Josh McCarthy | University of South Australia (original) (raw)
Papers by Josh McCarthy
This case study explores the use of the online social networking site, Facebook, in helping immer... more This case study explores the use of the online social networking site, Facebook, in helping immerse first year students into university culture, by furthering the development of academic and social relationships between peers. Facebook was chosen as the host site on account of the uniform strength of its features as compared to other popular social networking sites such as MySpace and Friendster, the image-sharing site Flickr, and the open-source software Moodle. The site's popularity ensured that many students would be familiar with its layout and operation, while the 'group' and 'event' applications enabled the creation of an accessible, easily-maintained, and highly interactive online forum. Lastly, the 24/7 availability of the site conformed with the 'anytime, anywhere' work attitude of Generation-Y students. 100 first year design students took part in the study, within the course Imaging Our World at the University of Adelaide. Every two weeks, students were required to submit images to an online gallery in Facebook, and to provide critiques on peers' submissions. The gallery topics were broad in nature, and open to the student's own interpretations, allowing for a wide range of images in each: this produced a concurrently wide range of discussions. The galleries allowed students to connect with each other in a virtual environment, and thus to develop academic relationships freed from the constraints of the classroom and their own inhibitions. Through the use of such collaborative learning, students were able to engage with their peers and develop a sense of belonging within the learning community. Discussions often evolved from formal academic critiques to informal social interactions as the students became more comfortable with each other. In summary, the study was considered to have been a success, due to Facebook's engaging and interactive qualities, the students' existing interest and experience with the software, and their eagerness to connect with their peers. The project will be adapted in 2009 based on the initial findings of this study and the design of course-specific Facebook applications. † Corresponding
This study explores the efficacy of a video-based tutorial system within second year design educa... more This study explores the efficacy of a video-based tutorial system within second year design education. It reports on a pilot study conducted in semester one, 2010, using an existing academic platform, the second year design core course Technology in Design, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 118 design students, including 27 international students, and 11 Graduate Diploma students, engaged with their learning through an online video-based resource, 24/7 Bec, in addition to the traditional teaching mechanisms of lectures and studios. Each video, ten in total, addressed a different design communication skill and was hosted through MyUni. The evaluation process involved intermittent feedback from students throughout the semester, a post-semester survey, and project-specific reflections at the completion of the course. The 24/7 availability and the video-based format of the resource conformed to both the asynchronous learning characteristics of mature-age students and the 'anytime, anywhere' work attitude of Generation-Y students, while also negating common learning hurdles, such as language barriers, of international students. It proved highly beneficial to staff as it eliminated the need to reiterate 'basic skills' teaching within class time, allowing studio sessions to be better utilised engaged in face-to-face development of design projects. The project will expand in 2011 to include other courses and programs within the faculty.
Ascilite, Jan 1, 2007
This paper reports on a pilot study involving a long distance learning experiment between the Uni... more This paper reports on a pilot study involving a long distance learning experiment between the University of Adelaide and Penn State University through a six-week videoconference program. The program involved staff and students from digital media courses within each University, including Dr Dean Bruton, Senior Lecturer in the School of Architecture, Landscape Architecture and Urban Design at The University of Adelaide, and Associate Professor Madis Pihlak, Director of The Stuckeman Center for Design Computing, School of Architecture and Landscape Architecture, Penn State University. Using Information and Communications Technologies (ICT) for teaching digital design processes has many advantages and disadvantages. Instant communication between groups and individuals across the world, defies the barrier of distance. Interdisciplinary exploration and collaborative action allow the expansion of design curriculum possibilities and the sharing of information and experience, while technical skills and standards rise as students find new levels of potential in response to more diverse audiences. Disadvantages with such design experiments include time differences between two continents, technical constraints and the availability of technical assistance. The project was largely successful, evident through positive feedback from staff and students, and the emergent relationship between the two schools. Through this pilot study, and the resulting research, new possibilities are now being explored, including crosscontinental design collaboration with design schools in Canada, Malaysia and India. The University of Adelaide, has supported the project by supplying a AUS$48 000 grant to purchase the test equipment, used in the pilot study, and establish a dedicated videoconference facility.
Australian and New Zealand …, Jan 1, 2010
Australasian Journal of Educational Technology, Jan 1, 2010
This study explores blending virtual and physical learning environments to enhance the experience... more This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, the first year design elective course Imaging Our World, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 120 design students, including 27 internationals, engaged with their peers through an online forum within the host site Facebook, in addition to the traditional teaching mechanisms of lectures and tutorials. Students were required to submit work online to Facebook and provide critiques of peers' submissions. Resulting discussions were then transferred into the physical classroom with the aim of building meaningful relationships between peers based on the embryonic online connections. The evaluation process involved pre and post semester questionnaires, weekly feedback from students and project-specific reflections at the completion of the semester. The findings are discussed in light of the conflicting attitudes and assumptions regarding the 'digital native' student cohort, and the use of social media to support learning and teaching in higher education.
ERGA Conference (5th: …, Jan 1, 2010
This study explores the efficacy of a video-based tutorial system within second year design educa... more This study explores the efficacy of a video-based tutorial system within second year design education. It reports on a pilot study conducted in semester one, 2010, using an existing academic platform, the second year design core course Technology in Design, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 118 design students, including 27 international students, and 11 Graduate Diploma students, engaged with their learning through an online video-based resource, 24/7 Bec, in addition to the traditional teaching mechanisms of lectures and studios. Each video, ten in total, addressed a different design communication skill and was hosted through MyUni. The evaluation process involved intermittent feedback from students throughout the semester, a post-semester survey, and project-specific reflections at the completion of the course. The 24/7 availability and the video-based format of the resource conformed to both the asynchronous learning characteristics of mature-age students and the 'anytime, anywhere' work attitude of Generation-Y students, while also negating common learning hurdles, such as language barriers, of international students. It proved highly beneficial to staff as it eliminated the need to reiterate 'basic skills' teaching within class time, allowing studio sessions to be better utilised engaged in face-to-face development of design projects. The project will expand in 2011 to include other courses and programs within the faculty.
This case study explores the use of the online social networking site, Facebook, in helping immer... more This case study explores the use of the online social networking site, Facebook, in helping immerse first year students into university culture, by furthering the development of academic and social relationships between peers. Facebook was chosen as the host site on account of the uniform strength of its features as compared to other popular social networking sites such as MySpace and Friendster, the image-sharing site Flickr, and the open-source software Moodle. The site's popularity ensured that many students would be familiar with its layout and operation, while the 'group' and 'event' applications enabled the creation of an accessible, easily-maintained, and highly interactive online forum. Lastly, the 24/7 availability of the site conformed with the 'anytime, anywhere' work attitude of Generation-Y students. 100 first year design students took part in the study, within the course Imaging Our World at the University of Adelaide. Every two weeks, students were required to submit images to an online gallery in Facebook, and to provide critiques on peers' submissions. The gallery topics were broad in nature, and open to the student's own interpretations, allowing for a wide range of images in each: this produced a concurrently wide range of discussions. The galleries allowed students to connect with each other in a virtual environment, and thus to develop academic relationships freed from the constraints of the classroom and their own inhibitions. Through the use of such collaborative learning, students were able to engage with their peers and develop a sense of belonging within the learning community. Discussions often evolved from formal academic critiques to informal social interactions as the students became more comfortable with each other. In summary, the study was considered to have been a success, due to Facebook's engaging and interactive qualities, the students' existing interest and experience with the software, and their eagerness to connect with their peers. The project will be adapted in 2009 based on the initial findings of this study and the design of course-specific Facebook applications. † Corresponding
This study explores the efficacy of a video-based tutorial system within second year design educa... more This study explores the efficacy of a video-based tutorial system within second year design education. It reports on a pilot study conducted in semester one, 2010, using an existing academic platform, the second year design core course Technology in Design, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 118 design students, including 27 international students, and 11 Graduate Diploma students, engaged with their learning through an online video-based resource, 24/7 Bec, in addition to the traditional teaching mechanisms of lectures and studios. Each video, ten in total, addressed a different design communication skill and was hosted through MyUni. The evaluation process involved intermittent feedback from students throughout the semester, a post-semester survey, and project-specific reflections at the completion of the course. The 24/7 availability and the video-based format of the resource conformed to both the asynchronous learning characteristics of mature-age students and the 'anytime, anywhere' work attitude of Generation-Y students, while also negating common learning hurdles, such as language barriers, of international students. It proved highly beneficial to staff as it eliminated the need to reiterate 'basic skills' teaching within class time, allowing studio sessions to be better utilised engaged in face-to-face development of design projects. The project will expand in 2011 to include other courses and programs within the faculty.
Ascilite, Jan 1, 2007
This paper reports on a pilot study involving a long distance learning experiment between the Uni... more This paper reports on a pilot study involving a long distance learning experiment between the University of Adelaide and Penn State University through a six-week videoconference program. The program involved staff and students from digital media courses within each University, including Dr Dean Bruton, Senior Lecturer in the School of Architecture, Landscape Architecture and Urban Design at The University of Adelaide, and Associate Professor Madis Pihlak, Director of The Stuckeman Center for Design Computing, School of Architecture and Landscape Architecture, Penn State University. Using Information and Communications Technologies (ICT) for teaching digital design processes has many advantages and disadvantages. Instant communication between groups and individuals across the world, defies the barrier of distance. Interdisciplinary exploration and collaborative action allow the expansion of design curriculum possibilities and the sharing of information and experience, while technical skills and standards rise as students find new levels of potential in response to more diverse audiences. Disadvantages with such design experiments include time differences between two continents, technical constraints and the availability of technical assistance. The project was largely successful, evident through positive feedback from staff and students, and the emergent relationship between the two schools. Through this pilot study, and the resulting research, new possibilities are now being explored, including crosscontinental design collaboration with design schools in Canada, Malaysia and India. The University of Adelaide, has supported the project by supplying a AUS$48 000 grant to purchase the test equipment, used in the pilot study, and establish a dedicated videoconference facility.
Australian and New Zealand …, Jan 1, 2010
Australasian Journal of Educational Technology, Jan 1, 2010
This study explores blending virtual and physical learning environments to enhance the experience... more This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, the first year design elective course Imaging Our World, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 120 design students, including 27 internationals, engaged with their peers through an online forum within the host site Facebook, in addition to the traditional teaching mechanisms of lectures and tutorials. Students were required to submit work online to Facebook and provide critiques of peers' submissions. Resulting discussions were then transferred into the physical classroom with the aim of building meaningful relationships between peers based on the embryonic online connections. The evaluation process involved pre and post semester questionnaires, weekly feedback from students and project-specific reflections at the completion of the semester. The findings are discussed in light of the conflicting attitudes and assumptions regarding the 'digital native' student cohort, and the use of social media to support learning and teaching in higher education.
ERGA Conference (5th: …, Jan 1, 2010
This study explores the efficacy of a video-based tutorial system within second year design educa... more This study explores the efficacy of a video-based tutorial system within second year design education. It reports on a pilot study conducted in semester one, 2010, using an existing academic platform, the second year design core course Technology in Design, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 118 design students, including 27 international students, and 11 Graduate Diploma students, engaged with their learning through an online video-based resource, 24/7 Bec, in addition to the traditional teaching mechanisms of lectures and studios. Each video, ten in total, addressed a different design communication skill and was hosted through MyUni. The evaluation process involved intermittent feedback from students throughout the semester, a post-semester survey, and project-specific reflections at the completion of the course. The 24/7 availability and the video-based format of the resource conformed to both the asynchronous learning characteristics of mature-age students and the 'anytime, anywhere' work attitude of Generation-Y students, while also negating common learning hurdles, such as language barriers, of international students. It proved highly beneficial to staff as it eliminated the need to reiterate 'basic skills' teaching within class time, allowing studio sessions to be better utilised engaged in face-to-face development of design projects. The project will expand in 2011 to include other courses and programs within the faculty.