1. Operational Issues

1a. An Understanding of the constraints and benefits of different technology

i. Digital Technology: Collaborative Tools

ii. Digital Technology: Game-based learning (GBL)

iii. Digital Technology: Virtual Reality

1b. Technical knowledge and ability in the use of Learning Technology

i. Learning Management System (LMS)

ii. Educational Youtube channel for Language Development

iii. Video content creation

iv. 360-degree videos using VR headsets

1a. An Understanding of the constraints and benefits of different technology

Digital technology has immense potential which has been demonstrated through practice and research. However, in the context of education, digital technology cannot exist in isolation. It is the interconnection between technology, pedagogy, content and learner, which unleashes the true potential of technology-integrated teaching. During my professional journey, I have explored this connectivity in order to implement and justify the use of certain digital technology on the basis of relevance and appropriacy. I present the description, reflection and evidence of my personal experiences using three particular types of digital technologies in the sections below: Collaborative tools, Game-based learning and VR (Virtual Reality).

i. Digital Technology: Collaborative Tools

During my time as a teacher, I have given careful consideration towards active and participatory learning opportunities. In this regard, I would often integrate and use online collaborative tools to allow students to participate in a manner different from the usual classroom communication. This approach assisted in tracking student participation, ensuring their contribution and allowing them to share their opinions freely in regard to a particular topic. Additionally, it allowed for discussion, where students could see comments and statements made by others, and provide feedback on these. I would go through the classroom, asking who agreed and who disagreed with a certain statement, thus providing students an opportunity to develop their understanding to present stronger arguments. I used the Google Workspace (Docs, Slides, Classroom) and Padlet to create these interactive, participatory experiences. Each session would normally begin with me providing a clear topic or prompt, along with some initial readings, to get the students underway. This would be followed with the sharing of relevant instructions concerning the objective and purpose of the activity. In order to achieve the best from this exercise, I would request learners to bring in their personal computer devices, preferably laptops or tablets, as a larger screen and attached keyboard would facilitate the in-class activity and improve participation. At the end, I would summarise the key findings and ask the students to reflect on the activity. The output of the activity, in the form of a slide-set or Padlet, would be shared with the students for the duration of the course for their reference.

Reflection

The collaborative activities, using the Google workspace and Padlet, allowed students who were typically more reserved towards face-to-face discussions or speaking out in the classroom, to participate in classroom discussions. It also, in that way, provided me with an insight to their understanding and comprehension of the lesson in progress. Students, who were initially hesitant to share ideas, had an opportunity to discuss ideas with greater ease in an online space synchronously. This not only created a more conducive environment for participation, but also allowed for more inclusive learning. While the collaborative tools assisted in creating a participatory environment, certain limitations would hinder the experience at times. The use of these tools required a working Internet and computer devices. In the case of the computer lab being unavailable, students would be expected to bring in their personal devices. While many had their own smartphones and could access the collaborative tools online at any given time, I would often suggest them to bring in laptops or tablets, as I believe a larger screen would allow for ease in interaction and sharing amongst other group members. For these reasons, there was a certain amount of management and pre-planning required in order to have the collaborative experience run as efficiently and productively as possible, without the wastage of time and resources. In some cases, these factors would become problematic, with the Internet slowing down or students forgetting their devices. Along with this, as with any new or innovative approach, there is a required time for the learners to adjust. In this particular example, while the students were used to having a presentation, lecture-based lesson, they were not accustomed to a more collaborative and participatory session as I had planned. Due to this, the first couple of sessions, required a slightly more time to allow the students to adjust and get accustomed to the activity. It is important to note, that the allowance of this extra time may also be because I was allocated sufficient time to conduct the classes. In cases where time was limited and content was extensive, it perhaps would not be possible or feasible to conduct such collaborative sessions. Hence, while these collaborative tools have a number of benefits as shared earlier, there are certain aspects, that are inherent to digital technology, online-based tools and innovative pedagogy, that are a major consideration when integrating these in the classroom.

Evidence

Screenshots from a Google Classroom activity are shared. The following activity was conducted with Master's level students at NUST, for the course "Role of Technology in Learning". I shared a couple of manuscripts for the students and they were asked to go through those papers and summarise the main components of each of the papers. I provided the guideline and slide-set, with each group having their own slide (identified via colour of the table and group number on the top). Each group was asked to mention the overview/summary of the paper, following the identification of the main/new ideas and concepts by the recognition of unfamiliar and new terms they encountered while examining the journal paper. The activity was not only to provide the students with an approach towards analysing research papers and building a bibliography, but also to work in groups and collaborate with one another, to improve research practice within their classroom setting.

Evidence

Screenshots from Padlet based activities are shared below. These were conducted with Master's student at NUST, for the course "Universal Design for Learning". This activity was designed to assist student collaboration through the development of Padlet boards under each subject-area, i.e. History, Mathematics and Science, and the reflection and pedagogical approaches within each of these linked to the main principles of UDL: multiple means of engagement, representation and action. At the end of the activity, these boards were kept as a resource for students that they could access at various stages of their learning.

ii. Digital Technology: Game-based learning (GBL)

During my Master's, I had the incredible opportunity to be part of a funded project involving the development and implementation of a learning game. The digital game based learning project entitled "Investigating the impact of Game based Learning using tablets in Learning Mathematics for Primary School Students in Pakistan" was a research project funded by the Foundation for Information Technology Education and Development (FIT-ED) of the Republic of Philippines in collaboration with International Development Research Centre (IDRC) of Canada and the Department for International Development (DFID) of the United Kingdom. The project aimed to demonstrate interactive, individualised and customised learning for students belonging from various socio-economic backgrounds. The main participants of the project belonged to the Out-of-Schools Children (OSC) schools in Islamabad, that cater to needs of street children who have missed out their years of admissions into regular mainstream schools. The primary objective of the project was to evaluate the effectiveness of game-based learning for these participants, focusing on primary school Mathematics. It also investigated the possibility of self-paced learning i.e. not requiring the need of a teacher. As a graphic designer for this project, I collaborated with other designers, developers, instructional designers and principal investigators to meet deadlines and achieve the intended outcomes. The game entitled "Measureland", included opportunities to engage learners through self-assessments, daily life examples and activity-based learning. The design and development of the game was tailored to align with the contextual and cultural backgrounds of the users. Integrating learning through games allows for instant feedback and rewards which led to greater engagement. This format of game-based learning particularly for such an audience with limited to no experience to digital technology, allowed for a safe and unique approach to teaching.

Reflection

This GBL project built on my understanding of how education and digital technology, particularly through games, can effectively work together. It gave me the opportunity to explore the benefits and advantages of GBL and also allowed an insight to the associated limitations and challenges. As with other learning technologies, the need to create games that are accessible and inclusive is integral. This is considering the access to devices and necessary technical equipment. This also includes the need for considering learner impairments in regard to visual or motor sensory. In order to play games learners required certain equipment, and/or the Internet, which may not be a viable option for certain communities, particularly those from lower socio-economic areas. The assessments within the game needed to be well planned as well, to ensure that learning is in fact taking place through the process of playing. Consequently, where game-based learning may engage learners (as reflected through the outcomes of this project where it produced significantly high scores for engagement) there is also the element of distraction, where learners become more involved in the game and it's progress, rather than the actual learning. Understanding the related challenges, the use of GBL does encourage the development of 21st century skills, such as critical thinking, analytical abilities and problem solving, and also provides learners a safe and comfortable environment to explore and practice these. In order to implement GBL effectively, it is vital to consider all related factors, such as audience and intended learning goals, and determine that the development of a game would be a productive solution. On the basis of this particular project, the outcomes were promising and findings revealed that GBL was able to encourage student participation and learning. However, this determination of whether a game-based learning option is suitable would require a significant amount of preliminary research and understanding of the audience and their goals, as well as other contextual factors such as the access to ICT and availability of the Internet. The implementation of GBL on a group of participants that are not as comfortable with ICT and are unaware of the basic gaming skills would struggle and thus the impact of GBL would be ineffective and less impactful. In the future, I would be keen on identifying the impact of contextual factors on the use of GBL as well as the long-term learning impact of such games, including conceptual and critical development.

Evidence

Letter of Appreciation signed by the Principal Investigator

Social media content for the developed game "Measureland"

iii. Digital Technology: Virtual Reality

Among recent digital technologies making waves in the field of education is Virtual Reality (VR). Though VR has been around a few decades now, with it rising to prominence in the 1980s, it has only recently become a more feasible and affordable digital technology. Back when it was first introduced, it was limited to the technological industry due to it's technical nature and high expense. With the evolution of the gaming and entertainment industry, VR has progressed into a wearable, portable and affordable product, which has now reached many homes and entertainment venues. The role of VR in terms of education and learning, however, is still a vast area of exploration, particularly considering the use of low-cost VR and the implementation of these in classrooms settings. I identified this gap, and began exploring the tools involved in creating a VR experience for secondary school science for participants from Pakistan. Upon conducting a preliminary analysis by visiting schools and meeting teachers and educators, I was able to shortlist certain topics that were identified as being challenging for students. I investigated these topics and determined if they could be effectively displayed in a 3D space via the VR headset. Upon shortlisting the topics one from each science subject: Biology [the human eye], Chemistry [layers of atmosphere] and Physics [Cathode Ray Oscilloscope], I used 3D Studio Max to develop the 3D models and Unity3D, including the Google Cardboard SDK, to design and develop the science-based VR learning application. I collaborated with my HoD (Head of Department) at the ITE department (Innovative Technologies in Education) at NUST to further develop the application. Before implementing with school students, the application was once again shared with the science teachers for thier feedback. This was also followed by a usability study involving student participants. In the end, I had a working VR application that was then finally implemented with student participants from two secondary schools of Islamabad. Feedback indicated a high level of motivation and engagement and an increased keenness to use VR in the future. The study led to an idea of how VR may be useful in low-socioeconomic settings and may be useful in promoting science education.

Reflection

Integrating VR for learning indicated a significant number of advantages. Firstly, VR allowed for a safe and exploratory learning environment. The immersive experience of the VR differentiated it from the other types of medium, such as books, diagrams, models and videos, that learners were generally familiar with. Research supports the relationship between the immersive features of VR and increase in learner motivation and engagement. In certain cases, VR promoted collaborative and remote learning, thus being a useful consideration for distance learning. While, the novelty of VR is clear, there were a number of constraints and limitations identified. Firstly, in terms of VR for the purposes of education, it was important to consider the content and the need of presenting it in VR. Traditional methods of teaching have existed for centuries. As per my understanding and reflected through literature, at this time, VR is unable to fully replace these established methods and can be more of a scaffolding and supportive pedagogical tool. In addition to this, the cost of VR equipment is still significant for most educational institutions, thus limiting widespread use. VR requires a certain amount of technical assistance for integration and maintenance. Consequently, there is a need for training and support for educators and teachers in the use, benefits and effective integration of VR with the curriculum and course contents. In some cases, VR requires a working and stable Internet connection for content sharing and maintenance. Additionally, from a health perspective, VR has been attributed to cause motion sickness and discomfort. Learners suffering from epilepsy or vision-related concerns, would likely be excluded from a VR experience. These limitations indicate that more studies and research are necessary to develop VR in order to fully reap the benefits of this technology for it to be increasingly inclusive and accessible for a variety of learners.

Evidence

Screenshots of the VR learning application

1b. Technical knowledge and ability in the use of Learning Technology

Over the course of my professional experience, I have worked with a variety of learning technologies in order to support learners. This includes collaborative tools, VR, game-based learning, content creation and video-based material. In each of these contexts, I made specific considerations in terms of the learning objective, audience, overall purpose of the experience and inclusion of any related assessments and evaluations. Each of the digital technologies served a certain purpose thus making it integral to select specific technology on the basis of the requirement. The focus of my approach and understanding concerning these technologies has centred on pedagogically sound implementation in order to promote engagement and learning along with hands-on, practical experience of various learning technologies.

Reviewing existing literature has been a significant asset in ensuring that technology-integration is aligned to learning goals. My approach has been supported by evidence gathered via literature and research. My focus on research has developed my understanding of learning theories i.e. constructivism, behaviourism, cognitivism, and the role of each of these in promoting learning. Acquiring theoretical knowledge is a necessary component for effective implementation of learning technologies. Many recent digital technologies have been linked to the tenets of constructivism, such as VR, game-based learning, as these have shown to allow opportunities of experiential, active and situational learning. As a researcher, I have come across a number of education-based frameworks providing guidance on the design, implementation, analysis and evaluation of digital learning experiences. I share an overview of these in the figure below, linking to the relevant and suitable digital technologies that are able to support the suggested framework.

While research has helped develop my theoretical knowledge around technology and learning, from a more practical viewpoint in order to broaden my understanding of learning technologies and pedagogical approaches, I have completed a range of professional development courses and certifications to develop my practical skills. This includes training in instructional design, UX/UI and Graphic designing. Each course gave me the opportunity to experience technologies from the user's perspective, which was invaluable for reflecting on engagement and accessibility. For example, completing the course "Instructional design for E-learning" provided a detailed understanding of instructional design models (ADDIE, Dick and Carey System Approach Model, Rapid ISD model and Agile learning development) as well as an overview of the main learning theories (Behaviorism, Cognitivism, Constructivism) along with the main principles involving adult learning. It expanded on the integration of E-learning into the learning process to achieve intended outcomes. The UI/UX courses I completed complemented this by emphasising usability and learner experience, helping me design digital learning materials that are not only pedagogically sound but also intuitive and engaging. Experiencing these courses as a learner allowed me to reflect critically on design decisions and apply best practices in my own projects. Together, these professional development experiences have enhanced my ability to evaluate technologies and approaches for future implementation and to design learning experiences that are both effective and user-centred. By engaging in continuous training, I have been able to translate theory into practical strategies, which has improved my confidence in implementing learning technologies effectively and in advising colleagues on evidence-based approaches.

Evidence

i. Learning Management System (LMS)

As a lecturer and teaching assistant I have interacted with various Learning Management Systems (LMS). During my experience as Teaching assistant at Ulster University, I supported delivery of online learning and assignment marking through Blackboard LMS. This included adding in modules, maintaining and viewing student registers, viewing/editing course material, adding/editing assignments and viewing/marking the grade-book. Within the grade-book, I marked student assignments through the associated rubrics. Additionally, I used the annotations option to add in various bits of feedback within different instances of the submitted assignment. After assigning a final mark, I would provide a concise summative comment, including constructive feedback, to provide clarity and justification for the marking. I also second marked assignments that were originally marked by the module coordinator. All the markings were satisfactorily completed within the stipulated time, with the module coordinator, external examiner and examination board satisfied with the outcome.

Evidence

Comments from Module Coordinators on the scoring/marking done on the Blackboard LMS

Key insights

The experience of managing course content and marking through LMS has strengthened my technical ability to engage with digital assessment tools while maintaining clarity in terms of feedback and maintaining scheduled timelines. Using Blackboard’s grade-book features, I was able to navigate rubrics, annotate assignments, and provide detailed written feedback aligned with the assessment criteria of each of the submissions. I found that the use of in-line commenting and structured rubrics were helpful in ensuring consistency and transparency, and also helpful for the students to better understand where they performed well and where they needed to improve. Through this process, I became more aware about the importance of clear communication, both with the interface and in the tone of feedback provided. Positive responses from the module coordinator suggested that this approach was effective and well-received. This experience has deepened my understanding of assessment practices in digital learning environments and has equipped me with practical skills that I look to build on in my next teaching and support roles.

ii. Educational Youtube channel for Language Development

I recently created a Youtube channel to support early Urdu (national language of Pakistan) development. The objective of the channel is to address the current declining trend of presence and usage of local languages amongst young children of Pakistani descent. English has predominantly become the medium of instruction in schools, as well as popular media. I realised this concern was shared among many Pakistani parents, within the country and living overseas, afraid their children would not be familiar with their local language. I decided to address this gap through Urdu poem-based animations, using my daughter's voice-over and narration. The project involved technical skills such as storyboarding, brand development, animation production, audio editing and YouTube channel management. I used tools such as Adobe Illustrator, Photoshop and After Effects, to design engaging, age-appropriate animated content. To add in the character, I used Apple's Animoji feature, which allowed me to design an avatar/character. I then used the recording feature to capture my daughter's facial expressions along with her voice, which was then simply exported in a video format into Adobe After Effects for editing. The outcome of this personal project demonstrates my ability to combine pedagogical goals with design and media production, while addressing broader issues of language and cultural identity through learning technology.

Evidence

Key insights

Developing and managing a YouTube channel focusing on educational content, has been a fantastic learning experience, as it has helped me build on my understanding of digital media usage to support early language development. YouTube offers unparalleled advantage to reach a large and diverse audience. Using the platform, I was able to explore currently successful educational channels, and built-in viewer metrics, such as feedback and engagement, offered valuable insights into how the content was being received. Through the metrics, I noticed viewers from Pakistan as well as from India and United States, suggesting that the content material could take a more universal and global approach for further traction. Additionally, the insights also revealed that many of the viewers (91.7%) were not subscribers. Thus, suggesting the need for increased engagement and regular updates to have viewers subscribe to the channel.

During this time, I have also encountered a number of challenges. Firstly, maintaining consistency and regular published content is time-consuming and requires allocation of resources. Planning, preparing, audio recording, creating relevant assets and then finally integrating all these into one video is a lengthy process requiring considerable time. Secondly, it is a challenge on how to make the content more engaging to improve visibility of the channel as it must compete with the already popular and entertainment-based content creators. Finally, it is a major responsibility to publish content that is safe for young viewers and promotes ethical and moral standards.

Looking forward, I am excited to see how this channel develops further, particularly for the majority areas of Pakistan where traditional educational resources are limited. I also aim to develop more content on the basis of research and findings, to address specific learning gaps and opportunities, through responses and feedback of educators, peers and parents/guardians. I intend to further explore and develop strategies to bridge creativity, pedagogy, and inclusivity, to address learners’ needs while maintaining the ethical regulations of digital education.

iii. Video content creation

One of my research projects involved the creation of video learning content for pre-school students. Employing the tenets of UDL (Universal Design for Learning), the project was meant to teach English language phonics to the young learners, through the use of cartoon animated content. Meetings with the class teacher helped identified particular curriculum material being covered, including "ing" and "oo" sounds. Throughout these meetings, I prepared relevant storyboards and material to ensure the content included the expected learning goals. Once agreed upon, I developed animated lessons incorporating sound effects, narration and appealing visuals to sustain the learners' attention. The tools used included Adobe creative suite, particularly Adobe Photoshop and Illustrator for the storyboarding and asset creation, and Adobe After Effects and Animate for the animation and video creation.

After approval from the relevant teachers and school staff, the animations were shown to the learners within the classroom via projector. Learners indicated engagement as they followed along with the sounds and repeated these when prompted by the teacher after the video lessons.

Evidence

Key insights

Creating video learning content for pre-school learners gave me valuable insights into designing content for very young audiences. One of the key lessons was the importance of simplicity and clarity - both in visual design and narrative. The teachers involved shared their knowledge and experience, which made it easier for me to understand the requirements of the age group. It was expected that complex visuals or long explanations may easily cause distraction, so instead I focused on the use of bold colours, simple shapes, repetition, and short sequences to sustain attention. I also realised that tone of voice and pacing were critical: a calm, encouraging narration, combined with slower transitions, helped children to process new information more effectively. Another insight was the value of engagement - integrating visuals, sound, and rhythm together reinforced understanding and made the experience more enjoyable. Finally, I recognised the importance of testing content with the target audience; observing how children engaged with the animation and highlighted aspects that worked well and those that needed adjustment. This project deepened my appreciation of age-appropriate design and influenced how I now approach creating educational media for different learner groups.

iv. 360-degree videos using VR headsets

As part of my research work, I used 360-degree videos in tandem with VR headsets to teach science content at the secondary school academic level. The use of VR has shown to increase engagement and motivation allowing for a experiential and active form of learning. Using 360-degree videos allows the viewer to explore the environment around them without having the ability to interact. While this may seem as a limitation, it allows for greater observation on the content as the primary viewing experience. I explored existing 360-degree videos available on the internet, including YouTube. Upon finding a few relevant videos, the study was implemented with participants who were school students. Observations revealed that while the participants were engaged with the learning experience, there were certain factors that impacted their responses. As three different sessions were conducted, it allowed the participants to compare between the sessions and identify which session appealed to them more and why. Discussions revealed that participants had particular choices linked to either the content of the video, or the narration and audio effects.

This was part of my PhD research which can be found here: Link

Key insights

Integrating VR for learning has indicated a number of benefits as indicated previously. However, the challenge exists in the appropriate and relevant use of VR to make it the most impactful to achieve intended learning goals. With the inclusion of 360-degree videos, while this allows integration with VR, it limits to the interactive ability of the user with the content, with learning merely being based on observation. In certain contexts, this may be useful, and in some cases even preferred, as it may reduce the element of distraction and force the user to view the virtual environment without worrying or being distracted by possible interactions. However, other opinions may suggest that in such a case it is not a complete "immersive" experience as the ability to interact with the environment is lacking. For the purposes of my research, introducing 360-degree videos through VR headsets simplified the task as it allowed, perhaps a simplistic, but nonetheless a true experience of VR. For the purposes of learning and educating, 360-degree videos appear to hold a great amount of potential as it reduces distractions and may be useful to engage and to some extent, immerse, the learner into the learning environment. For a development and creator perspective, it is also simpler to create 360-degree experiences in comparison to interactive virtual environments. Within the creation of these videos however, the study indicated that certain types of videos, content, audio (including music and SFX) and narration, all have an impact on the overall learner experience. For the future, it may useful to explore this further, in terms of the content and preparation of such immersive experiences to link to the academic level, learning environment and intended learning goals.

Page updated

Google Sites

Report abuse