An Asynchronous Technology for Transforming Students into Co-designers of Learning in Online Distance Education
This session will address the question “What are the hybrid/digital means offered by art and design to tackle the unexpected?” Art and design educators will be introduced to OB3 ‐ a web-based technology that was designed to facilitate the implementation of media-rich documents with embedded discussions in online and asynchronous distance education. Informed by design-based research, OB3’s graphical user interface provides the same interface for academic staff and students to create and share content in a manner that administration tasks are heavily reduced. This decision in interaction design affords the possibility for lecturers/tutors and students to co-create study resources that can be used by a current cohort and alumni. Online learning communities have been built around this way of interacting with study materials. This technology enables interactions with study content and with people that over time have helped to re-think the role of educators (e.g. curators of knowledge) and transformed students into co-designers of learning. New curriculum content has been developed in the form of encyclopaedic resources, multimedia content collections, and journal club discussions.
This session will also address the question “What may we have to learn to meet students and other stakeholders where, and how, they may now be learning, working and/or practicing?” Art and design educators might be interested in learning how to conceptualise and implement instructional designs for asynchronous study activities in which students become co-designers of learning at their own pace. The activities can be built for individual study (e.g. journaling for reflective practice) or for collaborative study, and capitalise on the prior knowledge of students, no matter where they are located.
What we have learned so far is that OB3 usefully supports study activities in which students and lecturers co-create for understanding and in doing so evolve a discipline in important ways. This technology offers a virtual environment for experimenting on curriculum content development and re-thinking the role of art and design educators in these uncertain times.
This session will also address the question “What may we have to learn to meet students and other stakeholders where, and how, they may now be learning, working and/or practicing?” Art and design educators might be interested in learning how to conceptualise and implement instructional designs for asynchronous study activities in which students become co-designers of learning at their own pace. The activities can be built for individual study (e.g. journaling for reflective practice) or for collaborative study, and capitalise on the prior knowledge of students, no matter where they are located.
What we have learned so far is that OB3 usefully supports study activities in which students and lecturers co-create for understanding and in doing so evolve a discipline in important ways. This technology offers a virtual environment for experimenting on curriculum content development and re-thinking the role of art and design educators in these uncertain times.
This presentation will introduce OB3 ‐ Beautiful Study for Lifelong Learning. It is a virtual and personal learning environment for creating, organising, and sharing media-rich documents with embedded discussions.
A media-rich document can be created using text, embedded videos, audio-recordings, links to web pages, podcasts, etc. Very quickly people are able to create collections of media-rich documents on diverse topics, favourite podcast topics, curated lists of YouTube videos, movies, books etc. The collections can take the form of directories, glossaries or encyclopaedic resources. People could share them with the groups you create in formal, non-formal, and informal learning situations. Discussions could be started on any element (e.g. paragraph, image, tweet, embedded video or survey, etc.) inside the document.
OB3 was developed to address issues in asynchronous online education around student engagement and enabling academic staff to author their own teaching content. Its implementation was informed by design-based research undertaken from an interaction design perspective with bridging design prototypes (Gomez & Tamblyn, 2012a, 2012b, Gomez et al. 2020, Gomez & Petsoglou, 2021). Its educational foundations are drawn from the fields of study skills for academic success (Bandura, 1986), good visual design that facilitates metacognition (Kirsh, 2005), and networked learning for promoting connection between people (Goodyear, Banks, Hodgson, & McConnell, 2004; Goodyear & Steeples, 1998). .
A same interface for students and lecturers to use has broadened participation in the creation of resources, facilitated opportunities for interesting individual and collaborative study activities, and administrative tasks have been reduced. Inspired by the feature design, these changes in study behaviour have transformed students into co-designers of learning, and teachers into facilitators of learning. These pedagogical innovations have mainly taken place in online medical and health science higher education programmes for almost a decade (Daellenbach, Davies, Kensington & Tamblyn, 2014; Gomez & Petsoglou, 2021;). Innovative pedagogical practices (e.g. students co-designing curriculum content) undertaken in those programmes might be of interest to art and design educators using approaches for promoting active learning such as flipped classroom, blended learning, problem-based, among others (Daellenbach at al., 2014; Gomez, Daellenbach, Davies, Kensington, & Petsoglou, 2019, Gomez & Petsoglou, 2021).
Some users have expressed the following as their preferred features or activities with OB3: privacy, academic attribution (tracking authorship across the system/platform), inter-institutional teaching collaborations, discussions happening inside the media-rich document, co-creation for understanding with students.
Identified as a difficult challenge to address in education with technology (Adams Becker et al., 2016), the personalised learning aspect shifts the power from institutions to the individual educator or learner. Individuals manage their own teaching or study activities to a greater extent.
A media-rich document can be created using text, embedded videos, audio-recordings, links to web pages, podcasts, etc. Very quickly people are able to create collections of media-rich documents on diverse topics, favourite podcast topics, curated lists of YouTube videos, movies, books etc. The collections can take the form of directories, glossaries or encyclopaedic resources. People could share them with the groups you create in formal, non-formal, and informal learning situations. Discussions could be started on any element (e.g. paragraph, image, tweet, embedded video or survey, etc.) inside the document.
OB3 was developed to address issues in asynchronous online education around student engagement and enabling academic staff to author their own teaching content. Its implementation was informed by design-based research undertaken from an interaction design perspective with bridging design prototypes (Gomez & Tamblyn, 2012a, 2012b, Gomez et al. 2020, Gomez & Petsoglou, 2021). Its educational foundations are drawn from the fields of study skills for academic success (Bandura, 1986), good visual design that facilitates metacognition (Kirsh, 2005), and networked learning for promoting connection between people (Goodyear, Banks, Hodgson, & McConnell, 2004; Goodyear & Steeples, 1998). .
A same interface for students and lecturers to use has broadened participation in the creation of resources, facilitated opportunities for interesting individual and collaborative study activities, and administrative tasks have been reduced. Inspired by the feature design, these changes in study behaviour have transformed students into co-designers of learning, and teachers into facilitators of learning. These pedagogical innovations have mainly taken place in online medical and health science higher education programmes for almost a decade (Daellenbach, Davies, Kensington & Tamblyn, 2014; Gomez & Petsoglou, 2021;). Innovative pedagogical practices (e.g. students co-designing curriculum content) undertaken in those programmes might be of interest to art and design educators using approaches for promoting active learning such as flipped classroom, blended learning, problem-based, among others (Daellenbach at al., 2014; Gomez, Daellenbach, Davies, Kensington, & Petsoglou, 2019, Gomez & Petsoglou, 2021).
Some users have expressed the following as their preferred features or activities with OB3: privacy, academic attribution (tracking authorship across the system/platform), inter-institutional teaching collaborations, discussions happening inside the media-rich document, co-creation for understanding with students.
Identified as a difficult challenge to address in education with technology (Adams Becker et al., 2016), the personalised learning aspect shifts the power from institutions to the individual educator or learner. Individuals manage their own teaching or study activities to a greater extent.