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dc.contributor.authorSinfield, Den_NZ
dc.contributor.authorNarayan, Ven_NZ
dc.contributor.authorCochrane, Ten_NZ
dc.contributor.authorCowie, Nen_NZ
dc.contributor.authorHinze, Men_NZ
dc.contributor.authorBirt, Jen_NZ
dc.contributor.authorDeneen, Cen_NZ
dc.contributor.authorGoldacre, Pen_NZ
dc.contributor.authorRansom, Len_NZ
dc.contributor.authorWorthington, Ten_NZ
dc.date.accessioned2021-06-14T03:49:25Z
dc.date.available2021-06-14T03:49:25Z
dc.date.copyright2020-12-01en_NZ
dc.identifier.citationASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale (pp. 174–179). https://doi.org/10.14742/ascilite2020.0122
dc.identifier.urihttp://hdl.handle.net/10292/14267
dc.description.abstractEducators 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.en_NZ
dc.publisherASCILITE
dc.relation.urihttps://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Proceedings-Narayan-V-et-al.pdf
dc.rights© Narayan, V., Cochrane, T., Cowie, N., Hinze, M., Birt, J., Deneen, C., Goldacre, P., Ransom, L., Sinfield, D. & Worthington, T. (2020). The author(s) assign a Creative Commons by attribution licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creation.
dc.subjectMobile learning; Ecology of resources; COVID-19; Collaborative learning
dc.titleA Mobile Ecology of Resources for Covid-19 Learningen_NZ
dc.typeConference Contribution
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.14742/ascilite2020.0122
pubs.elements-id431484
aut.relation.conferenceASCILITE 2020: ASCILITE’s first virtual conferenceen_NZ


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