CfLAT - Centre for Learning and Teaching

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https://hdl.handle.net/10292/2084
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 "Barker, S"

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    Beyond Pokemon Go: Mobile Ar & VR in Education
    (Ascilite, 2016) Cochrane, T; Jones, S; Kearney, M; Farley, H; Narayan, V; Barker, S; Dawson, S; Pardo, A; Colvin, C
    The new wave of mobile VR and AR are anticipated to become a multi-billion dollar industries in the near future (F. Cook, 2016) – how will this impact higher education? This Symposium will gather the collective experience and expertise of members of the newly established Ascilite Mobile Learning Special Interest Group (Ascilitemlsig) to explore and discuss the potential and issues surrounding the rapidly developing fields of mobile Augmented Reality and mobile Virtual Reality. The SIG seeks to draw develop an international community of mobile learning researchers in the context of mobile VR and AR. Building upon the global popularity of the Pokemon Go app, Google Cardboard, and the Samsung Gear VR, there is now widespread interest in these technologies, but still little expertise in integrating these within authentic educational experiences beyond another form of interactive content delivery. Members of the Ascilitemlsig will discuss the potential of mobile AR and VR for user generated content and contexts, share their recent practice-based research, and invite interaction from the wider Ascilite conference attendees.
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    Designing Virtual Reality Environments for Paramedic Education: MESH360
    (Ascilite, 2016) Cochrane, T; Cook, S; Aiello, S; Harrison, D; Aguayo, C; Barker, S; Dawson, S; Pardo, A; Colvin, C
    This paper outlines the first two stages of a design-based research project that aims to develop more authentic critical care educational simulation experiences and learner-centred pedagogies in paramedicine education. The first two stages involve the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for designing immersive scenarios and 360-degree video enhanced critical care simulations. Thus far we have identified a set of design principles that will guide the implementation of the project. These design principles will be modified in light of the subsequent project evaluation stages.
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