Vickel Narayan

The University of Sydney, Educational Development in Business, Faculty Member

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Papers by Vickel Narayan

Mobile Social Media: Redefining Professional Development and Collaborative Scholarship

Lecture Notes in Educational Technology, 2015

Designing a cMOOC for Lecturer Professional Development in the 21st Century

Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age, 2016

Mobile Social Media – Productivity and presentation tools for the 21st century teacher

The workshop will provide an overview of some free to use platform independent mobile web-based p... more The workshop will provide an overview of some free to use platform independent mobile web-based productivity and presentation tools for learning and teaching. The facilitators will discuss examples of pedagogical use of some of these tools (such as Google+, Storify and Twitter) within local (institutional/courses) and global contexts for learning and teaching. The workshop will also provide a guided hands-on opportunity for the participants to explore the following tools for learning and teaching: • Evernote • Google Picasa (Web Albums) • Twitter • Storify • Flipboard • Google+ Requirements: BYO laptop or iOS (iPhone. iPod Touch or iPad) or Android device. WiFi network with Airplay, Internet and iTunes Store access.

HERDSA2013 Workshop

Authetnic learning, Web 2.0 and portable mobile devices: The convergence

Nursing students as agents of change: Empowering patients using mobile technology in health promotion

Towards a theoretical mobile heutagogy framework

Technology as a creative partner: Unlocking learner potential and learning

Chapter 11 Emerging technologies in New Zealand

EDUC-7102: Social Learning Technologies

Cultivating Creative Approaches to Learning

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Learner-generated content as a pedagogical change agent

Emerging technologies in New Zealand: a pedagogical framework for mobile social media

In this chapter we explore three mobile learning case studies in a variety of higher education co... more In this chapter we explore three mobile learning case studies in a variety of higher education contexts illustrating how mlearning can enable authentic learning. These three cases illustrate how collaborative curriculum design can practically implement authentic mobile learning. Based upon our experiences of implementing over 60 mobile learning projects, we propose a critical framework for supporting and implementing mobile social media for pedagogical change within higher education.

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Authentic Learning and Web 2.0–THE Convergence

by Vickel Narayan and Christopher Lovegrove

Nau mai, Haere mai, Whakatau mai! Nga mihi mahana tenei., 2011

Authentic learning in education is not a new concept, it has been in use for more than a decade (... more Authentic learning in education is not a new concept, it has been in use for more than a decade (Brown, Collins, & Duguid, 1989; Herrington & Oliver, 2002; Lave & Wenger, 1991). Web 2.0 tools on the other hand have been around for the past 5-6 years and have only started to gather momentum and gain traction in the education sector to enable authentic learning (McLoughlin & Lee, 2007; 2008a; 2008b; 2008c). This paper outlines the findings of a one year long project where authentic learning formed the underlining platform for ...

Pedagogical Implications of Second Life in Education: Educators' and Residents' Perception. A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Computing, Unitec Institute of Technology

Authentic learning and Web 2.0–Completing the equation

Learner-generated content as a pedagogical change agent

"Context matters": The challenges and opportunities of designing tertiary public and environmental health education in South Auckland

by cath conn, Vickel Narayan, and Margaret H. H Williams

Pacific Health, 2018

This article outlines a study protocol, detailing the proposed methodology and findings of our pr... more This article outlines a study protocol, detailing the proposed methodology and findings of our preliminary literature review, for co-design of future NZ public and environmental health education for the South Auckland campus of AUT University. This research project aims to contribute to healthy communities and city, embrace emerging technologies, maximize youth employability, and develop an outstanding 21st Century tertiary environment. The proposed project would contribute to a significant re-conceptualization of curriculum; student learning and voice; and partnerships with communities and a fast-changing industry. Using a design-based research approach to curriculum development, the research practitioners in this project would immerse themselves in the context of the project, be guided by emerging theory in developing design principles, construct features of an intervention and evaluate the impact on teaching and learning. Situated in Kaupapa Māori and Pacific epistemologies and utilising collaborative design principles, the study would explore the diverse and complex context in which public and environmental health will be provided at AUT South. Of particular relevance would be an examination of the following drivers of tertiary, and public and environmental health, education in the 21 st century: the unique South Auckland context, the need to embrace evolving concepts of public health, rapid technological change, and changing education paradigms. Our ultimate goal is to develop co-designed interventions that accommodate the unique cultural and ethnic makeup of the South Auckland context with the opportunity for transferability across the tertiary sector, situated within a social constructivist philosophy appropriate for our new digital economy and environmental challenges. Keywords: tertiary education, social constructivist, design-based research, public and environmental health The authors are a group of AUT researchers and practitioners, in the public health and teaching and learning fields, who are passionate about curriculum redesign and innovative learning and teaching strategies, to reflect the needs and opportunities of the 21st century.

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Key themes in mobile learning: Prospects for learner-generated learning through AR and VR

by Claudio Aguayo and Vickel Narayan

This paper summarises the findings from a literature review in mobile learning, developed as part... more This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning still requires the theories, methodologies, and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.

format_quoteResearch methods in mobile learning show a gap between empirical and normative approaches, indicating a lack of depth in understanding.format_quote

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ALT-C 2011 Proceedings Papers: 0094 DeFrosting Professional Development: Reconceptualising Teaching using Social Learning Technologies

by Vickel Narayan and Thomas Cochrane

In this paper we discuss the impact of redesigning a lecturer professional development course wit... more In this paper we discuss the impact of redesigning a lecturer professional development course with the aim of embedding a community of practice (COP) model supported by the use of mobile web 2.0 technologies. This approach was based upon a model developed to support 30 mlearning projects between 2006 and 2010, which also informed the institutions' new elearning strategy developed in 2009. Participating lecturers were brought into the course as participants in an intentional COP investigating the ...