Pacific Journal of Technology Enhanced Learning
Not a member yet
165 research outputs found
Sort by
Do we need to rethink… …critical thinking? Consideration of Mobile Learning in healthcare education
Get PDFCritical thinking skills are essential for safe and effective healthcare practice (Carbogim et al., 2018; Chan, 2013; Fero et al., 2010). However, recent reports express a growing concern of under-developed critical thinking in graduates (Fero et al., 2010) compounded by the shortage of clinical healthcare practitioners and pressures on educational institutes to meet market demand (World Health Organization, 2019). There is growing evidence to support the development of graduates’ critical thinking by incorporating heutagogical approaches that promote self-determined; social; flexible; situated and problem-based learning (Theobald & Ramsbotham, 2019; Thomas, Menon, Boruff, Rodriguez, & Ahmed, 2014) which can be facilitate by virtual learning environments.
Mobile extended reality (mXR) has been utilised in industry training to develop procedural and critical thinking skills and has some identified benefits in nursing education (Carbogim et al., 2018; Fero et al., 2010). However, the design principles and transference to other clinical programmes is yet to be established. There is a need to redefine the facilitation of critical thinking skills in clinical healthcare higher education using mXR. This brief presentation will explore the concept and theory behind the use of mXR; the potential impact on learning critical thinking skills, and tentative design principles for healthcare education.
The use of mXR to facilitate critical thinking skills in clinical healthcare education may provide an alternative to current practices that are less situated; encourage self-determination and enhance problem-based learning which are vital for clinical practice.
References
Carbogim, F. D. C., Barbosa, A. C. S., de Oliviera, L. B., de Sá Diaz, F. B. B., Toledo, L. V., Alves, K. R., . . . Püschel, V. A. D. A. (2018). Educational intervention to improve critical thinking for undergraduate nursing students: A randomized clinical trial. Nurse Education in Practice, 33, 121-126. doi:10.1016/j.nepr.2018.10.001
Chan, Z. C. Y. (2013). A systematic review of critical thinking in nursing education. Nurse Education Today, 33(3), 236-240. doi: 10.1016/j.nedt.2013.01.007
Fero, L. J., O'Donnell, J. M., Zullo, T. G., Dabbs, A. D., Kitutu, J., Samosky, J. T., & Hoffman, L. A. (2010). Critical thinking skills in nursing students: Comparison of simulation-based performance with metrics. Journal of Advanced Nursing, 66(10), 2182-2193. doi:10.1111/j.1365-2648.2010.05385.x
World Health Organization. (2019). Health Workforce: Education and Training. Retrieved from https://www.who.int/hrh/education/en/
Theobald, K. A., & Ramsbotham, J. (2019). Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to ‘think like a nurse’. Nurse Education in Practice, 38, 59-65. doi: 10.1016/j.nepr.2019.05.018
Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., & Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcareprofessionals: A scoping review. Implementation Science, 9(1), 54-74. doi:10.1186/1748-5908-9-5
Enhancing student retention rates on open non-formal online language learning courses
Get PDFOpen non-formal online courses are becoming increasingly popular as a self-paced option for learners. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high. In this exploratory research study 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. Firstly, the wider reasons why online students may drop out, such as insufficient feedback or the impact of cognitive overload, 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. Finally, a number of ways that videos can be made more engaging are shown, 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. 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
Digital Badging in CANVAS: Synthesising course content, readings and experiences
Get PDF‘Badging’ is the awarding of a digital badge that represents an accomplishment, interest or affiliation (Gibson, Ostashewski, Flintoff, Grant, & Knight, 2013). Such badges are awarded and stored online, and may contain metadata to clarify the context and criteria of the awarded badge. Badging is generally argued to be a considerable motivator in learning (Gibson et al., 2015; Mah, 2016), not only in the formal educational environment but particularly in the gamification movement (Nah, Zeng, Telaprolu, Ayyappa, & Eschenbrenner, 2014; Glover, 2013). Current issues with digital badging systems suggest limitations in adapting to the needs of both tauira and teachers.
The driving forces behind this study were two-fold. Firstly, as digital badging is used increasingly in schools world-wide as a motivator for learning in both primary and secondary school contexts, how might the use of digital badges be modelled in teacher education courses; and secondly, are digital badges of similar value to tauira in the tertiary space? The third driver was to explore ways to engage both undergraduate and postgraduate tauira in meaningful synthesis of their course readings, course content and teaching experience.
This study developed and trialled the incorporation of an existing ‘badging’ platform, Badgr, into tasks delivered through CANVAS in the context of teacher education. The primary aims of the study were: to determine how motivated tertiary tauira were by digital badges; to establish a digital badging process that was both engaging for tauira and manageable for the lecturer; and to design online tasks that scaffolded tauira through their synthesis of course readings, content and experience. The badged tasks were administered via the Discussion and Quizzes features within CANVAS, with all tauira submissions being moderated by the lecturer before any badges were awarded. An overview of the structure, key elements, findings and implications of the trialled approach will be presented
Exploring case based clinical learning in graduate-entry nursing
Get PDFThe Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Rico, 2012).
In 2019 the MNSc was in its first iteration, therefore the three lecturers involved had scope to consider the design and delivery of the learning to best support student understanding and engagement. Together with institutional teaching and learning development mentors we brainstormed different approaches to teaching and learning. There is dearth of evidence regarding the development of clinical reasoning and critical thinking for post-graduate nursing students in Australasia. The aim was to develop teaching approaches that encouraged students to engage with the content and foster the development of critical thinking and clinical reasoning. Meyers and Nulty’s (2009) adoption of Biggs (2003) 3P Model of learning and teaching influenced the development of content across multiple discrete units of study. An evolving case study approach supported with podcasts was developed. The first evolving case study focused on a client with a rural New Zealand address and health status common to his age group and life experience. The podcasts aligned with the weekly development of the case. International content experts participated in topics as varied the management of analgesia, history of consent, and assisted dying and others.
To iteratively explore and understand the effectiveness of this teaching approach the authors concurrently undertook research. Informed by educational design research (EDR) methodology we explore the process of constructing an authentic learning experience for students. Educational design research (EDR) evolved from design-based research and is recognised as being practical and eminently suitable to explore a small teaching and learning project (Jetinikoff, 2015; McKenney & Reeves, 2018). The aims of this research were to 1) explore and describe the process of constructing an authentic learning experience enabled by technology; and 2) understand and reflect on student learning using an evolving case-study with podcasted content. The research team is currently undertaking the reflection, adaption, and evaluation stage of the EDR methodology. The results of this and the theory stage will be resented at SoTEL. In this presentation, the analysis of the teaching teams’ reflections will be explored. Key to our discussion with the audience will be sharing our reflections and in turn seeking their advice to explore how to engage students in technology enhanced delivery in a fast-paced course.
References:
Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.). Maidenhead: Open University Press.
Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English. English in Australia, 50(3), 56-60.
McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge: https://ebookcentral.proquest.com/lib
Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, (5), 565–577.
Pellico, L.H., Terrill, E., White, P., & Rico, J. (2012). Integrative review of graduate entry programs. Journal of Nursing Education, 51(1), 29-37. http://dx.doi:10.3928/01484834-20111130-01.
Stacey, G. Pollock, K., & Crawford, P. (2016). The rules of the game in graduate entry nursing: A longitudinal study. Nurse Education Today, 36, 184-189. http://dx.doi:10.org/10/1016/j.nedt.2015.09.01
Getting started with screen recording
Get PDFOverview
Ever 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.
Outcomes
At 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.
Major features to be investigated
Structured into 6 steps, discussion and demonstration of pros and cons of
Hardware – laptop/desktop vs mobile device
Software – free vs paid
Microphone – inbuilt vs USB
Recording technique – record/pause segments
Upload -video hosting
Share - links
Session organisation
5 tables. 4 participants per table. Maximum 20 participants.
Mac users grouped together, and Windows users grouped together
Time (mins)
Activity
Content
10
Icebreaker
Table group introductions, share experience with screen recording and intended uses, table group discussion and whole group Post-it notes .
10
Demonstration
Introduction and use cases.
Downloading software.
15
Pair programming
Participants access free software.
Windows users: Screencast-o-matic or Zoom
Mac users: QuickTime
10
Demonstration and printed set up sheet
Settings for video, webcam, audio. Recording tips and techniques.
15
Individuals or pairs
Set up software, and microphone. Open one of your previous PowerPoint presentations or other resource, make a 2 sec recording of desktop screen.
5
Break
10
Demonstration
Save, upload, share
15
Pairs
Participants create a 1 min video, save and upload, share link by email with partner. Self critique and partner feedback using a structured framework.
5
Discussion
Revisit how you might use screen recording in your teaching. Table group discussion and Post-it notes.
5
Evaluation Survey
QR code to online survey on phone
Resource links.
Resources for distribution
We will be using free software, either inbuilt or accessed online. One page printed step by step guide.
Expectations and requirements of participants
You 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.
 
Visual literacy learning from your environment: A rhizomatic m-learning approach.
No full textDue to the recent widespread adoption of technologies such as the internet, social media, and digital image capture and creation, the average person today needs to decode and process information from many different formats and media to fully participate in the contemporary world (Tertiary Education Commission, 2008; Hanifan, 2008). This study aimed to address this need by exploring how the visuals one encounters every day can be leveraged as opportunities for learning visual literacy. The aim operates on the presupposition that a person is surrounded by visuals in their everyday environment which they could potentially analyse to deepen their knowledge. However, learning from visuals in one’s environment is often beyond the capabilities of novice learners, due to a lack of learning support in this informal learning setting. Therefore, this study propositioned a learning model of visual skills based on mobile learning (m-learning) and rhizomatic learning.
M-learning allows learners to learn in multiple contexts, across time and space, through social and content interactions, using personal electronic devices so that learning can be available everywhere and every time (Crompton, 2013; Georgiev, Georgieva, & Smrikarov, 2004). This leads to learning that can be more situated in a learner’s surroundings (Gikas & Grant, 2013), which is an attractive proposition when considering how learners can learn from life’s everyday imagery when they are separated from traditional learning support.
In rhizomatic learning, the curriculum is not predefined by experts or teachers, instead, “community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions” (Cormier, 2008, p. 5). In this way, rhizomatic learning communities can provide crowd-sourced peer support as ubiquitous as imagery is.
The learning model proposed in this presentation was arrived at by utilising a practice-based research approach. The learning model was implemented and tested as prototype for an app. Usability testing and interviews were used to qualitatively evaluate the prototype, as well as the underlying learning model. The outcomes of the study demonstrate that visual literacy can be achieved by novice learners from contingent learning encounters in informal learning environments through collaboration and by providing context-aware learning support. The presentation will focus on the outcome of the study, which is the learning model and its pedagogical assumptions.
References:
Cormier, D, (2008) Rhizomatic Education: Community as Curriculum. Innovate: Journal of Online Education, 4(5), article 2. Retrieved from https://nsuworks.nova.edu/innovate/vol4/iss5/2
Crompton, H. (2013). A historical overview of m-learning: Toward learner-centered education. In Zane L. Berge, and Lin Muilenburg (Ed.), Handbook of Mobile Education (pp. 3–14). New York, NY: Routledge.
Georgiev, T., Georgieva, E., & Smrikarov, A. (2004). M-learning: A new stage of e-learning. In International Conference on Computer Systems and Technologies-CompSysTech(pp. 1–5). Retrieved from http://ecet.ecs.uni-ruse.bg/cst04/Docs/sIV/428.pdf
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26. doi:10.1016/j.iheduc.2013.06.002
Hanifan, T. (2008). It’s more than reading and writing: The nature and extent of adult’s literacy issues. In John Benseman, Alison Sutton and Diana Coben (Eds.), Facing the challenge: Foundation learning for adults in Aotearoa New Zealand(pp. 125–135). Auckland, New Zealand: Dunmore Pub.
Tertiary Education Commission. (2008). Learning progressions: For adult literacy. Wellington, New Zealand: Learning Media. Retrieved from https://ako.ac.nz/knowledge-centre/learning-progressions-for-adult-literacy/
 
CMALT and cMOOC - a community of educators and their learning technologies
Get PDFCMALT is a peer-reviewed accreditation based upon the UKPSF (UK Professional Standards Framework) to enable staff (whether academic or administrative) who embed learning technologies in either their teaching or support roles, to showcase their experiences and gain recognition. This programme has been developed by ALT and is co-delivered online, by ASCILITE.
Building upon the experiences of supporting a geographically distributed project involving six institutions nationally across New Zealand during 2014-2015, we (AUT) have developed a support structure for building communities around CMALT accreditation using a cMOOC model. The cMOOC framework enables us to bridge and broker authentic participation within an international community of academics and learning technologists interested in exploring CMALT accreditation, and we have had participation from the UK, Japan, Canada, Australia, and NZ. The CMALT cMOOC was developed in 2017 by the Centre for Learning and Teaching, at Auckland University of Technology, and endorsed by ALT and ASCILITE in 2019.
This presentation will highlight the ecology of resources that are used to support the community and hear from current participants of the programm
A cultural-self learning design platform
Get PDFEven though it is acknowledged culture pervades learning and that emotions and context play a significant role in the learning process, Eurocentric instructional design models are based solely on cognitive, social and pedagogical approaches. These approaches do not contextualize the learning experience, i.e. they do not address cultural conceptuality (Cliver, 2013). Knowing a wide range of cultural influences impact on the engagement and success of adult learners, learning environments need to encourage learners to acknowledge and validate their cultural being. This identity – knowing who they are, where they come from and what factors influence their engagement – provides learners with a positive setting they feel comfortable in. These context sensitive, learner centric environments provide the fundamental confidence needed for learners to believe they can succeed in achieving their educational goals (Johnson, 2012). Therefore, designers need to provide context sensitive learning experiences, performance tasks and assessments that build familiarity, confidence and trust (Kennedy, 2013).
This presentation will describe how Te Whare Wananga o Awanuiārangi has integrated the theories of cognitive load, social cognition, transformative learning and the processes of holistic assessment, the Ranga Framework, personal learning planning and noho delivery into a holistic cultural-self learning design platform. This integration of theory and process provides the foundation for a unique learning design approach, based on the concepts of feedforward, feedback, assessment and reflection, to be established (Clayton et al, 2019).
The presentation will demonstrate how this approach can be applied in a learning management system segmented into seven interwoven but discrete spaces,
Welcome / Mihi Whakatau: This space is focused on participants cultural self-enabling them to become familiar and comfortable with the approach to be used.
Induction / Rangatahi: During this stage opportunities are provided for learners to clarify and understand these learning outcomes and performance criteria associated with the micro-credential.
Engagement / Rangahau: During this stage learning activities are designed to build upon, rather than be independent of, learner’s current knowledge and beliefs.
Mātauranga /Performance: During this stage opportunities will be provided for learners to engage in assessment tasks that confirm their capabilities.
Rangatira / Capstone: During this stage participants will, with the guidance of tutors and peers, reflect on the outcomes of their learning activities and identify the learning strategies that were successful for them.
Arotakenga: Evaluation: During this stage evidence will be collected on the impact of the micro-credential on stakeholders.
NB: Participants are encouraged to bring their own devices as they will be provided with editing access to a working demonstrator within a Learning Management System.
References
Clayton, J., Gao, Y., Elliott, R., Geng, F. & Yang, J. (2019) Micro-credentials in professional and technical vocational education and training: A cultural self-approach, Positional Paper, Awanuiārangi Press, Whakatane, New Zealand
Cliver, C., (2013), Comparison of Instructional Design Models, Course Notes - MEDT 7461, The University of West Georgia.
Johnson, T. (2012). Self-assessment: A means to enhance academic self-efficacy in year 12 mathematics, (Masters Thesis). Massey University, Manawatu, New Zealand. Retrieved from https://mro.massey.ac.nz/bitstream/handle/10179/3310/02_whole.pdf?sequence=1&isAllowed=y
Kennedy, C. P. (2013). Indigenizing student-centred learning: A western approach in an indigenous educational institution. Journal of International Education Research, 9(1), 1. Retrieved from https://search.proquest.com/docview/1433387182?accountid=3356
Heutagogy and digital media networks: Setting students on the path to lifelong learning
Get PDFoai:pjtel.ojs.aut.ac.nz:article/1The combined trends of learner-centred teaching and ubiquitous technology use in the classroom have given instructors a unique opportunity to support students in developing lifelong learning skills. Heutagogy (or self-determined learning) provides a promising framework for capitalizing on these developing trends, drawing on established learner-centred education theories that strongly emphasize learner autonomy. The key principles of heutagogy – learner agency, self-efficacy and capability, reflection and metacognition, and non-linear learning – provide a foundation for designing and developing learning ecologies, the potential of which can be further maximized through the use of digital media. This article describes the theory of heutagogy and the learner-centred pedagogies on which the theory is founded, as well as providing an explanation of the pedagogy-andragogy-heutagogy (PAH) continuum and its use in developing student skills. It also explores the role of social media in supporting the development of those skills
Incorporating immediate feedback in formative learning checks using H5P
Get PDFFeedback is regularly used in summative assessment to “...reduce the gap between what is now and what should or could be” (Hattie & Timperley, 2007). However, its use in online learning tools, such as H5P, is somewhat limited to responses such as ‘correct’ and ‘incorrect’ which does not inform the learner of how they could improve (Boud and Molloy, 2013).
This demonstration presents a framework for designing scaffolded tasks in H5P (http://h5p.org) which provide opportunities for educators to include feedback to guide the learner towards the expected outcome. The case study uses the H5P object ‘Drag and Drop’ object and with the ‘tip’ feature, creates a way for the learner to self-assess and direct their learning, fostering recall and knowledge production. Prompt types include ‘recall reminders’ and ‘eliciting reasoning behind the answer to identify knowledge gaps’ (Walsh and Sattes, 2005). It is suggested that by doing so, the learner is guided towards identifying the correct response and eventually narrowing their knowledge gap (Vygotsky, 1978).
In this demonstration, two such H5P activities will be presented and participants will be guided through the stages of Learning Design and pedagogical rationale used in the task creation.
This presentation will test the ability of the H5P tool to encompass pedagogical practices such as feedback into its environment. It is expected that future enhancements to the application account for this consideration.
References
Boud, D. and Molloy, E. (2013). Feedback in Higher and Professional Education, London: Routledge, 1-10.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
(https://journals.sagepub.com/doi/abs/10.3102/003465430298487)
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (Edited by M. Cole, J. Scribner, V. John-Steiner, & E. Souberman). Cambridge, MA: Harvard University Press.
Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practices to engage every learner. Thousand Oaks, CA: Corwin