7 research outputs found
Decolonising educational technology
No full text© 2024 by the authors. Published by MDPI under a Creative Commons licence. This is a Reprint of the Special Issue Decolonising Educational Technology that was published in Education Sciences. https://doi.org/10.3390/books978-3-7258-2335-2This important volume brings together some key thinkers in various fields such as educational technology (EdTech), decolonisation, colonialism, neocolonialism, higher education, international education, and social justice. EdTech can be seen as both ubiquitous and hegemonic. At the same time, it can be seen as neocolonial and represents another example of how Western thought, languages, and technology pervade global educational contexts. The authors in this Special Issue explore whether EdTech can be used to overcome the issues inherent in each of their respective contexts without necessarily promulgating 'Global Northern' thought and practice. Thought-provoking and timely, this Reprint seeks to stimulate further debate and discourse around these issues
Methodological insights for decolonising research and EdTech
No full text© 2024 The Authors. Published by MDPI. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.3390/educsci14060580Published onlin
Decolonising educational technology
No full text© 2024 The Authors. Published by MDPI. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.3390/educsci14101070Published onlin
Unveiling community needs and aspirations: card sorting as a research method for developing digital learning spaces
No full text© 2024 The Authors. Published by Rhapsode. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.12973/ijem.10.4.609This pilot study is part of a larger “Decolonization of Digital Learning Spaces” project, which aims to develop research tools for communities that are remote and/or excluded geographically, politically, economically, socially, culturally, and linguistically. The project’s ultimate goal is to work alongside these communities to design their own digital learning tools, networks, and online educational environments by accessing and leveraging their knowledge and skills. Testing the single-criterion card sorting method is the first step toward this goal. Card sorting is an easy, enjoyable, and cost-effective method for data collection and analysis, particularly for researchers working in remote areas with limited access to electricity or the Internet. The pilot explored singlecriterion card sorting as a method to elicit knowledge from two diverse cultural and linguistic groups engaged in learning activities within their communities. These groups were from a Deaf and Hard of Hearing (DHH) community in Canada (engaged in a bowmaking workshop) and a rural Kabyle community in Algeria (engaged in a traditional cooking lesson). Despite low participant numbers, distinct patterns emerged, indicating the method's effectiveness. The results, though anticipated, were non-random, demonstrating the potential of card sorting in producing patterns indicative of how individuals and/or communities categorize their world(s). Kabyle sortings focused on ingredients, highlighting older individuals as teachers passing along knowledge, while the DHH sortings emphasized face-to-face contact and hand movements in communication. The findings, though modest, established relationships, provided insights into the research context and offered logistical understanding, paving the way for further work with DHH and Kabyle communities towards the design of digital learning spaces.This project is funded through a Partnership Pilot grant awarded through the Vice Provost, Research, University of Saskatchewan (ID #357122).Accepted versio
Settlement & ceramics in Southern Iran: An analysis of the Sasanian & Islamic periods in the Williamson collection
No full textBetween 1968 and 1971, Andrew George Williamson carried out one of the most extensive and ambitious archaeological surveys undertaken in the Near East. Williamson’s survey of over 1,200 archaeological sites distributed widely through southern Iran represents the most detailed archaeological study of the region. Williamson's untimely death in Oman in 1975 prevented the work from being completed or published, and as a result, the information from his pioneering study have remained generally obscure. A sizable portion of the finds that Williamson collected during the survey (17,000 sherds) were exported to the UK and deposited at the Ashmolean Museum in Oxford, along with much of the documentation associated with the project. A full synthesis of this material has not until now been attempted. Recognising the important scientific value of Williamson's survey, a detailed study of the Collection was initiated with the aim of: 1) providing a complete catalogue of the Collection; 2) creating a list and map of all sites that Williamson visited and 3) analysing the resulting dataset. The discussion presented below, which describes the results of the research on the Collection, has been broken into two sections. The first section describes Williamson’s work and the contents of the Collection (Chapter 1), and explains the methodology and approach that has been taken during this study (Chapter 2). The second section uses the data generated from the study to analyse regional settlement trends (Chapter 3) and the changing distribution of a selection of key ceramic wares (Chapter 4). Together these themes contribute towards a model for the long-term economic development along the northern shores of the Persian Gulf, ๒ an area that has previously suffered from a major lack of primary archaeological research. Drawing on this study and the more detailed now be possible, for the first time, to set out a scheme that covers the Persian Gulf region as a whole
Embodiment in 3D virtual retail environments: Evolving the perceptions of collaborative art and design research as avatars
No full textBeing a fashion design lecturer and a fashion retail marketing lecturer, we were, until recently
working on the same courses, in the same open plan office. Academically we had also been
distinctly, yet independently aware of the debate surrounding the hyper un-realistic and
non-sensory interface of online 2D shopping for clothes spanning the last decade. Until the
advent of Web 2.0 interactivity, the customer’s inability to actualise, and communicate with
both the product and the brand had been the main inhibitor to online shopping.
Following a paper presented to the subject area research forum about 3D fashion design
research in Second Life. The authors met and chatted for the first time over coffee. We
discussed the cultural and digital convergence happening within design and retail business.
We acknowledged that in our polarised module delivery of design/retail content on the
supply chain, we were missing out on the opportunity of teleporting into online 3D virtual
worlds to do new research as a team.
From this basis we agreed to create space and collaborate. By applying an experiential,
exploratory and real-time approach to research methods we began investigating Second
Life in collaboration. We aimed to explore main fashion brands with established virtual
3D stores, and intend that this research will support next stage collaborative teaching
integrating both design and retail marketing. In conclusion the paper provides a context
for collaboration amongst art and design academics. The research is an attempt to inspire
‘non virtual ’ lecturers into working together to translate the tacit qualities of the physical
into virtual design, making, buying and merchandising experiences for increasingly virtually
tech- confident undergraduate art and design learners in 2008/09 and beyond
