Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Chatting with DALL-E in a Postdigital Architectural Classroom
    (Springer Nature Switzerland AG, 2025-07-10) Leibowitz V; Garduño Freeman C; Carvalho L
    Technological innovations, and most notably the use of GenAI, have increasingly become part of the contemporary architectural classroom. Alongside such developments, numerous ethical dilemmas have emerged, around the pedagogical and social organisation of the learning spaces, as well as questions around how such innovations are shaping student learning activity and outcomes. With a focus on using GenAI as a co-creator in teaching and learning, this article explores the learning opportunities, compromises and challenges that emerged with the seamless integration of digital and analogue forces in a postdigital architectural classroom. The paper argues that the idiosyncrasies of human interpretation, responses and critique are an integral component of a creative, positive, and collaborative postdigital future.
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    Learning Spaces of Higher Education for Postdigital Citizens
    (Springer Nature Switzerland AG, 2024-09-23) Carvalho L; Freeman CG; Lamb J
    Citizen science research is often interdisciplinary, responsive to public concerns and inclusive of community knowledge. It can also involve multiple voices coming together to address ‘wicked’ problems. In this paper, we introduce CmyView, a visual and creative methodology that is suitable for research projects in citizen science, particularly those focusing on learning spaces. CmyView’s conceptual framing is informed by research in embodied cognition, digital heritage, networked learning, and the postdigital. The paper discusses the CmyView methodology, as grounded on five core actions: walking, capturing, sharing, connecting, and documenting via public participation. We argue that the CmyView methodology and its accompanying app can offer an innovative way to understand, manage, document, engage with, and study the social and educational significance of learning spaces through community participation.
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    Theileria orientalis Ikeda infection detected in red deer but not dogs or horses in New Zealand.
    (2024-09-02) Lawrence KE; Gedye K; Carvalho L; Wang B; Fermin LM; Pomroy WE
    AIMS: To determine whether evidence for infection with Theileria orientalis (Ikeda) could be identified in samples of commercial red deer (Cervus elaphus), horses, and working farm dogs in New Zealand. METHODS: Blood samples were collected during October and November 2019 from a convenience sample of red deer (n = 57) at slaughter. Equine blood samples (n = 50) were convenience-sampled from those submitted to a veterinary pathology laboratory for routine testing in January 2020. Blood samples, collected for a previous study from a convenience sample of Huntaway dogs (n = 115) from rural regions throughout the North and South Islands of New Zealand between August 2018 and December 2020, were also tested. DNA was extracted and quantitative PCR was used to detect the T. orientalis Ikeda major piroplasm surface protein (MPSP) gene. A standard curve of five serial 10-fold dilutions of a plasmid carrying a fragment of the T. orientalis MPSP gene was used to quantify the number of T. orientalis organisms in the samples. MPSP amplicons obtained by end-point PCR on positive samples were isolated and subjected to DNA sequencing. The resulting sequences were compared to previously published T. orientalis sequences. RESULTS: There were 6/57 (10%) samples positive for T. orientalis Ikeda from the deer and no samples positive for T. orientalis Ikeda from the working dogs or horses. The mean infection intensity for the six PCR-positive deer was 5.1 (min 2.2, max 12.4) T. orientalis Ikeda organisms/µL. CONCLUSIONS AND CLINICAL RELEVANCE: Red deer can potentially sustain low infection intensities of T. orientalis Ikeda and could act as reservoirs of infected ticks. Further studies are needed to determine whether naïve ticks feeding on infected red deer can themselves become infected. ABBREVIATIONS: Cq: Quantification cycle; LOQ: Limits of quantification; MPSP: Major piroplasm surface protein; qPCR: Quantitative polymerase chain reaction.
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    A community-based practice for the co-development of women academic leaders
    (Taylor and Francis Group, 2024-05-28) Bone EK; Huber E; Gribble L; Lys I; Dickson-Deane C; Campbell C; Yu P; Markauskaite L; Carvalho L; Brown C
    Academic development usually focuses on individuals, with activities bounded by institutional strategy. There is a lack of research exploring the emergence of cross-institutional communities of practice and their ability to offer opportunities for professional collaboration, particularly for underrepresented or marginalised groups. Our study highlights how, after a formal program, individuals from different institutions facilitated deeper connections, transcending hierarchical boundaries and nurturing a sense of trust. Drawing from our experiences, we examine the emergence of a collegiate group of academic women as a community of practice. Co-development through community-based relationships enable personal and professional growth outcomes including, but not limited to, promotion and esteem recognition.
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    The role of teachers in a sustainable university: from digital competencies to postdigital capabilities
    (Springer Nature, 2023-02-06) Markauskaite L; Carvalho L; Fawns T
    An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transition’ and reframe how we think about university, teachers’ roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem—global developments (macro), teachers’ local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of how the digital is entwined with human practices within and across different levels of the educational ecosystem. For this, there is a need to move beyond person-centric theorisations of teacher digital competencies towards more holistic, ecological conceptualisations. It also requires going beyond functionalist views of teachers’ roles towards enabling their agentive engagement with a future-oriented, sustainable university mission.
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    Performativity of Materials in Learning: The Learning-Whole in Action
    (University of Alicante, 2021-01-01) Carvalho L; Yeoman P
    Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.