ORCID Profile
0000-0003-4515-687X
Current Organisation
University of South Australia
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Publisher: Informa UK Limited
Date: 08-09-2022
Publisher: Springer Science and Business Media LLC
Date: 23-01-2022
Publisher: Springer Science and Business Media LLC
Date: 24-03-2022
Publisher: Informa UK Limited
Date: 13-10-2022
Publisher: Informa UK Limited
Date: 18-07-2021
Publisher: Springer Science and Business Media LLC
Date: 28-06-2023
DOI: 10.1007/S10798-023-09840-Y
Abstract: This study examines the impact of a learning design focussed on providing guided autonomy within a virtual makerspace on the spatial thinking, anxiety and learning creativity of participating students. The learning design deployed within the virtual makerspace was consistent with the learning principles espoused by Self-Determination Theory in that it allowed students to develop autonomy and make many important decisions in their own learning, created erse opportunities for the relatedness through authentic opportunities to work with others, and ensured a sense of competence through the provision of ‘just in time’ training and support. Through a within-subjects pre- ost-test design, the study showed a significant improvement in spatial reasoning across the cohort (n = 340). The most notable gains were for students with low but not very low pre-test scores before the intervention. Improvements in creativity and anxiety were also reported by students following the program. Given the research showing the importance of spatial reasoning to future success in STEM educational and career trajectories, these results suggest that well designed makerspace learning may be particularly useful in addressing an important learning gap for disadvantaged students.
Publisher: University of South Australia Library
Date: 2023
DOI: 10.59453/JMTN6001
Abstract: This article examines the potential impact of large language models (LLMs) on higher education, using the integration of ChatGPT in Australian universities as a case study. Drawing on the experience of the first 100 days of integration, the authors conducted a content analysis of university websites and quotes from spokespeople in the media. Despite the potential benefits of LLMs in transforming teaching and learning, early media coverage has primarily focused on the obstacles to their adoption. The authors argue that the lack of official recommendations for Artificial Intelligence (AI) implementation has further impeded progress. Several recommendations for successful AI integration in higher education are proposed to address these challenges. These include developing a clear AI strategy that aligns with institutional goals, investing in infrastructure and staff training, and establishing guidelines for the ethical and transparent use of AI. The importance of involving all stakeholders in the decision-making process to ensure successful adoption is also stressed. This article offers valuable insights for policymakers and university leaders interested in harnessing the potential of AI to improve the quality of education and enhance the student experience. LIFT Learning: Engage further with the authors and the issues surrounding the first 100 days of ChatGPT in universities at the companion LIFT Learning site. Hear the authors grapple with some of the pressing challenges and opportunities that this technology brings through this panel style interview. The LIFT Learning site is available at apps.lift.c3l.ai/learning/course/coursev1:LEARNINGLETTERS+0101+2023
Publisher: Springer Science and Business Media LLC
Date: 22-04-2023
DOI: 10.1007/S10798-022-09754-1
Abstract: The “Maker” movement is a cultural as well as educational phenomenon that has the potential to offer significant opportunities to students in conditions of social, economic and cultural disadvantage. The research reported in this paper, however, suggests that the simple provision of “Maker Spaces” for such activity is simplistic and not sufficient to realise this potential. The research involved a mixed methods study of a cohort of year 7 students (n = 26) in an Australian school located in a socio-economically disadvantaged outer-metropolitan region. The cohort undertook a range of Maker activities at a new “creativity centre” built at the school. Results indicate that the activities had positive impact on student attitudes towards science, technology, engineering and mathematics (STEM) overall, but that the impact was highly specific across attitudinal constructs. A strong ranging effect was also evident, suggesting that the impact of the experience was highly dependent on students’ initial attitudes. Reflecting on these results, the paper also offers a reference framework that may help keep equity in mind when designing different kinds of Maker experience.
No related grants have been discovered for Samuel Fowler.