Browsing by Author "Carvalho L"

Now showing 1 - 12 of 12
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    A community-based practice for the co-development of women academic leaders
    (Taylor and Francis Group, 2024-05-28) Bone EK; Huber E; Gribble L; Lys I; Dickson-Deane C; Campbell C; Yu P; Markauskaite L; Carvalho L; Brown C
    Academic development usually focuses on individuals, with activities bounded by institutional strategy. There is a lack of research exploring the emergence of cross-institutional communities of practice and their ability to offer opportunities for professional collaboration, particularly for underrepresented or marginalised groups. Our study highlights how, after a formal program, individuals from different institutions facilitated deeper connections, transcending hierarchical boundaries and nurturing a sense of trust. Drawing from our experiences, we examine the emergence of a collegiate group of academic women as a community of practice. Co-development through community-based relationships enable personal and professional growth outcomes including, but not limited to, promotion and esteem recognition.
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    Foregrounding knowledge in e-learning design: An illustration in a museum setting
    (1/01/2015) Carvalho L; Dong A; Maton K
    The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the knowledge comprising the subject area, matters as much as the content. Drawing on one dimension of LCT, Specialisation, we show how to identify and apply organising principles of knowledge, in two successive stages, through an example of our own recent work developing an e-learning environment called Design Studio. First, an analytic stage explored knowledge practices within four design disciplines, engineering, architecture, digital media, and fashion design, in terms of their organising principles. Second, a generative stage involved the creation of content for the Design Studio software as well as its look and feel, and interaction design elements, all of which were designed to be consistent with the output from the analytic stage. Design Studio was then pilot-tested by 14 high school students. The paper concludes with some general observations about how LCT can improve the creation of other e-learning environments. Australasian Journal of Educational Technology.
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    How can we design for learning in an AI world?
    (Elsevier Ltd, 10/02/2022) Carvalho L; Martinez-Maldonado R; Tsai Y-S; Markauskaite L; De Laat M
    Fast improvements in computing power and Artificial Intelligence (AI) algorithms enable us to automate important decisions that shape our everyday lives, and drive workplace transformations. It is predicted that many people will find themselves unprepared to deal with high degrees of change and uncertainty, increasingly posed by AI in some sectors. A critical educational challenge involves figuring out how to support young generations to develop the capabilities that they will need to adapt to, and innovate in, a world with AI. This article argues that both educators and learners should be involved not only in learning but also in co-designing for learning in an AI world. Further, they together should explore the knowledge, goals and actions that could help people shape future AI scenarios, and learn to deal with high degrees of uncertainty. A key contribution of the paper is a re-conceptualization of design for learning in an AI world, which explores a problem space of educational design, and illustrates how educators and learners can work together to re-imagine education futures in an AI world. As part of this problem space, the paper discusses underpinning philosophies (the capability approach and value creation), a high-level pedagogy (with an emphasis on co-creation), pedagogical strategies (speculative pedagogies), and pedagogical tactics (AI scenarios). It then proposes a design framework (ACAD) to support educators and learners' discussions about design for learning in an AI world. This participatory design approach aims to sensitize people for what education may mean, for whom, and how learning with AI may look like, and it highlights the active engagement of educators and learners in co-designing a future they desire, to help shape learning and living in an AI world.
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    Materials and Places for Learning: Experiences of Doctoral Students in and around University Spaces
    (Springer Nature, 25/07/2022) Carvalho L; Garduño Freeman C
    People are more likely to thrive when they feel connected, when they feel they belong to a group, to a place, or when they feel part of a community. Places can play a powerful role in shaping one’s attachment to others and to institutions as part of the development of one’s identity. People’s experiences of places are linked to their sensorial impressions of material and digital elements, and to their perceptions of how multiple elements interconnect and impact lived experiences or imagined futures. This research investigates doctoral students’ experiences of places for learning in and around a university in New Zealand. The analysis combines individual interviews and digital multimodal artefacts created by participants who were studying on campus or studying at distance and remotely located. By acknowledging the diversity of university spaces where learning activity may unfold — in classrooms, at libraries, in the canteen, in the corridors, via online learning management systems, social media and messaging, or in the many in-between spaces such as buses, cafes, or working from home — this paper discusses the connections between people, places, material, and digital artefacts, with a focus on the materiality of learning in and around university spaces. Using socio-material conceptual lenses, the article reveals how students navigate the postdigital university through the spaces they inhabit and the places they value, and how their attachment to materials, feelings of inclusion, and learning purpose interconnect to support their (emerging) professional identity.
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    Open, Distance, and Digital Education (ODDE): An Equity View
    (Springer, Singapore, 2023-01-01) Czerniewicz L; Carvalho L; Zawacki-Richter O; Jung I
    Understanding how equity manifests in open, distance, and digital education (ODDE) requires us to grapple with several coexisting trends, including the changing forms of teaching and learning provision, the advent of a post-digital society and education, the datafication of education, inequality in society at large, and digital inequities. Most of these trends are social in nature, yet they shape, and are shaped by, the educational sector. It is at the intersection of these coexisting trends that equity issues in ODDE are raised and become apparent, reinforced by the uneven distribution of technology in society, and with deep roots in economic and social inequities. Current scholarship foregrounds these nested relationships and entanglements, as well as their intersection with power relations and contestations which play out across ODDE at macro, meso, and micro levels.
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    Performativity of Materials in Learning: The Learning-Whole in Action
    (University of Alicante, 2021-01-01) Carvalho L; Yeoman P
    Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.
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    The Postdigital Learning Spaces of Higher Education
    (Springer Nature, 2022) Lamb J; Carvalho L; Gallagher M; Knox J
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    The role of teachers in a sustainable university: from digital competencies to postdigital capabilities
    (Springer Nature, 2023-02-06) Markauskaite L; Carvalho L; Fawns T
    An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transition’ and reframe how we think about university, teachers’ roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem—global developments (macro), teachers’ local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of how the digital is entwined with human practices within and across different levels of the educational ecosystem. For this, there is a need to move beyond person-centric theorisations of teacher digital competencies towards more holistic, ecological conceptualisations. It also requires going beyond functionalist views of teachers’ roles towards enabling their agentive engagement with a future-oriented, sustainable university mission.
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    The ‘birth of doubt’ and ‘the existence of other possibilities’: exploring how the ACAD toolkit supports design for learning
    (University of Alicante, 2023) Carvalho L; Castañeda L; Yeoman P
    The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit with the aim of understanding how this analytical tool supports design for learning. A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.
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    Theileria orientalis Ikeda infection detected in red deer but not dogs or horses in New Zealand.
    (2024-09-02) Lawrence KE; Gedye K; Carvalho L; Wang B; Fermin LM; Pomroy WE
    AIMS: To determine whether evidence for infection with Theileria orientalis (Ikeda) could be identified in samples of commercial red deer (Cervus elaphus), horses, and working farm dogs in New Zealand. METHODS: Blood samples were collected during October and November 2019 from a convenience sample of red deer (n = 57) at slaughter. Equine blood samples (n = 50) were convenience-sampled from those submitted to a veterinary pathology laboratory for routine testing in January 2020. Blood samples, collected for a previous study from a convenience sample of Huntaway dogs (n = 115) from rural regions throughout the North and South Islands of New Zealand between August 2018 and December 2020, were also tested. DNA was extracted and quantitative PCR was used to detect the T. orientalis Ikeda major piroplasm surface protein (MPSP) gene. A standard curve of five serial 10-fold dilutions of a plasmid carrying a fragment of the T. orientalis MPSP gene was used to quantify the number of T. orientalis organisms in the samples. MPSP amplicons obtained by end-point PCR on positive samples were isolated and subjected to DNA sequencing. The resulting sequences were compared to previously published T. orientalis sequences. RESULTS: There were 6/57 (10%) samples positive for T. orientalis Ikeda from the deer and no samples positive for T. orientalis Ikeda from the working dogs or horses. The mean infection intensity for the six PCR-positive deer was 5.1 (min 2.2, max 12.4) T. orientalis Ikeda organisms/µL. CONCLUSIONS AND CLINICAL RELEVANCE: Red deer can potentially sustain low infection intensities of T. orientalis Ikeda and could act as reservoirs of infected ticks. Further studies are needed to determine whether naïve ticks feeding on infected red deer can themselves become infected. ABBREVIATIONS: Cq: Quantification cycle; LOQ: Limits of quantification; MPSP: Major piroplasm surface protein; qPCR: Quantitative polymerase chain reaction.