Rethinking University Teaching
... The learning design team at CILT had already adopted the ABC design approach developed by the University College London based on Laurillard's (2013) conversational framework for the development of fully online courses. The ABC design approach was, at the time, an intensive 90-minute, paper-based guided design process. ...
... In the UCT context, Design Studio invites participants to occupy several concurrent roles: teacher, designer and student. They arrive as lecturers bringing their subject-matter expertise and pedagogic approach and they are invited to participate in the role of teacher-as-designer (Laurillard, 2013). By engaging with the Design Studio course site, lecturers are exposed to a model for site design and experience the value of a systematic site layout and scaffolding learning. ...
... Design Studio enrols teachers-as-designers (Laurillard, 2013) in understanding the key approaches to designing learning via the LMS course site where they would get ideas of how a course could be organised and experience the value of a systematic site layout. Participants would be given opportunities to reflect on their teaching and existing course site design, and be encouraged to refine their sites on the basis of their reflections. ...
During the pandemic, the pivot to emergency remote teaching highlighted the depth and extent of inequalities, particularly in relation to access to resources and literacies, faced by higher education institutions. Imported solutions that failed to take into consideration the constraints and cultures of local contexts were less than successful. The paucity of practitioners with blended and online learning design experience, training and education grounded in diverse contexts made local design for local contexts difficult to carry out. Although there is substantial research and guidance on online learning design, there is an opportunity to create a text deliberately oriented to practice. Further, online learning design, as a field of practice and research, is strongly shaped by research, experiences and practices from a hegemonic centre (usually in the Global North, where peripheries also exist). While many of the textbooks written from this perspective are theoretically useful as a starting point, the disjuncture between theory and practice for practitioners in less well-resourced contexts where local experiences are invisible, can be jarring. This book aims to create a space for learning designers whose voices are insufficiently heard, to share innovative designs within local constraints and, in so doing, reimagine learning design in a way that does not reproduce the binary power relations of centre and periphery.
... ej., Gass 1997;Long 1981;Long y Robinson 1998; Mackey, Abbuhl y Gass 2012) subraya la importancia de los intercambios entre aprendientes y hablantes nativos que estimulan el desarrollo lingüístico a través de un proceso activo, dialéctico y transformativo. De esa manera, el conocimiento experimental, del cual habla Laurillard (2002), se expande comunicándose en la lengua -es decir, se aprende haciendo-y llevando a cabo interacciones con otros hablantes. Se trata por tanto de un proceso que incorpora paulatinamente conocimiento formal (nuevas estructuras) mediante conocimiento experimental (práctica a partir de tareas) en el entorno del aula. ...
... Narrar historias siempre exige pensar en las personas destinatarias y adecuar la comunicación, con todo lo que conlleva a nivel lingüístico, pragmático, cultural y, por lo tanto, cognitivo. De esta manera, los conocimientos formales de la L2 convergen en las propias prácticas del hablante, según el proceso que describe Laurillard (2002). ...
... En la práctica, los diferentes formatos, presenciales o digitales, comparten las mismas metas pedagógicas. Como señala Laurillard (2002), el docente tiene la responsabilidad de crear un curso en línea que prepare al aprendiente para integrar los dos polos del conocimiento experimental y formal. Por lo tanto, el currículum tiene que prestar atención tanto a las experiencias de los aprendientes como a los elementos distintivos de la nueva lengua. ...
... British educational technology scholar Laurie Lord has indicated that different technologies are closely associated with teaching methods. She proposes that teaching methods are the starting point for classifying instructional technologies and, based on five common teaching methods, categorizes instructional technologies into five media technologies: didactic teaching methods correspond to narrative media technologies, inquiry teaching methods correspond to interactive media technologies, discussion teaching methods correspond to communicative media technologies, exploratory teaching methods correspond to adaptive media technologies, and practical teaching methods correspond to productive media technologies (Laurillard, 2013), as shown in Table 17.1. ...
... In this study, which is aimed at academic journals or professional conferences, the analysis reveals that the research teams with significant representation include those led by Javier Bajo, Dr. Kinshuk, Victor Callaghan, and Marco Gomes, as well as the team of Professor Huang Ronghua from Beijing Normal University. The representative research of these teams is organized in Table 17.6 as follows (Laurillard, 2013). ...
... The paper explores a range of issues in the current adult education literature including deep and surface learning (Biggs, 1999), communities of practice (Wenger, 1998) and the importance of educational dialogue (Laurillard, 2002) and shows via the analysis of the data how important the blended nature of this course unit is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. It shows how the five stage model of online communication (Salmon, 2000) can be a useful tool and that teachers can be transformed (Motteram and Teague, 2000). ...
... Teaching/ learning should be a process in which the participants engage deeply with ideas (Biggs, 1999) in order to make meaning (Wenger, 1998) and that good tasks are those that are effective in brokering learning outcomes (Laurillard, 2002, Biggs, 1999, Wenger, 1998. There are clearly a number of ways of achieving this, more traditional approaches like lectures and seminars and more recent solutions like enquiry, or problem-based learning. ...
This case study looks at the role of blended learning in language teacher education and focuses on the student experience of studying an element of a regular face-to-face class online. It shows how the experience is particularly relevant to in-service teachers who are following a master’s programme that equips them for implementing the use of educational technologies in their regular classroom. The paper explores a range of issues in the current adult education literature including deep and surface learning (Biggs, 1999), communities of practice (Wenger, 1998) and the importance of educational dialogue (Laurillard, 2002) and shows via the analysis of the data how important the blended nature of this course unit is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. It shows how the five stage model of online communication (Salmon, 2000) can be a useful tool and that teachers can be transformed (Motteram and Teague, 2000).
... Cognitive Theory of Multimedia Learning puts forth a model based on cognitive theories, which are dual-channel, limited capacity, and active processing assumption (Mayer, 2014). Laurillard's Conversational Framework introduces six key learning types-acquisition, investigation, discussion, practice, collaboration, and productionto design online learning (Laurillard, 2002). Salmon's Five Stage Model of teaching and learning online (Salmon, 2013) encompasses stages of access and motivation, socialization, information exchange, knowledge construction, and review to help teachers develop an online active learning environment. ...
... Teachers need to transform their teaching and classroom management strategies and pedagogical thinking and include digital student-centered practices in the teaching process to meet the needs of digital students. The Conversational Framework by Laurillard (2002) and the Five Stage Model by Salmon (2013) could guide engaging the classroom environment and solving social integration problems. In addition, ice-breaking activities, group projects or activities, online discussion forums, virtual games, and informal sharing on non-academic topics could be examples of initiatives to increase online social integration. ...
Digital learning platforms and virtual classrooms are growing more widespread, so virtual classroom management
is gaining more importance to ensure student engagement, involvement, and achievements in an online learning
environment. The research examines virtual classroom management dynamics and explores the factors that render teachers’
virtual classroom management practices, strategies, and expectations in this regard. The study is phenomenological research,
and data was collected through open-ended questions with 22 lower secondary school teachers working in Istanbul. The
findings were gathered under four themes: virtual classroom management process, professional development, opportunities
and challenges of virtual classrooms, and solutions to virtual classroom management problems. These results highlight the
significance of engagement and motivation toward virtual classrooms and propound teachers' digital competencies and
classroom management skills as two fundamental factors in fostering students' engagement in virtual classrooms.
... However, such models have not been utilised by LD tools' developers. To our knowledge, only the Conversational Framework (Laurillard, 2013) has been incorporated into an LD tool's representation (Learning Designer, see Laurillard et al., 2013). ...
... The participants would like to have an LD tool guiding the learning activities' pedagogy application based on a framework such as the Conversational Framework (Laurillard, 2013). This finding aligns with Charlton et al., 2012;Laurillard et al., 2013;Papanikolaou et al., 2016, who suggested embedding a pedagogical framework's knowledge base within a tool's representation. ...
Although Learning Design (LD) research accounts for several digital tools, also known as LD tools, the form and degree of guidance an LD tool should provide to teachers as designers is still inconclusive. To this end, this chapter investigates teachers’ preferences for having guidance from LD tools in authoring learning designs. Considering that teachers’ perspective has not been considered sufficiently in the development process of LD tools, we present a case study conducted in the context of a Design-Based Research (DBR) approach aiming to develop an LD authoring tool. Moreover, since existing research has mainly reported limited teachers’ perspectives through short-term evaluation studies, we opted to collect feedback generated through two long-term LD projects in postgraduate teacher education. Utilising WebCollage as the LD tool, we went beyond its evaluation and intrigued the participants’ feedback on alternative affordances they might prefer. We opted to investigate guidance for (i) learning objectives definition, (ii) learning activities organisation and (iii) technologies utilisation. Following a convergent mixed-method research design, we collected and analysed quantitative and qualitative data through a survey questionnaire. Our findings indicate the teachers’ preferences for having a non-compulsory taxonomy-based articulation of learning objectives. Teachers appreciate having guidance in organising LD activities based on their delivery modality or pedagogical models. They do not favour getting guidance in technologies’ utilisation unless a sound scaffolding mechanism following technological advancements is involved. Furthermore, two emergent findings involved the learning activities’ pedagogy and the recommendation of exemplar learning designs. We intend to utilise these findings as design principles in the context of the DBR. Also, we anticipate that they will stimulate further attention to LD research.KeywordsLearning designLearning design toolsLearning design processTeacher education
... These include: Data Privacy Data privacy is a critical concern in the digital age, particularly in the educational sector, where sensitive information about students and educators is collected and processed. Legal frameworks must ensure the protection of personal data to prevent misuse and breaches (Laurillard, 2013). The General Data Protection Regulation (GDPR) in the European Union sets a high standard for data privacy, influencing global practices (Regulation, 2016). ...
The integration of technology in education has transformed teaching and learning, making digital tools essential in the context of Industry 4.0. However, the rapid evolution of educational technology poses significant legal challenges that must be addressed for effective implementation. This article examines the main legal barriers to adopting educational technologies in Vietnam, specifically focusing on data privacy, intellectual property concerns, and compliance with educational standards. Through a comparative legal analysis of domestic and international laws, the study sheds light on the legal frameworks affecting technology integration in education. Data privacy issues arise from the sensitive information collected in educational settings, while intellectual property challenges relate to protecting and fairly using digital content and software. Additionally, compliance with educational standards is crucial for ensuring the quality of these technologies. The findings highlight the legal obstacles hindering educational technology growth in Vietnam and propose strategies to overcome them, such as enhancing data privacy laws, strengthening intellectual property rights, updating educational standards, and fostering public-private partnerships. This research study aims to support policymakers and educational institutions in creating robust legal frameworks that encourage innovation while ensuring regulatory compliance, ultimately improving the quality of education and preparing students for a digital economy.
... The training was facilitated by experienced head and neck cancer-specialising SLTs supported by medical simulation centre staff. Table 3 describes the elements of the training and the associated learning type [38]. ...
Background
Laryngectomy (removal of the larynx, usually due to cancer) results in significant anatomical changes requiring specific clinical skills to safely manage the airway and support altered communication. It is crucial that healthcare professionals understand how to support people with laryngectomy, particularly in emergency care when their usual healthcare teams will not be present. Provision of laryngectomy training is limited. Existing education approaches fail to fully meet the needs of healthcare professionals, which in turn impacts on the provision of intervention to people with laryngectomy. With increasing evidence for simulation in pedagogical literature, this study explores how this approach can be used to support clinical skill education and improve urgent laryngectomy care. The aim of this study was to establish if a simulation-based approach is a feasible method of enhancing healthcare professional knowledge and confidence to provide emergency care to people with laryngectomy.
Methods
A simulation-based training programme was piloted with delegates from a range of healthcare professions, over three separate study days. Immersive simulation scenarios were facilitated within a medical simulation centre using a modified SimMan mannequin, specially created models and prosthetics. Post-simulation debriefings were held with a focus on developing clinical skills within a Human Factors approach. In addition, training incorporated a skills-based session and interactive discussion with expert patients. Training was evaluated using pre- and post-course self-evaluation and qualitative feedback. Feasibility outcomes included the percentage of eligible participants who consented to take part, and the number of participants who completed the training.
Results
Twenty-eight multidisciplinary healthcare professionals registered for the training; 26 (93%) attended and completed the training activities as prescribed. Qualitative data indicated that simulation, debrief and skills practice were all perceived as important training aspects. Participants placed particular value on the simulated resuscitation scenario. Self-assessed composite knowledge scores and individual knowledge-item scores increased significantly post-training (p = < 0.001—0.04). Reflective of participants’ emphasis on resuscitation, knowledge of post-laryngectomy resuscitation requirements increased significantly post-training (p = < 0.001).
Conclusions
Simulation-based training is a feasible method of clinical skill acquisition for urgent laryngectomy care. Further research is needed to assess whether competence is maintained over time, and whether Human Factors learning generalises to clinical practice. Wider study could incorporate assessment of the impact of the training on people with laryngectomy's experiences of urgent care and potential impact on hospital flow.
... There were many challenges. We had network problems brought on by the bandwidth demands of synchronous activity as described by Welsh (1997) and by Laurillard (2002). The tutorials demonstrated that even using popular software there was still the need for participants to learn a range of new skills, echoing the experiences of Shotsberger (1997) and Eastmond (1995). ...
Academic staff often find it difficult to attend staff development courses. Lack of time and other factors no doubt contribute to this recurrent problem. The aim of this project was to develop, implement and assess the value of synchronous on-line tutorials to encourage a distributed staff-community to engage with e-learning. The project also investigated practical approaches to integrate a range of commonly available 'e-learning tools' (including Internet Explorer, Blackboard, NetMeeting, Word and Windows Media Player) to support these synchronous on-line tutorials. Learning technologists, staff developers, and teaching staff at Southampton, Winchester, Reading and Bournemouth refined and tested the tools and approaches ‘off-line’, and then piloted and evaluated the use of the tools in real-life, on-line tutorials. The project concluded that it is possible to use synchronous on-line tutorials to engage small groups of staff in discussion about the learning technologies. It is also possible to engage staff in collaborative working in this way. A range of problems and limitations were encountered, not all of which were solved or reduced as partners in the project gained experience of the synchronous on-line tutorial.
... Perkembangan pesat teknologi informasi dan komunikasi telah membuka peluang baru dalam dunia pendidikan, mengubah cara kita mengajar dan belajar. Menurut Laurillard, teknologi digital memiliki potensi untuk mentransformasi pendidikan, tetapi hanya jika kita memahami bagaimana memanfaatkannya untuk mendukung proses pembelajaran yang efektif (Laurillard, 2013). Ini menekankan pentingnya pendekatan pedagogis yang tepat dalam penggunaan teknologi. ...
Pelatihan peningkatan kemampuan evaluasi pembelajaran melalui pendekatan Technology Enhanced Language Learning (TELL) dilaksanakan di Madrasah Aliyah Muhammadiyah Balassuka. Pelatihan ini bertujuan untuk meningkatkan kemampuan guru dalam melakukan evaluasi menggunakan berbagai aplikasi sehingga proses evaluasi pembelajaran yang dilakukan oleh guru semakin objektif dan menyenangkan. Pengabdian dilakukan melalui metode pelatihan, peserta menerima pemahaman terkait pendekatan TELL kemudian melakukan praktik pengelolaan materi evaluasi sesuai mata pelajaran masing-masing. Hasil dari pengabdian ini menunjukkan bahwa penggunaan pendekatan Technology Enhanced Language Learning (TELL) dalam evaluasi pembelajaran merupakan hal yang baru didapatkan oleh guru-guru sehingga memberikan motivasi dalam melakukan pengelolaan pembelajaran khususnya evaluasi pembelajaran.
... In 2004, Chen (2004) proposed the teaching interactive hierarchy tower in distance learning, which improves upon Laurillard's (2013) conversational framework in the context of distance learning by proposing to treat the media interface as an independent and foundational interactive entity. It uses information exchange (including teacherstudent interaction, student-student interaction, and student-resource interaction) to redefine adaptive interaction as an intermediate interaction layer. ...
Based on the instructional interaction principles outlined by Chen and Wang (2016) in third-generation distance learning, this study employs a recursive logical perspective on the evolution of the theory of interaction in distance education. It constructs a structural equation model to measure the mediating utility path of the learner’s proactive personality and the interactive outcomes of online learning to test the hierarchical relationships in the instructional interaction concepts of third-generation distance learning. The study proposes a mechanism for cultivating and transforming proactive personality, aiming to explore the potential pathways for online differentiated instruction management based on learner personality traits. The research conclusions reevaluate the conceptual hierarchy under the third-generation distance learning interaction theory and confirm the positive and significant impact of proactive personality on learners’ online learning interaction. According to the data analysis, recommendations are made for the implementation of personalized teaching strategies based on the strength of the proactive personality: (1)Teaching strategies for individuals with strong proactive personalities should adhere to principles of open environments, challenging tasks, shaping central roles, and immediate high-frequency interactions; (2) Teaching strategies for individuals with weak proactive personalities should adhere to principles of creating an active atmosphere while downplaying identity, stimulating introspection and providing timely feedback, and offering simple and low-pressure tasks; (3) By mixing individuals with a wide range of proactive personality traits and implementing intra-group settings and teacher-driven approaches, the learning drive of individuals with strong proactive personalities can be leveraged to benefit those with weak proactive personalities. This study contribute to explain the explicit process of learners’ cognitive networks and presents the direction of knowledge transmission and its periodic forms, which enriches the theoretical basis for the evaluation of instructional interaction in online courses and provides practical references for personalized teaching interaction strategies.
... A similar approach and finding are documented in Laurillard et al. (2011Laurillard et al. ( , 2018. Laurillard documents how the "Learning Designer" platform together with its underlying conversational framework (Laurillard, 2013) serves as a useful tool for building an online knowledge community of educators and letting them reflect on their pedagogy. The idea was to invite the educators to represent and provide feedback on their teaching ideas according to the conversational framework-and thus also to make the educators articulate and share their extensive knowledge and experiences in a suitable format with peers. ...
The need for professional development for digital, subject-specific competencies is increasing among educators in higher education. With online teacher professional development (oTPD), this demand can be accommodated flexibly. The article presents a systematic review of the literature and evidence on oTPD for digital competencies in higher education. The purpose of the review is to identify factors that influence the effect of an oTPD programme. A total of 661 peer-reviewed articles that included empirical studies and literature reviews related to oTPD from 2010 and onwards were identified using the EBSCO and ERIC databases and screened. 57 of these were coded and included in the analysis, and 604 articles were excluded due to wrong focus, educational level, publication type, or year. The analysis identifies sixteen underlying factors that influence the effect of oTPD related to either the institutional aspect, the design of the programme, and/or the delivery of the programme. Furthermore, the review identifies political implications for research on oTPD—the institutional context including technical solutions, the general pedagogical approach, and educator support—and methodological limitations related to the ambiguity of the oTPD concepts and the transferability of case studies, which call for more research.
... To guide the development of learning outcomes, we consulted the relevant literature and key stakeholders to identify the skills, competencies, and dispositions that graduates needed, and mapped this to Fink's taxonomy of significant learning (Fink, 2013;Wild & Omingo, 2020). This process spanned several days of intensive workshops, a subsequent online course, and mentoring (Wild, 2022) during which lecturers mapped concepts and crafted their learning outcomes and teaching and assessment strategies (Laurillard, 2012(Laurillard, , 2013Omingo et al., 2021bOmingo et al., , 2021aWild, 2022). Lecturers were introduced to the digital Learning Designer 10 tool. ...
After decades of turbulence and acute crises in recent years, how can we build a better future for Higher Education?
Thoughtfully edited by Laura Czerniewicz and Catherine Cronin, this rich and diverse collection by academics and professionals from across 17 countries and many disciplines offers a variety of answers to this question. It addresses the need to set new values for universities, trapped today in narratives dominated by financial incentives and performance indicators, and examines those “wicked” problems which need multiple solutions, resolutions, experiments, and imaginaries.
This mix of new and well-established voices provides hopeful new ways of thinking about Higher Education across a range of contexts, and how to concretise initiatives to deal with local and global challenges. In an unusual and refreshing way, the contributors provide insights about resilience tactics and collective actions across different levels of higher education using an array of styles and formats including essays, poetry, and speculative fiction.
With its interdisciplinary appeal, this book presents itself as a provocative and inspiring resource for universities, students, and scholars. Higher Education for Good courageously offers critique, hope, and purpose for the practice and the trajectory of Higher Education.
... Concept formation is the result of a complex activity in which all basic functions are involved. The process cannot ... be reduced to association, attention, imagery, inference, or determining tendencies" (Vygotsky, 1934(Vygotsky, /1962 (Laurillard, 2002;Pask, 1975bPask, , 1976bScott, 2011Scott, , 2021Tilak and Glassman, 2022). For this reason, the set of proper concepts will be designated as Lev set , such that where is short for the concept of topic and is short for a description of topic . ...
Pask's conversation theory can be taken to be a cybernetic theory of how concept forming and concept sharing emerge out of conversational activity. Since many of the arguments found in Pask are of a formal type, the text attempts to compile such arguments in an attempt to create a groundwork text for an algebra of discursive activity.
... Effective learning happens when our understanding and our experiences are in constant interaction rather than when we merely internalize theoretical knowledge (Lave & Wenger, 1991). A learner learns best in first-order experiences-everyday practical experiences-rather than second-order experiencesdescriptions of experiences (Laurillard, 2013)-in a "head model" of education. Embodied learning happens when a learner is immersed in direct and meaningful-authentic-experiences where they can connect the theoretical or the abstract with something lived (Nathan, 2022). ...
As an educator (Allison Balabuch) and an archaeologist (Ann Stahl), we consider how models drawn from archaeology, anthropology, and Indigenous principles of learning can help inform a shift from a “head” model of education to embodied learning through a Know-Do-Understand model. Learning in apprenticeship models has been an integral part of human history across the globe. Apprenticeship models echo Indigenous principles of learning, such as connections to place, relationality, and holistic, experiential learning. We also make a case for how learning through archaeology’s diverse and interdisciplinary subject matter can provide teachers with knowledge and skills to enrich formal classroom settings. By re-examining school pedagogy to consider models that include all of the learner—mind, body, and community—and through ongoing collaborations between archaeologists and educators, we can develop a more culturally inclusive and responsive model of education.
... São abstrações bem complicadas, mas é este o melhor serviço que a matemática nos presta. Laurillard (2007), discutindo o ensino universitário, reclamou de propostas excessivamente simplificadoras, como da "aprendizagem situada" (LAVE; WENGER, 1991;GEE, 2004), que pretendem, por vezes, retirar a habilidade de abstração do ar, terminando no que Del-Cadernos de Pesquisa, São Luís, v. 29, n. 4, out./dez., 2022. Disponível em: http://www.periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa ...
Neste texto, o autor apresenta algumas divergências sobre o pensamento complexo de Morin, embora concorde amplamente com a reconstrução epistemológica de Morin. O pensamento é complexo como fenômeno cerebral, composto de dinâmicas que sequer ainda deslindamos minimamente, ou seja, em sua ontologia, mas, epistemologicamente, o pensamento, por razão evolucionária mormente, é um fenômeno de abstração seletiva que naturalmente reduz a realidade a recorrências, de preferência, invariantes. É, então, sempre uma simplificação estratégica – só explicamos o que simplificamos. Não explicaríamos o complexo usando um discurso complexo, que, por óbvio, seria ininteligível. Esta redução é doentia no positivismo, porque postula serem os formalismos discursivos realistas (a realidade é matemática, não apenas a reconstruímos usando reduções matemáticas), mas é comum em qualquer analista que busca respeitar a complexidade da realidade. Interdisciplinaridade é muito importante para uma visão mais abrangente de uma realidade que escapa, ao final, a nossos formalismos, mas só é praticável num grupo de especialistas. O analista individual é disciplinar, não só por (de)formação, mas também para poder aprofundar-se – o aprofundamento é naturalmente disciplinar. Daí a importância do trabalho em equipe que mistura disciplinas.
... This shows two cycles of the SECI model connected in a way to suggest that apprenticeship-type engagements between industrial practice and educational practice entail a mutual dialogical encounter in which tacit knowledge can be transferred. Connecting the SECI model in this way invites comparison with other models of educational activity -particularly the Pask/Laurillard Conversational Framework (CF) (Laurillard 2013). However, while the CF considers the processes of externalisation (teach-back) and internalisation (learning) within a shared environment, the 'noise' of practical social encounters (in the middle of Fig. 1) between different environments and domains is where tacit encounters feed into students' expression of codified understanding. ...
This chapter was written as a historical overview of postdigital thought for the two edited volumes about postdigital research, Postdigital Research: Genealogies, Challenges, and Future Perspectives and Constructing Postdigital Research: Method and Emancipation. The first version of this chapter, ‘History of the Postdigital: Invitation for Feedback’, was published in October 2022. During the next 5 months, the article was downloaded more than 1000 times, and had received feedback from five people: Sean Sturm, Eamon Costello, and three other authors who preferred to remain anonymous. In February 2023 I addressed all received feedback and prepared this version for publication. I also added an Epilogue that reproduces the original invitation for discussion and then briefly reproduces and addresses respondents’ comments.KeywordsPostdigitalArtsHumanitiesScienceEducationHistoryConceptOverview
... This shows two cycles of the SECI model connected in a way to suggest that apprenticeship-type engagements between industrial practice and educational practice entail a mutual dialogical encounter in which tacit knowledge can be transferred. Connecting the SECI model in this way invites comparison with other models of educational activity -particularly the Pask/Laurillard Conversational Framework (CF) (Laurillard 2013). However, while the CF considers the processes of externalisation (teach-back) and internalisation (learning) within a shared environment, the 'noise' of practical social encounters (in the middle of Fig. 1) between different environments and domains is where tacit encounters feed into students' expression of codified understanding. ...
This chapter is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the chapter summarises the community’s insights into the many faces of collective writing. Appendix 1 presents the workflow of the chapter’s development. Appendix 2 lists approximately 100 collectively written scholarly articles published between 2016 and 2023. Collective writing is a continuous struggle for meaning-making, and our research insights merely represent one milestone in this struggle. Collective writing can be designed in many different ways, and our workflow merely shows one possible design that we found useful. There are many more collectively written scholarly articles and chapters than we could gather, and our reading list merely offers sources that the co-authors could think of. While our research insights and our attempts at synthesis are inevitably incomplete, ‘Collective Writing: The Continuous Struggle for Meaning-Making’ is a tiny theoretical steppingstone and a useful overview of sources for those interested in theory and practice of collective writing.KeywordsCollective writingKnowledge socialismEducational philosophyPostdigitalPraxisMethodologyOpennessAcademic labourPeer co-productionPeer reviewRelational epistemologyWriting as dataIndigenous knowledgeIndigenous identityEthicsTrustIntegrityCollegialityEmancipationPositionalityPublic ownership
... This shows two cycles of the SECI model connected in a way to suggest that apprenticeship-type engagements between industrial practice and educational practice entail a mutual dialogical encounter in which tacit knowledge can be transferred. Connecting the SECI model in this way invites comparison with other models of educational activityparticularly the Pask/Laurillard Conversational Framework (CF) (Laurillard 2013). However, while the CF considers the processes of externalisation (teach-back) and internalisation (learning) within a shared environment, the 'noise' of practical social encounters (in the middle of Fig. 1) between different environments and domains is where tacit encounters feed into students' expression of codified understanding. ...
This chapter details an approach to postdigital research focused on systemic modelling and scalable small-scale interventions. In the face of major educational challenges which have arisen in the wake of technology, postdigital research is timely. I argue that the current educational system relies on the codification of knowledge, whereas the modern fluid knowledge environment of technology produces a ‘codification bottleneck’ necessitating more emphasis on tacit knowledge, dialogue, and apprenticeship. Within this context, values are of increasing importance as an underpinning foundation for learning partnerships in fast-moving streams of discourse. I present postdigital research as an active process of inspecting and intervening with the dynamics of value within the existing system, with the aim of constructing better models of its dynamics, and to use this to guide interventions which catalyse processes of educational improvement. This modelling requires an understanding of the ‘liminal dynamics’ of perception, as well as the dynamics of institutional organization. This requires the use of systems tools, and the majority of the chapter is an exposition of tools and approaches to understanding value as a dynamic system. Drawing on work from cybernetics and psychotherapy with these modelling techniques, I discuss how recent examples of practice can be seen to be consistent with a postdigital approach – particularly with regard to understanding self-organisation in learning. This places emphasis on the role of uncertainty and noise created by technology in the production of new understanding and organizational forms.KeywordsCyberneticsPsychodynamicsCatalysisTacit knowledgePostdigital research
The rapid expansion of the digital economy, driven by advancements in technology, is reshaping global markets, making digital skills essential for workforce success. This study examines how well-prepared students are to navigate this evolving landscape and identifies gaps in their readiness. Factors such as outdated curricula, the digital divide, and inadequate infrastructure hinder students' ability to acquire necessary skills like coding, AI, and data analysis. To bridge these gaps, education systems must update curricula, provide equitable access to digital tools, and promote continuous learning. By fostering digital literacy and adaptability, institutions can better equip students for success in the digital economy and future job markets.
Most universities in Kenya have double intakes, for regular and parallel programmes where distance learning is preferred as a mode of study for students who may not want residential training. Due to mass intakes in Kenya since the inception of 8-4-4 system of education, resources are overstretched. The most affected students are those in distance learning where internet is not reliable and ICT experts are insufficient or students are not complaint with this system of learning. The purpose of this study was to investigate the place of ICT in university education and its effects on quality learning outcomes. Universities, both in regular and long distance study have drastically opened more learning campuses and centers to take learning to the people. This mass intake has put pressure not only on lecturers but also on ICT delivery and other learning resources with the risk of compromising quality education. To achieve clear outcomes, the study has employed both cognitive and quality education models to conceptualize the summary of the study. The study analyzed requirements of university education viz a viz the effects of ICT on quality education. Qualitative design and research methods such as purposive and random sampling were used to gather both primary and secondary data. Respondents were drawn among students, lecturers and relevant university management staff. Classroom discussions and workshops were also considered to generate informative data. To evaluate the significance of the study and its learning outcomes, detailed information related to ICT platforms was collected from two universities, Kenyatta University and St. Paul’s University which represented public and private universities respectively. These results illustrate that the quality of ICT resources positively or negatively determine learning outcomes today.Key Words: ICT, Education, Quality, Learning Outcomes, Resources.
Commencing students in all their diversity have special transition needs regarding their ability to adjust successfully to the culture and demands of tertiary study. In response, much research work and resource development have been undertaken to enhance and to assure successful student learning and engagement in the first year experience (FYE). However, as the Policy Center on the First Year of College, Brevard College (http://www.brevard.edu/fyc/) has found, institutional effectiveness in promoting the learning and success of all students in transition is dependent on the creation of organisational structures to provide a “comprehensive, integrated, and coordinated approach to the first year that is realized and maintained through effective partnerships among academic affairs, student affairs, and other administrative units and is enhanced by ongoing faculty and staff development activities and appropriate budgetary arrangements”.
This paper will discuss a range of learner-centred strategies and initiatives that have been trialled to date in response to the “new realities of the social context for higher education” (James, 2002: 81) and to Policy Cente’s exhortation. The two-pronged approach adopted will be discussed: namely, to embed the basic skills-set necessary for tertiary success into core curriculum and then support this in-class learning with a range of out-of-class strategies that emphasise retention and learning engagement. An analysis of student feedback on these transitional initiatives will also be presented.
This work has now informed a much more ambitious project which will also be presented. In “joined-up” thinking, a managed learning environment (MLE) is proposed, where all first year learners are provided with an online personal profile on their virtual arrival at university. The proposed MLE for the FYE will utilise existing institutional information systems and processes (including the institutional online learning environment) to provide commencing and transition students with “just-in-time” resources and assistance mapped against their position in their first year journey, as triggered by critical dates and/or teacher intervention. It is hoped that this MLE approach, where both pedagogy and technological affordances are aligned effectively in a compelling student-centred environment, will ultimately embed an institutional curriculum-mediated transition strategy that is tailor-made for transforming the first year experience.
Education is already hovering on the edge of the Education 4.0 revolution fueled by technology integration and student participation. Therefore, Education 4.0 eliminates rigid structures, lectures and focuses on teachers as Education 4.0 is meant for digital generation providing a flexible learning process that is continuous. Central to this shift is the Smart Hybrid Learning System, which brings together models such as the Challenge Based learning and the Case Based learning in dynamic online environments. Enhancing learning solution; online learning platforms, LMS, AI, IoT provide rich engagement solutions. Today's school structures fail to capture such changing needs, which puts emphasis on old fashioned approaches. Such classroom practices as the flipped and smart classroom helps overcome these gaps but issues with implementation is still an issue with issues to do with infrastructure and digital divide. Education 4.0 is the strategic direction towards mass, choice and flexibility for learning in the era of volatility.
Blended learning has gained significant popularity; however, there were few empirical studies on students’ perceptions of blended course adaption and blended learning effectiveness in higher education. The aim of the present study is to: (a) describe the degree of blended learning effectiveness, student engagement, student academic motivations, and student learning outcomes in higher education; (b) examine the relationships between perceptions of blended learning effectiveness and student learning outcomes; and (c) investigate the mediating role of student engagement and the moderating role of student academic motivation and in the blended learning model. The paper addressed research questions through a non-experimental, correlational design and collected feedback from 79 undergraduate students who experienced blended learning. Results showed that: (1) Students perceived blended courses as relatively highly effective and engaging (mean = 4.47); (2) There was a positive association between the effectiveness of blended learning and student learning outcomes in higher education institutions (r = 0.586, p < .01); (3) Perceptions of blended learning effectiveness indirectly influenced student learning outcomes through student engagement; and (4) Student academic motivation moderated the relationship between student learning outcomes and effectiveness of blended learning. In other words, perceptions of blended learning effectiveness would increase student engagement, which in turn improves student learning outcomes. The study concludes with additional findings, explanations, limitations and suggestions for future studies aimed at educators, administrators, and policymakers.
This chapter explores the transformative journey of engaging in the Scholarship of Teaching and Learning (SoTL) within a multicultural higher education context. It highlights five distinct SoTL projects aimed at enhancing digital literacy, integrating AI in education, and fostering leadership skills. These projects include blended learning for TVET educators, digital competency development for NEET girls, AI-enhanced educational strategies, leadership training for women, and active learning methodologies in certificate programs. Emphasizing reflective practice, cultural sensitivity, and evidence-based approaches, the chapter demonstrates how SoTL fosters student-centred learning and professional development. It also addresses challenges such as securing funding and overcoming institutional biases towards SoTL, offering strategies to navigate these hurdles. Thus, the chapter illustrates the significant impact of SoTL on promoting inclusive education, driving pedagogical innovation, and contributing to both individual and institutional growth in the academic community.
The adoption of artificial intelligence (AI) in academia is an emerging field of interest. However, there is scant literature that explores the phenomenon of AI adoption by graduate students in doctoral education. This study employs collaborative autoethnography to explore and better understand the nuances of how doctoral students experience AI technologies within academic pursuits. A critical analysis of data revealed that the collective researcher-participant experiences offered the primary overarching theme of adoption strategy, with four distinct subthemes: adoption fear, adoption resistance, adoption feasibility, and adoption ethics. The findings suggest a balanced approach to AI adoption depends on the development of comprehensive strategies that are informed by a deep understanding of both the technological capabilities and the human factors involved. We urge both doctoral students and educators involved in doctoral programs to think critically about these identified themes. For doctoral students, this analysis offers valuable insights into challenges associated with integrating AI technologies into formal learning environments, potentially enhancing a management strategy for their doctoral studies. Educators tasked with integrating and evaluating AI technologies for doctoral coursework may develop a deeper understanding of the challenges their students may encounter during the adoption process.
This quantitative research paper examines graduate student perceptions regarding reviews provided by both human peers and AI-generated algorithms within a cyber-social learning platform. The study employs a structured survey instrument distributed to a sample of 41 graduate students enrolled in diverse academic programs. The primary objectives include assessing students’ attitudes toward reviews generated by human peers and AI algorithms, exploring the perceived effectiveness, credibility, and trustworthiness of both types of reviews, and identifying potential factors influencing student preferences. Findings showed a nuanced set of perceptions. The hypothesis that learners would have more positive perceptions of human-generated AI was confirmed. However, it was shown that learners preferred receiving both human- and AI-generated reviews in the future. Findings on the mediating effects of individual demographics were mixed with some characteristics demonstrating stronger mediating influence. The hypothesis that learners would have a positive perception of the learning platform was confirmed. The paper concludes with a discussion of the philosophical and practical implications of these findings.
This chapter connects educational theory, digital pedagogy and practice to learning design methodology. It highlights the need for updated models and frameworks to design generative AI-enabled teaching and learning and suggests a new approach (Generativism), which is the design, delivery and assessment of learning in collaboration with generative AI.
The present study aimed to investigate the research on permanence and efficacy of constructivist applications with the mixed-meta method. Mixed-meta method involves the investigation of research based on two dimensions to collect comprehensive quantitative (meta-analysis) and qualitative (meta-thematic analysis) data with a literature review. Quantitative studies were scanned based on certain criteria in certain databases and analyzed with the CMA 2.0 software. Moderator analyzes that included the course field, instruction level, application duration, and sample size variables in the studies that investigated the impact of constructivist approach on permanence were also conducted. The analyses revealed that the effect size of the studies and the relevant moderators on permanence was high. Qualitative studies were analyzed with the Maxqda 22 software in meta-thematic analysis. The findings revealed that constructivist approach themes included “contribution to personal development”, “technological contribution of the approach to learning”, “problems experienced during the applications” and “solution suggestions”. Thus, the qualitative findings demonstrated that the constructivist approach had a positive effect on permanence. The findings also demonstrated that the constructivist approach generally had a positive effect on various instructional levels, course fields, application durations and samples, and a good impact on permanence.
Institutions of higher learning are essential in society. In the year 2023, there were over 18 million students. Though this total is substantial, it is below par compared to past trends. Long-standing college enrollment has been a catalyst for educating individuals in their chosen fields. Education attainment over time assists people in increasing the quality of life for themselves and their families, optimal health outcomes, and higher levels of productivity in communities while opening themselves to a broader range of opportunities. Because of COVID-19, in recent years, enrollment, retention, and graduation rates have been a challenge, particularly among nontraditional college students. Ensuring mattering and providing an inclusive campus environment has been more critical than ever before. As college administration and instructors seek ways to alleviate such fluctuations, collaborative learning and transmedia are viable solutions.
p>The article presents an overview of current research on critical thinking based on the hypothesis of embodied cognition and representing the so-called non-Cartesian approach to thinking, in which the rational and the sensual do not act independently from each other, but as a closely related group of processes. Despite the fact that the topic of critical thinking in this research area is yet in the process of formation, the review is systematic and contains indications of two main directions, their theoretical guidelines and methodological guidelines. A comparison of the identified approaches makes it possible to identify the mechanisms that are key to any embodied version of the critical thinking model: an individual's sensitivity to his own explicit and implicit epistemic signals, or dispositional attentiveness, and emotional non-activity. It is shown that interdisciplinary transfer in this topic is problematic: knowledge produced in the psychological framework of embodied cognition research is inherently different from knowledge that allows improving the learning process of critical thinking. The results obtained open up prospects for further research and ways to reorganize pedagogical practice in the field of teaching critical thinking</p
It is imperative to use new technologies in a supportive manner to meet the learners’ and teachers’ demanding needs as educational environments change in the digital age. The continuous expansion of online learning and distance education opportunities responds to the demands of learners and teachers while pioneering the use of technology in education. One advancement in English language teaching and learning in online environments, which assists teachers in reducing their workload and providing students with instant digital feedback, is the automated writing evaluation (AWE) tools. To gain a deeper understanding of the potential and limitations of these digital tools, this study aims to investigate the effectiveness of AWE feedback in error reduction in writing in English and the explore views of students regarding the utility of AWE tools. For this purpose, a total of 38 students at a university in Turkiye participated in the study, and three of their essays were evaluated. Within a concurrent triangulation mixed-method design, the changes in errors of the experimental group (n=18) receiving AWE feedback, and the control group (n=20) receiving teacher feedback were analyzed quantitatively, and the written reflection reports and semi-structured interviews conducted with the students were analyzed qualitatively. The results indicated that teacher feedback and AWE feedback were both effective in reducing errors in 11 categories. AWE feedback appeared to minimize errors in mechanics and usage more efficiently and teacher feedback was required more in content and organization issues. As a result, AWE was found as a complementary and effective tool supporting the improvement of target language writing skills saving time and energy for teachers. Furthermore, students expressed positive views regarding the use of AWE despite minor limitations. The findings of this study in general sheds light on using online digital tools of ubiquitous nature such as AWE to assist language improvement outside the class.
Healthcare professionals (HCPs) have vital roles in providing evidence‐based care to promote healthy micronutrient nutrition in early life. Providing such care requires scalable training to strengthen knowledge and confident application of effective behaviour change skills. Among 33 public and private HCPs (primarily dietitians) in South Africa, we evaluated the behaviour change aspects of a technology‐enabled National Qualification Sub‐Framework level 6 programme, Improving Early Nutrition and Health in South Africa (‘ImpENSA’). This programme comprises two self‐directed micronutrient and behaviour change knowledge‐based eLearning and one facilitated online practical skills modules to improve maternal and infant micronutrient nutrition. Using assessments, questionnaires and interviews, we collected data at baseline, after module completion and at 3‐month follow‐up after programme completion. Questionnaire and interview data showed major improvements in understanding of and attitudes towards person‐centred behaviour change support immediately following the eLearning module on behaviour change. The assessment pass rate increased from 38% at baseline to 88% postmodule, demonstrating significant knowledge gain in behaviour change support. Intention to change practice towards a person‐centred approach was high and many had already started implementing changes. Three months postprogramme, support was centred around patients' needs. Open relationships with patients, improved patient outcomes and increased job satisfaction were among reported outcomes. Many reported becoming better change facilitators and reflective practitioners. Additional improvements in understanding and attitudes to behaviour change support were evident, reinforced by making changes and experiencing positive outcomes. The findings suggest that technology‐enabled learning can equip HCPs with knowledge and skills to effectively support behaviour change for healthy micronutrient nutrition during pregnancy and infancy.
The last few years have seen a rapid increase in the use of chatbots in various fields, including marketing, culture, entertainment, healthcare, education and more. Implement an automated chat communication allows users to implement virtual communication. The convenience and versatility of this program allows you to automate a number of learning processes and quickly interact with users. The article presents the results of a study on the possibilities of using chatbots in education. Awareness of teachers of higher education institutions with chatbot technology was stated. There is a positive indicator of the use of chatbots by teachers ever. The functions that a chatbot can perform in the educational process of educational institutions are described. The chatbot is classified according to the parameters in terms of application in various fields and technical characteristics. The use of chatbots for various educational purposes provides, above all, constant access of students to important information. In addition, answering simple questions from students, the chatbot acts as their consultant. The variety of functions performed by the chatbot in the educational process makes it possible to provide communication between teacher and student, and receive useful information. This confirms that chatbot technology can be integrated into the educational process of higher education institutions. It has been identified that the integration of chatbots into the education system is used to support knowledge management, facilitate learning, and enhance the effectiveness of the educational process. This innovative approach ensures accessibility, personalization, and improvement of the educational experience for all participants in the education system.
In this case study, we report on the creation and use of cloud-based e-assessment modules in the mathematics and statistics courses for first-year students in the bachelor programme Biomedical Sciences at the University of Amsterdam. These modules include formative and summative parts. They have been developed in a cloud-based environment that enables interactivity through integration of multimedia, randomised examples, and randomised exercises with automated feedback, and that supports randomised formative and summative e-assessment. We present two scenarios for e-learning of mathematics and statistics in the biomedical context: in one scenario, an e-assessment module is used alongside a textbook, and in the other scenario all instructional materials are digital. We discuss the use of ICT for support of learning and for empowering the learning experience of students in a design of the continuous e-assessment of mathematical or statistical abilities. This includes the design of differentiated instruction, the creation of e-assessment for learning and of learning, and the monitoring of learning processes and progress of students during the courses. We use the TPACK framework to describe and discuss the experiences of the lecturers about working with online modules and e-assessments, and the specific characteristics of designing these instructional materials.
Artificial intelligence (AI) has brought unprecedented growth and productivity in every socioeconomic sector. AI adoption in education is transformational through reduced teacher workload, individualized learning, intelligent tutors, profiling and prediction, high-precision education, collaboration, and learner tracking. This paper highlights the trajectory of AI research in higher education (HE) through bibliometric analysis and topic modeling approaches. We used the PRISMA guidelines to select 304 articles published in the Scopus database between 2012 and 2021. VOSviewer was used for visualization and text-mining to identify hotspots in the field. Latent Dirichlet Allocation analysis reveals distinct topics in the dynamic relationship between AI and HE. Only 9.6% of AI research in HE was achieved in the first seven years, with the last three years contributing 90.4%. China, the United States, Russia and the United Kingdom dominated publications. Four themes emerged – data as the catalyst, the development of AI, the adoption of AI in HE and emerging trends and the future of AI in HE. Topic modeling on the abstracts revealed the 10 most frequent topics and the top 30 most salient terms. This research contributes to the literature by synthesizing AI adoption opportunities in HE, topic modeling and future research areas.
Innovations in information and communication technologies (ICTs) and the subsequent development of learning management systems (LMSs) are positive and encouraging. These advancements enable a supportive learning environment for both instructors and learners to engage and communicate. The South African higher education system is dealing with a diversified student population with varied levels of preparedness, multilingualism, and large classes. The premise of this chapter is “how student engagement and communication happen under these circumstances.” The exploration of this question could enable HEIs in SA to better understand and serve this vulnerable population. The study is underpinned by social constructivism. A qualitative observational methodology was followed of undergraduate first year students in a typical south African higher education online course. The study concludes that a more supportive role by the institution if there are to be better outcomes for vulnerable groups is important and that could improve learner outcomes.
In today’s educational landscape, active learning is often overlooked during lectures, seminars, and tutorials. The aim of this study was to investigate perceptions of online and face-to-face lecture formats and their impact on the learning experiences of undergraduate dental students in Years 3–5. This qualitative study was conducted to investigate the effectiveness of different lecture formats at the Institute of Dentistry for undergraduate dental students in Years 3–5. There were two specific questions asked to dental undergraduate students with additional free-text questions. In total, 120 of 221 undergraduate students participated in this study between October 2019 and February 2020, and only 42 participants included the free-text comments. Three core themes related to the blended learning approach were identified: (1) scheduled versus recorded lectures, (2) duration of academic lectures, and (3) neurodiversity and learning experiences. The results showed that the learners perceived the traditional didactic lectures as the least effective format. There is not a “one fits all” lecture format that would accommodate a neurodiversity-based approach that focuses on the strengths, abilities, and interests of students. Hybrid lecture formats in combination with online teaching coupled with small group tutorials could be suggested. There is a unique challenge in the post-COVID-19 era for both educators and learners due to the lack of clinical practice and heavy reliance on online methods of teaching in Dentistry. Therefore, the implication of these results on the planning and financing of programmes could be discussed in Higher Education.
One apparent challenge associated with learning analytics (LA) has been to promote adoption by university educators. Researchers suggest that a visualization dashboard could serve to help educators use LA to improve learning design (LD) practice. We therefore used an educational design approach to develop a pedagogically useful and easy-to-use LA visualization solution to support data-informed LD. We interviewed four staff in a medical degree program at a New Zealand university, designed and piloted a dashboard, and evaluated it through interviews. As a proof-of-concept project, our study showed that educational design research could be meaningfully used to develop a visualization dashboard that is easy-to-use and useful. In particular, the preliminary design principles identified provide implications for practitioners who are seeking to use LA to inform LD. Finally, we reflect on the purpose of visualization dashboards in relation to the literature and identify areas for future developments.
This paper explores the affordances of virtual reality (VR) simulations for facilitated model-based reasoning. Thirty-four undergraduate students engaged with simulated scientific models in head-mounted displays and their facilitator in a co-located mixed-presence configuration. We coded the facilitator–participant interactions using the Structure–Behavior–Function framework to examine how the simulation and learning activity supported meaning-making and model-based reasoning. We inductively analyzed the exchanges for key themes relating to how the learner–facilitator pairs interrogated the model. Findings showed that the model’s function was most frequently examined, followed by structure, then behavior. Productive engagement patterns included spontaneously observing the model’s structural components, which at times led to more in-depth student-driven inquiries. Learners attended to components’ behavior in the form of immediate situated feedback while demonstrating their conceptual understanding. A “compare and contrast” pattern through multiple simulated states allowed dyads to elaborate on the model’s function. However, mental workload and prior knowledge were mediating factors. Further, pairs leveraged the simulation environment to access conceptual content. Lastly, predictions about the model’s system dynamics led to shifts between different levels of reasoning through structure, behavior, and function. We discuss affordances that made the VR simulation an effective mediating representation for a facilitator and learner to interrogate complex scientific models together. This work extends the possibility space for embodied learning in VR, addressing a broader range of difficult-to-teach abstract concepts.
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