Student internships and work experience schemes provide students with highly authentic learning experiences (Bosco & Fern, 2014). Therefore many university programmes include a job-experience element that students must demonstrate completion of, usually through a report signed by the employer that the student has managed to find work with over their summer break. Auckland University of Technology provides a summer student scholarship scheme that provides contestable scholarship funding for students to work on university specified projects over the summer break. Each scholarship requires 370 hours of project-related work, followed by a summary report. In this presentation we explore a model that extends the summer student scholarship concept as part of a longer term collaboration between university students, academic supervisors, and industry representatives. This extended model brokers real world projects that benefit the wider community through developing solutions to health care problems in collaboration with a local district health board (ADHB or Auckland District Health Board). In this model communication design students apply to form design teams, selected and supervised by university academics, to address design briefs from the district health board’s Design Lab. Key aspects of this collaboration include: developing a sense of trust between the university and the district health Design Lab, establishing a supervision team and protocols, and establishing an ecology of supporting resources - including providing students with the work space and infrastructure access to achieve the project goals. The summer student scholarships are designed to be the first step in a long term collaboration that will potentially lead into major undergraduate student projects and post-graduate research. The summer scholarship projects use a Design Based Research (DBR) methodology (McKenney & Reeves, 2018) to address the first design stages of specific health care problems: analysis and exploration, and initial prototype design. The following stages of a DBR methodology (design implementation, evaluation, and redesign) are addressed through subsequent major student projects or post graduate research following agreement with the district health Design Lab after the presentation of the summer student scholarship project outcomes. The scope of the projects aim to explore the potential of wearable and mobile technologies to enhance health care practice and the patient experience (Rich & Miah, 2017). The research questions underpinning the extended student scholarship model are: In what scenarios can wearable and mobile technologies most effectively enhance health care practice and the patient experience? What are the design principles that can guide the development of authentic mobile learning collaborative student projects? References Bosco, A. M., & Fern, S. (2014). Embedding of authentic assessment in work-integrated learning curriculum. Asia-Pacific
{"title":"A Model for Designing Authentic Learning","authors":"T. Cochrane, D. Sinfield","doi":"10.24135/pjtel.v2i1.29","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.29","url":null,"abstract":"Student internships and work experience schemes provide students with highly authentic learning experiences (Bosco & Fern, 2014). Therefore many university programmes include a job-experience element that students must demonstrate completion of, usually through a report signed by the employer that the student has managed to find work with over their summer break. Auckland University of Technology provides a summer student scholarship scheme that provides contestable scholarship funding for students to work on university specified projects over the summer break. Each scholarship requires 370 hours of project-related work, followed by a summary report. In this presentation we explore a model that extends the summer student scholarship concept as part of a longer term collaboration between university students, academic supervisors, and industry representatives. This extended model brokers real world projects that benefit the wider community through developing solutions to health care problems in collaboration with a local district health board (ADHB or Auckland District Health Board). In this model communication design students apply to form design teams, selected and supervised by university academics, to address design briefs from the district health board’s Design Lab. Key aspects of this collaboration include: developing a sense of trust between the university and the district health Design Lab, establishing a supervision team and protocols, and establishing an ecology of supporting resources - including providing students with the work space and infrastructure access to achieve the project goals. The summer student scholarships are designed to be the first step in a long term collaboration that will potentially lead into major undergraduate student projects and post-graduate research. The summer scholarship projects use a Design Based Research (DBR) methodology (McKenney & Reeves, 2018) to address the first design stages of specific health care problems: analysis and exploration, and initial prototype design. The following stages of a DBR methodology (design implementation, evaluation, and redesign) are addressed through subsequent major student projects or post graduate research following agreement with the district health Design Lab after the presentation of the summer student scholarship project outcomes. The scope of the projects aim to explore the potential of wearable and mobile technologies to enhance health care practice and the patient experience (Rich & Miah, 2017). The research questions underpinning the extended student scholarship model are: \u0000 \u0000 \u0000In what scenarios can wearable and mobile technologies most effectively enhance health care practice and the patient experience? \u0000What are the design principles that can guide the development of authentic mobile learning collaborative student projects? \u0000 \u0000References \u0000 \u0000Bosco, A. M., & Fern, S. (2014). Embedding of authentic assessment in work-integrated learning curriculum. Asia-Pacific ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1 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":"129472285","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}
Following the introduction of the Google Cardboard virtual reality (VR) head mounted display (HMD) in 2014, mainstream journalism began exploring the potential of VR to transform news storytelling as an immersive experience (Lalwani, 2015; Somaiya, 2015). However, unlike the transformative impact of social media on journalism and journalism education (Mulrennan, 2017), VR has taken several years for this to filter into the curriculum of journalism higher education. AUT’s journalism programme includes a final semester, capstone, assessment in which students produce a piece of long-form immersive journalism that provides the opportunity to embed VR storytelling as an authentic immersive experience. To address this we created a collaborative curriculum design team in 2019 to design a workshop (Sissons & Cochrane, 2019) to introduce journalism students to the potential of VR to explore and create an immersive journalism experience. We used a design based research methodology (McKenney & Reeves, 2019) to structure the curriculum design process into four phases: initial analysis and exploration, development of a prototype curriculum intervention, evaluation and redesign of the intervention, and dissemination of identified design principles and findings. Meeting weekly the design team brainstormed a workshop that mapped the affordances of mobile XR to a real world project, and created a simple demonstration XR environment (https://seekbeak.com/v/kvPq47DpjAw). We founded the workshop design upon the principles of heutagogy (Blaschke & Hase, 2019), as the principles of heutagogy map closely to the core journalism graduate profile outcomes (Cochrane, Sissons, & Mulrennan, 2017). In this workshop students worked in teams to film and compile an interactive experience based on the University’s Journalism Media Centre, creating an interactive tour using SeekBeak (https://seekbeak.com). Using AUTEC ethics processes we obtained informed consent from the participating students for a feedback survey that will inform the second phase redesign of the curriculum design for 2020. Anonymous post-workshop student feedback survey responses, with a 78% return rate (https://www.surveymonkey.com/results/SM-5SMVCVSJ7/) were very positive. We believe this collaborative curriculum design approach provides a simple model that can be utilised in other higher education discipline contexts. 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 Cochrane, T., Sissons, H., & Mulrennan, D. (2017). Mainstreaming Mobile Learning in Journalism Education. In H. Crompton & J. Traxler (Eds.), Mobile Learning in Higher Education: Challenges in Context (pp. 19-30). New York: Routledge. Lalwani, M. (2015). ABC News introduces VR initiative with 360-degree tour of Syria. Retrieved from http://www.engadget.
{"title":"Introducing Immersive Reality into the Journalism Curriculum","authors":"H. Sissons, T. Cochrane","doi":"10.24135/pjtel.v2i1.27","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.27","url":null,"abstract":"Following the introduction of the Google Cardboard virtual reality (VR) head mounted display (HMD) in 2014, mainstream journalism began exploring the potential of VR to transform news storytelling as an immersive experience (Lalwani, 2015; Somaiya, 2015). However, unlike the transformative impact of social media on journalism and journalism education (Mulrennan, 2017), VR has taken several years for this to filter into the curriculum of journalism higher education. AUT’s journalism programme includes a final semester, capstone, assessment in which students produce a piece of long-form immersive journalism that provides the opportunity to embed VR storytelling as an authentic immersive experience. To address this we created a collaborative curriculum design team in 2019 to design a workshop (Sissons & Cochrane, 2019) to introduce journalism students to the potential of VR to explore and create an immersive journalism experience. We used a design based research methodology (McKenney & Reeves, 2019) to structure the curriculum design process into four phases: initial analysis and exploration, development of a prototype curriculum intervention, evaluation and redesign of the intervention, and dissemination of identified design principles and findings. Meeting weekly the design team brainstormed a workshop that mapped the affordances of mobile XR to a real world project, and created a simple demonstration XR environment (https://seekbeak.com/v/kvPq47DpjAw). We founded the workshop design upon the principles of heutagogy (Blaschke & Hase, 2019), as the principles of heutagogy map closely to the core journalism graduate profile outcomes (Cochrane, Sissons, & Mulrennan, 2017). In this workshop students worked in teams to film and compile an interactive experience based on the University’s Journalism Media Centre, creating an interactive tour using SeekBeak (https://seekbeak.com). Using AUTEC ethics processes we obtained informed consent from the participating students for a feedback survey that will inform the second phase redesign of the curriculum design for 2020. Anonymous post-workshop student feedback survey responses, with a 78% return rate (https://www.surveymonkey.com/results/SM-5SMVCVSJ7/) were very positive. We believe this collaborative curriculum design approach provides a simple model that can be utilised in other higher education discipline contexts. \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 \u0000Cochrane, T., Sissons, H., & Mulrennan, D. (2017). Mainstreaming Mobile Learning in Journalism Education. In H. Crompton & J. Traxler (Eds.), Mobile Learning in Higher Education: Challenges in Context (pp. 19-30). New York: Routledge. \u0000Lalwani, M. (2015). ABC News introduces VR initiative with 360-degree tour of Syria. Retrieved from http://www.engadget.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"27 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":"129619409","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}
Active learning is a popular and proven method used in contemporary educational design and practice. H5P (https://h5p.org/) facilitates easy creation of richer HTML5. Integration of H5P content within course material provides opportunities for students as learners to think critically about what they are being taught and supports the flexibility students are requesting by extending the learning environment. A variety of activities can be developed; case study scenarios, interactive technical demonstrations, 3D images with identification of regions of interest (hotspots; roll-over information; animation), as well as quiz questions in a wide variety of differing formats; fill in the blanks, image and text-based drag and drop, mark the word, interactive video and branching scenario tasks. H5P content can be easily shared across multiple learning management systems (Canvas, Moodle, and Blackboard). Learners receive comprehensive, automatic feedback and their engagement with H5P activities can be tracked by teachers.
{"title":"Creating H5P content for active learning","authors":"Rachel Singleton, Amanda Charlton","doi":"10.24135/pjtel.v2i1.32","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.32","url":null,"abstract":"Active learning is a popular and proven method used in contemporary educational design and practice. H5P (https://h5p.org/) facilitates easy creation of richer HTML5. Integration of H5P content within course material provides opportunities for students as learners to think critically about what they are being taught and supports the flexibility students are requesting by extending the learning environment. A variety of activities can be developed; case study scenarios, interactive technical demonstrations, 3D images with identification of regions of interest (hotspots; roll-over information; animation), as well as quiz questions in a wide variety of differing formats; fill in the blanks, image and text-based drag and drop, mark the word, interactive video and branching scenario tasks. H5P content can be easily shared across multiple learning management systems (Canvas, Moodle, and Blackboard). Learners receive comprehensive, automatic feedback and their engagement with H5P activities can be tracked by teachers.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"2 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":"126508152","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}
Immersive reality (XR) encompasses the spectrum of enhancing learning through augmented reality to virtual reality. Although there has been much hype around the transformative potential of AR and VR the adoption of these technologies in higher education learning environments has been limited (Cochrane, 2016). With a lack of models of how to integrate XR in higher education AR has fallen into the trough of disillusionment on the Gartner hype cycle for emerging technologies 2018, while VR is on the ‘slope of enlightenment’ (Daniel, 2018). In response, this workshop will provide participants with a hands on experience of creating their own simple immersive reality scenario using the web-based VR platform SeekBeak (https://seekbeak.com). The workshop is a generic version of a workshop run with Journalism students that introduced them to the concepts of immersive journalism practice and the implications for immersive storytelling (Sissons & Cochrane, 2019a, 2019b). The workshop will introduce participants to the state of the art of immersive journalism, and demonstrate a BYOD approach to user-generated virtual reality in higher education as a model of integrating authentic learning within the curriculum. Schedule (100 mins) Introductions (5 min) Participant survey (5 min) Introduction to 360 video and VR (10 min) XR Journalism examples Demo of initial Media Centre VR https://seekbeak.com/v/kvPq47DpjAw (5 min) VR project development (60 min) Google Cardboard Headsets, using participants’ own smartphones Introduction to the Toolkit Participants create SeekBeak accounts Hands on with the 360 cameras Participants choose a topic to work on as a mobile VR production team Sharing and review of participant projects(participants share SeekBeak links) (10 min) Reflections via brief SurveyMonkey survey, and sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min) END References Cochrane, T. (2016). Mobile VR in Education: From the Fringe to the Mainstream. International Journal of Mobile and Blended Learning (IJMBL), 8(4), 45-61. doi:10.4018/IJMBL.2016100104 Daniel, E. (2018, 21 August 2018). Gartner hype cycle 2018: Mixed reality to overtake VR and AR. Retrieved from https://www.verdict.co.uk/gartner-hype-cycle-2018-mixed-reality/ Sissons, H., & Cochrane, T. (2019a, 22 November). Immersive Journalism: Playing with Virtual Reality. Paper presented at the AUT Teaching and Learning Conference: Authentic Assessment - Time to Get Real?, Auckland University of Technology. Sissons, H., & Cochrane, T. (2019b). Newsroom Production: XRJournalism Workshop. Retrieved from https://tinyurl.com/XRJournalism
{"title":"An Introduction to Immersive Reality","authors":"T. Cochrane, H. Sissons","doi":"10.24135/pjtel.v2i1.28","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.28","url":null,"abstract":"Immersive reality (XR) encompasses the spectrum of enhancing learning through augmented reality to virtual reality. Although there has been much hype around the transformative potential of AR and VR the adoption of these technologies in higher education learning environments has been limited (Cochrane, 2016). With a lack of models of how to integrate XR in higher education AR has fallen into the trough of disillusionment on the Gartner hype cycle for emerging technologies 2018, while VR is on the ‘slope of enlightenment’ (Daniel, 2018). In response, this workshop will provide participants with a hands on experience of creating their own simple immersive reality scenario using the web-based VR platform SeekBeak (https://seekbeak.com). The workshop is a generic version of a workshop run with Journalism students that introduced them to the concepts of immersive journalism practice and the implications for immersive storytelling (Sissons & Cochrane, 2019a, 2019b). The workshop will introduce participants to the state of the art of immersive journalism, and demonstrate a BYOD approach to user-generated virtual reality in higher education as a model of integrating authentic learning within the curriculum. \u0000 \u0000Schedule (100 mins) \u0000 \u0000Introductions (5 min)\u2028\u2028 \u0000Participant survey (5 min) \u0000 \u0000 \u0000Introduction to 360 video and VR (10 min) \u0000 \u0000 \u0000XR Journalism examples\u2028\u2028 \u0000 \u0000 \u0000Demo of initial Media Centre VR https://seekbeak.com/v/kvPq47DpjAw (5 min)\u2028\u2028\u2028 \u0000 \u0000 \u0000VR project development (60 min) \u0000 \u0000Google Cardboard Headsets, using participants’ own smartphones \u0000Introduction to the Toolkit \u0000Participants create SeekBeak accounts \u0000Hands on with the 360 cameras \u2028\u2028 \u0000Participants choose a topic to work on as a mobile VR production team \u0000 \u0000 \u0000 \u0000Sharing and review of participant projects(participants share SeekBeak links) (10 min) \u0000Reflections via brief SurveyMonkey survey, and sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min) \u0000END \u0000 \u0000References \u0000 \u0000Cochrane, T. (2016). Mobile VR in Education: From the Fringe to the Mainstream. International Journal of Mobile and Blended Learning (IJMBL), 8(4), 45-61. doi:10.4018/IJMBL.2016100104 \u0000Daniel, E. (2018, 21 August 2018). Gartner hype cycle 2018: Mixed reality to overtake VR and AR. Retrieved from https://www.verdict.co.uk/gartner-hype-cycle-2018-mixed-reality/ \u0000Sissons, H., & Cochrane, T. (2019a, 22 November). Immersive Journalism: Playing with Virtual Reality. Paper presented at the AUT Teaching and Learning Conference: Authentic Assessment - Time to Get Real?, Auckland University of Technology. \u0000Sissons, H., & Cochrane, T. (2019b). Newsroom Production: XRJournalism Workshop. Retrieved from https://tinyurl.com/XRJournalism","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1023 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116460033","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}
CMALT is a peer-reviewed accreditation based upon the UKPSF (UK Professional Standards Framework) to enable staff (whether academic or administrative) who embed learning technologies in either their teaching or support roles, to showcase their experiences and gain recognition. This programme has been developed by ALT and is co-delivered online, by ASCILITE. Building upon the experiences of supporting a geographically distributed project involving six institutions nationally across New Zealand during 2014-2015, we (AUT) have developed a support structure for building communities around CMALT accreditation using a cMOOC model. The cMOOC framework enables us to bridge and broker authentic participation within an international community of academics and learning technologists interested in exploring CMALT accreditation, and we have had participation from the UK, Japan, Canada, Australia, and NZ. The CMALT cMOOC was developed in 2017 by the Centre for Learning and Teaching, at Auckland University of Technology, and endorsed by ALT and ASCILITE in 2019. This presentation will highlight the ecology of resources that are used to support the community and hear from current participants of the programme
{"title":"CMALT and cMOOC - a community of educators and their learning technologies","authors":"Lisa Ransom","doi":"10.24135/pjtel.v2i1.24","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.24","url":null,"abstract":"CMALT is a peer-reviewed accreditation based upon the UKPSF (UK Professional Standards Framework) to enable staff (whether academic or administrative) who embed learning technologies in either their teaching or support roles, to showcase their experiences and gain recognition. This programme has been developed by ALT and is co-delivered online, by ASCILITE. \u0000 \u0000Building upon the experiences of supporting a geographically distributed project involving six institutions nationally across New Zealand during 2014-2015, we (AUT) have developed a support structure for building communities around CMALT accreditation using a cMOOC model. The cMOOC framework enables us to bridge and broker authentic participation within an international community of academics and learning technologists interested in exploring CMALT accreditation, and we have had participation from the UK, Japan, Canada, Australia, and NZ. The CMALT cMOOC was developed in 2017 by the Centre for Learning and Teaching, at Auckland University of Technology, and endorsed by ALT and ASCILITE in 2019. \u0000 \u0000This presentation will highlight the ecology of resources that are used to support the community and hear from current participants of the programme","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126745742","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 Escape Room phenomena began in Japan in 2007. The premise of an Escape Room is that ‘players’ are locked inside a room and, in order to escape, they must solve a range of puzzles, riddles, and open mechanisms and locks inside a given timeframe. While the educational affordances of an escape room have been and continue to be explored (see for example Brown, Darby & Coronel, 2019) the grandeur and physical complexities required to set up an escape room mean than it is not a sustainable option for the average classroom teacher or smaller tertiary courses. The Escape Game, however, is played on a smaller scale with portable (often mostly printable) resources with players aiming to either break into something (a toolbox for example) by solving riddles, puzzles and opening locks within a given timeframe. The logistical ease of set up and iterability mean that the escape game format is becoming increasingly popular across all sectors of education—from young primary school learners to tertiary tauira (see for example Yachin, & Barak, 2019). A successful example of the escape game movement in education is Breakout EDU (see for example Detwiler, Jacobson, & O’Brien, 2018). In addition to being a platform that provides resources to create your own and use other educator-made physical breakout games, Breakout EDU also provide members with a digital escape game creator and online repository. It was the Breakout EDU digital game format that was used as the mediating artefact in this case study. A digital escape game, Mathematical Medley, was created for educators undertaking a postgraduate mathematics education course. The game was embedded into the course’s learning management system and activated at a certain time point for tauira to complete in groups or individually (as they chose). The purpose of the study was to explore how a digital escape game might promote the learning of mathematical content (subject knowledge); and how a digital escape game might enable the use and development of key competencies and mathematical processes. An overview of the escape game, purpose, findings and implications of using the mediating artefact will be shared during the presentation of this case study.
{"title":"Digital Escape Game","authors":"Megan Clune","doi":"10.24135/pjtel.v2i1.19","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.19","url":null,"abstract":"The Escape Room phenomena began in Japan in 2007. The premise of an Escape Room is that ‘players’ are locked inside a room and, in order to escape, they must solve a range of puzzles, riddles, and open mechanisms and locks inside a given timeframe. While the educational affordances of an escape room have been and continue to be explored (see for example Brown, Darby & Coronel, 2019) the grandeur and physical complexities required to set up an escape room mean than it is not a sustainable option for the average classroom teacher or smaller tertiary courses. The Escape Game, however, is played on a smaller scale with portable (often mostly printable) resources with players aiming to either break into something (a toolbox for example) by solving riddles, puzzles and opening locks within a given timeframe. The logistical ease of set up and iterability mean that the escape game format is becoming increasingly popular across all sectors of education—from young primary school learners to tertiary tauira (see for example Yachin, & Barak, 2019). A successful example of the escape game movement in education is Breakout EDU (see for example Detwiler, Jacobson, & O’Brien, 2018). In addition to being a platform that provides resources to create your own and use other educator-made physical breakout games, Breakout EDU also provide members with a digital escape game creator and online repository. It was the Breakout EDU digital game format that was used as the mediating artefact in this case study. A digital escape game, Mathematical Medley, was created for educators undertaking a postgraduate mathematics education course. The game was embedded into the course’s learning management system and activated at a certain time point for tauira to complete in groups or individually (as they chose). The purpose of the study was to explore how a digital escape game might promote the learning of mathematical content (subject knowledge); and how a digital escape game might enable the use and development of key competencies and mathematical processes. An overview of the escape game, purpose, findings and implications of using the mediating artefact will be shared during the presentation of this case study.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133534730","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}
As new digital technologies increasing become standard in tertiary education context, tertiary institutes are tailoring courses to a much more diverse population ranging over wide geographical areas (Heggart & Yoo, 2018; Owayid & Uden, 2014). The use of online technologies, together with compatible digital devices, enables users to access course content and resources from any location at anytime (Ding, Xiong, & Liu, 2015). To account for changes in educational provision, changes to teaching and learning will occur too as institutes increasingly offer online or blended programmes. At Foundation Level 3 face-to-face lectures and tutorials were the main modes of delivery. However, with the adoption of Google Classroom, different opportunities for teaching and learning presented themselves, especially since all teaching and learning resources are accessible online. The study arises as the organisations use of Google Classroom (GC) as its learning management system (LMS) and the wider Google Suite for Educations (G-Suite) Applications (Apps) had recently been introduced to a range of Foundation Level courses across the regions. The transition from traditional classroom delivery with printed materials to a blended environment, combining face-to-face with online materials, created an ideal opportunity to investigate participants’ learning experiences. In addition, the Foundation Level 3 course offered a student cohort with diverse G-Suite experience, learning needs, digital literacy skills, experience and confidence. This provided the opportunity to investigate benefits and challenges for teachers and students when introduced to a new teaching and learning environment. The key aim of the research was to; Examine how Foundation Level 3 students’ and teachers’ experience learning with the newly introduced Google Classroom. The methodology adopted an interpretivist paradigm and incorporated the use of a mixed method design of student surveys and focus group interviews together with individual staff interviews. The findings indicated that the integration of G-Suite Apps to a blended learning environment led to an increase in communication and collaboration for all participants. Students identified increased autonomy when accessing and retrieving digital materials which led to a more self-directed learning approach. Teachers felt their practice had changed as course assessments were designed to maximise the functionality of the different G-Suite Apps. Managing and tracking students online was also an easy and efficient use of time. The research indicated the importance of digital literacy skills for all participants which were closely linked to academic performance. The study helped to reflect on current practices to gain a deeper understanding, so we, as educators, are able to better shape pedagogical practice and enhance students’ learning experiences. A brief overview of the benefits, challenges and recommendations gained from the study will be
{"title":"Teacher and student experiences in learning","authors":"Clare Thomas","doi":"10.24135/pjtel.v2i1.21","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.21","url":null,"abstract":"As new digital technologies increasing become standard in tertiary education context, tertiary institutes are tailoring courses to a much more diverse population ranging over wide geographical areas (Heggart & Yoo, 2018; Owayid & Uden, 2014). The use of online technologies, together with compatible digital devices, enables users to access course content and resources from any location at anytime (Ding, Xiong, & Liu, 2015). To account for changes in educational provision, changes to teaching and learning will occur too as institutes increasingly offer online or blended programmes. At Foundation Level 3 face-to-face lectures and tutorials were the main modes of delivery. However, with the adoption of Google Classroom, different opportunities for teaching and learning presented themselves, especially since all teaching and learning resources are accessible online. \u0000 \u0000The study arises as the organisations use of Google Classroom (GC) as its learning management system (LMS) and the wider Google Suite for Educations (G-Suite) Applications (Apps) had recently been introduced to a range of Foundation Level courses across the regions. The transition from traditional classroom delivery with printed materials to a blended environment, combining face-to-face with online materials, created an ideal opportunity to investigate participants’ learning experiences. In addition, the Foundation Level 3 course offered a student cohort with diverse G-Suite experience, learning needs, digital literacy skills, experience and confidence. This provided the opportunity to investigate benefits and challenges for teachers and students when introduced to a new teaching and learning environment. \u0000 \u0000The key aim of the research was to; Examine how Foundation Level 3 students’ and teachers’ experience learning with the newly introduced Google Classroom. The methodology adopted an interpretivist paradigm and incorporated the use of a mixed method design of student surveys and focus group interviews together with individual staff interviews. The findings indicated that the integration of G-Suite Apps to a blended learning environment led to an increase in communication and collaboration for all participants. Students identified increased autonomy when accessing and retrieving digital materials which led to a more self-directed learning approach. Teachers felt their practice had changed as course assessments were designed to maximise the functionality of the different G-Suite Apps. Managing and tracking students online was also an easy and efficient use of time. The research indicated the importance of digital literacy skills for all participants which were closely linked to academic performance. The study helped to reflect on current practices to gain a deeper understanding, so we, as educators, are able to better shape pedagogical practice and enhance students’ learning experiences. A brief overview of the benefits, challenges and recommendations gained from the study will be ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130223133","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}
“One Text Once a Week”: Beginning the Story With Mobile Learning Teaching and Learning has been changing over the past years to include mobile spaces where study is about small bites of learning completed ‘on-the-go’ while the student is either mobile themselves or in a mobile environment. This has coincided with new teaching and learning models like the ‘Flipped Classroom’ (Bergmann & Sams, 2012) where content is delivered before class and later student engagement focuses on the application of that content in practical activities. This presentation details a project where, faced with lack of engagement with the pre-class work, the initial content was moved on to a text platform to better reach-out to the students. This was done using ‘WhatsApp’ and ‘Messages’ apps to deliver weekly content to two different classes. The research question was Can I Flip My Classroom Using Mobile Learning through ‘WhatsApp’ and ‘Messages’ and thus improve my practice”? Both pieces of software were appropriate for the task but the size of the class had an impact on choices. The methodology was constructivist grounded methodology and self-study to fully explore this environment and to focus on teachers-as-agents-of-change. Three questions that emerged from this were first, how to move beyond simple delivery of content to engagement in construction of knowledge, second what that knowledge then looks like and what pedagogy would best support these interactions. Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Eugene, OR: International Society for Technology in Education.
{"title":"“One Text Once a Week”: Beginning the Story With Mobile Learning","authors":"J. Perry","doi":"10.24135/pjtel.v2i1.20","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.20","url":null,"abstract":"“One Text Once a Week”: Beginning the Story With Mobile Learning \u0000Teaching and Learning has been changing over the past years to include mobile spaces where study is about small bites of learning completed ‘on-the-go’ while the student is either mobile themselves or in a mobile environment. This has coincided with new teaching and learning models like the ‘Flipped Classroom’ (Bergmann & Sams, 2012) where content is delivered before class and later student engagement focuses on the application of that content in practical activities. This presentation details a project where, faced with lack of engagement with the pre-class work, the initial content was moved on to a text platform to better reach-out to the students. This was done using ‘WhatsApp’ and ‘Messages’ apps to deliver weekly content to two different classes. The research question was Can I Flip My Classroom Using Mobile Learning through ‘WhatsApp’ and ‘Messages’ and thus improve my practice”? Both pieces of software were appropriate for the task but the size of the class had an impact on choices. The methodology was constructivist grounded methodology and self-study to fully explore this environment and to focus on teachers-as-agents-of-change. Three questions that emerged from this were first, how to move beyond simple delivery of content to engagement in construction of knowledge, second what that knowledge then looks like and what pedagogy would best support these interactions. \u0000 \u0000Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Eugene, OR: International Society for Technology in Education.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"306 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130428868","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}
‘Badging’ is the awarding of a digital badge that represents an accomplishment, interest or affiliation (Gibson, Ostashewski, Flintoff, Grant, & Knight, 2013). Such badges are awarded and stored online, and may contain metadata to clarify the context and criteria of the awarded badge. Badging is generally argued to be a considerable motivator in learning (Gibson et al., 2015; Mah, 2016), not only in the formal educational environment but particularly in the gamification movement (Nah, Zeng, Telaprolu, Ayyappa, & Eschenbrenner, 2014; Glover, 2013). Current issues with digital badging systems suggest limitations in adapting to the needs of both tauira and teachers. The driving forces behind this study were two-fold. Firstly, as digital badging is used increasingly in schools world-wide as a motivator for learning in both primary and secondary school contexts, how might the use of digital badges be modelled in teacher education courses; and secondly, are digital badges of similar value to tauira in the tertiary space? The third driver was to explore ways to engage both undergraduate and postgraduate tauira in meaningful synthesis of their course readings, course content and teaching experience. This study developed and trialled the incorporation of an existing ‘badging’ platform, Badgr, into tasks delivered through CANVAS in the context of teacher education. The primary aims of the study were: to determine how motivated tertiary tauira were by digital badges; to establish a digital badging process that was both engaging for tauira and manageable for the lecturer; and to design online tasks that scaffolded tauira through their synthesis of course readings, content and experience. The badged tasks were administered via the Discussion and Quizzes features within CANVAS, with all tauira submissions being moderated by the lecturer before any badges were awarded. An overview of the structure, key elements, findings and implications of the trialled approach will be presented.
{"title":"Digital Badging in CANVAS","authors":"Megan Clune","doi":"10.24135/pjtel.v2i1.18","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.18","url":null,"abstract":"‘Badging’ is the awarding of a digital badge that represents an accomplishment, interest or affiliation (Gibson, Ostashewski, Flintoff, Grant, & Knight, 2013). Such badges are awarded and stored online, and may contain metadata to clarify the context and criteria of the awarded badge. Badging is generally argued to be a considerable motivator in learning (Gibson et al., 2015; Mah, 2016), not only in the formal educational environment but particularly in the gamification movement (Nah, Zeng, Telaprolu, Ayyappa, & Eschenbrenner, 2014; Glover, 2013). Current issues with digital badging systems suggest limitations in adapting to the needs of both tauira and teachers. \u0000The driving forces behind this study were two-fold. Firstly, as digital badging is used increasingly in schools world-wide as a motivator for learning in both primary and secondary school contexts, how might the use of digital badges be modelled in teacher education courses; and secondly, are digital badges of similar value to tauira in the tertiary space? The third driver was to explore ways to engage both undergraduate and postgraduate tauira in meaningful synthesis of their course readings, course content and teaching experience. \u0000This study developed and trialled the incorporation of an existing ‘badging’ platform, Badgr, into tasks delivered through CANVAS in the context of teacher education. The primary aims of the study were: to determine how motivated tertiary tauira were by digital badges; to establish a digital badging process that was both engaging for tauira and manageable for the lecturer; and to design online tasks that scaffolded tauira through their synthesis of course readings, content and experience. The badged tasks were administered via the Discussion and Quizzes features within CANVAS, with all tauira submissions being moderated by the lecturer before any badges were awarded. An overview of the structure, key elements, findings and implications of the trialled approach will be presented.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"358 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115944736","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 combined trends of learner-centred teaching and ubiquitous technology use in the classroom have given instructors a unique opportunity to support students in developing lifelong learning skills. Heutagogy (or self-determined learning) provides a promising framework for capitalizing on these developing trends, drawing on established learner-centred education theories that strongly emphasize learner autonomy. The key principles of heutagogy – learner agency, self-efficacy and capability, reflection and metacognition, and non-linear learning – provide a foundation for designing and developing learning ecologies, the potential of which can be further maximized through the use of digital media. This article describes the theory of heutagogy and the learner-centred pedagogies on which the theory is founded, as well as providing an explanation of the pedagogy-andragogy-heutagogy (PAH) continuum and its use in developing student skills. It also explores the role of social media in supporting the development of those skills.
{"title":"Heutagogy and digital media networks","authors":"L. Blaschke, S. Hase","doi":"10.24135/PJTEL.V1I1.1","DOIUrl":"https://doi.org/10.24135/PJTEL.V1I1.1","url":null,"abstract":"The combined trends of learner-centred teaching and ubiquitous technology use in the classroom have given instructors a unique opportunity to support students in developing lifelong learning skills. Heutagogy (or self-determined learning) provides a promising framework for capitalizing on these developing trends, drawing on established learner-centred education theories that strongly emphasize learner autonomy. The key principles of heutagogy – learner agency, self-efficacy and capability, reflection and metacognition, and non-linear learning – provide a foundation for designing and developing learning ecologies, the potential of which can be further maximized through the use of digital media. This article describes the theory of heutagogy and the learner-centred pedagogies on which the theory is founded, as well as providing an explanation of the pedagogy-andragogy-heutagogy (PAH) continuum and its use in developing student skills. It also explores the role of social media in supporting the development of those skills.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129051833","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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