Kim S Flintoff | Innovation Design Entrepreneurship Academy (original) (raw)
Book Chapters by Kim S Flintoff
Effecting pedagogy-driven change in higher education through large cross-university initiatives c... more Effecting pedagogy-driven change in higher education through large cross-university initiatives can be a long, difficult and challenging process. This paper considers the main lessons from two case studies where large cross-university learning and teaching initiatives were implemented with the view of changing teaching practices. From these lessons, a framework has been developed with checklists to support other universities looking to undertake similar pedagogy-led initiatives. The study found that the key levers for change agency, included the need for: understanding the mechanisms for effecting cultural transformation, developing strategies that operate on three levels of the organisation (micro, meso and macro), the adoption of evidence-based approaches to support effective decision-making, closing the feedback loop between the evidence base and practices to improve quality, the use of advanced consultation and community-building approaches and developing an appropriate academic development plan for the university. The framework has evolved from a comparison of the lessons learnt from the two initiatives and is supported by available literature in the field.
During the Fourth International Summit on ICT in Education (EDUsummIT, 2015) which was held in Ba... more During the Fourth International Summit on ICT in Education (EDUsummIT, 2015) which was held in Bangkok, Thailand, members of the Thematic Working Group 2 (TWG2) discussed methods, strategies, and guidelines for some of the issues and challenges in the design, implementation, evaluation, and policy development of mobile learning. Some major key challenges were highlighted and discussed along with issues that policy makers, teachers, researchers, and students are facing in mobile learning. Based on the outcome from the framework that identified barriers and limitations along with dynamic criteria for mobile learning implementation, which was the outcome of TWG2 from the EDUsummIT 2013 (Khaddage et. al., 2015), the group briefly summed up major challenges and identified possible solutions that could be applied to solve these challenges.
The implemented framework classified challenges into four categories: Pedagogical challenges, technological challenges, policy challenges and research challenges. Any new technology leads to new pedagogies, new policy and new research; these four factors combined can form a solid infrastructure that may help adopt effective ways of mobile learning application (refer Khaddage et. al., 2015 to read more about the model).
All evolutionary change usually takes place in response to ecological interactions that operate on the overall ecosystem, and in this case the interaction is obvious between these four challenges and they can allow the understanding of the structure and function of each one of them. Understanding the relationships between these challenges are essential for a proper mobile learning integration and a successful mobile learning ecology (Zhao & Frank, 2003).
Mobile learning as a concept and theory has evolved rapidly, it is no longer considered technocentric (devices and technologies), it is more about the learner’s mobility and how we as educators can engage them in learning activities without them being wirely restricted to a physical location. Hence comes the challenge of finding appropriate and effective methods to blend formal and informal learning as seamless learning can occur anytime, (formal in‐classroom, or informal outside classroom).
The shift in educational technology is away from LMS and operating systems and learners start bec... more The shift in educational technology is away from LMS and operating systems and learners start becoming something like the ‘cyborg’ of speculative fiction; the learner becomes the platform as their learning behaviours embrace their roles as data generator, data collector, data analyst and data visualiser. Increasingly, the use of portable, mobile and wearable technologies integrate with a growing network of smart “things” to create a perception of the learner as connected and transmedial.
We can personalise the devices and the data expressions, we can utilise bridging technologies that parallel the API to aggregate, analyse, and visualise our data. We are becoming creators of our own content and learning pathways. With a greater uptake of data generating devices we are becoming our own platform we create personal data at a rate that requires computational strategies to leverage.
Along with this growing ubiquity of engagement with technology comes a digital blurring around educational technologies; a growing lack of distinction between instruction and personal technologies/devices.
When we begin discussing augmenting human cognition, what we are really describing are the ways in which connectivism has been realised - that is augmented cognition.
This chapter considers how the Internet of Things might change the learning landscape:
Purposeful technology moments have disappeared - the wearability and mobility of devices has changed this
Our relationships have become more digital and less real - so this impacts on the relationship between teacher and student
Individuality is less distinct - we are part of a digital crowd more than ever now
Our sense of self is more digital now - thanks to the social networking programs and tools we constantly are connected to
Our world is transmediated - this is IoT enacted, its not a simple experience, its rich, complex, involves multiple technologies and devices at once
One of the key considerations that arises is what does this mean for formal education providers, what are the implications of ignoring the shifting role of the learner, what needs to be in place to acknowledge and accommodate the learner who is activated, transmedial, connected and always on? How do the current uses of wearable and connected technologies flag the educational practices of the near future?
As the market adapts to embrace new practices it is highly likely that a new generation of purpose built educational wearables will become available. Can we expect our SAMR and TPACK frameworks to accommodate intelligent textiles, more explicit tracking and monitoring devices, wearable computers, 3D immersion, implanted and symbiotic devices becoming more mainstream elements in the landscape of educational practice?
Foundations of Digtial Badges and Micro-Credentials, Jun 9, 2016
One of the most promising educational technology tools, open digital badges, is quickly changing ... more One of the most promising educational technology tools, open digital badges, is quickly changing curricula, job acquisition and workforce credentialing. Learning data, assessments, and expert validation made accessible in social media creates a transparency that may well be suited for critical questions in education. This “philosophy” of digital badges addresses a variety of epistemological concerns including the intersection of educational enterprise and communities of learners, ethical questions of education as a human right, and data usage in badge analytics.
Operating from a framework of establishing how badges are currently employed in learning—the influential contexts of individuals and communities, and data aggregation—raise questions concerning the roles of instructors, badge providers, and learning management systems. These concerns are framed around understanding how current work in digital badges can potentially transform learning; this is both an acknowledgment of how badges are beginning to change ecosystems of informal and formal learning as well as an attempt to demonstrate how an epistemological philosophy of badges can change educators’ thinking and accelerate innovation.
This framework of digital badges will help respond to three distinct, yet interrelated, philosophical questions:
As the roles of the educational technology entrepreneur, instructor, student, and institution change with badging, what can be known about how the educational enterprise and the communities of learners change with it? How can badging create opportunity to elevate autonomy and active engaged learning? What kind of educational shift would this need?
As Internet and technological capabilities advance, and thus online education and badging becomes more readily available, what might be known about education as a human right? Do notions of ethical uses of education change with badging?
Open digital badges produce useful learning data quite that developers, entrepreneurs, and institutions can analyze. How might inferred and deduced data influence development, innovation, and acceleration of transparent education?
Jones, M. & Ryan, J. (Eds). Successful teacher education: partnerships, reflective practice and the place of technology. , 2014
As more and more children bring personal mobile devices to school, schools struggle to formulate... more As more and more children bring personal mobile devices to school, schools struggle to
formulate policies that acknowledge their power as learning tools. Until quite recently,
policy often simply prohibited the use of mobile phones in any form while on school
grounds, despite parental approval for students to carry them for personal safety and
convenience. As mobile devices have acquired more functionality, largely through the
widespread availability of small applications or apps , the usefulness of mobile phones
and tablets for meaningful and authentic learning has become more apparent.
Mobile learning has also captured the imaginations of many teacher educators
in universities, particularly those interested in learning with technology, as they
envisage a learning culture and environment that are no longer tethered to fixed
laboratories of computers. As an alternative to institution owned computers, mobile
technologies provide a refreshing and contemporary alternative. Instruction on the
pedagogical potential of mobile devices in learning must now become standard in
the preparation of pre-service teachers, and the use of their own mobile devices in
this preparation models good practice of their use in learning.
A definition of mobile learning provided in Ally’s (2009) book, acknowledges
first and foremost the value of the communication aspects of mobile devices, that is
“using a mobile device to access and study learning materials and for communicating
with the institution, tutors and fellow students” (p. 287). However, most educators
recognise that mobile learning has the capability to be substantially more than this
simple definition suggests. The learning affordances of mobile technologies far
exceed practical elements of access, communication, and the convenience of being
light and portable.
The internet has become a virtual meta-stage on which millions of people are role playing a varie... more The internet has become a virtual meta-stage on which millions of people are role playing a variety of characters, interacting with others in adventures! In recent years, numerous internet and virtual processes seem to partake of elements of theatre, role-play games, and collective performance art, so that this kind of interactivity should also be recognized as an extension or category of theatre. (The editor was ambivalent about including this chapter, but wondered if the generation raised on these games might see it as being an obvious and necessary inclusion.)
What kind of drama is involved in the role-playing games available over the Internet? Software has been developed that allows people to interact with others, not only in games, but also in drama-like performances. In this chapter, these applications will be noted, with some emphasis being give to the kinds of processes that seem to be operating in the service of social or personal change.
Papers by Kim S Flintoff
Springer eBooks, 2016
One of the most promising educational technology tools, open digital badges, is quickly changing ... more One of the most promising educational technology tools, open digital badges, is quickly changing curricula, job acquisition, and workforce credentialing. Learning data, assessments, and expert validation made accessible in social media create a transparency that may well be suited for critical questions in education. Operating from a framework of establishing how badges are currently employed in learning—the influential contexts of individuals and communities, and data aggregation—raises questions concerning the roles of instructors, badge providers, and learning management systems. This “philosophy” of digital badges addresses a variety of epistemological concerns including the intersection of challenges to conventional educational motivation, suggestions of how Platonic and modern models of education are complementary, and implications of how badges may represent postmodern credentialing systems. These concerns are framed around understanding how current work in digital badges can feasibly transform learning; this is both an acknowledgment of how badges are beginning to change ecosystems of informal and formal learning as well as an attempt to demonstrate how an epistemological philosophy of badges can change educators’ thinking and accelerate innovation.
Sustainability, Oct 20, 2019
DOAJ (DOAJ: Directory of Open Access Journals), Jun 1, 2020
The ShapingEDU community was established in 2018, with a call to action for a global gathering of... more The ShapingEDU community was established in 2018, with a call to action for a global gathering of Dreamers, Doers and Drivers. This diverse group came together and began to form a new vision for the pathways to the future of a more connected and relevant global approach to education. Emerging from this group was the vision that learning and teaching are inherently human activities, and that even in an increasingly digital and regulated world, all learning should support and enhance our development as people, communities, and societies. This brief introduction outlines the driving factors that brought forth the call for proposals, and provides a contextual grounding for the first selection of papers to be included in this first installment of the special issue
Collaborators from higher education institutions across the globe share lessons learned from thei... more Collaborators from higher education institutions across the globe share lessons learned from their experiences and exemplars leading and participating in communities of leadership/practice
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, 2010
This symposium is based on a recently published edited volume “Foundations of Digital Badges and ... more This symposium is based on a recently published edited volume “Foundations of Digital Badges and Micro-Credentials” which aims to provide insight into how digital badges may enhance formal and informal education by focusing on technical design issues including organizational requirements, instructional design, and deployment. All panel members are contributors to the edited volume and will share their perspectives on (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
Effecting pedagogy-driven change in higher education through large cross-university initiatives c... more Effecting pedagogy-driven change in higher education through large cross-university initiatives can be a long, difficult and challenging process. This paper considers the main lessons from two case studies where large cross-university learning and teaching initiatives were implemented with the view of changing teaching practices. From these lessons, a framework has been developed with checklists to support other universities looking to undertake similar pedagogy-led initiatives. The study found that the key levers for change agency, included the need for: understanding the mechanisms for effecting cultural transformation, developing strategies that operate on three levels of the organisation (micro, meso and macro), the adoption of evidence-based approaches to support effective decision-making, closing the feedback loop between the evidence base and practices to improve quality, the use of advanced consultation and community-building approaches and developing an appropriate academic development plan for the university. The framework has evolved from a comparison of the lessons learnt from the two initiatives and is supported by available literature in the field.
During the Fourth International Summit on ICT in Education (EDUsummIT, 2015) which was held in Ba... more During the Fourth International Summit on ICT in Education (EDUsummIT, 2015) which was held in Bangkok, Thailand, members of the Thematic Working Group 2 (TWG2) discussed methods, strategies, and guidelines for some of the issues and challenges in the design, implementation, evaluation, and policy development of mobile learning. Some major key challenges were highlighted and discussed along with issues that policy makers, teachers, researchers, and students are facing in mobile learning. Based on the outcome from the framework that identified barriers and limitations along with dynamic criteria for mobile learning implementation, which was the outcome of TWG2 from the EDUsummIT 2013 (Khaddage et. al., 2015), the group briefly summed up major challenges and identified possible solutions that could be applied to solve these challenges.
The implemented framework classified challenges into four categories: Pedagogical challenges, technological challenges, policy challenges and research challenges. Any new technology leads to new pedagogies, new policy and new research; these four factors combined can form a solid infrastructure that may help adopt effective ways of mobile learning application (refer Khaddage et. al., 2015 to read more about the model).
All evolutionary change usually takes place in response to ecological interactions that operate on the overall ecosystem, and in this case the interaction is obvious between these four challenges and they can allow the understanding of the structure and function of each one of them. Understanding the relationships between these challenges are essential for a proper mobile learning integration and a successful mobile learning ecology (Zhao & Frank, 2003).
Mobile learning as a concept and theory has evolved rapidly, it is no longer considered technocentric (devices and technologies), it is more about the learner’s mobility and how we as educators can engage them in learning activities without them being wirely restricted to a physical location. Hence comes the challenge of finding appropriate and effective methods to blend formal and informal learning as seamless learning can occur anytime, (formal in‐classroom, or informal outside classroom).
The shift in educational technology is away from LMS and operating systems and learners start bec... more The shift in educational technology is away from LMS and operating systems and learners start becoming something like the ‘cyborg’ of speculative fiction; the learner becomes the platform as their learning behaviours embrace their roles as data generator, data collector, data analyst and data visualiser. Increasingly, the use of portable, mobile and wearable technologies integrate with a growing network of smart “things” to create a perception of the learner as connected and transmedial.
We can personalise the devices and the data expressions, we can utilise bridging technologies that parallel the API to aggregate, analyse, and visualise our data. We are becoming creators of our own content and learning pathways. With a greater uptake of data generating devices we are becoming our own platform we create personal data at a rate that requires computational strategies to leverage.
Along with this growing ubiquity of engagement with technology comes a digital blurring around educational technologies; a growing lack of distinction between instruction and personal technologies/devices.
When we begin discussing augmenting human cognition, what we are really describing are the ways in which connectivism has been realised - that is augmented cognition.
This chapter considers how the Internet of Things might change the learning landscape:
Purposeful technology moments have disappeared - the wearability and mobility of devices has changed this
Our relationships have become more digital and less real - so this impacts on the relationship between teacher and student
Individuality is less distinct - we are part of a digital crowd more than ever now
Our sense of self is more digital now - thanks to the social networking programs and tools we constantly are connected to
Our world is transmediated - this is IoT enacted, its not a simple experience, its rich, complex, involves multiple technologies and devices at once
One of the key considerations that arises is what does this mean for formal education providers, what are the implications of ignoring the shifting role of the learner, what needs to be in place to acknowledge and accommodate the learner who is activated, transmedial, connected and always on? How do the current uses of wearable and connected technologies flag the educational practices of the near future?
As the market adapts to embrace new practices it is highly likely that a new generation of purpose built educational wearables will become available. Can we expect our SAMR and TPACK frameworks to accommodate intelligent textiles, more explicit tracking and monitoring devices, wearable computers, 3D immersion, implanted and symbiotic devices becoming more mainstream elements in the landscape of educational practice?
Foundations of Digtial Badges and Micro-Credentials, Jun 9, 2016
One of the most promising educational technology tools, open digital badges, is quickly changing ... more One of the most promising educational technology tools, open digital badges, is quickly changing curricula, job acquisition and workforce credentialing. Learning data, assessments, and expert validation made accessible in social media creates a transparency that may well be suited for critical questions in education. This “philosophy” of digital badges addresses a variety of epistemological concerns including the intersection of educational enterprise and communities of learners, ethical questions of education as a human right, and data usage in badge analytics.
Operating from a framework of establishing how badges are currently employed in learning—the influential contexts of individuals and communities, and data aggregation—raise questions concerning the roles of instructors, badge providers, and learning management systems. These concerns are framed around understanding how current work in digital badges can potentially transform learning; this is both an acknowledgment of how badges are beginning to change ecosystems of informal and formal learning as well as an attempt to demonstrate how an epistemological philosophy of badges can change educators’ thinking and accelerate innovation.
This framework of digital badges will help respond to three distinct, yet interrelated, philosophical questions:
As the roles of the educational technology entrepreneur, instructor, student, and institution change with badging, what can be known about how the educational enterprise and the communities of learners change with it? How can badging create opportunity to elevate autonomy and active engaged learning? What kind of educational shift would this need?
As Internet and technological capabilities advance, and thus online education and badging becomes more readily available, what might be known about education as a human right? Do notions of ethical uses of education change with badging?
Open digital badges produce useful learning data quite that developers, entrepreneurs, and institutions can analyze. How might inferred and deduced data influence development, innovation, and acceleration of transparent education?
Jones, M. & Ryan, J. (Eds). Successful teacher education: partnerships, reflective practice and the place of technology. , 2014
As more and more children bring personal mobile devices to school, schools struggle to formulate... more As more and more children bring personal mobile devices to school, schools struggle to
formulate policies that acknowledge their power as learning tools. Until quite recently,
policy often simply prohibited the use of mobile phones in any form while on school
grounds, despite parental approval for students to carry them for personal safety and
convenience. As mobile devices have acquired more functionality, largely through the
widespread availability of small applications or apps , the usefulness of mobile phones
and tablets for meaningful and authentic learning has become more apparent.
Mobile learning has also captured the imaginations of many teacher educators
in universities, particularly those interested in learning with technology, as they
envisage a learning culture and environment that are no longer tethered to fixed
laboratories of computers. As an alternative to institution owned computers, mobile
technologies provide a refreshing and contemporary alternative. Instruction on the
pedagogical potential of mobile devices in learning must now become standard in
the preparation of pre-service teachers, and the use of their own mobile devices in
this preparation models good practice of their use in learning.
A definition of mobile learning provided in Ally’s (2009) book, acknowledges
first and foremost the value of the communication aspects of mobile devices, that is
“using a mobile device to access and study learning materials and for communicating
with the institution, tutors and fellow students” (p. 287). However, most educators
recognise that mobile learning has the capability to be substantially more than this
simple definition suggests. The learning affordances of mobile technologies far
exceed practical elements of access, communication, and the convenience of being
light and portable.
The internet has become a virtual meta-stage on which millions of people are role playing a varie... more The internet has become a virtual meta-stage on which millions of people are role playing a variety of characters, interacting with others in adventures! In recent years, numerous internet and virtual processes seem to partake of elements of theatre, role-play games, and collective performance art, so that this kind of interactivity should also be recognized as an extension or category of theatre. (The editor was ambivalent about including this chapter, but wondered if the generation raised on these games might see it as being an obvious and necessary inclusion.)
What kind of drama is involved in the role-playing games available over the Internet? Software has been developed that allows people to interact with others, not only in games, but also in drama-like performances. In this chapter, these applications will be noted, with some emphasis being give to the kinds of processes that seem to be operating in the service of social or personal change.
Springer eBooks, 2016
One of the most promising educational technology tools, open digital badges, is quickly changing ... more One of the most promising educational technology tools, open digital badges, is quickly changing curricula, job acquisition, and workforce credentialing. Learning data, assessments, and expert validation made accessible in social media create a transparency that may well be suited for critical questions in education. Operating from a framework of establishing how badges are currently employed in learning—the influential contexts of individuals and communities, and data aggregation—raises questions concerning the roles of instructors, badge providers, and learning management systems. This “philosophy” of digital badges addresses a variety of epistemological concerns including the intersection of challenges to conventional educational motivation, suggestions of how Platonic and modern models of education are complementary, and implications of how badges may represent postmodern credentialing systems. These concerns are framed around understanding how current work in digital badges can feasibly transform learning; this is both an acknowledgment of how badges are beginning to change ecosystems of informal and formal learning as well as an attempt to demonstrate how an epistemological philosophy of badges can change educators’ thinking and accelerate innovation.
Sustainability, Oct 20, 2019
DOAJ (DOAJ: Directory of Open Access Journals), Jun 1, 2020
The ShapingEDU community was established in 2018, with a call to action for a global gathering of... more The ShapingEDU community was established in 2018, with a call to action for a global gathering of Dreamers, Doers and Drivers. This diverse group came together and began to form a new vision for the pathways to the future of a more connected and relevant global approach to education. Emerging from this group was the vision that learning and teaching are inherently human activities, and that even in an increasingly digital and regulated world, all learning should support and enhance our development as people, communities, and societies. This brief introduction outlines the driving factors that brought forth the call for proposals, and provides a contextual grounding for the first selection of papers to be included in this first installment of the special issue
Collaborators from higher education institutions across the globe share lessons learned from thei... more Collaborators from higher education institutions across the globe share lessons learned from their experiences and exemplars leading and participating in communities of leadership/practice
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, 2010
This symposium is based on a recently published edited volume “Foundations of Digital Badges and ... more This symposium is based on a recently published edited volume “Foundations of Digital Badges and Micro-Credentials” which aims to provide insight into how digital badges may enhance formal and informal education by focusing on technical design issues including organizational requirements, instructional design, and deployment. All panel members are contributors to the edited volume and will share their perspectives on (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
How are Australian higher education institutions contributing to change through innovative teachi... more How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
A presentation for the UWA Futures Observatory. December 1, 2015.
The internet has become a virtual meta-stage on which millions of people are role playing a varie... more The internet has become a virtual meta-stage on which millions of people are role playing a variety of characters, interacting with others in adventures! In recent years, numerous internet and virtual processes seem to partake of elements of theatre, role-play games, and collective ...
A workshop presentation for Future Science 2015 - the annual conference of the Science Teachers A... more A workshop presentation for Future Science 2015 - the annual conference of the Science Teachers Association of Western Australia (STAWA). The workshop considers the role of a library makerspace in developing science engagement through cross-disciplinary, formal and informal learning opportunities using STEM approaches to coding, micro-processors, sensing technologies and the internet of things. Beginning as a simple hands-on introduction to microprocessors and coding, this session will also look at how a library makerspace can support engagement with the Internet of Things via simple sensor systems and computational thinking. Participants will require a laptop to engage with some simple coding exercises to control Arduino-class developer boards.
"The title reflects the shift that is occurring – the use of unfamiliar ling... more "The title reflects the shift that is occurring – the use of unfamiliar linguistic codes that are used by elite coders, game players, and even SMS and online messenger services can alienate those of us more attuned to Standard Australian English. These codes are designed precisely to exclude and include. This paper considers some issues that face drama educators as digital immigrants teaching digital natives in technology mediated drama forms. This is my original title – it is obtuse, it is unclear, it is exclusionary – precisely the aspects we need to recognise – we don’t automatically belong to this emerging technologised society – we are the newcomers, the immigrants and in many ways our students will be guiding us through the codes and meanings – however at some point we need to take stock and take charge of our role in this new arena"
The importance of creativity as an attribute of the 21st Century learner is now widely acknowledg... more The importance of creativity as an attribute of the 21st Century learner is now widely acknowledged and a global trend across all disciplines. To meet both current and future needs of both students and society a university education must develop and support creativity in learners. This paper was developed to outline the range of creative disciplines, the diversity and interconnectedness of the disciplines, and how this is reflected in the needs for appropriate pedagogical models and consequently spaces for learning, both formal and informal. A number of pedagogical models focussed on supporting and encouraging creativity are currently in practice. However, new models are emerging as creative disciplines are becoming augmented with new and innovative technologies, including biotechnologies, and the vast possibilities of contemporary creative media. This paper addresses the Creative Disciplines of Visual Arts, Performing Arts, Design Arts, Media Arts, Literary Arts and Hybrid Arts and explains the need for Creative Curricula. Creative disciplines are diverse yet interconnected and whilst individually unique, they are essentially interdisciplinary and linked to needs of cultural and social contexts and professional practice. Engaging students in creative disciplines is linked to the learners through the affective dimensions of the curriculum and motivational factors, and involves experiential learning situated in authentic learning contexts. Design considerations for spaces for learning for creative disciplines must focus beyond contemporary requirement and allow for future expansion or rearrangement depending on needs and areas of development.
Educational Technologies represent the wide range of digital tools used by teachers for teaching,... more Educational Technologies represent the wide range of digital tools used by teachers for teaching, students for learning, and administrators for managing schools. New tools are continually in development and often repurposed for an educational context from other industries. The following technologies have been considered as the five most significant for schools over the next 5 years, along with cost and professional learning requirements.
J. Educ. Technol. Soc., 2016
Introduction Mobile learning (or m-learning) as a concept and theory has evolved rapidly, and it ... more Introduction Mobile learning (or m-learning) as a concept and theory has evolved rapidly, and it is no longer considered just a technocentric trend, attractive for those interested in devices and technologies. This becomes obvious due to the increased reception of mobile learning in reviews on current trends in education (e.g., Johnsson, Levine, Smith, & Stone, 2010). The most recent discussions tend to assert there has been a shift from defining mobile learning as based on the devices used (Soloway et al., 2001) towards the inclusion of context (Sharples, Taylor, & Vavoula, 2007, p. 4). Mobile learning is accepted to represent a technological advance, enabling rich, distributed and contextualized approaches to learning (Crompton, 2014). Moreover, it is accepted that m-learning is about the learner's mobility, and how we as educators can engage students and in learning activities without them being restricted to a physical location. Nevertheless, it seems that the understanding ...
As we look to the future it is clear that there are many unknowns. The rapid development of comp... more As we look to the future it is clear that there are many unknowns. The rapid development of computation, robotics and artificial intelligence means that we don’t know the specific tasks that will be part of jobs of the future. What does seem apparent though is the requirement for flexibility, innovation, creativity, adaptable communication, cultural competence, problem-solving, data handling, personal learning, and collaboration as key attributes of future citizens. Subject expertise seems to poised to be something that needs to change according to context. If that is the case then what is the primary role of education systems in this future world where menial and repetitive tasks are consigned to domain of machines?
This symposium is based on a recently published edited volume “Foundations of Digital Badges and ... more This symposium is based on a recently published edited volume “Foundations of Digital Badges and Micro-Credentials” which aims to provide insight into how digital badges may enhance formal and informal education by focusing on technical design issues including organizational requirements, instructional design, and deployment. All panel members are contributors to the edited volume and will share their perspectives on (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
This session will consider the development process of both a platform and associated learning exp... more This session will consider the development process of both a platform and associated learning experiences to facilitate meaningful mobile learning experiences for learners across the globe. It will look at the development of the Curtin Challenge platform as an example of a learning technology to support learning engagement in new ways. The session will further look at the approach and development pathway of the Balance of the Planet; a global collaborative challenge-based learning experience focussed around the United Nations Sustainable Development Goals.
As training, education, teaching and learning are constantly adapting to new technological develo... more As training, education, teaching and learning are constantly adapting to new technological developments it is not surprising that in the dawning age of data these areas are finding new ways to engage learners, provide teachers and learners with new insights about learning, and to find new ways to recognise and acknowledge learning. In an time when we might be considered as “always-on” and generating data in unprecedented volumes we are possibly more able to engage in more organic learning activities that do not require high-stakes testing regimes for us to evidence our learning. This session will consider the more recent developments in data-informed learning and teaching, learning analytics; and new forms of credentials as they influence our experience of learning across a range of contexts.
Presented at Forward Government Learning Forum 2016 (Canberra for the ARK Group)
and at Digicon 2016 for DLTV (Swinburne, Melbourne).
A presentation for TeachMeet WA event - Robotics, coding and makerspaces held at Shenton College ... more A presentation for TeachMeet WA event - Robotics, coding and makerspaces held at Shenton College June 1 2016
Some perspectives for the Teaching and Learning Forum 2016
A presentation for UWA Orion Discovery series - UWA Futures Observatory.
A workshop presentation for Future Science 2015 - the annual conference of the Science Teachers A... more A workshop presentation for Future Science 2015 - the annual conference of the Science Teachers Association of Western Australia (STAWA).
The workshop considers the role of a library makerspace in developing science engagement through cross-disciplinary, formal and informal learning opportunities using STEM approaches to coding, micro-processors, sensing technologies and the internet of things.
Beginning as a simple hands-on introduction to microprocessors and coding, this session will also look at how a library makerspace can support engagement with the Internet of Things via simple sensor systems and computational thinking.
Participants will require a laptop to engage with some simple coding exercises to control Arduino-class developer boards.
![Research paper thumbnail of [IN DEVELOPMENT] Games and Gamification for University Outreach (ABSTRACT)](https://attachments.academia-assets.com/40186796/thumbnails/1.jpg)
](The role of the contemporary university in the broader community is multifaceted and increasingly... more The role of the contemporary university in the broader community is multifaceted and increasingly there are expectations that universities will engage more directly with teaching and learning practices across all levels and sectors of education.
Curtin University Learning Engagement Team are involved with several projects that explore how games and gamification can enhance learner engagement and how to apply/implement a gamified approach to student learning.
This paper focuses on how games and gamification can transform and enhance student engagement beyond the university context. Serious games can be utilised across many areas to build a safe, yet authentic learning environment for enhanced engagement.
Gamification of teaching and learning focusses on developing a more functional awareness of the skills and behaviours that motivate learners and result in more engaged learning. Gamification is not simply a token reward system; it is a systematic activation of learning skills; it takes certain aspects of game-like activity to build awareness of learning, to personalise engagement and to provide contextual feedback.
The paper will also explore how games can serve many purposes in a well-designed program for learning to simultaneously provide both context and content; deliver instant feedback on engagement with content; they can raise the level of engagement from simple recognition and recall, to include synthesis and application in an instant; they can serve as a critical framework for engaging with knowledge, skills and beliefs.
A presentation for the UWA Futures Observatory. December 1, 2015.
![Research paper thumbnail of Mobile Learning – Activating the Always Ready Learner [Preconference Workshop]](https://attachments.academia-assets.com/38642190/thumbnails/1.jpg)
](Mobile Learning is far more than simply shifting traditional eLearning materials onto mobile plat... more Mobile Learning is far more than simply shifting traditional eLearning materials onto mobile platforms. Mobile Learning can generate a rich interplay of authentic activity with the use of relatively ubiquitous technologies. This workshop will seek to demonstrate, in practice, the possibilities of rich, meaningful mobile learning activities and demonstrate some examples of how a range of technologies can combine to support a student-centred, inquiry-driven and collaborative model of learning.
A short presentation for the TeachMeetWA Digital Learning session August 12, 2015.
Einstein published his ideas and became a pivotal element in shifting the way we think about phys... more Einstein published his ideas and became a pivotal element in shifting the way we think about physics - from the Newtonian model to the Quantum - in turn this changed the way we think about the world and allowed us to develop new ways of engaging with the world.
We are at a similar juncture. The development of computational technologies allows us to think about astronomical volumes of data and to make meaning of that data.
The mindshift that occurs is that “the machine is our friend”. The computer, like all machines, extends our capabilities. As a consequence the types of thinking now required in industry are those that get away from thinking like a computer and shift towards creative engagement with possibilities. Logical thinking is still necessary but it starts to be driven by imagination.
Computational thinking and data science change the way we think about defining and solving problems.
The age of creativity - which increasingly extends its impact from arts applications to business, scientific, technological, entrepreneurship, political, and other contexts.
The Strategic Innovations team at Curtin Teaching and Learning have embraced game-like challenge-... more The Strategic Innovations team at Curtin Teaching and Learning have embraced game-like challenge-based learning as one of the key drivers of the university's Transformation of Teaching and Learning. The team is involved in national and international developments around Digital Badging, Challenge-based Learning, Personalisation of Learning, Learning Analytics, Serious Games and other innovative approaches to drive student engagement, improve student achievement and student and employer satisfaction. The team at Curtin has engaged in some collaborative projects with a range of international organisations (UNESCO, Pearson Research, UNEP-DHI, Serious Games Conference, etc) and have some exciting approaches to learning using serious games and challenges including offerings for the K-12 sector and pre-tertiary opportunities. The approaches offer authentic engagement with real-world issues and are mediated via a range of technologies. This workshop will offer some hands-on engagement and insights into some of these innovations including Curtin¹s new Challenge platform, analytics strategies, and serious games in the classroom.
Considerations for establishing a makerspace in a university library. Planning the development, ... more Considerations for establishing a makerspace in a university library. Planning the development, building the community.
Serious games provide opportunities for rich, cross-curricular engagement. Curtin University has... more Serious games provide opportunities for rich, cross-curricular engagement. Curtin University has managed the Australian EcoChallenge game over the past few years. Using the online water management game Aqua Republica as an example this session will explore how games can support engagement across the full spectrum of STEAM.
Explore how games and gamification can enhance learner engagement and how to apply/implement a ga... more Explore how games and gamification can enhance learner engagement and how to apply/implement a gamified approach to student learning.
This session focuses on games and gamification and how they can transform and enhance student engagement in a university context.
Serious games can be utilised across many areas to build a safe, yet authentic learning environment for enhanced engagement. Gamification of teaching and learning focusses on developing a more functional awareness of the skills and behaviours that motivate learners and result in more engaged
learning. Gamification is not simply a token reward system; it is a systematic activation of learning skills. Gamification takes certain aspects of game-like activity to build awareness of learning, to personalise engagement and to provide contextual feedback.
In this session, explore how games can serve many purposes in a well-designed program for learning. They simultaneously provide both context and content; deliver instant feedback on
engagement with content; they can raise the level of engagement from simple recognition and recall, to include synthesis and application in an instant; they can serve as a critical framework for engaging with knowledge, skills and beliefs.
This session will assist you in understanding the differences between the use of games and gamification to facilitate high order learning; introduce a framework for using games for learning; suggest strategies for a gamified approach to learning, and strategies for creating/identifying games for your context.
Makerspaces are an ideal learning environment for developing the ‘maker’ skills essential for ST... more Makerspaces are an ideal learning environment for developing the ‘maker’ skills essential
for STEAM (science, technology, engineering, arts, and maths)
education.
Join us in a
conversation on the role a library makerspace could play in the innov
ative programs
emerging in this space.
Mobile Learning is far more than simply shifting traditional eLearning materials onto mobile plat... more Mobile Learning is far more than simply shifting traditional eLearning materials onto mobile platforms. Mobile Learning can generate a rich interplay of authentic activity with the use of relatively ubiquitous technologies. This workshop will seek to demonstrate, in practice, the possibilities of rich, meaningful mobile learning activities and demonstrate some examples of how a range of technologies can combine to support a student-centred, inquiry-driven and collaborative model of learning.
Participants are encouraged to bring their own devices and a pair of comfortable shoes. This will be an active learning experience that will endeavour to take us out of the classroom to explore the real-world practice of mobile learning. The workshop will:
Consider the question “What is Mobile Learning”
Apply some simple accessible learning designs to engage with examples that are:
Games-based/games oriented
Collaborative
Supplemented by augmented reality
Curatorial
Challenge-based
Consider approaches to assessment and feedback
Employ practical group activities to create learning resources
Consider locative, map-based and discovery approaches to learning outside the classroom
Blending mobile strategies with other learning modes.
Unit Outline for Drama and Movement class taught in 2010. Students were from all year levels of ... more Unit Outline for Drama and Movement class taught in 2010. Students were from all year levels of the B.Ed (Primary) and B.Ed (Early Childhood Education) programs.
Current Issues in Education(CIE), 2020
The ShapingEDU community was established in 2018, with a call to action for a global gathering of... more The ShapingEDU community was established in 2018, with a call to action for a global gathering of Dreamers, Doers and Drivers. This diverse group came together and began to form a new vision for the pathways to the future of a more connected and relevant global approach to education. Emerging from this group was the vision that learning and teaching are inherently human activities, and that even in an increasingly digital and regulated world, all learning should support and enhance our development as people, communities, and societies. This brief introduction outlines the driving factors that brought forth the call for proposals, and provides a contextual grounding for the first selection of papers to be included in this first installment of the special issue.
Current Issues in Education(CIE), 2021
This final installment of the ShapingEDU special issue includes an introduction and 11 articles t... more This final installment of the ShapingEDU special issue includes an introduction and 11 articles that unpack the various intertwined journeys we must embark on together to bolster digital equity and inclusion, to recognize all forms of learning and to spur an even more harmonious connections between our institutions and the workforce of the future.
The Framework for Stakeholder Inclusion in the Technology Planning Process aims to help instituti... more The Framework for Stakeholder Inclusion in the Technology Planning Process aims to help institutional leaders cultivate inclusive educational technology selection and adoption processes by making stakeholders a core part of strategic planning. This resource illuminates key considerations of three stakeholder groups — students, learning facilitators, and technology leaders — and recommends ways to incorporate their perspectives and needs throughout your own process.
A short one-act play written during my undergraduate years.
Society for Information Technology & Teacher Education International Conference, 2023
With the rise of AI (Artificial Intelligence) and Generative AI that can generate new and unique ... more With the rise of AI (Artificial Intelligence) and Generative AI that can generate new and unique content, rather than analyzing and acting on existing data, this has resulted in the release of OpenAI in 2015. A new innovative tool has recently emerged, it is named, ChatGPT and it has taken the world by storm. In just five days after its release, ChatGPT attracted over a million users globally and has rapidly gained popularity in all fields, especially in education. This new technology is again stirring up the AI versus education debate, some see it as a threat to the current structured education system, some see it as an opportunity. In this paper, OpenAI and ChatGPT are explained, the impact of ChatGPT on education is discussed with a focus on practical strategies that can be introduced for proper ChatGPT integration in education, a list of general benefits that the ChatGP can offer education is introduced.
This paper will be co-authored by a team of participating Year 10 students who are working on a c... more This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School. They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluated the processes and ways of working they have adopted, as well highlighting how their work has produced interdisciplinary artefacts that can be used to guide and assess learning across a range of subjects areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centred design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
There continues to be strong interest among established, experienced academic users of 3D virtual... more There continues to be strong interest among established, experienced academic users of 3D virtual environments for their sustained educational use. Consistent with global trends, they plan to further develop and optimise existing applications, reuse skills and experiences gained to develop new applications, and to share and reuse existing virtual resources. This is against a background of varied support from institutions, colleagues, students, funding bodies and also changing understanding and awareness of virtual environments and virtual reality by the general community as a result of consumer developments such as the popularity of multi-user online role playing amongst both children and adults, and the acquisition of technologies by companies with deeply entrenched technologies. At the same time, the ongoing development and availability of new multiuser virtual environment platforms, associated peripherals and virtual reality technologies promise new and exciting opportunities for educators to collaborate with researchers on a global scale, while also exploring the affordances of these technologies for enhancing the learning outcomes for an increasingly diverse and distributed student population.
A script and slideset prepared for the TEDxUWASalon event "Symbiosis" held at UWA eZone July 12, ... more A script and slideset prepared for the TEDxUWASalon event "Symbiosis" held at UWA eZone July 12, 2021