CfLAT - Centre for Learning and Teaching
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- ItemWhat constitutes good practice in teaching academic literacies?(SEAMEO Regional Language Centre, Southeast Asian Ministers of Education Organization, 2006) Kirkness, AIn the multicultural student body at English-medium tertiary institutions today, teachers find that they can no longer make assumptions about student preparedness for tertiary learning. Many students do not have the academic literacy skills in English to enable them to learn effectively Thus the teaching of these skills needs to be included in discipline programmes. But who is to teach them, subject teachers or language teachers? If subject teachers, then how can they be given the additional support they need to promote language development in their teaching? If language teachers, then how can they ensure that they teach the literacy skills that the particular subject requires? This paper focuses on the various models used at the Auckland University of Technology to cater for the English language needs of students in different faculties. It discusses structures and processes that support the teaching of academic literacy skills as central to developing students‟ ability to master their discipline. It presents models of language teachers delivering courses in academic literacy skills alongside the subject classes (adjunct course) and of subject teachers including academic literacy skills in mainstream programmes (integrated course). It identifies examples of good practice and formal and informal academic development events that arise in the design of courses with a dual focus on discipline content and language.
- ItemA dialogic approach to online facilitation(ASCILITE, 2009) Swann, JSocial construction of understanding has long been a significant underlying principle of learning and teaching and while there are many models for the design of online activities to promote this there are considerably fewer models for the facilitation of such dialogue. This paper examines some of these facilitation models from the point of view of a university lecturer seeking to encourage social construction of understanding through online dialogue and proposes an alternative which extends the principles of Community of Inquiry theory. It describes a design-based research project which focuses on the dialogue itself in a university learning environment, and on the development of facilitation techniques which will encourage it to flourish.
- ItemChoosing texts for today's students: do they understand language?(Learning and Teaching Support Network, 2009-10) Kirkness, A; Neill, LThis study examines the language demands of a textbook chapter and a journal article from the course readings for first-year students in a hospitality degree. The classroom teacher and an academic developer compared the language demands of the two texts using the “Learning Progressions for Adult Literacy” (Tertiary Education Commission [TEC], 2008), a framework of steps in literacy development, and explored vocabulary frequency using the “Web Vocabprofile” (Cobb, n.d.). This paper presents the results of the study and compares the teacher’s criteria for selecting reading materials with the students' evaluation of the materials. The process described should help university teachers make more informed decisions about their selection of readings.
- ItemA dialogic approach to online facilitation(ASCILITE, 2010) Swann, JSocial construction of understanding has long been a significant underlying principle of learning and teaching and while there are many models for the design of online activities to promote this there are considerably fewer models for the facilitation of such dialogue. This paper examines some of these facilitation models from the point of view of a university lecturer seeking to encourage social construction of understanding through online dialogue and proposes an alternative which extends the principles of Community of Inquiry theory. It describes a design-based research project which focuses on the dialogue itself in a university learning environment, and on the development of facilitation techniques which will encourage it to flourish.
- ItemBeyond the yellow brick road: mobile web 2.0 informing a new institutional elearning strategy(Routledge: Taylor & Francis, 2010-11) Cochrane, TMobile learning (m‐learning) has moved beyond the realms of fantasy to become a viable platform for contextual learning that bridges formal and informal learning environments. This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution’s new e‐learning strategy that focuses upon social constructivist pedagogies. The project developed an intentional community of practice model for supporting new technology integration, pedagogical development, and institutional change. Beginning with a small selection of early adopter trials, the results of the research are now informing a wider integration of wireless mobile computing.
- ItemMethod of calculating the resistance force upon an impact on a composite target(Pleiades Publishing, Ltd, 2012) Babakov, VA kinematically possible velocity field allowing calculation of all the necessary integrals in quadratures and obtaining an analytical solution for the resistance force induced by impactor penetration into the target is constructed. The Saint-Venant model of a rigid-plastic body and the theorem on the upper bound of the limit load are used in solving the problem. The essence of the method applied is using the equilibrium equation in the form of the Lagrange equation. The kinematically possible velocity field allows obtaining an upper bound of the limit load, i.e., estimating the resistance force to impactor penetration.
- ItemSecrets of mlearning failures: Confronting reality(2012) Cochrane, THaving implemented and evaluated over 35 mlearning projects in a variety of contexts in higher education over the past 6 years the researcher is ready to share the untold secret: not all mlearning projects succeed! This article critiques three of the researcher’s mlearning projects that can be classed as ‘‘failures’’ and compares them to successful projects to draw out critical implications for mlearning project design and implementation to avoid common pitfalls leading to potential project failure. This article uses the researcher’s six critical success factors identified across the 35 mlearning projects to evaluate these three projects, and concludes that projects resulting in ‘‘no significant difference’’ in pedagogical outcomes are the result of attempts to shoehorn old pedagogies into new technologies. Lecturer professional development and sustained collaborative support are critical to fostering new pedagogies utilising the unique affordances of mobile devices.
- ItemHow to Engage With a Graduate Outcomes Agenda: A Guide for Tertiary Education Institutions(Ako Aotearoa, 2013) Spronken-Smith, R; Bond, C; McLean, A; Frielick, S; (Buissink) Smith, N; Jenkins, M; Marshall, S
- ItemHow to Engage With Graduate Outcomes Agenda: A Guide for Tertiary Institutions(Ako Aotearoa, 2013) Spronken-Smith, R; Bond, C; McLean, A; Darrou, M; Frielick, S; (Buissink) Smith, N; Jenkins, M; Marshall, SProject Details An 18-month project to explore policy and practice related to graduate outcomes in higher education institutions in New Zealand. A collaboration involving University of Otago, University of Sydney, Christchurch Polytechnic Institute of Technology (CPIT), Auckland University of Technology (AUT) and Victoria University of Wellington. Aims: The overarching aim of the project was to explore how higher education institutions in Aotearoa New Zealand are engaged with graduate outcomes. Methodology: The methodology of the project included: a review of the tools used to measure organisational use of graduate attributes an examination of current policies and practices related to graduate attributes identification of factors that promote and hinder the development of graduate attributes development of in-depth case studies in four institutions to explore examples of good practice and benefits to learners data collection through surveys and interviews with staff and students.
- ItemGraphic design and 21st century bookworks: implementing multimodal strategies to include e-pub and interactive pdf formats to complement traditional book formats(Higher Education Research and Development Society of Australasia (HERDSA), 2013-07-02) Kaiser, L; Cochrane, T; Spooner, H; Karmokar, S; Austin,, L; Garden, E; Potter, E; Young, A; Wilczynska, KThe overall goal of this project was to introduce multimodal approaches to meet the need for increased digital literacy and to integrate new technology into tertiary graphic design courses at AUT University. Traditionally these courses have involved designing, creating, and crafting books for print, and binding books by hand. This project explores how old and new technologies might be utilised in design studios and in the bindery for the creation of multimodal books that combine the best aspects of printed limited edition and hand-made books with the enhanced communication and reading potential of e-publication. Graphic Design is a discipline that is undergoing major changes in its associated technologies; while underlying design principles may remain fundamentally intact, new digital technologies and publishing mediums provide new challenges and opportunities, and require new approaches. The intention of the project is to engage staff in a Graphic Design Community of Practice (GD CoP) to collectively engage in developing digital literacy and new mobile technologies in tertiary Graphics teaching. Members were given access to iPads for teaching purposes and to extend their knowledge of the digital publishing environment. The two main project areas were: 1) Issues, Theory and Formats: 21st Century Bookworks (1st year BDes Graphics): Digital technologies were introduced into traditional workspaces such as the book bindery and students combined old and new technologies to create multimodal books. 2) Integrating digital technology into productivity and workflow in The Studio (Post Graduate Diploma). Outcomes and documentation of these research initiatives at http://gdcop.wordpress.com and http:/lesleykaiser.wordpress.com
- ItemTe kete arotohu: seeing signs of synthesis(College of Business, Massey University, 2013-11-15) Diamond, PNo abstract.
- ItemAn Ethical Basis for Sustainability in the World Views of First Year Students(Atlantis Press, 2014) Mann, S; Costello, K; Lopez, D; Smith, NA key focus in transforming the profession of ICT to one of contributing to a sustainable future is the education of students who may think and act as sustainable practitioners in computing. An important understanding in this is the relationship between ethics and sustainability in the student intake. This forms a baseline upon which higher education can build. It is argued that sustainability can be considered ethics expanded in time and space but it is not previously known if an ethical understanding relates to an ecological worldview or to desires for contributing to sustainability. This paper reports on a survey of the first year intake of a New Zealand polytechnic (n=52) and explores the link between ethics and sustainability in freshman students in their first week of higher education. A measure of ethical naivety was constructed based on standard measures of naive ethics (legalism, egoism, agency and relativism), the responses to this were compared to the standard measure of ecological worldview, the New Environmental Paradigm. The implications for education for ICT4S are discussed.
- ItemImplementing a Mobile Social Media Framework for Designing Creative Pedagogies(MDPI, 2014-08-07) Cochrane, T; Antonczak, LThe rise of mobile social media provides unique opportunities for new and creative pedagogies. Pedagogical change requires a catalyst, and we argue that mobile social media can be utilized as such a catalyst. However, the mobile learning literature is dominated by case studies that retrofit traditional pedagogical strategies and pre-existing course activities onto mobile devices and social media. From our experiences of designing and implementing a series of mobile social media projects, the authors have developed a mobile social media framework for creative pedagogies. We illustrate the implementation of our mobile social media framework within the development of a new media minor (an elective set of four courses) that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon student-generated content and student-determined learning (heutagogy). We argue that our mobile social media framework is potentially transferable to a range of educational contexts, providing a simple design framework for new pedagogies.
- ItemEducating for ICT4S: Unpacking Sustainability and Ethics of ICT Student Intakes(Atlantis Press, 2015) Mann, S; Lopez, M; Lopez, D; Smith, NA key focus in transforming the profession of ICT to one of contributing to a sustainable future is the education of students who may think and act as sustainable practitioners in computing. An important understanding in this is the relationship between ethics and sustainability in the student intake. This forms a baseline upon which higher education can build. It is argued that sustainability can be considered ethics expanded in time and space but it is not previously known if an ethical understanding relates to an ecological worldview or to desires for contributing to sustainability. This paper reports on a survey of the first year intake of nine New Zealand polytechnics (n=256) and explores the link between ethics and sustainability in freshman students in their first week of higher education. A measure of ethical naivety was constructed based on standard measures of naive ethics (legalism, egoism, agency and relativism), the responses to this were compared to the standard measure of ecological worldview, the New Environmental Paradigm. While students can be considered pro-ecological, and not ethically naïve overall, the individual responses show much work is needed in education for ICT4S. A greater sophistication in ethics is associated with a more pro-ecological worldview is supported by the data, however, as the relationship is likely to account for only 20%, the implication for education for ICT4S is that both need deliberate acts of teaching.
- ItemDesigning creative learning environments(Springer, 2015-07-06) Cochrane, T; Antonczak, LDesigning creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios. Evidence: - https://www.academia.edu/18174585/Designing_Creative_Learning_Environments - https://drive.google.com/file/d/0B5OJZ8XRzvKXTlE5a2JTVE8tNEE/view?usp=sharing - https://drive.google.com/file/d/0B5OJZ8XRzvKXVkxzR2o4X0hjdWs/view?usp=sharing
- ItemConnecting the Theory and Practice of Mobile Learning: A Framework for Creative Pedagogies Using Mobile Social Media(Edizioni Centro Studi Erickson S.p.a., 2015-11) Cochrane, T; Antonczak, LDesigning creative learning environments supported by new technologies involves the development of new literacies for both teachers and learners. One way to do this is to frame teaching and learning around building authentic learning communities. The role of the teacher then becomes creating ecologies where communities can interact, and seeding this interaction via triggering events, while the role of the learner becomes that of content creator and active participant. In this paper we propose and illustrate a framework that links the use of the Substitution-Augmentation-Modification-Redefinition framework (SAMR) framework and the conception of three levels of creativity to trigger transformative curriculum design using mobile social media as a catalyst. A case study provides a practical example of using our mobile social media framework to explore transformative curriculum design both from the perspective of teacher and learner.
- ItemHe Whare Ako, He Whare Hangarau - A House of Learning, a House of Technologies: Interweaving Kaupapa Māori Values of Ako With Mobile Learning Theory and Practice(Tertiary Education Research in New Zealand (TERNZ), 2015-11-25) Aguayo, C; Sciascia, ADMobile tools and devices, such as smartphones and tablets, not only are rapidly becoming an ubiquitous feature of contemporary society, but also are transforming pedagogical practices, learning strategies, and institutional structures. As part of the National Project Fund (2014) Learners and Mobile Devices Ako Aotearoa project (#NPF14LMD project), 'He Whare Ako, He Whare Hangarau (a house of learning, a house of technologies)' framework has been developed and weaves Kaupapa Māori theories, values and approaches to teaching and learning (ako) with mobile learning theory and practice. We have conceptualised this framework into the visual of a wharenui (traditional meeting house) depicting the relationship and parallels between ako and mobile learning, while engaging with a range of pedagogies that are culturally responsive and open to the possibilities (i.e. 'affordances') of digital technologies. This framework is a values-based approach to understanding the role of mobile devices in the process of ako and is uniquely underpinned with Kaupapa Māori philosophies and values.
- ItemDesigning an Authentic Professional Development cMOOC(Ascilite, 2015-11-29) Cochrane, T; Narayan, V; Burcio-Martin, V; Lees, A; Diesfeld, KWhile there has been a lot of hype surrounding the potential of MOOCs to transform access to education, the reality of completion rates and participant profiles has tempered this hype such that within the hype cycle MOOCs have already hit the trough of disillusionment. However we argue that embedding cMOOC design within an educational design research methodology can enable the design of authentic professional development model that can indeed demonstrate transformation in pedagogical practice. Our design model links mobile learning theory, practice, and critical reflection within an EDR methodology to create an authentic experience for participating lecturers.
- ItemEDR and Design Thinking: Enabling Creative Pedagogies(Association for the Advancement of Computing in Education (AACE), 2016) Cochrane, T; Munn, JThis paper explores the interrelationship between educational design research, design thinking that guides the design process, and the unique opportunities that mobile learning enables. As an example we outline the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. We reflect upon example implementations of using mobile social media and MOAs as a catalyst for our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.
- ItemEvaluating a ProfessionalDevelopment cMOOC: MOSOMELT(Ascilite, 2016) Cochrane, T; Narayan, VThis paper focuses upon the evaluation stages of the design and implementation of a lecturer professional development cMOOC embedded within an educational design-based research methodology. In the design and development stages the first iteration in 2015 of the cMOOC informed the redesign of the second iteration in 2016. In this paper the overal impact of the cMOOC is evaluated via evidence of active participation, a post-survey of the 2016 participants, and evidence of impact through the development of participant eportfolios. Based upon our experiences we propose a transferable and scalable lecturer professional development framework that can be mapped to established teaching and learning accreditation pathways such as CMALT.