School of Art and Design - Te Kura Toi a Hoahoa

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https://hdl.handle.net/10292/857
Research within the School of Art and Design brings together visual artists, spatial designers, fashion designers, filmmakers, curators, entrepreneurs, graphic designers, digital designers, product designers and other cultural practitioners from New Zealand and around the world to work on expanded notions of art and design through creative-led research. Their research disciplines and study areas include: Visual Arts, Graphic Design, Spatial Design, Product Design, Digital Design, Fashion and Textile Design, and across disciplines.

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Browsing School of Art and Design - Te Kura Toi a Hoahoa by Author "Birt, J"

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    A Collaborative Design Model to Support Hybrid Learning Environments During Covid19
    (ASCILITE, 2020-12-01) Sinfield, D; Cochrane, T; Birt, J; Cowie, N; Deneen, C; Goldacre, P; Narayan, V; Ransom, L; Worthington, T
    Designing online learning environments that replicate a large lecture environment require relatively simple substitution of pedagogical practice and are typically achieved using video streaming technologies such as Zoom. This correlates to the substitution level of the SAMR (Substitution, Augmentation, Modification, Redefinition) technology enhanced learning framework (Puentedura, 2006). In the switch to rapid online delivery brought about by the COVID-19 crisis video streaming lectures to remote students became the default go-to approach, that led to the coining of the phrase “zoom fatigue” (Lowenthal, Borup, West, & Archambault, 2020). However, practice-based learning environments do not directly map to simple tools such as video streaming from one to many and require a significant modification or even redefinition of teaching and learning practice online. To explore how mobile learning might support a hybrid mode for practice-based learning environments during COVID19 the ASCILITE Mobile Learning special interest group collaboratively created a resource combining research and practice to form a mobile learning design guide.
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    A Mobile Ecology of Resources for Covid-19 Learning
    (ASCILITE, 2020-12-01) Sinfield, D; Narayan, V; Cochrane, T; Cowie, N; Hinze, M; Birt, J; Deneen, C; Goldacre, P; Ransom, L; Worthington, T
    Educators around the world have had to switch to emergency remote teaching in a matter of days, for some it happened overnight (Bozkurt et al, 2020). While students have always met the educators in their space that is equipped and set up for learning and teaching (e.g. computer labs, simulation rooms, tutorial spaces and lecture rooms), Covid-19 meant the educators now had to venture into spaces students dwelt in to facilitate learning, as they learnt from home. More so, a lot of what students did and how they learnt depended on the devices they owned, resources they had access to and internet connectivity. To ensure access and an equitable learning experience many universities created and supported learning using a virtual private network (VPN), in particular, for students in China. Many campuses closed completely, and staff and students were requested to teach and learn from home. The switch to emergency remote teaching made it clear, even to those that were already working online, that there were going to be an enormous number of challenges (Crawford et al, 2020). These challenges included the need for teachers to rethink their teaching approach, course design, assessment, strategies for facilitating learning (learning tasks and activities) and access to content, which would normally be delivered in a physical space through a lecture. In addition, for many, working at home would have been a challenge in itself with issues of Wi-Fi connectivity, privacy and the disruption caused by the blurring of work and home environments. The ASCILITE Mobile Learning SIG established in 2016 consists of a group of teacher-researchers specializing in mobile technology who meet online to discuss and research the opportunities that mobile learning offers (Cochrane & Narayan, 2018). The SIG responded to the Covid-19 situation by creating a number of collaborative documents over a six month period with the aim of supporting staff and students in higher education. The SIG has more than 70 members based in several countries, including New Zealand, Australia, the UK and Japan, who bring an international perspective to the affordances and limitations of mobile learning. One of these documents is a co-curated selection of mobile tools that can be used to respond to the challenges of emergency remote teaching. This paper will describe how this Ecology of Resources (EoR) (Luckin, 2008) was created, list the main tools that are included, and make a number of recommendations in terms of implementing mobile learning.
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