39,644 research outputs found
Towards a theory of augmented place
This short paper is aimed at inspiring dialogue and debate around the theoretical perspectives underpinning research into learning in technology-enhanced augmented places, and the engagement by such learners with blended environments/spaces. The author argues that current theories do not fully model or explain our interactions with technology-enhanced physical environments and that a new theory that combines aspects of these may be required in order to fully understand the way in which we move, interact and learn within such surroundings
Using the blended spaces framework to design heritage stories with schoolchildren.
Blended spaces are spaces where a physical space is deliberately integrated in a close-knit way with a digital space. Blended spaces may take the form of a carefully designed meeting room, for example, that integrates collaborative media with the design of the physical space. Another type of blended space integrates some digital content with a physical location to create a new, unified user experience (UX). Blended spaces aim to produce a more harmonized UX of a place by considering the correspondences between physical and digital spaces and by considering the movement through these spaces. We have developed a framework for the design of blended spaces that focuses on four principal constructs; ontology, topology, agency and volatility. This framework has proved useful for designing heritage stories in previous work. In this paper we describe how we have used the framework with a group of grade 5 schoolchildren as a participative co-design method to help them develop a digital tourism experience for a living-history village and museum. We describe how the framework was used to guide four design workshops with schoolchildren. The evaluation of a heritage story designed and acted out by the schoolchildren themselves and evaluated by another group of schoolchildren provides evidence that the experience was enjoyed. The outcomes of all four workshops gave us insights towards how to not only design blended spaces with and for schoolchildren, but also how to teach complex theoretical design methodologies that enable schoolchildren to become the designers of blended spaces
All hands on deck: CREWED for technology-enabled learning
The University of New South Walesâ (UNSWâs) Faculty of Engineering is introducing a new process for designing and developing blended and fully online (distance) courses, as part of action research to support curriculum renewal. The process, referred to as CREWED (Curriculum Renewal and E-learning Workloads: Embedding in Disciplines), is being used to develop key courses that add flexibility to student progression pathways. By integrating the design of learning activities with the planning and organization of teaching and support work, CREWED addresses some of the known barriers to embedding innovative use of learning technologies within disciplines. CREWED incorporates key features of two course development models from the UK, one emphasising team building and the other emphasising pedagogical planning. It has been piloted in priority curriculum development projects, to ensure that the disciplinary organizational context is supportive. One pilot is a fully online distance version of a postgraduate course. The other is a blended version of an undergraduate course. Both are core (required) courses in accredited professional engineering degree programs and were previously available only in face-to-face mode. The UNSW pilots have confirmed the importance of articulating clear pedagogical models, and of planning ahead for the resources required to put these models into practice, as part of departmental capacity building, especially where teaching has primarily been treated as an individual classroom-based activity that competes with disciplinary research for academic staff time and resources
Digital communities: context for leading learning into the future?
In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model
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GeoHCI for learning in the wild
This position paper gives exemplars of location-based âin the wildâ learning and their relationship to GeoHCI, and also describes the challenges and research questions inherent in doing so. We present several projects that encompass both formal and informal learning experiences. We discuss the issues arising from the use of outdoor in the wild âblended spacesâ to change geoscience practices, together with a suggestion that we should also be considering a more responsible and scalable approach when designing these interventions
The use of virtual environments as an extended classroom â A case study with adult learners in tertiary education
This study was conducted in immersive 3D virtual environment Second LifeÂź, 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
Towards the Design of Innovative Spaces for Deep Dialogue and Insight Formation
How do we design innovative dialogue spaces where significant insights can arise among stakeholders? Deep dialogues involve listening without resistance, suspending of assumptions, and reflective learning in a collective spirit of flow among the participants. In pioneering projects by Bohm, Krishnamurti, Senge, and Isaacs, deep dialogues have been used to understand or resolve complex issues ranging from industrial disputes and initiatives for social change to existential suffering. Traditionally, deep dialogues have been conducted in-person in one place at one time but rapidly advancing information technologies promise interesting new possibilities for digital and blended spaces. Existing digital dialogue spaces such as discussion forums and social media are limited. Appropriate dialogue design with technologies may facilitate effective dialogue and the formation of insights. Drawing upon contemplative practices, communication research, and IS theories, this work has been initiated to propose, explore, develop, test and understand best practices for designing better dialogue spaces
Designing an e-tutoring system for large classes: mixed-method research
This study aimed at assessing the perceptions of 167 teachers about the tutoring system
adopted in an online training course involving teachers from 20 Schools of Sesimbra, SetĂșbal
and Palmela counties. The course, called âDistributed Knowledge with Web 2.0â, was
officially certified as a blended learning modality, with the duration of 50 hours, 41 of which
occurred online in two editions, the first in February and the second in July of 2012, each one
of them involving respectively 82 and 85 teachers, divided in four classes with about 20
trainees each. This blended learning course was designed at producing educational materials
in digital format, and included autonomous and group activities, knowledge sharing and
reflection. A learning environment, supported by the Ning platform, was set up. At the end of
the course, the trainees answered to a pencil and paper survey, in order to evaluate the
adopted online tutoring strategy. Additionally the traineesâ final reports contained evidence of
how the trainees assessed the tutoring model component of the course; both the survey and
the reports were the basis for this research. The results show that the teachers who attended
the two course editions disclosed very positive perceptions about online learning, a modality
they consider adequate to their current professional status and conditions. The trainees also
showed their intention of, in the future, opting for blended training arrangements. Future
developments of this study involve a content analysis of the tutorâs posts, in order to
understand more accurately the tutorâs messages characteristics, in their social and cognitive
dimensions
The Future Affordances of Digital Learning and Teaching within The School of Education
This report illustrates the discussion outcome on digital education within the University of Glasgow School of Education. It is not a strategy document but it does explore the conditions for nurturing digital culture and how these can be channelled into a strategy on digital learning and teaching. The report is based on a review of literature and on a number of local, national and international case study vignettes
The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE
The University of Hertfordshireâs Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCEâs template. The first section provides statistical information about the BLUâs activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLUâs activity will continue and make a significant contribution to delivery of the University of Hertfordshireâs 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLUâs own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The Universityâs increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLUâs staffing model and partnership ways of working have directly informed the structure and modus operandi of the Universityâs Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the Universityâs 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. âAs Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.â Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo
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