ORCID Profile
0000-0001-6528-1948
Current Organisations
Massey University - Albany Campus
,
University of Electronic Science and Technology of China
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Publisher: University of Alicante
Date: 15-01-2021
Abstract: Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.
Publisher: Wiley
Date: 13-08-2015
DOI: 10.1111/BJET.12335
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-12-2018
DOI: 10.14742/AJET.4483
Abstract: Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates’ highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for ex le, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant places for learning and experiences of inclusion amongst doctoral students, and ways of capturing and sharing these experiences with those learning at distance and on university c uses. Our focus is on connections between social values and the built environment, and on developing ways of expressing these values through students’ representations of places for learning. This paper reports on interviews with doctoral students’ discussing their connections to on-c us and distance places for learning – within the digital and physical landscapes of a multi-c us university, with provision for both, internal and distance students. Our findings reveal the ways doctoral students navigate the digital and physical realms of university spaces, the places they inhabit and value, their attachments to things, and how these, in turn, influence their feelings of inclusion, belonging, and learning purpose.
Publisher: Springer Science and Business Media LLC
Date: 25-03-2021
Publisher: University of Alicante
Date: 15-07-2023
Abstract: The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit with the aim of understanding how this analytical tool supports design for learning. A thematic analysis of five workshops attended by 40 educators from erse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts supporting the visualization of (dis)connections and (in)coherence in designs prompting critical reflection on past practices and contexts and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.
Publisher: Springer International Publishing
Date: 2018
Publisher: Editorial Universidad de Sevilla
Date: 26-10-2020
Abstract: Desde la perspectiva de la innovación educativa, el diseño didáctico es una de las tareas docentes más importantes y complejas a las que se enfrentan habitualmente y en todos los niveles educativos personas con y sin formación pedagógica previa. El marco y el Toolkit ACAD (por sus siglas en inglés Activity-Centred Analysis and Design) fueron creados en el ámbito anglosajón para facilitar los procesos de discusión que fundamentan esos procesos de diseño y análisis didáctico. Este artículo presenta el proceso de traducción y adaptación transcultural del Toolkit ACAD al castellano. El proceso se ha realizado en dos fases: una doble ronda de traducción y una fase piloto realizada en cinco seminarios con profesionales de ersos contextos y grado de experiencia profesional, en dos países. El resultado es una versión completa del Toolkit ACAD (lienzo de trabajo y tarjetas), además de sugerentes conclusiones fruto de las discusiones de los seminarios.
Publisher: Routledge
Date: 08-10-2015
Publisher: Elsevier BV
Date: 03-2018
Publisher: Routledge
Date: 03-08-2023
Publisher: Springer Science and Business Media LLC
Date: 11-01-2021
Publisher: Royal Society of Chemistry (RSC)
Date: 2016
DOI: 10.1039/C6RA10178J
Abstract: The carbon fiber tows/hierarchical MoS 2 nanosheets (ACFTs/MoS 2 ) yarn electrodes synthesized via hydrothermal approach represent hierarchical morphology, coaxial structure, high specific area, excellent electrochemical performance and bending flexibility.
Publisher: Springer Science and Business Media LLC
Date: 28-02-2019
Publisher: Routledge
Date: 11-06-2007
Publisher: Victoria University of Wellington Library
Date: 07-2021
Abstract: Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditional classroom layouts into flexible learning arrangements, educators are having to deeply rethink their own practices. In addition, the recent Covid-19 outbreak raised new questions in education about the role of technology in learning. This article argues that it is critical that Aotearoa educators understand (i) how to (re)design and (re)configure learning spaces in ways that support what they value in learning and (ii) how they can tap on the digital to extend students experiences, both across and beyond schools and universities’ physical settings. The article introduces a way of framing the design and analysis of complex learning situations and reports on qualitative findings from a recent survey, which explored educators’ experiences of learning environments across Aotearoa New Zealand.
Publisher: Informa UK Limited
Date: 07-12-2022
Publisher: Springer Science and Business Media LLC
Date: 12-02-2016
Publisher: Wiley
Date: 18-03-2019
DOI: 10.1111/BJET.12761
Abstract: Designing for digitally enhanced learning has increased in complexity. In response, this paper calls for a reconceptualization of technology—as the reconfiguring of space, place, materials, time and social relations—enrolled and refashioned in emergent learning activity. Such reconceptualization requires analytical tools, methods and processes to map heterogeneous assemblages of people, tools and tasks. Educational researchers and designers are in need of approaches and theories that move beyond deterministic accounts about the utility of in idual learning technologies, to connect theory, research and practice. Our research shows that in learning to distinguish between elements that are open to alteration through design and those that are not, educational designers gain deeper insights into the flows of matter, information and humans characteristic of productive networked learning environments. And this, in turn, gives rise to valued qualities of emergent learning activity in alignment with current theories about learning. In this paper, we present a series of methods adapted from archaeology and design, illustrating their power in tracing the complex webs of dependence characteristic of productive learning entanglement, with the aim of supporting future design for learning.
Publisher: ASMEDC
Date: 2011
Abstract: Theories of rational decision making hold that decision makers should select the best alternative from the available choices, but it is now well known that decision makers employ heuristics and are subject to a set of psychological biases. Risk aversion or risk seeking attitude has a framing effect and can bias the decision maker towards inaction or action. Understanding decision-makers’ attitudes to risk is thus integral to understanding how they make decisions and psychological biases that might be at play. This paper presents the Engineering-Domain-Specific Risk-Taking (E-DOSPERT) test to measure the risk aversion and risk seeking attitude that engineers have in four domains of engineering risk management: identification, analysis, evaluation and treatment. The creation of the instrument, an analysis of its reliability based on surveying undergraduate engineering students in Australia and the United States, and the validity of the four domains are discussed. The instrument is found to be statistically reliable to measure engineering risk aversion and risk seeking, and to measure engineering risk aversion and risk seeking to risk identification and risk treatment. However, factor analysis of the results suggest that four other domains may better describe the factors in engineers’ attitude to risk.
Publisher: Springer Science and Business Media LLC
Date: 25-07-2022
DOI: 10.1007/S42438-022-00328-X
Abstract: People are more likely to thrive when they feel connected, when they feel they belong to a group, to a place, or when they feel part of a community. Places can play a powerful role in shaping one’s attachment to others and to institutions as part of the development of one’s identity. People’s experiences of places are linked to their sensorial impressions of material and digital elements, and to their perceptions of how multiple elements interconnect and impact lived experiences or imagined futures. This research investigates doctoral students’ experiences of places for learning in and around a university in New Zealand. The analysis combines in idual interviews and digital multimodal artefacts created by participants who were studying on c us or studying at distance and remotely located. By acknowledging the ersity of university spaces where learning activity may unfold — in classrooms, at libraries, in the canteen, in the corridors, via online learning management systems, social media and messaging, or in the many in-between spaces such as buses, cafes, or working from home — this paper discusses the connections between people, places, material, and digital artefacts, with a focus on the materiality of learning in and around university spaces. Using socio-material conceptual lenses, the article reveals how students navigate the postdigital university through the spaces they inhabit and the places they value, and how their attachment to materials, feelings of inclusion, and learning purpose interconnect to support their (emerging) professional identity.
Publisher: Springer International Publishing
Date: 2022
Publisher: Springer Singapore
Date: 14-10-2019
Publisher: Informa UK Limited
Date: 06-10-2015
Publisher: Wiley
Date: 08-10-2018
DOI: 10.1002/BERJ.3483
Publisher: Elsevier BV
Date: 02-2005
Publisher: Springer International Publishing
Date: 2018
Publisher: Elsevier
Date: 2023
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 27-04-2018
DOI: 10.14742/AJET.3706
Abstract: A number of researchers have explored the role and nature of design in education, proposing a erse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: from a focus on the final designed artefact (the product of the design process) to the many artefacts generated and used by designers at different stages of the design process (e.g., sketches, reflections, drawings, or pictures). However, there is still a dearth of studies exploring the evolution of such artefacts throughout the learning design life cycle. A deeper understanding of these evolutionary processes is needed – to help smooth the transitions between stages in the life cycle. In this paper, we introduce the four-dimensional framework for artefacts in design (4FAD) to generate understanding and facilitate the mapping of the evolution of learning design artefacts. We illustrate the value of the framework by applying it in the analysis of an authentic design case.
Publisher: Springer Nature Singapore
Date: 2022
DOI: 10.1007/978-981-19-0351-9_93-1
Abstract: Understanding how equity manifests in open, distance, and digital education (ODDE) requires us to grapple with several coexisting trends, including the changing forms of teaching and learning provision, the advent of a post-digital society and education, the datafication of education, inequality in society at large, and digital inequities. Most of these trends are social in nature, yet they shape, and are shaped by, the educational sector. It is at the intersection of these coexisting trends that equity issues in ODDE are raised and become apparent, reinforced by the uneven distribution of technology in society, and with deep roots in economic and social inequities. Current scholarship foregrounds these nested relationships and entanglements, as well as their intersection with power relations and contestations which play out across ODDE at macro, meso, and micro levels.
Publisher: SAGE Publications
Date: 18-04-2023
DOI: 10.1177/13621688231167933
Abstract: There has been an increased interest in teaching and learning Chinese language across many schools in Aotearoa / New Zealand (NZ). Chinese language teachers, particularly those new to the Aotearoa/NZ schools and education system, are confronted with (1) an educational environment that calls for learner-centred pedagogies and (2) an increasingly erse classroom that requires these teachers to adopt pedagogical strategies that address and cater for ersity. In response to these needs, this article discusses a case study of a research-informed professional development (PD) workshop designed to support Chinese language teachers to (1) identify ways that ersity manifests in the Aotearoa/NZ classroom and (2) figure out how to design for learning whilst accounting for ersity in Aotearoa/NZ. The workshop promoted a discussion on ersity from an inclusive, heterogeneous perspective, and introduced teachers to contemporary conceptual ideas connected to ‘teaching-as-design’, and to the Activity-Centred Analysis and Design (ACAD) framework. Teachers (N = 19) were randomly assigned to groups of three to five. Groups were encouraged to collaborate on the design of learning tasks that incorporated TBLT (Task-Based Language Teaching) and addressed ersity in the classroom. Analysis of their design activities and produced artefacts reveals that teachers’ understanding of ersity comprised many characteristics, they held a positive attitude towards being responsive to ersity, and were able to experiment with new design concepts and ideas using the ACAD toolkit. In particular, teachers were able to successfully expand the design of their learning tasks to include social and material design elements to address learner ersity. Findings also reveal teachers’ emerging awareness of their dual role as facilitators and as teacher-designers.
Publisher: Elsevier BV
Date: 2022
Publisher: Royal Society of Chemistry (RSC)
Date: 2016
DOI: 10.1039/C5RA26501K
Abstract: Ultrathin honeycomb-like graphene nanocomposite membrane with biosurfactant enhanced interfacial adhesion as flexible and robust cathode may show potential for next-generation high-performance Li–S batteries.
Publisher: IEEE
Date: 2008
Publisher: Elsevier BV
Date: 09-2019
Publisher: Elsevier BV
Date: 06-2017
Publisher: Association for Computing Machinery (ACM)
Date: 11-2018
DOI: 10.1145/3274387
Abstract: The fast-growing proliferation of multi-device systems has been reshaping the contexts in which collaborative activity takes place. The evolving materialisation of multi-device environments (MDEs) is likely to have an impact on foundational CSCW research, in ways that go beyond studying cross-device interaction. Designers, developers and researchers are reporting emerging challenges in understanding, supporting and designing for complex collaborative activity in MDEs. We argue that the theoretical perspective of Instrumental Genesis can help unveil the complex, dynamic relationships between design, people, tools, tasks and activities in technology-rich MDEs. In this paper, we use extracts from our research on collaborative work in an MDE to illustrate how ideas from the theory of Instrumental Genesis can help reveal important aspects of change and stability. We show how collaborative design-in-use contributes to the joint evolution of MDEs and the working practices unfolding within them.
Publisher: ASME International
Date: 18-09-2013
DOI: 10.1115/1.4025118
Abstract: Risk management is a critical part of engineering practice in industry. Yet, the attitudes of engineers toward risk remain unknown and are not measured. This paper presents the development of a psychometric scale, the engineering-domain-specific risk-taking (E-DOSPERT) test, to measure engineers' risk aversion and risk seeking attitudes. Consistent with a similar psychometric scale to assess general risk attitudes, engineering risk attitude is not single domain and is not consistent across domains. Engineers have different risk attitudes toward five identified domains of engineering risk: processes, procedures and practices engineering ethics training product functionality and design and legal issues. Psychometric risk profiling with E-DOSPERT provides companies a standard to assess domain-specific engineering risk attitude within organizations and across organizations. It provides engineering educators a standard to assess the understanding of engineering students to the types of risks they would encounter in professional practice and their personal attitude toward responding to those risks. Appropriate interventions can then be implemented to shape risk attitudes as appropriate. Risk-based design decisions can also be shaped by a better understanding of engineer and customer risk attitude. Understanding engineers' risk attitudes is crucial in interpreting how in idual engineers will respond to risk in their engineering activities and the numerous design decisions they make across the various domains of engineering risk found in professional practice.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: University tutorials have been part of course design for decades. Tutorials often promote smaller group discussions, where students collaborate and connect to peers, arguably improving academic outcomes and supporting development of social skills. Since the COVID-19 pandemic, however, many challenges emerged on to how to move towards more cooperative forms of learning, how to support students’ connections to a learning community, whilst still maintaining social distancing. This article discusses students’ experiences of tutorial sessions implemented prior and after the pandemic, in a first-year course at a Chilean university. Overall results indicate that while there were no significant differences in students’ perceptions of learning from tutorials pre and during the pandemic, both groups experienced some opportunities and challenges which are discussed.
Publisher: Springer Nature Switzerland
Date: 2023
Publisher: Springer International Publishing
Date: 2021
Publisher: Elsevier BV
Date: 07-2002
Publisher: ACM
Date: 07-05-2016
Publisher: Springer Nature Switzerland
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 24-08-2020
Publisher: Elsevier BV
Date: 09-2009
Publisher: Royal Society of Chemistry (RSC)
Date: 2016
DOI: 10.1039/C5TA10414A
Abstract: An ice-templating “bricks-and-mortar” assembly approach is reported to make a two-dimensional (2D) porous sheet-like V2O5–CNT nanocomposite.
Publisher: IEEE Comput. Soc
Date: 2001
Publisher: Association for Learning Technology
Date: 03-04-2018
Publisher: Springer Science and Business Media LLC
Date: 11-04-2020
Publisher: American Chemical Society (ACS)
Date: 22-07-2015
Abstract: We prepared the Poly(N-vinylcarbazole)/sulfur@reduced graphene oxide (PVK/S@RGO) composites via a facile vibrating-emulsification synthesis method, which consist of the composites cores of large sulfur particles integrated into PVK conductive network and the conducting shell of reduced graphene oxide sheets. The PVK in the composites plays multiple roles in different processes. In preparation processes, PVK functions as dispersants to prevent sulfur particles from aggregating into excessively large size. And in the cycling test, PVK could play as additional electroactive binders and barriers to reinforce the electrode stability, accommodate volume change and reduce polysulfides shuttling. The resulting PVK/S@RGO composites containing 71 wt % sulfur exhibit excellent cycling performance and rate properties with a high discharge capacity of 843.5 mA h g(-1) and a charge capacity retention of 77% (only 0.07% capacity degradation per cycle) from 20th to 400th at 1 C, corresponding to an average Coulombic efficiency of over 94%.
Publisher: Elsevier BV
Date: 02-2017
Publisher: IEEE Comput. Soc
Date: 2002
Publisher: SAGE Publications
Date: 25-12-2021
Abstract: Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.
Publisher: Springer Science and Business Media LLC
Date: 02-2023
DOI: 10.1007/S11423-023-10199-Z
Abstract: An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transition’ and reframe how we think about university, teachers’ roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem—global developments (macro), teachers’ local practices (meso), and daily activities (micro). Through discussion of ex les of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of how the digital is entwined with human practices within and across different levels of the educational ecosystem. For this, there is a need to move beyond person-centric theorisations of teacher digital competencies towards more holistic, ecological conceptualisations. It also requires going beyond functionalist views of teachers’ roles towards enabling their agentive engagement with a future-oriented, sustainable university mission.
Publisher: Royal Society of Chemistry (RSC)
Date: 2016
DOI: 10.1039/C6CC05581H
Abstract: This feature article summarizes recent progress in the functionalization of carbon nanotubes and graphene for energy storage applications in supercapacitors and batteries.
Publisher: Springer Science and Business Media LLC
Date: 11-01-2021
Publisher: Royal Society of Chemistry (RSC)
Date: 2016
DOI: 10.1039/C5RA27480J
Abstract: Single-crystalline octagonal LiMn 2 O 4 nanoparticles embedded in a carbon nanotube film are synthesized and used as a binder-free and self-standing cathode for lithium ion batteries.
Location: United States of America
Location: China
No related grants have been discovered for Lucila Carvalho.