Katherine Blashki

‘The future is old’: immersive learning with generation Y engineering students

This paper explores the application of four elements deemed to be essential to immersive learning; immersion, engagement, risk/creativity and agency. The authors discuss the implementation of these four elements within two very different classroom environments, one secondary and one tertiary, to illustrate the importance of students’ active participation in the planning, design and development processes of their own learning environments. By transforming both the conceptual and operational environments of both cohorts the authors illustrate the benefits of the development of immersive learning environments. Importantly, such environments must reflect the choices and preferences of the learner as they negotiate their way through the learning journey that best suits their needs. Rather than the imposition of a learning regime considered to be irrelevant, but more importantly ‘boring’ to the student cohort, the authors argue that immersive learning environments are successful because they are reliant on the students’ enthusiastic creation of their own knowledge in collaboration with adults and student colleagues. This study can be applied in all spectrums of education (primary, secondary and tertiary), and in this case, specifically engineering education.

Creating new distance learning environments from contemporary technologies

Over the last decade, rapid technological change and increasing rates of adoption of those new technologies in the community have resulted in widespread acceptance in domestic and commercial applications. Regrettably, such developments have effected little impact within the domain of education and in particular, distance education (DE). We attempt to explore the hitherto unexploited potential of these new technologies in the educational realm and specifically their application to distance education. The authors argue that these technologies could address the inequities that currently differentiate the learning experiences of the on-campus from the off-campus student. Currently available technologies appropriate for enhancing the learning process of the distance education student are discussed as well as possible applications as yet undeveloped in the education sector.

Newbs vs. geeks: encouraging creativity in an online learning community

This article explores the development and creative practices of an online community within an Australian university. The authors argue that creativity can be enhanced and supported by the development and implementation of purpose-specific learning environments, such as an online learning community. Within such a community the participants are exposed to a number of requisite elements designed to support the exploration of their own learning process and the development of creativity. The following study discusses the establishment of such a community and the social, cultural and learning practices of the student participants.

Interactive television and the role of affective usability

This paper explores the importance of designing interfaces that evoke positive feelings in the user as they interact with the interface. The use of interactive television (iTV) and affective usability illustrate how usability paradigms shift as new technology is developed. Traditional television is a more passive medium than iTV and the role of the user (or viewer) varies significantly. iTV requires more of the user and to be an active contributor because of the more interactive interaction style. Interface designers need to constantly define better ways of developing interfaces that are not only usable, but also enjoyable to use