Piloting mixed reality in ICT networking to visualize complex theoretical multi-step problems

This paper presents insights from the implementation of a mixed reality intervention using 3d printed physical objects and a mobile augmented reality application in an ICT networking classroom. The intervention aims to assist student understanding of complex theoretical multi-step problems without a corresponding real world physical analog model. This is important because these concepts are difficult to conceptualise without a corresponding mental model. The simulation works by using physical models to represent networking equipment and allows learners to build a network that can then be simulated using a mobile app to observe underlying packet traversal and routing theory between the different devices as data travels from the source to the destination. Outcomes from usability testing show great student interest in the intervention and a feeling that it helped with clarity, but also demonstrated the need to scaffold the use of the intervention for students rather than providing a freeform experience in the classroom

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students’ use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation

Emerging technologies as cognitive tools for authentic learning

Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education unit over two full iterations, using a design-based research approach. This paper describes the pedagogical context of the intervention, the methodology used, and it presents an analysis of themes emerging from the data relating to the use of emerging technologies

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for uptake of games and simulations particularly in formal learning contexts. This paper aims to address this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation- based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice