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Articles 1 - 13 of 13
Full-Text Articles in Education
Mining Constructivism In The University: The Case Of Creative Mode, Jeffrey Brand, Penny De Byl, Scott Knight, James Hooper
Mining Constructivism In The University: The Case Of Creative Mode, Jeffrey Brand, Penny De Byl, Scott Knight, James Hooper
Jeffrey Brand
Extract: The reconstruction of the modern university is under way, and it extends beyond Massively Open Online Courses (MOOCs). Just as the United Nations Human Settlements Program (UN-Habitat) has re-imagined urban spaces in Minecraft (Mojang, 2011) through the block by block initiative (blockbyblock.org), so too have educators re-imagined the space and meaning of the University Campus. This chapter presents the potential of Minecraft to help students and professors re-think university spaces and university education by presenting a detailed case study of the integration of the standard, unmodified release of Minecraft operating in creative mode into an experimental university class.
Does Social Media Breed Learner Laziness?, Shelley Kinash, Jeffrey Brand
Does Social Media Breed Learner Laziness?, Shelley Kinash, Jeffrey Brand
Jeffrey Brand
Extract As new technologies grow in popularity, the associated cognitive and moral worries, concerns and questions intensify. The current devices of choice are smartphones, tablets and laptops. People primarily use them for texting, social media and massive multi-player online games. Parents and teachers are concerned, asking questions such as: are people losing the ability to [offline] socialise; is the current technology too addictive, in that children need to be forced to pick up a book or go play outside; is abbreviated and phonetic messaging interfering with people’s spelling and grammatical skills.
Get Visible Or Vanish : Using New Media To Raise Your Research Profile, Peta J. Hopkins, Wendy Abbott, Daniel Brennan, Katrina A. Bramstedt, Tracy Whitelaw, Jeffrey Brand, Michael J. Rees
Get Visible Or Vanish : Using New Media To Raise Your Research Profile, Peta J. Hopkins, Wendy Abbott, Daniel Brennan, Katrina A. Bramstedt, Tracy Whitelaw, Jeffrey Brand, Michael J. Rees
Jeffrey Brand
This is a video recording of a panel session hosted by Bond University Library during Bond Research Week 2013 on the topic of using new media (social media) for raising research profiles. The panel session was organised by Peta Hopkins and Wendy Abbott of Bond University Library. The speakers in the session are: Daniel Brennan, Katrina Bramstedt, Tracy Whitelaw, Jeffrey Brand, Michael Rees and Peta Hopkins. All the speakers are from Bond University. The session took place on the 6 of September 2013, Bond University.
Crafting Minds In Minecraft, Jeffrey Brand, Shelley Kinash
Crafting Minds In Minecraft, Jeffrey Brand, Shelley Kinash
Jeffrey Brand
Extract At some stage, career teachers experience the feeling of a growing distance between them and their students. Probably their students sense it too. This is inevitable and natural. After all, as educators age and their student cohorts remain within a narrow range of ages, the relative age gap widens. The gap sensation can also be caused by a seismic generational shift and by a change in life circumstances (like having one’s own children). Technology may produce growing distance between teachers and learners too and being dynamic, it may seem the most profound. Naturally, many educators want to resist but …
Innovation In Education, Debborah Smith, Jeffrey Brand, Shelley Kinash
Innovation In Education, Debborah Smith, Jeffrey Brand, Shelley Kinash
Jeffrey Brand
No abstract provided.
Are The Library Shelves Empty Now That Digital Books Have Arrived?, Debborah Smith, Shelley Kinash, Jeffrey Brand
Are The Library Shelves Empty Now That Digital Books Have Arrived?, Debborah Smith, Shelley Kinash, Jeffrey Brand
Jeffrey Brand
Extract:Imagine if it was possible for students to carry all of their textbooks with them at all times because the books weighed less than 700g in total and they fitted easily into a small bag. Then imagine that within those books, the content appears to come to life. Touch a word and it provides a definition or a translation into another language. Touch a picture and it transforms into an animation or a video. An invisible tutor is present checking the reader’s knowledge of the content and providing not just immediate feedback, but also indicating which content should be studied. …
University Student Experiences Of Mobile Learning: One Year Beyond Commencement, Shelley Kinash, Jeffrey Brand, Trishita Mathew, Ron Kordyban
University Student Experiences Of Mobile Learning: One Year Beyond Commencement, Shelley Kinash, Jeffrey Brand, Trishita Mathew, Ron Kordyban
Jeffrey Brand
Mobile learning was an embedded component in the pedagogical design of an innovative undergraduate course, Digital Media and Society. This paper reports the experiences and perceptions of 189 students over three semesters in 2010 and 2011. Students were given the option of using their own devices or a university loaned iPad. The iPads were loaded with an electronic textbook and a mobile application of the learning management system. Feedback from students on mobility and the electronic text was positive and optimistic overall. However, the majority of these students were not convinced that the trial made a difference to their learning.
Designing Games To Motivate Student Cohorts Through Targeted Game Genre Selection, Penny De Byl, Jeffrey Brand
Designing Games To Motivate Student Cohorts Through Targeted Game Genre Selection, Penny De Byl, Jeffrey Brand
Jeffrey Brand
The objective of this chapter is to develop guidelines for targeted use of games in educational settings by presenting a typology of learning styles, motivations, game genres, and learning outcomes within disciplinary student cohorts. By identifying which academic outcomes best align with the motivations and learning styles of students and which game genres are best suited to those motivations and outcomes, the authors elucidate a typology to assist serious game designers’ and educators’ pursuits of games that both engage and instruct. The result will guide the implementation of games in the classroom by linking game genre and game mechanics with …
Iwant Does Not Equal Iwill: Correlates Of Mobile Learning With Ipads, E-Textbooks, Blackboard Mobile Learn And A Blended Learning Experience, Jeffrey Brand, Shelley Kinash, Trishita Mathew, Ron Kordyban
Iwant Does Not Equal Iwill: Correlates Of Mobile Learning With Ipads, E-Textbooks, Blackboard Mobile Learn And A Blended Learning Experience, Jeffrey Brand, Shelley Kinash, Trishita Mathew, Ron Kordyban
Jeffrey Brand
This research tested the efficacy of a blended learning iteration with iPad tablet computers, an e-textbook and Blackboard's Mobile Learn application connected with a learning management system (LMS). Mobile learning was embedded into the pedagogical design of an undergraduate subject run in two semesters with 135 students. Using design-based research (DBR), an empirical investigation examined four variables including: iPad use; mobile technology use; attitude, including the unified theory of acceptance and use of technology (UTAUT) scale; and academic performance. Quantitative analysis with PASW Statistics included descriptive, scaling, correlations, partial correlations and ANCOVAs. Results suggested that students were positive about mobile …
Playing E-Textbooks Ends The Stale, Mate, Jeffrey Brand
Playing E-Textbooks Ends The Stale, Mate, Jeffrey Brand
Jeffrey Brand
No abstract provided.
Challenging Mobile Learning Discourse Through Research: Student Perceptions Of Blackboard Mobile Learn And Ipads, Shelley Kinash, Jeffrey Brand, Trishita Mathew
Challenging Mobile Learning Discourse Through Research: Student Perceptions Of Blackboard Mobile Learn And Ipads, Shelley Kinash, Jeffrey Brand, Trishita Mathew
Jeffrey Brand
Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether Blackboard Mobile Learn made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for Blackboard Mobile Learn to the same extent as they used them for searching the web for study, …
Uncoupling Mobility And Learning: When One Does Not Guarantee The Other, Shelley Kinash, Jeffrey Brand, Trishita Mathew, Ron Kordyban
Uncoupling Mobility And Learning: When One Does Not Guarantee The Other, Shelley Kinash, Jeffrey Brand, Trishita Mathew, Ron Kordyban
Jeffrey Brand
Mobile learning was an embedded component of the pedagogical design of an undergraduate course, Digital media and society. In the final semester of 2010 and the first semester of 2011, 135 students participated in an empirical study inquiring into their perceptual experience of mobile learning. To control for access to technology, an optional iPad student loan scheme was used. The iPads were loaded with an electronic textbook and a mobile application of the learning moderation system. Eighty students participated in ten-person focus groups. Feedback on mobility and the electronic text was positive and optimistic. However, the majority of students were …
Pad-Agogy: A Quasi-Experimental And Ethnographic Pilot Test Of The Ipad In A Blended Mobile Learning Environment, Jeffrey Brand, Shelley Kinash
Pad-Agogy: A Quasi-Experimental And Ethnographic Pilot Test Of The Ipad In A Blended Mobile Learning Environment, Jeffrey Brand, Shelley Kinash
Jeffrey Brand
Does student use of mobile technologies make a difference to their learning? Many educators make this claim. This research will test and report the learning outcomes, technology orientations, attitudes, times on task & exposure frequencies with iPad tablet computers and make comparisons of these groups using other mobile devices and groups not using mobile devices. Methods include a quasi-experiment and design-based research (DBR) and ethnography. Participants will be 150 students over 2 semesters randomly assigned to rotating a comparison group using a traditional bound textbook and regular access to a Blackboard subject site, another comparison group using their existing mobile …