CfLAT - Centre for Learning and Teaching

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This collection contains research from the Centre for Learning and Teaching (CfLAT).

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Browsing CfLAT - Centre for Learning and Teaching by Author "Antonczak, L"

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    Connecting the Theory and Practice of Mobile Learning: A Framework for Creative Pedagogies Using Mobile Social Media
    (Edizioni Centro Studi Erickson S.p.a., 2015-11) Cochrane, T; Antonczak, L
    Designing creative learning environments supported by new technologies involves the development of new literacies for both teachers and learners. One way to do this is to frame teaching and learning around building authentic learning communities. The role of the teacher then becomes creating ecologies where communities can interact, and seeding this interaction via triggering events, while the role of the learner becomes that of content creator and active participant. In this paper we propose and illustrate a framework that links the use of the Substitution-Augmentation-Modification-Redefinition framework (SAMR) framework and the conception of three levels of creativity to trigger transformative curriculum design using mobile social media as a catalyst. A case study provides a practical example of using our mobile social media framework to explore transformative curriculum design both from the perspective of teacher and learner.
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    Designing creative learning environments
    (Springer, 2015-07-06) Cochrane, T; Antonczak, L; Buchem, I; Jahnke, I; Mor, Y; Apostolou, D
    Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios. Evidence: - https://www.academia.edu/18174585/Designing_Creative_Learning_Environments - https://drive.google.com/file/d/0B5OJZ8XRzvKXTlE5a2JTVE8tNEE/view?usp=sharing - https://drive.google.com/file/d/0B5OJZ8XRzvKXVkxzR2o4X0hjdWs/view?usp=sharing
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    A Framework for Designing Collaborative Learning Environments Using Mobile AR
    (Association for the Advancement of Computing in Education (AACE), 2016) Cochrane, T; Narayan, V; Antonczak, L
    Smartphones provide a powerful platform for augmented reality (AR). Using a smartphone’s camera together with the built in GPS, compass, gyroscope, and touch screen enables the real world environment to be overlaid with contextual digital information. The creation of mobile AR environments is relatively simple, with the development of mobile AR browsers such as Wikitude and Layar that provide simple tools for user AR content creation and sharing. In this paper we illustrate how these tools can be used within collaborative educational contexts based upon five projects that we have implemented from 2011 to 2015. Throughout these five projects we explored how we could use a mash up of mobile social media to design collaborative learner-generated mobile AR projects in a variety of higher education curriculum contexts. Via a meta analysis of the five projects the paper develops a pragmatic framework for implementing mobile AR to facilitate learner-generated projects, with a particular focus upon enabling new pedagogical strategies.
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    Implementing a Mobile Social Media Framework for Designing Creative Pedagogies
    (MDPI, 2014-08-07) Cochrane, T; Antonczak, L
    The rise of mobile social media provides unique opportunities for new and creative pedagogies. Pedagogical change requires a catalyst, and we argue that mobile social media can be utilized as such a catalyst. However, the mobile learning literature is dominated by case studies that retrofit traditional pedagogical strategies and pre-existing course activities onto mobile devices and social media. From our experiences of designing and implementing a series of mobile social media projects, the authors have developed a mobile social media framework for creative pedagogies. We illustrate the implementation of our mobile social media framework within the development of a new media minor (an elective set of four courses) that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon student-generated content and student-determined learning (heutagogy). We argue that our mobile social media framework is potentially transferable to a range of educational contexts, providing a simple design framework for new pedagogies.
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