title: A framework for mixed reality free-choice, self-determined learning

authors: Aguayo, Claudio

abstract: In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres.

text: A framework for mixed reality free-choice, self-determined learning In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres.

year: 2020

title: Strong Dispersal Limitation of Microbial Communities at Shackleton Glacier, Antarctica

authors: Lemoine, Nathan P.

abstract: Microbial communities can be structured by both deterministic and stochastic processes, but the relative importance of these processes remains unknown. The ambiguity partly arises from an inability to disentangle soil microbial processes from confounding factors, such as aboveground plant communities or anthropogenic disturbance. In this study, we characterized the relative contributions of determinism and stochasticity to assembly processes of soil bacterial communities across a large environmental gradient of undisturbed Antarctic soils. We hypothesized that harsh soils would impose a strong environmental selection on microbial communities, whereas communities in benign soils would be structured largely by dispersal. Contrary to our expectations, dispersal was the dominant assembly mechanism across the entire soil environmental gradient, including benign environments. The microbial community composition reflects slowly changing soil conditions and dispersal limitation of isolated sites. Thus, stochastic processes, as opposed to deterministic, are primary drivers of soil ecosystem assembly across space at our study site. This is especially surprising given the strong environmental constraints on soil microorganisms in one of the harshest environments on the planet, suggesting that dispersal could be a driving force in microbial community assembly in soils worldwide.

text: Strong Dispersal Limitation of Microbial Communities at Shackleton Glacier, Antarctica Microbial communities can be structured by both deterministic and stochastic processes, but the relative importance of these processes remains unknown. The ambiguity partly arises from an inability to disentangle soil microbial processes from confounding factors, such as aboveground plant communities or anthropogenic disturbance. In this study, we characterized the relative contributions of determinism and stochasticity to assembly processes of soil bacterial communities across a large environmental gradient of undisturbed Antarctic soils. We hypothesized that harsh soils would impose a strong environmental selection on microbial communities, whereas communities in benign soils would be structured largely by dispersal. Contrary to our expectations, dispersal was the dominant assembly mechanism across the entire soil environmental gradient, including benign environments. The microbial community composition reflects slowly changing soil conditions and dispersal limitation of isolated sites. Thus, stochastic processes, as opposed to deterministic, are primary drivers of soil ecosystem assembly across space at our study site. This is especially surprising given the strong environmental constraints on soil microorganisms in one of the harshest environments on the planet, suggesting that dispersal could be a driving force in microbial community assembly in soils worldwide.

year: 2023-01-01

title: New stories of identity: Alternatives to suspension and exclusion from school

authors: McMenamin, Donald

subjects: School suspension

abstract: School suspension and exclusion practices are currently under the spotlight. Many schools go to great lengths before employing these disciplinary options. However even in the midst of practices of care for young people, very little attention is paid to the discursive conditions in which exclusion and suspension arise. In this thesis I theorise and research an alternative response to suspension and exclusion. I engage in post-structuralist discursive analysis to propose that young peoples’ actions, including unacceptable behaviours, are not so much evidence of a personality to be fixed, managed or disciplined, as they are the effect of prevailing discourses about how young people ought to act. Calling on narrative therapy practice I then propose that young people’s discursively shaped identity stories and reputations can be re-authored within communities of care. Such re-authoring produces a range of changes including in a young person’s actions at school.
In this study I use case examples from two New Zealand schools to demonstrate how prevailing discourses shape the language and responses of participants at times which may lead to suspension or exclusion from school being considered. I explore how the development of alternative identity stories and reputations for young people can lead to significant changes in young peoples’ actions and those of their teachers at school. To achieve this I analyse interview transcripts and school records concerning a situation which led to a suspension. I highlight the presence and effect of prevailing discourses (discursive analysis), and the way participants’ words intend a desired effect (performative language) and draw on familiar stories to enhance desired effect (intertextuality). In this thesis I offer a critique of rationalist interpretations of young peoples’ actions, and explore alternative discursive and narrative models of interpreting and responding to young peoples’ actions.
My research findings highlight: the effectiveness of discursive awareness and re-authoring as a response to young people at times of suspension and exclusion being considered; the need for on-going support for emerging alternative reputations; the need for cultural safety and awareness in providing a place for Pakeha researchers to work effectively with Māori young people and communities; and the need for discursive and narrative practices to be offered in dialogue with schools’ particular ethical purposes. I argue that the practices I research in this thesis offer a way for schools to further reduce the use of suspensions and exclusions at school.

text: New stories of identity: Alternatives to suspension and exclusion from school School suspension and exclusion practices are currently under the spotlight. Many schools go to great lengths before employing these disciplinary options. However even in the midst of practices of care for young people, very little attention is paid to the discursive conditions in which exclusion and suspension arise. In this thesis I theorise and research an alternative response to suspension and exclusion. I engage in post-structuralist discursive analysis to propose that young peoples’ actions, including unacceptable behaviours, are not so much evidence of a personality to be fixed, managed or disciplined, as they are the effect of prevailing discourses about how young people ought to act. Calling on narrative therapy practice I then propose that young people’s discursively shaped identity stories and reputations can be re-authored within communities of care. Such re-authoring produces a range of changes including in a young person’s actions at school.
In this study I use case examples from two New Zealand schools to demonstrate how prevailing discourses shape the language and responses of participants at times which may lead to suspension or exclusion from school being considered. I explore how the development of alternative identity stories and reputations for young people can lead to significant changes in young peoples’ actions and those of their teachers at school. To achieve this I analyse interview transcripts and school records concerning a situation which led to a suspension. I highlight the presence and effect of prevailing discourses (discursive analysis), and the way participants’ words intend a desired effect (performative language) and draw on familiar stories to enhance desired effect (intertextuality). In this thesis I offer a critique of rationalist interpretations of young peoples’ actions, and explore alternative discursive and narrative models of interpreting and responding to young peoples’ actions.
My research findings highlight: the effectiveness of discursive awareness and re-authoring as a response to young people at times of suspension and exclusion being considered; the need for on-going support for emerging alternative reputations; the need for cultural safety and awareness in providing a place for Pakeha researchers to work effectively with Māori young people and communities; and the need for discursive and narrative practices to be offered in dialogue with schools’ particular ethical purposes. I argue that the practices I research in this thesis offer a way for schools to further reduce the use of suspensions and exclusions at school.

year: 2014