AUGMENTED, ASSESSED, ADDRESSED: REFRAMING THE CURRICULA FOR FIRST YEAR STEM STUDENTS
Authors: Hobbs, M. and Holley, D.
Journal: INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE
Pages: 7182-7189
ISSN: 2340-1079
https://eprints.bournemouth.ac.uk/23479/
Source: Web of Science (Lite)
AUGMENTED, ASSESSED, ADDRESSED: REFRAMING THE CURRICULA FOR FIRST YEAR STEM STUDENTS
Authors: Holley, D. and Hobbs, M.
Journal: INTED2016 Proceedings
Pages: 7182-7189
Publisher: IATED
ISSN: 2340-1079
DOI: 10.21125/inted.2016.0701
Abstract:There is a particular challenge with engaging technically motivated STEM students with ‘softer skill’ development, despite clear evidence from employers that these skills are highly desirable. In the UK, Higher Education Institutes response has been to require undergraduate courses to contain an element of Personal Development Planning (PDP)[1]. Our paper directly addresses the issue of trying to engage students from Computer and Gaming courses with their PDP. Previous experiences of teaching these cohorts traditionally report low attendance and poor completion rates, impacting on first year/second year progression. This study reports on work reframing the curricula for this essential aspect of the student learning experience, by offering the students realistic and authentic tasks by ‘flipping’ the classroom. This requires them to work in small groups, selecting, designing and then creating an augmented reality artefact using ‘Aurasma’[2], a free software tool for developing augmented reality objects. We note that the co-design process of curriculum development has enhanced student engagement; student completion rates have significantly increased, and class attendance improved.
https://eprints.bournemouth.ac.uk/23479/
http://library.iated.org/publications/INTED2016
Source: Manual
Augmented, Assessed, Addressed: Reframing the Curricula for First Year STEM Students.
Authors: Hobbs, M. and Holley, D.
Editors: Gómez Chova, L., López Martínez, A. and Candel Torres, I.
Pages: 7182-7189
Publisher: IATED Academy
ISSN: 2340-1079
Abstract:There is a particular challenge with engaging technically motivated STEM students with ‘softer skill’ development, despite clear evidence from employers that these skills are highly desirable. In the UK, Higher Education Institutes response has been to require undergraduate courses to contain an element of Personal Development Planning (PDP)[1]. Our paper directly addresses the issue of trying to engage students from Computer and Gaming courses with their PDP. Previous experiences of teaching these cohorts traditionally report low attendance and poor completion rates, impacting on first year/second year progression. This study reports on work reframing the curricula for this essential aspect of the student learning experience, by offering the students realistic and authentic tasks by ‘flipping’ the classroom. This requires them to work in small groups, selecting, designing and then creating an augmented reality artefact using ‘Aurasma’[2], a free software tool for developing augmented reality objects. We note that the co-design process of curriculum development has enhanced student engagement; student completion rates have significantly increased, and class attendance improved.
https://eprints.bournemouth.ac.uk/23479/
https://library.iated.org/view/HOBBS2016AUG
Source: BURO EPrints