Pacific Journal of Technology Enhanced Learning
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AI in the wild: How students are using generative AI in their learning
Get PDFPresentation: https://doi.org/10.26188/25712049.v1
It has been well over a year since ChatGPT emerged and brought with it much commentary about challenges and opportunities for education. There has been considerable discussion about risks to academic integrity and the possibilities of generative AI for enhancing learning and teaching. As the dust settles, the hard work of determining how exactly generative AI will integrate into higher education begins. In this session, we will explore the current state of generative AI in student learning. While the integration of generative AI into formal coursework has been inconsistent, to say the least, many students are using these tools extensively as part of their studies. Drawing on in-depth interviews with 50 students across disciplines, a set of hypotheses about the impact of generative AI on student learning practices will be presented. A key component of the impact of these emerging technologies appears to be how familiar and confident students are in their understanding of their own learning. The implications of these findings will also be discussed.Jason Lodge is Associate Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education and is a Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts and Social Sciences at The University of Queensland. Jason’s research with his lab focuses on the cognitive, metacognitive, and emotional mechanisms of learning, primarily in post-secondary settings and in digital learning environments. He currently serves as Lead Editor of Australasian Journal of Educational Technology and Editor of Student Success
Enabling curriculum improvements to support foundational skills development : an audiology experience
Get PDFPresentation: https://www.pechakucha.com/presentations/carew-sotel-2024
Creating learner-centred curriculum (McLean & Gibbs, 2010) through design processes that incorporate students’ experiences and feedback can enable powerful and sustained impacts on student learning (Brooman et al., 2015). Principles of co-design have been used successfully in building technology-enhanced learning experiences (Gros & López 2016), including in the health science disciplines (O’Connor & Andrews, 2016; Treasure-Jones & Joynes, 2018).
Students in audiology programs are required to demonstrate competency in both technical micro-skills required to conduct accurate and reliable assessments and the use of reflective practice to evaluate and improve their clinical performance (Audiology Australia, 2022). As audiology student cohorts increase in size, there is a need to examine the efficacy of how teaching designed for smaller cohorts can best support learning within a larger student body.
This presentation describes our learnings across a process of enhancing the assessment and feedback mechanisms within a Master of Clinical Audiology program at a large, research-intensive university. Following a design-based learning framework (Reeves & McKinney, 2015), we first conducted an audit of existing learning and teaching materials, using focus groups with students to understand their interaction with these resources and comprehend the impact of existing assessment and feedback methodologies on their learning experiences. Students described their difficulties with navigating multiple learning resources in the core audiology technical domain of masking. Whilst acknowledging the significance of reflective practice for their future clinical roles, students also reported that the authenticity of development of their reflective practice skills was clouded by the existing learning task design.
Our objective in the design and development phase was to act upon this student feedback and implement technology-enabled alterations to learning, feedback and assessment practices that resonated with both students and educators, leading to enhanced engagement and comprehension of foundational course content. Key initiatives materialized throughout the project timeline, notably including pedagogical enhancements in the teaching and assessment within the reflective practice module. Drawing on student feedback and data analysis from focus groups, the 2023 syllabus was crafted to integrate a clearer progression of reflective practice skills development utilizing a learning arches framework. This framework facilitated the introduction of novel ePortfolio tools such as the Pebble Pocket app for on-placement reflections, refined PebblePad worksheets, and interactive Perusall social annotation activities, bolstering clarity and coherence in the reflective practice learning journey.
Simultaneously, a suite of learning assets was piloted in the latter half of 2023, underscoring a significant shift towards animation-based visual demonstrations and interactive resources aimed at solidifying audiology micro-skills acquisition. These assets focused on new instructional animations teaching audiology masking theory and techniques, interactive resources facilitating the comprehension of masking tables, and immersive clinical environments offering 360-degree views of audiology rooms. These resources helped prepare students for summative assessments in both written and clinical examination settings.
Following an iterative approach to educational innovation, guided by the principles of design-based learning and informed by the views and experiences of our students, we expect to continue developing and implementing transformative pedagogical strategies tailored to the dynamic needs of health professions education
AI and assessment in higher education: Problems, possibilities, and pathways
Get PDFGenerative artificial intelligence (genAI) has shown immense potential for revolutionising education. Revolutions are disruptive, however. They carry potential for both positive change and high-stakes failure. In higher education, the implications of the genAI revolution for educational assessment are high profile and high stakes. Assessment is the primary mechanism for determining students’ outcome achievement. Quality of assessment and the resulting data determines the legitimacy of progressing students through their formal study and conferral of degrees. Will genAI enhance or impede these essential educational functions?
This Trendsetter talk will address this question through exploring dynamic tensions around the relationship of genAI to assessment in higher education. The speaker will address the possibilities genAI presents for repositioning students in critical, authentic ways relative to assessment. We will also explore potential advantages posed by genAI for teachers, such as enhancing efficiency in feedback and marking. Conversely, we will identify and discuss how to offset the very real problems posed by genAI to academic integrity, ethical practice, and validity of assessment results. The talk will conclude with suggestions on pathways we may take to increase the likelihood of this as a successful revolution and minimise high-staked failures.
Bio
Chris is an associate professor and Enterprise Research Fellow in Education Futures, with University of South Australia. Chris’ work advances theoretical and empirical modelling of the interaction of assessment, feedback, and technology in higher education contexts. His research has attracted 2.9m AUD in competitive funding and he has authored over sixty publications, principally in high-impact journals. Chris heads the Change in Complex Systems Research Stream at The Centre for Change and Complexity in Learning (C3L). In his current position, Chris focuses on developing research projects and researcher capacities, especially among early-career researchers and teaching-focused academics
From Traditional to Transformed: Leveraging AI to Craft Adaptive, Interconnected Educational Landscapes
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In a transformative educational landscape, this research pioneers a novel method that leverages AI to transform traditional classroom lectures into interconnected learning units. This innovative approach revolutionises lecture consumption by reimagining it as a network of knowledge, fostering a more engaged and participatory learning experience amongst students. By recording lectures, automatically transcribing them, and then using Artificial Intelligence to restructure the content into accessible “interactive content cards”, it heralds a new era in education, breaking the constraints of time, space, and traditional learning paradigms. Such an endeavour enhances knowledge absorption and fosters a self-directed learning environment, empowering students to lead their educational paths. It, therefore, integrates Constructivism, Connectivism, and Heutagogy into an innovative framework. Constructivism, highlighting active learning, is exemplified as students engage with AI-refactored content, deepening their exploration and promoting critical reflection for personalised learning journeys (Siemens, 2005; Lockey et al., 2021). Connectivist theory expands this framework, highlighting the role of networks and technological advancements in learning. The AI-facilitated transcription and refactoring of lecture content into accessible formats exemplifies the Connectivist paradigm, where learning is dispersed across many connections. This method cultivates a learning ecosystem ripe with diverse digital resources, thereby enriching the educational experience in previously unimaginable ways (Siemens, 2005). Heutagogy’s push for learner autonomy is significantly advanced by this AI strategy, introducing “content cards” for students to interact with materials at their own pace, independent of traditional lecture sequences. Using Heutagogical models decentralises and personalises learning, emphasising curiosity-driven exploration and marking a shift from conventional education to a future of universal access and empowerment (Blaschke & Hase, 2019). The educational strategy explored here is also grounded in action research, following an iterative cycle of planning, action, observation, and reflection, and coupled with Phelps and Hase’s (2002) complexity theory, deepens our understanding of education and work settings. Through this lens, the research recognises learning environments as unpredictable and emergent, requiring continuous refinement of innovations, which embodies the principles of complexity theory and action research. Adopting these paradigms means revolutionising education delivery and continuously improving the learning experience to remain adaptive to student needs (Indeed.com; Structural-Learning.com; George, 2023; Phelps & Hase, 2002). It is against such a backdrop that this exploration marks a significant educational advancement by utilising AI to transform lecture formats, integrating Constructivism, Connectivism, and Heutagogy with AI technologies for a personalised, self-directed learning experience. Through the application of action research, this venture into AI-enhanced hands-on learning questions the status quo of educational frameworks and paves the way for a future where learning materials are inherently flexible and sophisticated. It crafts an environment where educational content can dynamically adjust to suit individual student needs, heralding a new era of engaging and intelligent learning resources
Enabling TEL capacity across complexity
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Embedding technology is now a necessary part of higher education teaching and learning policy and practice, owing to cascading effects of technological advancements and the pandemic-driven disruption of traditional teaching and learning modes (Rapanta et al., 2020, 2021). Well-designed technology enhanced learning (TEL) spaces and activities can provide experiences that are authentic, learner-centred, flexible, and equitable (Cochrane et al., 2017; Dunn & Kennedy, 2019).
Despite growing supportive evidence of these benefits, university teaching and learning systems often retain legacy structures and practices where technology-enhanced, creative and flexible activities are not easily integrated or well supported (Bridges et al. 2023). These issues may be exacerbated by the perceived comfort – by both academics and institutions – offered by a ‘snap back’ to pre-pandemic settings (Bryant 2022). As institutions rethink the ways in which they enact TEL (García-Morales et al., 2021; Rapanta et al. 2021), understanding and navigating potential barriers and enablers of innovative TEL design (Bone 2022) becomes important. Within this presentation, I draw and reflect on recent projects to consider how academic development programs might facilitate TEL initiatives that are targeted and sustainable.
For individual academics, approaches to teaching and learning can vary, with flow-on effects into the ways they teach, and the learning outcomes of their students (Trigwell & Prosser, 1997, 2004). In challenging, high-pressure environments, academics who teach may not have the capacity to adapt their approaches to a rapidly changing context (Bone 2021). Indeed, impacts of the pandemic highlight that academic development during times of crisis needs to be more holistic and provide adequate support for innovative change (Bone et al. 2021; Sumer et al., 2021; Mulder et al., 2022; Bone et al. in review). Enacting such holistic academic development in higher education institutions, which are highly complex (Knight 2001) but increasingly fragmented and siloed (Becher & Trowler, 2001), requires approaches to design and delivery of programs and supports that mimic and respond to this complexity (Bone & Ross 2019), and are responsive to the intents and priorities of both academics and management, and the learning needs of students.
Embedding technologies into this complex curriculum environment in ways that are sustainable and equitable requires approaches that both build incentives and drivers from leadership (top-down), and reward and harness the existing enthusiasm and capacity of academics (bottom up) (Bone 2022). Building networked approaches to enable curriculum design, development and innovation can involve communities of practice, mentoring or other knowledge-sharing activities across disciplines and roles (Bone et al., 2023). Enacting these across institutional boundaries can bring together those interested in specific aspects of TEL (Narayan et al., in press) who may also feel isolated within traditional hierarchical institutional structures (Bone et al., in press).
Knowledge sharing and community building has clear potential to drive positive change. As a TEL community, we must continue to advocate for teaching, learning and development spaces that emphasise collaboration and collegial knowledge-sharing, and to push for greater recognition as we work together to build the future of higher education teaching and learning.
 
Connecting enaction and indigenous epistemologies in technology-enhanced learning
Get PDFWithin educational scholarship, and in particular technology-enhanced learning research, the ‘enactivist’ conception of cognition has been steadily gaining in prominence over the past few decades (Begg, 2002; Leonard, 2020). Enactivism can be defined as a philosophical proposition contending that cognition emerges by way of active interplay between an organism and its context. Enactive theory sees that organisms create experiences and understandings through their actions and are not passive receivers of input from an environment. They are ‘actors,’ such that what they experience is shaped by how they act (Varela et al., 1991). Enactivist understandings of learning see education as emergent processes in which ‘knowing’ for an organism stems from, and is embedded in, complex systems of relations between individuals and how they influence and are influenced by cultural contexts. These in turn are also influenced by, and influence environmental circumstances (Begg, 2002). Concerning educational technology (edtech), enactivist approaches have gained attention due to this cognitive position being based upon circular forms of influence, in which tools used, environments, social interactions and more, all contribute to cognition occurring (Author 2, 2021). Additionally, indigenous epistemologies and worldviews are also being looked to by many within edtech research, to define and conceptualise learning technology in more ecological, embodied, and co-relational ways (Hradsky, 2023; Meighan, 2022; Reedy, 2019). Indigenous worldviews offer more interconnected, ecological, and systems-oriented ways of viewing education and edtech, connecting to circular enactivist positions. Indigenous worldviews and enactivism relate in that both are interconnected and holistic viewpoints, which see less separation between individuals, other beings, environments, and ‘the world.’ This is important, as in a world full of ‘wicked’ socio-ecological problems, bridges need to be built between ecological and relational indigenous viewpoints, and traditional western science and philosophy (reductionist and rationalistic) (Authors, 2021). In this presentation, we posit that there are potential unexplored links between enactivist educational approaches which utilise technology (such as XR interventions. See: Author 2, 2020, Author 1, 2018; Author 1, 2021), and indigenous approaches and philosophies of technology enhanced learning (Authors, 2022). Such contemporary projects which contribute to this conversation include O-Tu-Kapua (Author 2, 2017), Kōrimurimu (Author 1, 2018) and Pipi’s World (Author 2, 2021; Author 2, 2019). In particular, Kōrimurimu (2018) fostered an educational ‘ecosystem’ in which students could engage and interact with the learning using a variety of different technologies, approaches, and through stimulation of different senses. Embodied and holistic methods were utilised to stimulate learning in not purely rationalistic/cognitive ways. These approaches tied both enactive and indigenous perspectives of knowing and building knowledge experientially and sensorially. Here we present some initial research and conceptual propositions around potential links between these theoretical areas and highlight some proposed methodological approaches to investigating and detailing these connections. Such links between enactivism and indigenous worldviews we have identified include circularity regarding learners to their tools/devices and environment, embodied views of cognition and learning, holistic and interconnected paradigms, and a shift away from Cartesian conceptualisations of separation between mind and body
Time Efficient and Cost-Effective Online Teaching Tool: iConcepts in Orthodontics for DDS students @ UoM
Get PDFPresentation: https://doi.org/10.26188/25556394
Background
Traditional teaching methods in orthodontics with models and static images for 3-Dimensional (3D) changes in tooth positions have posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the fourth dimension. At the University of Queensland (UQ) (Naser-ud-Din, 2015) and internationally (Bridges, 2015) over a decade of experience with creating online teaching modules in orthodontics education highlight its strengths of flexibility, ease of access on demand and global presence. UQ had SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools.
Aims
There is a gap in the dental education sector to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning for the student in undergraduate courses to feel confident and clinically ready on graduation as Dentist. Over the past 5 years, in particular, there has been an exponential drive by the industry providing 3D simulations for treatment planning and patient communication. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool.
Material and Methods
Currently the CAD CAM industry is providing 3D simulations as open access that can be utilized for teaching and clearing core concepts related to biomechanics foundations for student learning, engagement and assessment. This project envisages to create a new forum encompassing education revolution with robust online presence of an interactive textbook (iConcepts) under the banner of the University of Melbourne (UoM) to assist students in Doctor of Dental Surgery (DDS) years 2-4.
Results
The purpose of iConcepts is to create lifelong learning opportunities in non-judgmental space by visual and kinesthetic interactive learning of concepts that directly translates into clinical applications. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and here to stay. Both qualitative and quantitative data on student experience shall be collected and analyzed to seek out the best practice and processes for instruction of delivery in Orthodontics for DDS cohort encompassing time efficiency and cost effectiveness.
Conclusion
The current iConcepts is developed with Apple Education and prototype is being assessed with MSc Data Science cohort at the UoM.
Future Recommendations
It can be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. As we progress there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) hence iConcepts.
References
Bridges, S. (2015). An emic lens into online learning environments in PBL in undergraduate dentistry. Pedagogies: An International Journal,10(1), 22-37. https://doi.org/10.1080/1554480X.2014.999771
Irvine, J. (2020). Marzano's New Taxonomy as a Framework for Investigating Student Affect. Journal of Instructional Pedagogies, 24.
Khoo, E., Le, A., & Lipp, M. J. (2023). Learning Games: A New Tool for Orthodontic Education. International Journal of Environmental Research and Public Health, 20(3), 2039. https://www.mdpi.com/1660-4601/20/3/2039
Kröger, E., Dekiff, M., & Dirksen, D. (2017). 3D printed simulation models based on real patient situations for hands-on practice. European Journal of Dental Education, 21(4), e119-e125. https://doi.org/https://doi.org/10.1111/eje.12229
Naser-ud-Din, S. (2015). Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program. Eur J Dent Educ,19(3), 169-176. https://doi.org/10.1111/eje.12118
Naser-ud-Din, S. (2016). Bewertung von unterschiedlichen asynchronen Lehrstilen für das E-Learning in der Kieferorthopädie FAU - Naser-ud-Din, Shazia. Quintessence Publishing Deutschland DJKFO, 1(0945-7917 (Print)).
Poblete, P., McAleer, S., & Mason, A. G. (2020). 3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources? Dentistry Journal, 8(3), 95. https://www.mdpi.com/2304-6767/8/3/9
Process over product: Integrating ChatGPT as collaborator into an assessment design for academic integrity and digital literacy purposes
Get PDFThe launch of OpenAI’s ChatGPT model in late 2022, as most Australian universities wound down for summer holidays, elicited varied responses from higher education practitioners, policy makers and commentators that ranged from heightened concern and proscriptive impulses through to cautious excitement about the potentially disruptive, deceptive impact of university student use of AI chatbots (Skeat and Ziebell, 2023).
Generative AI has both transformative and disruptive implications for conventional university assessment practices. Simultaneously, we observed a tension between university teaching and learning imperatives of digital literacy, academic integrity, student employability, and data security and privacy.
Large Language Models (LLMs) run on deep learning programming, trained to process data in a way modelled on human brain cognition, to generate human-like responses to natural language prompts. Generative AI can answer and compose questions, write narratives, summarise documents, and construct essays, reports, reviews etc, and perform reflective writing capabilities (Li et al., 2023). Importantly, generative AI performs these tasks with substantially different degrees of accuracy, biases, and relevance potentially with each prompt.
These dynamic and iterative learning abilities have significantly, sometimes imperceptibly, compromised the integrity and reliability of conventional university assessment types. Moreover, generative AI is improving incrementally, increasingly integrated into everyday software, platforms and apps (Liu and Bridgeman, June 2023). Nor is it only traditional written assessments that are at risk of disruption and invalidation. AI image generators like OpenAI’s DALL-E can produce high-quality, realistic and fantastical artworks.
ChatGPT-like AI models are designed for conversational and dialogic user experiences, programmed on natural and intuitive patterns of language use. Even without any targeted training in ethical, effective and critical ‘prompt engineering’ (cf. Liu, 2023) students can output passable assessment content.
As well as concerns around digital literacy, academic integrity and meaningful learning, prompting, performed rudimentarily at least, blurs the lines between a student’s original thinking (and integration of sources) and machine-generated output. The foundational challenge being in determining whether a student's submission is a result of their applied understanding or the AI's algorithmic capabilities. Yet, this GenAI interactional, iterative user experience can also be harnessed by educators to design, facilitate and assess socially constructivist, authentic, analytical, and innovative approaches to student learning (Liu and Bridgeman, June 2023).
We report on a research project that implemented an iterative, nested, and collaborative assessment redesign (Lodge et al. 2023) as an alternative to a 2000-word Final Research Report due in the semester’s penultimate week. For the redesign, we partially broke the one submission down into three, smaller critical reflections due across a semester. For the first, students used ChatGPT before, and then after, learning a prompt engineering approach (cf. Liu, 2023). Secondly, students reflected on their engagement with generative AI as a collaborator in comparison to their collaboration with peers on a task. The final critical reflection required students to anticipate how generative AI might impact their professional practices drawing on the subject’s key topics.
With ethics approval granted, our research findings are drawn from the roughly 10% of all students (n = 83) that chose the redesigned option. We analyse their three submissions in terms of existing themes in the literature (cf. Skeat and Ziebell, 2023) around academic integrity, digital literacy, institutional messaging and student belonging, and generative AI as ‘study buddy’ (Skeat and Ziebell, 2023)
The Design and Implementation of PAGE: Personalised Assessment Generative Engine
Get PDFThe adoption of online learning has introduced a multitude of opportunities and complexities. This shift poses a challenge in preserving the integrity of digital assessments, which is further accentuated by the increasing accessibility of online resources. Assessment design has emerged as a promising solution to tackle this issue, with a specific focus on creating assessments that are resistant to cheating behaviour. Personalised assessments, in particular, have shown promise in reducing academic dishonesty. This work introduces the Personalised Assessment Generative Engine (PAGE); it is designed and implemented to simplify the process of creating and administering personalised digital assessments for the Canvas Learning Management System (LMS). Following the design science research methodology, PAGE has been developed to efficiently generate personalised assessments with variations in questions, answers, and additional materials. Deploying PAGE in a university course uncovered several benefits and considerations for educators with using such a tool in their classrooms. The strengths and weaknesses of PAGE are analysed, highlighting its application areas and potential avenues for future work
APC Methodology: Educational technological design proposal to solve problems
Get PDFTechnology Enhanced Learning (TEL) is a teaching and learning approach that uses various forms of technology to enhance the learning experience (Cochrane, Redmond, and Corrin, 2018). One example of TEL is the use of digital fabrication, where we can find various open-source prototyping platforms in educational settings (Gerbic & Maher, 2008). In the present study, we implemented TEL based on a process of observation and prototyping, which attempts to open a space for the design of assistive devices for the elderly to improve their quality of live, at ADAPTA, an assistive tech event in Chile, where elderly people and students participated in a domestic problem-solving activity (Gunn & Peddie, 2008). Following the 2018 OECD objectives that aspire to an education that promotes individual, social and planetary well-being, we pay special attention to the domestic problems experienced by older adults. Considering that 16.2% of Chile inhabitants are over 60 years of age and, according to data from the Casen Survey, some 460,000 elderly people live in single-person households in Chile, it is important to pay attention to how aging creates difficulties in mobility and coexistence with the environment of the domestic space, with the handling of forces and weights, difficult access, unattainable heights, etc...In our study, we used the Autonomous Project Cell methodology (APC). This is a four-step process that can be used in conjunction with digital design processes and digital fabrication to support TEL (Videla, Veloz & Pino, 2023). The four steps are: (a) Observation: This step involves students observing and documenting their surroundings or a specific problem they want to solve (b) Documentation: In this step, students document their observations and ideas in a clear and organized manner (c) Make/reflect: In this step, students used analog drawing and sketches, digital drawing, and digital fabrication. This can involve programming the Arduino using a variety of programming languages, such as C++ or Python, and connecting various electronic components to the Arduino to create their desired outcome. (d) Show and Tell: In the final step, students present their prototype to their peers and teachers/guides, demonstrating the working of their solution and explaining the process they followed to create it. A relevant aspect of this methodology is that it allows the cultivation of 21st Century skills, through challenging projects that encourage the four Ps – Project, Passion, Peers and Play (Resnick, 2017).
The workshop took place at a municipal space (Hub Providencia) in Santiago Chile, which met every week, showing the elderly a variety of possible solutions to start observing in their homes, how they interacted with space and usability. Through a qualitative methodology of ethnographic design, different solutions that engineering students in design sciences provided to the problems of the elderly were described. Examples of possible 3D printed gadgets solutions: bottle opener, carry 3 bags, separating pages of a book. By following the APC methodology, students were engaged in authentic problem-solving activities and learning valuable skills, such as critical thinking, communication, and collaboration. The students used digital drawing and fabrication, and Arduino in TEL that helped the elder group to start designing from the drawing (pencil and paper) and followed by younger group of students, who were in charge of building the physical prototype. By providing hands-on opportunities for both groups of students to engage in authentic problem-solving activities, they could converge on physical products that were finally given from the younger students to the elder ones, such as a 2-meter tweezer to reach objects at height, bottle opener for lack of strength and take pots for too much weight.
References
OECD. (2018). The future of education and skills: Education 2030. Paris: OECD.
Cochrane, T., Redmond, P., & Corrin, L. (2018). Technology Enhanced Learning, Research Impact and Open Scholarship. Australasian Journal of Educational Technology, 34(3). https://doi.org/10.14742/ajet.4640
Gerbic, P. & Maher, M. (2008). Collaborative self-study supporting new technology: The Mahara e-portfolio project. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/melbourne08/procs/gerbic.pdf
Gunn, C. & Peddie, R. (2008). A design-based research approach for eportfolio initiatives. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/melbourne08/procs/gunn.pdf
Resnick M. (2017) Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT Press, Cambridge MA.
Videla, R., Veloz, T. and Pino, C. (2023). Catching the Big Fish from STEAM Education: Approach to Creativity from 4E Cognition. Constructivist Foundations. https://constructivist.info/special/edu21