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Introduction
Claudio is the Director of R&D for AUT's AppLab, where he draws on three distinct interdisciplinary areas–systems biology, educational technology and cognitive science, to lead the exploration and understanding of how new and emerging digital tools can be best conceptualised, designed and implemented to enhance human experience in immersive learning environments in a range of educational settings and contexts.
Additional affiliations
August 2014 - January 2017
Education
March 2001 - November 2006
Publications
Publications (80)
Context • Challenges in designing digital learning come from the complexity and ever-changing nature of socio-technological systems. Following an autopoietic logic can assist the design of technology-enhanced learning (TEL) systems and their digital learning affordances in education. > Problem • The lack of self-maintenance and adaptability conside...
Immersive learning environments in education provide a set of rich and diverse learning affordances (possibilities). Cognition in such environments can be considered as embodied, enacted, embedded, and extended (the 4Es of cognition). During such cognitive happenings, we assume and live as valid everything we experience. Yet in this enactive struct...
Current global challenges of the 21st century promote STEAM (science, technology, engineering, arts and mathematics) education and digitalization as a means for humans to be the central actors in the construction of a sustainable society that favors a sense of worth and global wellbeing. In this scenario, new educational technology tools and immers...
Abstract: I clarify some epistemological aspects of what learning is, conceived from the perspective of the Santiago school of cognition. This process also serves to further examine the importance of the learning medium, or context, in shaping the learning experience of users/learners, and the type and nature of such learning experience. Finally, I...
Open peer commentary on the article “Education and 4E Cognition: Some Challenges at the Crossroads of Learning and Bildung” by Theo Hug. Abstract: I address Theo Hug’s challenges by exploring relations between measurable and non-measurable dimensions of education from a systems-thinking, values-based educational technology design and Global South p...
Mixed reality (XR) environments combining real-to-virtual immersive experiences provide unprecedented potential for reframing educational pedagogy and practice. XR environments provide scaffolded learning points accommodating individual needs, while enhancing sensorial and embodied experiences. XR environments can facilitate self-determined (heutag...
In this chapter we present a citizen science case study from Aotearoa New Zealand (Aguayo and Decima 2020). The case study focuses on the communication and education of salp (e.g. Thalia democratica) (marine invertebrate animals) research and their presence and abundance in recreational coastal areas north of Auckland, New Zealand. We engaged with...
This paper reports on the second iteration prototype design stage of an immersive reality (XR) enhanced simulation project in critical healthcare higher education. While there is no doubt of the positive impact on the development of a variety of clinical skills through the use of XR in health education, a literature review indicates that the level...
One of the impacts of the COVID-19 pandemic has been restrictions on mobility and thus the closure of schools. This has had consequences on the teaching strategies of primary mathematics educators who were not familiar with online education. Most schools in Chile have adopted virtual and hybrid classes to continue educational processes. From a quan...
One of the impacts of the COVID-19 pandemic has been restrictions on mobility and thus the closure of schools. This has had consequences on the teaching strategies of primary mathematics educators who were not familiar with online education. Most schools in Chile have adopted virtual
and hybrid classes to continue educational processes. From a quan...
Since the first industrial revolution, a specific mechanical paradigm of teaching and learning has dominated western education tradition, known as concept-based teaching and learning. This paradigm has reverberated and affected research, curriculum design, and teaching practices since the early 1960s, as well as nourishing important ideas for curre...
In the past 5-10 years, there has been a move to integrate different digital and immersive learning technologies around a particular context or setting following what is known as mixed reality (MR, also known as XR). XR involves the fusing of real and virtual worlds along an immersion continuum, to create integrated environments that incorporate ph...
Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, tec...
Our paper aims to provide a proof of concept about the theoretical framework of enactive and ecological approaches to the field of perceptual learning of mathematics with digital technology. We reporst on the finger gnosis or finger knowledge that school children deploy when engaging with digital technologies such as Touchcounts and Rakin. From our...
The use of mixed reality (MR, also XR) as an educational approach and pedagogical strategy merging real world and digital affordances along an immersive learning continuum has been explored across educational settings and contexts (Liu et al., 2017; Maas & Hughes, 2020). In a study examining purposeful educational design using free-choice and self-...
La enseñanza y el aprendizaje basados en conceptos originados a partir de un paradigma mecánico han dominado la tradición educativa occidental desde la primera revolución industrial. Este tipo de tradición educativa se caracteriza, entre otras cosas, por su mentalidad reduccionista y lineal, que ha llevado a una generación de conocimiento aislada y...
O ensino e a aprendizagem baseados em conceitos baseados em um paradigma mecânico têm dominado a tradição educacional ocidental desde a primeira revolução industrial. Este tipo de tradição educacional é caracterizado, entre outras coisas, por sua mentalidade reducionista e linear, que levou à geração de conhecimento em segmentos, desconectados. No...
A Escola de Cognição de Santiago postula que o processo de cognição inteligente em qualquer sistema vivo é o resultado de seu processo contínuo de adaptação ao meio. Em outras palavras, o próprio processo da vida nos sistemas vivos é um processo de cognição. Também estabelece que a experiência e a cognição humanas são incorporadas e representadas c...
La Escuela de Cognición de Santiago postula que el proceso de cognición inteligente en cualquier sistema vivo es el resultado de un proceso continuo de adaptación a su medio. En otras palabras, el proceso mismo de la vida en los sistemas vivos es un proceso de cognición. También establece que la experiencia y la cognición humanas se encarnan y actú...
A realidade mista (MR, também conhecida como XR) refere-se à fusão dos mundos real e virtual para criar ambientes integrados que incorporam elementos físicos e digitais, ferramentas e objetos. Esses ambientes podem ser especialmente poderosos em contextos de aprendizagem, pois podem ajudar os alunos a participar de investigações genuínas no mundo r...
La realidad mixta (MR, también conocida como XR) se refiere a la fusión de los mundos real y virtual para crear entornos integrados que incorporan elementos, herramientas y objetos físicos y digitales. Estos entornos pueden ser especialmente poderosos dentro de los contextos de aprendizaje, ya que pueden ayudar a los alumnos a participar en investi...
Mixed Reality (MR, and known also as XR) refers to the fusing of real and virtual worlds to create integrated environments that incorporate physical and digital elements, tools, and objects. These environments can be especially powerful within learning contexts as they can assist learners to partake in genuine investigations in the real world. They...
Concept-based teaching and learning grounded on a mechanical paradigm has dominated western education tradition since the first industrial revolution. This type of educational tradition is characterised, among other things, by its reductionist and linear mindset that has led to siloed and disconnected knowledge generation. Yet the 21st Century dema...
The Santiago School of Cognition postulates that the process of intelligent cognition in any living system is a result of its ongoing process of adaptation to its medium. In other words, the very process of life in living systems is a process of cognition. It also establishes that human experience and cognition is embodied and enacted with the envi...
STEM and STEAM education promotes the integration between science, technology, engineering, mathematics, and the arts. The latter aims at favoring deep and collaborative learning on students, through curricular integration in K-12 science education. The enactive and ecological psychology approach to education puts attention on the role of the teach...
The department of Paramedicine at Auckland University of Technology is committed to establishing informed evidence and strategies representative of all ethnicities. The MESH360 team propose that immersive mixed reality (XR) can be employed within the learning environment to introduce critical elements of patient care through authentic environmental...
Up until recently, learning affordances (possibilities) offered by immersive digital technology in education, such as augmented reality (AR) and virtual reality (VR), were addressed and considered in isolation in educational practice. In the past five to ten years this has shifted towards a focus on integrating digital affordances around particular...
The Multiple Environments Simulation Hub (MESH360) research cluster was established in 2016 to explore ways of making critical care simulation environments more authentic learning experiences for students (Cochrane et al., 2016). Since its establishment, three cycles of data collection have occurred exploring immersive mixed reality (XR) to enhance...
Embodiment and enactivism as onto-epistemic lenses for the study and understanding of human experience in/within digital environments are becoming increasingly useful frameworks in the field of technology-enhanced learning. The fundamental question here is not quite how to assess human experience, but rather how to create meaningful human experienc...
This article explores how using mobile learning-focused mixed reality (MR) can complement and reinforce learning experiences outside the classroom. Our study involved one primary school class, the teacher, and a marine reserve visitor centre and was based in the co-design of digital tools which were contextually relevant to all educators and learne...
In environmental education research (EER), love is revered as a way to heal or mend the human relation- ship with nature. However, this interpretation of love rests in a humanist paradigm that considers non- human nature as external to the human being. To this end, love has generally been considered as an outward emotion, towards nature, and is les...
In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settin...
When do Salps bloom? In this MBIE Curious Minds funded project we sought to address the growing need to involve people at a young age in learning involving active scientific research, to enhance societal understanding of science and technology and promote careers in STEM/STEAM to groups traditionally less represented. We engaged Leigh Primary Schoo...
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 learning outcomes in diverse, multicultural and complex settings (Aguayo, 2016; Dunn & Marinetti, 2008; Hennessy et al., 2019)...
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 in Paramedicine. The project utilises MMR to introduce critical elements of patient and practitioner risk and stress into clinical...
Perceiving learning with/in/as/for community enriches socioecological learning and encourages powerful interactions between human and non-human nature. The value and significance of community and collaboration is widely acknowledged, both within and beyond formal education, however perceptions of community have traditionally been human-centric. Fur...
This paper reports on the second iteration prototype design stage of an immersive reality (XR) enhanced simulation project in critical healthcare higher education. While there is no doubt of the positive impact on the development of a variety of clinical skills through the use of XR in health education, a literature review indicates that the level...
This symposium discussion is based around the 2019 update to the special collection of Research in Learning Technology (RLT) on Mobile Mixed Reality (MMR) Enhanced Learning that the ASCILITE Mobile Learning SIG has coordinated this year - due for publication in November/December 2019 – the authors will use the articles to spark discussion around th...
Today’s mobile and smart technologies have a key role to play in the transformative potential of educational practice. However, technology-enhanced learning processes are embedded within an inherent and unpredictable complexity, not only in the design and development of educational experiences, but also within the socio-cultural and technological c...
Digital learning technologies have proven to enhance learning outcomes across educational sectors and contexts (Cook & Santos, 2016). Yet critical challenges remain, notably: minimising the decay of digital interventions over time (Hennessy et al., 2019); and achieving widespread learning outcomes in diverse and multicultural audiences (Dunn & Mari...
Today's educational technology and technology-enhanced learning systems and affordances (possibilities) have a key role to play in the transformative potential of educational practice. Educational technology allows for learning to occur practically anywhere in collaboration with anyone, while promoting innovative, inclusive and transformative types...
This study investigated how education outside the classroom (EOTC) learning experiences can be designed to incorporate mobile technologies to enhance student development of marine ecological literacy. It involved designing a Mixed Reality intervention based on a BYOD (bring your own device) framework for use by a class of senior primary students, t...
Con una expansión de la recreación al aire libre y el desarrollo del turismo en muchos países hoy en día, el monitoreo de visitantes y la educación pueden considerarse como dos partes integrales de la gestión recreativa contemporánea. El monitoreo de visitantes se refiere a la documentación profesional de actividades recreativas y comportamiento en...
In this session, I will present my research process, thinking, and outcomes around the physical, participatory, hand made, and tactile art+science elements of the project. Particular emphasis will be given to why the decision was made to focus on non-digital, haptic materials and knowledge generation, within the context of a Mixed Reality, technolo...
Today’s mobile learning technologies, such as smartphones and tablets, and their digital affordances (possibilities), have a key role to play in the transformative potential of educational practice. However such process is embedded within an inherent and unpredictable complexity, not only in the design and development of educational experiences bas...
This paper outlines and critiques the first two stages of a mobile mixed reality design-based research study exploring the design and evaluation of mobile virtual reality for paramedic education. We triangulate subjective student immersive environment feedback with objective biometric data to gain clearer insights into the impact of these immersive...
This paper is based on the second stage of a design-based research (DBR) project encompassing the initial prototyping of virtual reality (VR) simulation in para-medicine education using self-reported and biometric feedback data. In this discussion paper we present the range of reflections and theoretical possibilities that arose from the piloting e...
In this paper, we discuss the design of a 360-degree virtual environment experience for Health School students to explore seven university health disciplines within the School of Clinical Science. This teaching approach uses the Seekbeak 360-degree online platform to create a virtual environment and a rhizomatic learning pedagogy to encourage parti...
Short Description This session reports on an ongoing research study based in New Zealand exploring the use of mobile technologies within free-choice learning settings for marine ecological literacy education. Special attention is given to the theoretical principles and practical considerations informing the use of Mixed Reality learning in visitor...
El presente caso de estudio en curso busca contribuir a la creciente necesidad de involucrar activamente a niños y jóvenes en proyectos asociados a la investigación científica, donde los participantes pueden contribuir en la recolección de datos, interpretación de datos y elaboración de conclusiones de estudio. Esto con el fin de mejorar el entendi...
This paper is structured as a conversation among four researchers. In the first session, Paul Hart and Catherine Hart present a timely and carefully drawn reflection on the issue of current theoretical and methodological trends in environmental education research. In the second section Claudio Aguayo and Flávia Torreão Thiemann present some collabo...
In its ontological presuppositions, epistemological interests and methodological deliberations, critical theory of environmental education research (EER) is simultaneously scientific, normatively (and reflexively) critical, and non-idealistically practical. It is, therefore, a theory of practice, or praxis. Critical EE and its research aim for pers...
This paper is structured as a conversation among four researchers. In the first session,Paul Hart and Catherine Hart present a timely and carefully drawn reflection on the issue of current theoretical and methodological trends in environmental education research. In the second sectionClaudio Aguayo and Flávia TorreãoThiemannpresent some collaborati...
In its ontological presuppositions, epistemological interests and methodological deliberations, critical theory of environmental education research (EER) is simultaneously scientific, normatively (and reflexively) critical, and non-idealistically practical. It is, therefore, a theory of practice, or praxis. Critical EE and its research aim for pers...
This paper focuses on a two year study funded by the Teaching and Learning Research Initiative. Mobile learning tools and affordances are increasingly being used in our classrooms to provide students with novel learning experiences. Could these tools be used to enhance and complement learning experiences outside the classroom, bringing together the...
Autopoiesis, literally meaning 'self-maintaining', is a theoretical concept from systems biology that defines living systems based on their underpinning processes rather than their composing structures. Since its introduction more than four decades ago, the fundamental ideas of autopoiesis have been transferred and explored across disciplines, incl...
This session reports on an ongoing study funded by the Teaching and Learning Research Initiative (TLRI) exploring how free-choice learning experiences can be designed to incorporate mobile technologies to enhance learner development of marine ecological literacy. The study involves designing an intervention based on mobile learning for use by a cla...
In this presentation we will cover the series of challenges and solutions the TEMP_Air App team faced during the conceptualisation, design, development and implementation of O-Tū -Kapua, and the role and benefits of an iterative design-based research methodology in this process.
This symposium discussion is based around the special issue of AJET on mobile Augmented Reality & Virtual Reality that the Ascilite Mobile Learning SIG has coordinated this year - due for publication in September 2017 – the authors will use the articles to spark discussion around the critical issues surrounding the educational use of mobile AR and...
This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile a...
This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first...
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 provide a kinetic means of comprehending often-abstract knowledge, creating the conditions for sensory learning that is inclusive...
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 and their parents. There is growing evidence supporting the transformative potential of mobile learning technologies and tools wi...
The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The...
The presentation introduces an ongoing project idea with a focus on developing a mobile app for visitor monitoring and education purposes in recreational management contexts. Visitor monitoring and education strategies have long been established and used in the management of different recreational contexts around the world (Manning 2011). Visitor m...
Mobile learning has proven to assist education at different levels within a wide range of disciplines and contexts. The exponential development and social adoption of newer tools and affordances (i.e. ‘possibilities’) of mobile devices, such as smartphones and tablets, are revolutionising educational approaches though mobile learning around the wor...
Sustainability education emphasises that empowerment of learners is essential to foster the transformations in ways of living that are necessary for individuals and society to move towards a more sustainable future. Empowerment has roots in the forms of democratic participation that can be embodied in community partnerships.
This paper outlines the first two stages of a design-based research project that aims to develop more authentic critical care educational simulation experiences and learner-centred pedagogies in paramedicine education. The first two stages involve the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of...
Following the inaugural Australian Association for Environmental Education (AAEE) research symposium in November 2014, we — a group of emerging researchers in Environmental Education/Sustainability Education (EE/SE) — commenced an online collaboration to identify and articulate our responses to the main themes of the symposium. Identifying as #aaee...
Mobile social media has proven to assist education at different levels within a wide range of disciplines and contexts. The exponential development and social adoption of newer tools and affordances (i.e. ‘possibilities’) of mobile devices, such as smartphones and tablets, are revolutionising educational approaches though mobile learning around the...
Community Education for Sustainability (Ef S) using Information and Communication Technology (ICT) tools and affordances (i.e., possibilities) bring together learning processes occurring within different interconnected dimensions in complex and unpredictable ways. Such complexity calls for the adoption of a systems thinking approach, where the focu...
Mobile social media has proven to assist education at different levels within a wide range of disciplines and contexts. The exponential development and social adoption of newer tools and affordances (i.e. ‘possibilities’) of mobile devices, such as smartphones and tablets, are revolutionising educational approaches though mobile learning around the...
Quisiera invitarlos a reflexionar sobre tres puntos que considero claves al abordar el tema de las perspectivas y desafíos de la educación en ciencias experimentales, naturales, matemática y tecnología, en la integración de las cuestiones ambienta-les. Estos son: el foco de atención cuando nos referimos a las cuestiones ambien-tales; la identidad v...
