A Radical Approach to Curriculum Design: Engaging Students Through Augmented Reality
Authors: Hobbs, M.H. and Holley, D.
Journal: INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING
Volume: 14
Issue: 1
eISSN: 1941-8655
ISSN: 1941-8647
DOI: 10.4018/IJMBL.313595
https://eprints.bournemouth.ac.uk/37696/
Source: Web of Science (Lite)
A RADICAL APPROACH TO CURRICULUM DESIGN
Authors: Hobbs, M. and Holley, D.
Journal: International Journal of Mobile and Blended Learning
Publisher: igi-global
Abstract:A contemporary challenge for education in STEM (Science, Technology, Engineering, Mathematics) is the need to produce work-ready graduates for a flexible, fast-changing and technology driven workplace. This study focuses on first-year undergraduate Computing students who failed to engage with a traditional, didactic approach to teaching soft skills. A radical curriculum redesign implemented a new methodological integration of action research, mobile technology, and constructivist pedagogy. Students created interactive artefacts with an augmented reality app, on their mobile devices, to promote and enhance their teamwork and communication skills. Following an action research methodology, the progression of students is examined whilst they develop soft skills as an emergent aspect of a blended approach to their professionally inspired project work. This more authentic approach, using their own mobile devices, captured the imagination of students and directed attention to the significance of broader skills relevant to industry. Over the four-year study period, submissions rose from 66% to 93%, with student satisfaction significantly enhanced.
https://eprints.bournemouth.ac.uk/37696/
Source: Manual
A radical approach to curriculum design.
Authors: Hobbs, M. and Holley, D.
Journal: International Journal of Mobile and Blended Learning
Volume: 14
Issue: 1
Pages: 1-17
Publisher: igi-global
ISSN: 1941-8647
Abstract:A contemporary challenge for education in STEM (Science, Technology, Engineering, Mathematics) is the need to produce work-ready graduates for a flexible, fast-changing and technology driven workplace. This study focuses on first-year undergraduate Computing students who failed to engage with a traditional, didactic approach to teaching soft skills. A radical curriculum redesign implemented a new methodological integration of action research, mobile technology, and constructivist pedagogy. Students created interactive artefacts with an augmented reality app, on their mobile devices, to promote and enhance their teamwork and communication skills. Following an action research methodology, the progression of students is examined whilst they develop soft skills as an emergent aspect of a blended approach to their professionally inspired project work. This more authentic approach, using their own mobile devices, captured the imagination of students and directed attention to the significance of broader skills relevant to industry. Over the four-year study period, submissions rose from 66% to 93%, with student satisfaction significantly enhanced.
https://eprints.bournemouth.ac.uk/37696/
Source: BURO EPrints