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dc.contributor.authorCochrane, Ten_NZ
dc.contributor.authorSinfield, Den_NZ
dc.date.accessioned2020-03-20T03:41:32Z
dc.date.available2020-03-20T03:41:32Z
dc.date.copyright2019en_NZ
dc.identifier.citationPacific Journal of Technology Enhanced Learning, 2(1), 8. https://doi.org/10.24135/pjtel.v2i1.29
dc.identifier.issn2624-4705en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/13220
dc.description.abstractStudent internships and work experience schemes provide students with highly authentic learning experiences (Bosco & Fern, 2014). Therefore many university programmes include a job-experience element that students must demonstrate completion of, usually through a report signed by the employer that the student has managed to find work with over their summer break. Auckland University of Technology provides a summer student scholarship scheme that provides contestable scholarship funding for students to work on university specified projects over the summer break. Each scholarship requires 370 hours of project-related work, followed by a summary report. In this presentation we explore a model that extends the summer student scholarship concept as part of a longer term collaboration between university students, academic supervisors, and industry representatives. This extended model brokers real world projects that benefit the wider community through developing solutions to health care problems in collaboration with a local district health board (ADHB or Auckland District Health Board). In this model communication design students apply to form design teams, selected and supervised by university academics, to address design briefs from the district health board’s Design Lab. Key aspects of this collaboration include: developing a sense of trust between the university and the district health Design Lab, establishing a supervision team and protocols, and establishing an ecology of supporting resources - including providing students with the work space and infrastructure access to achieve the project goals. The summer student scholarships are designed to be the first step in a long term collaboration that will potentially lead into major undergraduate student projects and post-graduate research. The summer scholarship projects use a Design Based Research (DBR) methodology (McKenney & Reeves, 2018) to address the first design stages of specific health care problems: analysis and exploration, and initial prototype design. The following stages of a DBR methodology (design implementation, evaluation, and redesign) are addressed through subsequent major student projects or post graduate research following agreement with the district health Design Lab after the presentation of the summer student scholarship project outcomes. The scope of the projects aim to explore the potential of wearable and mobile technologies to enhance health care practice and the patient experience (Rich & Miah, 2017). The research questions underpinning the extended student scholarship model are: In what scenarios can wearable and mobile technologies most effectively enhance health care practice and the patient experience? What are the design principles that can guide the development of authentic mobile learning collaborative student projects? References Bosco, A. M., & Fern, S. (2014). Embedding of authentic assessment in work-integrated learning curriculum. Asia-Pacific Journal of Cooperative Education, 15(4), 281-290. McKenney, S., & Reeves, T. C. (2018). Conducting educational design research: Routledge. Rich, E., & Miah, A. (2017). Mobile, wearable and ingestible health technologies: towards a critical research agenda. Health Sociology Review, 26(1), 84-97.en_NZ
dc.publisherThe Centre for Learning and Teaching (CfLAT), AUT University
dc.relation.urihttps://ojs.aut.ac.nz/pjtel/index.php/pjtel/article/view/29
dc.rightsThe journal provides open access to all of its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. All articles are made available using a Creative Commons (CC-BY-NC 4.0) internationally shareable licence, meaning that content may be shared worldwide but the source must be acknowledged appropriately. However, the licence excludes the right to create derivatives (for more details please see https://creativecommons.org/licenses/by-nc/4.0/).
dc.subjectAuthentic Learning Design Based Research Self-Regulated Learningen_NZ
dc.titleA Model for Designing Authentic Learning: Summer Student Scholarshipsen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.24135/pjtel.v2i1.29en_NZ
aut.relation.endpage8
aut.relation.issue1en_NZ
aut.relation.startpage8
aut.relation.volume2en_NZ
pubs.elements-id372359
aut.relation.journalPacific Journal of Technology Enhanced Learningen_NZ


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