Pacific Journal of Technology Enhanced Learning
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Mobile Video Production: a BYOD framework toolkit
Get PDFSmartphone 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.
Schedule (100 mins)
Introductions (5 min)
Participant survey (5 min)
Overview of collaborative mobile video production technologies (10 min)
Hardware
Student project examples
Mobile video activities (20 min)
Adobe Premier Clip App
LG360 Cam’s
Support
Streetview
YouTube360
Collaborative Video project development (45 min)
Participants choose a topic to work on as a mobile video production team, for example:
Autumn (Albert Park)
Construction
Transportation
Time Lapse
Sharing and review of participant projects (Upload to YouTube and share) (10 min)
Reflections – sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min)
END
References
Blaschke, 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
Burden, 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.
Cochrane, 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.
International Telecommunication Union. (2017). ICT facts and figures 20172017(April). Retrieved from https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf
Sinfield, 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.v26.212
Using existing LMS technology and learning analytics data to support student learning
Get PDFThis presentation is about a teaching staff’s journey of incremental use of technologies to support students’ learning.
Graduate School of Management offers several master degrees through the Business Masters programme for students who do not necessarily have a business background. The programme is designed for a cohort to work through the courses together, the cohorts come from diverse backgrounds. English is a second language for most of the students. The author teaches in one of the core courses in the programme (Economics for Managers), the course has a team-based learning session where lectures are held, then students have a two-hour tutorial with the author. The students are supposed to be prepared by completing their worksheet before the tutorials. Yet students rarely do, so they come to the tutorials unprepared, unable to answer many of the questions, and often still confused over the new concepts introduced to them that week. The author wanted to use some of the techniques from the flipped classroom approach to help students prepare for the tutorial. After consulting with a learning designer, the teaching staff and the learning designer turned the paper-based tutorial worksheet into online quizzes using the quiz function in the LMS.
These quizzes are set up with 0% weighting and they close off before the tutorial starts. Students can work through the questions and get hints and additional resources on the topic for them to work through, but they don’t get the answers until the tutorial time.
After the first quiz closed, author noticed a big improvement in the classroom, students were more engaged and they felt comfortable answering questions in class. The quiz statistics also allowed author to focus his energy in class on topics and areas where students were more confused and skip the topics students understood well. Student feedback to these preparation quizzes were positive.
After the success of utilizing existing technology to change how the author supports students, the author was introduced to another tool, OnTask. The author obtained student data from these online quizzes, as well as other learning analytics data from LMS (e.g., participation, page view, test results). Through further analysis, the author was able to use the OnTask tool to provide detailed and individualized feedback to the students on the topic areas that they may be weaker on and provide guidance to these students. The individualised feedback is expected to help students to improve their academic performance and attainment. Students could potentially feel more valued, as the feedback they receive is generated according to their own personal assessments and so is likely to enhance their engagement.
During the presentation, the author will share the journey of how both tools were used, data sources and analysis, as well as the results and feedback from the students, plus the teachers’ reflection. These “experiments” with using technology to support student learning has changed how the author’s teaching practices. The author has shared experience with other colleagues. The author’s experience will also be beneficial to others who are seeking to use technology to enhance their teaching practices and to better support their students
“One Text Once a Week”: Beginning the Story With Mobile Learning: Beginning the Story With Mobile Learning
No full text“One Text Once a Week”: Beginning the Story With Mobile Learning
Teaching and Learning has been changing over the past years to include mobile spaces where study is about small bites of learning completed ‘on-the-go’ while the student is either mobile themselves or in a mobile environment. This has coincided with new teaching and learning models like the ‘Flipped Classroom’ (Bergmann & Sams, 2012) where content is delivered before class and later student engagement focuses on the application of that content in practical activities. This presentation details a project where, faced with lack of engagement with the pre-class work, the initial content was moved on to a text platform to better reach-out to the students. This was done using ‘WhatsApp’ and ‘Messages’ apps to deliver weekly content to two different classes. The research question was Can I Flip My Classroom Using Mobile Learning through ‘WhatsApp’ and ‘Messages’ and thus improve my practice”? Both pieces of software were appropriate for the task but the size of the class had an impact on choices. The methodology was constructivist grounded methodology and self-study to fully explore this environment and to focus on teachers-as-agents-of-change. Three questions that emerged from this were first, how to move beyond simple delivery of content to engagement in construction of knowledge, second what that knowledge then looks like and what pedagogy would best support these interactions.
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Eugene, OR: International Society for Technology in Education
How can a design-based research methodology that utilises Mixed-Reality (MR) Technologies be utilized to effectively enhance learning for authentic, high-risk situations?
No full textEven experienced mountain climbers underestimate key dangers and make poor decisions in stressful, high-risk situations when climbing, leading to injury and death. My own experience indicates that effective education can play a key role in managing these risks and improving experienced climber’s decision making. Current educational approaches for climbers, however, are generally limited to textbooks and ‘on the mountain’ learning. It is vital, therefore, that new approaches and methods are developed to improve learning.
My own experience and emergent case studies indicate that AR (Augmented), VR (Virtual Reality) and MR (Mixed Reality), have affordances (possibilities offered by the technology) to underpin new forms of learning and therefore have the potential to enhance education for high-risk environments. Emergent use of MR immersive technologies includes classroom learning, firefighting and military training. An initial review of literature has indicated though that there are very limited examples of rigorous research on the design and application of MR technologies in authentic education, especially for extreme situations such as mountaineering i.e., no one has rigorously designed for these technologies for learning in extreme environments, evaluated learning outcomes and theorised about how learning can be enhanced.
In response to this gap/opportunity, this research explores the potential of MR technologies to effectively enhance learning for authentic, high-risk situations. The research will use a Design-based research methodology (DBR) to develop design principles informed by key learning theories as they offer recognised and critical approaches for a new way of learning in an extreme environment. Underpinned by a Constructivist paradigm, initial theoretical frameworks identified include Authentic Learning and Heutagogy (student-determined learning).Herrington and co-authors (2009) recommended 11 design principles for the incorporation of mobile learning into a higher education learning environment, and Blaschke and Hase (2015)’s 10 principles of designing learning for heutagogy. Other theories and frameworks include Constructivist Learning and the ZPD (the Zone of Proximal Development), design for mobile MR learning and user-centred design. Activity Theory will also be utilised in the data analysis.
Initial design principles will be developed by the DBR methodology. These design principles will be tested through the implementation and evaluation of an MR ‘prototype’ app design solution.’ The prototype solution will be iteratively redesigned using further evaluation and feedback from sample cohorts of end-users. Data will be collected from key participant interviews, researcher observation/reflections and biometric feedback. Methodological triangulation (multimodal data approach) will be used to evaluate learning outcomes. The iterative development will lead to transferable design principles and further theorising that can be transferred to other learning situations involving preparation and decision-making as well as knowledge in high-risk contexts.
Reference
Amiel, T., & Reeves, T. (2008). Design-Based Research and Educational Technology:
Rethinking Technology and the Research Agenda. Educational Technology
& Society, 11(4), 29-40.
Blaschke, L., & Hase, S. (2015). Heutagogy, Technology, and Lifelong Learning for Professional
and Part-Time Learners. In A. Dailey-Hebert & K. S. Dennis (Eds.), Transformative Perspectives and Processes in Higher Education (Vol. 6, pp. 75-94). Switzerland: Springer
International Publishing.
Cochrane, T., et al., (2017) ‘A DBR framework for designing mobile virtual reality learning
environments’, Australasian Journal of Educational Technology, vol. 33,
6, pp. 27–40. doi: 10.14742/ajet.3613
Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach
to developmental research (2nd ed.). Cambridge, UK: Cambridge University Press.
Hase, S & Kenyon, C. (2001). Moving from andragogy to heutagogy: implications for VET',
Proceedings of Research to Reality: Putting VET Research to Work: Australian
Vocational Education and Training Research Association (AVETRA), Adelaide,
SA, 28-30 March, AVETRA, Crows Nest, NSW.
Kesim, M & Ozarslan (2012), Y. Augmented Reality in Education: Current
Technologies and the Potential for Education, Procedia - Social and
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press. Behavioral Sciences volume 47, 2012, 297-302.
 
An Introduction to Immersive Reality
Get PDFImmersive reality (XR) encompasses the spectrum of enhancing learning through augmented reality to virtual reality. Although there has been much hype around the transformative potential of AR and VR the adoption of these technologies in higher education learning environments has been limited (Cochrane, 2016). With a lack of models of how to integrate XR in higher education AR has fallen into the trough of disillusionment on the Gartner hype cycle for emerging technologies 2018, while VR is on the ‘slope of enlightenment’ (Daniel, 2018). In response, this workshop will provide participants with a hands on experience of creating their own simple immersive reality scenario using the web-based VR platform SeekBeak (https://seekbeak.com). The workshop is a generic version of a workshop run with Journalism students that introduced them to the concepts of immersive journalism practice and the implications for immersive storytelling (Sissons & Cochrane, 2019a, 2019b). The workshop will introduce participants to the state of the art of immersive journalism, and demonstrate a BYOD approach to user-generated virtual reality in higher education as a model of integrating authentic learning within the curriculum.
Schedule (100 mins)
Introductions (5 min)
Participant survey (5 min)
Introduction to 360 video and VR (10 min)
XR Journalism examples
Demo of initial Media Centre VR https://seekbeak.com/v/kvPq47DpjAw (5 min)
VR project development (60 min)
Google Cardboard Headsets, using participants’ own smartphones
Introduction to the Toolkit
Participants create SeekBeak accounts
Hands on with the 360 cameras
Participants choose a topic to work on as a mobile VR production team
Sharing and review of participant projects(participants share SeekBeak links) (10 min)
Reflections via brief SurveyMonkey survey, and sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min)
END
References
Cochrane, T. (2016). Mobile VR in Education: From the Fringe to the Mainstream. International Journal of Mobile and Blended Learning (IJMBL), 8(4), 45-61. doi:10.4018/IJMBL.2016100104
Daniel, E. (2018, 21 August 2018). Gartner hype cycle 2018: Mixed reality to overtake VR and AR. Retrieved from https://www.verdict.co.uk/gartner-hype-cycle-2018-mixed-reality/
Sissons, H., & Cochrane, T. (2019a, 22 November). Immersive Journalism: Playing with Virtual Reality. Paper presented at the AUT Teaching and Learning Conference: Authentic Assessment - Time to Get Real?, Auckland University of Technology.
Sissons, H., & Cochrane, T. (2019b). Newsroom Production: XRJournalism Workshop. Retrieved from https://tinyurl.com/XRJournalis
Portfolios come full circle in the world of work
Get PDFElectronic portfolios become increasingly visible in the workplace. Students graduate with portfolios and are in a good position to continue with portfolio practices. Additionally, organizational or professional competency frameworks and registration requirements lend themselves to be evidenced by portfolios. Waitematā District Health Board, the largest in Aotearoa New Zealand, piloted an electronic portfolio at the end of 2018 with 90 nurses and started implementing the new ePortfolio organisation-wide for nurses in 2019.
In this presentation, we will provide an overview of the pilot and position it within the organisation's commitment to learning and development. We will outline the advantages for all involved: nurses, peers, managers, and assessors, and discuss the challenges and future directions for the initiative.
Early results indicate that the portfolios allow for a shift in conversation with staff and in the development of practice. They encourage nurses to consider additional training and studies to advance in their careers and have the evidence available to discuss with their manager to set clear goals.
The nurses go full circle: They started out with their studies, became professionals, and are going back to university for postgraduate studies documenting their learning in portfolios along the way. Portfolios in this context support lifelong learning and make that learning visible to the individual nurses and their organisation
A Model for Designing Authentic Learning: Summer Student Scholarships
Get PDFStudent internships and work experience schemes provide students with highly authentic learning experiences (Bosco & Fern, 2014). Therefore many university programmes include a job-experience element that students must demonstrate completion of, usually through a report signed by the employer that the student has managed to find work with over their summer break. Auckland University of Technology provides a summer student scholarship scheme that provides contestable scholarship funding for students to work on university specified projects over the summer break. Each scholarship requires 370 hours of project-related work, followed by a summary report. In this presentation we explore a model that extends the summer student scholarship concept as part of a longer term collaboration between university students, academic supervisors, and industry representatives. This extended model brokers real world projects that benefit the wider community through developing solutions to health care problems in collaboration with a local district health board (ADHB or Auckland District Health Board). In this model communication design students apply to form design teams, selected and supervised by university academics, to address design briefs from the district health board’s Design Lab. Key aspects of this collaboration include: developing a sense of trust between the university and the district health Design Lab, establishing a supervision team and protocols, and establishing an ecology of supporting resources - including providing students with the work space and infrastructure access to achieve the project goals. The summer student scholarships are designed to be the first step in a long term collaboration that will potentially lead into major undergraduate student projects and post-graduate research. The summer scholarship projects use a Design Based Research (DBR) methodology (McKenney & Reeves, 2018) to address the first design stages of specific health care problems: analysis and exploration, and initial prototype design. The following stages of a DBR methodology (design implementation, evaluation, and redesign) are addressed through subsequent major student projects or post graduate research following agreement with the district health Design Lab after the presentation of the summer student scholarship project outcomes. The scope of the projects aim to explore the potential of wearable and mobile technologies to enhance health care practice and the patient experience (Rich & Miah, 2017). The research questions underpinning the extended student scholarship model are:
In what scenarios can wearable and mobile technologies most effectively enhance health care practice and the patient experience?
What are the design principles that can guide the development of authentic mobile learning collaborative student projects?
References
Bosco, A. M., & Fern, S. (2014). Embedding of authentic assessment in work-integrated learning curriculum. Asia-Pacific Journal of Cooperative Education, 15(4), 281-290.
McKenney, S., & Reeves, T. C. (2018). Conducting educational design research: Routledge.
Rich, E., & Miah, A. (2017). Mobile, wearable and ingestible health technologies: towards a critical research agenda. Health Sociology Review, 26(1), 84-97.
 
Media-Multitasking: The dark side of technology use within University learning contexts
Get PDFWhile 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.
References
Bowman, 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.
Hayashi, 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.
Kay, 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.
Ophir, 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
Purwaningtyas, I. (2019). Pursuing Effective Media Multitasking: An Effort of Managing Distractions in Digital Learning Classrooms.
Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177
Reflective use of video recording in class
Get PDFReflective video-recording in language-learning classes is engaging, effective and fun. Practices and techniques are highly transferable to other subject areas. In developing speaking competence and confidence, language teachers are constantly assessing and balancing the need to address either accuracy and/or fluency.
Video-recording in a supportive, sensitive environment with learners and teachers who know each other well can capture spoken language and visual communication and allow it to be worked on, like words on paper, as a text for analysis, discussion and feedback in a variety of ways, both top-down and bottom-up. Accuracy can be addressed without affecting fluency as the sample of speech is recorded, not live.
The use of video-recording and play-back lends itself particularly well to a wide range of language-learning approaches and methodologies, including Community Language Learning (CLL), Dogme ELT, task-based learning (TBL) and others, under the umbrella of a communicative approach.
Classes using video-recording are spontaneous and adaptive, very learner-centred and allow for responsive and sensitive adjustment to students’ needs, strengths and areas for improvement as well as cultural and linguistic considerations.
This case study will include edited video extracts of a video of a mock speaking test being analysed by a class of learners who are all engaged in practising for this this style of test. They share feedback in a supportive, affirming atmosphere. There is a high level of engagement and interaction.
The video of this class, in turn, is shown to a group of teachers, who use it as a text to workshop ideas for delivering feedback and generating learner-led discussion for meaningful alternative authentic self-assessment. The teachers also discuss the use of technology-enhanced learning in regard to this use of video.
Another layer of video shows a professional development session with a wider body of teachers leading into discussion on using video in professional development of teachers and teacher-trainers.
This case-study session will involve explanation of the methodology and pragmatics of this simple way of using video, recorded with students’ and teachers’ phones in class to enhance reflective learning with a range of clips of the various layers.
 
He Aha Ai: WHY...: The influence of the Ranga Framework on Blended Learning and Micro-credential Design
Get PDFDigital technologies in the modern world are impacting on all cultures, including Māori. Tertiary institutions are actively deploying digital technologies in their teaching and learning practices. The relationship however between Māori student engagement in technology-enhanced learning and digital skills, remains largely unexplored. The landscape is further complicated by the fragmentation of online study and the move to micro-credentials.
Concurrently Te Whare Wānanga o Awanuiārangi is being challenged to provide whānau, hāpu, iwi, associated communities and industry with self-motivated, knowledgeable, multi-skilled graduates who can understand and apply identified capabilities in a variety of contexts.
This presentation will:
challenge current educational frameworks based on cognitive, social and pedagogical approaches
explore cultural conceptuality focused on the Ranga Framework in particular
cultural self-efficacy in blended learning environments
the role of culture and context in holistic assessment design
This presentation will conclude by arguing that the concept of ‘cultural-self’ ensures all learners as active participants in the learning process, know who they are, where they have come from and why all of that really matters.
References
Bolstad, R., & Gilbert, J. (2012). Supporting future oriented learning and teaching: A New Zealand perspective.Wellington: Ministry of Education.
Clayton,J., (2019) Digital Course Design and Deveopment Platform for Micro-credentials – a Cultural Self Approac, Positioninal Paper. Whakatāne: Te WhareWānanga o Awanuiārangi.
Clayton, J., (2018), Keynote Address: The entrepreneurial mindset and cultural-self, implications and for teaching and learning, Tianjin City Vocational College, Tianjin, China
Doherty, W. (2012). Ranga Framework – He Raranga Kaupapa. In Conversations of Mātauranga Māori (pp.15-36). Wellington: New Zealand Qualifications Authority.
Durie, M. (2004). Ngā Kāhui Pou: Launching Māori Futures. Wellington: Huia Publishers.
Crook, C., Harrison, C., Farrington-Flint, L., Tomas, C., & Underwood, J. (2010). The impact of technology: Value-added classroom practice. BECTA.
Falloon, G. (2010). Learning objects and the development of students' key competencies. Australasian Journal of Educational Technology , 26 (5), 626-642.
Mead, H, (2003). Tikanga Māori: Living by Māori Values. Wellington: Huia Publishers.
Ngāti Awa Deed of Settlement to Settle Ngāti Awa Historical Claims, 2003 extracted from: https://www.ngatiawa.iwi.nz/cms/CMSFiles/File/Settlement%20Documentation/NgatiAwaDoS-Schedules.pdf
Pihama, L. (2010). Kaupapa Māori Theory: Transforming Theory in Aotearoa. He Pukenga Kōrero. 9(2), 5–14.
Smith, G.H. (1997). The development of kaupapa Māori: Theory and praxis. Unpublished Doctoral Thesis, University of Auckland: Auckland.
Smith, L.T. (1999). Decolonising methodologies: Research and indigenous peoples. London: Zed Books.
Underwood, J. (2009). The impact of digital technology: A review of the evidence of the impact of digital technologies on formal education. BECTA.