BJET Editorial for the 50th Anniversary Volume in 2019: Looking back, reaching forward

Hennessy, Sara; Mavrikis, Manolis; Girvan, Carina; Price, Sara; Winters, Niall

doi:10.1111/bjet.12731

Cited by 15 publications

(9 citation statements)

References 4 publications

(4 reference statements)

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“…On cultural diversity in LA/AIED In the context of BJET's concern to promote internationalisation and inclusiveness (Hennessy, Mavrikis & Girvan, 2019), we recognise the lack of cultural diversity in this special issue, and must take responsibility for this, having invited the authors on the basis of their experience and diversity of outlook, rather than cultural background per se. This is, however, a fair reflection of the state of the art in LA/AIED.…”

Section: Reflections On This Special Issuementioning

confidence: 99%

Learning analytics and AI: Politics, pedagogy and practices

Shum

Luckin²

2019

Brit J Educational Tech

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Section: Reflections On This Special Issuementioning

confidence: 99%

Learning analytics and AI: Politics, pedagogy and practices

Shum

Luckin²

2019

Brit J Educational Tech

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“…There is growing evidence that educational technology has the potential to enhance learning, increase knowledge and promote transformative changes in the attitudes and behaviour of both individuals and the broader community (Aguayo and Eames 2017a;Becta 2009;Hennessy et al 2019;Somekh 2007). Within educational technology, today's mobile learning technologies (e.g.…”

Section: Introductionmentioning

confidence: 99%

A Framework for Mixed Reality Free-Choice, Self-Determined Learning

Aguayo

Eames

Cochrane

2020

Research in Learning Technology

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In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres.(page number not for citation purpose) learning practically anywhere in collaboration with anyone Pachler, Bachmair, and Cook 2010). They also promote innovative (Parsons 2013), inclusive (Traxler 2010) and transformative (Lindsay 2016) types of learning that challenge traditional teaching and learning approaches (Cochrane 2014;Merchant 2012). The content can be shaped to fit individual characteristics and needs (Aguayo 2016) through self-determined and real-life learning, and within user/learner-generated content and contexts, an approach known as heutagogy (Hase and Kenyon 2013;Luckin et al. 2010;Narayan and Herrington 2014).Recent mobile learning research has emphasised new patterns of connected social learning, and research into the transformative possibilities of digital tools (Cook and Santos 2016). We recognise that learning in the 21st century can occur practically anywhere at any time, in school and out, between students, teachers, non-formal educators and parents/adult learners. Twenty-first century learning outcomes also focus on enhancing access to knowledge and promoting organic and distributed social learning throughout the community, with an awareness that learning can be influenced by technological innovations and affordances (learning possibilities offered by technological tools) (Aguayo and Eames 2017b; Bull, Petts, and Evans 2008; Pachler, Bachmair, and Cook 2010). We also recognise that the sociocultural context provided by educational settings and those within them can build on, disrupt and challenge the personal constructs learners bring to those settings (Aguayo 2016; Rennie and Johnston 2004). A heutagogical approach mediated by mobile technologies could then act to create connections and reinforce lea...

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“…Digital technology has proven to enhance learning outcomes across educational sectors and contexts, yet critical challenges remain, notably: minimising the decay of digital interventions over time; and, achieving widespread learning outcomes in diverse, multicultural and complex settings (Aguayo, 2016;Dunn & Marinetti, 2008;Hennessy et al, 2019). One ambitious solution to these challenges may lie in a theoretical concept coming from biology called 'autopoiesis'.…”

mentioning

confidence: 99%

Interface Xperience

Aguayo¹

2020

pjtel

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Digital technology has proven to enhance learning outcomes across educational sectors and contexts, yet critical challenges remain, notably: minimising the decay of digital interventions over time; and, achieving widespread learning outcomes in diverse, multicultural and complex settings (Aguayo, 2016; Dunn & Marinetti, 2008; Hennessy et al., 2019). One ambitious solution to these challenges may lie in a theoretical concept coming from biology called ‘autopoiesis’. Autopoiesis, literally meaning self-making, defines living organisms as self-organising units capable of adapting to unpredictable changes in their environments while maintaining internal coherence over time (Maturana & Varela, 1980). The Santiago school of cognition (Luisi, 2016), founded on the concept of autopoiesis, considers this adaptive capacity of living organisms towards their environment as an ‘intelligent’ and ‘cognitive’ process. But most importantly, it establishes that human experience and cognition are unique to every individual and context (Thompson, 2007). This has profound epistemological consequences when designing digital technology in education, as the dominant ‘one solution fits all’ paradigm becomes invalid; on the contrary, digital technology and their associated educational processes on learners ought to provide as many (intelligent) solutions as individuals and contexts there are (Aguayo, 2018, 2019). Hence, from the perspective of the Santiago school, the notion of ‘user experience design’ (UX design) is inadequate. Based on the above, Aguayo (2018) proposes that digital technology can be embedded with autopoietic properties found in living systems during the design of the ‘user interface’ (UI design), potentially creating ‘intelligent’ technology-enhanced learning tools, platforms, affordances, experiences and/or systems that can, in theory, self-adapt to changing conditions and socio-culturally different learners over time. This means that during the process of creating digital technology tools and affordances – or ‘systems’, the focus should be on developing adaptable and flexible interfaces that can actively facilitate the learning process and learning experience on users – a process termed here as ‘interface experience design’ or IX design. Such an epistemological view of technology-enhanced learning design becomes important given that learners bring into the learning process complex and unpredictable socio-cultural and emotional backpacks that determine their own learning experience in unique ways. Ultimately, the aim behind the notion of IX design is to promote a more efficient and adaptable type of design, development and use of technology-enhanced learning systems over time. In this session, the underlying theoretical and conceptual arguments from the Santiago school of cognition for reconsidering UI/UX design in technology-enhanced learning will be introduced and explored in relation to promoting adaptable and long-lasting meaningful learning processes on diverse audiences.

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BJET Editorial for the 50th Anniversary Volume in 2019: Looking back, reaching forward

Cited by 15 publications

References 4 publications

Learning analytics and AI: Politics, pedagogy and practices

Learning analytics and AI: Politics, pedagogy and practices

A Framework for Mixed Reality Free-Choice, Self-Determined Learning

Interface Xperience

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