ORCID Profile
0000-0002-5504-7856
Current Organisations
University of Melbourne
,
University of Technology Sydney
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Publisher: Springer Science and Business Media LLC
Date: 22-10-2020
Publisher: Springer International Publishing
Date: 2022
DOI: 10.1007/978-3-030-99634-5_12
Abstract: The Caribbean as a region managed the education delivery response to COVID-19 through policy that emphasised a holistic government approach. Though each State maintains its sovereign right, throughout the various phases of the COVID-19 pandemic, locally governed Ministries of Education (Carrington, 1993) created guidance for what and how education was to continue in this region. This approach produced unique ways of continuing primary and secondary school education in the region. It also inevitably had unintended outcomes that many other regions experienced but few could quantify and qualify as to its impact on education as we knew it. Some of the unintended outcomes included how ministerial mandates were translated into actionable activities by teachers, parents and students given the challenges to financial, technological, and teaching resources. This chapter uses the pandemic as the landscape within which the stories of a variety of stakeholders (i.e., teachers, principals, parents) from the pre-tertiary sectors, in select countries outline points of intersectionality and compromise. This thus illustrates how solutions were formalised and actioned, as well as drawing on similarities and differences to extrapolate into a regional and international view.
Publisher: IGI Global
Date: 30-11-2017
DOI: 10.4018/978-1-5225-3120-3.CH012
Abstract: The authors present a conceptual framework to guide the participation of students in an online instructional design program. The online program has socio-cultural influencing factors that confound the already erse nature of the offering. The framework intends to encourage a value system for students that can be used to guide their knowledge and performance as they pursue the tenets of the field of instructional design. Elmore's mode of leadership, Bourdieu's theory of habitus and Hofstede's cultural dimensions theory are used to create a foundation for the framework whilst acknowledging the complexities of the erse environment. The framework supports and acknowledges the knowledge expected of novice instructional designers through the use of guides whilst acknowledging the systemic and systematic in idualistic change processes that will occur.
Publisher: Springer Science and Business Media LLC
Date: 07-01-2022
Publisher: Springer Science and Business Media LLC
Date: 02-2021
Publisher: IGI Global
Date: 2017
DOI: 10.4018/978-1-5225-2255-3.CH661
Abstract: User experience determines the quality of an interaction being used by an actor in order to achieve a specific outcome. The actor can have varying roles and evolving needs thus reviewing and predicting experiences are important. As an actor uses and gains feedback, the feedback guides in idual and group behavior thus becoming pertinent to how interactions occur. This then questions how artefacts are designed to promote such interactions and what processes should be incorporated to ensure successful interpretation, use, [physical] reaction and conation. This chapter discusses the effects of user experiences today based on societal needs and expectations. It shows how the field is delineated into numerous sub-topics all of which can stand on their own yet, still draw from each other. The discussions will include fields such as cognitive science, human computer interaction, learning sciences and even ergonomics to show how design and subsequently interactions can assist in having successful user experiences
Publisher: Springer Science and Business Media LLC
Date: 17-06-2022
Publisher: Springer International Publishing
Date: 2018
Publisher: Emerald
Date: 12-05-2020
DOI: 10.1108/IJEM-03-2019-0093
Abstract: This paper explores some management concepts and how applying these concepts from business to higher education can be problematic, let alone incompatible, particularly in relation to measuring quality in higher education. It provides a conceptual understanding of the literature on quality in the higher education context. It does so by examining the literature on students as customers, customer expectations, customer satisfaction and other management theories that have been applied to higher education. It argues that the current bases for perceiving quality such as meeting customer expectations, satisfying the customer, ensuring quality control, meeting standards and assessing the cost associated with poor quality are in disagreement with the principal aims and measures of quality in higher education. This paper can certainly benefit from many other concepts in business that have been applied in higher education, which it lacks. It only focussed on a number of key and popular ideas in management theory that have been used in higher education more broadly. Student-focussed quality initiatives can be devoid of the student as customer concept. How programs, subjects and experiences are curated can be solely for the purpose of continuous improvement. Second, universities that choose to treat the student as a customer may find it beneficial to apply a relationship marketing approach to higher education. Lastly, those against the student as customer concept may focus on the long-term impact of quality initiatives such as promoting lifelong learning, building long-term relationships with alumni and employers and those that further promote academic integrity. Some considerations have been offered. These considerations revisit the basic notions of teaching and learning in higher education. It puts an emphasis on sidestepping the student as customer metaphor, that learning is not expressed in dollar terms, and that the quality of the student experience cannot be measured by student evaluation alone because it is felt much later in life.
Publisher: IGI Global
Date: 2018
DOI: 10.4018/978-1-5225-7598-6.CH117
Abstract: User experience determines the quality of an interaction being used by an actor in order to achieve a specific outcome. The actor can have varying roles and evolving needs, thus reviewing and predicting experiences are important. As an actor uses and gains feedback, the feedback guides in idual and group behavior, thus becoming pertinent to how interactions occur. This chapter questions how artefacts are designed to promote such interactions and what processes should be incorporated to ensure successful interpretation, use, (physical) reaction, and conation. This chapter discusses the effects of user experiences today based on societal needs and expectations. It shows how the field is delineated into numerous sub-topics, all of which can stand on their own yet still draw from each other. The discussions will include fields such as cognitive science, human-computer interaction, learning sciences, and even ergonomics to show how design and subsequently interactions can assist in having successful user experiences.
Publisher: Springer Science and Business Media LLC
Date: 26-03-2018
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-5225-9279-2.CH017
Abstract: The authors present a conceptual framework to guide the participation of students in an online instructional design program. The online program has socio-cultural influencing factors that confound the already erse nature of the offering. The framework intends to encourage a value system for students that can be used to guide their knowledge and performance as they pursue the tenets of the field of instructional design. Elmore's mode of leadership, Bourdieu's theory of habitus and Hofstede's cultural dimensions theory are used to create a foundation for the framework whilst acknowledging the complexities of the erse environment. The framework supports and acknowledges the knowledge expected of novice instructional designers through the use of guides whilst acknowledging the systemic and systematic in idualistic change processes that will occur.
Publisher: Elsevier BV
Date: 11-2018
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4237-9.CH018
Abstract: Advances in technology and the increased competitiveness of the world’s economy have changed the landscape for developing countries. One of the primary steps many countries have taken to be competitive is to infuse technology into the education system, using funds provided by international funding agencies. This case study discusses the SITUP project, which uses technology to enhance a portion of the education system in a developing country. These enhancements include infusion of technology into the delivery systems, introducing skill-based efficiencies for educators and general infrastructure-related access. The case highlights the importance of team buy-in, clearly identifying change management and general reporting processes and, most importantly, including all stakeholders through each phase of the project. Vendor-related solutions, lack of instructional design methodologies, creating processes, and identifying appropriate risks are some of the challenges discussed. Lessons learned and recommendations for similar projects that occur within difficult economic and political climates are presented.
Publisher: Springer Science and Business Media LLC
Date: 02-2021
Publisher: Elsevier BV
Date: 03-2021
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: Universities are undergoing significant change (Kaplan, 2021). Even before the COVID-19 pandemic, external pressures meant that universities were adapting their research practices, their teaching and learning practices, and their external engagement. This research is concerned with how universities’ employment practices might be altered to meet these changing needs. Drivers for this change included increasing access to technology, requirements for greater access, student variety, and a more challenging funding environment, as well as pressure from external providers (Bakhov et al., 2021). There is ersity in how universities are addressing these demands. Some universities have invested in significant training to prepare staff to teach in blended or online environments (Llerena-Izquierdo & Ayala-Carabajo, 2021). Some universities have invested in centralized (Bearman et al., 2021), or faculty level teaching and learning units (or both), with a purview to assist academics in developing a better student experience. Another option has been the outsourcing of the design work to Online Program Managers (OPMs) who undertake the learning design work. In reality, the most common practice is a combination of different approaches, which can lead to, for ex le, learning designers training academics, as well as developing courses at a whole of university level, but also working at a faculty or school level. This approach has only further confused the question of the role of third space professionals such as learning designers. This area, and the effect that it has had on employment practices in higher education is under-researched at the current time. This poster reports on a preliminary study of various higher education job advertisements, seeking to identify in what way employment practices are changing (if at all) to reflect the changing dynamics of higher education expectations of academic staff members. In doing so, it establishes a research agenda for future studies in this space. The experiences during the pandemic should provide lessons for future practices and research. In order to do so, it is necessary to consider the dynamic range of influences active in this space for this reason, a systems thinking approach provides insight into this space. Current research that focused on educator’s characteristics (professional knowledge, skills, abilities, and attitudes) found that the education sector struggled to provide satisfactory learning during this period. Educators are only one part of the story here the other part is the role of institutions, the resources provided by governments, and the general population's expectations of the educator regardless of the challenges being experienced (Wright & Meadows, 2012 Stroh, 2015). Considered together, these elements offer insights into to how we support, assess and re-engineer our systems towards better educational outcomes (Senge, 1990). Education is a societal need and if society is not benefitting from all of the inputs, then changes should be implemented. This poster provides a conceptual view of what these changes might look like at all levels. The role of the educator, as an embedded resource in a learning system, and what abilities are needed for the role or to support the role are also discussed.
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer Science and Business Media LLC
Date: 29-05-2018
Publisher: Springer International Publishing
Date: 2023
Publisher: SAGE Publications, Inc.
Date: 2015
Publisher: University of Illinois Libraries
Date: 03-09-2012
DOI: 10.5210/FM.V0I0.3748
Abstract: Assisting doctoral students with developing teaching skills along with providing effective instruction is a common dilemma in academia. We propose a model for developing skill sets of two audiences, doctoral teaching assistants and students. For the teaching assistants, or ZONE mentors, they gain valuable and meaningful skills in course design, online feedback and evaluation, and demonstration of course concepts. For students, the ZONE model encourages self–direction, development of evaluation skills, and the ability to problem solve when assisting peers. Each audience gains experience through scaffolding and mentoring.
Publisher: Auckland University of Technology (AUT) Library
Date: 16-02-2021
Abstract: Higher education has faced, and will continue to face, significant challenges in the future (Bradley et al., 2009). Some of these challenges are foreseeable, for ex le, increasingly erse student cohorts, many of whom are the ‘first in family’ to come to university. In addition, students today are more likely to have other responsibilities such as multiple jobs or caring duties whilst pursuing their studies (Kift et al., 2010). In addition, students’ expectations about how they will learn at university are changing, with learning technologies playing a bigger role than in the past (Dvoretskaya et al., 2018). These expectations include the use of technology to facilitate learning, more choices in learning approaches and subjects that are directly relevant and immediately translate to career pathways. In the face of these challenges, institutions are adopting a range of different and innovative measures, including experimenting with the use of technological affordances (Jeong & Hmelo-Silver, 2016) to allow for course restructuring and modifications. While some have long called for these changes (Preston et al, 2010), it could be argued that COVID has provided further stimulus for universities to investigate and trial these new ideas. One such modification is the development and implementation of microcredentials and short courses that exist both as stand-alone courses but also directly feed into terminal degree offerings (Ehlers, 2018). While the notion of microcredentials is not new (DeMonte, 2017), the entry of tertiary institutions into this space is, and is, in part, a response to the offerings of non-higher education providers. However, developing, implementing and advertising these new courses is not without its own challenges including how these might ‘stack’ meaningfully into larger qualifications (Hall-Ellis, 2016). This presentation describes the innovative development and implementation of eight learning design microcredentials within the Faculty of Arts and Social Sciences at the University of Technology Sydney. The challenges faced by faculty and learning designers responsible for the design and delivery of these microcredentials are analysed, including: multiple entry and exit points for students the intensity of the short time frame of the courses the requirement to find the right mix of synchronous and asynchronous delivery the best way to ensure facilitation throughout the student experience and, most importantly, creating a sense of belonging beyond the bounds of a single microcredential. This presentation then examines the creative structure and nature of the eight microcredentials, the blended learning theories that underpinned their design, the articulation pathways that they offered, and the design decisions that informed the development of the microcredentials, including the decision to focus on experience over expertise, situate the course close to industry and practice, manage an internship-like experience, and assess students’ achievements through a competency-based portfolio It also describes the way that technology enhanced learning approaches provided the pedagogical basis for the design of the microcredentials. The paper concludes with a summation of the learning design principles that will inform the development of future microcredentials as pathways using innovative program designs into terminal degree opportunities.
Publisher: Elsevier BV
Date: 03-2011
Publisher: Springer Science and Business Media LLC
Date: 30-06-2022
Publisher: SAGE Publications
Date: 28-04-2021
DOI: 10.1177/18369391211007327
Abstract: The Internet of Things is reshaping many households’ digital landscape and influencing children’s play and learning, especially in the form of toys that are named the Internet of Toys (IoToys). IoToys may generate a significant influence on children’s growth. While increasing attention is drawn to the IoToys, confusion around their conceptualization and use is evident. Without a thorough understanding of what the IoToys are, the progress of meaningful research on this topic will be greatly hindered. We, thus, conducted a systematic review to determine existing definitions of the IoToys using seven major databases over the past 20 years. After analyzing the definitions identified, we found that the previous definitions neglected the significance of defining “toys” in their work. The review led to a discussion around how to understand “toys” and then a more precise conceptualization of the IoToys, based on which implications for future research are offered.
Publisher: Springer International Publishing
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 10-08-2023
DOI: 10.1007/S42438-023-00410-Y
Abstract: This paper draws on the collective knowledge-building of nine women from erse disciplines, roles, cultures, and institutions in Australasian women in leadership programme. Brought together during Covid-19 through a shared interest and purpose concerning current and future developments in digital education, we offer knowledge and insight from our perspective as women leaders in academia, on co-designing futures in a postdigital world. Drawing on a duoethnographic research design, we reflected on our experiences as academic leaders and practitioners to systematically explore people, situations, and contexts through co-construction and dialogue. Our joint exploration uncovered themes of visibility, gravitas, and relationships. We provide evidence of the role co-design plays in our own practices, in our classrooms, and how our research design was strengthened through co-design. Finally, we offer an evolving model of co-design for leadership in higher education with communities of practice at its core.
Location: United States of America
Location: United States of America
No related grants have been discovered for Camille Dickson-Deane.