Libraries in transition: evolving the information ecology of the Learning Commons: a sabbatical report

This sabbatical report studied various models in order to determine best practices for design, implementation and service of Leaning Commons, a library service model which functionally and spatially integrates library services, information technology services, and media services to provide a continuum of services to the user

Uncovering everyday learning and teaching within the quilting community of Aotearoa New Zealand : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Arts at Massey University, Palmerston North, New Zealand

This thesis explores the social and cultural phenomenon of everyday learning and teaching within the communal activity of quiltmaking. Home-sewn quilts are rarely associated with the needleworkers’ high level of knowledge and skill; yet, the quilters’ act of knowing is practical, inherently social, and intentional. This research study examines the collaborative processes of “quilting together” to understand cultural patterns of participation; and investigates the participants’ meaning-making experiences to facilitate an analysis of collective knowledge practices. Using an ethnographic methodology, this research investigated the lived experiences of quilters within the situated context of two quilting groups, located in Aotearoa New Zealand. Observations were made of participants’ engagement in quilting activities as they interacted with each other, material artefacts and quilting tools. These observations took place during regular quilting sessions and special events. Interviews were conducted with founding members to gain an understanding of cultural-historical processes, as well as a purposively selected sample of ten participants who shared their personal quilting experiences. Observation notes, conversation commentaries and interview transcripts were analysed in relation to the research question and two guiding questions. Key findings are related to a variety of contextual issues surrounding the process of informal learning and teaching as it materialised through the quilters’ engagement in idiosyncratic community practices: the practices of which are generative of quilting knowledge and vice-versa. Firstly, through social integration quilters developed a sense of belonging and responsibility. Secondly, cultural patterns of social interaction consisted of multi-directional learning with quilters having complementary roles. Thirdly, due to the tacit nature of quilting knowledge, embodied experiences and material mediations were essential for thinking and communicating with others. Fourthly, a constellation of knowledge practices co-existed in the quilting community. Finally, the quilters’ informal learning was organised and supported within the community. The study contributes to a body of locally-based and international research concerned with informal learning and teaching theory, situated in a quilting community-based setting. The emerging conceptual framework, “Apprenticeship Model of Craft Community Learning”, develops and extends participation-based approaches to learning. In addition, the quilters’ collaborative designing process of inquiry advances understanding of knowledge creation within craft maker cultures

Innovative teaching strategies: enhancing the soft-skilloriented approach through integrated onsite-online learning environments

ABSTRACT The integration of ICT in Higher Education requires reflective design by teachers. In particular, from recent international research on the subject, it emerges that the perspective of the TPCK framework (Technological, Pedagogical, Content Knowledge) can favour an effective design reasoning of teachers. Teaching practice requires the implementation of innovative organizational models for the creation of learning environments that offer continuity between classroom and distance learning (Hybrid Instruction Solution). The empirical mix-method research involved a group of volunteer teachers of different teachings. The objective was to design and implement innovative teaching solutions using ICT in onsite/online environments to enhance specific soft skills in students. The results of a questionnaire (CAWI) given to incoming and outgoing teachers from the experience of designing and conducting the didactic action will be presented. the TPCK perspective design of integrated learning environments and the reasoned choice of coherent methodologies seem to make a soft-skilloriented didactics feasible

Working collaboratively on the digital global frontier

An international online collaborative learning experience was designed and implemented in preservice teacher education classes at the University of Calgary, Canada and the University of Southern Queensland, Australia. The project was designed to give preservice teachers an opportunity to live the experience of being online collaborators investigating real world teaching issues of diversity and inclusivity. Qualitative research was conducted to examine the complexity of the online collaborative experiences of participants. Redmond and Lock’s (2006) flexible online collaborative learning framework was used to explain the design and the implementation of the project. Henri’s (1992) content analysis model for computer-mediated communication was used for the online asynchronous postings and a constant comparative method of data analysis was used in the construction of themes. From the findings, the authors propose recommendations for designing and facilitating collaborative learning on the digital global frontier

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

Technical and didactic knowledge of the moodle LMS in Higher Education: beyond functional use

Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroo

Problem-based learning: enhancing students learning of building information modelling

Building Information Modelling (BIM) is an innovative collaborative process underpinned by digital technologies introduced to improve project performance in the Architecture, Engineering and Construction (AEC) industry. Growth in industry demands has necessitated BIM inclusion into the Higher Education (HE) curricula as both a pedagogic and practical objective to prepare and develop aspiring Built Environment (BE) professionals with the required competence for contemporary practice. However, comprehension of BIM concepts and developing the skill set required for its application can be overwhelming for students and crucial to mitigating this challenge is the adoption of appropriate learner-centred strategies. Problem-based Learning (PBL) is becoming a widespread strategy to address such concern. This paper evaluates the impact of PBL strategy on students accelerated learning of BIM based on a case study of an undergraduate BIM module. Findings from the study show PBL benefits on students’ knowledge acquisition (cognitive and affective) of BIM concept and development of transferable skills (academic and disciplinary) equipping them with capabilities to become BIM competent and workplace ready for the AEC industry

The use of virtual environments as an extended classroom – A case study with adult learners in tertiary education

This study was conducted in immersive 3D virtual environment Second Life®, with the support of web 2.0 tools as a complement to physical classroom - extended classroom. It was assumed that socialization is a key factor for collaborative learning and knowledge construction. The study aims to identify the variables that may influence knowledge sharing in learning contexts using virtual environments; with the aim of contributing to the improvement of learning situations using the online tools. This research is exploratory in nature and falls within the field of phenomenological studies. The study was implemented in a tertiary education institution involving regular and adult learners. We conclude that in virtual environments learners tend to feel more confident, open, participatory, creative, understanding and seem to participate in training sessions because they are indeed interested in learning. On the other hand, the possibility of providing online tutorial session allows reaching a larger number of learners. These online sessions can be established in a time and place (virtual) free of constraints and can be tailored, allowing a more effective participation from learners.info:eu-repo/semantics/publishedVersio