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Category Archives: Communication
David Wray, #UBC MA Defence: Message Me when You Land: Tourism and Hospitality Students’ Distance Relationships with Friends, Family, and Devices
The Final Oral Examination For the Degree of
Master of Arts
(Media & Technology Studies)
David R. Wray
Exam Date & Time: Thursday April 23, 2020
Exam Location: Zoom
Message Me when You Land: Tourism and Hospitality Students’ Distance Relationships with Friends, Family, and Devices
EXAMINING COMMITTEE
Supervisory Committee:
Prof Stephen Petrina, Research Supervisor (Media & Technology Studies)
Prof E. Wayne Ross (Curriculum Studies and Social Studies)
External Examiner:
Prof Jillianne Code (Media & Technology Studies)
ABSTRACT
This qualitative study addressed the problem of maintaining relationships via creative and routine uses of Multimedia Devices (MMDs). Twelve participants were recruited from a private college in Vancouver, which specializes in tourism and hospitality education for international students. Interviews focused on their uses of MMDs in creating and maintaining relationships with family and friends. The study addressed three research questions: 1) In what ways do international students utilize MMDs to maintain relationships with family, friends, and the devices themselves? 1a) How do the students maintain relationships at home, school, and online, while fostering newer, more immediate relationships? 1b) How do the students maintain relationships with media and technology (M&T) devices and apps? For analysis and interpretation, the theoretical framework draws on Hinde’s (1976a, 1976b) research into relationality and on Goffman’s (1974) caution of the collusion of technology in changing relationships. Findings are organized around four themes: Shifting Time and Space Constraints, Necessity vs. Habit, Online Identity, and Influence and Marketing. Within each theme, one, two, or all three questions are explored. The participants post memes, photos, and videos to their social media but do not always keep up their relationships with family and friends directly, though they said most of their significant relationships had not faltered. Participants were hard pressed to say that their personal technology use was a bad thing, though they consistently expressed how it would get in the way of experiencing real life in the moment. The participants have their technologies on them and interact with them on a regular basis, but their views on MMDs extend from necessity to habit. This research has implications for the process of intercultural relationship building among students, as it takes the pervasiveness of M&T into account. Given current conditions of life, play, study, and work, implications are placed in context of Covid-19. How this sample of international students interacts and depicts themselves online suggests the strengthening of some relationships while keeping others at a comfortable distance, but still near, nonetheless. Educators of all levels should be aware of how students create, maintain, and destroy relationships via MMDs
Posted in Communication, Covid-19, Critique of M&T, Media, New Media, Social Media
Tagged HWL, HWL Team, Media Studies
Jennifer Jing Zhao #UBC PhD Defence: Design of a 3D Virtual Learning Environment for Acquisition of Cultural Competence in Nurse Education #UBCEDCP
The Final Oral Examination For the Degree of
DOCTOR OF PHILOSOPHY
(Curriculum Studies)
Jennifer Jing Zhao
Tuesday September 24, 2019, 4:00 pm
Room 200 of the Graduate Student Centre (6371 Crescent Road)
Design of a 3D Virtual Learning Environment for Acquisition of Cultural Competence in Nurse Education: Experiences of Nursing and Other Health Care Students, Instructors, and Instructional Designers
ABSTRACT: This study investigates how a 3D virtual world or learning environment facilitates nursing and other health care students’ acquisition of cultural competence. The study specifically explores the experience of students, instructors, and instructional designers in a 3D virtual learning environment designed specifically for this research. The research questions are: 1) What are the experiences of instructional designers and instructors in a simulated immersive learning environment of a 3D virtual world for the acquisition of cultural competence for students in nursing and other health related fields? 2) What are the experiences of students in a simulated immersive learning environment of a 3D virtual world for the acquisition of cultural competence? The design of the 3D world and analysis of data draw on a framework based on Deweyan and Confucian theories of experience. The theoretical framework suggests that learning is best supported through affordances for continuity and interaction, which are essential when designing, integrating, and evaluating simulation and immersion in 3D virtual worlds. Design-based research (DBR) and user experience (UX) methodologies are employed to explore the experience of students, instructors, and other participants. A taxonomy of experience (ToE) established by Coxon (2007) guides qualitative data collection and analysis in this study. Users’ data were distilled through nine steps to help experiences to be “seen” and to make abstract concepts comprehensible and visible. The findings include seven themes distilled from the data: Simulation for 3D learning environments is best: 1) grounded in real-world contexts; 2) shaped through holistic design; 3) designed for embodiment; 4) designed for interactivity; and 5) designed for continuous experience; 6) 3D learning environments should take the complexity of the technical interface into account; and 7) Design for the acquisition of cultural competence should take the users’ experience and knowledge into account. Implications include: 1) Conceptualization of “designer as host” and hospitality through Chinese understandings of guest-host relations; 2) Consideration of virtual experience overlooked within Deweyan and Confucian pragmatism.
EXAMINING COMMITTEE
Chair:
Prof Guofang Li (Language and Literacy Education)
Supervisory Committee:
Prof Stephen Petrina, Research Supervisor
Prof Hsiao-Cheng Sandrine Han
Prof Francis Feng
University Examiners:
Prof Marlene Asselin
Prof Samson Nashon
PhD defence, Jenny Arntzen “Teacher Candidates’ Imaginative Capacity and Dispositions Toward Using ICT in Practice”
Congratulations Jenny!
The Final Oral Examination For the Degree of
DOCTOR of PHILOSOPHY
(Curriculum Studies)
JENNY ARNTZEN
B.F.A., Emily Carr Institute of Art and Design, 2003
M.A., The University of British Columbia, 2007
Friday, November 20, 2015, 12:30 pm
Room 200, Graduate Student Centre
Teacher Candidates’ Imaginative Capacity and Dispositions Toward Using ICT in Practice
EXAMINING COMMITTEE
Chair: Dr. Deborah Butler (Special Education)
Supervisory Committee:
Dr. Samson M. Nashon, Research Supervisor (Curriculum Studies)
Dr. Stephen Petrina (Curriculum Studies)
Dr. E. Wayne Ross (Curriculum Studies)
University Examiners:
Dr. Marlene Asselin (Language and Literacy Education)
Dr. Peter Gouzouasis (Curriculum Studies)
External Examiner:
Dr. Ann-Louise Davidson
Concordia University
ABSTRACT
The study investigated the relationship between instructional discourses in a pre-service teacher education program and teacher candidates’ subsequent plans to use ICT in their professional practice. Teacher candidates’ dispositions, in terms of comportment and composure, were seen as indicative of the quality of their relationship with ICT. Teacher candidates’ manifestations of these dispositions, in terms of ICT imaginative capacity, were seen as indicative of the characteristics of their use (what they had the capacity to imagine and the capability to implement). Manifestations of dispositions were described as displays of ICT imaginative capacity.
The setting for the study was a post-baccalaureate two-year teacher education program in a large regional university in western Canada. Participants in the study were comprised of a thirty-eight member cohort of teacher candidates in the first year of their two-year program. A sub-group of teacher candidates was self-selected from the cohort and participated in a research intervention.
This study adapted a social constructivist theoretical framework complemented by an enactive analysis of social interactions examining communicative events from the teacher education program. An interpretive case study methodology collected data from teacher education classes, teacher candidate questionnaires, and focus group discussions. These three datasets were analyzed and interpreted to explore relationships between instructional discourses and teacher candidates’ dispositions toward using ICT.
Findings document teacher candidates’ dispositions toward using ICT as demonstrated by their capacity to imagine using ICT and their capability to implement these imaginings in practice. Conclusions suggest a need for further research into “ecologies of learning”. Recommendations also include a need to investigate instructional discourses with regards to developing ICT imaginative capacity and imaginative capability. The need to develop imaginative capacity extends beyond when, where, why, how, or what ICT teachers learn to use in practice.
Posted in Communication, Teachers, Technology, Technology Studies
Tagged Culture, HWL, Literacies, STEM, Teacher Education, technologies
Happy 30 Mac #apple #google
Would it have killed Google to show some respect and do a bit of logowork to wish Mac a happy 30th? No loyalty oaths necessary here. I bought my first Mac in yes, 1984. And 30 years later I tap out this text on a Mac. Had to replace the trackpad yesterday, which exorcised the ghost in the machine, but that’s minor in the long run of 30 years. Happy 30 Mac!
Posted in Communication, Technodependency, Technology Studies
Tagged Apple, Culture, Google, Media Studies