Promoting botanical literacy with a mobile application - CampusFlora - using an interdisciplinary, student-as-partners approach
DOI :
https://doi.org/10.15173/ijsap.v3i2.3671Mots-clés :
students as partners, campusflora, mobile applications, higher education, botanical literacy, plant blindnessRésumé
In this article, we describe our students-as-partners process for bringing undergraduate and academic staff together to develop a mobile application (app) - CampusFlora - for use across our campuses. Our project at the University of Sydney, Australia, was conceived as a way to improve the botanical literacy of biology students by engaging undergraduates to develop online maps of plant locations coupled with information relevant to biology curriculum. Through continuous improvements to the CampusFlora app system, we have expanded the user-base well beyond the life science student cohorts and now offer content that embraces cultural competence and organisational health initiatives. We offer reflections from student and staff partners on the project that highlight the value of the students-as-partners approach, and the potential value of establishing student partnerships across disciplines, across institutions, and into the community at large.
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Références
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Andrews, R., Grondin, M., Albano, Y., El-Abed, Y., Donaldson, C., Bondy, M., & Cavallo-Medved, D. (2017). Developing cancer biology pedagogy through student-faculty partnerships. Paper presented at the UWill Discover Undergraduate Conference, University of Windsor, Windsor, Ontario, Canada. Retrieved from: https://scholar.uwindsor.ca/uwilldiscover/2017/session9/1
Bergmark, U., & Westman, S. (2016). Co-creating curriculum in higher education: Promoting democratic values and a multidimensional view on learning. International Journal for Academic Development, 21(1), 28-40.
Border, S. (2017). Working with students as partners in anatomy education. Anatomical Sciences Education, 10(6), 613-614.
Cheung, C., Wardle, G., & Quinnell, R. (2015). CampusFlora: A digital education and engagement tool to turn whole campuses into interactive learning spaces. Bulletin of the Ecological Society of Australia, 45(3), 15-19. Retrieved from www.ecolsoc.org.au/files/bulletins/esa-october-bulletin-2015.pdf
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Healey, M., Flint, A., & Harrington, K. (2016). Students as Partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2), 1-13.
Hemingway, C., Dahl, W., Haufler, C., & Stuess, C. (2011). Building botanical literacy. Science, 331(6024), 1535-1536.
Henson, Y., Martin, R. J., Quinnell, R., Van Ogtrop, F., Try, Y., & Tan, D. (2017). Development of a weed identifier mobile application for Cambodian rice farmers. Proceedings of the 18th Australian Society of Agronomy Conference. Retrieved from http://www.agronomyaustraliaproceedings.org/images/sampledata/2017/21_ASA2017_Yehezkiel_Henson_FinalL.pdf
Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74.
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Pauli, R., Raymond-Barker, B., & Worrell, M. (2016). The impact of pedagogies of partnership on the student learning experience in UK higher education. Retrieved from Higher Education Academy website: https://www.heacademy.ac.uk/system/files/impact_of_pedagogies_of_partnership.pdf
Pettit, L., Pye, M., Wang, X., & Quinnell, R. (2014a). Designing a bespoke app to address botanical literacy in the undergraduate science curriculum and beyond. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 614-619). Retrieved from ascilite website: http://www.ascilite.org/conferences/dunedin2014/files/concisepapers/214-Pettit.pdf
Pettit, L., Pye, M., Wang, X., & Quinnell, R. (2014b). Supporting botanical literacy in the undergraduate science curriculum and beyond with a bespoke campus app. 20th Annual Australian Conference on Science and Mathematics Education, University of Sydney, Sydney, Australia University Sept 29th to Sept 30th , 2014, p 71, Retrieved from https://openjournals.library.sydney.edu.au/index.php/IISME/article/download/7719/8481
Quinnell, R., Troy, J., & Poll, M. (2018, April). The Sydney Language in our curriculum. Paper presented at the Cultural Competence and the Higher Education Sector: Dilemmas, Policies and Practice, Sydney, Australia.
Rifkin, W., Longnecker, N., Leach, J., & Davis, L. (2011). Worried about engagement? Have students create “New Media”. Proceedings of the Australian Conference on Science and Mathematics Education, 211-219. Retrieved from https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/4797/5584
Spector, J. M. (2015). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. Routledge.New York.
Traxler, J. (2010). Distance education and mobile learning: Catching up, taking stock. Distance Education, 31(2), 129-138.
Troy, J. (1994). The Sydney Language. Canberra, Australia: Panther Publishing and Printing. Retrieved from: http://dalang.com.au/Dharug/reference/troy_sydney_language_publication.pdf
Wandersee, J. H., & Schussler, E. E. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2-9.
Zhu, E. & Baylen, D. M. (2005). From learning community to community learning: Pedagogy, technology and interactivity. Educational Media International, 42(3), 251-268.
Andrews, R., Grondin, M., Albano, Y., El-Abed, Y., Donaldson, C., Bondy, M., & Cavallo-Medved, D. (2017). Developing cancer biology pedagogy through student-faculty partnerships. Paper presented at the UWill Discover Undergraduate Conference, University of Windsor, Windsor, Ontario, Canada. Retrieved from: https://scholar.uwindsor.ca/uwilldiscover/2017/session9/1
Bergmark, U., & Westman, S. (2016). Co-creating curriculum in higher education: Promoting democratic values and a multidimensional view on learning. International Journal for Academic Development, 21(1), 28-40.
Border, S. (2017). Working with students as partners in anatomy education. Anatomical Sciences Education, 10(6), 613-614.
Cheung, C., Wardle, G., & Quinnell, R. (2015). CampusFlora: A digital education and engagement tool to turn whole campuses into interactive learning spaces. Bulletin of the Ecological Society of Australia, 45(3), 15-19. Retrieved from www.ecolsoc.org.au/files/bulletins/esa-october-bulletin-2015.pdf
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey Bass. San Francisco.
Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Su & M. Woods (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175 - 191). London, UK: Bloomsbury.
Crawford, K., Horsley, R., Hagyard, A., & Derricott, D. (2015). Pedagogies of partnership: What works. Retrieved from: https://www.heacademy.ac.uk/knowledge-hub/pedagogies-partnership-what-works
Davies, S. J., Measey, G. J., du Plessis, D., & Richardson, D. M. (2016). Science and education at the Centre for Invasion Biology. In P. Castro, U.M. Azeiteiro, P. Bacelar-Nicolau, W. Leal Filho and A.M. Azul (Eds.), Biodiversity and education for sustainable development. World Sustainability Series. (pp. 93-105): Springer International Publishing: Cham.
Earthwatch Australia. (2010). Climatewatch. Retrieved from www.climatewatch.org.au
Frame, C. (2016). Botanical Sonification Toolbox (BOTSOT). Retrieved from http://www.ciaranframe.com/botsot/
Halliday-Wynes, S., & Beddie, F. (2009). Informal learning at a glance. Retrieved from https://files.eric.ed.gov/fulltext/ED507131.pdf
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Retrieved from Higher Education Academy website: https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education
Healey, M., Flint, A., & Harrington, K. (2016). Students as Partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2), 1-13.
Hemingway, C., Dahl, W., Haufler, C., & Stuess, C. (2011). Building botanical literacy. Science, 331(6024), 1535-1536.
Henson, Y., Martin, R. J., Quinnell, R., Van Ogtrop, F., Try, Y., & Tan, D. (2017). Development of a weed identifier mobile application for Cambodian rice farmers. Proceedings of the 18th Australian Society of Agronomy Conference. Retrieved from http://www.agronomyaustraliaproceedings.org/images/sampledata/2017/21_ASA2017_Yehezkiel_Henson_FinalL.pdf
Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74.
Kramer, A. T., & Havens, K. (2015). Report in brief: Assessing botanical capacity to address grand challenges in the United States. Natural Areas Journal, 35(1), 83-89.
LeBard, R., Hibbert, D.B., & Quinnell, R. (2017). Using new technologies for science teaching: Investigating best practice in digital research spaces to engage students with eScience. Teaching Science, 63(1), 41-48.
Lewis-Jones, K. E. (2016). People and plants. Environment and Society, 7(1), 1-7. Retrieved from https://www.berghahnjournals.com/downloadpdf/journals/environment-and-society/7/1/air-es070101.xml
Mathes, M. C. (1983). Fostering botanical literacy. Bioscience, 33(8), 479-479.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of Students as Partners in higher education. International Journal for Students as Partners, 1(1), 1-23.
Pauli, R., Raymond-Barker, B., & Worrell, M. (2016). The impact of pedagogies of partnership on the student learning experience in UK higher education. Retrieved from Higher Education Academy website: https://www.heacademy.ac.uk/system/files/impact_of_pedagogies_of_partnership.pdf
Pettit, L., Pye, M., Wang, X., & Quinnell, R. (2014a). Designing a bespoke app to address botanical literacy in the undergraduate science curriculum and beyond. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 614-619). Retrieved from ascilite website: http://www.ascilite.org/conferences/dunedin2014/files/concisepapers/214-Pettit.pdf
Pettit, L., Pye, M., Wang, X., & Quinnell, R. (2014b). Supporting botanical literacy in the undergraduate science curriculum and beyond with a bespoke campus app. 20th Annual Australian Conference on Science and Mathematics Education, University of Sydney, Sydney, Australia University Sept 29th to Sept 30th , 2014, p 71, Retrieved from https://openjournals.library.sydney.edu.au/index.php/IISME/article/download/7719/8481
Quinnell, R., Troy, J., & Poll, M. (2018, April). The Sydney Language in our curriculum. Paper presented at the Cultural Competence and the Higher Education Sector: Dilemmas, Policies and Practice, Sydney, Australia.
Rifkin, W., Longnecker, N., Leach, J., & Davis, L. (2011). Worried about engagement? Have students create “New Media”. Proceedings of the Australian Conference on Science and Mathematics Education, 211-219. Retrieved from https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/4797/5584
Spector, J. M. (2015). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. Routledge.New York.
Traxler, J. (2010). Distance education and mobile learning: Catching up, taking stock. Distance Education, 31(2), 129-138.
Troy, J. (1994). The Sydney Language. Canberra, Australia: Panther Publishing and Printing. Retrieved from: http://dalang.com.au/Dharug/reference/troy_sydney_language_publication.pdf
Wandersee, J. H., & Schussler, E. E. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2-9.
Zhu, E. & Baylen, D. M. (2005). From learning community to community learning: Pedagogy, technology and interactivity. Educational Media International, 42(3), 251-268.
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Publié-e
2019-09-19
Comment citer
Dimon, R., Pettit, L., Cheung, C., & Quinnell, R. (2019). Promoting botanical literacy with a mobile application - CampusFlora - using an interdisciplinary, student-as-partners approach. International Journal for Students as Partners, 3(2), 118–128. https://doi.org/10.15173/ijsap.v3i2.3671
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