Moving innovation in teaching and learning beyond isolated short-term projects is one of the holy grails of educational technology research, which is littered with the debris of a constant stream of comparative studies demonstrating no significant difference between innovative technologies and traditional pedagogical approaches Meanwhile, the approaching giant wave of the bring your own device (BYOD) movement threatens to overwhelm education practitioners and researchers preoccupied with replicating current practice on mobile devices A review of the literature indicates that there are yet few well-developed theoretical frameworks for supporting creative pedagogies via BYOD In this paper, we overview the development of a framework for creative pedagogies that harness the unique affordances of BYOD This framework has been used across multiple educational contexts and scale from short workshops through to full courses and international collaborative projects Our key design principles for supporting creative pedagogies via BYOD include modelling collaborative practice via establishing teacher communities of practice to learn about the affordances of mobile devices in relation to new modes of student learning, collaborative curriculum redesign in response to shifts in conceptions of teaching and learning, and collaborating with ICT Services for infrastructure development across the campus Keywords: Mobile Learning; augmented reality; creative pedagogies; communities of practice; social media (Published: 28 August 2014) Citation: Research in Learning Technology 2014, 22 : 24637 - http://dxdoiorg/103402/rltv2224637

https://www.journal.alt.ac.uk/index.php/rlt/article/download/1557/pdf_1

Riding the wave of BYOD: developing a framework for creative pedagogies

Learning in immersive virtual worlds (simulations and virtual worlds such as Second Life) could become a central learning approach in many curricula, but the socio-political impact of virtual world learning on higher education remains under-researched. Much of the recent research into learning in immersive virtual worlds centres around games and gaming and is largely underpinned by cognitive learning theories that focus on linearity, problem-solving and the importance of attaining the ‘right answer’ or game plan. Most research to date has been undertaken into students’ experiences of virtual learning environments, discussion forums and perspectives about what and how online learning has been implemented. This article reviews the literature relating to learning in immersive virtual worlds, and suggests that there needs to be a reconsideration of what ‘learning’ means in such spaces. Keywords: immersive virtual worlds; literature review; learning DOI: 10.1080/09687760802526731

/pdf/from-cognitive-capability-to-social-reform-shifting-9b800kg5cf.pdf

From Cognitive Capability to Social Reform? Shifting Perceptions of Learning in Immersive Virtual Worlds.

This article focuses on practices of online content creation among young Internet users in Estonia. The data are derived from a questionnaire survey carried out in schools in 3 cities in autumn 2007 (N = 713) among 11- to 18-year-old students. Our findings suggest that content creation practices in more structured online environments such as social networking sites, forums and news portals are much more widespread than practices in less structured technical interfaces such as blogs and homepages. Cluster analysis brought out 6 types of young content creators. We conclude that active and versatile content creation in less structured online environments contributes more to advancing media literacies than participation in more structured technological interfaces does.

https://www.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1083-6101.2009.01489.x

Mapping the Terrain of “Generation C”: Places and Practices of Online Content Creation Among Estonian Teenagers

Using a narrative approach of ‘scenario building’, this paper documents the author’s quest to find her own wisdom in her professional practice and considers that quest in light of recent theorizing in the area of New Literacies research.  Through the telling of four critical incidents and a subsequent analysis drawing on theories of cultural studies, critical literacy, critical pedagogy and critical disabilities studies, the author explores the process that led to the development of the Salty Chip: A Canadian Multiliteracies Collaborative. The network challenges outdated institutional frameworks that privilege developmentalism and practices rooted in intellectual measurement and standardization, and considers how new forms of participation that include digital spaces mediate our evolving subjectivities and cultural practices.

/pdf/finding-wisdom-in-practice-the-genesis-of-the-salty-chip-a-127sh5365t.pdf

Finding Wisdom in Practice: The Genesis of the Salty Chip, A Canadian Multiliteracies Collaborative

Introduction In recent years, various observers have pointed to the shifting paradigms of cultural and societal participation and economic production in developed nations. These changes are facilitated (although, importantly, not solely driven) by the emergence of new, participatory technologies of information access, knowledge exchange, and content production, many of whom are associated with Internet and new media technologies. In an online context, such technologies are now frequently described as social software or Web2.0, but their impact is no longer confined to cyberspace as an environment different from ‘real life’: user-led content and knowledge production is increasingly impacting on media, economy, law, social practices, and democracy itself.

/pdf/beyond-difference-reconfiguring-education-for-the-user-led-4jvhmmnav3.pdf

Beyond Difference: Reconfiguring Education for the User-Led Age

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Beyond Difference: Reconfiguring Education for the User-Led Age