CfLAT - Centre for Learning and Teaching

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https://hdl.handle.net/10292/2084

This collection contains research from the Centre for Learning and Teaching (CfLAT).

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A dialogic approach to online facilitation
(ASCILITE, 2009) Swann, J
Social construction of understanding has long been a significant underlying principle of learning and teaching and while there are many models for the design of online activities to promote this there are considerably fewer models for the facilitation of such dialogue. This paper examines some of these facilitation models from the point of view of a university lecturer seeking to encourage social construction of understanding through online dialogue and proposes an alternative which extends the principles of Community of Inquiry theory. It describes a design-based research project which focuses on the dialogue itself in a university learning environment, and on the development of facilitation techniques which will encourage it to flourish.
A dialogic approach to online facilitation
(ASCILITE, 2010) Swann, J
Social construction of understanding has long been a significant underlying principle of learning and teaching and while there are many models for the design of online activities to promote this there are considerably fewer models for the facilitation of such dialogue. This paper examines some of these facilitation models from the point of view of a university lecturer seeking to encourage social construction of understanding through online dialogue and proposes an alternative which extends the principles of Community of Inquiry theory. It describes a design-based research project which focuses on the dialogue itself in a university learning environment, and on the development of facilitation techniques which will encourage it to flourish.
A Model for Nurturing a Networked Academic Community: #ASCILITEMLSIG Mobile Learning Special Interest Group
(Informa UK Limited, 2024-05-13) Narayan, Vickel; Cochrane, Thomas; Stretton, Todd; Chanane, Nawal; Alizadeh, Mehrasa; Birt, James; Bone, Elisa; Cowie, Neil; Deneen, Chris; Hinze, Meredith; Sinfield, David; Worthington, Tom; Goldacre, Paul; Vanderburg, Robert
This paper explores the development of a special interest group bound by common interests, experiences, and access to opportunities in mobile learning as a model of a networked academic development community. With core members spanning eleven educational institutes across three continents, the Mobile Learning Special Interest Group (MLSIG) was established to facilitate mobile learning praxis to enable authentic learning and learner agency through a networked community of academic practitioners and researchers. The paper identifies critical elements of the MLSIG networked community through an autoethnographic narrative from 14 self-nominated participants. These are woven into a proposed framework and model for nurturing networked academic development communities.
Authentic Interprofessional Health Education Scenarios Using Mobile VR
(Co-Action Publishing, 2018) Cochrane, T; Stretton, T; Aiello, S; Britnell, S; Cook, S; Naryan, V
This paper explores the use of mobile virtual reality (mVR) to create authentic learning environments for health education, initially in three contexts, followed by the development of collaborative health team scenarios that mirror professional practice. The use of mVR mitigates the dispersion of the university’s seven health departments across three geographical campuses. We argue that the use of mVR provides an immersive and authentic student experience of real-world medical team scenarios. Building upon our experiences we critique the development of design principles for the integration of mVR within the curriculum and the establishment of a socio-cultural ethos of collaboration across the seven health disciplines at the institution. The unique contribution of our methodology is the focus upon a low-cost rapid user-generated development model explicitly founded upon design-based research, supported by a transdisciplinary team, modelling interprofessional practice.
Autopoiesis in Digital Learning Design: Theoretical Implications in Education
(MIT Press, 2019) Aguayo, C
Today’s mobile and smart technologies have a key role to play in the transformative potential of educational practice. However, technology-enhanced learning processes are embedded within an inherent and unpredictable complexity, not only in the design and development of educational experiences, but also within the socio-cultural and technological contexts where users and learners reside. This represents a limitation with current mainstream digital educational practice, as digital experiences tend to be designed and developed as ‘one solution fits all’ products, and/or as ‘one-off’ events, failing to address ongoing socio-technological complexity, therefore tending to decay in meaningfulness and effectiveness over time. One ambitious solution is to confer the processes associated with the design and development of digital learning experiences with similar autopoietic properties found within living systems, in particular adaptability and self-organisation. The underpinning rationale is that, by conferring such properties to digital learning experiences, intelligent digital interventions responding to unpredictable and ever-changing socio-cultural conditions can be created, promoting meaningful learning over-time. Such an epistemological view of digital learning aims to ultimately promote a more efficient type of design and development of digital learning experiences in education.
Beyond Pokemon Go: Mobile Ar & VR in Education
(Ascilite, 2016) Cochrane, T; Jones, S; Kearney, M; Farley, H; Narayan, V; Barker, S; Dawson, S; Pardo, A; Colvin, C
The new wave of mobile VR and AR are anticipated to become a multi-billion dollar industries in the near future (F. Cook, 2016) – how will this impact higher education? This Symposium will gather the collective experience and expertise of members of the newly established Ascilite Mobile Learning Special Interest Group (Ascilitemlsig) to explore and discuss the potential and issues surrounding the rapidly developing fields of mobile Augmented Reality and mobile Virtual Reality. The SIG seeks to draw develop an international community of mobile learning researchers in the context of mobile VR and AR. Building upon the global popularity of the Pokemon Go app, Google Cardboard, and the Samsung Gear VR, there is now widespread interest in these technologies, but still little expertise in integrating these within authentic educational experiences beyond another form of interactive content delivery. Members of the Ascilitemlsig will discuss the potential of mobile AR and VR for user generated content and contexts, share their recent practice-based research, and invite interaction from the wider Ascilite conference attendees.
Beyond the yellow brick road: mobile web 2.0 informing a new institutional elearning strategy
(Routledge: Taylor & Francis, 2010-11) Cochrane, T; Hall, M; Keppell, M; Bourne, J
Mobile learning (m‐learning) has moved beyond the realms of fantasy to become a viable platform for contextual learning that bridges formal and informal learning environments. This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution’s new e‐learning strategy that focuses upon social constructivist pedagogies. The project developed an intentional community of practice model for supporting new technology integration, pedagogical development, and institutional change. Beginning with a small selection of early adopter trials, the results of the research are now informing a wider integration of wireless mobile computing.
Challenging Teachers’ Pedagogic Practice and Assumptions About Social Media
(Online Learning (OLJ), 2017-01-01) Cartner, HC; Hallas, JL
This article describes an innovative approach to professional development designed to challenge teachers’ pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain’s (2004) “baker’s dozen” questions to guide the design of an online postgraduate course for teachers. This article discusses the design of the online course and what teachers came to understand about the relationship between social media and teaching as a result of completing the course activities. This small-scale case study utilised qualitative data from three cohorts of participating teachers and found that teachers do change their pedagogical practice and assumptions about social media for their own teaching contexts when they engage in course activities that challenge their existing mental models and encourage critical reasoning and reflection on learning.
Choosing texts for today's students: do they understand language?
(Learning and Teaching Support Network, 2009-10) Kirkness, A; Neill, L
This study examines the language demands of a textbook chapter and a journal article from the course readings for first-year students in a hospitality degree. The classroom teacher and an academic developer compared the language demands of the two texts using the “Learning Progressions for Adult Literacy” (Tertiary Education Commission [TEC], 2008), a framework of steps in literacy development, and explored vocabulary frequency using the “Web Vocabprofile” (Cobb, n.d.). This paper presents the results of the study and compares the teacher’s criteria for selecting reading materials with the students' evaluation of the materials. The process described should help university teachers make more informed decisions about their selection of readings.
CMALT cMOOC: Developing a Scalable Lecturer Professional Development Framework
(Ascilite, 2017) Cochrane, T; Narayan, V
This paper outlines the design stage of a project that reimagines lecturer professional development around a network of communities of practice scaffolded by a cMOOC (connectivist Massive Open Online Course), where sustained collaborative engagement with innovative teaching practice is recognised via established international peer-based professional accreditation pathways such as CMALT (Certified Member of the Association for Learning Technology). Informed by a design based research methodology, the CMALT cMOOC leverages a network of national and international collaboration and innovative teaching expertise, providing an agile and scalable framework to support the development of participants’ CMALT portfolios as evidence of critical engagement with new modes of practice and enhanced student outcomes.
Co-Designing a Medication Notification Application with Multi-Channel Reminders
(Association for Information Systems (AIS), 2021-02-24) Chanane, N; Mirza, F; Naeem, MA
Evidence suggests that medication adherence applications (apps) are one of the most effective methods to remind patients to take medication on time. Reminders via apps are overwhelming today, consumers discard using them after a brief period of initial usage, eventually becoming unfavourable towards them and not using them at all. This study aims to qualitatively determine the key features and design of medication reminder apps that facilitate or disrupt usage from the users’ perceptive. Three focus groups were conducted with participants aged between 15 and 65+ (N= 12). The participants evaluated a smart medication reminder prototype, then sketched and discussed their thoughts and perceptions within the group. Participants identified, 1) Multi-channel reminders, 2) Medication intake acknowledgement for reporting and 3) Seamless addition of medications and associated reminders as important elements. Understanding consumers’ needs and concerns will inform the future development of medication reminder apps that are acceptable and valuable to consumers.
Connecting the Theory and Practice of Mobile Learning: A Framework for Creative Pedagogies Using Mobile Social Media
(Edizioni Centro Studi Erickson S.p.a., 2015-11) Cochrane, T; Antonczak, L
Designing creative learning environments supported by new technologies involves the development of new literacies for both teachers and learners. One way to do this is to frame teaching and learning around building authentic learning communities. The role of the teacher then becomes creating ecologies where communities can interact, and seeding this interaction via triggering events, while the role of the learner becomes that of content creator and active participant. In this paper we propose and illustrate a framework that links the use of the Substitution-Augmentation-Modification-Redefinition framework (SAMR) framework and the conception of three levels of creativity to trigger transformative curriculum design using mobile social media as a catalyst. A case study provides a practical example of using our mobile social media framework to explore transformative curriculum design both from the perspective of teacher and learner.
“Context Matters”: The Challenges and Opportunities of Designing Tertiary Public and Environmental Health Education in South Auckland
(School of Public Health and Psychosocial Studies at AUT University., 2018) Kersey, K; Lees, A; Conn, C; Cochrane, T; Narayan, V; Williams, M
This article outlines a study protocol, detailing the proposed methodology and findings of our preliminary literature review, for co-design of future NZ public and environmental health education for the South Auckland campus of AUT University. This research project aims to contribute to healthy communities and city, embrace emerging technologies, maximize youth employability, and develop an outstanding 21st Century tertiary environment. The proposed project will contribute to a significant re-conceptualization of curriculum; student learning and voice; and partnerships with communities and a fast-changing industry. Using a design based research approach to curriculum development, the research practitioners in this project will immerse themselves in the context of the project, be guided by emerging theory in developing design principles, construct features of an intervention and evaluate the impact on teaching and learning. Situated in Kaupapa Māori and Pacific epistemologies and utilising collaborative design principles, the study will explore the diverse and complex context in which public and environmental health will be provided at AUT South. Of particular relevance will be an examination of the following drivers of tertiary, and public and environmental health, education in the 21st century: the unique South Auckland context, the need to embrace evolving concepts of public health, rapid technological change, and changing education paradigms. Our ultimate goal is to develop co-designed interventions that accommodate the unique cultural and ethnic makeup of the South Auckland context with the opportunity for transferability across the tertiary sector, situated within a social constructivist philosophy appropriate for our new digital economy and environmental challenges.
A DBR Framework for Designing Mobile Virtual Reality Learning Environments
(ASCILITE, 2017) Cochrane, T; Cook, S; Aiello, S; Christie, D; Sinfield, D; Steagall, M; Aguayo, C
This paper proposes a Design Based Research framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first two stages of the DBR framework, involving the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for the different contexts. The design of the projects is guided by a set of design principles identified from the literature. These design principles will be modified in light of the subsequent project evaluation stages.
Design Principles for Heutagogical Learning: Implementing Student-determined Learning With Mobile and Social Media Tools
(ASCILITE, 2018-06-30) Narayan, V; Herrington, J; Cochrane
Mobile and social media over the last decade has created significant shifts in society: how we communicate and collaborate, and in learning and teaching. This paper discusses a study that investigated how mobile social media tools and affordances could be harnessed to facilitate a student-determined learning experience (heutagogy). A design-based research (DBR) approach was utilised to analyse and investigate a set of draft design principles that was established in collaboration with a group of teachers and literature. The draft design principles guided the design of a first year course that was iteratively implemented and evaluated over 2 years with two different cohorts of students. As a key outcome of the DBR, a set of refined design principles is presented. These principles are capable of guiding other practitioners in designing and facilitating student-determined learning in authentic contexts using mobile devices, and social media affordances.
Designing an Authentic Professional Development cMOOC
(Ascilite, 2015-11-29) Cochrane, T; Narayan, V; Burcio-Martin, V; Lees, A; Diesfeld, K; Reiners, T; von Konsky, BR; Gibson, D; Chang, V; Irving, L; Clarke, K
While there has been a lot of hype surrounding the potential of MOOCs to transform access to education, the reality of completion rates and participant profiles has tempered this hype such that within the hype cycle MOOCs have already hit the trough of disillusionment. However we argue that embedding cMOOC design within an educational design research methodology can enable the design of authentic professional development model that can indeed demonstrate transformation in pedagogical practice. Our design model links mobile learning theory, practice, and critical reflection within an EDR methodology to create an authentic experience for participating lecturers.
Designing creative learning environments
(Springer, 2015-07-06) Cochrane, T; Antonczak, L; Buchem, I; Jahnke, I; Mor, Y; Apostolou, D
Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios. Evidence: - https://www.academia.edu/18174585/Designing_Creative_Learning_Environments - https://drive.google.com/file/d/0B5OJZ8XRzvKXTlE5a2JTVE8tNEE/view?usp=sharing - https://drive.google.com/file/d/0B5OJZ8XRzvKXVkxzR2o4X0hjdWs/view?usp=sharing
Designing Mobile Learning With Education Outside the Classroom to Enhance Marine Ecological Literacy
(Teaching and Learning Research Institute (TLRI), 2020-06-01) Eames, C; Aguayo, C
No abstract.
Designing Virtual Reality Environments for Paramedic Education: MESH360
(Ascilite, 2016) Cochrane, T; Cook, S; Aiello, S; Harrison, D; Aguayo, C; Barker, S; Dawson, S; Pardo, A; Colvin, C
This paper outlines the first two stages of a design-based research project that aims to develop more authentic critical care educational simulation experiences and learner-centred pedagogies in paramedicine education. The first two stages involve the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for designing immersive scenarios and 360-degree video enhanced critical care simulations. Thus far we have identified a set of design principles that will guide the implementation of the project. These design principles will be modified in light of the subsequent project evaluation stages.
Developing Culturally Responsive Practice Using Mixed Reality (XR) Simulation in Paramedicine Education
(Centre for Learning and Teaching (CfLAT), AUT University, 2021) Aiello, S; Aguayo, C; Wilkinson, N; Govender, K; Cochrane, T
The department of Paramedicine at Auckland University of Technology is committed to establishing informed evidence and strategies representative of all ethnicities. The MESH360 team propose that immersive mixed reality (XR) can be employed within the learning environment to introduce critical elements of patient care through authentic environmental and socio-cultural influences without putting either students, educators, practitioners or patients at risk. Clinical simulation is a technique that replicates real-world scenarios in a controlled and non-threatening environment. However, despite the legal and moral obligations that paramedics have to provide culturally competent care, a lack of evidence and guidelines exist regarding how to adequately integrate simulation methods for cultural competence training into paramedicine education. In our curriculum, clinical simulation has been used mainly to teach the biomedical aspects of care with less focus on the psychological, cultural, and environmental contexts. A potential, therefore, exists for high-fidelity clinical simulation and XR as an effective teaching strategy for cultural competence training by providing learners with the opportunity to engage and provide care for patients from different cultural backgrounds, ethnic heritages, gender roles, and religious beliefs (Roberts et al., 2014). This is crucial preparation for the realities of professional practice where they are required to care for patients that represent the entirety of their community. This presentation explores the MESH360 project and the development of a theoretical framework to inform the design of critical thinking in enhanced culturally diverse simulation clinical scenarios (ResearchGate, n.d.). The project aims to develop a transferable methodology to triangulate participant subjective feedback upon learning in high stress environments within a wide range of cultural-responsive environments. The implications for practice and/or policy are the redefinition of the role of simulation in clinical health care education to support deeper critical learning and paramedic competency within cross-cultural environments within XR. The aim of the research is to develop simulation based real-world scenarios to teach cultural competence in the New Zealand paramedicine curriculum. Using a Design-Based Research framework in healthcare education the project explores the impact of culturally-responsive XR enhanced simulation for paramedicine students through the triangulation of participant subjective feedback, observation, and participant biometric data (heart rate) (Cochrane et al., 2017). Data analysis will be structured around the identification and description of the overarching elements constituting the cultural activity system in the study, in the context of XR in paramedicine education (Engeström, 1987). Our research objective focuses upon using XR to enable new pedagogies that redefine the role of the teacher, the learner, and of the learning context to: Develop clinically appropriate and contextually relevant simulation-based XR scenarios that teach students how to respect differences and beliefs in diverse populations whose world view may be different from ones’ own. Inform culturally-responsive teaching and learning in paramedicine education research and practice. Implementation of pedagogical strategies in paramedicine critical care simulation to enhance culturally-responsive understandings and practice.

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