Online Innovation Advisor Accelerated courses/units, micro credentials, short courses. My PhD explored the nexus of embodiment, pedagogy and place through the lens of university academics' experiences using Virtual Worlds. Key focus of this research is around technology mediated embodiment and experiences of pedagogy and place. Continuing research interests around AR, micro/stackable credentials, digital badging and learning design. Address: Edith Cowan University Joodalup Perth Western Australia
The need for leadership at all levels of the academic setting has been espoused by many, includin... more The need for leadership at all levels of the academic setting has been espoused by many, including Schmitt and colleagues (2013). Academic leaders need to be informed, recognize the value of interprofessional education (IPE), and provide the resources and mechanisms required for successful sustainable IPE.
Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and... more Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and assessment resources as well as the theories and practices connected to making claims about learning based on digital evidence. These shifts are occurring as three elements have combined to form new digital pathways for learning: 1. Self-organizing online global communities engaged in informal learning activities, 2. A new globally supported mechanism for sharing and managing data, files, images and metadata concerning those activities known as ‘open badges’, and 3. Rapidly changing conceptions of higher education, continuing education, and the boundaries of informal to formal learning. So in addition to learners being on a personal learning journey to fulfil their aspirations for professional growth, higher education institutions world wide are also on learning journeys to modernize and respond to these changes, which have the potential for disruption and transformation of the university’s business model and role in society.
Abstract Following the large uptake of Internet access and e-learning resources in high schools, ... more Abstract Following the large uptake of Internet access and e-learning resources in high schools, the authors believe that the fusion of computer-supported collaborative learning (CSCL) with games design and play theory can be tested and applied to teaching practice. This paper reports on the status of a two-stage project to develop and test the use of massively-multiplayer online role-playing games (MMORPGs) for promoting CSCL through instructional gaming in schools. It presents the findings of the first stage of the project, in ...
Student voice has played a big role in shaping the development and measure of success/failure of ... more Student voice has played a big role in shaping the development and measure of success/failure of virtual worlds in education. Data on past and ongoing educational uses and contexts of use of virtual worlds and associated student feedback was gathered via a survey of educational researchers specialising in virtual worlds. Introduced are a range of specific uses that provide the source of and context for student feedback. Ten major themes emerged from student voices that highlight strengths and weakness and point the way forward for both educators and the students themselves. Positive feedback highlighted experiences of both pedagogical design and the ability of the technology to support it. Negative feedback revolved around technical problems, seen as hampering the effectiveness of student learning experiences. Student voice regarding virtual worlds is both positive and rewarding, and commending of staff who have dedicated their time and effort to transform the learning experience.
This thesis explores how academics in higher education experience virtual worlds as pedagogical p... more This thesis explores how academics in higher education experience virtual worlds as pedagogical places. Using the virtual world Second Life™ as a lens, I examine the changing nature of embodiment, pedagogy and place for academics and the significance these changes have for academic identity and practices.
Scalable educational technology enables digital learning experiences to effectively reach a globa... more Scalable educational technology enables digital learning experiences to effectively reach a global audience with new approaches to teaching and learning. One new model is challenge-based learning in a global context, which is an extension of problem-based, project-based and contextual teaching and learning. This article describes the theoretical and organizational foundations of the design of a challenge-based learning technology platform for higher education that supports global collaborative team problem-solving experiences. Case examples are provided by the concrete approaches used with Curtin University’s Challenge platform to enable and support scalability, self-organizing and self-directing teams, automated assessment methods, and the support of creative transmedia narratives.
Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and... more Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and assessment resources as well as the theories and practices connected to making claims about learning based on digital evidence. These shifts are occurring as three elements have combined to form new digital pathways for learning: 1. Self-organizing online global communities engaged in informal learning activities, 2. A new globally supported mechanism for sharing and managing data, files, images and metadata concerning those activities known as ‘open badges’, and 3. Rapidly changing conceptions of higher education, continuing education, and the boundaries of informal to formal learning. So in addition to learners being on a personal learning journey to fulfil their aspirations for professional growth, higher education institutions world wide are also on learning journeys to modernize and respond to these changes, which have the potential for disruption and transformation of the university’s business model and role in society.
This symposium is based on a recently published edited volume “Foundations of Digital Badges and ... more This symposium is based on a recently published edited volume “Foundations of Digital Badges and Micro-Credentials” which aims to provide insight into how digital badges may enhance formal and informal education by focusing on technical design issues including organizational requirements, instructional design, and deployment. All panel members are contributors to the edited volume and will share their perspectives on (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
Foundation of Digital Badges and Micro-Credentials, 2016
Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and... more Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and assessment resources as well as the theories and practices connected to making claims about learning based on digital evidence. These shifts are occurring as three elements have combined to form new digital pathways for learning: (1) self-organizing learning groups, (2) digital badges, and (3) changing conceptions of higher education. This chapter outlines three primary roles of digital badges for supporting learning journeys in higher education: bringing visibility and transparency to learning, teaching and assessment; revealing meaningful, identifiable and detailed aspects of learning for all stakeholders; and providing a new mechanism to recognize skills, experience and knowledge through an open, transferable, stackable technology framework. The possibilities for these roles are explored via distinct phases of the journey of learning referred to as ‘paths into learning,’ ‘paths during learning’ and ‘lifelong learning pathways.’ The role of badges as competency credentials and as bridges from informal to formal learning processes elevates the potential of digital badges for transforming teaching, learning and assessment in higher education. Team-based development processes and design decisions for creating badge systems for motivating learning are reviewed based on cases stemming from a national study of micro-credentialing in Australia, and the chief instructional approaches and impacts are briefly outlined, with examples from the cases, namely designing badges for learning processes, integrating badges into eportfolio practices, developing autonomy and self-regulation of learners, and utilizing badges for both internal and open external symbols of accomplishment.
Leadership Development for Interprofessional Education and Collaborative Practice
The need for leadership at all levels of the academic setting has been espoused by many, includin... more The need for leadership at all levels of the academic setting has been espoused by many, including Schmitt and colleagues (2013). Academic leaders need to be informed, recognize the value of interprofessional education (IPE), and provide the resources and mechanisms required for successful sustainable IPE.
The need for leadership at all levels of the academic setting has been espoused by many, includin... more The need for leadership at all levels of the academic setting has been espoused by many, including Schmitt and colleagues (2013). Academic leaders need to be informed, recognize the value of interprofessional education (IPE), and provide the resources and mechanisms required for successful sustainable IPE.
Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and... more Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and assessment resources as well as the theories and practices connected to making claims about learning based on digital evidence. These shifts are occurring as three elements have combined to form new digital pathways for learning: 1. Self-organizing online global communities engaged in informal learning activities, 2. A new globally supported mechanism for sharing and managing data, files, images and metadata concerning those activities known as ‘open badges’, and 3. Rapidly changing conceptions of higher education, continuing education, and the boundaries of informal to formal learning. So in addition to learners being on a personal learning journey to fulfil their aspirations for professional growth, higher education institutions world wide are also on learning journeys to modernize and respond to these changes, which have the potential for disruption and transformation of the university’s business model and role in society.
Abstract Following the large uptake of Internet access and e-learning resources in high schools, ... more Abstract Following the large uptake of Internet access and e-learning resources in high schools, the authors believe that the fusion of computer-supported collaborative learning (CSCL) with games design and play theory can be tested and applied to teaching practice. This paper reports on the status of a two-stage project to develop and test the use of massively-multiplayer online role-playing games (MMORPGs) for promoting CSCL through instructional gaming in schools. It presents the findings of the first stage of the project, in ...
Student voice has played a big role in shaping the development and measure of success/failure of ... more Student voice has played a big role in shaping the development and measure of success/failure of virtual worlds in education. Data on past and ongoing educational uses and contexts of use of virtual worlds and associated student feedback was gathered via a survey of educational researchers specialising in virtual worlds. Introduced are a range of specific uses that provide the source of and context for student feedback. Ten major themes emerged from student voices that highlight strengths and weakness and point the way forward for both educators and the students themselves. Positive feedback highlighted experiences of both pedagogical design and the ability of the technology to support it. Negative feedback revolved around technical problems, seen as hampering the effectiveness of student learning experiences. Student voice regarding virtual worlds is both positive and rewarding, and commending of staff who have dedicated their time and effort to transform the learning experience.
This thesis explores how academics in higher education experience virtual worlds as pedagogical p... more This thesis explores how academics in higher education experience virtual worlds as pedagogical places. Using the virtual world Second Life™ as a lens, I examine the changing nature of embodiment, pedagogy and place for academics and the significance these changes have for academic identity and practices.
Scalable educational technology enables digital learning experiences to effectively reach a globa... more Scalable educational technology enables digital learning experiences to effectively reach a global audience with new approaches to teaching and learning. One new model is challenge-based learning in a global context, which is an extension of problem-based, project-based and contextual teaching and learning. This article describes the theoretical and organizational foundations of the design of a challenge-based learning technology platform for higher education that supports global collaborative team problem-solving experiences. Case examples are provided by the concrete approaches used with Curtin University’s Challenge platform to enable and support scalability, self-organizing and self-directing teams, automated assessment methods, and the support of creative transmedia narratives.
Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and... more Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and assessment resources as well as the theories and practices connected to making claims about learning based on digital evidence. These shifts are occurring as three elements have combined to form new digital pathways for learning: 1. Self-organizing online global communities engaged in informal learning activities, 2. A new globally supported mechanism for sharing and managing data, files, images and metadata concerning those activities known as ‘open badges’, and 3. Rapidly changing conceptions of higher education, continuing education, and the boundaries of informal to formal learning. So in addition to learners being on a personal learning journey to fulfil their aspirations for professional growth, higher education institutions world wide are also on learning journeys to modernize and respond to these changes, which have the potential for disruption and transformation of the university’s business model and role in society.
This symposium is based on a recently published edited volume “Foundations of Digital Badges and ... more This symposium is based on a recently published edited volume “Foundations of Digital Badges and Micro-Credentials” which aims to provide insight into how digital badges may enhance formal and informal education by focusing on technical design issues including organizational requirements, instructional design, and deployment. All panel members are contributors to the edited volume and will share their perspectives on (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
Foundation of Digital Badges and Micro-Credentials, 2016
Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and... more Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and assessment resources as well as the theories and practices connected to making claims about learning based on digital evidence. These shifts are occurring as three elements have combined to form new digital pathways for learning: (1) self-organizing learning groups, (2) digital badges, and (3) changing conceptions of higher education. This chapter outlines three primary roles of digital badges for supporting learning journeys in higher education: bringing visibility and transparency to learning, teaching and assessment; revealing meaningful, identifiable and detailed aspects of learning for all stakeholders; and providing a new mechanism to recognize skills, experience and knowledge through an open, transferable, stackable technology framework. The possibilities for these roles are explored via distinct phases of the journey of learning referred to as ‘paths into learning,’ ‘paths during learning’ and ‘lifelong learning pathways.’ The role of badges as competency credentials and as bridges from informal to formal learning processes elevates the potential of digital badges for transforming teaching, learning and assessment in higher education. Team-based development processes and design decisions for creating badge systems for motivating learning are reviewed based on cases stemming from a national study of micro-credentialing in Australia, and the chief instructional approaches and impacts are briefly outlined, with examples from the cases, namely designing badges for learning processes, integrating badges into eportfolio practices, developing autonomy and self-regulation of learners, and utilizing badges for both internal and open external symbols of accomplishment.
Leadership Development for Interprofessional Education and Collaborative Practice
The need for leadership at all levels of the academic setting has been espoused by many, includin... more The need for leadership at all levels of the academic setting has been espoused by many, including Schmitt and colleagues (2013). Academic leaders need to be informed, recognize the value of interprofessional education (IPE), and provide the resources and mechanisms required for successful sustainable IPE.
In Ifenthaler, D., Bellin-Mularski, N. & and Mahin, D.K. (Eds) (InPress) Foundation of Digital Ba... more In Ifenthaler, D., Bellin-Mularski, N. & and Mahin, D.K. (Eds) (InPress) Foundation of Digital Badges and Micro-Credentials, Springer, New York.
A key focus at the Thematic Working Group 6 on Creativity in a Technology Enhanced
Curriculum at ... more A key focus at the Thematic Working Group 6 on Creativity in a Technology Enhanced Curriculum at EDUsummIT 2015 in Bangkok, was on building an understanding of areas of intersection of creativity and technology in teaching and learning, and identifying ways that creativity can become more deeply integrated into technology-‐rich curriculum for teachers and students within developed and developing contexts. A main part of the rationale for this lies in the vital role that creativity plays as a principal driver for much of the growth, development, and new innovations that have occurred throughout human history and society, as well as the increasing need for it to address problem solving and learning in our complex world. Contemporary technologies provide new and powerful ways for individuals and groups of individuals to be creative and it is important to give consideration to how these opportunities fit within a 21st century framework for education.
Significant changes in higher education are challenging ways of being for
academics. The rapid de... more Significant changes in higher education are challenging ways of being for academics. The rapid development of technologies, combined with the influences of globalisation on higher education, is creating an increasingly different environment for university learning and teaching. More and more, online technologies are being utilised in the creation of new learning environments to cope with these changing dynamics. Virtual worlds are part of a wide range of technology-mediated learning spaces now used by universities that are challenging established pedagogies, practices and ways of being an academic. This thesis explores how academics in higher education experience virtual worlds as pedagogical places. Using the virtual world Second Life™ as a lens, I examine the changing nature of embodiment, pedagogy and place for academics and the significance these changes have for academic identity and practices. A hermeneutic-phenomenological approach following van Manen (1990) is used for this inquiry and it is framed by post-phenomenological philosophies of human–technology relations after Ihde (1990, 1998, 2002, 2011a, 2011b) and Verbeek (2005, 2008). Theories of extended embodiment established by Merleau-Ponty (1962) and Heidegger (1962) underpin the understandings of experiences mediated through the concept of the avatar. In order to capture thick descriptions that provide insights into the lived experience of academics’ realities, data were collected from academics who had direct experience using Second Life for learning and teaching. The data were analysed through hermeneutic phenomenology and discourse analysis approaches. This interpretive research method uses data extracts to include the reader in the process. It will be argued that the results from this research indicate that virtual worlds are places where academics dwell pedagogically. Further it will be argued that virtual worlds can be creative, playful, agential and collegial places for academics where they engage with student avatars in a pedagogically caring way. The virtual-world place is a figured world that influences ways of being and ways of feeling, and this has strong implications for academics’ professional identities and how they see themselves as academics in these spaces. The results from this research have implications for the professional development of academics as we move further into the 21st century and virtual learning spaces increasingly become the norm.
Uploads
Curriculum at EDUsummIT 2015 in Bangkok, was on building an understanding of areas of intersection of creativity and technology in teaching and learning, and identifying ways that creativity can become more deeply integrated into technology-‐rich curriculum for teachers and students within developed and developing contexts. A main part of the rationale for this lies in the vital role that creativity plays as a principal driver for much of the growth, development, and new innovations that have occurred throughout human history and society, as well as the increasing need for it to address problem solving and learning in our complex world. Contemporary technologies provide new and powerful ways for individuals and groups of individuals to be creative and it is important to give consideration to how these opportunities fit within a 21st century framework for education.
academics. The rapid development of technologies, combined with the
influences of globalisation on higher education, is creating an increasingly
different environment for university learning and teaching. More and more,
online technologies are being utilised in the creation of new learning
environments to cope with these changing dynamics. Virtual worlds are part of a wide range of technology-mediated learning spaces now used by universities that are challenging established pedagogies, practices and ways of being an academic.
This thesis explores how academics in higher education experience virtual
worlds as pedagogical places. Using the virtual world Second Life™ as a lens, I examine the changing nature of embodiment, pedagogy and place for academics and the significance these changes have for academic identity and practices. A hermeneutic-phenomenological approach following van Manen (1990) is used for this inquiry and it is framed by post-phenomenological philosophies of human–technology relations after Ihde (1990, 1998, 2002, 2011a, 2011b) and Verbeek (2005, 2008). Theories of extended embodiment established by Merleau-Ponty (1962) and Heidegger (1962) underpin the understandings of experiences mediated through the concept of the avatar.
In order to capture thick descriptions that provide insights into the lived
experience of academics’ realities, data were collected from academics who had direct experience using Second Life for learning and teaching. The data were analysed through hermeneutic phenomenology and discourse analysis approaches. This interpretive research method uses data extracts to include the reader in the process.
It will be argued that the results from this research indicate that virtual worlds are places where academics dwell pedagogically. Further it will be argued that virtual worlds can be creative, playful, agential and collegial places for academics where they engage with student avatars in a pedagogically caring way. The virtual-world place is a figured world that influences ways of being and ways of feeling, and this has strong implications for academics’ professional identities and how they see themselves as academics in these spaces. The results from this research have implications for the professional development of academics as we move further into the 21st century and virtual learning spaces increasingly become the norm.