G. Tur, Leo Havemann, J. D. Marsh, Jeffrey Keefer, F. Nascimbeni
In this article, we propose a cross-pollination of two prominent lines of educational thought: open education (OE) and threshold concepts (TCs). Open education has gained an increased profile through the growing popularity of open educational resources (OER) and massive online open courses (MOOCs). Educators who create or make use of such resources, or employ related open educational practices (OEP), are often suggested to have a transformative impact in educational settings. In recent years, educational research has increasingly discussed learning as a process of attaining or crossing certain conceptual thresholds, which involve such a significant shift that the learner eventually achieves a different and deeper understanding of core disciplinary knowledge, even a new identity. Of the eight characteristics of TCs identified in the core literature of this theory, we consider that three in particular offer the maximum potential for understanding the evolution of teachers towards the open educator identity: transformative, troublesome and liminal. This work presents a theoretical framework that includes the transformative impact on identity in the process of becoming an open educator, the troublesomeness inherent in this evolution and the liminal space through which the evolving teachers progress. It is argued that a focus on the development of open educator identity aligns with current reflective approaches to working on teachers’ professional identity, and at the same time supports a focus on teachers’ commitment to a democratic approach to education, which is necessary in neoliberal times.
{"title":"Becoming an open educator: towards an open threshold framework","authors":"G. Tur, Leo Havemann, J. D. Marsh, Jeffrey Keefer, F. Nascimbeni","doi":"10.25304/rlt.v28.2338","DOIUrl":"https://doi.org/10.25304/rlt.v28.2338","url":null,"abstract":"In this article, we propose a cross-pollination of two prominent lines of educational thought: open education (OE) and threshold concepts (TCs). Open education has gained an increased profile through the growing popularity of open educational resources (OER) and massive online open courses (MOOCs). Educators who create or make use of such resources, or employ related open educational practices (OEP), are often suggested to have a transformative impact in educational settings. In recent years, educational research has increasingly discussed learning as a process of attaining or crossing certain conceptual thresholds, which involve such a significant shift that the learner eventually achieves a different and deeper understanding of core disciplinary knowledge, even a new identity. Of the eight characteristics of TCs identified in the core literature of this theory, we consider that three in particular offer the maximum potential for understanding the evolution of teachers towards the open educator identity: transformative, troublesome and liminal. This work presents a theoretical framework that includes the transformative impact on identity in the process of becoming an open educator, the troublesomeness inherent in this evolution and the liminal space through which the evolving teachers progress. It is argued that a focus on the development of open educator identity aligns with current reflective approaches to working on teachers’ professional identity, and at the same time supports a focus on teachers’ commitment to a democratic approach to education, which is necessary in neoliberal times.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80972281","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}
Using a survey of higher education students (N = 2145), correlations between game play habits and the attainment of certain graduate skills or attributes (communication skill, adaptability and resourcefulness) are presented. Correlations between graduate attribute attainment and a range of demographic and educational factors, including age, gender, level of study and year of study, are also calculated. While it is shown that there is no significant relationship between existing game play habits and graduate attribute attainment, several broad observations are made. Students who do not play video games tended to score best, while those students who play games in a variety of modes (online and local cooperative play, team-based and other cooperative play) also scored better on measures of graduate attribute attainment. Assumptions about the development of graduate attributes over time are also challenged by the data presented here, which suggest there is little correlation between attribute attainment and years spent at university. The work suggests that, while video games may be used to develop graduate skills on campus, there is no strong correlation between existing game play habits and the attainment of certain transferable skills.
{"title":"A cross-sectional study of video game play habits and graduate skills attainment","authors":"M. Barr","doi":"10.25304/rlt.v28.2326","DOIUrl":"https://doi.org/10.25304/rlt.v28.2326","url":null,"abstract":"Using a survey of higher education students (N = 2145), correlations between game play habits and the attainment of certain graduate skills or attributes (communication skill, adaptability and resourcefulness) are presented. Correlations between graduate attribute attainment and a range of demographic and educational factors, including age, gender, level of study and year of study, are also calculated. While it is shown that there is no significant relationship between existing game play habits and graduate attribute attainment, several broad observations are made. Students who do not play video games tended to score best, while those students who play games in a variety of modes (online and local cooperative play, team-based and other cooperative play) also scored better on measures of graduate attribute attainment. Assumptions about the development of graduate attributes over time are also challenged by the data presented here, which suggest there is little correlation between attribute attainment and years spent at university. The work suggests that, while video games may be used to develop graduate skills on campus, there is no strong correlation between existing game play habits and the attainment of certain transferable skills.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"14 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86974043","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}
Kathy Essmiller, Tutaleni I. Asino, Ayodeji Ibukun, Frances M. Alvarado-Albertorio, Sarinporn Chaivisit, Thanh Do, Younglong Kim
This study addresses the question of how to facilitate instruction and practice with virtual reality to mitigate the detrimental impact of cognitive load associated with use in simple procedural tasks. The study collected data from 63 college students aged 18 years and above from a university in the southern part of the USA. Each study participant completed a questionnaire that consisted of 22 questions using a seven-point Likert scale. The results show that there are no significant differences between motivation and self-efficacy as it relates to three selected activities: Roboraid, Tutorial and Freeplay. The opportunity for meaningful learning through the use of the mixed reality is enticing; there is value in exploring facilitation of these learning opportunities through redistribution of cognitive load. This article is part of the special collection Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More articles from this collection can be found here.
本研究解决了如何利用虚拟现实促进教学和实践的问题，以减轻与使用简单程序性任务相关的认知负荷的有害影响。该研究收集了来自美国南部一所大学的63名18岁及以上大学生的数据。每个研究参与者都完成了一份由22个问题组成的问卷，使用7分李克特量表。结果表明，动机和自我效能感在三个选择的活动中没有显著差异:roboaid, Tutorial和Freeplay。通过使用混合现实进行有意义的学习的机会是诱人的;通过重新分配认知负荷来探索这些学习机会的促进是有价值的。本文是由Thom Cochrane, James Birt, Helen Farley, Vickel Narayan和Fiona Smart编辑的移动混合现实增强学习特别集合的一部分。更多文章可以在这里找到。
{"title":"Exploring mixed reality based on self-efficacy and motivation of users","authors":"Kathy Essmiller, Tutaleni I. Asino, Ayodeji Ibukun, Frances M. Alvarado-Albertorio, Sarinporn Chaivisit, Thanh Do, Younglong Kim","doi":"10.25304/rlt.v28.2331","DOIUrl":"https://doi.org/10.25304/rlt.v28.2331","url":null,"abstract":"This study addresses the question of how to facilitate instruction and practice with virtual reality to mitigate the detrimental impact of cognitive load associated with use in simple procedural tasks. The study collected data from 63 college students aged 18 years and above from a university in the southern part of the USA. Each study participant completed a questionnaire that consisted of 22 questions using a seven-point Likert scale. The results show that there are no significant differences between motivation and self-efficacy as it relates to three selected activities: Roboraid, Tutorial and Freeplay. The opportunity for meaningful learning through the use of the mixed reality is enticing; there is value in exploring facilitation of these learning opportunities through redistribution of cognitive load. \u0000This article is part of the special collection Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More articles from this collection can be found here.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"29 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81245034","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 lecture capture technology and practice become ever more widespread in UK universities there is a growing body of literature that assesses the impact of these changes. However, there is still much to be understood about lecture capture and the full impact on student learning, especially in different institutional and subject contexts. This article describes two projects from a UK Russell Group University that worked in partnership with students to gain insights into the student experience regarding lecture capture. The article highlights insights gained in terms of how and why students use lecture recordings. This article focuses on one area in particular which has been less reported and warrants further investigation – students’ use of lecture recordings in collaborative settings. The article considers some practical implications of such insights and argues that a nuanced understanding regarding the way students use lecture recordings for learning is required. The article also highlights how educationists can harness student partnerships to further our understanding of the complex interplays between technology and student learning.
随着讲座捕捉技术和实践在英国大学变得越来越普遍，越来越多的文献评估了这些变化的影响。然而，关于讲座捕捉及其对学生学习的全面影响，特别是在不同的机构和学科背景下，仍有许多有待了解的地方。本文描述了英国罗素集团大学(Russell Group University)的两个项目，它们与学生合作，深入了解学生在讲座捕捉方面的经验。这篇文章强调了学生如何以及为什么使用课堂录音的见解。这篇文章特别关注了一个报道较少、值得进一步调查的领域——学生在协作环境中使用讲座录音。本文考虑了这些见解的一些实际含义，并认为需要对学生使用讲座录音进行学习的方式进行细致入微的理解。这篇文章还强调了教育工作者如何利用学生的伙伴关系来加深我们对技术与学生学习之间复杂相互作用的理解。
{"title":"Lecture capture and peer working: exploring study practices through staff–student partnerships","authors":"Geraint Evans, Karl Luke","doi":"10.25304/rlt.v28.2314","DOIUrl":"https://doi.org/10.25304/rlt.v28.2314","url":null,"abstract":"As lecture capture technology and practice become ever more widespread in UK universities there is a growing body of literature that assesses the impact of these changes. However, there is still much to be understood about lecture capture and the full impact on student learning, especially in different institutional and subject contexts. This article describes two projects from a UK Russell Group University that worked in partnership with students to gain insights into the student experience regarding lecture capture. The article highlights insights gained in terms of how and why students use lecture recordings. This article focuses on one area in particular which has been less reported and warrants further investigation – students’ use of lecture recordings in collaborative settings. The article considers some practical implications of such insights and argues that a nuanced understanding regarding the way students use lecture recordings for learning is required. The article also highlights how educationists can harness student partnerships to further our understanding of the complex interplays between technology and student learning.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"20 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87491748","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}
T. Cochrane, S. Aiello, S. Cook, C. Aguayo, N. Wilkinson
This article evaluates the results of two prototype iterations of a design-based research project that explores the application of mobile mixed reality (MMR) to enhance critical care clinical health education simulation in Paramedicine. The project utilises MMR to introduce critical elements of patient and practitioner risk and stress into clinical simulation learning scenarios to create more authentic learning environments. Subjective participant feedback is triangulated against par¬ticipant biometric data to validate the level of participant stress introduced to clin¬ical simulation through the addition of MMR. Results show a positive impact on the learning experience for both novice and professional paramedic practitioners. The article highlights the development of implementation and data triangulation methodologies that can be utilised to enhance wider clinical simulation contexts than the original context of Paramedicine education. We argue that our collabo¬rative transdisciplinary design team model provides a transferable framework for designing MMR-enhanced clinical simulation environments.
{"title":"MESH360: a framework for designing MMR-enhanced clinical simulations","authors":"T. Cochrane, S. Aiello, S. Cook, C. Aguayo, N. Wilkinson","doi":"10.25304/rlt.v28.2357","DOIUrl":"https://doi.org/10.25304/rlt.v28.2357","url":null,"abstract":"This article evaluates the results of two prototype iterations of a design-based research project that explores the application of mobile mixed reality (MMR) to enhance critical care clinical health education simulation in Paramedicine. The project utilises MMR to introduce critical elements of patient and practitioner risk and stress into clinical simulation learning scenarios to create more authentic learning environments. Subjective participant feedback is triangulated against par¬ticipant biometric data to validate the level of participant stress introduced to clin¬ical simulation through the addition of MMR. Results show a positive impact on the learning experience for both novice and professional paramedic practitioners. The article highlights the development of implementation and data triangulation methodologies that can be utilised to enhance wider clinical simulation contexts than the original context of Paramedicine education. We argue that our collabo¬rative transdisciplinary design team model provides a transferable framework for designing MMR-enhanced clinical simulation environments.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"172 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82339019","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}
Video lectures and mobile learning devices have become prominent, but little is known about device choices for watching video lectures. The setting for this study, a university that provided perpetual access to personal computers and free tablet devices to all first-year students, provided a unique opportunity to study device choice in a setting where both tablets and personal computers were perpetually available. Weekly video lectures on a first-year module were made from October to April in two independent cohorts of students. YouTube analytics were used to record data on device usage for video lecture views. Tablets were initially used for almost 70% of views. However, tablet usage declined throughout the academic year, and tablets were overtaken by personal computers as the preferred device in the second half of the academic year. Findings suggest that an initial preference for using tablets to view video lectures lasts only a few months.
{"title":"Choice of device to view video lectures: an analysis of two independent cohorts of first-year university students","authors":"Jesca Namuddu, Paul N. Watts","doi":"10.25304/rlt.v28.2324","DOIUrl":"https://doi.org/10.25304/rlt.v28.2324","url":null,"abstract":"Video lectures and mobile learning devices have become prominent, but little is known about device choices for watching video lectures. The setting for this study, a university that provided perpetual access to personal computers and free tablet devices to all first-year students, provided a unique opportunity to study device choice in a setting where both tablets and personal computers were perpetually available. Weekly video lectures on a first-year module were made from October to April in two independent cohorts of students. YouTube analytics were used to record data on device usage for video lecture views. Tablets were initially used for almost 70% of views. However, tablet usage declined throughout the academic year, and tablets were overtaken by personal computers as the preferred device in the second half of the academic year. Findings suggest that an initial preference for using tablets to view video lectures lasts only a few months.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85128674","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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