This case study describes how one university is addressing the challenge of embedding evidence- based practice in learning, teaching and technology by building on the concept of distributive leadership. Following its launch in 2008, the
This case study describes how one university is addressing the challenge of embedding evidence- based practice in learning, teaching and technology by building on the concept of distributive leadership. Following its launch in 2008, the Caledonian Scholars and Associates initiative has firmly established itself as a key aspect of continuing professional development for learning and teaching within the institution, with technology playing a central role. The paper outlines how the initiative has benefitted from the experiences and findings of national and international developments and adapted them to the local context by supporting, encouraging and acknowledging evidence-based practice across the curriculum. It provides an overview of evaluation findings and concludes by outlining future plans to ensure sustainability.
Barney Dalgarno, Mark J.W. Lee, Lauren Carlson, Sue Gregory, Belinda Tynan
Anecdotal evidence suggests that despite recognising the potential benefits of 3D immersive virtual worlds for learning and teaching, many academic staff have chosen not to adopt them, due in large part to the complex array of technical
Anecdotal evidence suggests that despite recognising the potential benefits of 3D immersive virtual worlds for learning and teaching, many academic staff have chosen not to adopt them, due in large part to the complex array of technical and policy hurdles that must be negotiated in order to make use of such resources within higher education institutions. This paper presents selected results from the questionnaire phase of an Australia and New Zealand-wide scoping study of the use of 3D immersive virtual worlds in higher education. The particular focus in the paper is on findings from the questionnaire about support provided within institutions, technical and other barriers encountered by those considering adoption, and whether and how these were overcome.
Web 2.0 tools alone do not teach or result in effective or meaningful learning. A review of literature on evolving learning designs based on the tenets of Pedagogy 2.0 (Lee & McLoughlin, 2010) highlights four contributing elements of
Web 2.0 tools alone do not teach or result in effective or meaningful learning. A review of literature on evolving learning designs based on the tenets of Pedagogy 2.0 (Lee & McLoughlin, 2010) highlights four contributing elements of design for socio-constructivist learning environments: authenticity, motivation, scaffolding and skills development. This paper details an innovative learning design for the integration of technology to provide flexible access and encourage engagement while facilitating the development of knowledge management skills in an undergraduate course. A combination of technologies and strategies were used to encourage students to sufficiently engage in the assessment tasks. These were: course website for information provision, WebQuest for scaffolded instructions, wiki for collaboration and social bookmarking for sharing and reviewing references. The evaluation of the learning design was generally positive with students reporting increased 'tech savvyness'. However, a significant challenge was facilitation of equitable and synergistic group work which is central to socio- constructivist learning designs. Future iterations of the design will focus on this aspect in addition to encouraging student engagement with the Web 2.0 tools that were underutilized this time.
The purpose of this qualitative study is to propose a model of instructional approach for pre-service teacher education in the area of learning a new technology tool. Through the instructional approach, it is hoped that pre-service
The purpose of this qualitative study is to propose a model of instructional approach for pre-service teacher education in the area of learning a new technology tool. Through the instructional approach, it is hoped that pre-service teachers will become confident in integrating the technology tool which they have learnt, to enhance teaching and learning in the classroom. The study involved 30 Post-Graduate Diploma in Education (Physical Education) pre-service teachers and 59 Post-Graduate Diploma in Education (Secondary) pre-service teachers who were attending a core Information and Communication Technology (ICT) course in the year 2010. An instructional approach was designed for the implementation of video sports games for the 30 Physical Education (PE) pre-service teachers and for the implementation of Interactive White Board (IWB) for the 59 Post-Graduate Diploma in Education (Secondary) (PGDE Sec) pre-service teachers. During the course, the pre-service teachers were introduced to Video Sports Games and Interactive White Boards through an instructional approach that comprised of self-paced team exploration of the tools, peer sharing and critique, team exploration of various lesson plans culminating in lesson ideas/plans designed as a team. Based on data collected through observations, reflections and artifacts submitted by the teams, this study proposes a refined instructional approach to be adopted at the pre-service teacher education level for effective learning of the technology tool. The findings revealed that immersion time with the tool, team learning, peer sharing and critique were significant components which enhanced the pre-service teachers' learning experience. The study explores the significant role of the tutor and pre-service teachers and proposes an enhancement of the current instructional approach.
Students in higher education preparing for socially demanding roles often encounter role play as a technique for mastering their future professions. Lawyers have 'moots' or scripted court sessions. Medical doctors attempt to diagnose the
Students in higher education preparing for socially demanding roles often encounter role play as a technique for mastering their future professions. Lawyers have 'moots' or scripted court sessions. Medical doctors attempt to diagnose the injuries or diseases simulated by actors. Some pre-service teachers undertake micro-teaching simulations with peers pretending to be pupils (not necessarily compliant ones). However, this is an inefficient use of learning time for the peers, and work is proceeding to develop virtual worlds in which such training can be conducted with simulated pupils. This paper describes the development of one such learning environment, and discusses the challenges to be met as this class of learning interactions becomes useful in teacher training.
The continuous quest for ever increasing fidelity in 3D virtual worlds is running parallel to the emergence and adoption of low-cost technologies to implement such environments. In education and training, complex simulations can now be
The continuous quest for ever increasing fidelity in 3D virtual worlds is running parallel to the emergence and adoption of low-cost technologies to implement such environments. In education and training, complex simulations can now be implemented on standard desktop technologies. However, such tools lack the means to represent multisensory data beyond audio-visual feedback. This paper reports on a study that involved the design, development and implementation of a 3D learning environment for underground mine evacuation. The requirements of the environment are discussed in terms of the sensory information that needs to be conveyed and techniques are described to achieve this using multiple modes of representation, appropriate levels of abstraction and synesthesia to make up for the lack of tactile and olfactory sensory cues. The study found that audio-visual cues that used such techniques were effective in communicating complex sensory information for novice miners.
Universities are currently under pressure to provide evidence of graduate attributes and at the same time to improve learner engagement. Eportfolios and their associated pedagogies have the potential to support students' learning and
Universities are currently under pressure to provide evidence of graduate attributes and at the same time to improve learner engagement. Eportfolios and their associated pedagogies have the potential to support students' learning and development and to provide evidence of their progress against standards or attributes. Research reports about eportfolio introductions provide guidance on this new technology however student voices are underrepresented and most studies occur over a single course. This paper reports early data from a three-year longitudinal study of students in a Bachelor of Education. Survey results across four semesters, which included first-time users in each semester, indicated (1) increasing recognition of the eportfolio for learning in the areas of evaluation, reflection on the learning process, and keeping track of learning experiences and (2) decreasing concerns about using the technology and technology as a barrier. There were also a steady increase of enthusiasm and positive feelings and a decrease in feelings of uncertainty, confusion, anxiety and negativity.
Blended learning approaches often make use of asynchronous discussion forums (ADFs) to enhance face-to-face learning, collaboration and co-construction. One aspect of research for such online tools focuses on the development of critical
Blended learning approaches often make use of asynchronous discussion forums (ADFs) to enhance face-to-face learning, collaboration and co-construction. One aspect of research for such online tools focuses on the development of critical thinking. But what, specifically, is the role of such technology in such efforts? Over a semester, we collected data through classroom observations, semi-structured interviews and online postings. In our cyclical thematic analyses, we identified virtual presence, timing, display presentation, and skill development as influential factors regarding the development of collaborative critical thinking. Students, nonetheless, were often very frustrated with the tool. Improvements to the actual use of the tool, combined with greater guidance, may yield stronger results.
The rapid pace of change of the knowledge intensive era, supported by the emergence of Web2.0 and the consequential growth of personalised applications, has fuelled debate on the notion of Personal Learning Environments (PLEs). The concept
The rapid pace of change of the knowledge intensive era, supported by the emergence of Web2.0 and the consequential growth of personalised applications, has fuelled debate on the notion of Personal Learning Environments (PLEs). The concept of personalisation, adaptability and accessibility is particularly pertinent in terms of creating a learning environment that meets the individual needs of disabled learners that cannot be met by standard approaches and could affect the student's ability to access learning at all. This has led us to explore the potential of the personalised development of learning applications to provide the choice of tools, applications or services to support the learning experience of disabled students. This paper examines a community approach to the design, development and evaluation of open source widgets, through a project funded as part of the JISC Distributed Learning Environments initiative: Widgets for Inclusive Distributed Environments (WIDE).
Brent Gregory, Sue Gregory, Denise Wood, Yvonne Masters, Mathew Hillier, Frederick Stokes-Thompson, Anton Bogdanovych, Des Butler, Lyn Hay, Jay Jay Jegathesan, Kim Flintoff, Stefan Schutt, Dale Linegar, Robyn Alderton, Andrew Cram, Ieva Stupans, Lindy McKeown Orwin, Grant Meredith, Debbie McCormick, Francesca Collins, Jenny Grenfell, Jason Zagami, Allan Ellis, Lisa Jacka, John Campbell, Ian Larson, Andrew Fluck, Angela Thomas, Helen Farley, Nona Muldoon, Ali Abbas, Suku Sinnappan, Katrina Neville, Ian Burnett, Ashley Aitken, Simeon Simoff, Sheila Scutter, Xiangyu Wang, Kay Souter, David Ellis, Mandy Salomon, Greg Wadley, Michael Jacobson, Anne Newstead, Gary Hayes, Scott Grant, Alyona Yusupova
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches.
Sue Gregory, Barney Dalgarno, Matthew Campbell, Torsten Reiners, Vicki Knox, Yvonne Masters
Many pre-service teachers currently undertake their professional experience with insufficient knowledge and confidence to handle unexpected teaching situations. VirtualPREX explores the experiences of 72 pre-service teachers who undertook
Many pre-service teachers currently undertake their professional experience with insufficient knowledge and confidence to handle unexpected teaching situations. VirtualPREX explores the experiences of 72 pre-service teachers who undertook a teaching role-play in a virtual world. The researchers discuss this opportunity for pre-service teachers to utilise new methods and avenues in a virtual world to both supplement their learning and undertake preparation for practical experience. Participation by pre-service teachers in role-play enables them to test and develop a better range of professional skills and acquire confidence in, and more realistic awareness of, their skills before being placed in real-life classrooms. Presented in this paper are the findings from a pilot of this study and pre-service teacher reactions to the role-play activity including whether they felt that it was helpful in preparing them for their upcoming professional experience placement.
The challenges of turning funded projects from elearning innovations into sustainable products and services have featured in the higher education literature for more than forty years. Various guidelines and strategies designed to
The challenges of turning funded projects from elearning innovations into sustainable products and services have featured in the higher education literature for more than forty years. Various guidelines and strategies designed to facilitate the process have been developed and tested. Key challenges are identified and critical success factors proposed. Yet the problem persists in more or less original form, suggesting that most of the advice has been lacking in some respect. This paper examines the current raft of ideas and proposed solutions to the problem of sustaining elearning innovations. Preliminary findings from sixteen case studies are presented to see how experience aligns with the guidelines. While the evidence from these cases is not universal, it is does support comment on the usefulness of existing guidelines and a proposal for an alternative approach to sustainable innovation based on this research.
Online social networking (OSN) activities are becoming more prevalent in higher education. The phenomenon can be observed in many higher learning institutions around the world. There are many ways of appropriating OSN for teaching and
Online social networking (OSN) activities are becoming more prevalent in higher education. The phenomenon can be observed in many higher learning institutions around the world. There are many ways of appropriating OSN for teaching and learning. OSN enables lecturers and students to publish and share knowledge quickly and easily. However there are also several challenges which include the limited skills in using social technologies among lecturers and students. This paper discusses the findings from two case studies conducted using an exploratory approach employing semi-structured interviews to gather lecturers' perspectives on their appropriation and use of OSN. The findings demonstrate a range of approaches used as well as the benefits and challenges faced by the lecturers in appropriating social technologies for teaching and learning. The finding can be used as a guide for other lecturers and educational designers to improve the use of OSN activities in higher education.
