2i1.33","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.33","url":null,"abstract":"Overview \u0000Ever watched a YouTube video to solve a software problem? For example, ‘How do I set up Presenter View in PowerPoint? Well, you are watching a screen recording, also known as screencasting and video screen capture. This is a video recording with audio narration; not to be confused with screenshot/capture, which is a still photo. For educators, screen recording is ideal for: recording your presentations in a controlled environment, recording feedback on student work with real teacher presence, explaining course and LMS navigation, explaining and annotating images such as digital microscopy, radiology, graphics, as well as recording a digital whiteboard for hand drawn mathematics equations or diagrams. \u0000 \u0000Outcomes \u0000At the end of this 90 min mini workshop you will have created and shared your first screen recorded video, and will be able to do it again. \u0000 \u0000Major features to be investigated \u0000Structured into 6 steps, discussion and demonstration of pros and cons of \u0000 \u0000Hardware – laptop/desktop vs mobile device \u0000Software – free vs paid \u0000Microphone – inbuilt vs USB \u0000Recording technique – record/pause segments \u0000Upload -video hosting \u0000Share - links \u0000 \u0000 \u0000Session organisation \u0000 \u0000 \u0000 \u0000 \u00005 tables. 4 participants per table. Maximum 20 participants. \u0000Mac users grouped together, and Windows users grouped together \u0000 \u0000 \u0000 \u0000 \u0000Time (mins) \u0000 \u0000 \u0000Activity \u0000 \u0000 \u0000Content \u0000 \u0000 \u0000 \u0000 \u000010 \u0000 \u0000 \u0000Icebreaker \u0000 \u0000 \u0000Table group introductions, share experience with screen recording and intended uses, table group discussion and whole group Post-it notes . \u0000 \u0000 \u0000 \u0000 \u000010 \u0000 \u0000 \u0000Demonstration \u0000 \u0000 \u0000Introduction and use cases. \u0000Downloading software. \u0000 \u0000 \u0000 \u0000 \u000015 \u0000 \u0000 \u0000Pair programming \u0000 \u0000 \u0000Participants access free software. \u0000Windows users: Screencast-o-matic or Zoom \u0000Mac users: QuickTime \u0000 \u0000 \u0000 \u0000 \u000010 \u0000 \u0000 \u0000Demonstration and printed set up sheet \u0000 \u0000 \u0000Settings for video, webcam, audio. Recording tips and techniques. \u0000 \u0000 \u0000 \u0000 \u000015 \u0000 \u0000 \u0000Individuals or pairs \u0000 \u0000 \u0000 \u0000Set up software, and microphone. Open one of your previous PowerPoint presentations or other resource, make a 2 sec recording of desktop screen. \u0000 \u0000 \u0000 \u0000 \u00005 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000Break \u0000 \u0000 \u0000 \u0000 \u000010 \u0000 \u0000 \u0000Demonstration \u0000 \u0000 \u0000Save, upload, share \u0000 \u0000 \u0000 \u0000 \u000015 \u0000 \u0000 \u0000 \u0000Pairs \u0000 \u0000 \u0000Participants create a 1 min video, save and upload, share link by email with partner. Self critique and partner feedback using a structured framework. \u0000 \u0000 \u0000 \u0000 \u00005 \u0000 \u0000 \u0000Discussion \u0000 \u0000 \u0000Revisit how you might use screen recording in your teaching. Table group discussion and Post-it notes. \u0000 \u0000 \u0000 \u0000 \u00005 \u0000 \u0000 \u0000Evaluation Survey \u0000 \u0000 \u0000QR code to online survey on phone \u0000Resource links. \u0000 \u0000 \u0000 \u0000 \u0000 \u0000Resources for distribution \u0000We will be using free software, either inbuilt or accessed online. One page printed step by step guide. \u0000 \u0000Expectations and requirements of participants \u0000You need to bring your own laptop to participate, or pair with someone who has. Although screen recording is possible on a tablet or phone, you will have to install different Apps. \u0000 ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117334687","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}
Smartphone ownership has become ubiquitous (International Telecommunication Union, 2017), but also fragmented by the variety of manufacturers and models available. In particular there are significant differences between the two major smartphone platforms (iOS and Android). This workshop is designed to provide participants with a cross-platform toolkit for implementing BYOD user-generated mobile video content in higher education contexts (Cochrane & Sinfield, 2019). Grounded on the concepts of learner-generated contexts, heutagogy or self-determined learning (Blaschke & Hase, 2019), and authentic learning (Burden & Kearney, 2016), the workshop facilitators will outline a framework for user-generated mobile video production (Sinfield, 2018). The workshop will illustrate the framework by examples of BYOD student projects, and will introduce participants to a hands-on exploration of an ecology of resources for mobile collaborative video production and sharing via digital social media platforms. Schedule (100 mins) Introductions (5 min) Participant survey (5 min) Overview of collaborative mobile video production technologies (10 min) Hardware Student project examples Mobile video activities (20 min) Adobe Premier Clip App LG360 Cam’s Support Streetview YouTube360 Collaborative Video project development (45 min) Participants choose a topic to work on as a mobile video production team, for example: Autumn (Albert Park) Construction Transportation Time Lapse Sharing and review of participant projects (Upload to YouTube and share) (10 min) Reflections – sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min) END References Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. doi:https://doi.org/10.24135/pjtel.v1i1.1 Burden, K., & Kearney, M. (2016). Conceptualising Authentic Mobile Learning. In D. Churchill, J. Lu, K. F. T. Chiu, & B. Fox (Eds.), Mobile Learning Design: Theories and Application (pp. 27-42). Singapore: Springer Singapore. Cochrane, T., & Sinfield, D. (2019, 4 July). Mobile Video Production Workshop: Exploring a BYOD development framework and toolkit. Paper presented at the HERDSA Conference 2019: Next Generation, Higher Education: Challenges, Changes and Opportunities, University of Auckland. International Telecommunication Union. (2017). ICT facts and figures 20172017(April). Retrieved from https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf Sinfield, D. (2018). The Boundaries of Education: Using mobile devices for connecting people to places. Research in Learning Technology, 26(Special collection on Mobile Mixed Reality). doi:https://doi.org/10.25304/rlt.v26.2121
{"title":"Mobile Video Production","authors":"D. Sinfield, T. Cochrane","doi":"10.24135/pjtel.v2i1.30","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.30","url":null,"abstract":"Smartphone ownership has become ubiquitous (International Telecommunication Union, 2017), but also fragmented by the variety of manufacturers and models available. In particular there are significant differences between the two major smartphone platforms (iOS and Android). This workshop is designed to provide participants with a cross-platform toolkit for implementing BYOD user-generated mobile video content in higher education contexts (Cochrane & Sinfield, 2019). Grounded on the concepts of learner-generated contexts, heutagogy or self-determined learning (Blaschke & Hase, 2019), and authentic learning (Burden & Kearney, 2016), the workshop facilitators will outline a framework for user-generated mobile video production (Sinfield, 2018). The workshop will illustrate the framework by examples of BYOD student projects, and will introduce participants to a hands-on exploration of an ecology of resources for mobile collaborative video production and sharing via digital social media platforms. \u0000 \u0000Schedule (100 mins) \u0000 \u0000Introductions (5 min)\u2028\u2028 \u0000Participant survey (5 min) \u0000 \u0000 \u0000Overview of collaborative mobile video production technologies (10 min) \u0000 \u0000Hardware \u0000Student project examples\u2028\u2028 \u0000 \u0000Mobile video activities (20 min)\u2028\u2028\u2028 \u0000 \u0000 \u0000 \u0000Adobe Premier Clip App \u0000LG360 Cam’s \u0000 \u0000Support \u0000Streetview \u0000YouTube360 \u0000 \u0000 \u0000Collaborative Video project development (45 min)\u2028\u2028 \u0000Participants choose a topic to work on as a mobile video production team, for example: \u0000 \u0000 \u0000 \u0000Autumn (Albert Park) \u0000Construction \u0000Transportation \u0000Time Lapse \u0000 \u0000Sharing and review of participant projects (Upload to YouTube and share) (10 min) \u0000Reflections – sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min) \u0000END \u0000 \u0000References \u0000 \u0000Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. doi:https://doi.org/10.24135/pjtel.v1i1.1 \u0000Burden, K., & Kearney, M. (2016). Conceptualising Authentic Mobile Learning. In D. Churchill, J. Lu, K. F. T. Chiu, & B. Fox (Eds.), Mobile Learning Design: Theories and Application (pp. 27-42). Singapore: Springer Singapore. \u0000Cochrane, T., & Sinfield, D. (2019, 4 July). Mobile Video Production Workshop: Exploring a BYOD development framework and toolkit. Paper presented at the HERDSA Conference 2019: Next Generation, Higher Education: Challenges, Changes and Opportunities, University of Auckland. \u0000International Telecommunication Union. (2017). ICT facts and figures 20172017(April). Retrieved from https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf \u0000Sinfield, D. (2018). The Boundaries of Education: Using mobile devices for connecting people to places. Research in Learning Technology, 26(Special collection on Mobile Mixed Reality). doi:https://doi.org/10.25304/rlt.v26.2121","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131479612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities. The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations. The SOTEL model includes the following main elements: An online hub - The SOTEL Research Cluster https://sotel.nz/ An annual Symposium showcasing SOTEL in practice https://sotel.nz The Pacific Journal of Educational Technology (PJTEL) The CMALT cMOOC and the MOSOMELT cMOOC A weekly webinar series Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group A series of TEL workshops and showcases The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains. References Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generatio
{"title":"A Model for Developing a SOTEL Research Cluster","authors":"T. Cochrane, Vickel Narayan","doi":"10.24135/pjtel.v2i1.31","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.31","url":null,"abstract":"This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities. \u0000 \u0000The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations. \u0000 \u0000The SOTEL model includes the following main elements: \u0000 \u0000An online hub - The SOTEL Research Cluster https://sotel.nz/ \u0000An annual Symposium showcasing SOTEL in practice https://sotel.nz \u0000The Pacific Journal of Educational Technology (PJTEL) \u0000The CMALT cMOOC and the MOSOMELT cMOOC \u0000A weekly webinar series \u0000Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group \u0000A series of TEL workshops and showcases \u0000 \u0000 \u0000The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains. \u0000References \u0000 \u0000Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generatio","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123857244","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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