Browsing CfLAT - Centre for Learning and Teaching by Title
Now showing items 26-45 of 46
-
Graphic 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)The 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 ... -
He 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)Mobile 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 ... -
How to Engage With Graduate Outcomes Agenda: A Guide for Tertiary Institutions
(Ako Aotearoa, 2013)Project 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, ... -
Interface Xperience: Redefining UI/UX Design From the Perspective of the Santiago School of Cognition
(The Centre for Learning and Teaching (CfLAT), AUT University, 2020)Digital technology has proven to enhance learning outcomes across educational sectors and contexts, yet critical challenges remain, notably: minimising the decay of digital interventions over time; and, achieving widespread ... -
Introducing Immersive Reality into the Journalism Curriculum
(The Centre for Learning and Teaching (CfLAT), AUT University, 2019)Following the introduction of the Google Cardboard virtual reality (VR) head mounted display (HMD) in 2014, mainstream journalism began exploring the potential of VR to transform news storytelling as an immersive experience ... -
Key Themes in Mobile Learning: Prospects for Learner-generated Learning Through AR and VR
(ASCILITE, 2017)This paper summarises the key findings from a literature review in mobile learning developed as part of a two-year six-institution project in (location blinded). Through the development of a key themes codebook, here we ... -
The LATTE Initiative at AUT
(Centre for Learning and Teaching (CfLAT), Auckland University of Technology (AUT), 2016) -
MESH360: A Framework for Designing MMR-enhanced Clinical Simulations
(Association for Learning Technology (ALT), 2020)This article evaluates the results of two prototype iterations of a design-based research project that explores the application of mobile mixed reality (MMR) to enhance critical care clinical health education simulation ... -
Method of calculating the resistance force upon an impact on a composite target
(Pleiades Publishing, Ltd, 2012)A 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 ... -
A Model for Designing Authentic Learning: Summer Student Scholarships
(The Centre for Learning and Teaching (CfLAT), AUT University, 2019)Student 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 ... -
A Model for Developing a SOTEL Research Cluster: MESH360
(The Centre for Learning and Teaching (CfLAT), AUT University, 2019)This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial ... -
Nurturing Collaborative Networks of Practice
(IAMLearn, 2016)In this paper we present the development of a framework for supporting and facilitat- ing collaborative networks of practice using mobile social media. The framework was devel- oped throughout a two-year collaborative ... -
O-Tū-Kapua (‘what clouds see’): A mixed reality experience bridging art, science, technology in meaningful ways
(Wilf Malcom Institute of Educational Research.The University of Waikato, 2017)Mixed Reality learning environments can provide opportunities to educationally enhance previously isolated scientific concepts by using art and technology as mediums for understanding the world. Participatory experiences ... -
Secrets of mlearning failures: Confronting reality
(2012)Having 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 ... -
A Social Media Research Network Framework for Open Social Scholarship
(ASCILITE, 2018)Traditional research impact factors, researcherIDs and alternative metrics can be used together to provide a more comprehensive measure of the impact of wider critical reflection around technology enhanced learning (TEL) ... -
Te kete arotohu: seeing signs of synthesis
(College of Business, Massey University, 2013)No abstract. -
Technology Enhanced Learning, Research Impact, and Open Scholarship
(The Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2018)This guest editorial explores the potential impact of alternative metrics and social research networks to enhance technology enhanced learning (TEL) research and practice, particularly in the realm of open scholarship. ... -
Using Mobile Learning in Free-choice Educational Settings to Enhance Ecological Literacy
(Wilf Malcolm Institute of Educational Research, Division of Education, the University of Waikato, 2017)This article presents the case for using mobile technologies to facilitate the integration of classroom and outside-of-classroom learning experiences designed to enhance the ecological literacy of primary school students ... -
What constitutes good practice in teaching academic literacies?
(SEAMEO Regional Language Centre, Southeast Asian Ministers of Education Organization, 2006)In 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 ...