Interactive Multimedia Experiences in Higher Education

2022 ◽  
pp. 180-193
Author(s):  
Patrícia Gouveia ◽  
Luciana Lima ◽  
Anna Unterholzner
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Participatory Design ◽  
Interactive Media ◽  
Interdisciplinary Studies ◽  
Design Strategies ◽  
Learning Spaces ◽  
Online Technologies ◽  
Teachers And Students ◽  
And Gender

This chapter presents experiences in using gaming and interactive media in higher education environments since 2017 culminating in the 2020/21 years when the COVID-19 pandemic forced teachers and students to adopt different work methodologies. Participatory design strategies merged with a tradition of critical and interdisciplinary studies in humanities mediated by online technologies helped shape these strategies enhanced by the cooperation from three different faculties from Lisbon University in Portugal (Universidade de Lisboa, UL), namely FBAUL, IST, and IGOT. The aim of these experiments was to augment the potential for innovation and research taking advantage of gaming research methodologies to involve teachers and students in a common context. This chapter also shows research done in interactive media, augmented and virtual reality, game art, and gender equity. The year 2020 showed how institutional collaboration can open learning spaces to a more focused approach on the interests of young people and to promote a more sustainable and dynamic future.

scholarly journals Exploring the content of instrumental lessons and gender relations in Australian higher education

2008 ◽  
Vol 25 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Katie Zhukov
Keyword(s):  
Higher Education ◽  
Female Students ◽  
Male Students ◽  
Educational Setting ◽  
Applied Music ◽  
Male And Female ◽  
Female Teachers ◽  
Teachers And Students ◽  
Lesson Content ◽  
And Gender

This observational study analysed the lesson content of 24 instrumental lessons (piano, strings and winds) using a gender-balanced sample (equal numbers of male/female teachers and students) from five Australian higher education institutions to ascertain the priorities of topics in advanced applied music lessons in the Western Classical tradition. The results were analysed according to gender to determine differences of approach between male and female teachers and male and female students. Same-gender and different-gender pairings were also considered. Technique was found to be of the greatest importance, followed by Articulation and Expression. Some gender differences have emerged between the teachers, with the male teachers tending towards a more analytical approach and the female teachers adopting more balanced lesson content. The treatment of students showed some divergence, with greater emphasis on Expression in the lessons of female students, whereas the male students studied more Structure. The results demonstrate stereotypical gender behaviour among the teachers and towards their students not previously observed in this educational setting.

scholarly journals Informal Learning Spaces in Higher Education: Student Preferences and Activities

Buildings ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 252
Author(s):  
Xianfeng Wu ◽  
Zhipeng Kou ◽  
Philip Oldfield ◽  
Tim Heath ◽  
Katharina Borsi
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Environments ◽  
Spatial Configuration ◽  
Education Student ◽  
Design Strategies ◽  
Learning Spaces ◽  
Student Preferences ◽  
Spatial Design ◽  
Design Characteristics

Informal learning spaces play a significant role in enriching student experiences in learning environments. Such spaces are becoming more common, resulting in a change to the spatial configuration of built environments in higher education. However, previous research lacks methods to evaluate the influence of the spatial design characteristics of informal learning spaces on student preferences and their activities within. This paper aims to tease out the spatial design characteristics of informal learning spaces to examine how they shape students’ preferences in terms of their use of the spaces and what they do within them. The two case studies selected for this study, both in the UK, are the Diamond at the University of Sheffield, and the Newton at Nottingham Trent University. A mixed-methods study is applied, including questionnaires, observation, interviews, and focus groups. Six significant design characteristics (comfort, flexibility, functionality, spatial hierarchy, openness, and other support facilities) that influence student use of informal learning environments are identified. These can be used to inform future design strategies for other informal learning spaces in higher education.

Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments

2018 ◽  
pp. 1261-1274
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Tertiary Education ◽  
Traditional Learning ◽  
Technology Usage ◽  
Learning Spaces ◽  
Online Technologies ◽  
Key Stakeholders ◽  
Effective Use ◽  
Stakeholder Needs

Traditional learning spaces have evolved into dynamic blended tertiary environments (BTEs), providing a modern means through which tertiary education institutes (TEIs) can augment delivery to meet stakeholder needs. Despite the significant demand for web-enabled learning, there are obstacles concerning the use of EOTs, which challenge the continued success of blended implementations in higher education. As technology usage accelerates, it is important for TEIs to understand and address the current challenges faced by key stakeholders using EOTs in BTEs, and provide appropriate support. This paper identifies and discusses the challenges stakeholders experience in using EOTs in BTEs. Interviews with 13 blended learning experts from New Zealand, Australia and Canada identified the challenges in using EOTs, and the extent to which these prevent widespread adoption and effective use of EOTs in BTEs. The outcomes of this study will enable them to design relevant approaches to tackle current obstacles in EOT usage, and deliver meaningful support to key stakeholders in BTEs.

scholarly journals Salaries in Higher Education Systems: A System-wide Perspective on Career Advancement and Gender Equity

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Andrea L. Liebl ◽  
Pam Rowland ◽  
Alyssa Kiesow ◽  
Ashley Podhradsky ◽  
Meredith Redlin ◽  
...  
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Career Advancement ◽  
Education Systems ◽  
Higher Education Systems ◽  
Wide Perspective ◽  
And Gender

The influence of gender on the careers of women theatre faculty in higher education : a qualitative investigation

2018 ◽  
Author(s):  
◽  
Rachel Elizabeth Bauer
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Emotional Labor ◽  
Fine Arts ◽  
Structured Interviews ◽  
University Of Missouri ◽  
Personal Lives ◽  
Normative Expectations ◽  
And Gender ◽  
Colleague Relationships

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Researchers have long documented issues with gender equity in higher education, especially in STEM fields, but less attention has been directed to gender equity in fields that fall under humanities and fine arts--including theatre, where women have already achieved greater equity in terms of their presence in the field. Assuming gender parity based on numbers, however, is problematic, leaving out the opportunity for understanding how overarching institutional structures impact the experience of individual women. Employing narrative inquiry, this study explored the experiences of fifteen, Ph.D. holding tenure track or tenured women theatre faculty at research institutions through in-depth, semi-structured interviews. This study found there is a subtlety and pervasiveness to sexism and gender bias that can function differently in departments of theatre and based on one's status/rank. The participants felt that the respect given to their man counterparts was not equally given to them. These women theatre faculty felt the need to change appearance and personality to be the part of professor, as professor is not traditionally “woman.” Additionally, women are doing the carework at home and work, and the unpaid burden of service and emotional labor that is put on women theatre faculty affects their productivity. The findings identified that women theatre faculty need support systems in both colleague relationships and in their personal lives, and work/life balance and professional environment are key factors in working in the profession. The findings show that through resiliency, women theatre faculty find their own ways to succeed in a system that works for them. It also shows that women are aware of how their needs are different from the normative expectations of the academic work environment.

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