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dc.contributor.authorWoodgate, Derek
dc.date.accessioned2023-01-12T13:00:59Z
dc.date.available2023-01-12T13:00:59Z
dc.date.created2023-01-10T15:15:49Z
dc.date.issued2022
dc.identifier.citationWoodgate, D. (2022). The Augmented Learner : The pivotal role of multimedia enhanced learning within a foresight-based learning model designed to accelerate the delivery of higher levels of learner creativity [PhD. thesis]. University of Agder.en_US
dc.identifier.isbn978-82-8427-084-5
dc.identifier.issn1504-9272
dc.identifier.urihttps://hdl.handle.net/11250/3043077
dc.description.abstractThe central theme for this dissertation lies at the intersection of multisensory technology enhanced learning, the field of foresight and transformative pedagogy and their role in helping to develop greater learner creativity. These skills will be key to meeting the needs of the projected growing role of the creative class within the emerging global workforce structure and the projected growth in R&D and the advancement of human-machine resource management. Over the past two decades, we have traversed from the Industrial Age through the Information Age into what we now call postnormal times, manifested partly in Industry 4.0. It is widely considered that the present education system in countries with developed economies is not optimised for delivering the much-needed creative skills, which are prominent amongst the critical 21st C skills required by the creative class, (also known as creatives), which will be increasingly dominant in terms of near future employability. Consequently, there will be a potential shortfall of creatives unless this issue is rapidly addressed. To ensure that the creative skills I aimed to enhance were relevant and aligned with emerging demands of the changing landscape, I deconstructed the critical dimensions, context, and concept of creativity in postnormal times as well as undertaking in-depth research on the potential future workscape and the future of education and learning, applying a comprehensive foresight approach to the latter using a 2030-2040 horizon. Based upon the outcomes of these studies I designed an experimental integrative learning system that I have applied, researched, and evolved over the past 4 years with over 150 students at PhD and master’s level. The system is aimed at generating higher levels of creative engagement and development through a focus on increased immersion and creativity-inducing approaches. The system, which I call the Living Learning System, is based upon eight integrated elements, supported by course development pillars aimed at optimizing learner future skill competencies and levels of creativity for which I apply severalevaluation techniques and metrics. Accordingly, as the central hypothesis of this dissertation, I argue that by integrating the critical elements of the Living Learning System, such as emerging multisensory technology enhanced learning coupled with optimised transformative and experiential learning approaches, framed within the field of foresight, with its futures focus and decentralised thinking approaches, students increase their ability to be creative. This increased ability is based on the student attaining a richer level of personal ambience through deeper immersion generated through higher incidence of self-direction, constructivism-based blended pedagogy, futures literacy, and a balance of decentralised and systems-based thinking, as well as cognitive and social platforms aimed at optimizing learner creative achievement. This dissertation demonstrates how the application of the combined elements of the Living Learning System, with its futures focus and its ensuing transdisciplinary curricula and courses, can provide a clear path towards significantly increased learner creativity. The findings of the quantitative, questionnaire-based research set out in detail in Chapter 9, together with the performance and creativity evaluation models applied against the selected case studies of student projects substantiate the validity of the hypothesis that the application of the Living Learning System with its futures focus leads to increased creativity in line with the needs of the postnormal era.en_US
dc.language.isoengen_US
dc.publisherUniversity of Agderen_US
dc.relation.ispartofseriesDoctoral Dissertations at the University of Agder; no. 374
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleThe Augmented Learner : The pivotal role of multimedia enhanced learning within a foresight-based learning model designed to accelerate the delivery of higher levels of learner creativityen_US
dc.typeDoctoral thesisen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 Derek Woodgateen_US
dc.subject.nsiVDP::Teknologi: 500en_US
dc.source.pagenumber250en_US
dc.source.issue374en_US
dc.identifier.cristin2104353


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