Pacific Journal of Technology Enhanced Learning
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A collaborative digital ‘treasure hunt’ to build student engagement in architectural technology
Get PDFPresentation: https://doi.org/10.26188/25600200.v1
Students in architectural disciplines need to acquire skills in technical disciplines and design, but also in collaborative practice and self-reflection (AACA, 2021). Exploring these ideas in an authentic space can legitimise their learning activities and provide the foundation to build competencies critical to their future professional practice (Herrington, 2006). In reviewing a core subject in architectural technology at a research-intensive university, we considered the overarching 21st-century graduate attributes as defined by Ng et al. (2022), as well as how students were engaging in the subject, finding a disconnect between lectures and assessment tasks, and limited opportunities to collaborate and build skills progressively.
As part of the subject redesign, we aimed to embed constructivist approaches and build students’ confidence within the discipline by providing opportunities to collaborate on authentic, low-stakes, iterative tasks. A high-stakes exam was replaced with weekly authentic ‘treasure hunt’ (TH) activities designed to support student self-reflection, critical thinking, engagement, and skill development and articulated to progress from simple questions (to gain declarative and procedural knowledge within the subject area) towards more complex questions based on pattern recognition and critical thinking (to manipulate information in ways consistent with the learning goals).
The new tutorial activities were constructed in digital Miro boards, to which student groups were given edit access to collaborate, prioritising mutual support (Bandura, 1977; Bloom, 1984; Lamb et al., 2022).
A 2023 evaluation using surveys and interviews showed most students found TH activities provided meaningful opportunities to interact with peers and teaching staff (51% A lot; 22% Somewhat). They felt their individual learning needs were supported, and their contribution mattered (38% A lot; 27% Somewhat). In interviews, one student highlighted the greater value of collaborative and progressive learning of these activities compared to the final exam: working together on real documentation and finding relevant information consolidated their knowledge and helped them complete their assignments with increased confidence.
Overall, the new TH activities enabled learners to make choices and reflect on their learning, including at an interdisciplinary level, by allowing a diversity of outcomes that are open to multiple solutions rather than a single correct response. The focus on collaboration helped students develop negotiation and delegation skills, with tutors assisting and coaching in the learning process.
Incorporating a reward-based strategy (low-stake assessments) to promote student engagement proved successful in reinforcing learning and motivating students because, as anticipated by Deci et al. (2001), the extrinsic motivation (the reward) was balanced with the intrinsic challenge of problem-solving tasks, recognising the need for specialist information to fulfil the given tasks and then access the appropriate resources.
Digital collaborative workspaces proved successful in creating flexible, equitable learning spaces, allowing students to rework topics at their own pace and build skills outside the pressure of the classroom.
Incorporating low-stakes, authentic learning tasks allowed students to explore complex concepts, enhance their skills, and foster collaboration. This is key for technical fields, where establishing a connection with the discipline early in a degree can positively impact students' success
Implementing Augmented Reality and Virtual Reality for authentic healthcare education: Technology enhanced healthcare education for low resource settings with a focus on Australasia
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Augmented reality (AR) and virtual reality (VR) technologies have demonstrated immense potential to transform fields like education and healthcare through immersive and interactive virtual environments (Bower et al., 2014; Dhar et al., 2023; Moro et al., 2021)). However, high costs of proprietary headsets and content platforms have inhibited widespread adoption of these technologies in resource-constrained contexts, especially in developing countries (Karre et al., 2019).
Augmented reality (AR) and virtual reality (VR) have the potential to transform how we approach education and healthcare, enhancing access and outcomes especially in developing countries. AR/VR furthers United Nations (UN) Sustainable Development Goals (SDGs) 3 and 4 through inclusive, equitable education and healthcare (United Nations, 2016). VR can simulate immersive learning environments, providing hands-on medical training to healthcare workers in regions with limited resources. By using VR for anatomy and surgery education, healthcare professionals can gain experience without risk to patients. This improves local healthcare capacity and retention of health workers in remote areas.
Similarly, AR and VR can enable experiential learning for students without access to labs or materials (Sinou et al., 2023). This facilitates authentic learning for financially or geographically constrained students (van der Meer et al., 2023). AR/VR health interventions can also improve patient diagnosis and care (Sureja et al., 2023). AR glasses for doctors could display patient vitals or past records during examinations to improve diagnostic capabilities. Remote consultations can connect rural healthcare workers with urban specialists via AR assistive tools during complex treatments. AR/VR distraction therapy has also proven effective during painful procedures for children and the elderly (Vaillant-Ciszewicz et al., 2022). Such solutions enhance community health literacy and comfort with medical services, a key challenge in developing contexts.
This presentation proposes a practical methodology for opportunities to expand access to AR/VR healthcare and education tools in low-resource settings through three pathways - utilising low-cost VR headsets, employing inclusive user interface design, and using participatory methodologies during content development.
The Educational Design Research (EDR) methodology will guide the project through four main phases (McKenney and Reeves, 2020; Kartoğlu et al., 2020):
Analysis and Exploration Phase
Conduct a literature review on AR/VR adoption in healthcare education.
Engage stakeholders (educators, students, industry partners) through focus groups and interviews.
Analyze existing curricula, learning objectives, and assessment practices in healthcare education programs across Australasia.
Design and Development Phase
Develop design principles and guidelines for creating effective AR/VR experiences in healthcare education.
Collaborate with interdisciplinary teams to design and prototype AR/VR experiences aligned with learning objectives and assessment practices.
Conduct iterative cycles of prototyping, testing, and refinement with stakeholder feedback.
Implementation and Evaluation Phase
Implement the developed AR/VR experiences in selected healthcare education programs across Australasia.
Evaluate the effectiveness through mixed methods, including quantitative measures of learning outcomes, engagement, and skill development, as well as qualitative analysis of user experiences.
Conduct formative evaluations for improvement and refinement.
Reflection and Dissemination Phase
Analyze and synthesize findings from the implementation and evaluation phases.
Refine the design principles and guidelines based on research findings.
Develop a comprehensive framework and guidelines for effective AR/VR implementation in healthcare education across Australasia.
Disseminate research findings, framework, and guidelines through publications, conferences, workshops, and online resources.
The project will apply the principles of EDR, such as interdisciplinary collaboration, contextual adaptation, and iterative refinement, to develop a robust and contextualized solution for AR/VR adoption in healthcare education programs across Australasia.
References
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1), 1–15. https://doi.org/10.1080/09523987.2014.889400
Dhar, E., Upadhyay, U., Huang, Y., Uddin, M., Manias, G., Kyriazis, D., Wajid, U., AlShawaf, H., & Syed Abdul, S. (2023). A scoping review to assess the effects of virtual reality in medical education and clinical care. DIGITAL HEALTH, 9, 20552076231158022. https://doi.org/10.1177/20552076231158022
Kartoğlu, Ü., Siagian, R. C., & Reeves, T. C. (2020). Creating a "Good Clinical Practices Inspection" Authentic Online Learning Environment through Educational Design Research. TechTrends : for leaders in education & training, 1-12. https://doi.org/10.1007/s11528-020-00509-0
Karre, S. A., Mathur, N., & Reddy Y. R. (2019). Usability evaluation of VR products in industry. https://doi.org/10.1145/3297280.3297462
McKenney, S., & Reeves, T. C. (2020). Educational design research: Portraying, conducting, and enhancing productive scholarship. Medical Education, 55(1), 82–92. https://doi.org/10.1111/medu.14280
Moro, C., Birt, J., Stromberga, Z., Phelps, C., Clark, J., Glasziou, P., & Scott, A. M. (2021). Virtual and Augmented Reality Enhancements to Medical and Science Student Physiology and Anatomy Test Performance: A Systematic Review and Meta-Analysis. Anatomical sciences education, 14(3), 368-376. https://doi.org/10.1002/ase.2049
Sinou, N., Sinou, N., & Filippou, D. (2023). Virtual Reality and Augmented Reality in Anatomy Education During COVID-19 Pandemic. CUREUS JOURNAL OF MEDICAL SCIENCE, 15(2). https://doi.org/10.7759/cureus.35170
Sureja, N., Mehta, K., Shah, V., & Patel, G. (2023). Machine Learning in Wearable Healthcare Devices. In Machine Learning for Advanced Functional Materials (pp. 281-303). Springer Nature. https://doi.org/10.1007/978-981-99-0393-1_13
United Nations. (2016). Transforming our world: The 2030 agenda for sustainable development. UN Publishing. https://www.un.org/sustainabledevelopment/
Vaillant-Ciszewicz, A. J., Quin, C., Michel, E., Sacco, G., & Guerin, O. (2022). Customised virtual reality (VR) on mood disorders in nursing homes and long term care unit: A case study on a resident with moderate cognitive impairment [Article]. Annales Medico-Psychologiques. https://doi.org/10.1016/j.amp.2022.10.018
van der Meer, N., van der Werf, V., Brinkman, W. P., & Specht, M. (2023). Virtual reality and collaborative learning: a systematic literature review. Frontiers in Virtual Reality, 4, Article 1159905. https://doi.org/10.3389/frvir.2023.115990
Supporting Healthcare Professionals in Clinical Practice: A novel design approach to clinical simulation
Get PDFSupporting Healthcare Professionals in Clinical Practice: A novel design approach to clinical simulation.
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The goals of education within a healthcare setting are to prepare students for practice, integrate critical thinking, effective communication, and therapeutic skill within a safe environment. While didactic classroom-based education focuses on the theories and concepts needed for practice, the subsequent clinical practice setting requires authentic experiences that help students apply knowledge and increase technical skills. The role of clinical practice cannot be underestimated and is widely acknowledged as a core component of clinical education. The clinical practice learning encounter occurs in two ways: (1) real-world patient interaction and (2) manikin-based simulated learning contexts.
However, time, money, opportunity, and resources are often an obstacle when providing real-world clinical education (Aiello et al., 2023). While didactic classroom-based education focuses on theories and concepts, manikin-based simulation education provides students with an experience that allows application of knowledge, theory, and clinical skills within a controlled and safe environment. However, manikin-based simulation has historically focused on compartmentalised clinical skill teaching, that can limit pedagogical authenticity. Therefore, a gap between theoretical knowledge and experience can exist, which can lead to debilitating anxiety, and reduced confidence.
Student anxiety within manikin-based simulation has a direct relationship to the Yerkes Dodson’s bell curve (Fig 1.) (Nakayama, 2018), whereby students are overwhelmed by cognitive load which results in poor performance (right-shift) or hindered/uninterested due to the awkwardness of the manikin simulation experience. To address this, our research reviewed two areas of interest.
1) Can virtual reality (VR) environments as an adjunct to clinical simulation help stimulate student engagement and remove some of the awkwardness associated with treating a manikin? In a simulated VR environment, learners can immerse themselves in a multisensory environment that simulates reality, allowing learners to interact and apply cognitive and psychomotor skills. This helps with buy-in, engagement and removes some of the uncertainty of what the patient/environment looks like.
2) Can anxiety be controlled and focus enhanced within the simulation? To address our objective we utilised a technique known as ‘centering’. Centering is a meditative and visualization technique that can support focus, promote relaxation, and relieve anxiety (VandenBos, 2007).
We utilised a design-based research approach to problem solve the negative aspects of clinical simulation and try and provide the students with the tools to optimise engagement and down-regulate anxiety, enhance their learning experience, and optimise performance. This presentation explores the design and development of a manikin-based simulation program within the University of Melbourne Nursing Department involving 40 first-year post-graduate nursing students using high-fidelity mannikins, an interactive VR environment plus the centering technique. This study provides encouraging insight into the capacity for immersive technologies to help students effectively manage the stresses of live performance in both virtual and real worlds.
References
Aiello, S., Cochrane, T., & Sevigny, C. (2023). The affordances of clinical simulation immersive technology within healthcare education: a scoping review. Virtual Reality, 27(4), 3485-3503.
Mornell, A. (2013). Shining a spotlight on stage fright: Removing the shadows of fear. University of Music and Performing Arts, Munich, Germany.
Nakayama, N., Arakawa, N., Ejiri, H., Matsuda, R., & Makino, T. (2018). Heart rate variability can clarify students’ level of stress during nursing simulation. PLoS One, 13(4), e0195280.
VandenBos, G. R. (2007). APA dictionary of psychology. American Psychological Association
PJTEL Editorial 2022-2024
Get PDFIn this second editorial for the Pacific Journal of Technology Enhanced Learning, PJTEL, the lead editors reflect upon the first five years of the journal leading to indexing in EBSCO and explore the impact statistics of the journal to date. We also explore future directions and themes for the journal particularly considering the impact of Generative AI on education
Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy
Get PDFPresentation: https://doi.org/10.26188/25905274
The project "Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy" seeks to extend the field of mathematics instruction by presenting research centred around using digitally enhanced individualised pedagogical strategies. At the heart of this research is the understanding that learners exhibit diverse needs, learning styles, and pace of understanding, particularly in mathematics. This project proposes a tailored approach to mathematics education, using digital tools to create a personalised learning environment for each student.
The primary objective of the presentation is to present projects that aim to provide each student with a customised learning pathway by integrating adaptive learning technologies with research-backed pedagogical methods. This pathway adjusts in real-time based on the learner's performance, ensuring that concepts are mastered before progressing. Such an approach accommodates individual learning speeds and addresses specific areas of difficulty, thereby enhancing overall mathematical proficiency. The platform used in the projects includes various interactive materials, such as simulations, games, and problem-solving tasks, designed to engage students and foster a deeper understanding of mathematical concepts.
Comprehensive studies were conducted involving students from diverse backgrounds and varying levels of mathematical ability. These studies used quantitative research methods to demonstrate that the pedagogy helped learners significantly improve their mathematical skills. The projects also explored the psychological aspects of learning mathematics, such as math anxiety and motivation, to understand how digitally individualised pedagogy can influence these factors. By addressing the emotional and cognitive dimensions of learning mathematics, the projects aspire to enhance mathematical skills, boost students' confidence, and ignite their interest in the subject, fostering a positive learning environment. In addition to direct educational outcomes, this research will contribute to the broader field of pedagogy and educational technology by providing insights into the design and implementation of adaptive learning systems. It will examine the challenges and opportunities presented by digital education tools, including issues of accessibility, teacher training, and the integration of technology into existing curricula. The findings of this research will have significant implications for educators, policymakers, and educational technology developers. By showcasing the potential of digitally individualised pedagogy to enhance mathematical proficiency, the project aims to stimulate the adoption of innovative teaching strategies that cater to each learner's unique needs. Ultimately, this research strives to empower students to reach their full potential in mathematics, laying a robust foundation for their future academic and professional success.
"Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy" represents a forward-thinking approach to education, where technology and pedagogy converge to create a more inclusive, effective, and engaging learning environment.
Bio
Dr. Robert Vanderburg has a background is in methodological design, statistical analyses, psychological measurement development, and literacy. He has published research using cognitive and writing measures to run a structural equation modeling analysis which demonstrated a significant link between working memory and writing factors. One of his grants was a literacy program entitled The Claflin Saturday Academy. He developed all the measures used in the Saturday Academy Grant. While in the United States, he has received over 3 million dollars in research grants
Modes of Meaning : Multimodal Media & 4E+ Cognition in Tech-Enhanced Learning
Get PDFThis presentation proposes an approach to designing technology-enhanced learning (TEL) through the strategic integration of diverse multimodal media forms within a framework informed by the 4E+ view of cognition. The 4E+ cognition framework emphasises the embodied, embedded, enactive, and extended nature of cognition, suggesting that cognition is not solely confined to the brain but extends into the environment while involving the body's interactions with that environment (Carney, 2020; Jianhui , 2019; Menary, 2010; Newen, et al., 2018).
In this theoretical context, our study explores how the combination of various modes of media, such as immersive technologies, digital interactive elements, real-world analogue creations, audio, sound, images, videos, animations, text, and the surrounding environment can be orchestrated to create sensorially rich, and more meaningful learning experiences (Gilakjani, et al., 2011; Philippe, et al., 2020; Sankey, et al., 2010). For example, mixed reality (XR) learning design combines immersive media forms to support multi-sensory and expanded cognitive learning (Philippe et al., 2020; Rakkolainen et al., 2021; Villalobos & Videla, 2023). Other relevant approaches include gamification and transmedia storytelling methods (Doumanis et al., 2019; Perry, 2020). By leveraging different modalities, educators can design learning materials that engage learners with different sensory activations and presentation methods (Bouchey et al., 2021). This approach can cater to the 4E+ view of cognition, and subsequently enhancing knowledge acquisition and retention.
Examples from our own practice and research (such as the Explora: Chile es Mar, Pipi’s World and O-Tū-Kapua XR learning experiences), as well as current educational examples (Bouchey et al., 2021; Philippe, et al., 2020), demonstrate how multimodal media integration facilitates deeper engagement, critical thinking, and a more holistic understanding of complex concepts. Furthermore, we discuss practical strategies for educators to implement these principles in their TEL design, highlighting the potential of aligning multimodal design choices with the 4E+ cognitive framework.
Ultimately, we advocate for a shift towards a more inclusive and effective approach to technology-enhanced learning - one that embraces the diversity of human cognitive processes and leverages multimodal media to communicate meaningful knowledge in ways that resonate with learners' cognitive structures and experiences. Multimodal methods, when aligned with the distributed 4E+ view of cognition, can make TEL appeal and resonate on deeper levels to engage across various sensory, environmental and communication modes. This type of approach acknowledges the diversity of ways that humans process and understand phenomena, and how more effective learning can occur when multiple ways of knowing are engaged and communicated to. Furthermore, through this method, inclusivity can be heightened for students with diverse cultural, neurological or other backgrounds (Anis & Khan, 2023; Boivin & CohenMiller, 2022).
Emerging research shows the potential of the 4E+ approach to meet the needs of learning in 21st century technological environments (Videla & Veloz, 2023; Villalobos & Videla, 2023). This presentation contributes to the literature by examining TEL design through a multimodal media lens. It highlights how the holistic 4E+ framework can more effectively and meaningfully engage students than computational, monomodal and bimodal uses of technology in educational settings.
References
Anis, M., & Khan, R. (2023). Integrating Multimodal Approaches in English Language Teaching for Inclusive Education: A Pedagogical Exploration.
Boivin, A. C. N., & CohenMiller, A. (2022). INCLUSION AND EQUITY WITH MULTIMODALITY DURING COVID-19. Keep Calm, Teach On: Education Responding to a Pandemic, 87.
Bouchey, B., Castek, J., & Thygeson, J. (2021). Multimodal learning. Innovative Learning Environments in STEM Higher Education: Opportunities, Challenges, and Looking Forward, 35-54.
Carney, J. (2020). Thinking avant la lettre: A Review of 4E Cognition. Evolutionary studies in imaginative culture, 4(1), 77-90.
Doumanis, I., Economou, D., Sim, G. R., & Porter, S. (2019). The impact of multimodal collaborative virtual environments on learning: A gamified online debate. Computers & Education, 130, 121-138.
Gilakjani, A. P., Ismail, H. N., & Ahmadi, S. M. (2011). The effect of multimodal learning models on language teaching and learning. Theory & Practice in Language Studies, 1(10).
Jianhui, L. (2019). Transcranial Theory of Mind: A New Revolution of Cognitive Science. International Journal of Philosophy, 7(2), 66-71.
Menary, R. (2010). Introduction to the special issue on 4E cognition. Phenomenology and the Cognitive Sciences, 9, 459-463.
Newen, A., De Bruin, L., & Gallagher, S. (Eds.). (2018). The Oxford handbook of 4E cognition. Oxford University Press.
Perry, M. S. (2020). Multimodal Engagement through a Transmedia Storytelling Project for Undergraduate Students. Gema Online Journal of Language Studies, 20(3).
Philippe, S., Souchet, A. D., Lameras, P., Petridis, P., Caporal, J., Coldeboeuf, G., & Duzan, H. (2020). Multimodal teaching, learning and training in virtual reality: a review and case study. Virtual Reality & Intelligent Hardware, 2(5), 421-442.
Rakkolainen, I., Farooq, A., Kangas, J., Hakulinen, J., Rantala, J., Turunen, M., & Raisamo, R. (2021). Technologies for multimodal interaction in extended reality—a scoping review. Multimodal Technologies and Interaction, 5(12), 81.
Sankey, M., Birch, D., & Gardiner, M. W. (2010). Engaging students through multimodal learning environments: The journey continues. Proceedings of the 27th Australasian Society for Computers in Learning in Tertiary Education, 852-863.
Videla, R., & Veloz, T. (2023). The 4E approach applied to education in the 21st century. Constructivist Foundations, 18(2), 153-157.
Villalobos, M., & Videla, R. (2023). The roots and blossoms of 4E cognition in Chile: Introduction to the Special Issue on 4E cognition in Chile. Adaptive Behavior, 31(5), 397-404
The StatBot : An AI-Assisted Chatbot for Enhancing Learning and Teaching Efficiency of Large Subjects
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Artificial Intelligence (AI) provides an opportunity for a transformative shift towards a more personalised and efficient learning environment in the contemporary education landscape (FitzGerald, 2018; Perez et al., 2020; Yang and Evans, 2019; Yin et al., 2021). This landscape is characterised by globalisation and universal education trends, which often necessitate being mindful of the challenges of managing large enrolments and diversity within student bodies. This presentation outlines the implementation and experiences of a generative AI-supported chatbot (StatBot) introduced to two cohorts of quantitative methods classes in the Faculty of Business and Economics, targeting over 2,500 students annually. Attending this presentation, participants will gain valuable insight into the effective use of AI in teaching and learning in subjects with large enrolments.
The initiative aimed to enhance students' learning experience by offering personalised, subject-specific support by converting IBM Watson Assistant, renowned for its ability to process and interpret natural language queries, into an educational chatbot. The primary purpose of this AI tool was to improve student's educational experience by providing them with instant, tailored assistance that directly related to the material taught within the subject and at a time that suited the student. Recognising students' diverse needs and learning pace in a large class, the chatbot was designed to offer both administrative and conceptual support, facilitating a more inclusive and accessible learning environment. It addressed a wide range of queries, from course logistics and administrative procedures to in-depth explanations of complex concepts. It provided a comprehensive bank of practice questions and feedback process, specifically curated to reinforce learning and aid in consolidating knowledge. This repository enabled students to engage in self-directed learning, assess their understanding, and identify areas requiring further exploration, thus promoting a proactive and reflective learning approach.
The benefits of implementing this AI tool were multifaceted. For educators, it alleviated the burden of addressing repetitive administrative and basic conceptual queries, freeing up valuable time to focus on more complex teaching and research activities. For students, the immediate and personalised nature of the support enhanced their learning experience, enabling them to navigate the course content more confidently and efficiently. The chatbot also fostered an environment of continuous learning, encouraging students to engage with the material and practice independently and actively. Integrating the chatbot into the curriculum offered a strategic educational intervention aimed at enhancing student learning and support, particularly in large undergraduate subjects. The platform's robust AI capabilities allowed the delivery of personalised learning experiences at scale, which is difficult through traditional teaching methods. Its ability to process student queries and provide immediate, accurate (verified) responses ensured that students received the support they needed when needed, without the constraints of office hours or limited teaching staff availability.
The student feedback following the introduction of the AI-supported chatbot was overwhelmingly positive. The tool's ability to provide instant, relevant, and personalised support was particularly appreciated, as it directly contributed to a more supportive and responsive learning environment. Moreover, the availability of a practice question bank was highlighted as a critical resource that enabled students to test their knowledge and prepare more effectively for assessments
Design Principles at the Core : Shaping Volcanic Risk Education for Resilient Communities
Get PDFChile's dramatic geography, characterized by the Andean mountain range, is home to over 2,000 volcanic vents, including around 500 that are potentially active, making it one of the most volcanically vibrant regions in the world. This natural phenomenon presents both a majestic display of Earth's power and a considerable challenge in terms of geological hazards. The Villarrica volcano (Rukapillan in Mapuche language), noted for its high activity levels, demonstrates the ongoing need for local communities and government agencies to engage in proactive risk management and emergency preparedness to mitigate the impacts of potential eruptions. This calls for innovative approaches to education and community engagement, aimed at enhancing public understanding and safety regarding volcanic activity.
In this context, the Centro Interactivo Vulcanológico de la Araucanía (CIVUR-39º), initiated by the Universidad de La Frontera (UFRO), represents a pioneering effort to harness the power of citizen science, interdisciplinary collaboration, and a blend of Western and Mapuche indigenous knowledge systems to democratize scientific knowledge. Located in Pucón near the Villarrica volcano, CIVUR is strategically placed to serve as a vital educational resource, addressing the unique challenges faced by the local community and tourist visitors to make complex scientific concepts accessible and engaging to a broad audience. The main aim of CIVUR is to bridge the gap between scientific research and public awareness, thereby enhancing community preparedness and resilience in the face of volcanic hazards.
Employing a Design-Based Research methodology (McKenney & Reeves, 2012) alongside Activity Theory (Engeström, 1987) to tailor educational technology to the distinct needs and characteristics of local settings (Aguayo, 2015), our proposed research focuses on a specific inquiry: examining the transferability and possible implementation of key design principles coming from Auckland University of Technology's AppLab in Aotearoa New Zealand to the Chilean setting of CIVUR, including: design of virtual and mixed reality (XR) learning environments for free-choice and self-determined learning (Aguayo & Eames, 2023; Aguayo, Eames & Cochrane, 2020; Cochrane et al., 2017; Eames & Aguayo, 2020; Jowsey & Aguayo, 2017); online community education, partnerships and digital citizen science (Aguayo & Decima, 2022; Aguayo & Eames, 2017a, 2017b); ethical enactive and inclusive STEAM design (Aguayo et al., 2023; Videla, Aguayo & Veloz, 2021); culturally-responsive practice in digital innovation (Aiello et al., 2021; Smith-Harvey & Aguayo, 2022); and organic immersive learning design (Aguayo, 2023).
Key elements of this research not only touch on digital innovation for volcanic risk education and resilience, but also on embracing and including local Mapuche indigenous worldviews, introducing a rich layer of cultural depth and contextual knowledge to the educational content. Integrating these perspectives is crucial for creating learning interventions that are not only scientifically rigorous but also deeply rooted in the local cultural heritage. By leveraging the latest advancements in educational technology theory and practice, CIVUR has the potential to pioneer new methodologies for engaging school students and the broader community in meaningful learning experiences about volcanology and risk management. This exploration will include an analysis of how digital tools can be designed and implemented to support interactive learning, scientific reasoning, and the application of cultural knowledge in real-world settings. Ultimately, the research aims to offer a model for integrating digital innovations with culturally responsive teaching practices that can be applied globally, enhancing educational outcomes and empowering communities to better understand and respond to the natural world around them
A Tale of Two Schools
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Digital devices and learners cannot be seen as separate entities but as a functional entanglement that come (and stay) together in a performative encounter in which they are mutually saturated with each other's agencies. This research intends to explore the nature of the entanglement between secondary school learners and their digital devices as well as the implications of this entanglement when theorising a framework for learning in secondary school. This presentation proposes a language and a series of metaphors to describe and understand why the integration of technology in the classroom seems to have failed to deliver the promised transformation.
From an enactive perspective, it primarily uses a mix of phenomenological and ethnographic methodology to analyse students’ experience of learning with digital devices. Whilst a micro-phenomenological approach attempted to explore the unfolding of particular experiences, a socio-material micro-ethnographic approach was used as a form of contrasting the phenomenological first-person account with a socio-technical analysis of the entanglement. .
Bio
Cristian Rodriguez is Deputy Principal at Whangaparāoa College, a secondary school in Auckland, New Zealand. His portfolios include Technology & Innovation and Future Learning Pathways. He has a background in education leadership, and a particular interest in change management, contemporary education and the future of schooling. Cristian is a final-year PhD Candidate at AUT. His thesis, ‘The Digital Entanglement: how students and devices come (and stay) together’, looks into the role of digital technologies in supporting cognitive processes in the context of secondary school. His work aims at creating a better understanding of the impact of design and adoption of digital technologies for learning in educational settings. Cristian’s areas of expertise include: Philosophy of Education, Embodied Cognition, Contemporary Education and Pedagogies, Culturally Responsive Pedagogy, Digital learning implementation, The digital as a structure of perception, and Microphenomenology.ResearchGate Profile & Linkedin Profile
Strengthening the System : Networked Education
Get PDFPresentation: https://doi.org/10.26188/26053831.v1
Technology, and in particular the internet, has had an undeniable impact on all aspects of society. Professor Manuel Castells, conceptualises this change as the rise of a ‘Network Society’ with the internet being the decisive technology in this change - “with the explosion of wireless communication in the early twenty-first century, we can say that humankind is now almost entirely connected”. The network society is constructed around personal and organisational networks, powered by digital networks and communicated by the internet. This, in turn, means society is both boundaryless and global.
If this is the emerging paradigm, then we need to reconsider how we ‘do’ education. Our current approach does not yet align with this. In fact, it only amplifies our vulnerabilities. Schools operating as silos, in a competitive, market-driven environment, focused entirely on the local context, makes little sense. It is no wonder that as schools compete to attract all the best teachers for their particular area, others suffer as a result. Teacher shortages are inevitable in such an environment.
Networks of schools and networked learning are just one key to addressing many of the challenges we face in a fast-changing world. This is clear in the development of Kōhui Akos which recognises the importance of schools working together to provide meaningful pathways for learners within or across local communities. However, networked and flexible education needs to be deeply embedded at a system level to really achieve meaningful change.
In such a paradigm shift, schools work together as networks of learning to create efficiencies in the use of their resourcing, to cater to a wide variety of learner needs and interests and to prepare them for a ‘connected’ world. We embed a system level solution. This solution has operated within New Zealand for close to thirty years with little central support. It is a grass roots development led by rural schools who had to work together to remain sustainable. Operating as regional clusters schools used the internet to share teachers and programmes across schools.
We certainly recognise the challenges to this. Self-managing, autonomous schools is embedded into our educational pysche. It is how we expect things to work. However, networked education actually strengthens the local rather than dissipating it. It does not deny autonomy. It just asks schools to think at both a networked and local level.
We have an opportunity to leverage technology to realise a vision for education in New Zealand which establishes schools as networks, as collaborators and as providers in a boundaryless environment. The significance of this vision is that is a based on an established, proven model that has been in place in some form since 1994.
Join me as we explore the possibilities and opportunities with such a paradigm shift. What does this look like in practice? What are the challenges? What needs to happen to embed networked education at local, regional and system level