LTED | Office of Learning, Teaching and Educational Design

Permanent link for this collectionhttps://hdl.handle.net/10292/2084

LTED | Office of Learning, Teaching and Educational Design is a central AUT service with a team of experienced and dedicated learning designers and learning technologists. The team supports strategic priorities in learning and teaching at AUT and the collection contains research stemming from this work. LTED (and this collection) was formerly known as CfLAT - Centre for Learning and Teaching

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Decolonising the Coloniser: Indigenous Education Practices in Mainstream Teacher Education Programmes (TEPs) in Hawaiʻi and Aotearoa
(AUT Graduate Research School and Te Mātāpuna: AUT Library , 2022-04-12) Worchel, Jessica
This research project is intent on identifying opportunities for Teacher Education Programs (TEPs) in Hawaiʻi and Aotearoa to further normalise and integrate Indigenous education in mainstream contexts, and to support mainstream kumu/kaiako (educators) to deconstruct Eurocentric worldviews and build a kahua/kapupapa (foundation) in Indigenous knowedge systems (IK). Despite decades of advancement in the Indigenous education space, we are still confronted with a predominantly neo-colonial context for aʻo/ako (teaching and learning) where Indigenous education is viewed as a ‘side dish’ primarily for Indigenous students or as a ‘token’, but not as a kahua/kaupapa for all who reside in Hawaiʻi and Aotearoa. This research will provide critical guidance to transform the education system to support Indigenous resurgence and context and strategies for more effective collaboration between Indigenous and non-Indigenous peoples. This presentation will share the process that I, a non-Indigenous researcher, am using to implement an Indigenous Research Paradigm (IRP) incorporating Indigenous and Western traditions including kaupapa Māori, Kānaka ʻŌiwi (Native Hawaiian) methodologies, and critical pedagogy. Phase 1 of the research will use methods of oral storytelling to gather moʻolelo/kōrero (stories, narratives, history), ʻike/mātauranga (knowledge, wisdom), and manaʻo/whakaaro (opinions, ideas) from Indigenous leaders on: 1) a future vision for mainstream TEPs grounded in IK, and 2) how they see non-Indigenous kumu/kaiako being involved in the decolonization and Indigenization of education spaces. The moʻolelo/kōrero will be analyzed to develop an interview framework for Phase 2 of the research where select mainstream TEPs will be reviewed to determine how Indigenous education is currently presented. This will include interviews of staff and participants and content analysis. The findings will be organized into a guiding framework tailored to a mainstream audience in efforts to ‘decolonize the colonizer’ and advance goals to build authentic bicultural/multicultural models that uplift IK for all.
Methodology and Positionality: A Process of Weaving the Individual to the Collective
(AUT Graduate Research School & Te Mātāpuna: AUT Library, 2025-01-28) Worchel, Jessica
Identifying a methodology can be daunting to an emerging researcher, but the key is to start from your place of strength – knowing who you are, your readiness to engage with an in-depth study, and what story is needing to be brought to light for the benefit of society. “Positionality refers to the stance or positioning of the researcher in relation to the social and political context of the study—the community, the organization or the participant group” (Coghlan & Brydon-Miller, 2014, p. 628), and it should guide the entire process of the research. The key to good research is relationships, and before we can have relationality, we must have positionality. Positionality brings purpose which dictates the tikanga (correct procedures) that align to that purpose. Positionality determines relationality, which determines your research objectives, and then your methodology begins to take shape. This article shares considerations I took as a Pākehā researcher when choosing a methodological framework that weaves together Indigenous and Western methodologies to honour and uphold the mana (sense of self-efficacy, pride, power) of the people and places where the research was conducted, meet the guidelines of academic study, and represent my positionality and passions.
Symposium 5: Networked Learning: Classroom Experiences at AUT
(Aalborg University, 2024-07-30) Sim, Kwong Nui; Kehrwald, Benjamin; Winters, Annemie; Chanane, Nawal; Eberhard, Sally; Nguyen, Nhung
This short paper describes a proposed case study which aims at exploring to what extent Networked Learning enhances classroom experiences at the authors’ institution and how the authors’ institution could adopt networked learning in producing Great Graduates, the authors' institution mission. The case study is significant with the re-definition of Networked Learning within an institutional context. The study employs an interpretivist research approach (Erickson, 1998) with a combination of direct observation and interview-like methods to understand the experiences of students and teaching academics in on-campus Networked Learning situations among all 15 study options at the authors' institution. Participants will include volunteered students and academics from various disciplines. The literature review indicates that the adoption of Networked Learning in classroom boosts students’ self-efficacy for social networking and professional development, enhances student-centred experiences with a community focus (e.g., social presence) and provides opportunities for students to further develop their critical thinking. The changing landscape of higher education, especially in this post global pandemic era, warrants the development of a case study approach within a particular context in order to further investigate the adoption of Networked Learning in enhancing teaching and learning processes. The findings will gain insights into achieving the strategic goal of student-directed learning at the authors' institution and could be applicable to higher education in general in order to improve teaching and learning experiences further. In short, it is an iterative process of developing one’s own Networked Learning application through the affordance of the Networked Learning principles and the practical accomplishment of teaching and learning practices at the course as well as the programme level. Limitations and possible future study are being identified from this proposal.
A University’s Comprehensive and Integrated Response to Generative AI in Assessment: Preparing for a New Educational Landscape
(University of Otago, 2024-08-15) Davies, John; Mann, Nell; Chanane, Nawal
The continued development of generative Artificial Intelligence (AI) has caused tertiary education to review and evaluate their assessment practices. At Auckland University of Technology (AUT), we have taken a whole-of-institution approach to the systematic integration of generative AI into assessment design. This work is grounded in a new set of Assessment Principles, Policy and Procedures that provide a foundation on which to build a sustainable approach to the integration of generative AI into assessment and feedback design. Alongside the policy, a framework has been created to enable teaching staff to make informed short and longer-term decisions about assessment design. In this short paper, we aim to showcase our approach by focusing on three areas: (1) exploring the broader contexts related to generative AI and its influence on our work at AUT, (2) detailing our specific responses to generative AI and assessment that align with institutional strategy, and (3) anticipating future opportunities and challenges in implementing our approach at scale.
Leveraging Agile and Waterfall Project Management Approaches in Educational Design
(Australasian Society for Computers in Learning in Tertiary Education, 2023-11-28) Davies, John; Mann, Nell; Nguyen, Nhung; Chanane, Nawal; Eberhard, Sally; Cui, Jason; Winters, Annemie; Kang, Kevin; Andreassen, Helen
This poster showcases both agile and waterfall project management principles in educational design, specifically within the Canvas@AUT project. With the ambitious goal of developing 1753 courses in Canvas within a limited timeframe, the project presented significant challenges that demanded a flexible approach. The poster explores the integration of these two distinct project management methodologies and their role in establishing an effective and adaptable educational design practice and timeline. By synergistically combining the strengths of both waterfall and agile project management, this seemingly insurmountable Canvas@AUT project was successfully completed. A waterfall project management approach was employed to provide structure and ensure a systematic progression through the various stages of course development. Each ten-week course development cycle was structured in distinct stages. By adhering to defined milestones and deliverables, the team could effectively monitor progress, manage dependencies, and maintain accountability. The sequential nature of the waterfall approach with its distinct stages facilitated a comprehensive and well-coordinated design process (Gardner et al., 2017; Gawlik-Kobylinska, 2018). These stages provided structure and guidance for learning designers (LDs) in course development, particularly during the initial phase of the project when the LDs were new to their roles. By incorporating agile project management principles, the team embraced iterative approaches, enabling ongoing feedback and adjustment. This facilitated continuous improvement and ensured that evolving requirements and stakeholder feedback were effectively integrated. Agile practices, such as daily stand-up meetings, retrospectives, kanban boards, project Planner board, and weekly working meetings, enhanced adaptive decision-making and collaboration among team members were adopted (Judd & Blair, 2019; López-Alcarria et al., 2019). Technologies, including Microsoft Teams, further supported efficient communication, task tracking, and engagement within the project team. This approach proved invaluable when the entire team was forced to work remotely due to an extended lockdown, allowing for a seamless move to online working. The team was able to meet all the deliverables and complete the project on time in spite of the challenging circumstances. The poster presents the valuable implications for educators, educational designers, and leaders who are embarking on similar initiatives. The integration of agile and waterfall approaches enabled a hybrid approach that brought together the flexibility and responsiveness alongside the structured and milestone-driven framework (Ní Shé et al., 2021; van Rooij, 2022). This combination proved instrumental in overcoming the challenges inherent in a project of this scale, ensuring timely course development and a successful migration to Canvas. This hybrid approach also enabled the project team to achieve a harmonious balance between adaptability and structured progress, ultimately leading to the project's success: the development of 1753 courses within the designated timeframe and under the allocated budget. The principles and strategies that we have employed hold broad relevance for the wider educational community. Educational institutions around the world face similar challenges in transitioning to new learning management systems and enhancing their course offerings. The emphasis on iterative development, stakeholder engagement, and systematic planning can be applied to various educational design contexts that seek to improve course quality and efficiency.
A Model for Nurturing a Networked Academic Community: #ASCILITEMLSIG Mobile Learning Special Interest Group
(Informa UK Limited, 2024-05-13) Narayan, Vickel; Cochrane, Thomas; Stretton, Todd; Chanane, Nawal; Alizadeh, Mehrasa; Birt, James; Bone, Elisa; Cowie, Neil; Deneen, Chris; Hinze, Meredith; Sinfield, David; Worthington, Tom; Goldacre, Paul; Vanderburg, Robert
This paper explores the development of a special interest group bound by common interests, experiences, and access to opportunities in mobile learning as a model of a networked academic development community. With core members spanning eleven educational institutes across three continents, the Mobile Learning Special Interest Group (MLSIG) was established to facilitate mobile learning praxis to enable authentic learning and learner agency through a networked community of academic practitioners and researchers. The paper identifies critical elements of the MLSIG networked community through an autoethnographic narrative from 14 self-nominated participants. These are woven into a proposed framework and model for nurturing networked academic development communities.
Putting Whanaungatanga at the Heart of Students’ Online Learning Experiences
(Australasian Society for Computers in Learning in Tertiary Education, 2022-11-18) Brown, Cheryl; Hartnett, Maggie; Ratima, Matiu; Forbes, Dianne; Datt, Ashwini; Gedera, Dilani
This paper explores the role of relationships in students’ experiences of online learning during the COVID-19 pandemic in Aotearoa| New Zealand. Students’ voices are foregrounded through narratives and the analysis of four discrete stories of these specific circumstances. Using a conceptual framing of whanaungatanga, a Māori view of the process of establishing and maintaining relationships, we move beyond who is involved in the relationship to explore how relationships are developed and what counts from the students’ perspectives. Sharing, an ethic of care, a sense of belonging, collaboration, scaffolding of learning, and feedback acknowledging students’ efforts were all considered important aspects of relationships between students and faculty which were enacted online. The importance of broader institutional relationships, such as those with the library and student support services, were also foregrounded.
It Takes a Village: Community of Practice to Transition an LMS During Covid-19
(Tuwhera, Auckland University of Technology (AUT) Library, 2023-02-17) Stretton, Todd; Chanane, Nawal; Lees, Amanda B
Many educational institutes have been challenged with the rapid response to developing appropriate “new norms” in the wake of the COVID-19 pandemic. This was complicated further at Auckland University of Technology (AUT) with the announced sundowning of the Learning Management System (LMS- Blackboard) in late 2020. With the forced transition to Canvas during a pandemic, AUT Learning Transformation LAB (altLAB) worked directly with academic and administrative staff to establish a collaborative approach to implementing Canvas tailored for each Faculty. The Faculty of Health and Environmental Sciences (FHES) established a Community of Practice (CoP) with staff from altLAB, “Canvas Champions”, Faculty Academic Advisors, and project Change Manager gaining direct relationships towards both the project management team and academics. CoP employs three key characteristics: (1) Joint Enterprise (shared domain of interest); (2) Mutual Engagement (engagement in joint activities and relationship building), and (3) Shared Repertoire (sharing of resources for practice) (Lave & Wenger, 1991; Nicolini et al., 2016; Wenger-Trayner et al., 2015). Joint Enterprise was readily established by inviting key members to a join a weekly “FHES Canvas Catch Up” with a shared aim of integrating well-designed curriculum and assessment into Canvas courses. Members of the group actively engaged in joint activities that both informed staff of the Canvas project, while opportunistically responding to the pandemic to “refresh” courses with pedagogically informed curriculum, assessment, and delivery of the Canvas builds. “How To” guides and Course Start Checklists were developed when gaps of learning were identified in the Canvas roll out, which were supported and reinforced by regular Q&A drop-in sessions and email-outs facilitated by the Canvas Champions. All 1837 AUT courses were transitioned for delivery in Canvas from Semester One, 2022. A standard template was developed and utilised to provide consistency across the university, with minor modifications to meet the needs of the individual faculties. As of October 2022, 97% of students (n=1898 responses) were accessing Canvas on a weekly basis with 66% daily; and 86% of students ‘satisfied’ (of which 36% were ‘extremely satisfied’). 83% of students perceived that they had a mostly consistent experience between courses. While student engagement and satisfaction were paramount and realised during the shift to Canvas (especially in disrupted times); the project was met with some challenges. For example, in response to COVID-19, the planned 18-month project was delayed resulting in a 15-month roll-out. Academics prioritise the transition to online delivery of teaching and learning over communications of the LMS implementation and training opportunities. This presentation will highlight some key learnings in the context of an LMS transition, with recommendations for future projects that may employ a Community of Practice for pedagogically informed curriculum and assessment design.
Transferring and Adapting Xr Design Principles Across the Pacific
(The Scholarship of Technology Enhanced Learning (SoTEL), 2022-02-02) Aguayo, C
XR Technologies and Experience-Based Learning: A New Tech for Education?
(The Scholarship of Technology Enhanced Learning (SoTEL), 2022-02-11) Taheri, A; Aguayo, C
Somaesthetics and the Non-digital in Mixed Reality XR Education Design
(The Scholarship of Technology Enhanced Learning (SoTEL), 2022-02-10) Smith, J; Aguayo, C
Pedagogy of Uncertainty: Laying Down a Path in Walking With STEAM
(The Scholarship of Technology enhanced Learning (SoTEL), 2022-02-08) Aguayo, C; Videla-Reyes, R
Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedagogical changes that encourage the development of new skills focused on collaborative work, inquiry and creativity in the face of a challenge or problem to be solved, as well as optimal sensorimotor deployment through haptic and visual perception when using emerging digital immersion technologies such as virtual and augmented reality (Videla-Reyes, Aguayo & Veloz, 2021). All these changes lead to a new framework of pedagogical action based on uncertainty, since they are unfamiliar or unknown in the field of traditional education. Based on the above, we propose here the idea of a ’pedagogy of uncertainty’, which can be read in light of the latest and unpredictable changes that 21st Century education is experiencing due to the COVID-19 pandemic, the emergence of technological tools and unfamiliar virtual and online platforms that teachers and students had to learn and use during the march of the virus. The approach that we suggest here is based on the potential of STEAM educational environment design that focuses on providing signs or patterns of an emerging world, unlike traditional teaching methods in which the path to which students should arrive is already laid down in advance. From a STEAM educational design approach, the teacher and her/his students lay down a path in walking together, a motto used by the enactive approach to cognition that considers "cognition as embodied action that is always oriented towards something absent: on the one hand, there is always a next step for the system in its perceptually guided action; for the rest, the acts of the system are always directed towards situations that are not yet in act” (Varela, Thompson & Rosch, 1991, p.238). In this presentation, we explore the notion of pedagogy of uncertainty in the light of enactivism, based on theoretical and empirical evidence about how teachers and students deal with an uncertain world by actively participating in integrated educational environments based on learning by doing approaches (Abrahamson, Dutton & Bakker, 2021). In particular, we make special reference to how teachers can make their students learn from clues, impoverished traces, or traces of information available within their learning environments to solve a challenge or problem, to the extent that they investigate, create, manufacture and/or actively participate in technology inside and beyond the classroom.
Embodied Reports in Paramedicine Mixed Reality Learning
(Association for Learning Technology, 2018) Aguayo, C; Dañobeitia, C; Cochrane, T; Aiello, S; Cook, S; Cuevas, A
This paper is based on the second stage of a Design-Based Research (DBR) project encompassing the initial prototyping of virtual reality (VR) simulation in Paramedicine education using self-reported and biometric feedback data. In this discussion paper we present the range of reflections and theoretical possibilities that arose from the piloting experience, and their implications in re-designing practice in Paramedicine education. We focus on the foundational literature and epistemological understandings coming from neurophenomenological cognitive science applied in technology-enhanced learning, using mixed reality (MR) in Paramedicine simulation learning as a case. We do so following the logic of a DBR methodological framework, in part demonstrating the usefulness of DBR when reflecting on applied practice to inform newer theoretical developments leading to further integrated solutions in future practice. In addition, we also put attention on a conceptual shift from a focus on VR, to a focus on MR with emphasis on the associated benefits offered by MR learning situations within Paramedicine education. Finally, we discuss the benefits of incorporating self-reported and biometric feedback data in Paramedicine education in particular, and in technology-enhanced learning in general, for the design of meaningful learning experiences informed by emotional and physiological responses of learners.
Exploring Embodied Haptic Design in XR From the Epistemology of the Santiago School
(School of Art and Design, AUT, 2021-12-31) Smith-Harvey, J; Aguayo, C
Mixed Reality (MR, and known also as XR) refers to the fusing of real and virtual worlds to create integrated environments that incorporate physical and digital elements, tools, and objects. These environments can be especially powerful within learning contexts as they can assist learners to partake in genuine investigations in the real world. They also allow for the creation of immersive hybrid environments, in which virtual and real objects and experiences are combined. Although immersive digital technologies provide many unique and powerful affordances within XR, the role of physical non-digital haptic elements within these contexts has often been dismissed. This is despite the non-digital and haptic showing vast potential for complementing and enhancing the meaningfulness of XR educational experiences. In this context, emerging research is beginning to establish how the biological concepts of autopoiesis, embodiment and enaction from the Santiago School of Cognition, can enhance embodied learning processes within XR education. Embedding principles from the epistemology of the Santiago school within the design of XR experiences encourages learners to interact with, while ‘becoming with the world’ in a circular experiential motion. Embodied and enactive approaches to designing haptic XR learning experiences can facilitate the creation of tangible, authentic, hands-on and self-determined (i.e. heutagogy) learning experiences with affordances operating as an expansive learning ecosystem. Here we explore how the Santiago school offers a way for educators and learning designers to better develop the haptic and sensory components of XR learning through the concepts of embodiment and enaction. Additionally, embodied cognition in the ‘experiencing’ process within XR environments can be related to and understood through indigenous worldviews, which are more grounded on a bodily and sensorial experiential relationship with the world. Within the global South, we see a need in bringing together indigenous perspectives, for example Māori cosmologies and worldviews in the case of Aotearoa New Zealand, with southern epistemologies such as the Santiago school. This is because from a western point of view, indigenous concepts can be hard to visualise or ground, but the Santiago school can potentially offer a bridge to understanding these indigenous perspectives within multi-cultural contexts such as Aotearoa. There is also a pressing need to establish new understandings of our critical relationships with nature in the anthropocene, and indigenous perspectives brought forth through the Santiago school can offer this within new forms of learning such as XR. This presentation offers a contribution to the field of XR education design through the introduction of some novel ways for Art+Science, sensory mapping, and haptic learning design to expand the scope and understanding of this emerging area of educational and practice based research. Engagement with embodied forms of learning connected with indigenous worldviews can allow for deeper connections to be formed between learners and the contexts in which the learning takes place. We postulate here that the notions of embodiment and enaction from the Santiago school are conducive to accessing and bringing forth indigenous cosmologies within XR education.
Informing Immersive Learning Design Research and Practice From the Epistemology of the Santiago School of Cognition
(School of Art and Design, AUT, 2021-12-31) Aguayo, C
The Santiago School of Cognition postulates that the process of intelligent cognition in any living system is a result of its ongoing process of adaptation to its medium. In other words, the very process of life in living systems is a process of cognition. It also establishes that human experience and cognition is embodied and enacted with the environment, through a continuous process of active perception and sense-making of the world. Coming from systems biology and founded on the concept of autopoiesis, literally meaning self-making, defining living systems as those that can reproduce and self-maintain themselves by creating their own parts, the Santiago school essentially offers an alternative epistemology for the understanding of human experience phenomena with digital tools and environments. It also provides a framework for the creation, design, development, implementation and use of digital affordances (possibilities offered by digital technology) in education and beyond. Informing immersive learning design research and practice from the epistemology of the Santiago school also helps exploring and navigating digital innovation and the emergence of new technologies and modes of user experience design and practice. Under the premise that the nature of the world we live in is complex, interconnected, unpredictable and ever-changing, and that human experience is subjective, ecosomaesthetic, symbolic and felt with the world, traditional western design concepts such as ‘one solution fits all’ or even the notion of ‘user experience (UX) design’ become problematic. Autopoiesis, cognition and enaction at the basis of human lived experience are some of the fundamental concepts and principles coming from the epistemology of the Santiago school that can inform and guide user-centred design and creative making practice in real and virtual worlds. Embedding properties found in living systems within creative solutions, or designing for users ‘to become with the world’ in a circular enactment within digitally immersive environments are only examples of where practice-led research and creative making can go. Here, the fundamental concepts and building blocks of the Santiago school are presented and reviewed in relation to their ability to inform the understanding of the nature of human experience in real and immersive worlds, and how we ought to design for it. Examples from research and practical work will help to portray how the epistemology of the Santiago school can become of interest and of real value to artistic and design practice and inquiry. Finally, the philosophical rationale guiding the inclusion of principles and concepts coming from the Santiago school in digital learning design, creative design and artistic practice not only invites us to reconsider and re-conceptualise the role of learners and of digital technology systems and tools in educational practice, but also to rethink the nature of learning and of human experience within creative practice.
Embodied Immersive Design for Experience-Based Learning and Self-Illumination
(School of Art and Design, AUT, 2021-12-31) Taheri, A; Aguayo, C
Concept-based teaching and learning grounded on a mechanical paradigm has dominated western education tradition since the first industrial revolution. This type of educational tradition is characterised, among other things, by its reductionist and linear mindset that has led to siloed and disconnected knowledge generation. Yet the 21st Century demands us to rethink the traditional roles of the learner, the teacher and the learning environment. Climate change and wicked socio-ecological problems and challenges require a new ‘tradition’ to emerge, dominate and respond to our societal and planetary crisis. Integrated, multidisciplinary and transversal knowledge generation, dissemination and transfer, grounded on a strong critical ethics and philosophical exploration of new alternative educational paradigms, is paramount if we aim to respond accordingly to calls to create a better future today. Today’s 4th industrial revolution fusing Artificial Intelligence (AI) with the Internet of Things (IoT), genetic engineering, quantum mechanics and philosophy, and more is blurring the boundaries between the physical, digital, and biological worlds. This brings along the emergence of new understandings of the nature of human experience, and questions about how to design for it. In this scenario, education must become multidisciplinary again, where new epistemologies are to be the reflection of humanity’s process of change and transformation, while reconnecting with old and ancient knowledge and ways of doing. In the past, knowledge was considered a ‘unity’ whole acquired through journeys in people’s life, from where individuals learn by doing and experiencing every aspect of knowledge. One positive side-effect of embracing a unity view of knowledge today is that we can now make accessible non-western concepts, again, with emphasis on qualitative, subjective, emotional, embodied, ceremonial and spiritual views of knowledge generation and practice. How can we teach such concepts and views within a traditional and reductionist educational western system based on concept-based and siloed education? We cannot. Some knowledge, concepts and notions (known as ‘Qualia’ in the literature) can only be acquired through bodily lived and direct experiences. Today’s digital immersive technology can make it easier to integrate and consume knowledge through digital visualisation and self-led user experiences. New media can afford to provide learners a good foundation on many different disciplines, which normally would take years to achieve based on traditional pedagogy. Experience-based mediums like virtual reality (VR), if used in a non-concept based way, can bridge the knowledge gap existing created by qualia subjects in western societies. Here we argue that the epistemology coming from the Santiago school of cognition, with notions such as embodiment, embodied cognition and enaction, can inform and guide the development of an experience-based type of immersive learning design based on an enactive, self-led user experience. We propose that immersive learning experience design ought to focus first and foremost on ethics and critical philosophy, followed by embodied design for experience-based self-driven illumination. In this presentation we review the conceptual background leading to some examples of current experienced-based learning and self-illumination design exploration in immersive learning design, informed by the epistemology coming from the Santiago school of cognition.
Mobile Learning Special Interest Group Symposium: Revisiting Mobile Mixed Reality
(ASCILITE, 2019) Narayan, V; Cochrane, T; Birt, J; Aguayo, C; Stretton, T; Hong, J; Cowling, M
This symposium discussion is based around the 2019 update to the special collection of Research in Learning Technology (RLT) on Mobile Mixed Reality (MMR) Enhanced Learning that the ASCILITE Mobile Learning SIG has coordinated this year - due for publication in November/December 2019 – the authors will use the articles to spark discussion around the critical issues surrounding the design of MMR for higher education, and the current state of the art of these rapidly developing technologies.
Mixed Reality (XR) Research and Practice: Exploring a New Paradigm in Education
(Tuwhera, AUT University, 2021-02-16) Aguayo, C
Up until recently, learning affordances (possibilities) offered by immersive digital technology in education, such as augmented reality (AR) and virtual reality (VR), were addressed and considered in isolation in educational practice. In the past five to ten years this has shifted towards a focus on integrating digital affordances around particular learning contexts and/or settings, creating a mixed reality (MR) ‘continuum’ of digital experiences based on the combination of different technologies, tools, platforms and affordances. This idea of a ‘digital continuum’ was first proposed during the mid 1990s by Milgram and Kishino (1994), conceptualised as an immersive continuum going from the real environment (RE) end, where no digital immersion exists in the real world, all the way to the fully digitally immersive VR end, where digital immersion is at its full. Recent literature expands the original digital continuum view – rooted in Milgram and Kishino (1994), to now consider MR environments extending to a multi-variety of sensorial dimensions, technological tools and networked intelligent platforms, and embodied user engagement modes, creating interconnected learning ecosystems and modes of perception (see for example Mann et al., 2018; and Speicher, Hall & Nebeling, 2019). This new approach to MR is referred to as XR, where the X generally stands for ‘extended reality’ (referring to all the points along the MR continuum and beyond), or for ‘anything reality’ (accounting for the range of existing immersive technologies and denoting the imminently yet-to-come new digital affordances). XR as a multi-dimensional immersive learning environment can be approached and understood as a dynamic and culturally-responsive ‘medium’, offering targeted, flexible and adaptable user experiences coming from user-centric learning design strategies and pedagogy (Aguayo, Eames & Cochrane, 2020). Today, XR as an emergent learning approach in education invites us to re-conceptualise technology-enhanced learning from a completely different epistemological stand. We have moved from focusing on the individual and isolated use of immersive digital technology like AR and VR as ‘learning tools’ that can enhance and augment learning experiences and outcomes in education; to now going beyond hardware and software and consider perception, cognition, aesthetics, emotions, haptics, embodiment, contexts (space), situations (time), and culture, among others, as critical components of a purposefully designed XR learning ecosystem (Aguayo et al., 2020; Liu et al., 2017; Maas & Hughes, 2020). Imagine the educational possibilities when artificial intelligence (AI) learning algorithms connected to internet of things (IoT) devices come into play with XR in education (Cowling & Birt, 2020; Davies, 2021). The challenge remains in knowing how to ground such epistemological and technological innovation into authentic, contextual, and tangible practice, while facilitating the balancing with non-technology mediated lived experiences in the real world (i.e. real reality (RR), Aguayo, 2017). Here, a set of XR research and practice case studies from Auckland University of Technology’s AppLab are presented to showcase and discuss how XR as a new paradigm is leading the exploration of digital innovation in education.
Co-Designing a Medication Notification Application with Multi-Channel Reminders
(Association for Information Systems (AIS), 2021-02-24) Chanane, N; Mirza, F; Naeem, MA
Evidence suggests that medication adherence applications (apps) are one of the most effective methods to remind patients to take medication on time. Reminders via apps are overwhelming today, consumers discard using them after a brief period of initial usage, eventually becoming unfavourable towards them and not using them at all. This study aims to qualitatively determine the key features and design of medication reminder apps that facilitate or disrupt usage from the users’ perceptive. Three focus groups were conducted with participants aged between 15 and 65+ (N= 12). The participants evaluated a smart medication reminder prototype, then sketched and discussed their thoughts and perceptions within the group. Participants identified, 1) Multi-channel reminders, 2) Medication intake acknowledgement for reporting and 3) Seamless addition of medications and associated reminders as important elements. Understanding consumers’ needs and concerns will inform the future development of medication reminder apps that are acceptable and valuable to consumers.
Insights of Medication Adherence Management: A Qualitative Study with Healthcare Professionals and Technology Designers
(Association for Information Systems (AIS), 2020-02-24) Chanane, N; Mirza, F; Naeem, MA
Poor Medication Adherence (MA) remains a major challenge to ensuring good patient health. This qualitative study examines health professionals’ and health technology designers’ insights for improving this problem using mHealth. We interviewed twenty-three New Zealand health professionals and analysed the interviews using content analysis. In this paper, we discuss the four main themes that emerged from our analysis: 1) patient characteristics, 2) collaboration among members of the health team, 3) medication impact including effectiveness and side effects 4) technology acceptance. We present a conceptual model to visually summarise MA issues from healthcare professionals' and technology designers’ perspective.

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