10,462 research outputs found
Piloting Multimodal Learning Analytics using Mobile Mixed Reality in Health Education
© 2019 IEEE. Mobile mixed reality has been shown to increase higher achievement and lower cognitive load within spatial disciplines. However, traditional methods of assessment restrict examiners ability to holistically assess spatial understanding. Multimodal learning analytics seeks to investigate how combinations of data types such as spatial data and traditional assessment can be combined to better understand both the learner and learning environment. This paper explores the pedagogical possibilities of a smartphone enabled mixed reality multimodal learning analytics case study for health education, focused on learning the anatomy of the heart. The context for this study is the first loop of a design based research study exploring the acquisition and retention of knowledge by piloting the proposed system with practicing health experts. Outcomes from the pilot study showed engagement and enthusiasm of the method among the experts, but also demonstrated problems to overcome in the pedagogical method before deployment with learners
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The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment
We present a detailed account of interactional mechanisms that support participation in STEM disciplinary practices as an adult and a child explore a technology-enabled embodied learning environment for mathematics. Drawing on ethnomethodological studies of technologyrich workplaces, we trace the process of transforming a vague reference into a mutually available mathematical object: a covariant variable. Our analysis reveals that this mathematical object is an interactional achievement, configured via a reciprocal process of instructing one another's attention. In particular, we demonstrate how participants' explicit responsiveness to indexical and multimodal resources achieves this object
Virtual pedagogical model: development scenarios
info:eu-repo/semantics/publishedVersio
With new eyes I see: embodiment, empathy and silence in digital heritage interpretation
With New Eyes I See (WNEIS) was an immersive and itinerant digital heritage encounter exploring the exploitation of empathy made possible in such emergent formats. Located ‘in the wild’, and timed to coincide with the 2014 Centenary of the First World War, WNEIS transformed Cardiff’s civic centre as previously inaccessible stories and archival materials were projected onto, and playfully manipulated by, buildings and the natural environment. The research that underpinned the project unearthed a hitherto untold story about the experiences and fates of those who left their posts at Amgueddfa Cymru – National Museum Wales to go and fight in WW1. Focusing on the story of Botanist Cyril Mortimer Green, and moving between past and present, known and unknown, presence and absence, participants encountered a re-scripting and multiple layering of the cityscape, and an uneasy archaeology of the museological endeavour. WNEIS foregrounded opportunities for touching, listening and feeling; as such it was a multimodal form of investigation for participants. This article uses focus group materials to explore the intersecting themes of ‘embodiment’, ‘empathy’ and ‘silence’ that emerged in reflections. It reveals an audience ready for digital cultural heritage that embraces ambiguity in the examination and negotiation of meaning
Literacy for digital futures : Mind, body, text
The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated.
In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice
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