This paper is an autoethnographic account of developing digital literacy, as seen through references to identity, both in direct and indirect relationship to digital technology. Conceiving of digital literacy as a process that includes identity change, and identity as constituted by actions performed, posts from my blog focusing on educational technology written between 2011 and 2019, are analysed and coded. An initial analysis uses a framework, which sees digital literacy as an interaction between skills, practices and identity. The findings highlight not only the importance of identity but also the need for a more detailed understanding of identity than the one provided by this model. Findings related to identity are then analysed further. In the process, four specific and contradictory themes are revealed – technology advocate, technology sceptic, technology adept and technology novice. In addition, the importance of other identity markers in relation to technology is explored. In the context of individuals and organisations prioritising the enhancement of digital literacy, this paper suggests that the role of identity in such enhancement is critical and is not sufficiently captured in current research and discussion.
{"title":"Tech and me: an autoethnographic account of digital literacy as an identity performance","authors":"Daniel G. Clark","doi":"10.25304/rlt.v28.2389","DOIUrl":"https://doi.org/10.25304/rlt.v28.2389","url":null,"abstract":"This paper is an autoethnographic account of developing digital literacy, as seen through references to identity, both in direct and indirect relationship to digital technology. Conceiving of digital literacy as a process that includes identity change, and identity as constituted by actions performed, posts from my blog focusing on educational technology written between 2011 and 2019, are analysed and coded. An initial analysis uses a framework, which sees digital literacy as an interaction between skills, practices and identity. The findings highlight not only the importance of identity but also the need for a more detailed understanding of identity than the one provided by this model. Findings related to identity are then analysed further. In the process, four specific and contradictory themes are revealed – technology advocate, technology sceptic, technology adept and technology novice. In addition, the importance of other identity markers in relation to technology is explored. In the context of individuals and organisations prioritising the enhancement of digital literacy, this paper suggests that the role of identity in such enhancement is critical and is not sufficiently captured in current research and discussion.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"33 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75392001","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}
Student engagement is critical for learning. However, little is known about engagement and disengagement and particular social groups. Recent research has alerted that engagement in technology-enhanced learning (TEL) settings may manifest differently than engagement in analogue learning settings. This study explores how different social groups of upper secondary school students (n= 410) engage and disengage when learning with digital technologies. We used an instrument to approach dimensions of engagement and disengagement in TEL. Using thematic analysis, we identified cognitive, emotional, behavioural and social aspects of engagement and disengagement in eight-student interviews which together with theory, informed a questionnaire. Using statistical methods, we explored the relationship between engagement, disengagement and the social categories: gamers, gender and non-native speakers. We found significant differences between the groups. For example: that high-frequency gaming students were not as easily distracted as students reporting low-frequency gaming, that female students engaged in TEL in different ways than male students, and that non-native speakers displayed significantly fewer tendencies to engage in unauthorised uses of digital technologies than native speakers. Identifying indicators reflecting engagement and disengagement in TEL in social groups can inform successful practices that stimulate student engagement and can be used to avoid, or redeem, group-specific challenges that trigger disengagement.
{"title":"Student engagement and disengagement in TEL – The role of gaming, gender and non-native students","authors":"Nina Bergdahl, Jalal Nouri","doi":"10.25304/rlt.v28.2293","DOIUrl":"https://doi.org/10.25304/rlt.v28.2293","url":null,"abstract":"Student engagement is critical for learning. However, little is known about engagement and disengagement and particular social groups. Recent research has alerted that engagement in technology-enhanced learning (TEL) settings may manifest differently than engagement in analogue learning settings. This study explores how different social groups of upper secondary school students (n= 410) engage and disengage when learning with digital technologies. We used an instrument to approach dimensions of engagement and disengagement in TEL. Using thematic analysis, we identified cognitive, emotional, behavioural and social aspects of engagement and disengagement in eight-student interviews which together with theory, informed a questionnaire. Using statistical methods, we explored the relationship between engagement, disengagement and the social categories: gamers, gender and non-native speakers. We found significant differences between the groups. For example: that high-frequency gaming students were not as easily distracted as students reporting low-frequency gaming, that female students engaged in TEL in different ways than male students, and that non-native speakers displayed significantly fewer tendencies to engage in unauthorised uses of digital technologies than native speakers. Identifying indicators reflecting engagement and disengagement in TEL in social groups can inform successful practices that stimulate student engagement and can be used to avoid, or redeem, group-specific challenges that trigger disengagement.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"357 1","pages":"1-16"},"PeriodicalIF":2.2,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78648757","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}
Laura E. Reeves, Edward Bolton, Matthew Bulpitt, A. Scott, Ian Tomey, Michael Gates, R. Baldock
In recent years, development of new technologies designed to enhance user experience have accelerated, often being used in modern media including in films and games. Specifically, immersive experiences such as Virtual Reality (VR) and Augmented Reality (AR) have redefined how digital media can be delivered, encouraging us to interact with and explore our environment. Reciprocally, as the power of these technologies has advanced, the associated costs to implement them has decreased making them more cost-effective and feasible to deliver in a variety of settings. Despite the cost reduction, several issues remain with accessibility due to the knowledgebase required to generate, optimise and deliver 3D-digital content in both AR and VR. Here we sought to integrate an AR-based experience into a level 4 Biochemistry module to support the delivery of university lectures on protein structure and function. Traditionally, this topic would comprise 2D still images of complex 3D structures. By combining a breadth of subject-specific and technological expertise from across the university, we developed an AR-enhanced learning experience hosted on Zapworks AR platform. AR enabled full illustration of the complexity of these 3D structures while promoting collaboration through a shared user experience. Assessing the impact of the AR-experience via a formative test and survey revealed that despite only a modest increase in test performance, students overwhelmingly reported positively on the engaging nature and interactivity of AR. Critically, expanding our repertoire of content delivery formats will support the forward-thinking blended learning environments adopted across the higher education sector.
{"title":"Use of augmented reality (AR) to aid bioscience education and enrich student experience","authors":"Laura E. Reeves, Edward Bolton, Matthew Bulpitt, A. Scott, Ian Tomey, Michael Gates, R. Baldock","doi":"10.35542/osf.io/hz2ta","DOIUrl":"https://doi.org/10.35542/osf.io/hz2ta","url":null,"abstract":"In recent years, development of new technologies designed to enhance user experience have accelerated, often being used in modern media including in films and games. Specifically, immersive experiences such as Virtual Reality (VR) and Augmented Reality (AR) have redefined how digital media can be delivered, encouraging us to interact with and explore our environment. Reciprocally, as the power of these technologies has advanced, the associated costs to implement them has decreased making them more cost-effective and feasible to deliver in a variety of settings. Despite the cost reduction, several issues remain with accessibility due to the knowledgebase required to generate, optimise and deliver 3D-digital content in both AR and VR. Here we sought to integrate an AR-based experience into a level 4 Biochemistry module to support the delivery of university lectures on protein structure and function. Traditionally, this topic would comprise 2D still images of complex 3D structures. By combining a breadth of subject-specific and technological expertise from across the university, we developed an AR-enhanced learning experience hosted on Zapworks AR platform. AR enabled full illustration of the complexity of these 3D structures while promoting collaboration through a shared user experience. Assessing the impact of the AR-experience via a formative test and survey revealed that despite only a modest increase in test performance, students overwhelmingly reported positively on the engaging nature and interactivity of AR. Critically, expanding our repertoire of content delivery formats will support the forward-thinking blended learning environments adopted across the higher education sector.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82364564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virtual and augmented reality technology is becoming more commonly available within a plethora of environments in which we exist, including educational environments. With advances in technology, and more exposure to its capabilities, there is a greater expectations and reliance on it. However, much of the hardware (and some of the software) which makes this technology usable is expensive and inaccessible to many. This article introduces a method for capturing and providing cost-effective virtual reality experiences, used here as a tool to give students improved accessory data and context regarding geological lab samples. The method introduced utilises the Google Cardboard camera app and Google Cardboard viewers. The virtual reality environment created is a mini-immersive experience that could be provided to students, or collected by students for their own use. The article reports results from a study of 20 participants who answered a questionnaire outlining their experiences of implementing the method. They responded positively, highlighting the applicability of the method to the task, the ease of use of tool and the accessibility of technology. Image quality of the method was raised as an area for improvement.
{"title":"Cheap, accessible, and virtual experiences as tools for immersive study: a proof of concept study","authors":"S. L. Rogers","doi":"10.25304/rlt.v28.2416","DOIUrl":"https://doi.org/10.25304/rlt.v28.2416","url":null,"abstract":"Virtual and augmented reality technology is becoming more commonly available within a plethora of environments in which we exist, including educational environments. With advances in technology, and more exposure to its capabilities, there is a greater expectations and reliance on it. However, much of the hardware (and some of the software) which makes this technology usable is expensive and inaccessible to many. This article introduces a method for capturing and providing cost-effective virtual reality experiences, used here as a tool to give students improved accessory data and context regarding geological lab samples. The method introduced utilises the Google Cardboard camera app and Google Cardboard viewers. The virtual reality environment created is a mini-immersive experience that could be provided to students, or collected by students for their own use. The article reports results from a study of 20 participants who answered a questionnaire outlining their experiences of implementing the method. They responded positively, highlighting the applicability of the method to the task, the ease of use of tool and the accessibility of technology. Image quality of the method was raised as an area for improvement.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"53 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79528894","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 increasing trend of using new media technologies and particularly social media (SM) among students provides an advantage for lecturers. Apparently their importance accelerated with the application of social distancing during a pandemic crisis such as the one World has been experiencing since the end of 2019. In this article, the stories of two academics are used expressing experiences, motives and perceptions on benefits and challenges of using SM to support teaching and learning in the classroom. The stories which form the data of the research describe how and why the participants started to use SM, their intended purpose and the ways of use. Besides, reasons, difficulties and positive as well as the negative sides are explored. The findings show that the virtual learning environments provided by SM facilitated the development of students' enthusiasm and interaction with peers assertively, thus increasing the students' participation. Because of emerging technologies, SM platforms surge and plummet quickly;therefore, it is important for institutions to either develop their platform or to subscribe to existing ones for effective knowledge sharing at an institutional level with clear ethical rules.
{"title":"Using social media to support teaching and learning in higher education: an analysis of personal narratives","authors":"Nurten Kara, B. Çubukçuoğlu, A. Elçi","doi":"10.25304/rlt.v28.2410","DOIUrl":"https://doi.org/10.25304/rlt.v28.2410","url":null,"abstract":"The increasing trend of using new media technologies and particularly social media (SM) among students provides an advantage for lecturers. Apparently their importance accelerated with the application of social distancing during a pandemic crisis such as the one World has been experiencing since the end of 2019. In this article, the stories of two academics are used expressing experiences, motives and perceptions on benefits and challenges of using SM to support teaching and learning in the classroom. The stories which form the data of the research describe how and why the participants started to use SM, their intended purpose and the ways of use. Besides, reasons, difficulties and positive as well as the negative sides are explored. The findings show that the virtual learning environments provided by SM facilitated the development of students' enthusiasm and interaction with peers assertively, thus increasing the students' participation. Because of emerging technologies, SM platforms surge and plummet quickly;therefore, it is important for institutions to either develop their platform or to subscribe to existing ones for effective knowledge sharing at an institutional level with clear ethical rules.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"59 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75982283","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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