To be presented at:
"Ideas in Mobile Learning Symposium", 6th - 7th March 2014, Watershed, Bristol UK, Organised by Designing for Digital Learners (D4DL) Research Group. This event is supported by QR (Quality Research) funds from UWE Bristol
Now closed to new submission, but we have a few places left. Register at: http://goo.gl/jVypI7
BIIML 2014 Preliminary Programme now available: http://cloudworks.ac.uk/cloud/view/8540
Event link:
http://cloudworks.ac.uk/cloudscape/view/2896
To be presented at:
"Ideas in Mobile Learning Symposium", 6th - 7th March 2014, Watershed, Bristol UK, Organised by Designing for Digital Learners (D4DL) Research Group. This event is supported by QR (Quality Research) funds from UWE Bristol
Now closed to new submission, but we have a few places left. Register at: http://goo.gl/jVypI7
BIIML 2014 Preliminary Programme now available: http://cloudworks.ac.uk/cloud/view/8540
Event link:
http://cloudworks.ac.uk/cloudscape/view/2896
Leave Your Phone at Home, THIS is Mobile Media - Edinburgh Interactive FestivalTHE SWARM
Jason DaPonte, Managing Director of THE SWARM, believes that mobile media is becoming more about users in mobile situations than about specific mobile devices. He will look at trends and make predictions about how mobile media is evolving beyond the handset including looking at connected cars, clothing and more as well as making predictions about how he thinks content can be made successful in this ecosystem.
Outsiders looking in or insiders looking outdebbieholley1
Keynote for International Ireland Conference on Education, Dublin, 20/22 April 2015. Conference website: www.iicedu.org
Abstract
Outsiders looking in or Insiders looking out: Challenges for educators negotiating shared learning spaces
This keynote will explore some key policy drivers that impact from ‘outside’ the Academy as Higher Education Institutions try to work out how to best position themselves in a time of rapid policy change. The ‘between’ spaces are significant, how do our students and potential students make sense of the educational offerings; their transition from home to University, when increasingly, this transition is a home based transition? Their arrival ‘inside’ the University presents a series of opportunities and barriers when viewed through the lens of what is permitted – issues of culture identity and engagement are no longer confined to the physical. Online spaces between have been colonised in ways that individuals find meaningful and the bridge from ‘Inside’ to ‘Outside’ and within the Academy needs to be redefined. The talk will finish by offering some insights and possible ways forward to support and meet with our students as they negotiate their way through their own, and our, learning spaces.
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Abstract
AR is where embedded animations, video clips, 3D graphics ‘come to life’ when a SMART device is help up to an image, which ‘triggers’ the media. There has been significant interest in this technology, especially with the potential of AR Head Mounted Displays (HMDs), leading to investment by corporations such as Microsoft and HoloLens; however there is a gap in the literature around the evaluation of the pedagogical potential when embedding this technology into Higher Education classroom contexts.
In line with QAA benchmarks (QAA 2013) our University is moving towards developing graduate attributes, and early connections with ‘softer skills’ are embedded through Personal Development Planning (PDP) module. The PDP module, taken by our first year computer gaming and technology students has a history of lack of engagement and a poor submission rate. Initial research showed that STEM students in particular can be reluctant to engage with the ‘employability’ agenda (CB1I/Pearson 2013; Harris 2014; UKSES 2014). Our response was to use an Action Research methodology to explore and address these issues (c.f. Norton, 2009), including our students as part a participative research process.
Working with Aurasma, a free ‘App’ that enables the creation of AR artefacts, the curriculum was redesigned placing the development of an AR artefact at the core of the module. The brief for students was to create an artefact based on some aspect of the library, and to keep a blog of group interactions and reflections. To support a more critical approach, the lecturing team modelled a ‘video research focus groups’ in class, where the authors (Holley, Hobbs and Paraskevopoulos) were filmed facilitating the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others.) were filmed facilitiaing the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others. Our early findings show positive engagement and improved submission rates, and our interactive workshop will invite ALT_C participants to come and bring their SMART devices and discover the planning, process and results of our project through a series of AR artefacts produced by project participants, both staff and students.
Leave Your Phone at Home, THIS is Mobile Media - Edinburgh Interactive FestivalTHE SWARM
Jason DaPonte, Managing Director of THE SWARM, believes that mobile media is becoming more about users in mobile situations than about specific mobile devices. He will look at trends and make predictions about how mobile media is evolving beyond the handset including looking at connected cars, clothing and more as well as making predictions about how he thinks content can be made successful in this ecosystem.
Outsiders looking in or insiders looking outdebbieholley1
Keynote for International Ireland Conference on Education, Dublin, 20/22 April 2015. Conference website: www.iicedu.org
Abstract
Outsiders looking in or Insiders looking out: Challenges for educators negotiating shared learning spaces
This keynote will explore some key policy drivers that impact from ‘outside’ the Academy as Higher Education Institutions try to work out how to best position themselves in a time of rapid policy change. The ‘between’ spaces are significant, how do our students and potential students make sense of the educational offerings; their transition from home to University, when increasingly, this transition is a home based transition? Their arrival ‘inside’ the University presents a series of opportunities and barriers when viewed through the lens of what is permitted – issues of culture identity and engagement are no longer confined to the physical. Online spaces between have been colonised in ways that individuals find meaningful and the bridge from ‘Inside’ to ‘Outside’ and within the Academy needs to be redefined. The talk will finish by offering some insights and possible ways forward to support and meet with our students as they negotiate their way through their own, and our, learning spaces.
======================
Abstract
AR is where embedded animations, video clips, 3D graphics ‘come to life’ when a SMART device is help up to an image, which ‘triggers’ the media. There has been significant interest in this technology, especially with the potential of AR Head Mounted Displays (HMDs), leading to investment by corporations such as Microsoft and HoloLens; however there is a gap in the literature around the evaluation of the pedagogical potential when embedding this technology into Higher Education classroom contexts.
In line with QAA benchmarks (QAA 2013) our University is moving towards developing graduate attributes, and early connections with ‘softer skills’ are embedded through Personal Development Planning (PDP) module. The PDP module, taken by our first year computer gaming and technology students has a history of lack of engagement and a poor submission rate. Initial research showed that STEM students in particular can be reluctant to engage with the ‘employability’ agenda (CB1I/Pearson 2013; Harris 2014; UKSES 2014). Our response was to use an Action Research methodology to explore and address these issues (c.f. Norton, 2009), including our students as part a participative research process.
Working with Aurasma, a free ‘App’ that enables the creation of AR artefacts, the curriculum was redesigned placing the development of an AR artefact at the core of the module. The brief for students was to create an artefact based on some aspect of the library, and to keep a blog of group interactions and reflections. To support a more critical approach, the lecturing team modelled a ‘video research focus groups’ in class, where the authors (Holley, Hobbs and Paraskevopoulos) were filmed facilitating the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others.) were filmed facilitiaing the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others. Our early findings show positive engagement and improved submission rates, and our interactive workshop will invite ALT_C participants to come and bring their SMART devices and discover the planning, process and results of our project through a series of AR artefacts produced by project participants, both staff and students.