Pacific Journal of Technology Enhanced Learning最新文献

{"title":"Enhancing student learning through trans-disciplinary project-based assessment in bioengineering","authors":"Lionel K. W. Lam, Thomas Cochrane, V. Rajagopal, K. Davey, S. John","doi":"10.24135/PJTEL.V3I1.80","DOIUrl":"https://doi.org/10.24135/PJTEL.V3I1.80","url":null,"abstract":"The Bioengineering Systems major offered at the University of Melbourne aims to enable students to rigorously integrate mathematics and modelling concepts with the fundamental sciences of biology, physics, and chemistry in order to solve biomedical engineering problems. This requires mastery of core concepts in engineering design, programming, mechanics, and electrical circuits. Historically, these concepts have been sequestered into separate subjects, with minimal cross-curricular references. This has resulted in the compartmentalisation of these concepts, with students often failing to appreciate that these seemingly disparate ideas can be synergistically combined to engineer larger, more capable systems. Building the capability of students to integrate these trans-disciplinary concepts is a unique aspect of the major that seeks to prepare students to solve real-world problems in the digital age (Burnett, 2011). \u0000  \u0000We previously implemented trans-disciplinary design in the second-year subject Biomechanical Physics and Computation by integrating the teaching of mechanics and programming (typically covered in separate subjects in standard engineering degrees). This integration was explored largely through assessment redesign that focuses upon authentic learning (Bozalek et al., 2014). In these assessments, students have to model real-world mechanical systems using programming, for example, the construction of an animated physics-based model for a bicep curl. Here, an understanding of either the mechanics or programming component is insufficient to properly complete these assessments – students necessarily have to master both in order to perform well. Student feedback surveys have indicated that student learning has benefited from this redesign, as they have helped put programming concepts in a real-world context by demonstrating their utility in solving complex physics problems. Quantitatively, trans-disciplinary design has contributed to improvements in the following survey scores from 2017 (pre-redesign) to 2019: “I found the assessment tasks useful in guiding my study”: 3.85 to 4.43, “I learnt new ideas, approaches, and/or skills”: 3.88 to 4.32, “I learnt to apply knowledge to practice”: 3.63 to 4.13 (averages, maximum: 5). \u0000  \u0000To further model trans-disciplinary design, we have established a collaborative curriculum design team (Laurillard, 2012) to develop a coordinated set of learning activities and assessments centred around the design, construction, and control of a bionic limb. Using design-based research (McKenney & Reeves, 2019), our team will model a design-based research approach within the curriculum over a two-year project timeline. By integrating these learning activities across four core subjects in the Bioengineering Systems major, students will be involved in an authentic learning project that integrates the concepts taught in the context of a larger system. The project involves hands-on design and fabrication of a bionic limb","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121393038","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}

{"title":"A framework for re thinking the pedagogy of studio-based design classrooms","authors":"D. Sinfield, T. Cochrane","doi":"10.24135/pjtel.v2i2.77","DOIUrl":"https://doi.org/10.24135/pjtel.v2i2.77","url":null,"abstract":"This paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"435 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133323362","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}

{"title":"Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies","authors":"T. Cochrane, Joshua Munn","doi":"10.24135/pjtel.v2i2.58","DOIUrl":"https://doi.org/10.24135/pjtel.v2i2.58","url":null,"abstract":"\u0000 \u0000 \u0000This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms. \u0000 \u0000 \u0000","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131831457","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}

{"title":"OnTask","authors":"S. Leichtweis","doi":"10.24135/pjtel.v2i1.55","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.55","url":null,"abstract":"Universities are increasingly being expected to ensure student success while at the same time delivering larger courses.  Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010).  Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale.  The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students.  This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners.  Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set.  The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design.  As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios.  \u0000References \u0000  \u0000Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. \u0000Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. \u0000Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130238615","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}

{"title":"Creating blended learning experiences requires more than digital skills","authors":"Bettina Schwenger","doi":"10.24135/pjtel.v2i1.46","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.46","url":null,"abstract":"With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level. \u0000  \u0000Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning. \u0000  \u0000References \u0000  \u0000Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa \u0000Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 \u0000Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. \u0000Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ \u0000Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blen","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114326915","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}

{"title":"Enhancing student retention rates on open non-formal online language learning courses","authors":"N. Cowie, K. Sakui","doi":"10.24135/pjtel.v1i1.17","DOIUrl":"https://doi.org/10.24135/pjtel.v1i1.17","url":null,"abstract":"Open non-formal online courses (Rha, 2018) are becoming increasingly popular as a self-paced option for learners. These courses are often hosted by commercial platforms where teachers and course creators develop and market courses to students across the globe. The numbers of students enrolled on these kinds of courses is hard to estimate but figures from providers do indicate the numbers are significant. For example, the Udemy course provider (https://www.udemy.com) states that as of October 2019 it has over 30 million students learning on 50,000 courses. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high (Sánchez-Elvira Paniagua & Simpson, 2018). In this presentation two teacher-researchers reflect on and analyse their experience of creating open non-formal online courses for English language learners, and go on to suggest several practical techniques to decrease the number of students that may drop out. The theoretical framework for this paper is that of exploratory practice (Allwright, 2003). This is an approach to teacher development in which teachers collect information on their courses and then try to use that data to reflect on their practice and improve conditions for learning. The two sources of data are the meta analytics supplied by Udemy for every course and surveys from university students who were asked to evaluate different types of video. These two sources of data were analysed using a two-step coding approach (Miles, Huberman & Saldana, 2014) in which codes are assigned and then grouped together based on emergent themes. In the presentation, firstly, the wider reasons why online students drop out, such as insufficient support (Simpson, 2017) or the impact of cognitive overload (Sweller, Ayres & Kalyuga, 2011), are discussed and several ways are suggested to get around these issues. Secondly, various principles of instructional design such as keeping lessons consistent but variable, relevant, and divided into manageable chunks are recommended (Lehman & Conceição, 2014). Finally, a number of ways that videos can be made more engaging are shown (Mayer, 2017), especially focusing on how a talking head can be best portrayed in order to give the clearest information and develop a more personalised teacher presence (Garrison, 2011). Although the data and analysis are focused on open non-formal online courses the findings and discussion are of relevance to other forms of online instruction and multimedia learning. \u0000  \u0000References \u0000  \u0000Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. \u0000     Language Teaching Research, 7(2),113-141. https//doi.org/10.1191/1362168803lr118oa \u0000Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. (2nd ed.). New \u0000     York, NY: Routledge. http://dx.doi.org/10.4324/9780203166093 \u0000Lehman, R., & Conceição, C. (2014). Motivating and retaining online students. San Francisco,","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122779351","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}

{"title":"Media-Multitasking","authors":"Karen E. Murphy","doi":"10.24135/pjtel.v2i1.35","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.35","url":null,"abstract":"While internet capable technology (ICT) use integrated within the curriculum has been linked to higher test scores, better GPAs and greater learning goal achievement (Kay & Lauricella, 2014), technology use does not always enhance learning. Within learning environments many students use ICT for off-task activities, and this is referred to as media-multitasking (Ophir, Nass, & Wagner, 2009). Unless two tasks are simple and well practiced, people show diminished attention and performance capabilities whilst multitasking due to cognitive limitations. Within educational contexts this explains why higher levels of media-multitasking have been associated with poorer academic performance and lower GPAs (e.g., Bowman, Levine, Waite, & Gendron, 2010).  Given the significant implications of students’ media-multitasking for their learning outcomes, it is important to understand what media-multitasking activities are undertaken within learning contexts. The current study presents data examining the association between students’ media-multitasking within academic contexts (lectures, tutorials, exam study, assignment writing and recorded lecture viewing), and their attention and memory skills. Across all academic contexts, higher levels of media-multitasking were associated with more mental errors, more attentional focus and memory problems, and more mind wandering. Students reported more media-multitasking during assignment writing and exam study than when at class or viewing recorded lectures. The cognitive consequences of media-multitasking within learning environments will be discussed (e.g., increased task difficulty, memory load and switching between tasks) and the Cognitive Load Theory (Van Merrienboer & Sweller, 2005) will be used to illustrate why media-multitasking interferes with learning. Given the duty of care of educators for student learning, strategies for educating and regulating student media-multitasking behaviours within academic learning environments (e.g., technology use rules, engaging classes, active learning and educational activities, Hayashi, & Nenstiel, 2019, Purwaningtyas, 2019) will also be discussed. \u0000  \u0000References \u0000Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931. \u0000Hayashi, Y., & Nenstiel, J. N. (2019). Media multitasking in the classroom: Problematic mobile phone use and impulse control as predictors of texting in the classroom. Current Psychology, 1-7. \u0000Kay, R. H., & Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education classrooms. Canadian Journal of Learning and Technology, 40(2), n2. \u0000Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587. https://doi.org/10.1073/pnas.0903620106 \u0000Purwaningtyas, I. (2019). Pursuing Effective Med","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129413719","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}

{"title":"Getting started with screen recording","authors":"Amanda Charlton, D. Kenwright","doi":"10.24135/pjtel.v2i1.33","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.33","url":null,"abstract":"Overview \u0000Ever watched a YouTube video to solve a software problem? For example, ‘How do I set up Presenter View in PowerPoint? Well, you are watching a screen recording, also known as screencasting and video screen capture. This is a video recording with audio narration; not to be confused with screenshot/capture, which is a still photo. For educators, screen recording is ideal for: recording your presentations in a controlled environment, recording feedback on student work with real teacher presence, explaining course and LMS navigation, explaining and annotating images such as digital microscopy, radiology, graphics, as well as recording a digital whiteboard for hand drawn mathematics equations or diagrams. \u0000  \u0000Outcomes \u0000At the end of this 90 min mini workshop you will have created and shared your first screen recorded video, and will be able to do it again. \u0000  \u0000Major features to be investigated \u0000Structured into 6 steps, discussion and demonstration of pros and cons of \u0000 \u0000Hardware – laptop/desktop vs mobile device \u0000Software – free vs paid \u0000Microphone – inbuilt vs USB \u0000Recording technique – record/pause segments \u0000Upload -video hosting \u0000Share - links \u0000 \u0000  \u0000Session organisation \u0000 \u0000 \u0000 \u0000 \u00005 tables. 4 participants per table. Maximum 20 participants. \u0000Mac users grouped together, and Windows users grouped together \u0000 \u0000 \u0000 \u0000 \u0000Time (mins) \u0000 \u0000 \u0000Activity \u0000 \u0000 \u0000Content \u0000 \u0000 \u0000 \u0000 \u000010 \u0000 \u0000 \u0000Icebreaker \u0000 \u0000 \u0000Table group introductions, share experience with screen recording and intended uses, table group discussion and whole group Post-it notes . \u0000 \u0000 \u0000 \u0000 \u000010 \u0000 \u0000 \u0000Demonstration \u0000 \u0000 \u0000Introduction and use cases. \u0000Downloading software. \u0000 \u0000 \u0000 \u0000 \u000015 \u0000 \u0000 \u0000Pair programming \u0000 \u0000 \u0000Participants access free software. \u0000Windows users: Screencast-o-matic or Zoom \u0000Mac users: QuickTime \u0000 \u0000 \u0000 \u0000 \u000010 \u0000 \u0000 \u0000Demonstration and printed set up sheet \u0000 \u0000 \u0000Settings for video, webcam, audio. Recording tips and techniques. \u0000 \u0000 \u0000 \u0000 \u000015 \u0000 \u0000 \u0000Individuals or pairs \u0000  \u0000 \u0000 \u0000Set up software, and microphone. Open one of your previous PowerPoint presentations or other resource, make a 2 sec recording of desktop screen. \u0000 \u0000 \u0000 \u0000 \u00005 \u0000 \u0000 \u0000  \u0000 \u0000 \u0000Break \u0000 \u0000 \u0000 \u0000 \u000010 \u0000 \u0000 \u0000Demonstration \u0000 \u0000 \u0000Save, upload, share \u0000 \u0000 \u0000 \u0000 \u000015 \u0000  \u0000 \u0000 \u0000Pairs \u0000 \u0000 \u0000Participants create a 1 min video, save and upload, share link by email with partner. Self critique and partner feedback using a structured framework. \u0000 \u0000 \u0000 \u0000 \u00005 \u0000 \u0000 \u0000Discussion \u0000 \u0000 \u0000Revisit how you might use screen recording in your teaching. Table group discussion and Post-it notes. \u0000 \u0000 \u0000 \u0000 \u00005 \u0000 \u0000 \u0000Evaluation Survey \u0000 \u0000 \u0000QR code to online survey on phone \u0000Resource links. \u0000 \u0000 \u0000 \u0000 \u0000  \u0000Resources for distribution \u0000We will be using free software, either inbuilt or accessed online. One page printed step by step guide. \u0000  \u0000Expectations and requirements of participants \u0000You need to bring your own laptop to participate, or pair with someone who has. Although screen recording is possible on a tablet or phone, you will have to install different Apps. \u0000 ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117334687","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}

{"title":"Mobile Video Production","authors":"D. Sinfield, T. Cochrane","doi":"10.24135/pjtel.v2i1.30","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.30","url":null,"abstract":"Smartphone ownership has become ubiquitous (International Telecommunication Union, 2017), but also fragmented by the variety of manufacturers and models available. In particular there are significant differences between the two major smartphone platforms (iOS and Android). This workshop is designed to provide participants with a cross-platform toolkit for implementing BYOD user-generated mobile video content in higher education contexts (Cochrane & Sinfield, 2019). Grounded on the concepts of learner-generated contexts, heutagogy or self-determined learning (Blaschke & Hase, 2019), and authentic learning (Burden & Kearney, 2016), the workshop facilitators will outline a framework for user-generated mobile video production (Sinfield, 2018). The workshop will illustrate the framework by examples of BYOD student projects, and will introduce participants to a hands-on exploration of an ecology of resources for mobile collaborative video production and sharing via digital social media platforms. \u0000  \u0000Schedule (100 mins) \u0000 \u0000Introductions (5 min)\u2028\u2028 \u0000Participant survey (5 min) \u0000 \u0000 \u0000Overview of collaborative mobile video production technologies (10 min) \u0000 \u0000Hardware \u0000Student project examples\u2028\u2028 \u0000 \u0000Mobile video activities (20 min)\u2028\u2028\u2028 \u0000 \u0000 \u0000 \u0000Adobe Premier Clip App \u0000LG360 Cam’s \u0000 \u0000Support \u0000Streetview \u0000YouTube360 \u0000 \u0000 \u0000Collaborative Video project development (45 min)\u2028\u2028 \u0000Participants choose a topic to work on as a mobile video production team, for example: \u0000 \u0000 \u0000 \u0000Autumn (Albert Park) \u0000Construction \u0000Transportation \u0000Time Lapse \u0000 \u0000Sharing and review of participant projects (Upload to YouTube and share) (10 min) \u0000Reflections – sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min) \u0000END \u0000 \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 \u0000Burden, K., & Kearney, M. (2016). Conceptualising Authentic Mobile Learning. In D. Churchill, J. Lu, K. F. T. Chiu, & B. Fox (Eds.), Mobile Learning Design: Theories and Application (pp. 27-42). Singapore: Springer Singapore. \u0000Cochrane, T., & Sinfield, D. (2019, 4 July). Mobile Video Production Workshop: Exploring a BYOD development framework and toolkit. Paper presented at the HERDSA Conference 2019: Next Generation, Higher Education: Challenges, Changes and Opportunities, University of Auckland. \u0000International Telecommunication Union. (2017). ICT facts and figures 20172017(April). Retrieved from https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf \u0000Sinfield, D. (2018). The Boundaries of Education: Using mobile devices for connecting people to places. Research in Learning Technology, 26(Special collection on Mobile Mixed Reality). doi:https://doi.org/10.25304/rlt.v26.2121","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"80 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":"131479612","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}

{"title":"A Model for Developing a SOTEL Research Cluster","authors":"T. Cochrane, Vickel Narayan","doi":"10.24135/pjtel.v2i1.31","DOIUrl":"https://doi.org/10.24135/pjtel.v2i1.31","url":null,"abstract":"This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities. \u0000  \u0000The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations. \u0000  \u0000The SOTEL model includes the following main elements: \u0000 \u0000An online hub - The SOTEL Research Cluster https://sotel.nz/ \u0000An annual Symposium showcasing SOTEL in practice https://sotel.nz \u0000The Pacific Journal of Educational Technology (PJTEL) \u0000The CMALT cMOOC and the MOSOMELT cMOOC \u0000A weekly webinar series \u0000Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group \u0000A series of TEL workshops and showcases \u0000 \u0000  \u0000The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains. \u0000References \u0000  \u0000Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generatio","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"95 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":"123857244","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}