Faculty of Education - Research Publications
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ItemDesign-based Research: An ethical framework to address pedagogical problems and innovation(AARE, 2023-11-27)The need for education research to explore ‘real world’ learning impact for stakeholders is now more pressing than ever as we navigate perpetual shifting educational experience in situational contexts driven by rapid technology changes and environmental change. Design-based research (DBR) is a pragmatic methodology that promotes a proactive educational enquiry to implement theories of learning and teaching. To address a pedagogical problem or innovation, the DBR methodological framework incorporates four research phases including 1) analysis of a practical problem, 2) development of an innovative solution, 3) implementation of iterative research action cycles, and 4) final analysis and reflection. These phases enable the possibility of growth and evolution of both education theory and knowledge contribution using a practical approach. The ultimate aim of DBR is to generate useful knowledge by applying cycles of both action and inquiry in a situated context. Outputs of DBR commonly fall into two categories including a) tangible practical outcomes such as a design artefact to improve learning, and b) non-tangible outputs in the form of final design principles and progressive societal contributions. In this sense, local knowledge can still contribute to social learning practices more broadly. The flexible ethos of DBR extends to the generation of outputs, as there is potential to use quantitative, qualitative, or mixed methods when using DBR. The DBR framework allows a malleable way to problem solve changing educational issues. While progressively drawing upon current literature to improve iterative learning outputs, the process of DBR integrates ‘design thinking’ to understand what stakeholders need in specific contexts by fostering empathy and cultural awareness. DBR invites the ‘messiness and complexity’ of educational settings by not shying away from giving attention to the uncontrollable variables that stakeholders may bring to research action cycles. Thus DBR has been described as an ‘ethical’ educational research approach as it addresses real world problems without being limited by quasi-experimental control groups that lead to ‘no significant difference’ in pedagogical outcomes. By inviting stakeholder voice and truth into this research process, there is potential for DBR to generate ‘inspired’ and ‘visionary’ interventions not yet seen in educational settings, and equally to ensure past knowledge and educational impact is acknowledged and maintains relevance. The Poster graphically illustrates the DBR methodology framework as described above, and provides QR code links to example case studies using DBR to solve pedagogical problems and innovative practice in various education contexts.
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ItemExploring the intersection of digital pedagogies, reflexivity, and culture in religious education(ASCILITE, 2023-12-01)This concise paper reports on the development of a Design-Based Research PhD project that explores the potential of virtual reality and digital pedagogies to enhance reflexivity in the context of religious education and cultural diversity awareness. The research is based in a Norwegian context and aims to develop transferable design principles for enhancing reflexivity in religious education for student teachers. The paper outlines the context, design framework, initial prototype intervention, initial participant feedback, as well as next steps in the research.
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ItemExploring Social Media Use for Healthcare Professionals(ASCILITE, 2023-12-01)This concise paper introduces the importance of Healthcare Professionals (HCP) voice on Social Media Platforms (SMP) to combat widespread mis/disinformation around health issues that is now prevalent on these platforms. While HCPs actions have been acknowledged as effective in dispelling myths surrounding health topics, the specific strategies employed by HCPs on different SMPs to address these issues remain largely unexplored. Employing a technology affordance perspective, this paper outlines a proposed research methodology aimed at investigating the strategies employed by HCPs for correcting misinformation across various SMPs and offers guidance in this area.
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Item‘Mixed-tape Methods’ for Data in Post-digital Times of Disease(Technology Knowledge & Society Research Network, 2021-04-08)In 2020, our teaching and research moved almost exclusively online. Zoom was a must have tool for communication. The shift online has impacted our academic, research, and teaching practices. But can the data traces generated by this shift be leveraged to understand and enhance how we work in and for education? We propose that, as knowledge makers, relational feedback loops and ‘mixed-tape methods’ can create new ways for do-ing, be-ing and know-ing from one data site to another. Doing research during a time of disruption using an iterative approach allows us to adapt the methods as our work and life circumstances changed in response to the pandemic, throughout the uncertainties of life in lockdown we collaboratively co-designed our work. The work of co-designing feedback loops in partnership highlight how the digital enables experience and engagement that generates new experiences and engagements, enabling us to establish new ways of exploring new possibilities with/in. The uncertain unknowns of a covid-normal arts sector means that co-designed arts education gives some solid ground for teachers and learners to create and navigate their future paths. We will present and perform the effects of these experiences and engagements on artists and the arts community in a pandemic and explore the affects of these experiences and engagements for education. We acknowledge that we live and work on the lands of the Wurundjeri people that hold stories across time and space. #Datacreativities is a co-lab of interdisciplinary digital research cross faculty partnership, we examine #datacreative using feedback loops.
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ItemPrototyping a transdisciplinary bioengineering curriculum development project(ASCILITE, 2021-11-29)Building students’ capabilities to integrate complex concepts across transdisciplinary boundaries of related but distinct theoretical courses is critical to real-world problem solving and creative design solutions (Burnett, 2011). In the context of bioengineering, students must be able to draw on knowledge from several scientific and mathematical domains and integrate them in innovative ways to tackle complex biomedical problems. In traditional degree structures, these domains are typically sequestered into distinct subjects, with minimal cross-curricular references beyond the acknowledgement of any chains of prerequisite knowledge. This has had the unintended effect of students over-compartmentalising concepts: they are often unable to appreciate how different ideas fit together synergistically to form a coherent and more complex whole. To address this problem, we initiated a curriculum design project exploring the development of an integrative and collaborative student project that authentically links four theoretical foundations of bioengineering across multiple years of a degree program: programming and systems modelling concepts, human anatomy and biomechanics, electronics, and engineering design. A design-based research (DBR) methodology was applied to establish a curriculum design team encompassing academic lecturers, educational technology researchers, and technology designers. Our curriculum design process follows a four-stage iterative model comprising of: problem analysis and identification of initial design principles, prototyping curriculum design solutions, evaluation and redesign, followed by refinement and sharing of the design principles. The current iteration of the curriculum development project involves a 3D-printed programmable robotic arm and a series of constructively aligned workshop activities and assessments, and there are plans to establish a common learner-centric ecology of resources (Luckin, 2008) for student collaborative projects across the subjects, including the use of ePortfolios and team collaboration software such as MS Teams. This poster outlines the first two DBR stages, involving the design principles and prototype development.
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ItemDesign principles for immersive reality to enhance creativity and performance through transdisciplinary collaboration(Schulich School of Music at McGill University, Montreal, 2021-10-28)Paper 1 for the Symposium led by the University of Melbourne Virtual Performace Lab team, including four papers for discussion.
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ItemPreparing For The Future: Rethinking The Education Delivery Model(Clarinden Global, 2021)Preparing For The Future: Rethinking The Education Delivery Model How technology is changing the role of the teacher and students’ learning environment How pedagogy will change due to online content delivery and learning How are the experiences and lessons from lockdown will help in the formulation of future education delivery model
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Item#DataCreativities: Developing a trans-disciplinary data visualization framework from Arts practice to teaching and learning during COVID19(Centre for Learning and Teaching, AUT University, 2021)Transdisciplinarity and collaboration are key capabilities that need to be fostered by authentic higher education learning environments to prepare our graduates for an unknown future (Barnett, 2012). These capabilities need to be modelled through the practice of academics, and even more so during a global pandemic such as COVID19 in response to the changing ways in which professions, and in particular the arts that have traditionally relied upon face-to-face interaction, have rapidly pivoted to online modes of interaction. In response, this project is conceived as a transdisciplinary collaboration between the University of Melbourne Faculty of Fine Arts and Music (FFAM), the Graduate School of Education (MGSE), the Centre for the Study of Higher Education (MCSHE), the Social & Cultural Imformatics Plaform (SCIP) and the Melbourne Data Analytics Platform (MDAP). The #DataCreativities collaboration seeks to learn from the data created by the creative industry communities as they rapidly moved to new forms of online interaction in order to survive in a socially distanced environment (for example (Braus & Morton, 2020)). We use this to develop a new framework for data generation and visualization in the context of higher education as a form of feedback loop that can inform innovative pedagogical practice and research (Ferdig et al., 2020). The project data collection and analysis began by creating visualisations of the teaching and learning activities embodied in the universities learning management system (Canvas) to discover patterns of usage and interaction as the creative arts disciplines switched from studio-based on campus to remote online teaching and learning modes. The analysis of the data visualisations from creative and education domains formed a continuous loop of acting and reacting (Glaveanu et al., 2013) as they rapidly developed new modes of interaction in response to COVID19. In learning from these data as visual patterns, the project is focused upon identifying new modes of teaching and learning that are sustainable beyond an emergency response to COVID19. The data visualization project involves the identification of an Ecology of Resources or EoR (Luckin, 2008) that encompasses social media via a hashtag #Datacreativities (Twitter, TikTok, YouTube) open software publishing (Omeka, Figshare) and Altmetrics (Priem et al., 2010) - creating a feedback loop between the model of a COVID19 rapid pivot from face-to-face Arts community to building an online community, and traditional higher education teaching and learning and research practices and metrics (Williams & Padula, 2015). Early stages visualisations helped turn data into information. Collaborative bringing together of our experience and expertise helped turn information into knowledge. Making visualisations of data formed practice-based research (Candy, 2016) transforming abstract data into observable, malleable digital artefacts (Kallinikos,Aaltonen& Marton, 2010).The presentation will showcase some of the data visualisations produced by the #Datacreativities team and the mapping between the professional arts community and arts education practice on response to COVID19. The presentation will also outline the emergent data visualisation framework and how the ecology of resources facilitates a feedback loop back into informing teaching and learning and research.
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ItemCollaborative Online Professional Development Design(Centre for Learning and Teaching, AUT University, 2021-02-16)COVID-19 has impacted not only higher education teaching practice, but also professional development (PD) such as F2F workshop sessions for supervisor training have had to pivot to online modes. This presentation overviews the process of designing an academic supervision training workshop as an online module that can be used as a design framework for other professional development and training contexts. We used a design-based research methodology (McKenney & Reeves, 2019) encompassing three stages.Stage 1 Evaluation and AnalysisWe formed a collaborative design team of two academics and a professional staff member and met regularly over Zoom as due to COVID-19 we were all working from home, and across countries (Australia and New Zealand). We began with an evaluation of the existing introductory supervision online module to identify key design elements and refinements that we could integrate into the new refresher module. This was followed by a collaborative definition of the scope of the new PD module that was focused upon providing a ‘Refresher Course’ for experienced higher degree research supervisors. We decided to focus the content of the module upon authentic user-generated scenarios from highly experienced academics across the university. User reflection was designed through an optional link to contribute to an institutional Wiki page to provide tips and comments from user experiences in supervision. The analysis of users needing an informative but short time investment in the refresher module highlighted the need for collating resources that would be referenced throughout the module to be made available at the end of the module as a downloadable interactive PDF resource for users.Stage 2 Collaborative Prototype DesignAn initial storyboard module prototype based upon learning object and instructional design principles (Boyle, 2003; Author1, 2007; Reigeluth et al., 2016) was created. While we began with big ideas based upon the rapid prototype of how to make the new module interactive and appealing to the users there were significant design restraints imposed by the institutional Course Builder online development platform, that provides a basic Web 1.0 approach to online module design and delivery. This meant that user interaction options were limited, file size uploads were small, and display dimensions fixed. Therefore, Vimeo was used to host and embed the video vignettes in the module pages through an institutional license providing a range of privacy and customisation options. We were able to negotiate these technical design hurdles, albeit with downgraded expectations of user interaction within our new module design.Stage 3 Evaluation and RedesignUser feedback on the initial prototype was very positive and the user-generated video vignettes and funky iPad created graphics were highlights. Feedback also highlighted the need for additional user instructions, a more unified design across the module and implementation of accessibility features such as closed captioning for the video vignettes. This was achieved through maintaining a consistent font and paragraphing style and creating a new embedded player style format for the Vimeo video host platform. Closed captions were added by manually transcribing and timecoding the videos on Vimeo.
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ItemA collaborative design model to support hybrid learning environments during COVID19(University of New England, Armidale, 2020-11-30)COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.