Area #02 Learning, teaching and assessment

a.[ An understanding of teaching, learning and/or assessment processes ]

In the midst of 10+ years of papers preparation, delivery and assessment for undergraduate and postgraduate programmes, one of my most important experience in curriculum enhancement was the development and implementation of the Mobile Social Media minor, at Auckland University of Technology. From its inception to its submission to the Committee on University Academic Programmes (CUAP), via the revision process, its refinement, final acceptance and implementation, the learning journey has been stressful and rewarding for me. The most successful achievement is in the national recognition of our proposed Pedagogy-Andragogy-Heutagogy (PAH) continuum and how educators can scaffold pedagogical change (or transformation) across the duration of the curriculum (3 years), its types of activities and assessment approaches that match the unique affordances of the integrated Mobile Social Media.

Another key national acknowledgement has been my both appointment as External Moderator for the Postgraduate Programme of the Applied Practice Suite at the MINDLAB by UNITEC – in June and in August 2015, which consisted mainly in cross-examining learning outcomes, paper descriptors and assessment criteria to guarantee relevancy, consistency and fairness.

Amongst international recognitions, I would like to list the following invitations and acceptance:
¬ ALT (Association for Learning technology) Annual Conference 2016 – Programme Committee member
¬ IE2017 (Interactive Entertainment) – Program Committee member. IE Conference is Australasia’s longest running games and digital entertainment conference.
¬ Fellow and member of The Commonwealth Education Hub.It consists in contributing advice, experience and expertise within a Community of Practice composed of education policy-makers and professionals from the Commonwealth.
Each of these roles require a different assessment process and focus.

Lastly, I often enrol in short professional courses such as the Mobile Social Media Learning Technologies (#mosomelt) or MOOCs to keep currency with diverse teaching and learning applications.

Further to the above examples, please check this Youtube Playlist which highlights some of my best practices in using mobile technology and teaching, assessment, students/participants feedback.

Please check also the 2014 Video Report (2 minutes) which highlights the key achievements of my 2014 Learning and Teaching Fellowship’s grant.

Lastly, a few assessment exercises are posted in the Project Bank of the Mobile Social Media Learning Technologies (#mosomelt) community.

To summarise and reflect on the above sections, I would like to say that I thrive to tailor the content and its delivery for a specific target audience, which means that the level of technology consideration can vary substantially in favour of either the level of the learners, either the approaches to teaching (solo, duo, group). Although within my teaching practice there is a recurrent pedagogical approach towards constructivism and learner-generated content and learner-generated contexts, I never hesitate to moderate my approaches in relation to some socio-ethical parameters, when needed.

In addition, inspired by the 9 principles developed in Ahonen’s book “The Insider’s Guide to Mobile”, I am constantly updating and adjusting my teaching in relation to mobile technologies, with a specific emphasis on:
– intimacy (student voice)
– connectivity (collaboration)
– immediacy (anytime)
– continuity (anywhere)
– actuality (content)

I embraced the ubiquity of the “21st century space” and find motivating to empower students to own their learning, to support their self-directed initiatives.


b. [ An understanding of your target learners ]

I consider myself as a learner who keep learning constantly. Therefore, to me, it is important to precisely identify workshop participants or students demographics, as well as their sector or interest needs in order to provide them with relevant and pertinent content, tools and hands-on exercises. Said differently: to have some empathy, a fair understanding from multiple perspectives and a sense of synthesis.

Through several discussions with Programme leaders, Paper leaders, or colleagues, I always aspire to include the needs of the learners. I am a strong believer in personalisation and tailored content, advices and tools. For instance, for my recent involvement with the paper Interactive Systems and Technologies (Bachelor of Creative Technology – Year 2 Elective), after consultation with the group of students from different schools, we decided to use Slack as a open and mobile communication tools. This choice is quite different from another Year 2 paper (CTEC607) which is using a public but exclusive G+ Community.

Further to the above examples, as lecturer, I systematically conduct a Student Paper Experience Questionnaire (SPEQ), which allows me to improve students perceptions and experiences accordingly. This year, I completed the Practice Led Research seminar which testify about my  eagerness to understand a wide learner audience.

Within the last 10 years, I faced an important challenge which can be summarised as such “to persuade the youth that Facebook is no panacea.“. Over time it worked, and based on these successful experiences, I developed the following list, which highlights the key mobile and online benefits for students, based on their various needs, reflective statements and testimonials:

mobile social media / community
international exposure (Behance, Vimeo, Youtube, Twitter, Google+ Community)
immediacy (Twitter, FB, Google+)
collaboration (Google Drive, Google+ Community)
indirect way to get critiqued (blog posts, likes)

m-learning experience
recording (Youtube, Google+, Bambuser)
reflective statement (Vlog, Youtube, Bambuser, Google+ Community)
empowering students (Google+ Community)
building up confidence
remote control for presentation (MOAs, Airserver)

personal development
foreigner language facilitator
peer support and collaboration (blog posts, likes, Google+ Community)
to be part of the process (Google Drive, Google+ Community)
to be a making-decision active participant (Google Drive, Hangouts)

mobile production
creative tool
free way – loose (experimental)
practical (PDF, no more workbook to carry around)

vocational catalyst
investment for future (Google+ Community)
time flexibility (Hangouts, Google+ Community – Beyond the classroom)

NOTE: I update regularly the above list as part of my best practices.

To conclude, I would like to come back to one of my preferred quote in Education:
The best teachers are those who show you where to look, but don’t tell you what to see.
– Alexandra K. Trenfor

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(CC BY-NC-SA 4.0)

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