Iterative approach to implicit student-generated mobile learning to promote visual literacy and peer mediated learning

Ernst, Hardy, McGahan, William and Harrison, John (2014). Iterative approach to implicit student-generated mobile learning to promote visual literacy and peer mediated learning. In: Bronwyn Hegarty, Jenny McDonald and Swee-Kin Lok, Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014. Australasian Society for Computers in Learning in Tertiary Education Conference, Dunedin, New Zealand, (589-593). 24-26 November 2014.

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Author Ernst, Hardy
McGahan, William
Harrison, John
Title of paper Iterative approach to implicit student-generated mobile learning to promote visual literacy and peer mediated learning
Conference name Australasian Society for Computers in Learning in Tertiary Education Conference
Conference location Dunedin, New Zealand
Conference dates 24-26 November 2014
Proceedings title Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014
Place of Publication Dunedin, New Zealand
Publisher ascilite
Publication Year 2014
Sub-type Fully published paper
Open Access Status
ISBN 9780473307509
Editor Bronwyn Hegarty
Jenny McDonald
Swee-Kin Lok
Start page 589
End page 593
Total pages 5
Collection year 2015
Language eng
Abstract/Summary This paper aims to report early findings of the second iteration of an implicit student-generated mobile learning project that promotes visual literacy and peer mediated learning. The first iteration was conducted with first year health science students at the University of Queensland, Australia, in 2013. We found that while the video assessment task may have aided learning for each student around their specific chosen topic, overall course learning outcomes did not improve. This was perhaps due to a failure of the peer mediated learning aspect of the learning activity. Furthermore, the labour intensive nature of the task may have attenuated overall performance in the course. Acting on these findings, we adjusted the visually based, peer-to-peer mobile learning activity accordingly. The revised assessment task was reintroduced in 2nd semester 2014, and early findings on the efficacy of the revised task on learning will be presented at the ascilite 2014 conference.
Keyword Mobile learning
Student generated learning
Visual literacy
Peer mediated learning
Q-Index Code E1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes http://ascilite.org/conferences/dunedin2014/proceedings/index.html

 
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Created: Fri, 20 Mar 2015, 14:41:49 EST by Anthony Yeates on behalf of School of Biomedical Sciences