ORCID Profile
0000-0002-5158-3475
Current Organisations
Auckland University of Technology
,
University of Melbourne
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Publisher: Auckland University of Technology (AUT) Library
Date: 17-02-2023
Abstract: Presentation: youtu.be/ff490WnkE2w Abstract: Many educational institutes have been challenged with the rapid response to developing appropriate “new norms” in the wake of the COVID-19 pandemic. This was complicated further at Auckland University of Technology (AUT) with the announced sundowning of the Learning Management System (LMS- Blackboard) in late 2020. With the forced transition to Canvas during a pandemic, AUT Learning Transformation LAB (altLAB) worked directly with academic and administrative staff to establish a collaborative approach to implementing Canvas tailored for each Faculty. The Faculty of Health and Environmental Sciences (FHES) established a Community of Practice (CoP) with staff from altLAB, “Canvas Ch ions”, Faculty Academic Advisors, and project Change Manager gaining direct relationships towards both the project management team and academics. CoP employs three key characteristics: (1) Joint Enterprise (shared domain of interest) (2) Mutual Engagement (engagement in joint activities and relationship building), and (3) Shared Repertoire (sharing of resources for practice) (Lave & Wenger, 1991 Nicolini et al., 2016 Wenger-Trayner et al., 2015). Joint Enterprise was readily established by inviting key members to a join a weekly “FHES Canvas Catch Up” with a shared aim of integrating well-designed curriculum and assessment into Canvas courses. Members of the group actively engaged in joint activities that both informed staff of the Canvas project, while opportunistically responding to the pandemic to “refresh” courses with pedagogically informed curriculum, assessment, and delivery of the Canvas builds. “How To” guides and Course Start Checklists were developed when gaps of learning were identified in the Canvas roll out, which were supported and reinforced by regular Q& A drop-in sessions and email-outs facilitated by the Canvas Ch ions. All 1837 AUT courses were transitioned for delivery in Canvas from Semester One, 2022. A standard template was developed and utilised to provide consistency across the university, with minor modifications to meet the needs of the in idual faculties. As of October 2022, 97% of students (n=1898 responses) were accessing Canvas on a weekly basis with 66% daily and 86% of students ‘satisfied’ (of which 36% were ‘extremely satisfied’). 83% of students perceived that they had a mostly consistent experience between courses. While student engagement and satisfaction were paramount and realised during the shift to Canvas (especially in disrupted times) the project was met with some challenges. For ex le, in response to COVID-19, the planned 18-month project was delayed resulting in a 15-month roll-out. Academics prioritise the transition to online delivery of teaching and learning over communications of the LMS implementation and training opportunities. This presentation will highlight some key learnings in the context of an LMS transition, with recommendations for future projects that may employ a Community of Practice for pedagogically informed curriculum and assessment design. References Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral Participation. Cambridge University Press. 0.1017/CBO9780511815355 Nicolini, D., Scarbrough, H., & Gracheva, J. (2016). Communities of Practice and Situated Learning in Health Care. Oxford University Press. 0.1093/oxfordhb/9780198705109.013.20 Wenger-Trayner, E., Fenton-O'Creevy, M., Hutchinson, S., Kubiak, C., & Wenger-Trayner, B. (2015). Learning in landscapes of practice: boundaries, identity, and knowledgeability in practice-based learning. Routledge. 0.4324/9781315777122
Publisher: SAGE Publications
Date: 30-05-2023
DOI: 10.1177/14782103231176363
Abstract: Healthcare in Aotearoa New Zealand is changing with the aim of becoming truly universal. Development of a new curriculum model in the education of health professionals can aid this goal through increased focus on community needs and flexibility for multiple health professional registrations. Universal healthcare and disability support are promoted as a defining feature of Aotearoa New Zealand, yet inequities are blatantly evident, with increasing calls for equity. Complexity of the issue and the multitude of stakeholders favour action research founded on Vision Matāuranga, a problem-solving philosophy which embraces the potential for innovation of Māori – people, knowledge and resources. Action research embraces collaboration with stakeholders to identify and implement solutions. Government ministries determine policy, with Responsible Authorities accrediting educational institutions, which in turn provide educational programs. Changing what and how students learn can increase their understanding of equity and community needs when they become practitioners, with the voice of service users being paramount.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 04-11-2022
DOI: 10.14742/AJET.7997
Abstract: Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.
Publisher: Association for Learning Technology
Date: 27-11-2018
Publisher: University of New England, Armidale
Date: 12-2021
DOI: 10.14742/ASCILITE2021.0123
Abstract: The pandemic has drastically changed the education landscape. The pedagogical practices, policies and procedures ingrained and refined over many years were suddenly rendered less effective. Overnight, new practices, policies and procedures had to be drafted to support teaching and learning. More than a year on, educators have found a new home, new pedagogies and practices have been refined and continue to be, policies and procedures are agile to support a volatile environment academia dwells in during the pandemic era. Building upon the work the Mobile Learning Special Interest Group (MLSIG) presented last year at the conference, we investigate the role mobile learning is and could play in emerging pandemic pedagogies. Eight vignettes are presented from universities around the world that are analysed using Activity Theory to understand the role of mobile devices and social tools for developing blended synchronous learning (BSL) and HyFlex learning.
Publisher: Association for Learning Technology
Date: 27-11-2018
Publisher: Auckland University of Technology (AUT) Library
Date: 26-01-2022
Abstract: Healthcare education and practice has significantly been impacted by COVID-19. This includes the challenge on pedagogical approaches that highlight the potential of technology to facilitate innovative new approaches in response to social distancing, lockdowns, remote learning and improving the patient experience and positive outcomes. Many of these innovative approaches are not fundamentally new but are now seeing relevance beyond early adopters to mainstream implementation. This presentation draws upon collaborations with educational researchers and technologists that have explored the integration of technology into healthcare education and practice. COVID-19 Adversity to Opportunity Many healthcare programmes required reenvisaging teaching and learning approaches in response to COVID-19 restrictions. This had a particular impact on the development of interpersonal and practical knowledge and skills essential for healthcare graduates. The limited access to on-c us learning provided an opportunity for both institutional and in idual evaluation of pedagogical practices. The affordances of traditional, didactic, and “hands-on” skills were compared with those that could be facilitated using online asynchronous/ synchronous strategies. A particular concern was the development of the interpersonal and practical skills required in safe and effective healthcare practice. Alongside easing of restrictions, these skills were adapted using online demonstrations within the limits of socially distanced “bubbles”, telehealth and limited clinical placements. Reconsideration of summative assessments was also required- with the introduction online synchronous and asynchronous verbal assessments, and asynchronous submissions of practical skills online (Cochrane et al., 2021 Narayan et al., 2021). In the prospect of COVID-19 restrictions continuing to lift, it is envisioned that most of the reenvisaged pedagogical approaches to healthcare education will persist, without compromising student critical thinking or practical skills. Interprofessional Collaboration This presentation will highlight the importance of interprofessional collaboration in healthcare curriculum design using a Design-Based-Research methodology (Chen et al., 2020 Kartoğlu et al., 2020) to facilitate authentic learning and develop self-determined learning capabilities for healthcare professionals. DBR- Design Principles in response to COVID Transferable design principles will be introduced for enhancing healthcare education that will improve practice in a COVID19 world, particularly drawing from eight healthcare projects including: STUDIO602 – enhancing clinical practice with mobile technologies (Cochrane & Sinfield, 2021), developing a virtual reality handover experience for healthcare students (Cochrane et al., 2018), using immersive reality to develop critical thinking in clinical health education (Stretton et al., 2018), enhancing first responder clinical simulation education using immersive reality and biometrics (Cochrane et al., 2020), designing authentic learning for graduate entry nursing students (Macdiarmid et al., 2021), designing public and environmental health education (Kersey et al., 2018), Biomedical engineering (Lam et al., 2021), and physiology education (Fabris et al., 2019). References Chen, W., Sandars, J., & Reeves, T. C. (2020). Navigating complexity: The importance of design-based research for faculty development. Medical Teacher, 1-3. 0.1080/0142159X.2020.1774530 Cochrane, T., Aiello, S., Cook, S., Aguayo, C., & Wilkinson, N. (2020). MESH360: A framework for designing MMR enhanced Clinical Simulations [Journal]. Research in Learning Technology, 28(Mobile Mixed Reality - Themed Collection). 0.25304/rlt.v28.2357 Cochrane, T., Narayan, V., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., & Worthington, T. (2021, 29th November- 1st December 2021). Post Pandemic Socially Constructed Blended Synchronous Learning: Vignettes from the Mobile Learning SIG. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia. Cochrane, T., & Sinfield, D. (2021). STUDIO602: A model for designing real world collaborations between Higher education and Industry. In K. MacCallum & D. Parsons (Eds.), Industry Practices, Processes and Techniques Adopted in Education - Supporting innovative teaching and learning practice (Vol. In preparation). Springer. davidparsons.ac.nz/industry-in-ed/ Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR [Journal]. Research in Learning Technology, 26, 2130. 0.25304/rlt.v26.2130 Fabris, C. P., Rathner, J. A., Fong, A. Y., & Sevigny, C. P. (2019). Virtual Reality in Higher Education. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 27(8). Kartoğlu, Ü., Siagian, R. C., & Reeves, T. C. (2020). Creating a "Good Clinical Practices Inspection" Authentic Online Learning Environment through Educational Design Research. TechTrends : for leaders in education & training, 1-12. 0.1007/s11528-020-00509-0 Kersey, K., Lees, A., Conn, C., Cochrane, T., Narayan, V., & Williams, M. (2018). “Context matters”: The challenges and opportunities of designing tertiary public and environmental health education in South Auckland. Pacific Health, 1(1), 1-12. ttps://0.24135 acifichealth.v1i1.8 Lam, L., Cochrane, T., Rajagopal, V., Davey, K., & John, S. (2021). Enhancing student learning through trans-disciplinary project-based assessment in bioengineering. Pacific Journal of Technology Enhanced Learning, 3(1), 4-5. 0.24135 jtel.v3i1.80 Macdiarmid, R., Winnington, R., Cochrane, T., & Merrick, E. (2021). Using educational design research to develop authentic learning for Graduate Entry Nursing students in New Zealand. Nurse Education in Practice, 102965. 0.1016/j.nepr.2021.102965 Narayan, V., Cochrane, T., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., & Worthington, T. (2021, 29 November - 1 December). Mobile learning and socially constructed blended learning through the lens of Activity Theory. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia. Stretton, T., Cochrane, T., & Narayan, V. (2018). Exploring Mobile Mixed Reality in Healthcare Higher Education: A Systematic Review [Journal]. Research in Learning Technology, 26, 2131. 0.25304/rlt.v26.2131
No related grants have been discovered for Todd Stretton.