My research is aimed at finding solutions to challenges in coastal management. However, I had not thought to apply a similar solutions-based approach to educational design. “Design-based research” is a cyclic or adaptive approach to the development of a solution in response to an identified problem in education (Figure 1).
Education outside of the classroom, such as field trips, aquariums or visitor centres can be important learning experiences for increasing knowledge of impacts in the marine environment and conservation. It is hoped that these experiences will influence action around sustainability and pro-environmental behaviour into the future. However, it is important to address the problem that participants may become disengaged over time following these activities. I was particularly interested in a study that suggested mobile learning may be a solution to sustained eco-literacy (Aguayo et al. 2020). These learning opportunities focus on “bring your own device”, and can be structured in a way that allows users to choose what or how they learn (known as heutagogical learning).
The authors suggested that offering a range of experiences along a real to digitally immersive continuum reinforces learning in diverse ways (Figure 2).
This got me thinking about how mobile technology could be applied to have a more sustained engagement with the general community around marine education and conservation, as well as to enhance marine undergraduate experience. Something I think I’ll focus on for my #EDUC090970 assignment!