Developing Elementary Students’ Digital Literacy Through Augmented Reality Creation: Insights From a Longitudinal Analysis of Questionnaires, Interviews, and Projects

2018 ◽  
Vol 57 (6) ◽  
pp. 1400-1435 ◽  
Author(s):  
Hsiao-Ping Hsu ◽  
Zou Wenting ◽  
Joan E. Hughes
Keyword(s):  
Instructional Design ◽  
Augmented Reality ◽  
Digital Literacy ◽  
After School ◽  
Future Research ◽  
Digital Learning ◽  
Teacher Interviews ◽  
Face To Face ◽  
After School Program ◽  
The Face

This mixed-method case study investigated digital literacy (DL) development among 32 elementary-level students who created multimodal, contextual, and interactive augmented reality (AR) artifacts in a 20-week after-school program in Northern Taiwan. The instructional design combined situated and spiral learning experiences with AR, implemented through a blended learning environment. Data sources included pre- and post-program digital learning student surveys, student and teacher interviews, classroom observations, and AR artifact assessments. Results indicated statistically significant increases with moderate effect sizes in five areas of students’ DL practices: information management; collaboration; communication and sharing; creation; and evaluation and problem-solving. Students did not increase DL in one area: ethics and responsibility. The situated and spiral learning-by-design approach offered increasingly complex AR creation projects in which students developed and transferred their DL. The face-to-face and online learning settings offered multiple ways to collaborate and facilitated the development of students’ DL. The AR technology enabled students to develop DL through designing AR using three types of representation features: multimodal, interactive, and contextual. Practical and theoretical implications for adapting or enhancing this instructional design in future DL programs and for future research are discussed.

Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development

2011 ◽  
pp. 239-258
Author(s):  
Gail Wilson
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Environments ◽  
Faculty Members ◽  
Future Research ◽  
Collective Case Study ◽  
Face To Face ◽  
Regional University ◽  
Professional Development For Teachers ◽  
The Face

This chapter draws on a collective case study of six faculty members working in ICT-enhanced blended learning environments at a large regional university in Australia. The chapter identifies seven dimensions of the blended learning environments created by each teacher, with a particular focus on four of these dimensions – the teacher, the online, the resource-based learning and the institutional support dimension. The research showed how individual faculty members worked to blend their courses through their overall approaches to course planning, their focus on combining the strengths of both the face-toface and the online learning environments, and their eagerness to shift their pedagogical approaches to accommodate the best features of both the face-to-face and the online environments. The chapter makes recommendations for professional development for teachers that is effective in preparing them for creating and working in blended learning environments and suggests areas for future research in the area of blended learning.

Building Reflective Practices Through a Digital Literacy Portfolio in an Online Context

2020 ◽  
pp. 45-64 ◽  
Author(s):  
Jackie Marshall Arnold ◽  
Mary-Kate Sableski
Keyword(s):  
Literacy Instruction ◽  
Digital Literacy ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Evidence Based Practices ◽  
Face To Face ◽  
The Face ◽  
Collaborative Context ◽  
Future Practice

Digital storytelling is a way to utilize evidence-based practices in an online context that incorporates foundational literacy content with digital tools. Two literacy professors sought to maximize candidate learning and engagement through authentic, purposeful practices. This chapter details the utilization of a digital literacy portfolio assignment as part of an online, collaborative context to facilitate candidates' articulation of beliefs and understandings about effective literacy instruction. As candidates engage across both the face-to-face and online contexts, they develop understandings about effective literacy instruction, the application of digital tools in the classroom instruction, and a lived sense of the content of the ILA Standards that will inform their future practice. While teacher education programs face political scrutiny and intense pressure to incorporate vast amounts of content, the assignment described in this chapter provides an opportunity to facilitate candidates' learning in an online environment.

Audit roles and the review process: workpaper preparers’ and reviewers’ differing perspectives

2019 ◽  
Vol 34 (4) ◽  
pp. 438-461 ◽  
Author(s):  
Brandon Ater ◽  
Christine Gimbar ◽  
J. Gregory Jenkins ◽  
Gabriel Saucedo ◽  
Nicole S. Wright
Keyword(s):  
Review Process ◽  
Future Research ◽  
Senior Managers ◽  
Data Set ◽  
Accounting Firms ◽  
Content Type ◽  
Face To Face ◽  
Process Characteristics ◽  
Workpaper Review ◽  
The Face

Purpose This paper aims to examine the perceptions of auditor roles on the workpaper review process in current audit practice. Specifically, the paper investigates how an auditor’s defined role leads to perceived differences in what initiates the workpaper review process, the preferred methods for performing reviews and the stylization or framing of communicated review comments. Design/methodology/approach A survey was administered in which practicing auditors were asked about workpaper review process prompts, methods and preferences. The survey was completed by 215 auditors from each of the Big 4 accounting firms and one additional international firm. The final data set consists of quantitative and qualitative responses from 25 audit partners, 33 senior managers, 30 managers, 75 in-charge auditors/seniors and 52 staff auditors. Findings Findings indicate reviewers and preparers differ in their perceptions of the review process based on their defined roles. First, reviewers and preparers differ in their perspectives on which factors initiate the review process. Second, the majority of reviewers and preparers prefer face-to-face communication when discussing review notes. Reviewers, however, are more likely to believe the face-to-face method is an effective way to discuss review notes and to facilitate learning, whereas preparers prefer the method primarily because it reduces back-and-forth communication. Finally, reviewers believe they predominantly provide conclusion-based review notes, whereas preparers perceive review notes as having both conclusion- and documentation-based messages. Research limitations/implications This paper advances the academic literature by providing a unique perspective on the review process. Instead of investigating a single staff level, it examines the workpaper review process on a broader scale. By obtaining views from professionals across all levels, this work intends to inspire future research directed at reconciling differences and filling gaps in the review process literature. The finding that reviewers and preparers engage in role conformity that leads to incongruent perceptions of the review process should encourage the consideration of mechanisms, with the potential to be tested experimentally, by which to reconcile the incongruities. Practical implications Results support recent regulator concerns that there are breakdowns in the workpaper review process, and the findings provide some insight into why these breakdowns are occurring. Incongruent perceptions of review process characteristics may be the drivers of these identified regulatory concerns. Originality/value This is the first study to examine current workpaper review processes at the largest accounting firms from the perspective of both preparers and reviewers. From this unique data set, one key interpretation of the findings is that workpaper preparers do not appear to recognize a primary goal of the review process: to ensure that subordinates receive appropriate coaching, learning and development. However, workpaper reviewers do, in fact, attempt to support preparers and work to create a supportive team environment.

scholarly journals Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 109
Author(s):  
Jennifer Schneider ◽  
Melanie Patfield ◽  
Hayley Croft ◽  
Saad Salem ◽  
Irene Munro
Keyword(s):  
Augmented Reality ◽  
Student Learning ◽  
Tertiary Education ◽  
Pharmacy Education ◽  
Face To Face ◽  
Student Opinions ◽  
Mixed Method Design ◽  
Sequential Explanatory Mixed Method ◽  
The Face ◽  
Augmented Reality Technology

There is increasing use of augmented reality (AR) technology, which combines the virtual and real world, in the tertiary education sector. AR enables flexibility in student learning, since this technology may be used in the face to face setting and may also be accessed by students at any time outside of this setting. The purpose of this study was to develop an AR tool and investigate its effectiveness for learning about the medication naloxone using AR in a MagicBook; and determine student opinions on its acceptability and usability. Using a sequential explanatory, mixed method design, 25 undergraduate pharmacy students were recruited to participate in the study. Pre- and post-tests were used to measure changes in knowledge and a survey was used to collect information on the usability and acceptability of AR for learning. The findings of the study indicated that AR technology was able to support student learning on the chosen topic, showing 42% improvement in quiz score p < 0.0001, and that students found using AR was stimulating, interactive, engaging and easy to follow. Thus, AR technology could be an effective way to enhance student learning about medicines.

scholarly journals ADAPTASI PEMBELAJARAN SOSIOLOGI SECARA BLENDED LEARNING DALAM MENGHADAPI MASA NEW NORMAL

2020 ◽  
Vol 34 (2) ◽  
pp. 81-92
Author(s):  
Ernawati ◽  
Wilodati
Keyword(s):  
Blended Learning ◽  
Digital Learning ◽  
Education Policies ◽  
New Normal ◽  
Face To Face ◽  
Normal Period ◽  
The World ◽  
Teachers And Students ◽  
The Face ◽  
Green Zone

Kondisi pandemi, yang sedang melanda dunia termasuk Indonesia saat ini, mengakibatkan interaksi tatap muka di kelas antara guru dan peserta didik tidak mungkin untuk dilakukan. Oleh karena itu pembelajaran digital menjadi alternatif yang penting untuk mengganti tatap muka di kelas. Namun dalam realitas sesungguhnya, banyak persoalan ketidaksiapan yang ditemukan untuk melaksanakan pembelajaran digital baik terkait dengan sarana prasarana maupun peserta didik. Salah satu cara yang paling memungkinkan untuk mengatasi hal tersebut adalah melalui adaptasi pembelajaran secara blended learning dalam menghadapi masa new normal terutama dalam pembelajaran sosiologi. Tujuan pokok penelitian ini adalah untuk mengetahui adaptasi pembelajaran sosiologi secara blended learning dan kebijakan pendidikan Indonesia dalam mencegah Covid-19. Metode yang digunakan dalam penelitian ini menggunakan kajian literatur kepustakaan di mana peneliti menganalisis berbagai penelitian yang relevan dengan adaptasi pembelajaran sosiologi. Penyajian data dilakukan dengan teknik deskriptif yaitu menggambarkan adaptasi pembelajaran secara blended learning yang terjadi dalam menghadapi masa new normal. Hasil penelitian menunjukkan bahwa adaptasi pembelajaran sosiologi secara blended learning dalam menghadapi masa new normal dilakukan dengan 3 mode (1) Dalam jaringan (daring) sosiologi, (2) Luar jaringan (luring) sosiologi dan (3) tatap muka, di daerah zona hijau berbasis protokol kesehatan.The pandemic condition, which is currently sweeping the world including Indonesia, makes face-to-face interactions in class between teachers and students impossible to do. Therefore, digital learning is an important alternative to replace face-to-face classrooms. But in reality, many unpreparedness issues are found to carry out digital learning both related to infrastructure and students. One of the most possible ways to overcome this is through the adaptation of blended learning in the face of the new normal, especially in sociology learning. The main objective of this study is to determine the adaptation of sociology learning by blended learning and Indonesian education policies in preventing Covid-19. The method used in this study is a literature review where the researcher analyzed various studies relevant to the adaptation of sociological learning. The presentation of the data is carried out using descriptive techniques, which describe the adaptation of blended learning that occures in the face of the new normal period. The results show that the adaptation of sociology learning by means of blended learning in the face of the new normal period was carried out in three modes (1) online sociology networks, (2) offline sociology and (3) face-to-face, in green zone based area obeying the health protocol.

scholarly journals El espejismo de la participación ciudadana en tiempos de COVID-19

2020 ◽  
Vol 10 (20) ◽  
pp. 47-70
Author(s):  
Juan de Lucas Osorio
Keyword(s):  
Digital Literacy ◽  
New Technologies ◽  
County Council ◽  
Face To Face ◽  
The Public ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Face ◽  
The One ◽  
Social Entities

This article aims to show how the pandemic situation has given rise to the digital exodus of activities that were originally designed to be carried out in person, organized by public bodies (town councils, county council and the Andalusian Ministry of Employment, Training and Autonomous Work) and non-governmental organizations (associations, foundations of Andalusia), raising the following questions: Are face-to-face activities transferred to the digital sphere without adapting? Are there triggers to encourage participation? Do you offer a solution in terms of technological tools or digital literacy to access the activity? To give answers to these questions, between April and September 2020 we have analyzed 233 activities, 91 activities of public organizations and 142 of social entities: training course, informative workshops, conferences, orientation, and presentation of resources. In these activities the main areas covered were: employment, social revitalization, new technologies, gender equality, health, entrepreneurship and resources for youth. With these questions, necessary and current, we obtain answers that lead to a lack of transformation of face-to-face activities towards the digital field, which does not take advantage of the benefits of digital tools; Institutions and organizations do not take into account the degree of knowledge of the public with respect to communication channels and that they require them to know how to use, without forgetting the economic circumstance and assuming that each person has the necessary software and hardware to be a connected citizen. In parallel, we have discovered that this acceleration of the digital transformation of face-to-face activities has found social entities devoid of knowledge and materials. On the one hand, it does not have the materials to carry out the subsidized programs, but the administration requires it to develop them, and on the other hand, it does not have the resources to offer citizens quality technological services, since its mission was based on in the face-to-face field, for which they demand training for their workers and collaborators, as well as computer equipment not only so that citizens can participate but also so that the organization itself can develop its relationship with the administrations.

GeoForge: investigating integrated virtual reality and personalized websites for collaboration in middle school science

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Corinne Brenner ◽  
Kayla DesPortes ◽  
Jessica Ochoa Hendrix ◽  
Mandë Holford
Keyword(s):  
Middle School ◽  
Virtual Reality ◽  
Instructional Design ◽  
Learning Experience ◽  
School Science ◽  
Planetary Science ◽  
Science Lesson ◽  
Digital Learning ◽  
Teacher Interviews ◽  
Content Type

Purpose This paper aims to describe the design and user testing of GeoForge, a multiple-player digital learning experience for middle school that leverages virtual reality (VR) and individualized websites for learning concepts in planetary science. This paper investigates how specific instructional design choices and features of the technology fostered collaborative behaviors. Design/methodology/approach GeoForge was implemented in 3 middle school classrooms with a total of 220 students. Learners used GeoForge in class in groups of 3–4 to learn about planetary science. A mixed-methods approach examined collaboration using classroom observations, teacher interviews, student surveys and student artifacts. Using Jeong and Hmelo-Silver’s (2016) seven affordances of technology for collaborative learning, this paper identifies ways in which features of GeoForge supported collaborative behaviors. Findings Instructional design which combined VR and the digital science journal (DSJ) helped foster collaboration. Some collaborative behaviors were especially notable in classrooms that did not regularly practice these skills. Segmenting tasks in the DSJ, clarifying instructions to articulate ideas, showing other group members’ responses onscreen and enabling multiuser VR environments contributed to collaborative behaviors and a satisfying learning experience as observed and documented through multiple methods. Originality/value GeoForge successfully integrated VR and personalized websites in a classroom planetary science lesson, an approach which balanced instructional design and logistical challenges while creating opportunities for collaboration.

Transforming Preservice Teacher TPACK by Transforming Faculty Digital Agency

2019 ◽  
pp. 131-153 ◽  
Author(s):  
Rebecca J. Blankenship
Keyword(s):  
Digital Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face ◽  
Level Of Use ◽  
Digital Plane ◽  
The Face ◽  
Event Flow ◽  
Digital Agency ◽  
Technology Trends

In 2016, the Office of the Provost at Florida Agricultural and Mechanical University initiated a highly competitive faculty digital learning initiative (DLI) to promote student-centered learning by retooling existing courses to reflect current and emerging technology trends. For this chapter, the experiences of four fellows were considered within the TPACK framework level of use (LoU) structure in addition to considerations of how the face-to-face to digital transformation were perceived by fellows in terms of what they knew about their pedagogic methods prior to, during, and subsequent to completion of the fellowship. Additionally, descriptions of how each fellow retooled the curriculum and construct of her/his course to reflect better the needs of the 21st century learner will be cross-analyzed through event-flow networks against her/his re-envisioned personal teaching philosophy to establish if pedagogic transformation actually occurred across the digital plane.

Abstract P094: Sex Differences in Fitness Outcomes After Participation in a Park-Based After school Program Among Minority Youth

Circulation ◽  
2018 ◽  
Vol 137 (suppl_1) ◽  
Author(s):  
Sarah E Messiah ◽  
Emily M D'Agostino ◽  
Hersila H Patel ◽  
Eric Hansen ◽  
M. Sunil Mathew ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sex Differences ◽  
Repeated Measures ◽  
After School ◽  
Future Research ◽  
Weight Category ◽  
Physical Activity Guidelines ◽  
Obesity Epidemic ◽  
School Year ◽  
After School Program

Introduction: Only 18% of high school girls compared with 37% of boys are reported to meet national physical activity guidelines, but much less is known about sex differences in fitness levels during the elementary and middle school years. This study aimed to describe sex differences in longitudinal fitness outcomes after participation in Fit2Play TM , a park-based afterschool health and wellness program targeting high risk youth ages 6-to-14 years old. Hypothesis: It was hypothesized that over time boys would have more improvement in (1) cardiorespiratory fitness via the Progressive Aerobic Cardiovascular Endurance Run (PACER) and 400 meter run test; (2) strength via 1-minute timed push-ups and sit-ups; and (3) flexibility via the sit-and-reach test, versus girls. Methods: Youth who participated in Fit2Play TM for either 1, 2 or 3 school years between 2010-2016 (N=2129, mean age 9.1 years, 52% Hispanic, 48% non-Hispanic black, 54% male) participated in a fitness battery at the beginning and end of the school year(s). Effects of length of Fit2Play TM participation on fitness outcomes were assessed via 3-level repeated measures analysis stratified by sex and adjusted for child sociodemographics, weight category, area poverty, and year. Results: Adjusted models showed significant improvements for both boys and girls in the PACER and 400 meter run tests (p<0.001 for both), with greater magnitude of effects and dose-response trends for girls after up to 3 years of participation in Fit2Play TM . Specifically, from baseline to 1, 2 and 3 years of program participation, girls demonstrated 8% (95% CI: 0.87, 0.97), 14% (95% CI: 0.77, 0.96), and 23% (95% CI: 0.65, 0.92) mean improvement in 400 meter run times versus 9% (95% CI: 0.86, 0.96), 9% (95% CI: 0.82, 1.01), and 17% (95% CI: 0.70, 0.98) for boys, respectively (p<0.001 for all). Significant strength improvements were found for both boys and girls for push-ups (p<.01 for both, though 4%, 11% and 12% higher magnitude of effects in girls vs. boys for 1, 2 and 3 years of participation, respectively), and only girls for sit-ups (p<.001). Conclusions: Park-based afterschool physical activity programs have the potential to improve fitness performance in all youth, and particularly girls. Future research should further examine sex differences in the effects of park and other community based programs to ultimately reduce sex disparities in youth fitness, particularly in light of the current youth obesity epidemic that continues to challenge our nation.

Out of Site, Still in Mind? A Case Study in Video Mediated Communication

1992 ◽  
Vol 36 (3) ◽  
pp. 242-246
Author(s):  
Beverly L. Harrison ◽  
Mark H. Chignell ◽  
Ronald M. Baecker
Keyword(s):  
Video Conferencing ◽  
Field Trials ◽  
Video Communication ◽  
Future Research ◽  
Systematic Research ◽  
Mediated Communication ◽  
Face To Face ◽  
Floor Control ◽  
The Face

Video mediated communication alters our perception of the way in which we interact and communicate. In contrast to face to face or audio only (e.g., telephone) communication, there is relatively little systematic research on the effect of video conferencing on communication within groups of people at dispersed locations (Harrison, 1991b; Harrison et al, 1992b; Sellen, 1992; Wolf, 1988; Cohen, 1982; Short, Williams, and Christie, 1976). In this paper we describe a study of how participants at three distant locations perceived differences between face to face (within site) and video mediated (between site) communication. Results indicate that participants perceived between site, mediated communication to be unnatural and uncomfortable. They felt there were problems with gaining floor control and with conversation flow. Additionally, participants perceived the between site, mediated communication to be less interactive, less social, and less enjoyable than the face to face, within site communication. The insights gained through this and other case studies, summarized here, will be used to guide our future research. This study is one in a series of field trials and controlled experiments aimed at understanding the human factors issues associated with video communication and the design of such systems.

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