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

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Museums as part of the network of digital culture: A comparative study between the Republic of Korea and the UK

This thesis explores the networks of digital culture surrounding six national museums in the Republic of Korea and the UK. Via qualitative research methods, it answers the following research questions: 1) How do the dynamics between the key actors in the museum sector affect the use of digital technology as a foundation of visitor experience? 2) How have museum practices evolved to accommodate digital technology? This study also draws comparisons and contrasts between the two countries’ different approaches to digital culture in museums. Based on Actor-Network theory (ANT) and activity theory (AT), this research identifies actors who have influenced the digital projects of the case museums, for example, government, the museum itself, museum practitioners, digital industry, the public, and so on. The ways they have interconnected with each other are analysed also, as is tracing the actors. The research also highlights the importance of communities of practice (CoP) for museum practitioners’ professional development because of the rapid evolution of technology and the nature of museum digital projects that are situated between the digital and museum sectors. A comparative analysis between the two countries’ national museums is also presented through different actors, their roles and their relationship with the museums. The research also identifies how communication and learning theories adopted in digital projects are dependent on the museums’ overall missions, working processes, and the actors involved in the development of the digital projects. Most digital projects seem to adopt one-way communication and focus on knowledge delivery. However, game-like digital exhibits, maker spaces and online crowdsourcing projects that further consider learner-centred and sociocultural learning approaches are also found, although the museums in the two countries have different approaches. Based on the research findings, this research provides a holistic context for understanding the digital phenomenon in museums and the degree to which the museums have shaped/been impacted by digital culture. I also suggest that museums develop digital projects through a collaborative process and harness digital technology to empower the public

Occupational therapists’ views of using a virtual reality interior design application within the pre-discharge home visit process

This article has been made available through the Brunel Open Access Publishing Fund.Background: A key role of Occupational Therapists (OTs) is to carry out pre-discharge home visits (PHV) and propose appropriate adaptations to the home environment, to enable patients to function independently after hospital-home discharge. However, research shows that more than 50% of specialist equipment installed as part of home adaptations is not used by patients. A key reason for this is that decisions about home adaptations are often made without adequate collaboration and consultation with the patient. Consequently, there is an urgent need to seek out new and innovative uses of technology to facilitate patient/practitioner collaboration, engagement and shared decision making in the PHV process. Virtual reality interior design applications (VRIDAs) primarily allow users to simulate the home environment and visualise changes prior to implementing them. Customised VRIDAs, which also model specialist occupational therapy equipment, could become a valuable tool to facilitate improved patient/practitioner collaboration if developed effectively and integrated into the PHV process. Objective: To explore the perceptions of occupational therapists with regards to using VRIDAs as an assistive tool within the PHV process. Methods: Task-oriented interactive usability sessions, utilising the think-aloud protocol and subsequent semi-structured interviews were carried out with seven Occupational Therapists who possessed significant experience across a range of clinical settings. Template analysis was carried out on the think-aloud and interview data. Analysis was both inductive and driven by theory, centring around the parameters that impact upon the acceptance, adoption and use of this technology in practice as indicated by the Technology Acceptance Model (TAM). Results: OTs’ perceptions were identified relating to three core themes: (1) perceived usefulness (PU), (2) perceived ease of use (PEoU), and (3) actual use (AU). Regarding PU, OTs believed VRIDAs had promising potential to increase understanding, enrich communications and patient involvement, and improved patient/practitioner shared understanding. However, it was unlikely that VRIDAs would be suitable for use with cognitively impaired patients. For PEoU, all OTs were able to use the software and complete the tasks successfully, however, participants noted numerous specialist equipment items that could be added to the furniture library. AU perceptions were positive regarding use of the application across a range of clinical settings including children/young adults, long-term conditions, neurology, older adults, and social services. However, some “fine tuning” may be necessary if the application is to be optimally used in practice. Conclusions: Participants perceived the use of VRIDAs in practice would enhance levels of patient/practitioner collaboration and provide a much needed mechanism via which patients are empowered to become more equal partners in decisions made about their care. Further research is needed to explore patient perceptions of VRIDAs, to make necessary customisations accordingly, and to explore deployment of the application in a collaborative patient/practitioner-based context

What's Going on in Community Media

What's Going On in Community Media shines a spotlight on media practices that increase citizen participation in media production, governance, and policy. The report summarizes the findings of a nationwide scan of effective and emerging community media practices conducted by the Benton Foundation in collaboration with the Community Media and Technology Program of the University of Massachusetts, Boston. The scan includes an analysis of trends and emerging practices; comparative research; an online survey of community media practitioners; one-on-one interviews with practitioners, funders and policy makers; and the information gleaned from a series of roundtable discussions with community media practitioners in Boston, Chicago, Minneapolis/St. Paul, and Portland, Oregon

Net Gains: A Handbook for Network Builders Seeking Social Change

This handbook provides the growing number of people who are developing networks for social change with practical advice based on the experiences of network builders, case studies of networks small and large, local and international, and emerging scientific knowledge about "connectivity." It is intended to join, complement, and spur other efforts to capture and make widely available what is being learned in the business, government, and civil sectors about why and how to use networks, rather than solitary organizations, to generate large-scale impact

Innovations and Collaboration to Influence Policy and Practice: Global Deans Speak

For the second consecutive year, education deans and other institutional leaders from around the globe gathered on the campus of East China Normal University (ECNU) for the Global Education Deans Forum (GEDF), October 24–25, 2019. Participants came from 10 countries/regions across 5 continents for 2 days of conversations, which included Australia (2), Canada (2), Chinese mainland (8), Hong Kong SAR (2), Ireland (1), Korea (1), Singapore (1), South Africa (1), Spain (2), the United Kingdom (3), and the United States (11). Based on suggestions from 2018 GEDF participants, the focus for conversations was: Increasing the influence of university research on educational policy and practice. Last year’s participants also requested that deans have time to describe promising innovations from their institutions

A process model for developing learning design patterns with international scope

This paper investigates the process of identifying design patterns in international collaborative learning environments. In this context, design patterns are referred to as structured descriptions of best practice with pre-defined sections such as problem, solution and consequences. We pay special attention to how the scope of a design pattern is identified and articulated. Based on a review of the seminal design patterns literature and current practice in the area of learning design, the lack of a more specific process description for developing patterns with international scope is identified. The paper suggests a process model for developing patterns with international scope. This model is exemplified in a case study that links the analysis of observation in international learning environments to the articulation of design patterns by identifying culturally independent core values that constitute the foundations of a design pattern with international scope. These core values are linked to recurrent learning behaviors and specific artefacts that support learning in the articulation of a design pattern. The findings contribute to gaining a deeper understanding of the pattern scoping and abstraction process in international learning environments

LEARNING ORGANIZATION IN A TIME OF CRISIS: A CASE STUDY OF LOGISTICS AND FREIGHT, LLC AND COVID-19

LEARNING ORGANIZATION IN A TIME OF CRISIS: A CASE STUDY OF LOGISTICS AND FREIGHT, LLC AND COVID-1