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A radical approach to curriculum design.

Hobbs, M. and Holley, D., 2022. A radical approach to curriculum design. International Journal of Mobile and Blended Learning, 14 (1), 1-17.

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DOI: 10.4018/IJMBL.313595


A contemporary challenge for education in STEM (Science, Technology, Engineering, Mathematics) is the need to produce work-ready graduates for a flexible, fast-changing and technology driven workplace. This study focuses on first-year undergraduate Computing students who failed to engage with a traditional, didactic approach to teaching soft skills. A radical curriculum redesign implemented a new methodological integration of action research, mobile technology, and constructivist pedagogy. Students created interactive artefacts with an augmented reality app, on their mobile devices, to promote and enhance their teamwork and communication skills. Following an action research methodology, the progression of students is examined whilst they develop soft skills as an emergent aspect of a blended approach to their professionally inspired project work. This more authentic approach, using their own mobile devices, captured the imagination of students and directed attention to the significance of broader skills relevant to industry. Over the four-year study period, submissions rose from 66% to 93%, with student satisfaction significantly enhanced.

Item Type:Article
Uncontrolled Keywords:action research; augmented reality; authentic assessment; constructivist pedagogy; digital creation; mobile learning; soft-skills
Group:Faculty of Health & Social Sciences
ID Code:37696
Deposited By: Symplectic RT2
Deposited On:02 Nov 2022 09:42
Last Modified:11 Nov 2022 11:25


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