Poemage Prototype

During 2013-14, our group developed the algorithm for a computational framework for interpreting sound in poetry, which allows us to detect sonic patterns and relationships in poetry. We can define these patterns algebraically and so describe them computationally through rules supported by a data abstraction. Using an NEH start-up grant to pay a postdoctoral fellow in English and a graduate student in Computer Science, we will use an innovative interactive design process to develop a prototype visualization tool, Poemage. Because our framework allows us to identify and visualize complex configurations and dynamics of sound, including but not limited to rhyme, in real time, Poemage will allow users to detect these dynamics in poems of their choosing, while inviting them to identify (and adjust for) what they deem interesting

Analysing mobile learning designs: A framework for transforming learning post-COVID

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum

Building a Single Classroom with Technology

This research project explores how teaching staff can make creative use of technological systems to merge different cohorts of information technology (IT) students into a single classroom – facilitating better learning activities. A case study research method is used to explore how teaching staff members made better use of technology to help their students learn more fruitfully. Specifically, two subjects were purposefully selected for investigations, where the teaching staff members used technology innovatively in teaching and learning activities. In each case, use of technology to share resources and communicate is combined with a cultural shift in the approach to develop a single classroom with different cohorts of students. The results demonstrate new ways of using technology to enable different groups of students to communicate by enabling interaction of students from different cohorts not previously well-practised in teaching. The research results may drive future creative use of technology