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Abstract

This article investigates researchers’ methodological preconceptions when aiming at insight by involving visual methods in focus group interviews. The authors examine the photos used in photo-elicited focus group interviews in a project investigating Chinese and Norwegian early childhood education master students and teacher educators’ values and beliefs about proper artifacts for local and national belonging. They aim to adopt a “defamiliarizing mode” for their interpretations while emphasizing conflicting perspectives among the interviewees using provocative photos to prompt the discussion. To critically investigate the photos and problematize the authors’ choices of photos that reflect their preconceptions, this article is structured around the research question: how can photo-elicited interviews (pei) provoke researchers’ methodological preconceptions? The conflicting perspectives were analyzed building on Bakhtin’s concepts on outsideness, chronotope and polyphony. The authors’ analysis surfaces new insight into the limitations and strengths of photo-elicited focus group interviews contextualized in educational research.

Open Access
In: Video Journal of Education and Pedagogy
Author: Natalie LeBlanc

Abstract

This article explores a series of non-linear films produced in an undergraduate digital arts course. Drawing on concept of the time-image, the researcher theorizes how filmmaking produces events of duration () for which bodies, living and nonliving, are actively engaged in processes of becoming. She makes connections with what Deborah Bird calls shimmer with practices of immediation () a brilliance that brings us into “the experience of being part of a vibrant and vibrating world” (, p. 53). The researcher argues that filmmaking is a shimmering practice in a kaleidoscope world – capable of generating affective, embodied, and sensorial events – practices-in-the-making. Thus the article aligns with the goal of this special topic: to analyze affective and somatic modes of filmmaking and their potential to create virtual openings in the ubiquitous quality of sensation in the city ().

Open Access
In: Video Journal of Education and Pedagogy

Abstract

Since their inception, Game Studies and its sub-discipline Historical Game Studies have stressed the pedagogical potential of (historical) games for learning. Today, popular off-the-shelf historical digital games such as Assassin’s Creed: Origins (2017), Total War: Three Kingdoms (2019), and Red Dead Redemption (2010) have achieved period-faithful and authentic interactive representations of elements of history that possess pedagogical value distinct from written accounts. To substantiate this claim, the authors forward a multimodal account of the varied ways in which historical knowledge is present in both game design and the gameplay experience. Their approach is illustrated with an under-investigated (yet valuable) mode of historical exploration – ‘Imaginative History.’ Using video and/or screen captures from several sequences of recorded game footage taken from A Plague Tale: Innocence, the authors present a case example from the game’s fantastical portrayal of the Black Death plague. The game’s value for teaching and learning is examined in relation to its re-mediation and subversion of past pre-modern folklore imaginations and beliefs concerning the Black Death. The authors also account for the relevance of the way games achieve a specific mode of engagement that is experientially based and structured within gameplay.

Open Access
In: Video Journal of Education and Pedagogy
Models and simulations have become part and parcel of advanced learning environments, performance technologies and knowledge management systems. This book series will address the nature and types of models and simulations from multiple perspectives and in a variety of contexts in order to provide a foundation for their effective integration into teaching and learning. While much has been written about models and simulations, little has been written about the underlying instructional design principles and the varieties of ways for effective use of models and simulations in learning and instruction. This book series will provide a practical guide for designing and using models and simulations to support learning and to enhance performance and it will provide a comprehensive framework for conducting research on educational uses of models and simulations. A unifying thread of this series is a view of models and simulations as learning and instructional objects. Conceptual and mathematical models and their uses will be described. Examples of different types of simulations, including discrete event and continuous process simulations, will be elaborated in various contexts. A rationale and methodology for the design of interactive models and simulations will be presented, along with a variety of uses ranging from assessment tools to simulation games. The key role of models and simulations in knowledge construction and representation will be described, and a rationale and strategy for their integration into knowledge management and performance support systems will provided.
Series Editors: Richard Noss and Mike Sharples
The rapid co-evolution of technology and learning is offering new ways to represent knowledge, new educational practices, and new global communities of learners. Yet the contribution of these changes to formal education is largely unexplored, along with possibilities for deepening our understanding of what and how to learn. Similarly, the convergence of personal technologies offers new opportunities for informal, conversational and situated learning. But this is widening the gulf between everyday learning and formal education, which is struggling to adapt pedagogies and curricula that were established in a pre-digital age.
This series, Technology Enhanced Learning, will explore learning futures that incorporate digital technologies in innovative and transformative ways. It will elaborate issues including the design of learning experiences that connect formal and informal contexts; the evolution of learning and technology; new social and cultural contexts for learning with technology; novel questions of design, computational expression, collaboration and intelligence; social exclusion and inclusion in an age of personal and mobile technology; and attempts to broaden practical and theoretical perspectives on cognition, community and epistemology.
The series will be of interest to researchers and students in education and computing, to educational policy makers, and to the general public with an interest in the future of learning with technology.
Author: Rene Novak

Abstract

This video article series investigates the emergence of a ‘digital haven’, that hosts a new type of society. These people are converging in digitally constructed realities for multiple reasons: some seek refuge from the harsh realities of the contemporary social order, others investigate new ways to socialise, or seek somewhere where the limitations of the real world don’t apply. Both science-fiction media and academics predicted that once virtual reality technologies (vr) reach the general consumer, society would change (; ; ; ). In recent years the number of households with vr devices has increased (; ). This article suggests that vr technology has given birth to an ‘Immersive Virtual Online Avatar Society’. This society harbours many occasional visitors, but also some permanent virtual residents. Important questions arise; starting with: “Does an online community established in the virtual space constitute a ‘real’ society?” This will be investigated with sources from virtual worlds developed with the social multi-user vr software VRChat, drawn from academic research, from video recordings of interactions in VRChat and from philosophical inquiry into the author’s personal experiences and the experiences of other users.

Open Access
In: Video Journal of Education and Pedagogy

Abstract

The authors explore how multiple viewpoints can challenge our habitualised way of viewing and expand the area of thinking about children’s outdoor learning. They draw on micro-fieldwork in a Sámi kindergarten in Arctic Norway. There, learning through participation and practical experiences is a traditional strategy in child rearing. This method of learning is currently being transformed in Sámi kindergartens, wherein the goal is to strengthen the Sámi language, identity and culture. The authors’ aim is to explore how learning through participation in pedagogical practices could be made visible by employing different viewpoints. They used GoPro® cameras worn on children’s bodies, combined with their own gaze, as well as a handheld video camera used by one of the authors. Such a combination of viewpoints allowed gaining an insight into the complex outdoor kindergarten practices. Drawing on Jayne White’s polyphonic dialogical approach to video, the authors placed these diverse viewpoints in a dialogue during the process of analysis. These dialogues revealed our pre-defined human-centric view and effected a change in our theoretical approach, from socio-cultural learning theories to new materialist theories, to include the premise that children learn in all interactions and entanglements that they are part of in a socio-material world.

Open Access
In: Video Journal of Education and Pedagogy
The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.
Chapter 2 The Challenges of Online Learning in African Higher Education

Abstract

Critical reflection of the challenges caused by the digital divide in African higher education is needed. The chapter analyses the difficulties of access to virtual teaching and learning platforms for students from disadvantaged backgrounds. Accessing information and communications technology facilities and digital platforms from home during the COVID-19 pandemic has been a privilege mainly accessible to those who can afford to pay for services. Thus, online teaching and learning at this crucial juncture have intensified the digital divide between the ‘haves’ and the ‘have-nots’, exacerbating the already existing inequalities in many African higher education systems. The impact is even more severe on the higher education institutions that work with relatively poor and historically disadvantaged students. This chapter thus aims to interrogate the implications of the COVID-19 pandemic on African higher education, highlighting the challenges of the digital divide and access to learning infrastructure.

In: Higher Education in the Face of a Global Pandemic
In: Higher Education in the Face of a Global Pandemic