scholarly journals An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education

2011 ◽  
Vol 27 (1) ◽  
Author(s):  
Barney Dalgarno ◽  
Mark J.W. Lee ◽  
Lauren Carlson ◽  
Sue Gregory ◽  
Belinda Tynan
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Virtual Worlds ◽  
Academic Disciplines ◽  
Teaching Staff ◽  
Scoping Study ◽  
Face To Face ◽  
International Trends ◽  
Online Distance ◽  
Insight Into

<blockquote>This article describes the research design of, and reports selected findings from, a scoping study aimed at examining current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. The scoping study is the first of its kind in the region, intended to parallel and complement a number of studies conducted in other parts of the world. Results from a sector-wide questionnaire administered as part of the scoping study, portions of which are presented in this article, appear consistent with international trends, especially in terms of the platforms chosen and the dramatic increase in usage seen in recent years. Higher education teaching staff in Australia and New Zealand are using 3D immersive virtual worlds with their students in a variety of ways, for both assessable and non-assessable tasks and in face to face, fully online/distance as well as blended-mode subjects, although use in face to face and blended contexts appears to be most common. The results also provide some insight into the demographics (e.g. age) of staff who have adopted 3D immersive virtual worlds in their teaching, as well as into the academic disciplines in which the technology is being employed.</blockquote>

scholarly journals How Are Australian and New Zealand Higher Educators Using 3D Immersive Virtual Worlds in Their Teaching?

2013 ◽  
pp. 169-188
Author(s):  
Mark J.W. Lee ◽  
Barney Dalgarno ◽  
Sue Gregory ◽  
Lauren Carlson ◽  
Belinda Tynan
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Research Design ◽  
Virtual Worlds ◽  
Virtual World ◽  
Scoping Study ◽  
Learning And Teaching ◽  
Face To Face ◽  
Delivery Modes ◽  
The Subject

Numerous papers have been published reporting on specific applications of 3D immersive virtual worlds in higher education, but there have been few attempts to systematically analyse and document views, experiences and applications across the sector. Presented in this chapter are selected results and findings from a questionnaire (n = 117), which was administered as part of a DEHub-funded scoping study of the use of 3D immersive virtual worlds in Australia and New Zealand for learning and teaching in distance/online, face-to-face and blended settings. The overall research design of the scoping study is discussed, followed by selected information from the questionnaire responses about the 100 subjects in which the technology was reported to have been used. This includes statistics on the subject levels, discipline areas, delivery modes, virtual world platforms used and whether the virtual world-based tasks were compulsory and/or assessable. Finally, the chapter reports on data collected from a subset of the respondents who provided more detailed information about their subjects in a number of areas, namely the nature of the in-world activities undertaken by students, the funding and support obtained for the initiative, whether dedicated development was carried out, views on the most successful aspects and the problems encountered.

scholarly journals The Pakaru ‘Pipeline’: Māori and Pasifika Pathways within the Academy

2020 ◽  
Author(s):  
Sereana Naepi ◽  
Tara G McAllister ◽  
Patrick Thomsen ◽  
Marcia Leenen-Young ◽  
Leilani A Walker ◽  
...  
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Recruitment And Retention ◽  
Teaching Fellows ◽  
Advantages And Disadvantages ◽  
Professional Teaching ◽  
Insight Into ◽  
Academic Positions ◽  
Academic Pipeline

We examine the academic ‘pipeline’ for Māori and Pasifika graduates and illustrate the chronic under-representation of Māori and Pasifika in permanent academic positions in New Zealand universities. We identify areas within higher education where significant opportunities are being lost for the recruitment and retention of Māori and Pasifika. The narratives of Māori and Pasifika post-doctoral researchers, research associates and professional teaching fellows provide further insight into the advantages and disadvantages of these positions. Lastly, we propose a Pacific alternative metaphor ‘Pacific Navigation of Academic Pathways’ based on Pacific navigation, as opposed to the more commonly used term ‘pipeline’, in order to capture the nuances of Pasifika and Māori experiences.

Learning across Multiple Spaces

2014 ◽  
pp. 372-392
Author(s):  
Laura Fedeli ◽  
Pier Giuseppe Rossi ◽  
Lorella Giannandrea
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Traditional Instruction ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Department Of Education ◽  
Teaching Staff ◽  
Face To Face ◽  
E Learning

This chapter deals with four different case studies represented by graduate and post-lauream courses run at the Department of Education, Cultural Heritage and Tourism at University of Macerata (Italy). These cases synthesize the research developed in the last 10 years by the teaching staff who have promoted the activation of e-learning in the institution. The choice to present different contexts, from blended solutions where face-to-face courses are integrated with online environments to fully online courses, is framed in a new pedagogical perspective; that is, the need to focus on the methodologies and strategies is recognized as successful in e-learning in order to improve the quality of traditional instruction developed in the presence of higher education institutions. This process shifts attention from “quality of e-learning” to “quality through e-learning.” In fact, the differentiated and flexible use of technologies is aimed at helping students become more involved in the educational setting and to help them contextualize their studies more effectively.

scholarly journals Training of Future Specialists in Programme Subject Area 029 "Information, Library and Archival Studies": Main Trends of the Formation of Educational Literature Fund

2021 ◽  
pp. 102-116
Author(s):  
Nadiia Bachynska ◽  
Oksana Klymenko
Keyword(s):  
Higher Education ◽  
Visual Analysis ◽  
Bologna Process ◽  
Subject Area ◽  
Educational Process ◽  
Academic Disciplines ◽  
Teaching Staff ◽  
Archival Studies ◽  
Educational Literature ◽  
National University

It is the first articulation of the problem of forming a fund of educational literature as a theoretical and methodological basis for a successful educational process for students majoring in 029 “Information, Library, and Archival Studies” based on the example of Kyiv National University of Culture and Arts (hereinafter KNUCA). By applying general scientific (analysis, synthesis, generalization) and special research methods (bibliographic, statistical, visual analysis), analysis and systematization of the entire literature presented in the teaching materials of the teaching staff of KNUCA on educational programmes in the programme subject area 029 “Information, Library and Archival Studies” the main trends in the formation of the fund of educational literature KNUCA for students of 029 “Information, Library and Archival Studies” have been identified, including compliance of educational literature for higher education to the current legal field, impact of the reform of domestic higher education in accordance with the principles of the Bologna process on structure and content of educational literature; reflection of the process of reforming library education in educational literature – the intensity of educational literature preparation is correlated with the implementation of a new programme subject area 029 “Information, Library and Archival Studies”; active usage along with educational publications in the educational process scientific monographs, scientific articles, reference books (though, these types of publications have not been classified as educational publications officially, they start to perform educational function); availability of publications which names are identical to the names of academic disciplines, which is due to the need for educational and methodological support of new academic disciplines; preparation of educational literature by author’s teams formed, in particular, by teachers of various educational institutions; cooperation with various publishers, which provides the required number of publications for the educational process and their availability to the general public. Five functional levels of complex educational and methodical support of the educational process and formation of the fund of educational literature are substantiated: the level of the institution of higher education; the level of the scientific library of the institution of higher education; department level; level of authors; level of publishers / producers of educational literature.

scholarly journals COVID-19 AND EDUCATION MANAGEMENT: THE CASE OF SILESIAN REGION - POLAND

2021 ◽  
Vol 2 ◽  
pp. 162-168
Author(s):  
Luis Ochoa Siguencia ◽  
Gilberto Marzano ◽  
Renata Ochoa-Daderska ◽  
Zofia Gródek-Szostak ◽  
Anna Szeląg-Sikora
Keyword(s):  
Higher Education ◽  
Social Relations ◽  
Education System ◽  
Learning Experience ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Higher Education System ◽  
Face To Face ◽  
E Learning ◽  
Teaching Learning

COVID-19 outbreak has changed the economic and social relations and caused a critical impact on the higher education system. The closure of University campuses to prevent community transmission of the Coronavirus SARS-CoV-2 has shifted face-to-face classes to online learning, distance learning, e-learning, mobile learning, and social learning. E-Learning and virtual education may become an essential component of the higher education system in the next years. Accordingly, teaching staff had to adapt their teaching methodology and tools to eLearning tools and platforms for effective student engagement. This paper reports on a first study conducted from December 2020 to January 2021, involving one hundred Higher Schools teachers of Management in the Silesia Region.The study showed many serious problems related to the emergency teaching-learning experience since it was essentially based on the translation of face-to-face approach in the online environment. 

scholarly journals The ways of the realization of gender-based education in the learning process in higher educational establishments

2021 ◽  
pp. 168-180
Author(s):  
Olena Karpova
Keyword(s):  
Higher Education ◽  
Gender Discrimination ◽  
Teaching Style ◽  
Educational Process ◽  
Academic Disciplines ◽  
Teaching Staff ◽  
Gender Education ◽  
Term Papers ◽  
Effective Organization ◽  
Gender Based

The article reveals the problem of gender-oriented education in higher education. The author notes that it is important not only to change the forms, methods and means of learning in modern conditions but also the concept of forming a modern specialist who has to train, in addition to professional knowledge, skills and abilities - interpersonal and soft skills because society is gradually moving away from the individualistic type and focuses on teamwork and cooperation at all levels. Among the gender problems in Ukraine such as gender inequality at different levels of education, the presence of elements of gender discrimination in the content of academic disciplines and its reflection in the educational and methodological literature; gender relations in the teaching staff, teaching style and pedagogical communication; speech/language sexism, etc. are identified. The survey proved the need to use a gender-sensitive approach in the educational process, showed some differences in learning between boys and girls and confirmed the importance of taking into account the psychological and physiological differences between girls and boys in the educational process. The author presents ways to implement this approach in higher education, which will contribute to the comprehensive coverage of all areas of work - teaching, methodological and educational - which will contribute to the creation of a gender-sensitive educational environment. Various directions of the introduction of gender education as a component of national, moral, family, legal, mental, labour are offered; emphasis is placed on the necessity to include gender topics in lectures, practical classes, term papers and master's theses; cooperation of educators and public organizations; formation of gender culture of the teacher, propaganda of gender education. The results of an experimental study are presented, the statistical data of which indicate the need to implement this type of education for more effective organization of the educational process in higher education, humanization and democratization of education.

scholarly journals Exploring Change and Innovation by ICT Teaching Staff in the New Zealand Polytechnic Sector

10.28945/2828 ◽  
2004 ◽  
Author(s):  
Christo Potgieter
Keyword(s):  
Higher Education ◽  
Education Research ◽  
New Zealand ◽  
Teaching Staff ◽  
Higher Education Research ◽  
Staff Perceptions ◽  
Institutes Of Technology ◽  
Further Development ◽  
Innovation In Higher Education ◽  
Made In

Papers presented at the 2003 conference of HERDSA (Higher Education Research and Development Society of Australasia) proposed guidelines for change and innovation in higher education. This paper empirically studied these guidelines in the ICT environment of an institution. We explored change and innovation outputs by ICT staff at ITPs (Institutes of Technology and Polytechnics), aspects of the environment in which ICT staff work and the leadership of that environment. It appears that the particular environment does not emphasize change and innovation that one would typically expect of the ICT environments. Staff perceptions indicate that change and innovation are not highly emphasized and visibly lead by management. We advise on ways that leadership could create this environment. Empirically study of the organization for change and innovation by ICT staff will require further development of instruments that considers the observations made in this project.

scholarly journals Reflections on the Impact of Social Technologies on Lecturers in a Pathway Institution

2015 ◽  
pp. 131-154 ◽  
Author(s):  
Donna M Velliaris ◽  
Craig R Willis ◽  
Paul B Breen
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
New Technology ◽  
First Year ◽  
Professional Lives ◽  
Face To Face ◽  
Social Technologies ◽  
The Impact ◽  
Insight Into ◽  
Over Time

Education has evolved over time from face-to-face teaching to computer-supported learning, and now to even more sophisticated electronic tools. In particular, social technologies are being used to supplement the classroom experience and to ensure that students are becoming increasingly engaged in ways that appeal to them. No matter how educationally beneficial, however, new technology is affected by its users. To investigate this, lecturers at the Eynesbury Institute of Business and Technology (EIBT)—a Higher Education pathway provider—were surveyed to determine their perception and application of social technolog(ies) in their personal, but predominantly ‘professional' lives. Utilising a qualitative and autoethnographic approach, one author provides an insight into their own attitude toward social technologies, coupled with responses to three open-ended questions. Thereafter, the same questions were posed to EIBT academic staff to understand their willingness or reluctance to use social technologies in their practice as part of their first-year pathway course(s).

scholarly journals The Pakaru ‘Pipeline’: Māori and Pasifika Pathways within the Academy

2020 ◽  
Vol 24 ◽  
pp. 142 ◽  
Author(s):  
Sereana Naepi ◽  
Tara G. McAllister ◽  
Patrick Thomsen ◽  
Marcia Leenen-Young ◽  
Leilani A. Walker ◽  
...  
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Recruitment And Retention ◽  
Teaching Fellows ◽  
Advantages And Disadvantages ◽  
Professional Teaching ◽  
Insight Into ◽  
Academic Positions ◽  
Academic Pipeline

We examine the academic ‘pipeline’ for Māori and Pasifika graduates and illustrate the chronic under-representation of Māori and Pasifika in permanent academic positions in New Zealand universities. We identify areas within higher education where significant opportunities are being lost for the recruitment and retention of Māori and Pasifika. The narratives of Māori and Pasifika post-doctoral researchers, research associates and professional teaching fellows provide further insight into the advantages and disadvantages of these positions. Lastly, we propose a Pacific alternative metaphor ‘Pacific Navigation of Academic Pathways’ based on Pacific navigation, as opposed to the more commonly used term ‘pipeline’, in order to capture the nuances of Pasifika and Māori experiences.

scholarly journals Lessons for Staff Development: Lecturers’ Transition from Face-to-Face to Online Teaching for Masters Courses in Higher Education

2021 ◽  
Vol 4 (2) ◽  
pp. 31
Author(s):  
Alison Clapp
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Online Teaching ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Face To Face ◽  
Teaching Community ◽  
Online Distance Learning

 AbstractDuring the COVID-19 pandemic there has been an almost universal pivot to emergency online teaching in higher education, requiring staff development as online teaching differs from teaching face-to-face. The transition has been at short notice, with rapidly created training and little time to engage. Past research into the transition to teach online is scarce. The study described here, carried out in the year before COVID-19, aimed to investigate the how previous experiences of learning and training affected transition, and how staff made sense of the experience, adding to knowledge on successful transition to teaching online distance learning courses. Interpretive phenomenological analysis was carried out after interviewing five experienced online teaching staff in a Graduate School, using semi-structured interviews and open-ended questioning. The overarching themes found were connections to online learning and teaching communities, and developing membership of, and activities in, these communities themselves. Staff with good connections to the online teaching community via other experienced staff, training, and prior experience as online students were able to make the transition to teach online with comparative ease, compared to those who did not. With little connection to the online teaching community, transition was slow and staff retained a greater connection to face-to-face teaching and its community. Post-pandemic, the study suggests that designs for staff development, relational agency (working for short periods with online teaching experts) and situated learning within an online environment are beneficial if elements of online learning and teaching are to be retained for the future.

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