How can I produce a digital video artefact to facilitate greater understanding among youth workers of their own learning-to-learn competence?

In Ireland, youth work is delivered largely in marginalised communities and through non-formal and informal learning methods. Youth workers operate in small isolated organisations without many of the resources and structures to improve practice that is afforded to larger formal educational establishments. Fundamental to youth work practice is the ability to identify and construct learning experiences for young people in non-traditional learning environments. It is therefore necessary for youth workers to develop a clear understanding of their own learning capacity in order to facilitate learning experiences for young people. In the course of this research, I attempted to use technology to enhance and support the awareness among youth workers of their own learning capacity by creating a digital video artifact that explores the concept – learning-to-learn. This study presents my understanding of the learning-to-learn competence as, I sought to improve my practice as a youth service manager and youth work trainer. This study was conducted using an action research approach. I designed and evaluated the digital media artifact – “Lenny’s Quest” in collaboration with staff and trainer colleagues in the course of two cycles of action research, and my research was critiqued and validated throughout this process

Design of teacher assistance tools in an exploratory learning environment for algebraic generalisation

The MiGen project is designing and developing an intelligent exploratory environment to support 11-14 year-old students in their learning of algebraic generalisation. Deployed within the classroom, the system also provides tools to assist teachers in monitoring students' activities and progress. This paper describes the architectural design of these Teacher Assistance tools and gives a detailed description of one such tool, focussing in particular on the research challenges faced, and the technologies and approaches chosen to implement the necessary functionalities given the context of the project

Mindful Stitch: Generating dialogue in and around the threads of wellbeing

This article investigates wellbeing and mindfulness within contemporary art and craft practice, exploring initial introductions by Jon Kabat-Zinn of mindfulness practices into modern westernised medicine as a group or independent outlet. 21st Century sociological observations suggest we are infected by the ‘Hurry Virus’ (Kickbusch, 2012). Studies into mindfulness practices through established services such as the NHS and Arts and Minds show how crafts can be used as a tool for slowing down pace of making/doing, influencing overall wellbeing. Mindful Stitch is a community derived workshop exploring hand embroidery as a mindful practice, using methods of social inclusion and outrospective empathy. Independent mindful craft practitioners, Kathryn Vercillo and Tara Jon Manning, show the benefits of mindfulness knit and crochet practices. Mindful Stitch addresses the gap in the research regarding hand embroidery as a mindful craft practice, catering for a wide audience, additionally welcomed to the 2013 conference The Subversive Stitch: Revisited, at the Victoria and Albert Museum, London

I\u27m Listening with Dabdoop: A Phonological Stimulation App for Arabic Preschoolers

Recognizing the sounds around us is the first step humans take to develop reading skills. Children who are at risk of dyslexia have a weakness in differentiating between sounds that make up our language. Testing for phonological awareness, a crucial part of reading development, can aid in detecting dyslexia. English speaking children have the luxury of being able to access varied programs designed to promote phonological awareness, knowledge of which, in turn, can assist as an early intervention instrument for dyslexia. In Saudi Arabia there are no programs that exist to detect dyslexia in children at an early age. The current lack of such programs in Arabic encouraged me to design an application to serve Arabic-speaking preschool children who may be at risk of dyslexia. Therefore, the focus of my thesis is to: Help promote reading skills for children in Saudi Arabia by designing a variety of games that stimulate listening and hearing skills. Select appropriate words and phrases that will appeal to Arabic preschoolers who are at risk of dyslexia. Define and illustrate an appropriate visual style for Arabic children aged 4-6 years who are at risk for dyslexia. http://manalalyaba.com/I%27m%20Listening%20with%20Dabdoop.htm

Interactive Computer Simulation and Animation Learning Modules: A Mixed-Method Study of Their Effects on Students\u27 Problem Solving in Particle Dynamics

Computer simulation and animation (CSA) has been receiving growing attention and wide application in the engineering education community. The goal of this dissertation research was to improve students\u27 conceptual understanding and procedural skills for solving particle dynamics problems, by developing, implementing and assessing 12 interactive computer simulation and animation learning modules. The developed CSA learning modules integrate visualization with mathematical modeling to help students directly connect engineering dynamics with mathematics. These CSA modules provide a constructivist environment where students can study physical laws, demonstrate mental models, make predictions, derive conclusions, and solve problems. A mixed-method research was conducted in this study: quasi-experimental method (quantitative), and survey questionnaires and interviews (qualitative and quantitative). Quasi-experimental research involving an intervention group and a comparison group was performed to investigate the extent that the developed CSA learning modules improved students\u27 conceptual understanding and procedural skills in solving particle dynamics problems. Surveys and interviews were administrated to examine students\u27 learning attitudes toward and experiences with the developed CSA learning modules. The results of quasi-experimental research show that the 12 CSA learning modules developed for this study increased students\u27 class-average conceptual and procedural learning gains by 29% and 40%, respectively. Therefore, these developed CSA modules significantly improved students\u27 conceptual understanding and procedural skills for solving particle dynamics problems. The survey and interview results show that students had a positive experience with CSA learning

What is Same but Different and why does it matter?

A detailed outline of the Same but Different Desert Art forums held in Alice Springs in 2012 and 2013, and an introduction to the essays, interviews, films and images that make up the 'Same but Different' section of this issue of CSR

Design Thinking, An Examination of Epistemological Frameworks in an Area of Academic Study

The ambiguous identity of the digital media field, the ubiquity of media, and rapid and persistent technological change and innovation pose inimitable challenges for academic programs of study in digital media. Digitization of media is an underlying impetus for today’s rapid innovation that compels related academic programs in higher education to re-examine themselves to keep pace and to better understand their epistemological foundations.  At the same time, digital innovation helped spur renewed awareness of design as a human-centered methodology to solve ill-structured, highly complex problems. Design and Design Thinking provide a potential framework to aid in academic program assessment. This paper examines the Design Thinking framework, an iterative process involving students, faculty, and academic and industry partners, to aid in better understanding the philosophical underpinnings of a digital media program and from which to evaluate and design the curriculum