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Series:

Edited by Becky Shelley, Kitty te Riele, Natalie Brown and Tess Crellin

The transformative power of education is widely recognised. Yet, harnessing the transformative power of education is complex for exactly those people and communities who would benefit the most. Much scholarship is available describing the ways in which educational access, opportunity and outcomes are unequally distributed; and much scholarship is dedicated to analysing and critiquing the ‘problems’ of education.

This volume gratefully builds on such analysis, to take a more constructive stance: examining how to better enable education to fulfil its promise of transforming lives.

Harnessing the Transformative Power of Education returns overall to a broader language of educational change rather than reduce our sense of scale and scope of ‘transformation’ to what might be measured in or by schools. It offers a series of practical, local but system wide and socially responsible practices, policies and analyses to support the ways that education can work at its best. The projects described here vary in scale and scope but are rooted in a wider sense of community and social responsibility so that education is considered as a necessary sustainable process to ensure productive futures for all.

Its contributors include not only scholars, but also professional experts and young people. The book’s aim is to share and advance authentic possibilities for enabling all children and young people to flourish through the transformative power of education.

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Edited by Myint Swe Khine and Nagla Ali

Three dimensional or 3D printing technology is a process of making three dimensional solid objects from a digital file. Currently, low cost and affordable 3D printers enable teachers, schools, and higher education institutions to make 3D printing a part of the curriculum. Integrating 3D printing into the curriculum provides an opportunity for students to collaboratively discuss, design, and create 3D objects. The literature reveals that there are numerous advantages of integrating 3D printing into teaching and learning. Educators recommend that 3D printing should be introduced to the students at a young age to teach STEM concepts, develop creativity and engage in team work – essential skills for the 21st century work force.

This edited volume documents recent attempts to integrate 3D printing into the curriculum in schools and universities and research on its efficacies and usefulness from the practitioners' perspectives. It unveils the exemplary works by educators and researchers in the field highlighting the current trends, theoretical and practical aspects of 3D printing in teaching and learning.

Contributors are: Waleed K. Ahmed, Issah M. Alhamad, Hayder Z. Ali, Nagla Ali, Hamad AlJassmi,Jason Beach, Jennifer Buckingham, Michael Buckingham, Dean Cairns, Manisha Dayal, Muhammet Demirbilek, Yujiro Fujiwara, Anneliese Hulme, Myint Swe Khine, Lee Kenneth Jones, Song Min Jeong, Jennifer Loy, Kehui Luo, Elena Novak, James I. Novak, Joshua Pearce, Dorothy Belle Poli, Chelsea Schelly, Sylvia Stavridi, Lisa Stoneman, Goran Štrkalj, Mirjana Štrkalj, Pamela Sullivan, Jeremy Wendt, Stephanie Wendt, and Sonya Wisdom.

Engaging Learners with Semiotics

Lessons Learned from Reading the Signs

Ruth Gannon-Cook and Kathryn Ley

Semiotics has explained the cognitive mechanisms of a complex, subtle and important phenomenon affecting all human interactions and communications across socio-cultural, socio-economic groups. Semiotics has captured a durable and enriching functionality from multiple disciplines including psychology, anthropology, sociology, philosophy, marketing and their multidisciplinary off-spring, such as, educational psychology, consumer psychology, visual literacy, media studies, etc. Semiotic treatises have explored critical factors affecting the relationship between any intended message and the message recipient’s interpretation. The factors that shape interpretation inherently affect learning and often directly affect learner engagement with the content. Learning environments have been culturally-laden communication experiences which academics, largely segmented by discipline, have described but often cloaked in semiotic jargon.

Each chapter integrates example after example of semiotics in everyday activities and events, such as stories, graphics, movies, games, infographics, and educational strategies. The chapters also present the most salient semiotic features for learning environments. The book describes semiotics as a communications phenomenon with practical implications for educators to enhance courses and programs with semiotic features in any educational environment but especially in mediated e-learning environments.

The Translational Design of Universities

An Evidence-Based Approach

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Edited by Kenn Fisher

Whilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century.
The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces.
Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified ‘translational design’ approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations.
This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds.
Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.

Edited by Bernard W. Andrews

Arts education research has increased significantly since the beginning of the new millennium. This peer-reviewed book, the first of two volumes, captures some of the exciting developments in Canada. There is geographical diversity represented from across this large country, as well as theoretical and methodological diversity in the chapters. There is also a sense of togetherness with those, and other, diversities. There are calls to action and calls to play. We hear voices of artists, researchers, and artist researchers. The life histories of others, and of the self, are presented. Perspectives on Arts Education Research in Canada, Volume 1: Surveying the Landscape provides a wide spectrum of current research by members of the Arts Researchers and Teachers Society (ARTS)/La societé des chercheurs et des enseignants des arts (SCEA), a Special Interest Group (SIG) within the Canadian Association for Curriculum Studies (CACS), which is in turn, is a constituent association of the Canadian Society for the Study of Education (CSSE).

Contributors are: Bernard W. Andrews, Julia Brook, Susan Catlin, Genevieve Cloutier, Yoriko Gillard, Kate Greenway, Michael Hayes, Nané Jordan, Sajani (Jinny) Menon, Catrina Migliore, Kathryn Ricketts, Pauline Sameshima, and Sean Wiebe.

Emerging Trends in Learning Analytics

Leveraging the Power of Education Data

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Edited by Myint Swe Khine

The term 'learning analytics' is defined as the measurement, collection, analysis, and reporting of information about learners and their contexts for the purposes of understanding and optimizing learning. In recent years learning analytics has emerged as a promising area of research that trails the digital footprint of the learners and extracts useful knowledge from educational databases to understand students’ progress and success. With the availability of an increased amount of data, potential benefits of learning analytics can be far-reaching to all stakeholders in education including students, teachers, leaders, and policymakers. Educators firmly believe that, if properly harnessed, learning analytics will be an indispensable tool to enhance the teaching-learning process, narrow the achievement gap, and improve the quality of education.

Many investigations have been carried out and disseminated in the literature and studies related to learning analytics are growing exponentially. This book documents recent attempts to conduct systematic, prodigious and multidisciplinary research in learning analytics and present their findings and identify areas for further research and development. The book also unveils the distinguished and exemplary works by educators and researchers in the field highlighting the current trends, privacy and ethical issues, creative and unique approaches, innovative methods, frameworks, and theoretical and practical aspects of learning analytics.

Contributors are: Arif Altun, Alexander Amigud, Dongwook An, Mirella Atherton, Robert Carpenter, Martin Ebner, John Fritz, Yoshiko Goda, Yasemin Gulbahar, Junko Handa, Dirk Ifenthaler, Yumi Ishige, Il-Hyun Jo, Kosuke Kaneko, Selcan Kilis, Daniel Klasen, Mehmet Kokoç, Shin'ichi Konomi, Philipp Leitner, ChengLu Li, Min Liu, Karin Maier, Misato Oi, Fumiya Okubo, Xin Pan, Zilong Pan, Clara Schumacher, Yi Shi, Atsushi Shimada, Yuta Taniguchi, Masanori Yamada, and Wenting Zou.

Afterword

21st C Learner Modalities

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Kenn Fisher

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Panayiotis Skordi and Barry J. Fraser

Abstract

This chapter draws on the field of learning environments and focusses on some of the pedagogical, social and psychological aspects of classroom environments associated with the design of university settings. Although most past learning environment research has focused on school settings, this chapter applies these research traditions to the teaching and learning of university-level statistics. With a sample of 375 students studying business statistics at a university in California, we developed and validated a questionnaire to assess student perceptions of psychosocial aspects of their classroom environments (e.g. teacher support, involvement, task orientation and equity) and investigated some determinants of classroom environment (sex, age, ethnicity) and some effects of classroom environment on student outcomes (achievement, enjoyment, statistics anxiety).

At-scale Innovative University Learning Spaces of the Future

An Approach to Evidencing and Evaluating What Works

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Leanne Rose-Munro and Saadia Majeed

Abstract

This chapter explores a concept and an emerging methodological approach being used to inform the design development and evaluation of next generation university learning spaces. The methods of evaluation aim to capture evidence of the physical design affordances that facilitate student-centred collaborative learning experiences. The underpinning concept model provides justification for the mixed methods interdisciplinary approach, which includes the use of prototyping to interrogate the learning space design from the perspective of the interrelationships between pedagogy, spatial affordances and technology (Radcliffe, 2009; Finklestien, Weston, Ferris, & Winer, 2016).

During the design development phase, informed student voice is used to cultivate the design affordances. Informed student voice is once again used during the post occupancy evaluation phase to determine the success of inhabiting the next-gen learning space.

Next generation learning spaces (NGLS) are associated with physical spaces that are augmented with technology, aiming to enhance the learning opportunities for students (Brooks, 2012). NGLS’s can be described as innovative spaces that promote the mixing of the physical and virtual, with both individual and group learning, and a blended mobile presence that facilitates the personal engagement of each student with the learning process (Crisp, 2014).

The intersection of the pedagogical approach, spatial design and technology attributes in NGLS’s in primary and secondary schools aim to invite participation in personalised learning experiences through the use of differentiated teaching and learning practices and tools, thus enabling student-centred learning (Rose-Munro in Imms et al., 2015; Radcliffe, 2008; Blackmore et al., 2011). At this time, little is known about NGLS’s in higher education.

Commentators however report that transformational change in Universities are driven in part by an employability skills gap, with critics reporting that higher education institutions have failed to impart the necessary business and soft skills for graduate employment in economies that are increasingly complex and competitive (Collet, Hine, & du Plessis, 2014). It is imperative that all university stakeholders respond to transformational change and the development of innovative learning spaces with a clear vision of the expected return on investment, and build campus infrastructure with the confidence that the physical design affordances will have a significant impact upon enabling student success.

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Kenn Fisher and Robert A. Ellis

Abstract

Since 2008 – following the Global Financial Crisis – significant funds have been invested in university facilities particularly in Australia. Some of these funds were allocated to teaching and learning spaces and this trend has continued unabated to the time of writing of this article. Increased funding is also being initiated overseas with many of the learning spaces being designed around a next generation learning environment (NGLE) concept, otherwise known as technology enabled active learning (TEAL) environments. Whilst some evaluation of these developments has occurred over the same period it is only since 2011 that any rigorous scholarly studies have begun to emerge, and these are very small in number. Yet significant capital investment in NGLE’s continues unabated, and the instigators of these spatial developments still do not know if they actually work. Current debates which are creating tension are holistic definitions of learning environments and what counts as legitimate evidence of effectiveness. This paper reviews evaluation developments since 2011, following a previous article (Fisher & Newton, 2014), which reviewed studies prior to 2011. Five scholarly peer reviewed studies have been examined in relation to the current debates. On the basis of the review, a more holistic approach to evaluation of learning environments is suggested through the use of observational and experiential data with a view to providing an evidence-based approach to inform the burgeoning capital investments required to re-engineer the vast amounts of existing and now very much obsolete university estates learning environments assets.