Developing a Framework for the Implementation of Augmented Reality in the Pedagogy of the Open University of Mauritius
This research reports on a dialogical case study using an interpretivist, qualitative and deductive research design, mapping the socio-techno imaginary pertaining to educational technology in a selection of international, national and institutional policy directives and strategies. A socio-techno imaginary refers to and is constituted by accepted, dominant and (often) unquestioned narratives pertaining to educational technology and what educational technology can do (and is expected to do) in a particular context. As such, an analysis of these imaginaries may provide pointers for the potential to include AR in the pedagogical strategy at OUM. The thematic analysis shows consensus but also diverging expectations pertaining to the use of technology in education. Shared across the different contexts – international, national and institution - there is an understanding of the future (and teaching) as technology driven and enabled. The analysed policies and frameworks also share a stated commitment to use state-of-the-art or cutting-edge technologies pointing to two possible constructs – a fear of falling behind, and/or a belief that newer technologies are, per se, better. In the specific context of open, distance and distributed learning, there is a clear narrative that technologies erase time and distance and are essential in the delivering of teaching and learning. Seemingly absent from the various socio-techno imaginaries are issues pertaining to conditions under which educational technology will increase the quality and effectiveness of teaching and learning.// The analysis provides a useful basis for considering the integration of AR in the development of pedagogical strategies and resources not only in the context of the OUM but also in the broader context of the open, distance and distributed learning in the Global South.// Paper ID 70
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