Teaching with Technology in the Social Sciences (SpringerBriefs in Education) 9819984173, 9789819984176

Table of contents :
Acknowledgments
About This Book
Contents
Editors and Contributors
1 Introduction: Teaching with Technology in the Social Sciences
1.1 Introduction
1.2 The Social Sciences
1.3 Digital Technology in Higher Education
1.4 Context and Book Overview
References
2 Using Geographic Information Systems in a Spatial History Course to Develop Students’ Digital Literacies and Digital Humanities Skills
2.1 Introduction
2.2 The Background
2.3 Rationale and Conceptualization of the Spatial History Course in Hong Kong History
2.4 Description of the Course
2.5 Implementation
2.5.1 First Implementation
2.5.2 Second Implementation
2.5.3 Third Implementation
2.6 Challenges
2.6.1 Challenge 1: Lack of Spatial Awareness Among History Students in Hong Kong
2.6.2 Challenge 2: Lack of Relevant Technical Proficiency of History Students in Hong Kong
2.6.3 Challenge 3: The High Cost of GIS Digital Tools
2.6.4 Challenge 4: The Design and Goals of the Course
2.7 Advice
2.8 Conclusion
References
3 Metaverse Sojourn: Incorporating Virtual Reality and Immersive Interactive Environment to Enhance Students’ Sojourn Experiences
3.1 The Context
3.2 Using VR Technology in Teaching and Learning
3.3 Description of the Metaverse Sojourn Project
3.3.1 Conceptual Design
3.3.2 Hardware and Software Setting
3.3.3 From Pilot Tests to Changing the Sojourn Course Contents
3.4 Description of the Pilot Test
3.5 Methodology and Analysis of the Students’ Feedback
3.6 Challenges and Benefits
3.7 Conclusion
References
4 Online Delivery of Clinical Social Work Education: The Landscape of Narrative Therapy
4.1 Introduction
4.2 Small Private Online Course: Narrative Therapy
4.3 The Benefits and Challenges of Online Delivery
4.4 Social Work Practice Subject Blended Learning
4.5 Educational Paradigm Shift
4.6 Motivation Enhancement Through Gamification
4.7 Students’ Positive Feedbacks
4.8 Co-evolving Professional Development
4.9 Recommendations for Social Work Higher Education
4.10 Conclusion
References
5 Promoting Personalized and Blended Learning for Pre-service Teachers
5.1 Background
5.2 Design and Implementation
5.2.1 Personalized Learning (PL) and Universal Design for Learning (UDL)
5.2.2 Pedagogical Design
5.3 Benefits and Challenges
5.4 Conclusion and Suggestions
References
6 Exploring Time and Space: Merging Historic and Contemporary Virtual Reality Technologies in the History Classroom
6.1 Introduction
6.2 Stereographs and Panoramas
6.3 Integrating Historical Stereographs and Panoramas into History Courses Using VR Technologies
6.4 Annotated Panoramas as a Digital Humanities Assignment
6.5 Conclusion
References
7 Building Cross-Cultural Academic Exchange with University Students During COVID-19 Through Online Deliberation: The Case of an Energy Studies Course in Hong Kong
7.1 Introduction
7.2 Reasons for Adopting the Stanford Online Deliberation Platform
7.3 Methodology
7.3.1 The Online Deliberative Workshop
7.3.2 Student Participants
7.3.3 Activities Design
7.3.4 Surveys
7.3.5 Interviews
7.4 Findings and Observations
7.4.1 Benefits to Students’ Learning
7.4.2 Teachers’ Reflection on Their Own Learning and Lessons Learned from the Project
7.5 Challenges of Implementing the Project
7.5.1 Technological Challenges
7.5.2 Financial Resources
7.5.3 Language Barrier
7.6 Conclusion
References
8 Enhancing Students’ Field Experience in Physical Geography Courses Using Virtual Reality Technology
8.1 Introduction
8.2 Reasons for Implementing VR Technologies in the Two Physical Geography Courses
8.3 Description of the Project
8.3.1 Implementation in the GE Course
8.3.2 Implementation in the Geography Course
8.4 Benefits of Using VR for Teaching and Learning
8.5 Suggestions for Using VR in Physical Geography Courses
8.6 Conclusions
References
9 Lessons Learned and Future Directions for Teaching with Technology in the Social Sciences
9.1 Introduction
9.2 Lessons Learned
9.2.1 Adopting a Bottom-Up Approach
9.2.2 Focusing on Learning from Each Other
9.2.3 Responding to Unforeseen Events
9.2.4 Creating Space for Pedagogical Experimentation
9.3 Future Directions
References

Citation preview

SpringerBriefs in Education Benjamin Luke Moorhouse · Sandy S. C. Li · Sebastian Pahs   Editors

Teaching with Technology in the Social Sciences

SpringerBriefs in Education

We are delighted to announce SpringerBriefs in Education, an innovative product type that combines elements of both journals and books. Briefs present concise summaries of cutting-edge research and practical applications in education. Featuring compact volumes of 50 to 125 pages, the SpringerBriefs in Education allow authors to present their ideas and readers to absorb them with a minimal time investment. Briefs are published as part of Springer’s eBook Collection. In addition, Briefs are available for individual print and electronic purchase. SpringerBriefs in Education cover a broad range of educational fields such as: Science Education, Higher Education, Educational Psychology, Assessment & Evaluation, Language Education, Mathematics Education, Educational Technology, Medical Education and Educational Policy. SpringerBriefs typically offer an outlet for: • An introduction to a (sub)field in education summarizing and giving an overview of theories, issues, core concepts and/or key literature in a particular field • A timely report of state-of-the art analytical techniques and instruments in the field of educational research • A presentation of core educational concepts • An overview of a testing and evaluation method • A snapshot of a hot or emerging topic or policy change • An in-depth case study • A literature review • A report/review study of a survey • An elaborated thesis Both solicited and unsolicited manuscripts are considered for publication in the SpringerBriefs in Education series. Potential authors are warmly invited to complete and submit the Briefs Author Proposal form. All projects will be submitted to editorial review by editorial advisors. SpringerBriefs are characterized by expedited production schedules with the aim for publication 8 to 12 weeks after acceptance and fast, global electronic dissemination through our online platform SpringerLink. The standard concise author contracts guarantee that: • an individual ISBN is assigned to each manuscript • each manuscript is copyrighted in the name of the author • the author retains the right to post the pre-publication version on his/her website or that of his/her institution

Benjamin Luke Moorhouse · Sandy S. C. Li · Sebastian Pahs Editors

Teaching with Technology in the Social Sciences

Editors Benjamin Luke Moorhouse Department of Education Studies Hong Kong Baptist University Hong Kong, China

Sandy S. C. Li Department of Education Studies Hong Kong Baptist University Hong Kong, China

Sebastian Pahs Department of Government and International Studies Hong Kong Baptist University Hong Kong, China

ISSN 2211-1921 ISSN 2211-193X (electronic) SpringerBriefs in Education ISBN 978-981-99-8417-6 ISBN 978-981-99-8418-3 (eBook) https://doi.org/10.1007/978-981-99-8418-3 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Paper in this product is recyclable.

Acknowledgments

We would like to acknowledge the following institutions and colleagues that made the project reported on in this book possible: • Prof. Daniel Lai (Dean and Principal Investigator, Faculty of Social Sciences, Hong Kong Baptist University) • Dr. Jackie Chan (Project Manager) • Mr. Baiwen Peng, Mr. Elwyn Choy and Miss Rachel Zhou (Project team members) • Colleagues from the Centre for Holistic Teaching and Learning, Hong Kong Baptist University • The students who participated in the projects reported on in this book • The projects reported on in this book were funded by the University Grants Committee’s (UGC; Hong Kong SAR, China) Special Grant for the Strategic Development of Virtual Teaching and Learning.

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About This Book

In 2021, the University Grants Committee (UGC) of Hong Kong, the funding body for higher education in Hong Kong, initiated a scheme and associated grant fund with the aim of enhancing the use of technology for teaching in higher education institutions in Hong Kong. In the Faculty of Social Sciences, Hong Kong Baptist University, the funding was used to support colleagues in various disciplines to develop teaching and learning projects that capitalized on technology to improve the educational experiences of students. In this book, seven project teams from five disciplines, Education, Geography, History, Social Work and Sociology, share their technological innovations. Social Science lecturers, professors and curriculum designers engaged in teaching and learning will find this book an invaluable resource as it provides ways to integrate technology into their practices, for the betterment of students’ learning. Scholars of teaching and learning (SoTL) will also find the book a useful reference for up-to-date technological and pedagogical practices in the social science disciplines.

Highlights • Explores innovative strategies for implementing digital technologies into higher education settings • Showcases seven projects that integrate technology into social sciences courses and programmes • Provides practical suggestions for lecturers, professors and curriculum designers on how to design and support teaching and learning projects.

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Contents

1 Introduction: Teaching with Technology in the Social Sciences . . . . . . . Benjamin Luke Moorhouse, Sandy Li, and Sebastian Pahs 2 Using Geographic Information Systems in a Spatial History Course to Develop Students’ Digital Literacies and Digital Humanities Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chi Man Kwong and Benjamin Luke Moorhouse

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3 Metaverse Sojourn: Incorporating Virtual Reality and Immersive Interactive Environment to Enhance Students’ Sojourn Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Kaxton Siu, Tsz-Chung Lai, Chun-Wing Alfred Lai, and Hon Tung Wong 4 Online Delivery of Clinical Social Work Education: The Landscape of Narrative Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Simon Tak Mau Chan, Christina Hoi Wa Yu, Bing Kwan Chan, and Nathaniel Bruce 5 Promoting Personalized and Blended Learning for Pre-service Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Liping Deng, Miki Lau, and Yujie Zhou 6 Exploring Time and Space: Merging Historic and Contemporary Virtual Reality Technologies in the History Classroom . . . . . . . . . . . . . . 55 Elvan Cobb 7 Building Cross-Cultural Academic Exchange with University Students During COVID-19 Through Online Deliberation: The Case of an Energy Studies Course in Hong Kong . . . . . . . . . . . . . . . . . . . 65 Wing Kei Cheung, Daphne Ngar-yin Mah, Darren Man-wai Cheung, Alice Siu, Hana Kim, Benjamin C. McLellan, Akihisa Mori, Lifeng Deng, and Liling Huang

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8 Enhancing Students’ Field Experience in Physical Geography Courses Using Virtual Reality Technology . . . . . . . . . . . . . . . . . . . . . . . . . 81 Jianfeng Li, Ka Wai Wu, and Qiming Zhou 9 Lessons Learned and Future Directions for Teaching with Technology in the Social Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Benjamin Luke Moorhouse, Sandy Li, and Sebastian Pahs

Editors and Contributors

About the Editors Benjamin Luke Moorhouse, Ed.D., FHEA, is Assistant Professor in the Department of Education Studies at Hong Kong Baptist University, Hong Kong, China. He received the President’s Award for Outstanding Performance in Individual Teaching from Hong Kong Baptist University in 2023. His research focuses on pre-service and in-service language teachers’ lived experiences, professional learning and competence. His recent research has been published in journals such as TESOL Quarterly, RELC Journal, ELT Journal, Journal of Computers and Education, Interactive Learning Environments, Journal of Education for Teaching, Studying Teacher Education and The Asia-Pacific Journal of Teacher Education. He has authored three monographs, including Teaching Abroad During Initial Teacher Education (Springer, 2022). He was the lead guest editor in a special issue of RELC journal entitled Teaching with technology in the post-pandemic digital age: Technological normalization and AI-induced disruptions. Sandy S. C. Li is Professor and Associate Dean of the Faculty of Social Sciences at Hong Kong Baptist University, Hong Kong, China. He had served as the exchairperson of the University’s eLearning Committee and a member of the HKSAR government’s steering committee on IT in Education for six years. His current research interest focuses on ICT in education, Learning Analytics, Big Data and AI in Education, Ubiquitous Learning, STEM Education, Rasch Model and Multilevel Structural Equation Modelling, Leadership in ICT Implementation, Simulation and Modelling. Sandy’s research has appeared in international journals, including Computers and Education, Journal of Computer Assisted Learning, Educational Technology and Society, Australasian Journal of Educational Technology, International Journal of Leadership in Education, School Effectiveness and School Improvement, Biophysics, Physics Letters B and Nuclear Physics.

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Sebastian Pahs is Lecturer in the Department of Government and International Studies, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China. As part of the European Studies Programme, he is teaching a variety of fields, encompassing history, politics and German language. Alongside his teaching responsibilities, he actively organizes events such as exhibitions and online forums, featuring guest speakers from abroad to enrich his students’ academic experience. Sebastian emphasizes the significance of fostering his students’ open-mindedness as well as their ability to grow as critical minds. He encourages them to cultivate a genuine curiosity about various perspectives while deepening their understanding of diverse opinions. His conviction lies in the belief that modern technology, especially in its capacity of connecting people across the globe, can play an important role in enhancing these important traits further. His current research interest focuses on the practical applications of artificial intelligence and gamification in higher education.

Contributors Nathaniel Bruce School of Education and Psychology, Gratia Christian College, Kowloon, Hong Kong Bing Kwan Chan College of International Education, School of Continuing Education, Hong Kong Baptist University, Kowloon, Hong Kong Simon Tak Mau Chan Department of Social Work, Hong Kong Baptist University, Kowloon, Hong Kong Darren Man-wai Cheung Stanford University, Stanford, CA, USA Wing Kei Cheung Department of Geography, Hong Kong Baptist University, Kowloon, Hong Kong Elvan Cobb Department of History, Hong Kong Baptist University, Kowloon, Hong Kong Lifeng Deng School of Journalism and Communication, Sun Yat-Sen University, Guangzhou, China Liping Deng Department of Education Studies, Hong Kong Baptist University, Kowloon, Hong Kong Liling Huang Graduate Institute of Building and Planning, National Taiwan University, Taipei, Taiwan Hana Kim School of Digital Humanities and Social Sciences, Korea Advanced Institute of Science & Technology (KAIST), Daejeon, Republic of Korea Chi Man Kwong Department of History, Hong Kong Baptist University, Kowloon, Hong Kong

Editors and Contributors

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Chun-Wing Alfred Lai Department of Sociology, Hong Kong Baptist University, Kowloon, Hong Kong Tsz-Chung Lai Department of Sociology, Hong Kong Baptist University, Kowloon, Hong Kong Miki Lau Department of Education Studies, Hong Kong Baptist University, Kowloon, Hong Kong Jianfeng Li Department of Geography, Hong Kong Baptist University, Kowloon, Hong Kong Sandy Li Department of Education Studies, Hong Kong Baptist University, Hong Kong, China Daphne Ngar-yin Mah Department of Geography, Hong Kong Baptist University, Kowloon, Hong Kong Benjamin C. McLellan Graduate School of Energy Science, Kyoto University, Kyoto, Japan Benjamin Luke Moorhouse Department of Education Studies, Hong Kong Baptist University, Hong Kong, China Akihisa Mori Graduate School of Global Environmental Studies, Kyoto University, Kyoto, Japan Sebastian Pahs Department of Government and International Studies, Hong Kong Baptist University, Hong Kong, China Alice Siu Stanford University, Stanford, CA, USA Kaxton Siu Department of Sociology, Hong Kong Baptist University, Kowloon, Hong Kong Hon Tung Wong Department of Sociology, Hong Kong Baptist University, Kowloon, Hong Kong Ka Wai Wu Esri China (Hong Kong) Limited, Cheung Sha Wan, Hong Kong Christina Hoi Wa Yu Department of Social Work, Hong Kong Baptist University, Kowloon, Hong Kong Qiming Zhou Department of Geography, Hong Kong Baptist University, Kowloon, Hong Kong Yujie Zhou Department of Education Studies, Hong Kong Baptist University, Kowloon, Hong Kong

Chapter 1

Introduction: Teaching with Technology in the Social Sciences Benjamin Luke Moorhouse, Sandy Li, and Sebastian Pahs

Abstract This chapter provides an overview of the book and its contributions to the Scholarship of Teaching and Learning (SoTL). It begins with a brief introduction to the teaching context and a discussion of the aims and rationale for the implementation of the projects reported on in each chapter. The editors argue that by sharing our innovative uses of technology in our teaching practices across social science disciplines, it can help us improve our teaching and students’ learning. In addition to inter-disciplinary research, we also need to consider inter-disciplinary SoTL. Keywords Social sciences · Technology · COVID-19 · Digital tools · Practitioner research

1.1 Introduction Over the last decade, there has been a push towards interdisciplinarity in higher education (Newell & Green, 2016). However, most faculties, programmes, and teachers in universities worldwide are still discipline-specific. Discipline specialist teachers teach on discipline-specific programmes, such as History, Geography, Education, Psychology and Mathematics, that prepare students with the skills and knowledge needed to join the professional and academic communities of their discipline. These academic disciplines can be clustered into broad groups or categories. The groups often encompass a variety of related fields and sub-disciplines (Table 1.1 includes examples of common groups and related disciplines). There can be a B. L. Moorhouse (B) · S. Li Department of Education Studies, Hong Kong Baptist University, Hong Kong, China e-mail: [email protected] S. Li e-mail: [email protected] S. Pahs Department of Government and International Studies, Hong Kong Baptist University, Hong Kong, China e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 B. L. Moorhouse et al. (eds.), Teaching with Technology in the Social Sciences, SpringerBriefs in Education, https://doi.org/10.1007/978-981-99-8418-3_1

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wide variation in how these disciplines are clustered in different institutions and countries. However, each academic discipline has communities of scholars who have trained and become members of the discipline-specific cultures. Cultures in academic disciplines include ways of thinking about knowledge, and how knowledge is disseminated within their academic community (Becher & Trowler, 2001). For some disciplines, such as the natural sciences, positivist approaches are adopted with experiments deployed to test hypotheses (Chalmers, 2013). In others, such as the social sciences, constructivist approaches are often used to develop deep understandings of a phenomenon (Creswell, 2014). Disciplines, such as computer science, primarily disseminate their research findings through conferences, while, social scientists publish journal articles, book chapters, and books to share their findings and contributions to knowledge (Björk, 2011). Table 1.1 Examples of common groups and related disciplines in higher education Arts and humanities

This group covers a wide range of subjects, such as literature, history, philosophy, languages, linguistics, religious studies, performing arts, visual arts, and cultural studies

Social sciences

Social sciences is concerned with the study human society and social relationships. Disciplines in this group include economics, political science, sociology, anthropology, geography, psychology, and education

Natural sciences

Also known as the physical and life sciences, natural sciences focus on understanding the natural world. Disciplines in this group include biology, chemistry, physics, earth sciences (geology, meteorology, oceanography), astronomy, and environmental science

Mathematics This group includes the study of mathematical concepts, techniques, and and statistics applications, as well as the collection, analysis, interpretation, and presentation of data using statistical methods Computer science and information technology

This group covers the study of computer systems, software, hardware, algorithms, data structures, artificial intelligence, networking, and various aspects of information technology

Engineering and technology

Engineering disciplines focus on the application of scientific and mathematical principles to design, build, and maintain structures, machines, systems, and processes. This group includes civil, mechanical, electrical, computer, chemical, aerospace, and materials engineering, as well as other specialized fields

Business and This group encompasses the study of business administration, management, management marketing, finance, accounting, human resources, and entrepreneurship Health sciences

Health sciences focus on the study, diagnosis, treatment, and prevention of diseases and health conditions. Disciplines in this group include medicine, nursing, pharmacy, dentistry, public health, and allied health professions (e.g., physical therapy, occupational therapy, speech therapy)

Agriculture and life sciences

This group includes the study of agriculture, food science, animal science, plant science, forestry, horticulture, and other life sciences

Law

Law covers the study of legal systems, principles, and institutions, as well as the practice of law in various contexts

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1.2 The Social Sciences This book focuses on teaching within one broad cluster of academic disciplines, the social sciences. The social sciences is devoted to the study of human societies, social relationships and the way in which humans interact with one another and their environment (Barnett, 2015). Although there are similarities between the academic disciplines within the social sciences, there can also be distinct differences depending on the focus, knowledge, topics, and professions associated with the discipline. Education, for example, primarily focuses on teaching, learning, and the social, economic, and political factors that shape educational systems and outcomes. In many universities, teachers in the Education Departments focus on the initial preparation and continual professional learning of teachers for schools (Darling-Hammond & Bransford, 2005). Typically, education programmes will have a strong emphasis on the relationship between theory and practice. Students will attend lectures and tutorials designed to develop their subject-specific pedagogical content knowledge. In addition, they participate in a professional practicum where they spend a sustained period teaching in a school. Learning through experience and reflection on experiences is an important part of education programmes (Moorhouse, 2022). In contrast, Geography investigates the Earth’s physical features, human populations, and their interactions with the environment. Geographers explore spatial patterns and processes, including resource distribution, population movement, and urban and regional development. The discipline is divided into human geography, which focuses on human activities and their environmental impact, and physical geography, which studies the Earth’s natural systems. Human geography programmes primarily follow lecture and tutorial modes with limited field teaching. However, physical geography programmes emphasis learning through experiences in the laboratory and field, as well as, lectures and tutorials (Starkey et al., 2023). The differences in discipline foci, knowledge, topics, and the cultures within disciplines influence what is taught and how teaching occurs (Starkey et al., 2023). These differences also affect the ways teachers utilize and integrate technology and digital tools into programmes, courses and instruction (Shelton, 2014). However, we need a greater understanding of how teachers in the various social science disciplines use technology for teaching and learning. This can enable us to learn from one another and enhance the teaching and learning environment across the social sciences.

1.3 Digital Technology in Higher Education Technologies have been a part of higher education for a long time. Academics are generally quick to adopt technologies that can aid their research and academic work. Statistical analysis tools, such as SPSS, and qualitative analysis tools, such as NVIVO are used widely within subject domains.

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However, the use of digital technologies within university teaching and learning has been more piecemeal and unfocused (Mercader & Gairín, 2020). Common digital tools used across disciplines included presentation software to deliver lectures, videos to illustrate processes, and learning management systems (LMS) to facilitate the assignment of course readings, and submission of course assignments (Mercader & Gairín’s, 2017). New pedagogical approaches, such as blended learning, Flipped Classroom, adaptive learning, or gamification were not picked up on a large scale. Similarly, the use of newer technological tools, such as, mobile apps, virtual reality and augmented reality, have not been widely utilized. There were a number of reasons for the slow take-up of digital technologies and related digital pedagogical approaches for teaching in higher education. Universities could lack the technological hardware, resources and support systems teachers need to use digital tools. Teachers and their students did not have the required digital competencies to use digital tools effectively. Many teachers do not think using technology is effective in their subject discipline. The structure of university courses often means there was limited time available for teachers to implement new pedagogical approaches in their teaching. In addition, the time investment and sustainability of more advanced digital pedagogies made it hard for teachers to justify their development. This was despite a large body of literature evidencing the benefits technological enhanced learning could bring to teaching in higher education (Shen & Ho, 2020). However, the COVID-19 pandemic forced teachers in higher education to use technology for teaching (Moorhouse, 2020). Teachers needed to find ways to facilitate students’ learning without the opportunity for physical interactions. In this way, the pandemic acted as a catalyst for the development of technological innovations and teacher professional development (Moorhouse & Wong, 2022). Across the higher education sector, teachers had to seek out technological solutions and alternatives to their previous in-person lectures and field experiences. Video-conferencing software, such as Zoom, delivered synchronous online lessons. Videos, interactive maps and virtual reality were used to substitute field visits. Pedagogical approaches that utilize technology became more widely implemented. At the same time, scholars and teachers have realized that the competencies needed to utilize technology for teaching were subject and context-dependent (Moorhouse et al., 2023). The digital tools teachers use, the way they use them and why they use them, is linked to the mode and environment of teaching (modality), approach adopted in the discipline (pedagogies), and the knowledge and skills the teacher is aiming to develop in their learners (discipline-specific knowledge and skills). One way university teachers can explore using technology in their teaching is to engage in practitioner research and implement a technological tool or approach into their courses. The purpose of this book is to present case studies of seven teaching and learning projects implemented by teachers from various academic disciplines in the Faculty of Social Sciences, Hong Kong Baptist University, which were designed to enhance the educational experiences of students through the utilisation of technology. Social science lecturers, professors and curriculum designers engaged in teaching and learning will find this book an invaluable resource as it will provide ways to integrate technology into their practices, for the betterment of students’ learning.

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Scholars of teaching and learning will also find the book a useful reference for upto-date technological and pedagogical practices in the social science disciplines. As well as inter-disciplinary research, there is a need for universities to consider inter-disciplinary SoTL.

1.4 Context and Book Overview In 2021, the University Grants Committee (UGC) of Hong Kong, the funding body for higher education in Hong Kong, initiated a scheme and associated grant fund with the aim of enhancing the use of technology for teaching in higher education institutions in Hong Kong. In the Faculty of Social Sciences, Hong Kong Baptist University, the funding was used to support colleagues in various disciplines to develop teaching and learning projects that capitalized on technology to improve the educational experiences of students. In this book, seven project teams from five disciplines, Education, Geography, History, Social Work, and Sociology, share their technological innovations. Below, each chapter is summarised: • Chapter 2: Kwong and Moorhouse detail the introduction of Geographic Information Systems (GIS) into a Spatial History Course with the aim of developing history students’ digital literacies and digital humanities skills. • Chapter 3: Siu and colleagues describe how they exploited the potential of the Metaverse and virtual reality technologies to create an immersive interactive environment to enhance students’ sojourn experiences. • Chapter 4: Chan and colleagues examine the use of a small online private course to support student learning in a clinical social work course. • Chapter 5: Deng, Lau and Zhou introduce ways teacher educators can accommodate the diverse needs of students with different subject majors by using personalised and blended learning. • Chapter 6: Cobb demonstrates how historical and contemporary virtual reality technologies can be merged to help history students better understand history lessons. • Chapter 7: Cheung and colleagues describe a cross-cultural academic exchange with university geography students from various international contexts during the COVID-19 pandemic using online modes. • Chapter 8: Li and Wu share how they integrated virtual reality technologies into geography courses in order to provide virtual field trips. • Chapter 9: The book editors reflect on their role within the project, and propose lessons learned and possible future directions.

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References Barnett, R. (2015). Social sciences: An introduction to the study of human societies. Routledge. Becher, T., & Trowler, P. R. (2001). Academic tribes and territories: intellectual enquiry and the culture of disciplines (2nd ed.). Society for Research into Higher Education & Open University Press. Björk, B.-C. (2011). A study of innovative features in scholarly open access journals. Journal of Informetrics, 5(1), 176–177. https://doi.org/10.1016/j.joi.2010.08.002 Chalmers, A. F. (2013). What is this thing called science? (4th ed.). Hackett Publishing Company. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass. Mercader, C., & Gairín, J. (2017). ¿Cómo utiliza el profesorado universitario las tecnologías digitales en sus aulas? Revista De Docencia Universitaria (REDU), 15(2), 257–274. https://doi.org/10. 4995/redu.2017.7635 Mercader, C., & Gairín, J. (2020). University teachers’ perception of barriers to the use of digital technologies: The importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17, 4. https://doi.org/10.1186/s41239-020-0182-x Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Moorhouse, B. L. (2022). Teaching aboard during initial teacher education. Springer. Moorhouse, B. L., Kohnke, L. & Chiu, T. K. F (2023). Developing a context- and subject-specific professional digital competence framework for beginning english language teachers in Hong Kong. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00778-2 Moorhouse, B. L., & Wong, K. M. (2022). The COVID-19 pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives. Asia Pacific Journal of Education, 42(sup1), 105–120. https://doi.org/10.1080/02188791.2021.1988511 Newell, W. H., & Green, W. J. (2016). Interdisciplinary higher education: Perspectives and practicalities. Emerald Group Publishing. Shelton, C. (2014). “Virtually mandatory”: A survey of how discipline and institutional commitment shape university lecturers’ perceptions of technology. British Journal of Educational Technology, 45(4), 748–759. https://doi.org/10.1111/bjet.12051 Shen, C. W., & Ho, J. T. (2020). Technology-enhanced learning in higher education: A bibliometric analysis with latent semantic approach. Computers in Human Behavior, 104, 106177. Starkey, L., Mairead, Y., de Roiste M., Karsten L., Ormond, A., Randal, J., & Sylvester, A. (2023). Each discipline is different: Teacher capabilities for future-focussed digitally infused undergraduate programmes. Educational Technology Research and Development, 71(1), 117–136. https:// doi.org/10.1007/s11423-023-10196-2

Chapter 2

Using Geographic Information Systems in a Spatial History Course to Develop Students’ Digital Literacies and Digital Humanities Skills Chi Man Kwong and Benjamin Luke Moorhouse

Abstract In this chapter, an innovative way to use Geographic Information Systems (GIS) in a Spatial History Course to Develop Students’ Digital Literacies and Digital Humanities Skills is introduced. The authors detail the design of the innovation, the two rounds of implementations and, discuss the challenges they faced implementing the innovation. The chapter ends with advice to other history instructors on how they might capitalize on the benefits of GIS in Spatial History Courses. Keywords Social sciences · Technology · Digital tools · Practitioner research · Geographic information systems · Spatial history

2.1 Introduction In this chapter, a technological element implemented in a Spatial History course that utilizes Geographic Information Systems (GIS) to develop university students’ digital literacies and digital humanities skills is introduced. GIS is a form of digital system that can be used create, manage, display, and analyze geographical information (Gregory & Ell, 2009). GIS has been used in various disciplines to present information in relation to space and time, such as environmental research, disease and food management and human mobility (e.g. Cromley, 2003). In the history discipline, over the past twenty years, there has been a rise in the use of GIS in research and the creation of a field known as ‘Historical GIS’ (HGIS), ‘Spatial History,’ or many other names (Gregory & Healey, 2007). The use of GIS is closely aligned with the field of ‘Digital Humanities’ (DH), which involves the C. M. Kwong (B) Department of History, Hong Kong Baptist University, Kowloon, Hong Kong e-mail: [email protected] B. L. Moorhouse Department of Education Studies, Hong Kong Baptist University, Hong Kong, China e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 B. L. Moorhouse et al. (eds.), Teaching with Technology in the Social Sciences, SpringerBriefs in Education, https://doi.org/10.1007/978-981-99-8418-3_2

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systematic use of digital tools in the scholarship of the various humanities subject disciplines (Strohmeier, 2020). The field of DH is an emergent collection of practices, pedagogies, and projects that illuminate how the humanities may evolve through their engagement with technology, media, and computational methods (Strohmeier, 2020). To historians, GIS is a tool that allows researchers to create a spatial–temporal geodatabase that combines locational and spatial information with non-spatial and qualitative data related to the historical event of interest for data management and manipulation (Gregory & Ell, 2009). The use of layers in GIS makes it possible to integrate historical data from multiple sources of different time periods that are often difficult to be compared and studied in the same spatial and temporal contexts by other means. Researchers can choose from a wide range of geoprocessing and statistical tools to include locations and spatial and temporal relationships explicitly in analyzing historical events and crosschecking different sources. HGIS has become an important tool for historians to analyze and understand historical phenomena (Zhang & Logan, 2017) and represent history spatially (Siebert, 2000). Interactive maps based on GIS that historians created are also increasingly useful as teaching tools as they can visualize complex issues and different kinds of data intuitively. Despite the popularity of GIS in historical research and the digital humanities, there has been less interest in exploring the potential uses of GIS in the teaching of history in university history courses. Given the potential GIS has in helping people access and understand the relationship and convergence of history, time and space (Gregory & Ell, 2009), and the multimodal and interactive nature of these maps, it seems they would be more appealing as teaching and learning resources than traditional written texts. In addition, as technology advances, the knowledge and skills History majors need to enter the field upon graduation while likely include digital literacies and DH skills (Starkey et al., 2023). The use of GIS would be one such skill. Therefore, it is important to explore ways GIS can be used as a pedagogical resource in the teaching of history, and at the same time, how its use can help develop students’ digital literacies and DH skills. The chapter begins by describing the background of the technological innovation, including the rationale and conceptualization of the course. It then describes the design of the course and its implementation. It ends with challenges we identified in the implementation of GIS in the spatial History course and advice for History teachers on using GIS in their courses.

2.2 The Background The catalyst for introducing a Spatial History course in the Department of History, Hong Kong Baptist University (HKBUHIST) is the result of technological advancement, changes in the field of study, and societal demands. Historians have always been interested in the spatial dimension in which historical events and phenomena unfolded. However, the spatial dimension is sometimes seen only as a backdrop and not as an object of study. The emergence of HGIS in the past two decades allows

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historians to study historical space and data with a spatial dimension in an unprecedentedly efficient and systematic way. As GIS tools are effective in visualizing data, they are not only crucial research tools for historians but also helpful in assisting historians in presenting their research to a broader audience, such as, the general public (Gregory & Ell, 2009). We, therefore, believe it is imperative to introduce GIS to history undergraduates as a research and knowledge transfer tool. Over the last several decades, there has been a gradual shift in the expectations, demands and perceived role of higher education (Zembylas, 2022). The value of a university degree has become increasingly about the earning potential and employability of graduates. It should be noted that this is not a trend that only exists in Hong Kong. Universities around the world, perhaps more so in the developed world, are increasingly under the pressure of “producing” graduates that can work efficiently in a neoliberal age (Zembylas, 2022). In other parts of Asia, this change in the attitude towards undergraduate history training has been more widespread. It is related to the changes in the ecology of university education in different territories. For example, because of the excessive number of higher-education institutions and undergraduate programmes in Taiwan, fierce competition exists between universities to create attractive programmes for prospective students (Yang, 2015). As the career paths of humanities undergraduates are seen as limited and increasingly less rewarding, history programmes in China, Taiwan, and Hong Kong face some pressure in turning themselves ostensibly more relevant to the demands of the job market rather than providing academic training that mainly focuses on creating career historians operating in higher education institutions. In this context, courses and even the whole programme for “Applied History” emerged in the late 2000s. These programmes, unlike other more “traditional” history departments, offer courses on industry-related training such as museum studies, cultural space/event management, and tourism studies (Pinter, 2018). In addition, they draw on disciplines such as DH to increase their relevance in the increasingly competitive higher education market. In many of these Applied History programmes, digital literacy and DH skills are seen as essential, and programmes usually have dedicated (and often compulsory) courses about DH. In Hong Kong, equipping students with digital literacy skills is usually not considered a responsibility of an individual programme. Universities usually create mandatory courses and examinations as exit requirements for students. However, while few would argue against introducing digital literacy training programmes, their implications for history education at the university level have yet to be explored in detail in Hong Kong, even though history undergraduate programmes have started introducing DH training to their students. In HKBUHIST, the undergraduate programme has introduced DH courses since the 2010s. The course introduced here is part of the general effort of the department to introduce DH methods and approaches to prepare the students for their research and other future careers in response to technological advancements, changes in academia, and the market demands discussed above.

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2.3 Rationale and Conceptualization of the Spatial History Course in Hong Kong History The introduction in 2020 of the Spatial History course in HKBUHIST was a response to the recent academic developments outlined above. GIS has become a useful tool for historians and a unique instrument for some historical topics such as social, economic, military, or urban history. The ability to allow researchers to display, compare, and contextualize different kinds of quantitative and qualitative sources in a geodatabase allows historians to ask and answer new questions that previously cannot be identified. Moreover, students can learn about history and historical methods in a unique way as GIS provides a spatial perspective that they can visualize complex historical trends and events being unfolded on an interactive map. For students whose curriculum focuses almost exclusively on textual sources and deliverables. The new course was also a response to the increased interest in the local history of Hong Kong among the students. Since the 2000s, there has been a surge of interest in local history, first as the result of accelerated urban development and then fueled by the political and cultural developments of the city during the latter part of the decade. The result has been increases in the writing and recording of local histories. Many of those engaged in this process were urban studies or architectural scholars who were more sensitive to historical structures, space, and the environment. Many local histories and narratives are produced in maps rather than texts because the authors intended to reach out to the general public. The general public can find interactive and multimodal representations of history more accessible and engaging. The result is the production of many specifically designed and usually appealing maps and plans used to introduce local history. This course also attempts to cater for the need of the members of the younger generations who are more aware of local history and heritage and would like to curate them with digital means. When the instructor (who is the lead author of this chapter) started to plan the course, he had some questions in mind: • Are the students interested in the spatial dimension of history and can tell stories with a strong spatial element? • Can they collect historical spatial data and curate them using GIS effectively? • Can they identify historical patterns and ask questions from a spatial perspective? • Are they more interested in using GIS as a research or Applied History tool? • Do they find GIS training valuable for their academic and future career? • Do they find DH methods relevant to their training? If so, what kind of goals do they want to achieve? In short, the Spatial History course’s teaching team hoped to offer the students a course that can introduce them to a research and outreach digital tool, GIS. In addition, the team hoped to develop students subject-specific digital literacies and DH skills to enhance students’ competitiveness in the future job market, especially in history-related industries, such as education, curation, and conservation.

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2.4 Description of the Course A teaching team of three consisting of the instructor and two teaching assistants (one voluntary) was formed to teach the course. The instructor was to be responsible for the course design, teaching of lectures, and assessment tasks. The teaching assistants were responsible for helping answer the students’ inquiries on course administration and the technical issues of using GIS. The instructor can also use the GIS software and teach the student how to use it in class, although specific questions related to the students’ projects would be addressed by the teaching assistants. In HKBU, each semester consists of twelve to thirteen weeks of teaching and an examination period of around three to four weeks. A standard course of the university, such as the Spatial History course, consists of three 45-min sessions (a total of 135 min) for teaching and tutorials. The Spatial History course revolves around the main course assessment, which is a hands-on research project. The research project involves students in groups creating a Spatial History website, using GIS digital tools, about a specific aspect of Hong Kong history. The digital tools used for this course were Esri’s StoryMap (https://www.esri. com/en-us/arcgis/products/arcgis-storymaps/overview) and ArcGIS Pro and ArcGIS Online (https://www.arcgis.com/index.html). Students were trained to use it during the course. By giving students the opportunity to use the GIS tools to create their own website, we believed, with appropriate scaffolding, that relevant digital literacy and DH skills would be developed. The course held in 2020–2022 consisted of six main topics designed to help students develop the knowledge and skills needed to successfully complete the project: 1. Spatial history as a historical research approach: These sessions introduce Spatial History as a research approach and the importance of spatial awareness when engaging in the study of history. They also cover the basic principles of creating Spatial History databases (1–2 sessions). 2. Introduction of the GIS tools: The teaching team introduces the major GIS tools available. Students learn about the functions of these tools with the support of staff from Esri StoryMap at Geospatial Laboratory set up by the Development Bureau of Hong Kong Government. During the sessions, students set up their accounts on the GIS tool to work on their projects (2 sessions). 3. A survey of the history of mapping: These sessions are designed to help students understand the changing methods in mapping throughout history. The students are reminded of the importance of regional and cultural variation in the description and recording of space throughout human history, and the fact that mapping is usually seen as a scientific pursuit nowadays. It has constantly been subjected to the intervention of political, cultural, economic, and other factors and maps in history is as much a product of culture as technology (4 sessions). 4. A brief survey of the history of digital humanities: In recent years, the students of HKBUHIST can enroll in courses related to DH and Digital History. This brief survey reminds the student of the potential pitfalls of DH and also the changing approaches of DH since its inception in the 1960s (1 session).

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5. Student presentation: At the end of the course, the students present their group projects (in StoryMap or other formats) in front of the class. Other students are encouraged to raise questions concerning the projects’ design, data, organization, and content (2 sessions).

2.5 Implementation 2.5.1 First Implementation The Spatial History course has been offered at HKBUHIST since 2020. In 2020, the course instructor had only a limited idea of what GIS could or could not do. The original intention was to teach the students to use GIS as a means of knowledge transfer and public engagement. Thus, much attention has been paid to the visualization of the students’ projects, such as layout, colouring, and infographics, as well as the history of maps. Other important aspects of Spatial History, such as the principles and approaches of creating databases, and the more technical aspects such as the various functions of the GIS tools, were only discussed briefly. This approach proved the most problematic as the students found it difficult to learn the use of GIS tools as well as to compile a database, let alone extracting meaningful observations from it. Upon reflection, it was also found that the instructor spent too much time on the history of maps. While originally seeing these content as interesting and relevant to the course, it was not immediately helpful for the students who struggled with the GIS tools and the contents of their project. The instructors had to spend much time during tutorials discussing with individual groups about their projects but also found it difficult to solve the technical issues due to a lack of subscription to the related software (discussed below) as well as time. Since the course’s inception, the instructor already saw the course as an opportunity to enhance the outreach of HKBUHIST and build partnerships with NGOs and other educational institutions. During the first year of offering this course, the course instructor worked with outside organizations such as the Hong Kong Canadian Veterans Association (HKVCA), which provided materials for the students to work on projects about bout the history of Hong Kong during the Second World War. Two groups of students decided to work on this topic, and others worked on different topics, ranging from the industrial to religious history of Hong Kong.1 However, except for the HKVCA, which had a fruitful working relationship with the students, it is found that the involvement of outside organizations is not always helpful to the students as they might be too occupied by their work to provide support and guidance. Thus, the idea of linking students with outside organizations was dropped in the course’s second run.

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Their projects, however, were lost when they were being transferred to another server by the GIS company that we borrowed accounts from.

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2.5.2 Second Implementation Learning from the first-year experience, the teaching team adopted several changes to the course’s second run, which took place in 2021. The general approach of the course remained unchanged, namely to introduce to the students to the use of Spatial History as a knowledge transfer and public engagement tool. This time, the teaching team asked the GIS tools provider, Esri StoryMap, to organize two sessions for the students on using the digital tools. Thus, the students were better prepared for the technical challenges when trying to finish their Spatial History projects. After the introduction and the technical training sessions, the instructors covered some basic discussions about Spatial History and then a module of four weeks on the history of mapping, a shortened version of the contents covered in the previous term. Again, the students’ questions concerning their SH projects were addressed in the tutorials. At the end of the course, the students presented their projects to the instructors and their peers and received feedback from them. They then submitted their final works that were being graded. The introduction of the review system allows the students to review each other’s work critically and improve their work based on the feedback. The students worked on various topics about Hong Kong from the 18th to the 20th centuries, covering aspects from taxation, transportation, economic development, and even social problems such as triads and pollution.2 In all, it was observed that the students acquired sufficient proficiency in using GIS tools for historians, as all the groups used ArcGIS to construct a database, georeferenced historical map layers, and StoryMap to present their research. In this sense, the course was considered a success.

2.5.3 Third Implementation The third implementation of the course took place in 2023 with previous experiences in mind, especially on the technical issues and the course content. The aim of the course was changed from using GIS as a tool for knowledge transfer into using it as a research tool for the students to create HGIS/SH projects that can offer new historical insights. The teaching team also benefitted from better understanding of the GIS tools as they gained considerable experience of using ArcGIS in their projects. During this run, more than 40 students enrolled on the course, and they received two weeks of technical training at GeoLab after an introduction of the course outline and the idea of spatial history. The students are also advised in detail on how to create a database about their project, using a standard data template provided by the 2

A number of the works are available for public viewing: “From Defense to Taxation: the Military and Customs Facilities of the Qing Government in Hong Kong in the 19th Century,”. https://storymaps.arcgis.com/stories/0574e194b3bb477390140bbbaedb591f; “Kwun Tong Industrial Development and Pollution,” https://storymaps.arcgis.com/stories/0574e194b3bb477390140 bbbaedb591f.

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instructor that is similar to the Framework Spatial Data Themes of the Development Bureau’s Common Spatial Data Infrastructure (CSDI) (CSDI Website, 2023). The students reported that although they still faced occasional difficulties in using the GIS tools, they can construct a database and use the major functions of the GIS tools with little difficulties. Some also created databases of considerable size including hundreds of points of interest (POIs).

2.6 Challenges There were several challenges faced by the instructors when they were implementing the Spatial History course at HKBUHIST.

2.6.1 Challenge 1: Lack of Spatial Awareness Among History Students in Hong Kong The first challenge is the lack of spatial awareness among history students in Hong Kong. While history and Chinese history are taught in almost all secondary schools (the latter being a compulsory subject since 2020), the modes of education and assessment are heavily text-based. Maps only sporadically appear in textbooks, and they are almost always about the visualization of major events in an abstract way. For instance, showing the approximate locations of wars and battles or important places such as national capitals. These maps are mostly two-dimensional and offer limited information concerning the space in which events or phenomena unfolded. Moreover, these maps usually omit terrain and elevation and only show shorelines that are sometimes only remotely relevant to the map’s contents. While they can give a general idea of the location of the events, they add very little to the students’ understanding of the role placed by space in history. In addition, as the history of Hong Kong has only recently been added to the curriculum, and the presentation of Hong Kong history is mainly text-based in textbooks, students have only a limited awareness of specific events when they approach history.

2.6.2 Challenge 2: Lack of Relevant Technical Proficiency of History Students in Hong Kong A second challenge is the technical proficiency of the students attending the course. Among the eighty students taught between 2020 and 2022, only two had prior experience using GIS tools, and only one had knowledge of programming. This is not uncommon in Hong Kong as students who enroll in history undergraduate programs

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are mostly from the “Arts” stream when they study in secondary schools. They only received very little training in information technology and do not know more advanced GIS tools, let alone use it in the context of historical study. This, however, presents an opportunity for the course organizers to introduce new knowledge and methods to the students and allow them to be creative in the process.

2.6.3 Challenge 3: The High Cost of GIS Digital Tools A third challenge is the cost of GIS digital tools. While some of the GIS tools are free, the teaching team preferred using ArcGIS as it provides better support, and its branch in Hong Kong also offers training sessions for the teaching team and the students. However, the digital tools require an annual subscription for multiple accounts that are sufficient for the number of students enrolled in the course. To sustain the course, the teaching team must continuously find funds to pay for the subscription. In the first two years of the course, the teaching team had to borrow temporary accounts from another organization so the course could be delivered as intended. This is by no means a good practice as it becomes more difficult to store the students’ work after the end of the course. In the third year, the teaching team has been able to procure enough accounts for the students, solving the problem.

2.6.4 Challenge 4: The Design and Goals of the Course The fourth challenge is, to an extent, the result of the design and goals of the course. As the goal of the course was to develop students’ digital literacies and DH skills to use GIS as a knowledge transfer and public engagement tool, the teaching was heavily tilted towards the use of GIS as a tool to visualize data and integrate other contents (texts and photos) with the map. Students were asked to submit their works in StoryMap, a format that is best suited for storytelling. However, the students sometimes found it difficult to develop an analytical observation or an argument with the spatial data they compiled. In some cases, the project became more or less a recounting of a narrative with more detailed and interactive maps. While these projects serve the purpose of knowledge transfer and engagement, some lacked analytical power and brought little new knowledge to the field. Most importantly, the potential of GIS in studying history as a tool that helps analyze different quantitative and qualitative data in a spatial platform is not fully exploited. The experience obtained from the first two years of the course suggests that the teaching team should pay more attention to the use of GIS as a research tool. The team should provide more detailed discussions on the principles and practices on various issues related to historical GIS research, such as conceiving a space-focuses research question, building a spatial database, and analyzing the data from a spatial perspective (Gregory & Healey,

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2007). This can deepen the students’ understanding of using GIS to ask and answer questions that are less effectively handled by textual accounts.

2.7 Advice As teachers who heavily relied on lectures and group discussions as the main deliverables, this exercise offered some important lessons unforeseen by the members of the teaching team, some of whom have taught in the higher education setting for more than a decade. The first lesson learned is the need to communicate with the members of the teaching team and the students about the course’s aim, structure, assessments, and intended learning outcomes at the beginning. Although this advice sounds like stating the obvious and is almost always practised, it is easier said than done. More streamlined presentations, such as mind maps or infographics, might be necessary to guide the teaching team and the students about the progress of the course and make sure students can keep up because the course is centred around the development of some skills that will be utilized in a group project. Another piece of advice is the importance of regularly reminding the class and the teaching team of the different stages the class is in, and helping the students understand the linkages of different parts of the course. In our case, students with different skill levels may fall behind as the class progresses, and it is necessary to help these students to catch up while reminding them of the full picture of the course. During the course, some students are “tunnel visioned” in particular parts of their project such as project design, scope, or georeferencing of maps. Teachers have to not only guide the students through these processes but also remind them of the need to judge “when to stop” without losing sight of the big picture. To alleviate this problem the teaching team needs to maintain a regular communication with the students through various means.

2.8 Conclusion In this chapter, we have introduced a technological innovation implemented in a Spatial History course. Although the use of GIS tools is now common in historical research, this chapter has shown that they can also be used in history courses to develop subject specific digital literacies and SH skills. Indeed, the authors argue that technological advances and changes in society’s expectations mean History students must develop digital literacies and digital humanities skills. We hope that through sharing our experiences, other colleagues can be encouraged to explore ways digital tools can be used to enhance their courses and instruction, and in turn, develop students’ essential skills.

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References Cromley, E. K. (2003). GIS and disease. Annual Review of Public Health, 24(1), 7–24. CSDI: Common Spatial Data Infrastructure. https://www.csdi.gov.hk/ Gregory, I., & Ell, P. (2009). Historical GIS: Technologies, methodologies, and scholarship (Cambridge Studies in Historical Geography). Cambridge University Press. https://doi.org/10. 1017/CBO9780511493645 Gregory, I. N., & Healey, R. G. (2007). Historical GIS: Structuring, mapping and analysing geographies of the past. Progress in Human Geography, 31(5), 638–653. https://doi.org/10.1177/030 9132507081495 Pinter, O. M. (2018). On public/applied history. Tokovi Istorije, 26(3/2018), 171–192. https://doi. org/10.31212/tokovi.2018.3.man.171-192 Siebert, L. (2000). Using GIS to document, visualize, and interpret Tokyo’s spatial history. Social Science History, 24(3), 537–574. https://doi.org/10.1017/S0145553200010294 Starkey, L., Yates, A., de Roiste, M., et al. (2023). Each discipline is different: Teacher capabilities for future-focussed digitally infused undergraduate programmes. Educational Technology Research and Development, 71, 117–136. https://doi.org/10.1007/s11423-023-10196-2 Strohmeier, S. (2020). Digital human resource management: A conceptual clarification. German Journal of Human Resource Management, 34(3), 345–365. https://doi.org/10.1177/239700222 0921131 Yang, C. C. (2015). The effects of higher education’s institutional organizational climate on performance satisfaction: Perceptions of university faculty in Taiwan. International Business Research, 8(8), 1–3–117. Zembylas, M. (2022). “Neoliberal subjects” and “Neoliberal affects” in academia: Methodological, theoretical and political implications. Policy Futures in Education, 0(0). https://doi.org/10.1177/ 14782103221135618 Zhang, W., & Logan, J. R. (2017). The emerging spatial organization of the metropolis: Zones of diversity and minority enclaves in Chicago. Spatial Demography, 5, 99–122.

Chapter 3

Metaverse Sojourn: Incorporating Virtual Reality and Immersive Interactive Environment to Enhance Students’ Sojourn Experiences Kaxton Siu, Tsz-Chung Lai, Chun-Wing Alfred Lai, and Hon Tung Wong

Abstract The COVID-19 pandemic posed a huge challenge to university student exchange activities. Pandemic immigration policies of different regions and countries not only greatly reduced student traffics between universities of different countries. National quarantine policies of different countries also limited students’ opportunity to physically visit places relevant to their studies. In light of these challenges, a team was formed under the Hong Kong Baptist University’s Global and China Studies Program that has developed a virtual teaching and learning project, “Metaverse Sojourn”, to experiment and provide Hong Kong university students to have virtual tours in China and Europe by using latest metaverse technology. This chapter will share the conceptual and pedagogical designs of the project, as well as the technical and pedagogical difficulties encountered during implementation of the project. Difficulties notwithstanding, we argue that the idea of “metaverse sojourn” not only can give students a brand-new augmented reality exchange experience, but also has great potential in developing interactive teaching and service-learning activities among students, teachers and service recipients on metaverse platform. Keywords Metaverse Sojourn · Virtual reality · COVID-19 · Sociology · Global and China studies

K. Siu (B) · T.-C. Lai · C.-W. A. Lai · H. T. Wong Department of Sociology, Hong Kong Baptist University, Kowloon, Hong Kong e-mail: [email protected] T.-C. Lai e-mail: [email protected] C.-W. A. Lai e-mail: [email protected] H. T. Wong e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 B. L. Moorhouse et al. (eds.), Teaching with Technology in the Social Sciences, SpringerBriefs in Education, https://doi.org/10.1007/978-981-99-8418-3_3

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3.1 The Context The COVID-19 pandemic has posed a considerable challenge to university student exchange activities in the past three years. To control the pandemic, different countries implemented various pandemic immigration policies and quarantine policies to limit the mobility of human flows. It largely reduced students’ opportunities to visit places physically and placed huge difficulties for the arrangement of exchange activities from the perspective of university. We are a teaching team in the Global and China Studies Programme of the Hong Kong Baptist University. The bachelor students of this programme are required to have sojourn courses in mainland China and overseas, which is a core part of the syllabus. The two summer sojourn courses (GCST2017 Summer Sojourn I and GCST3005 Summer Sojourn II) offered by the Global and China Studies Programme include intensive language training, field visits, research projects, seminars on globalization and China/Europe, and interactions with local scholars, students and ordinary people. Normally, Summer Sojourn I will cover the understanding of Mainland China and as a result Tsinghua University in Beijing is selected as a place of visit. Summer Sojourn II, in contrast, were normally conducted in European countries where firsthand experience and knowledge about globalization and its local impact would be highlighted. However, due to the COVID-19 pandemic, the two summer sojourn courses had to be launched online if offered. In mid-2022, we conducted pilot tests to experiment with incorporating Virtual Reality (VR) technology and the Metaverse to enhance students’ experiences of online exchange. This article reviews the details of execution and the students’ feedback collected through questionnaire surveys. We argue that VR technology can improve the learning quality of students during online exchange, and even when organizing outreach activities are possible after the peak of the pandemic, VR technology is still valuable to complement traditional field trips.

3.2 Using VR Technology in Teaching and Learning In academic literature a number of studies have examined the effectiveness and benefits of incorporating virtual reality into teaching and learning as compared to conventional teaching settings and approaches (Falah et al., 2014; Schwaab et al., 2011). Particularly, a group of studies surveys the impact of using VR for distance learning and shows that VR is not merely a pedagogical tool for delivering distance learning but can also provide practical simulations or professional training (Huang et al., 2010; Kavanagh et al., 2017; Page, 2000). Some studies also confirm that using VR, especially introducing challenging interactive digital games in an immersive environment, can promote social learning and teach learners social skills relevant to survival and needs in the emergency situations (Feng et al., 2018; Krokos et al., 2018; Michael & Chen, 2005; Susi et al., 2007). Helpful notwithstanding in educational situations, using VR in teaching also has a number of problems. For example, some

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studies suggest that existing instructional virtual reality applications lack authenticity in experience, resulting in distracting learners from experiencing learning (Le et al., 2014). Other studies also report that educators tend to use VR only in specialised scenarios involving practical simulation or professional training (Huang et al., 2010), such as flight simulation (Page, 2000) and anatomical practice (Duarte et al., 2020; Zhao et al., 2020), with new but relatively limited attempts to apply on other fields including language teaching (Cheng et al., 2017; Peixoto et al., 2019) and business training (Sholihin et al., 2020). Without doubt, the virtual arrangement and the lack of first-hand experience generate various challenges to teaching and learning, especially under a global pandemic. Students attending the summer sojourn courses online could only watch live streaming or recorded videos. Their interactions with teachers and classmates were significantly inhibited. It substantially reduced students’ interests and concentration levels on course content and resulted in passive learning. Moreover, students were unable to get in-place experiences and knowledge through field visits to places of interest, such as factories, farms, historic sites, government offices, and research institutions. Lacking these on-site experiences, students are likely to find it difficult to link course contents, particularly abstract concepts and theories, with the real world beyond their own societies. For example, it is difficult for them to have a better understanding of topics related to globalization (Jackson, 2015, 2018; Moorhouse, 2022; Roller, 2015; Sobkowiak, 2021). In short, the absence of field visits significantly undermines the primary goal in the two sojourn courses. If the summer sojourn courses can be arranged normally, the students are planned to have rich interactions with local stakeholders in the field sites, including scholars, students and ordinary people. It is expected that not only they can talk to local scholars and students inside classrooms, but communicate with ordinary people outside academic institutes. In the normal plan, part of the course is designed to include social services to unprivileged communities. For example, students can provide tutorial classes to poor primary school students from migrant families in Beijing, as rural-to-urban migration in China is one of the key issues covered in this programme. However, in a virtual exchange, these interactions with local stakeholders are severely constrained, if not impossible. At best, they can only communicate with these local stakeholders via online communication software (e.g. Zoom). However, a better learning experience should involve more substantial interaction with these local stakeholders, such as working on collective projects and visiting their living environments. Given the infeasibility of arranging in-person field trips under COVID-19, our teaching team has decided to incorporate VR and Metaverse technology in the two summer sojourn courses. Metaverse technology creates a virtual immersive, interactive learning environment that provides an in-place feeling and first-hand knowledge of the host countries. It can provide what the virtual exchange activities lack and enhance the learning interests of the students. In the mid-2022, we proposed to experiment with these technologies, providing virtual tours in China and Europe to university students in Hong Kong.

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3.3 Description of the Metaverse Sojourn Project 3.3.1 Conceptual Design We will begin with a description of the conceptual design of this project. The project objective is incorporating Metaverse technology into the two summer sojourn courses, which is still a plan not yet executed. By Metaverse technology, it is believed that to be consisted of interconnected virtual world which allow users to interact with the form of avatars and experienced in an immersive environment (Weinberger, 2022). In this conceptual design, we suggested several dimensions to enrich the online sojourn courses and address the challenges posed by COVID-19 to the students’ exchange activities. First, the lectures and seminars were organized using VR devices. Several virtual field trips and tours could be made possible with VR devices. We were responsible for providing necessary resources and equipment to the staff from partner institutions of the summer sojourn. They were involved in the design stage of the project, as well as receiving training and support from a teaching assistant with experience and knowledge of VR technology. VR glasses and a 360-degree panoramic camera were sent to the partner institutions, so they could also general original VR contents using the equipment provided. Through VR field trips, students can easily travel across multiple locations and even multiple time points (using Wander, Google Earth, and Baidu Map Time Machine) to grasp the historical changes in society. For example, they can observe the changes of urban planning over phases of social and economic development of a city. Working with collaborative partners, we planned to generate VR materials with panoramic cameras for students to immerse into and interact with particular sites. The course content materials were embedded into virtual field sites and required students to make a response to these materials. Moreover, metaverse technology enabled us to explore sites that we otherwise would not be able to visit, even in traditional field trips. For example, a VR film produced by BBC shows the migrant’s perilous journey from Turkey to Europe on smugglers’ boats (https://www.bbc.co.uk/mediac entre/latestnews/2016/we-wait). Even if students visited a refugee camp, they could not obtain such experience. More than structured knowledge, these immersive experiences allow students to develop emotional knowledge of critical social issues in other societies. Second, equipped with 360-degree panoramic cameras, the students themselves can create VR content independently. It implies that the students are not only consumers of existing VR materials; they can be the producers. A potential project is asking students from our university and students/staff from the partner institutes to create parallel VR contents for comparison. For example, they can compare the living conditions of grassroots families in Hong Kong and Beijing. It allows them to cultivate comparative knowledge of both major cities, which is the most valuable learning experience of a field trip, and serves as a basis of interactive collaboration with local students or scholars. These active learning methods are expected to

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enhance students’ learning interests and level of concentration. Furthermore, unlike writing term papers, these group projects can be displayed to the general public, because VR contents are more accessible and entertaining than texts. It helps fulfill the need of knowledge transfer from the universities to the communities. Finally, Metaverse technology has been increasingly popular, leading to new opportunities and challenges in the social, economic, political and cultural spheres. Experiencing Metaverse in the online summer sojourn courses was a process of learning in itself. Students can be equipped with knowledge of this latest technology and hand-on experience of generating VR contents, and it will be easier for them to engage in discussing the potentials and risks created by the Metaverse platform (for example, how Metaverse technology could widen existing digital inequality in the real world). It may create resources for their job interviews in the future. Therefore, we left a session during the online exchange for the students to critically reflect upon the future of virtual reality and the Metaverse.

3.3.2 Hardware and Software Setting To achieve our goals, several hardware, software, and learning materials were needed. For hardware, Virtual Reality glasses (using Oculus Quest 2) were required, enabling students to engage in VR and immersive interactive environments in class and at home. Additionally, a 360-degree panoramic camera was necessary for capturing real-world environments, which can be used by teachers and students to create immersive virtual content for collective projects with local stakeholders. A tripod was also be required to fix the 360-degree panoramic camera for better photo and video production. As for software, VR video editing software was essential for editing photos and videos with a 360-degree panoramic camera. This software enables the editing of content captured by the panoramic camera. Finally, the Oculus Store is a useful source of VR learning materials. It offers rich Metaverse contents on various topics that fit our course purpose, including movies, documentaries, and experiences. These existing materials can be used to enrich the course contents, improving the variety of presentation methods.

3.3.3 From Pilot Tests to Changing the Sojourn Course Contents After we have established the conceptual design and the required hardware and software setting of this Metaverse project, we decided to conduct a pilot test with at most 20 students at a time to examine the feasibility of our plan and familiarize ourselves with this technology. This course development project is divided into several stages.

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In the first stage, we invited students to the world of the Metaverse by introducing virtual reality devices and concerned applications. Students and our teaching team both needed to get familiar with the hardware and software of this technology. The second stage is to select, capture and create 360-degree immersive interactive content for virtual field visits. We incorporated existing VR contents from the market and original contents generated by ourselves and the partner institutes. When the VR materials were ready, we invited students to experience pilot Metaverse teaching and virtual field visits. A small-scale pilot test was conducted in mid-2022, before the two summer sojourn courses. Feedback from students was collected through questionnaire surveys to evaluate the teaching and learning efficiency of the pilot virtual tour. The first evaluation report for this project was written based on the data collected in the pilot test. Based on our experience and the feedback from students, we could then begin to adjust the syllabus of the two summer sojourn courses. The description above outlines our planned procedures from testing the ideas to changing the course contents.

3.4 Description of the Pilot Test We invited undergraduate students from the Global and China Studies Programme to conduct the pilot test. The pilot test was set up using the Meta Quest 2 VR Device (7 devices were deployed in this test) and the Wander App. (https://www. oculus.com/experiences/quest/2078376005587859/). The duration of the metaverse experience was approximately 20 min. With the use of Google Maps Street View data, students were able to visit any place virtually through their VR devices as if they were in person. The content of the virtual tour trip complements the original summer sojourn courses. In normal days, the summer sojourn I was planned to be held at Tsinghua University, Beijing and the summer sojourn II was planned to be held in our partner institution in Europe. Therefore, the central theme of the virtual tour is to give perspectives to the students with the places concerned. Two assistants stayed close to the devices and provided help to the students. First, they performed as tour guides during the virtual field trip, enhancing their understanding of the places visited. Second, they provided technical support for the students who may not be used to the VR setting. In the pre-sojourn introduction, the assistants introduced the world of Metaverse and VR technology and the key topics of this virtual trip (Chinese modern history and urban development) in PowerPoint and videos. The themes and sequences of the virtual tour consist of mainly two parts. The first is to provide a bird’s eye view of Beijing City in urban planning and residential segregation context. There would be a tour to understand how Beijing has been transformed since the Ming Dynasty’s first mega project, the Forbidden City. In this section, students are introduced to how Beijing has been planned and developed along the vertical and horizontal axes. The Forbidden City is the center of the city, showing a concentric urban planning pattern like Chicago and Tokyo. The major urban problems

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of this particular pattern of city planning is highlighted by the tour guides (assistants), such as traffic jams. After that, the students were invited to recognize where the slum areas and industrial areas were located in Beijing City. Applying the Wander and Google Maps applications in the VR devices, students were asked to “move” their map view to the surrounding areas near Beijing. In this session, tour guides highlighted the issue of air pollution due to manufacturing areas near Beijing. In the second part of the virtual tour, we focused on understanding Chinese modern history and urban Development through cultural heritage and national museums. It began with a tour of Tiananmen Square. The students visited a few sites for locating different historical and symbolic monuments, such as The Monument to the People’s Heroes. In the narrative of the tour guides, Tiananmen Square was contrasted with Russia’s Red Wall, discussing the importance of the “public square” in socialist history. Also, the virtual tour covered specific cultural heritage sites like Tsinghua Garden and the Old Summer Palace to introduce ancient Chinese architectural styles to the students. Finally, students entered the forbidden city. There was existing VR content available in the Wander application, allowing students to freely travel inside the forbidden city. Following the Beijing part, students could visit the palace museum in Taipei and make comparative observations of the two museums.

3.5 Methodology and Analysis of the Students’ Feedback The pilot test was conducted on September 19th, 2022, at the Hong Kong Baptist University Campus (Fig. 3.1). We recruited 16 students to participate in the pilot test via department mass mail. We conducted a questionnaire survey with these participants. This survey aimed to evaluate the effectiveness of the Metaverse experience and gain feedback from the participants for further improvement. Two questionnaires were given to the students to evaluate the pilot test of the Metaverse experience. The pre-test questionnaire was given before the virtual field trip tour, while the post-test questionnaire was given after the tour. The purpose of collecting these students’ feedback and questionnaire responses was to assess the effectiveness and impact of the Metaverse platform as a tool for virtual field trips. The two questionnaires asked the same questions to explore the changes before and after the experiential learning. It consisted of eight questions, with five questions to test the student’s knowledge of history and culture relevant to the virtual tour. The remaining three questions were about the students’ overall impressions of the VR field trip experience. Pre-test and Post-test Questionnaire 1. How satisfied were you with the virtual tour? Scale of 1-5, 1 being the lowest, 5 being the highest Part I. The impression of the students towards VR field trip

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Fig. 3.1 Pilot test of virtual tour

What do you think of the following description? (Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree) 2. I am more interested in learning through virtual tours than onsite visits 3. Learning through virtual tours is more profound than field trips 4. Learning through virtual tours is more interesFng to me than just watching videos or pictures. 5. Learning about history through virtual tours is much more profound than just swatching videos or pictures 6. Virtual tours offer a perspective with more freedom than field trips 7. Virtual tour devices are difficult to control 8. Virtual tours make it easier to reach places that are normally difficult to reach 9. I would rather go on a virtual tour than a field trip 10. I would rather take a virtual tour than watch a picture or video presentation. Part II The knowledge of history and culture in the virtual tour 11. When did the construction of the Forbidden City begin? 12. What is the blueprint of the Forbidden City in Beijing? 13. Which of the following artifacts is classified as an important artifact by the NaFonal Palace Museum in Taipei? 14. Which of the following artifacts is now in the British Museum?

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15. Which of the following is the meaning of the name of Red Square? After gathering information about the student’s impressions of the VR field trip, we found that most students had a positive attitude towards the virtual tour experience. Even before the field trip, 62.5% of the students agreed that learning through virtual guided tours is a better way to increase their interest in learning. More of them agreed with this statement after the pilot experience. However, in the post-test survey, 75% of the students found it difficult to control the VR device, indicating that there were some issues with the usability of the technology. These findings suggest that while the students generally enjoyed the VR field trip experience, there is still room for improvement in the technical part. Apart from the student’s impressions of the VR field trip, the tests were also aimed at testing the knowledge of specific cultural and historical facts which are covered in the virtual tour. Specific topics of history and cultural knowledge are covered in the pre-test and post-test surveys. Over 80% of students had significant gains in cultural and historical facts covered in the virtual tour. The teaching efficiency is largely satisfying.

3.6 Challenges and Benefits In the virtual tour pilot test, students utilized the VR device Meta Quest 2 with the virtual tour app Wander to join an immersive virtual tour guided by our research assistants (Fig. 3.2). Through the virtual tour, students visited the places where the sojourn courses were planned to take place initially, and they could actively conduct their observations. This achieved active learning through their observation of the historical places in the immersive VR environment. As mentioned, after comparing the results of pre-test and post-test surveys, it shows that the Metaverse experiential learning can improve students’ learning experience and effectiveness and the students can effectively learn specific knowledge of history and culture after joining the virtual tour. However, VR devices are still developing and highly restrained to the existing VR contents available in the market. We encountered various technical and pedagogical difficulties. First, the strength of VR technology seems to relate to its lively representation of physical space. Yet, not all social science concepts can be expressed spatially or geographically. It implies that it is difficult to build links between certain (less geographical) theoretical knowledge and the virtual tour. Second, initially, this project was planned to use the Horizon Workshop newly developed by the Metaverse, a virtual meeting space where students can see others moving around as avatars. However, due to the existing devices’ limitations, switching between applications is technically challenging. We abandoned this idea, which may require further technological advancement to be executed.

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Fig. 3.2 Given the limited amount of VR devices, Students take turns to participate, and other students could view the “views” of the VR in the computer screen

Third, VR applications available are generic and not specialized for educational purposes. This poses difficulties in designing and planning the virtual tour. It is hoped that more tools could be made available to the market, enabling users to create their own VR resources and content. Currently, VR resources are still relatively limited. Therefore, modifying the route or planning is sometimes required as VR resources are not available for some routes. The limitation of VR resources also limits the choice of topics covered in the virtual tour. In the original design, we planned to introduce that Beijing had a more unfriendly policy towards immigrants, especially unskilled rural-to-urban migrant workers, compared to other cities. However, we found that it was difficult to express in the virtual tour and thus switched to the discussion of air pollution.

3.7 Conclusion When countries gradually adapted to the pandemic and relaxed their control of human mobility, exchange activities could resume to normalcy. The summer sojourn courses of this programme can also resume this year. While we do not need to completely replace the sojourn courses with virtual tours, we propose to supplement the field trips with VR and Metaverse technology. We plan to give students in both Hong Kong and Europe an opportunity to create a VR tour using self-created VR materials and contents. Hardware and software resources and technical support will be provided for them to complete the assignments. We encouraged the students to conduct research

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and prepare their own VR materials in Hong Kong before they have a sojourn in Beijing or Europe, so that they can make comparative VR products later. We expect the students can share the experiences and their final products with the following year’s sojourn students. If we accumulate enough quality materials, we will consider sharing these students’ creations to the general public through online channels or VR experiential workshops. Similar to existing studies about the effectiveness of incorporating VR technology into teaching and learning (Asad et al., 2021), our pilot results suggest that VR helps learners to engage in a presented virtual environment where the learners get a sense of presence and enhance their experiential learning. We believe that even after the impacts of pandemic, incorporating VR technology in teaching practices is still possible to improve the quality of field trips and increase the variety of course contents and assessment methods. VR technology provides more than structured knowledge and allows students to develop a more ‘in-place’ feeling; it is also more accessible to the public, potentially facilitating knowledge transfer from the universities to the communities. However, it is a young technology with much room to improve. We need to overcome certain technical and pedagogical difficulties, such as the limitations of VR materials in the online market. Yet, it is still worthwhile to begin to build up technical resources, teaching experiences, and self-created materials using VR and the Metaverse technology. We could see there are potential applications in bringing students or target group to the places which could be challenging to reach, e.g. historical heritage site Machu Picchu. We could also see the potential applications letting students with physically challenged to reach the site that they could not go in normal circumstances. Looking ahead, we hope more similar VR settings could be recreated in future teaching and other courses.

References Cheng, A., Yang, L., & Andersen, E. (2017, May). Teaching language and culture with a virtual reality game. In Proceedings of the 2017 CHI conference on human factors in computing systems (pp. 541–549). Michael, D. R., & Chen, S. L. (2005). Serious games: Games that educate, train, and inform. Muska & Lipman/Premier-Trade. Duarte, M. L., Santos, L. R., Júnior, J. G., & Peccin, M. S. (2020). Learning anatomy by virtual reality and augmented reality. A scope review. Morphologie, 104(347), 254–266. Krokos, E., Plaisant, C., & Varshney, A. (2018). Virtual memory palaces: Immersion aids recall. Virtual Reality, 23(1), 1–15. Huang, H.-M., Rauch, U., & Liaw, S.-S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers and Education, 55(3), 1171–1182. Falah, J., Khan, S., Alfalah, T., et al. Virtual reality medical training system for anatomy education. In Proceedings of the 2014 science and information conference, London, UK, August 2014 (pp. 752–758). Schwaab, J., Kman, N., Nagel, R., et al. (2011). Using second life virtual simulation environment for mock oral emergency medicine examination. Academic Emergency Medicine: Official Journal of the Society for Academic Emergency Medicine, 18(5), 559–562.

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Jackson, J. (2015). “Unpacking” international experience through blended intercultural praxis. In Internationalizing higher education (pp. 231–251). Brill. Jackson, J. (2018). Intervening in the intercultural learning of L2 study abroad students: From research to practice. Language Teaching, 51(3), 365–382. Asad, M., et al. (2021). Virtual reality as pedagogical tool to enhance experiential learning: A systematic literature review. Education Research International, 2021, 1–17. Moorhouse, B. L. (2022). Teaching abroad during initial teacher education. Springer Nature. Peixoto, B., Pinto, D., Krassmann, A., Melo, M., Cabral, L., & Bessa, M. (2019). Using virtual reality tools for teaching foreign languages. In New knowledge in information systems and technologies (Vol. 3, pp. 581–588). Springer International Publishing. Le, Q. T., Pedro, A., & Park, C. S. (2014). A social virtual reality based construction safety education system for experiential learning. Journal of Intelligent and Robotic Systems, 79(3), 1–20. Page, R. (2000, February). Brief history of flight simulation. In Proceedings of the SimTecT 2000, Sydney, Australia (pp. 1–11). Roller, K. M. (2015). Pre-service teachers and study abroad: A reflective, experiential sojourn to increase intercultural competence and translate the experience into culturally relevant pedagogy. Global Innovation of Teaching and Learning in Higher Education: Transgressing Boundaries, 107–128. Kavanagh, S., Luxton-Reilly, A., Wuensche, B., & Plimmer, B. (2017). A systematic review of virtual reality in education. Themes in Science and Technology Education, 10(2), 85–119. Sholihin, M., Sari, R. C., Yuniarti, N., & Ilyana, S. (2020). A new way of teaching business ethics: The evaluation of virtual reality-based learning media. The International Journal of Management Education, 18(3), 100428. Sobkowiak, P. (2021). Developing intercultural identity on a sojourn abroad: A case study. Studia Anglica Posnaniensia, 56(1), 149–179. Susi, T., Johannesson, M., & Backlund, P. (2007). Serious games—An overview. Institutionen fö¨ r Kommunikation Och Information, Skö¨ vde Weinberger, M. (2022). What is metaverse?—A definition based on qualitative meta-synthesis. Future Internet, 14(11), 310. https://doi.org/10.3390/fi14110310 ´ Feng, Z., González, V. A., Amor, R., Lovreglio, R., & Cabrera-Guerrero, G. (2018). Immersive virtual reality serious games for evacuation training and research: A systematic literature review. Computers and Education, 127, 252–266. Zhao, J., Xu, X., Jiang, H., & Ding, Y. (2020). The effectiveness of virtual reality-based technology on anatomy teaching: A meta-analysis of randomized controlled studies. BMC Medical Education, 20(1), 1–10.

Chapter 4

Online Delivery of Clinical Social Work Education: The Landscape of Narrative Therapy Simon Tak Mau Chan, Christina Hoi Wa Yu, Bing Kwan Chan, and Nathaniel Bruce

Abstract When the COVID-19 outbreak triggered a global change from traditional classroom to online classroom, online education became an immediate necessity. The pandemic has created unforeseeable disruption for social work educators and students in developing clinical skill sets. Social alienation has transformed higher education from face-to-face delivery to a borderless delivery. In this chapter, we examine through the design of a small private online course on Narrative Therapy, the pedagogical and instructional evolution of clinical social work education in dealing with uncertainty and the adaptation of students’ changing needs. Keywords Online delivery · COVID-19 · Narrative therapy · Social work education · Technology

4.1 Introduction Many curriculum developers and educators are turning to online media for teaching and learning as student demographics change, class sizes expand, and part-time mode of study increases. New technologies have created exciting opportunities in S. T. M. Chan (B) · C. H. W. Yu Department of Social Work, Hong Kong Baptist University, Kowloon, Hong Kong e-mail: [email protected] C. H. W. Yu e-mail: [email protected] B. K. Chan College of International Education, School of Continuing Education, Hong Kong Baptist University, Kowloon, Hong Kong e-mail: [email protected] N. Bruce School of Education and Psychology, Gratia Christian College, Kowloon, Hong Kong e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 B. L. Moorhouse et al. (eds.), Teaching with Technology in the Social Sciences, SpringerBriefs in Education, https://doi.org/10.1007/978-981-99-8418-3_4

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higher education, and the literature is abounding with optimistic expectations. As Banditvilai (2016) argues, e-learning provides students with an opportunity to adapt to the digital era and equip themselves with the skills to be ready for e-university, e-work, and life in the twenty-first century. These advances provide opportunities for learners to become more self-directed and begin to move away from teacherdirected approaches. Students are driven to pursue information for themselves and to collaborate with each other in understanding course concepts instead of relying solely on the teachers’ expertise. The global spread of the Covid-19 coronavirus sparked an international crisis, and institutions all over the world were obliged to temporarily curtail their activities. A rapid and robust dependence on online learning was forced to emerge and displace the traditional classroom. This abrupt shift has drastically altered the landscape of education. Blended learning is defined as the intentional blending of face-to-face learning in the classroom with online learning experiences (Ayala, 2009). It demands for a more extensive pedagogical philosophy, clearer objectives and tasks, and new roles for instructors and students. It also helps promote task-focused, self-directed learning, incorporating innovative technology-based activities and assessments, and supports constructive pedagogy oriented on student experience and knowledge (Conceição & Howles, 2020). Blended learning has been proven to be beneficial to teaching courses on social work history, ethics, research, practice, administration, and social policy (Knowles & Cooner, 2016). Learning is the process of gaining, enhancing, or transforming one’s skills and knowledge. It consists of cognitive, demonstrative, and experiential components. According to International Association of Schools of Social Work (2020), social work education must equip their students with a wide range of knowledge and abilities in the areas of assessment, relationship-building, empowerment, and assisting processes to fulfil their professional duties to service users. Consequently, incorporating practice components such as field education in the core curricula is a distinctive pedagogy in social work. Institutions are not only to provide practice opportunities, but to ensure all students undergoing assessed preparation demonstrate professional attitudes and extensive knowledge in applying professional behavior for practical application. The suitability of using an online setting to conduct social work education is still being debated (Buchanan & Matthews, 2013), particularly online practice course teaching (Forgey & Ortega-Williams, 2016). Social work educators have highlighted the challenges of providing feedback on clinical skills, recognizing nonverbal cues, and observing cultural diversity (Farrel et al., 2018). However, there is also emerging research indicating that social work practice blended learning approach is promising, as students first learn about theoretical frameworks before further applying the skills and knowledge in the classroom (Kourgiantakis & Lee, 2020). Higher education in social work urgently needs to adapt to the rapidly evolving educational systems. The alignment of technology with education practices is a positive step that has been

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triggered by crises such as the COVID-19 pandemic (Chan et al., 2022). In this chapter, we examine the design of a small private online social work practice course on Narrative Therapy in Hong Kong Chinese context, reflecting on the pedagogical and instructional evolution of clinical social work education, and the adaptation of students’ changing needs.

4.2 Small Private Online Course: Narrative Therapy Blended learning is frequently understood as the integration of online resources into a course or program while still acknowledging the value of maintaining in-person interactions and other conventional methods of student assistance. As different from a Massive Open Online Courses (MOOCc), Small Private Online Courses (SPOCs) are offered locally to students who attend classes on-campus. They are targeted at specific student populations that are qualified to take the course and ready to interact with others throughout the learning process. They facilitate blended and flipped classroom learning, which mixes online resources and technology with personal involvement between instructors and students. The current small private online course is one that has been integrated into the bachelor’s and master’s level of social work practice subjects, such as Social Work Theory and Practice. It is a private course only these bachelor’s and master’s level students can enrol in, and Narrative Therapy is one of the segments within the practice subject. It seeks to build a reflection-based and useroriented blended learning pedagogical model that incorporates the teaching of Narrative Therapy, and to foster students’ interest and engagement in social work practice to enhance personal self and professional self. This online course was designed by the principal investigator, who is a professional practitioner with advanced training in Narrative Therapy, with research centred on family therapy and special educational needs and who was also one of the pioneers in a cross-university collaborative blended learning social work project in Hong Kong. The blended Narrative Therapy course aims to equip students with the theoretical framework of Narrative Therapy, to sharpen students’ skills in the application of Narrative Therapy, and to enhance students’ awareness and reflection about the application of Narrative Therapy in the cultural context of Hong Kong Chinese. Most studies of Narrative Therapy have reported the treatment efficacy for clients with mental illnesses, effectiveness for adolescents with special educational needs, and stress management for students with emotional distress (Halvorsen & Stenmark, 2010; Lambie & Milsom, 2010). The current course included: a graphic-based user manual, a total of nine 2- to 3-min animations that introduce the theoretical underpinnings of Narrative Therapy, full case sessions (60 min) that are conducted both in-person and online, highlights of sessions (15 min), debriefings by the therapist, interviews of clients’ feedback, MC exercises, discussion e-forums, supplemental materials, and learner feedback.

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All the videos and digital resources are implemented and kept on a learning management system “KEEP” (https://keep.edu.hk/), which provides online course hosting, educational resources, data analytics, and innovative tools for student enrichment. It is an open-source learning management system that integrates seamlessly with Moodle and Open edX, teachers and students can use their existing University Grants Committee university accounts to login. It is a smart platform that gives relevant feedback and predictive analysis for course improvement using artificial intelligence and machine learning.

For the videotaping demonstration of live case sessions, four professionals with narrative therapy training were enlisted. Young adults (18 years of age and above) that were available and willing to take part in the full shooting process met the inclusion criteria. Five individuals were screened and recruited from public or private service centres for live case videorecording, three were recorded in studios by a production crew and two were recorded as online therapy sessions. An online video meeting was set up to explain in detail about the filming procedures, consent and answering any further questions participants might have before production. Each filming sessions were three hours, including the session and preparation time. Online clients’ feedback recordings were made two weeks after the conclusion of filming to investigate participants response to the process. Incentives were offered after completing the above process, however they would not receive this fee if they quit before the production is complete. Their participation was entirely voluntary, and they could withdraw at any moment during the process with no repercussions. When they decide to terminate their participation, the portion of their recording will be cleared and will not be included in any form of report. The social worker who is responsible for the client or another non-profit agency will also offer in-depth follow-up when further clinical needs occur after the videotaping.

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Gamification was also applied in this project, it benefits students to learn knowledge quickly, and it can also increase their motivation, resulting in an improvement in their understanding. Gamification is not related to games, but rather integrating game-design approaches and game components in non-game environments to boost user engagement and retention (Deterding et al., 2011). The components of gamification initially surfaced from the self-determination theory, which deals with the internal psychological requirements of self-development and the effect of environment on individual motivation (Luarn et al., 2023). An independent KEEP Open edX instance (https://gamify.keep.edu.hk/) with gamification elements is used in this course, any events tracked by Open edX can be awarded with points, they are not course-specific but set at a site-level. Statuses are set up based on the number of points, furthermore badges are given based on the event types and the number of occurrence (single action or combination of events). Performance is monitored by the distribution of earned points from event participation, showing which badges have been awarded and which are still unlocked. The ranking of all learners is displayed based on their points and progress in the same course, although viewpoints generated during a specific timeframe cannot be obtained, learners can view statuses and badges obtained by their peers.

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Finally, a structured questionnaire with instruments based on the Technology Acceptance Model were used to collect pre and post data of the students’ feedback, perceived usefulness and perceived ease-of-use is used to gauge student involvement (Davis, 1989). The findings provided a prominent conceptual framework and a critical protocol for social work higher education in a Chinse context. It is proposed that

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blended learning design parameters and framework integration of face-to-face and online technologies should be used in the future.

4.3 The Benefits and Challenges of Online Delivery The rise of computers, the Internet, and other digital technology have shaped our generation of students, and the consequences of COVID-19 pandemic have made the roles of Digital Natives even more prominent. Social work students in this project were familiar with digital learning through Smartphones and computers, they possess the skills required and adopted the online approach with positive perception regarding usefulness and ease of use. Nearly half of the students from the pre-test exhibit selfconfidence and efficacy in using digital learning; they strongly agreed that it will be easy to navigate the online course, to go through all the learning materials, and to interact with other learners online; it would also be quick for them to become proficient at using it, and they would find the online course simple to use. Subsequently, post-test also showed positive feedback from them, over half of them agreed that all materials were easy to locate and navigate; well organized; user friendly and easy to access; and helped them to learn new concepts, information and skills. They strongly agreed that videos of case study increased their knowledge and skills; animations were both entertaining and stimulating; multiple-choice exercises aided them to learn and remember key concepts; and e-forum facilitated communication and working with other learners to reflect on their learning. The responses of students show that the course successfully engaged students, in which they can study the online resources at their own pace and in a more comfortable environment. Gamification design also enhanced their interest and motivation to study and increased their motivated to learn during face-to-face class sessions and improved class discussions quality. Around 80% of the students would recommend blended learning for other courses in the future. In sum, the current online course has enhanced student engagement and skills through the experiences of shifting the emphasis from teaching to learning. This new approach empowers them to become more invested in their own learning, therefore strengthening their pursuit for knowledge and encouraging higher levels of perseverance and commitment. While blended learning has many advantages and the experience of this project was positive, including flexibility, increased learners’ motivation, and lower longterm costs, there are also potential drawbacks. Since most social work educators are not trained in this area and are unfamiliar with the new technologies, additional training for instructors is required. Financial investment in suitable infrastructure for the implementation of technology in learning is necessary on the part of institutions. Thus, the initial costs of these courses are higher than the traditional classroom approach. On the other hand, there is no fixed and most effective combination of

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face-to-face and online methodology, therefore it is still a challenging task to find the balanced pedagogy between online learning components and in-class activities, so that it complies with the demands of the students and the requirements of the course.

4.4 Social Work Practice Subject Blended Learning The introduction of technology assisted teaching to the narrative therapy classroom essentially required the design of a blended pedagogy. In light of this, the major principles of extension and consolidation had to be followed in the course design. The community of Inquiry framework developed by Garrison et al. (2000) also served as an excellent guiding framework for the introduction of technology usage to the Narrative Therapy classroom. Two areas suitable to be adapted for technology assisted learning were initially identified, namely foundational knowledge regarding narrative therapy, and case studies. Both these areas were considered to be ones that students are likely to revisit in the course of study, foundational knowledge for the purpose of review, and case studies for deeper learning. Traditionally, foundational knowledge would have been taught using a PowerPoint presentation in class, with the PowerPoint presentation itself likely being uploaded to whatever learning management system is being used. In this case, the teaching methodology was modified for delivery as a series of animated videos. The videos themselves were no more than a few minutes long and were organized according to content. The original intention behind these videos was to extend the learning space and time of the students by posting them online, as well as to cater to students’ various preferred learning styles, whether they prefer reading, or listening etc. An additional benefit of this method was also increased engagement with the material among students, with students far more willing to revisit the videos than past slides or documents.

4.5 Educational Paradigm Shift The educational experience provided to students through the usage of video recorded real case studies was also substantially richer than the traditional in class exemplar role-play. While in a traditional in-class exemplar role-play the instructor would have been required to play the part of the therapist, the usage of these case study videos allowed the instructor to better fulfil the role of guide-on-the-side for the class. Thus, teaching presence during class was enhanced as follow up questions could be set, and student discussions could be refocused in real time, rather than post role-play. Another advantage of video over in-person role-play is the ability to pause the video at key points in the case study for students to discuss the dynamics of the moment in greater depth. Pausing the video at valuable teaching moments also benefited students

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who might otherwise have missed the importance of certain relationship dynamics and nuances in communication. These opportunities for deep discussion fostered a collaborative atmosphere among the students, sparking new ideas and interpretations of what they had seen, leading to an enhancement of students’ social and cognitive presences in tandem. Both animations of theory and case study videos were used in a flipped classroom manner, with students being required to view them before the class session in which the topics would be taught. This mini-application of the flipped classroom resulted in greater student engagement even when discussing the basics. Students were curious and were keen to discuss the mechanics and reasoning behind the different concepts of the narrative therapy process outlined in the animation. It is my strong belief that had they not viewed and to some degree processed the contents of the case studies beforehand, the richness and degree of collaborative spirit during that classroom discussions would have suffered.

4.6 Motivation Enhancement Through Gamification The learning management system that was being used for the course also had numerous built-in options that are proved to be useful for motivating students, and to some degree, ensuring their participation. It automatically tracked student activity on the platform, and their profiles were updated with entries that included “viewed video”, “posted to forum”, and “completed quiz”, among others. A competitive element was introduced through the use of a leaderboard consisting of the students with the highest current score which was publicly viewable on the course page. This effectively gamified learning for the class, especially those interested in competing with one another enjoyed substantially increased levels of motivation, while those less interested in direct competition were nevertheless gratified by an easily understood representation of their personal learning progress throughout the course. It is interesting to note that while not every student was interested in the competitive element itself, the ubiquitousness of point-based games among the digital generation means that virtually all students are likely to have increased levels of comfort and focus on a gamified learning environment.

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4.7 Students’ Positive Feedbacks In this course, students own and were already familiar with digital learning related features of Smartphones and computers, they possess the skills required for digital learning adoption which creates positive perception regarding usefulness and ease of use. Close to half of the students from pre-test show confidence and self-efficacy in using digital learning, they strongly agreed that it will be easy to navigate the online course; going through all the learning materials; and interaction with other online learners; it would also be quick for them to become proficient at using it; and they would find the online course simple to use. They also show positive attitude towards using it which would enhance their task performance, nearly half of the students from pre-test strongly agreed that the SPOC would enable them to learn the materials more effectively; improve their learning in this subject; help them get better grades; make studying easier; and its useful for revision. Consequently, posttest also showed positive feedbacks from students, over half of the students agreed or strongly agreed that all materials were easy to locate and navigate; well organized; user friendly and easy to access; and helped them to learn new concepts, information and skills. Among the online tools, 60% of the students strongly agree that the videos of case study increased their knowledge and skills, while other tools have over half of the students agreed or strongly agreed that the animations were both entertaining and stimulating; the multiple-choice exercises helped them to learn and remember key concepts; the e-forum helped them to communicate and work with other learners, and reflecting on their learning. Their response show that the course successfully engaged students, 58% of the students strongly agreed that they can study the online resources at their own pace and in a more comfortable environment. Over half of the

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students agreed or strongly agreed that gamification design enhanced their interest and motivation to study; they are satisfied with this pre-class online course in general; more motivated to learn during face-to-face class sessions, and improved face-to-face class session with higher quality class discussions. Around 80% agreed or strongly agreed that they recommend blended learning for other courses in the future.

4.8 Co-evolving Professional Development My involvement in this project has opened my eyes to the potential of technology that enhances teaching and learning, it has both broadened and deepened my professional development and teaching practices. Online activities, multimedia, and discussions were used as valid ways of extending the learning space. Muliple-choice activities and e-forum after live case demonstrations helped students to “think again” or revisit material discussed in the past, often through different perspectives or different types of learning activities that consolidate students’ learning. The project cultivated an atmosphere of blended and hybrid learning in the classroom. Virtual teaching and learning are becoming the trend for education in the post-pandemic era and this small private online course provided students an opportunity to familiarize themselves with this new approach involving comprehensive blended materials and sophisticated interactions with both learning materials and other students. Observing and experiencing the qualitative difference in student engagement and sharing content has given me a new understanding of the possibilities of the modern learning space. While initial financial investment along with time and effort are high, the longevity and reuse value of the produced teaching materials are higher, making the investment more than worthwhile.

4.9 Recommendations for Social Work Higher Education Commitment with passion, dedication, and a positive attitude, is vital for the efficacy of a blended learning approach, as it requires extensive preparation and additional effort in organisation and production. The creation of online materials is timeconsuming and requires a significant amount of extra research to achieve the desired learning outcomes. Additionally, social work instructors should consider co-evolving with students in the blended learning environments, developing new identities and multi-disciplined expertise. The evolution from teacher-centred to student-centred education in both online and face-to-face context, requires adjustment from both instructors and students who are becoming active and interactive learners. Technical, academic and individual learning supports are another crucial aspect for effective blended learning for social work practice courses. Technical learning support is essential for the implementation process, the goal is to assist social work students in expanding their technical knowledge and competency, such as the digital

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navigation, technology troubleshooting, material accessibility, and so on. Academic learning support fosters students in creating effective learning skills using revisions, e-forum, in-class instructions and discussions, and other means. Individual learning support identifies students most in need of help, it caters to the uniqueness of each student who has various learning needs and challenges at different times, it concentrates on aiding them individually through methods such as online one-onone sessions or text-based communication. Furthermore, briefing students with clear instructions for the online component before lectures prepares them to engage in the reflective process of learning. Animations, live case demonstrations, online discussion boards, quizzes, the sharing of documents and links to further reading are all effective asynchronous tools that enrich synchronous in-class discussion on key concepts and skills application. Successful planning of a gamified e-learning system should consider the core concepts of games: goal-based activities, reward mechanisms, and progress monitoring. In conclusion, online technology has had an effect on education and every facet of human activity, it is inevitable that the use of technology and proficiency in electronic communication will become the new norm.

4.10 Conclusion There is a pressing need for social work education to review and rethink the current curriculum design, as blended learning is progressive and evolving on a regular basis. Further research in the Chinese context on the curriculum design, evaluation and comparison of the effectiveness in traditional face-to-face classroom and blended learning methods, and the lived experiences of instructors and students are crucial to contextualize the results in exploring and extending the findings that build existing knowledge. Future blended learning social work education may gear towards the construction of a reflection-based and user-oriented pedagogical model, with the goal of reflecting on values, imparting information, and developing students’ practice competence.

References Ayala, J. S. (2009). Blended learning as a new approach to social work education. Journal of Social Work Education, 45(2), 277–288. https://doi.org/10.5175/JSWE.2009.200700112 Banditvilai, C. (2016). Enhancing students’ language skills through blended learning. The Electronic Journal of e-Learning, 14(3), 220–229. Buchanan, R. L., & Mathews, D. A. (2013). A comparison of student knowledge and attitude toward research: Are main campus students different from those in a hybrid environment? Journal of Teaching in Social Work, 33(4/5), 467–480.

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Chan, T. M. S., Yu, H. W. C., Bruce, N., & Lam, C. M. (2022). Blueprint for social work blended learning curriculum in the Chinese context. Research on Social Work Practice, 0(0). https://doi. org/10.1177/10497315221137111 Conceição, S. C., & Howles, L. L. (2020). Designing the online learning experience: Evidence-based principles and strategies. Stylus Publishing, LLC. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, Tampere, Finland, pp. 9–15. https://doi. org/10.1145/2181037.2181040 Farrel, D., Ray, K., Rich, T., Suarez, Z., Christenson, B., & Jennigs, L. (2018). A meta-analysis of approaches to engage social work students online. Journal of Teaching in Social Work, 38(2), 183–197. https://doi.org/10.1080/08841233.2018.1431351 Forgey, M. A., & Ortega-Williams, A. (2016). Effectively teaching social work practice online: Moving beyond can to how. Advances in Social Work, 17(1), 59–77. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87–105. Halvorsen, J., & Stenmark, H. (2010). Narrative exposure therapy for posttraumatic stress. Disorder in tortured refugees: A preliminary uncontrolled trial. Scandinavian Journal of Psychology, 51(6), 495–502. International Association of Schools of Social Work. (2020). Retrieve from https://www.iasswaiets.org/ Knowles, A. J., & Cooner, T. S. (2016). International collaborative learning using social media to learn about social work ethics and social media. Social Work Education, 35(3), 260–270. Kourgiantakis, T., & Lee, E. (2020). Social work practice education and training during the pandemic: Disruptions and discoveries. International Social Work, 63(6), 761–765. https://doi. org/10.1177/0020872820959706 Lambie, G. W., & Milsom, A. (2010). A narrative approach to supporting students diagnosed with learning disabilities. Journal of Counseling and Development, 88 (2), 196–203. Luarn, P., Chen, C.-C., & Chiu, Y.-P. (2023). Enhancing intrinsic learning motivation through gamification: a self-determination theory perspective. International Journal of Information and Learning Technology. https://doi.org/10.1108/IJILT-07-2022-0145

Chapter 5

Promoting Personalized and Blended Learning for Pre-service Teachers Liping Deng, Miki Lau, and Yujie Zhou

Abstract This chapter will showcase the implementation of personalized and blended learning course for pre-service teachers with diverse learning needs. The model of Universal Design for Learning (UDL) is used to guide the pedagogical design and development of personalized learning materials. We will describe the rationale for the design, the implementation of the blended learning experience, students’ feedback, and our reflection on the implementation. It is expected to inform educators in designing personalized and blended learning experiences to better engage students. Keywords Blended learning · Initial teacher education · Universal design for learning · Pre-service teachers

5.1 Background Blended learning is often defined as a mode of instruction that intentionally combines face-to-face and online instruction to enhance students’ learning (Hrastinski, 2019). The main rationale for blended learning is to combine the benefits of synchronous interaction with the flexibility and control afforded by online technologies so as to enhance students’ engagement (Antwi-Boampong & Bokolo, 2021; Heilporn et al., 2021). A wealth of empirical studies has indicated that blended learning could help improve the learning outcomes of tertiary learners (e.g., Bernard et al., 2014). The sudden outbreak of Covid-19 posed a major threat to the educational system worldwide, but it also provided a strong impetus for the implementation of blended learning L. Deng (B) · M. Lau · Y. Zhou Department of Education Studies, Hong Kong Baptist University, Kowloon, Hong Kong e-mail: [email protected] M. Lau e-mail: [email protected] Y. Zhou e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 B. L. Moorhouse et al. (eds.), Teaching with Technology in the Social Sciences, SpringerBriefs in Education, https://doi.org/10.1007/978-981-99-8418-3_5

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in higher education (Cobo-Rendón et al., 2022). After the pandemic, when faceto-face class resumed, educators and practitioners are exploring ways to include blended learning into curriculum design. With institutional support, a positive attitude towards blended learning has been cultivated (Saboowala & Mishra, 2021). Blended learning has become the “new normal” or the “new traditional model” for teaching and learning (Anoba & Cahapay, 2020). Against this backdrop, we embarked on this journey of blended learning that was motivated by the challenges of better engaging diversified students in one class. The course involved in the project is a required course for post-graduate students majoring in education. There were two sections offered: One section consisted of 29 students from three subjects: English, Chinese, and Personal, Social and Humanities Education (PSHE); the other consisted of 32 students majoring in Physical Education (PE) and Chinese. The course aims to enhance pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) through introducing various technological tools for teaching and learning. That is to say, the course is not just about training students how to use technological tools per se, but how to use those tools to enhance teaching and learning of the subjects they are majoring in. As the pedagogical content knowledge is different for different subjects, student diversity gives rise to a great challenge for instructors to share discipline-specific examples and demonstrate how to integrate technologies in the teaching and learning of specific subjects. Therefore, this project set out to provide a personalized learning experience to accommodate the diverse needs of students of differing majors. We will first introduce related literature in the field of personalized learning that guided the pedagogical design and implementation.

5.2 Design and Implementation 5.2.1 Personalized Learning (PL) and Universal Design for Learning (UDL) In education, personalization is defined as “the instruction which is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners” (Bray & McClaskey, 2013, p. 13). Personalized Learning (PL) attempts to break away from the traditional “one-size-fits-all” model for curriculum design and instruction (Bray & McClaskey, 2013) and has the potential to transform education to be student-centered (Murray et al., 2004). PL perspectives stress that each student is unique so that teaching and learning strategies should be tailored to accommodate their individual needs (Peters, 2009). Among the models developed for personalized learning, UDL has been selected to guide our project due to its strong theoretical base and comprehensive structure. Another advantage of UDL is that it is not designed for any specific discipline or type of learners, but can be applied to support learners across age levels and subjects.

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The Universal Design for Learning (UDL) is a framework for designing educational materials and experiences introduced by the Center for Applied Special Technology (CAST) in the early 1990s (Edyburn, 2005; Hitchcock et al., 2002). The concept originated in architecture, which employed “universal design” to promote equality of accessibility to environments (Steinfeld & Maisel, 2012). CAST shares the same vision of addressing the needs of all learners and designing an inclusive learning environment (Rose & Meyer, 2002). CAST researchers examined scientific perspectives on human brains, learning networks, and the emergence of new media and digital technologies and developed the UDL framework and guidelines that intend to optimize teaching and learning practices (Hitchcock et al., 2002). The framework offers practical suggestions to accommodate all learning needs and abilities by implementing three UDL principles: (1) To provide multiple means of representation, (2) to provide multiple means of action and expression, and (3) to provide multiple means of engagement (CAST, 2018). To be specific, “multiple means of representation” emphasizes providing content and materials in multiple ways such as text-based, audio, video; “Multiple means of action and expression” denotes that learners should be provided with different options for expressing and demonstrating what they learn; “Multiple means of engagement” encourages teachers to recruit students’ interest in multiple ways and support students in self-regulation.

5.2.2 Pedagogical Design The advent of online technologies has provided a great opportunity for implementing personalized learning. In this project, we intentionally integrated asynchronous online learning with face-to-face instruction. Asynchronous learning provides greater flexibility and accessibility to students as they can control time, place, and learning path based on their needs and preferences (Hrastinski, 2008; Watts, 2016). That is to say, students could have more time to process information and reflect on their learning, which could lead to deeper learning. However, asynchronous online learning might bring about the problem of isolation and lack of social interaction (Lin & Gao, 2020). In this respect, synchronous learning that involves real-time communication has an edge in fostering motivation, interaction, and social support (Hrastinski, 2008; Watts, 2016). The supplementary relationship of synchronous and asynchronous learning led us to design blended learning experience by combining asynchronous learning with face-to-face class in this project. Following the principles of UDL, the implementation of blended learning initiative involved three areas: (1) design of personalized online learning materials; (2) multiple means of support for hands-on experience; (3) choices in learning tasks and assignments to work on. Since the course had students of different majors, it has been a great challenge to provide tailor-made teaching and learning materials for students of different majors. In the traditional teacher-centered classroom, all the students had to follow the same tasks and activities at the same time. Through online tools and blended learning mode, the personalized contents were provided as online materials for students to explore

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on their own. Following UDL (Universal Design Principle), we strived to provide multiple types of materials for students to choose and explore in asynchronous mode. A choice board has been designed to facilitate these blended learning activities (as shown in Fig. 5.1). In this example, a set of examples and materials were prepared in both text-based and video formats for students in two majors (PSHE and Language). The students were instructed to choose one Nearpod lesson and video related to their subject and explore them on their own first. Then they moved to “Think-PairShare” activity to share what they learned with peers. The guiding questions were also provided to facilitate peer sharing and discussion. Another main component of the course involved hands-on tutorial sessions of learning and practicing how to use various online tools for teaching and learning. Previously, the demonstration was only given by the instructor during class time. To provide support to students of different learning styles and needs, multiple types of tutorials were provided. In addition to live demonstrations in class, we also developed video-based tutorials and text-based tutorials for students to follow and refer to when in need (as shown in Fig. 5.2). In this way, synchronous live demonstrations are supplemented by other online tutorials that students could access asynchronously. For example, for the students who could not follow the live demonstration, they could watch the video tutorial on their own. If they forgot any specific steps, they could search through the text-based tutorials easily.

Fig. 5.1 Screenshot of choice board for the personalized activities

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Fig. 5.2 Screenshot of the three types of tutorials

The last design component is related to the assignment. For each class, there are hands-on activities that involve students in designing teaching and learning materials with an online tool introduced in the class. Most of these in-class exercises were assessed. Following the UDL principle of offering multiple ways of expression, we gave students more choices on deciding on the topic or tasks to work with. For example, in one of the such exercises, the students needed to create an infographic using the online tool—Canva (https://www.canva.com/). They were provided three choices regarding the content they could work on: (1) a general concerning visual literacy provided by the instructor; (2) a topic related to Chinese writing; (3) any topic they like. Through the choices, we hope to make the assessment more authentic and give students more sense of ownership and flexibility.

5.3 Benefits and Challenges To evaluate the impact of the blended learning initiative, we conducted a short questionnaire upon the completion of the course. In addition, the students were required to reflect on their blended learning experience in their final reflective paper. In the short questionnaire, the students were asked to rate the usefulness of the blended learning elements used in class on a 5-point Likert scale with 1 for “not at all useful”, 3 for “moderately useful”, and 5 for “extremely useful”. In specific, the items included: (1) Exploration and discussion of examples and content related to your subject; (2) Course content in multiple ways (graphics, video, text); (3) Tutorials are given in multiple ways (live demo, video, text); (4) Choices and options you have for exercise/ assignment. We collected 57 responses from the two sections and the overall feedback from the students was very positive. Over 80% of students rated all the blended learning elements to be either “very useful” or “extremely useful” in helping their learning. In particular, the students valued the tutorials of using online tools provided in multiple ways. These findings suggest that the contents presented in the class were effective in meeting the needs and expectations of students (Table 5.1).

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Table 5.1 Students’ responses regarding the usefulness of blended learning elements Mean

Not at all useful

Slightly useful

Exploration and discussion of examples and content related to your subject

4.09

0

Course content presented in multiple ways

4.07

Very useful

Extremely useful

7.0% (4) 10.5% (6)

49.1% (28)

33.3% (19)

0

5.3% (3) 10.5% (6)

56.1% (32)

28.1% (16)

Tutorials are given in multiple 4.11 ways

0

5.3% (3) 7.0% (4)

59.6% (34)

28.1% (16)

Choices and options you have for assignment

0

3.5% (2) 14.0% (8)

63.2% (36)

19.3% (11)

3.98

Moderately useful

The students’ reflection further provided a rich picture of their experiences and perceptions. Based on their feedback, most of them used more than one type of tutorial and responded favorably to the multiple support for hands-on experience. When we offered video-based and text-based tutorials, we expected some students might reply on these tutorials to learn on their own during class. It turned out that the vast majority of students were in favor of following the face-to-face live demonstrations of the instructor. However, some students showed an appreciation of the value of videobased tutorials after class when they forgot the steps. In this sense, the video-based tutorial could provide students with additional support outside the classroom when they need to work on their own. Others preferred the text-based learning materials as a student described: “I prefer reading texts and pictures rather than watching videos because I can scan and skip to the main point quickly”. Another interesting excerpt reads: “I will combine the text tutorial and teacher’s demonstration because I was easily distracted while watching the teacher perform a demonstration in real time due to a variety of issues, such as my inability to see the screen well or my inability to keep up with the teacher’s pace.” This shows how a student supplemented live demonstration with text-based tutorial. Another insight we garnered from students’ reflection is that the multiple forms of materials can not only cater to different learning styles and preferences, but also facilitate learning at different stages. One student described how he/she made use of three types of learning materials as such: I first read the text version of the class activities online before the lesson to see what I would learn and classify the parts that were not my prior knowledge. Then, I watched the live demonstration of the instructor to receive step-by-step instructions on the parts that I was unfamiliar with and asked the instructor questions about my design and ideas in a face-toface setting. Lastly, after the lesson, I watched the tutorial video at home to recap the newly learned knowledge in an online setting. All these experiences are rooted in the three ways of learning which work in both online and face-to-face setting as blended learning.

This excerpt provides a vivid description of how a student resorted to different types of learning materials in different stages of learning. It also manifested how

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blended learning works inside and outside the classroom. From this, we can infer that we should not simply look at students’ preferences or needs as a fixed deposition. They might strategically select appropriate media or materials to achieve specific learning goals or tackle specific learning tasks. To sum up, our data shows that multiple types of materials, that is, multiple means of representation in UDL terms, are critical to students with different learning styles, preferences, and needs. We are heartened to see our students showed the ability to select and combine different materials to meet their varying needs. Additionally, the students showed appreciation of the subject-specific examples that helped them understand TPACK and finish the tasks of creating online materials and activities. The exploration of personalized materials also received positive comments as one shared: “The exploration part of the lesson indeed serves as the enlightenment of our teaching, as it provided the new insight for us which we might never think of before we learned in the class.” Other than this, some students also articulated the values of the asynchronous mode of learning as one wrote in the reflection: “Students can choose to learn at their own pace—fast forward, slow down, stop, and replay the tutorials according to their needs”. On the other hand, the students expressed two main difficulties and concerns. The first one pertains to personalized learning in asynchronous mode. As one student wrote in the reflection: As students are learning at their own pace, sometimes I may feel disconnected from others. Some classmates are fast learners, who can learn the tools quickly through watching the video tutorial or even learning by themselves. I sometimes feel so isolated and lonely as I am often the slowest in completing the task.

This points to a need to provide additional support to less able students and combine individual-based asynchronous learning with more face-to-face interaction and peer sharing. The second reported problem is associated the flexibility in multiple ways of expression. Several students shared the difficulties in deciding on the topics to work with for in-class exercises. To address this problem, the students could be given a short overview of the online tool and encouraged to brainstorm the topics they want to work with before the class.

5.4 Conclusion and Suggestions In this project, we sought to enhance flexible and personalized learning by providing students with more choices with the support of online technologies. Our initiative was greatly valued by the students, especially in terms of the flexibility afforded by online tools and the choices they had in content and examples. However, there are several points worth noting when implementing such personalized and blended learning. First, the students should be given more time and be better prepared for taking control and ownership of their learning. The shift to student-centered learning might be a drastic change for some students, thus support should be provided to help

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them to make choices and take ownership in their learning. Second, educators and teaching staff should be aware of the possible pitfalls associated with personalized learning in an online asynchronous mode. As reported by some students, learning on their own could bring about the problem of isolation and lack of interaction. Therefore, individual-based asynchronous learning should be accompanied by group discussion and peer exchange. Overall, this project cemented our belief in the values of blended learning in offering more flexible and personalized learning experiences that cater to the needs of diverse students.

References Antwi-Boampong, A., & Bokolo, A. J. (2021). Towards an institutional blended learning adoption model for higher education institutions. Technology, Knowledge and Learning, 1–20. https:// doi.org/10.1007/s10758-021-09507-4 Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A metaanalysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26, 87–122. https://doi.org/10.1007/s12 528-013-9077-3 Bray, B., & McClaskey, K. (2013). A step-by-step guide to personalize learning. Learning and Leading with Technology, 40(7), 12–19. Cahapay, M. B., & Anoba, J. L. D. (2020). The readiness of teachers on blended learning transition for post COVID-19 period: An assessment using parallel mixed method. PUPIL: International Journal of Teaching, Education and Learning, 4(2), 295–316. https://doi.org/10.20319/pijtel. 2020.42.295316 CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org Cobo-Rendón, R., Bruna Jofré, C., Lobos, K., Cisternas San Martin, N., & Guzman, E. (2022). Return to university classrooms with blended learning: A possible post-pandemic COVID-19 scenario. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.957175 Edyburn, D. L. (2005). Universal design for learning. Special Education Technology Practice, 7(5), 16–22. Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1), 25. https://doi.org/10.1186/s41239-021-002 60-3 Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum: Universal design for learning. Teaching Exceptional Children, 35(2), 8–17. https:// doi.org/10.1177/004005990203500201 Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51– 55. Hrastinski, S. (2019). What do we mean by blended learning? Tech Trends, 63, 564–569. https:// doi.org/10.1007/s11528-019-00375-5 Lin, X., & Gao, L. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169–179. https:// doi.org/10.5281/zenodo.3881614 Murray, R., Shea, M., & Harlin, R. (2004). Issues in education: Avoiding the one-size-fits-all curriculum: Textsets, inquiry, and differentiating instruction. Childhood Education, 81(1), 33– 35. https://doi.org/10.1080/00094056.2004.10521291

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Peters, M. A. (2009). Personalization, personalized learning and the reform of social policy: The prospect of molecular governance in the digitized society. Policy Futures in Education, 7(6), 615–627. https://doi.org/10.2304/pfie.2009.7.6.615 Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development. Saboowala, R., & Mishra, P. M. (2021). Blended learning: The new normal teaching—Learning pedagogy post COVID-19 pandemic. Research Square, 1–13. https://doi.org/10.21203/rs.3.rs410211/v1 Steinfeld, E., & Maisel, J. (2012). Universal design: Creating inclusive environments. Wiley. Watts, L. (2016). Synchronous and asynchronous communication in distance learning: A review of the literature. Quarterly Review of Distance Education, 17(1), 23–32.

Chapter 6

Exploring Time and Space: Merging Historic and Contemporary Virtual Reality Technologies in the History Classroom Elvan Cobb

Abstract This article delves into the burgeoning fascination with immersive experiences enabled by virtual and augmented reality technologies, tracing its origins to the painted panoramas and to the later interest in stereographic and panoramic photography. It posits that the combination of historic and modern virtual reality technologies in the history classroom offers a unique opportunity for teachers to engage students deeply in historical places and processes, augmenting their spatial awareness of temporally and geographically distant locations. Keywords Stereographs · Panoramas · Virtual reality · History classroom · Technology

6.1 Introduction Recent virtual and augmented reality technologies have kindled a growing interest in immersive experiences (Liang, 2021). However, the human fascination with such experiences can be traced to earlier times, back to painted panoramas and to the 19th-century craze for stereographic and panoramic photography (Belisle, 2021; Lescop 2017; Ford, 2016). Merging these historic and contemporary technologies of virtual reality (VR) in the classroom provides a unique opportunity to engage students deeply in historical places and processes (see, for example, Cobb & Nieminen, 2023; Eidinger & McCracken, 2019; Kheraj, 2019. Historic environments have the potential to serve as a canvas within which students can explore the cultural and societal dynamics of historical phenomena. However, considering their temporal and spatial distance, these historic environments often remain too detached and foreign for students. It can be challenging to imagine how a place might have appeared in the past. Therefore, by immersing students in historic E. Cobb (B) Department of History, Hong Kong Baptist University, Kowloon, Hong Kong e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 B. L. Moorhouse et al. (eds.), Teaching with Technology in the Social Sciences, SpringerBriefs in Education, https://doi.org/10.1007/978-981-99-8418-3_6

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environments through VR, using both historical content and contemporary technologies, we can ignite students’ imagination about these places and encourage them to consider the spatial dimensions of history. This article presents the deployment of historical immersive visual sources within VR during two courses taught in the History Department of Hong Kong Baptist University: ‘Global History of Tourism’ and ‘History of Cities in the Modern Era.’ Here, I assess the viability of this approach and articulate the benefits and challenges experienced during implementation. The ‘Global History of Tourism’ course, taught during the spring of 2022, offered an opportune setting for a pilot experiment with new immersive technologies in the classroom. Since tourism often engages with historic places through sightseeing, VR can allow students to ‘visit’ a large number of tourist attractions without ever leaving the classroom or home. During the COVID-19 pandemic, many turned to exploring distant places through screens to disrupt the monotony of isolation (Rastati, 2020; Zhang et al., 2022). Virtual tours of historic sites usually show what they look like today, but lack comprehensive views of how they may have appeared in the past. Yet, we have a resource for depicting such sites immersively as they used to look— historical photographs, stereographs, and panoramas. These were created for tourists of the 19th and early 20th centuries, often as mementos to remind them of their trips, so they fit perfectly with introducing historic sites and cities to students today. Plus, these images specifically capture the touristic imaginaries of the time, a key theme explored in the tourism course. After the successful implementation of VR in the ‘Global History of Tourism’ course, we next experimented with VR in the ‘History of Cities in the Modern Era’ course with immersive engagement in historic cities. As the overall focus of this second course was on urban environments rather than on tourism, we concentrated on the historic panoramic views of cities rather than the site stereographs. We did tours with both historic images as well as modern 360° photographs and videos of the cities so that students could compare and observe change over time. Beyond the possibility of making historic environments more comprehensible to students and increasing their visual-spatial awareness, exposure to virtual teaching and learning tools also holds the potential to increase the digital literacy of students. Today, students engaged in humanities and social sciences cannot escape the reality that their work will need to be produced and used mostly in the digital realm. By engaging them in digital technologies in the classroom, we aim to improve our students’ confidence in exploring new technologies that push the boundaries of their disciplines. The first section of this article offers a concise overview of the history of stereographs and panoramas before delving into their classroom applications. The second section outlines a digital humanities assignment where students were tasked with producing annotated panoramas of historic urban environments.

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6.2 Stereographs and Panoramas Stereographs consist of two nearly identical photographs, paired to produce the illusion of a single three-dimensional (3D) image when viewed through a device known historically as a stereoscope. Each eye views only one image and the human brain interprets the differences between them as 3D depth. This is basically the exact same principle underpinning VR headsets today. While the idea of creating 3D imagery with two slightly different images predates the invention of photography, photographic stereographs were first produced in the 1850s and became a coveted household item between 1870 and 1920 (Hannavy, 2008). They were collected by many middle-class families in the late 19th century for entertainment akin to watching television or going to the movies today. Stereographs are particularly meaningful in a course on the history of tourism. Tourism, as a mass phenomenon, emerged in the 19th century at the same time as stereographs. These images often depicted tourist attractions as their main subject and were collected as souvenirs. A souvenir can be defined as an object that serves as a proxy for one’s travels (Fortenberry 2013; Gleadhill, 2022). As David Hume posits “as an aide-memoire souvenir’s power rests in its ability to drag the experience of the destination into the tourist’s ordinary life” (Hume 2014, 1). Thus, these stereographs were often experienced after a tourist returned home, by the person who travelled or shown to friends. This is somewhat analogous to how a student today could view these stereographs. We are fortunate that thousands of stereographs of interesting locations have been preserved by various institutions and are often freely available online today (Fig. 6.1). Just as stereographs are excellent for visualizing specific attractions, panoramas are useful for exploring places like urban landscapes or natural environments, where

Fig. 6.1 Egypt—the second Pyramid and Sphinx. 1870. Stereograph. Library of Congress, https:// www.loc.gov/item/90713670/

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Fig. 6.2 View of Vienna, with river Danube in the foreground. Etching by Matthäus Merian I [after Jacob Hoefnagel]. After 1649. The British Museum, 1898,0725.8.1436. https://www.britis hmuseum.org/collection/object/P_1898-0725-8-1436

the broad surroundings are more important than the 3D details. Up until the end of the 18th century, urbanscapes and landscapes were predominantly represented through bird’s eye views (Fig. 6.2). However, by the end of the 18th century, panoramas had become particularly popular in Europe and North America. Robert Barker, a Scottish painter, envisioned a painted landscape that would surround the viewer in 360 degrees. Not only did Barker’s panoramas isolate the spectators from the external world by enveloping them with a continuous and seamless image, but also through manipulated sightlines, perspectives, and lighting. The end result was that Barker’s panoramas created a close approximation of a landscape (Ford, 2016). Barker’s panoramas provided spectators with an immersive experience of cities such as London and Edinburgh. However, these experiences required a purpose-built structure and several critical interventions such as standing platforms and the strategic use of lighting to produce a fleeting sense of immersion. Indeed, “the panorama was the most convincing visual delusion mankind had ever devised. Viewers of the panorama, for example, of Constantinople (now Istanbul) at Barker’s Panorama in London’s Leicester Square in 1801-02 could be deceived into thinking that they had been magically transported to a distant foreign location” (Ellis, 2017; see also, Oettermann, 1997) (Fig. 6.3). Visitors to the panoramas were also provided with guides to what they were seeing. Souvenirs in their own right, these guides conveyed

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Fig. 6.3 Panel one from ‘A Series of Eight Views Forming a Panorama of the Celebrated City of Constantinople and its Environs, Taken from the Town of Galata, by Henry Aston Barker’. 1813. The British Library, Maps K.Top.113.75.f.3. https://www.bl.uk/collection-items/panorama-of-con stantinople

information on important attractions depicted in the panoramas through both written descriptions and a visual diagram (Ellis, 2017; Oleksijczuk, 2011).1 The invention of photography would be closely linked with panoramas. Louis Daguerre, who is credited with inventing the eponymous daguerreotype process 1

While the popularity of painted panoramas and their purpose-built structures has waned, they did not disappear. A recent example is Werner Tübke’s monumental painting “Early Bourgeois Revolution in Germany,” displayed at the Panorama Museum in Bad Frankenhausen. For more information, visit https://www.panorama-museum.de/en/monumentalpainting.html.

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of photography, was in fact trained in panorama painting (Hannavy, 2008). In the early days of photography, the desire to capture wide views of cities and landscapes prompted photographers to create panoramic photographs. This can be considered as a natural extension of the 19th century interest in panoramic paintings. However, as the creation of such panoramas was technically challenging, a number of photographers and inventors started experimenting with cameras that were designed specifically to capture panoramic images (Hannavy, 2008; Vanvolsem, 2011). Innovative panoramic cameras led to a proliferation of panoramic views, many of which, like the stereographs, have been preserved by cultural institutions.

6.3 Integrating Historical Stereographs and Panoramas into History Courses Using VR Technologies Both stereographs and panoramas offer unique ways for students to gain immersive experiences in the classroom utilizing modern technologies. The basic principles that stereo viewers used in the 19th century continue to be valid today. Rather than using cardstock, however, the first generation of contemporary VR devices, like the Google Cardboard, used smartphone screens to project two slightly different images. A simple contraption holds the phone in front of the face and divides screen viewing between the two eyes. For use in the classroom, we provided students with historic stereo images of places we were to explore in our next meeting, so that they could download the images to their cell phones. During lectures for the ‘Global History of Tourism’ course, students were invited to take time to view the stereographs while we discussed popular tourist attractions ranging from Niagara Falls to Pompeii, approximating the way people in the 19th century experienced such places remotely. Today, it is very easy to produce panoramic images. One can even accomplish this task with the use of a smartphone. Taking advantage of this recent proliferation in 360-degree imagery, students in both courses were exposed to contemporary panoramic photographs and videos through YouTube VR app, which is available in both Cardboard (A Google developed VR headset) and the Oculus Quest 2 (A VR headset developed by Meta). In the ‘Global History of Tourism’ course, students had a chance to ‘visit’ a wide range of tourist attractions ranging from the archaeological site of Chichén Itzá in the Yucatán peninsula to the Grand Reef in Australia. In the ‘History of Cities in the Modern Era’ course, students walked through Zócalo in Mexico City and flew over Dubai. While these explorations did not necessarily engage with historical aspects of these places, they nonetheless enabled students to experience these places immersively and virtually. Google Cardboard is relatively inexpensive, so we found it accessible to implement. One challenge, however, was that Google recently ended support for Cardboard, given the emergence of more immersive devices such as the Oculus Quest 2. We needed to rely on third party applications to keep our workflows functional,

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including fixes to imprecise user interfaces. Oculus Quest 2 devices are considerably more expensive when compared to Cardboard, but provide a more intensified encounter with places. Ultimately, both stereographs and panoramas, whether viewed through Cardboard or Oculus devices, enriched the students’ in-class experiences and allowed them to engage with historic places in alternative ways that moved beyond 2D visualizations.

6.4 Annotated Panoramas as a Digital Humanities Assignment In both courses, a digital humanities assignment invited students to engage directly with historic panoramic photographs. Each student chose an image of a tourist site or city, and then annotated the image for VR using their own original research. Through this process, they gained an understanding of an individual landmark, a landscape, or a city. They explored how features in cities related to each other conceptually and spatially. This assignment not only aimed to improve students’ virtual-spatial awareness but also strived to improve their digital literacy as they immersed themselves in these historic environments. Students were asked to choose a historic panoramic image of a city that included many identifiable elements. These might include architectural landmarks like skyscrapers and religious structures, or infrastructure like ports, aqueducts, and train tracks, or landscape features such as mountains and rivers. As the quality of the selected panorama impacted the final class project results, students were encouraged to select panoramic images with high resolution. The Library of Congress’ ‘Panoramic Photograph Collection’ was particularly useful as that collection not only included a myriad of panoramas for students to choose from but also offered a wide range of resolutions, including uncompressed TIFF images (loc.gov) (Fig. 6.4).

Fig. 6.4 Panoramic view of Michigan Ave., Chicago. Haines Photo Co. c1910. Library of Congress. https://www.loc.gov/item/2007660828/

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Utilizing a freely-available online panoramic software, students first converted their images into 360 degree photographs.2 These online panorama makers are not designed to work with historic imagery. Therefore, the dimensions of the panoramic photographs did not always work well and a certain amount of image processing, such as expanding the height of the panoramas, became necessary.3 Once the panorama selection was completed and the students were satisfied with how their chosen panoramas displayed as 360-degree spheres, they then engaged in research on their urbanscapes. In order to identify buildings, the students needed to ‘convert’ between the distant view of a city in the panoramas and the real layout of each city. This required students to engage with alternative ways of thinking. They might consult maps and consider the locations of some well-known buildings, helping them to identify other important elements in their panoramas. This proved to be one of the most challenging aspects of the assignment as students struggled with identifying parts of the city captured in the image beyond a handful of well-known landmarks. However, this pushed them to start understanding the city spatially, paying attention to building locations and relations to one another. Spatial intelligence, or visual-spatial intelligence,4 was one of the concepts developed by Howard Gardner as part of his ‘multiple intelligences’ framework (Gardner, 1993). It is defined as the capacity to “solve spatial problems of navigation, visualization of objects from different angles and space, faces or scene recognition or to notice fine details” (Anthony, 2019, 233). Richard Cary has recently challenged Gardner’s framework in a recasting that is more attuned with a ‘sense of place’. Accordingly, “the challenge for a critical reconstruction is to develop a concept of spatial intelligence in which sense of place is meaningfully cast…Individuals who have a high degree of visual-spatial intelligence are those who, through cognitive, affective, and sensory modalities, forge a sense of place from direct experience” (Cary, 2004, 103–104). While not feasible for each history student to develop a deep embedded sense of place for every site or city, their immersive experiences of such places through VR can help them develop their general visual-spatial awareness about distant places of the past. As Thomas B. Sheridan posits, VR can create a “sense of being physically present with visual, auditory, or force displays generated by a computer” (Sheridan, 1992, 120). Students’ immersive encounters and efforts to identify locations in the panoramas required them to spatially puzzle out each city. Once students spatially deciphered an urban environment, they then annotated their panoramas. In this step, students were urged to use both visual and textual media to create their annotations. While some locations were only annotated with a 2

For the ‘Global History of Tourism’ course, we used cloudpano.com. However, as the terms of service changed to a paid subscription, for the “History of Cities in the Modern Era’ class, we switched to panoee.com. 3 For image processing, we used a free online photo editor Photopea, available at photopea.com. 4 This article uses ‘awareness’ rather than ‘intelligence’ as intelligence has a connotation of innateness while awareness can be ever changing.

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simple title and a historic image, others included well-researched blurbs that made use of primary and secondary textual sources. Some students added material onto a single panorama while others embedded other panoramas of the same city through ‘hotspots’. Students ended up with a final product that represented their research aptitudes both visually and spatially. Their annotated panoramas also demonstrated their technological, organizational and aesthetic skills. Digital humanities assignments of the type described here should strive to achieve a range of goals. They should engage with historical phenomena through thoughtful inquiry. They should emphasize a purposeful integration of technology. Technology should be used to make the research more legible and consumable but should not be utilized to put a glossy cover over inferior research. It is also critical for teachers to acknowledge that creating such digital humanities projects can take more time than traditional research papers. Therefore, it is necessary that such assignments should be limited in their scope, so that students can complete them within a reasonable amount of time.

6.5 Conclusion Historic panoramas, both painted and photographic, as well as stereographs have immersed people in urbanscapes and landscapes since the late 18th century. Recent developments in VR technologies make it possible for our students to virtually travel to all parts of the earth without the necessity of leaving their homes. Merging historical materials such as panoramas or stereographs, which were already produced to immerse people in places, with contemporary technologies makes it possible for teachers to engage students in historic places in new and novel ways. While VR cannot completely create a sense of historical place, it nonetheless provides an approximation that was not possible until a few years ago. While the integration of VR activities and assignments requires time and resources from the teacher, this type of teaching can enrich students in myriad ways. Students not only deeply engage in places spatially, but they also increase their digital literacy. They also produce a project that foregrounds their research in technologically innovative and visually engaging ways that can become a centerpiece in their portfolios.

References Anthony, J. (2019). Education psychology new dimensions. EDTECH. Belisle, B. (2021). A history of presence. Art in America. https://www.artnews.com/art-in-america/ features/history-of-immersive-media-virtual-reality-1234582072/ Cary, R. (2004). Howard Gardner’s Theory of visual-spatial intelligence: A critical retheorizing. Counterpoints. Cobb, P. J., & Nieminen, J. H. (2023). Immersing in Mesopotamia: Virtual reality site tours in the remote classroom. Near Eastern Archaeology, 86(3).

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Eidinger, A., & McCracken, K. (Eds.). (2019). Beyond the lecture: Innovations in teaching Canadian history. Active History. Ellis, M. (2017). The spectacle of the Panorama. British library picturing places. https://www.bl. uk/picturing-places/articles/the-spectacle-of-the-panorama Ford, L. (2016). “Unlimiting the Bounds”: The Panorama and the Balloon View. The public domain review. https://publicdomainreview.org/essay/unlimiting-the-bounds-the-pan orama-and-the-balloon-view Fortenberry D. (2013). Souvenirs and new ideas: Travel and collecting in Egypt and the Near East. Oxbow Books. Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books. Gleadhill, E. (2022). Taking travel home: The souvenir culture of British women tourists, 1750–1830. Manchester University Press. Hannavy, J. (Ed.). (2008). Encyclopedia of nineteenth-century photography. Taylor & Francis Group. Hume, D. L. (2014). Tourism art and souvenirs: The material culture of tourism. Routledge. Kheraj, S. (2019). The presence of the past: The possibilities of virtual reality for history. In A. Eidinger, & K. McCracken (Eds.), Beyond the lecture: Innovations in teaching Canadian history. Active History. Lescop, L. (2017). 360° Vision, from Panoramas to VR. In T. Maver, P. Chapman, C. Platt, V. Portela, & D. Eaton (Eds.), Envisioning architecture: Space/Time/Meaning (pp. 238–251). Routledge. Liang, J. (2021). Mixing worlds: Current trends in integrating the past and present through augmented and mixed reality. Advances in Archaeological Practice, 9(3), 250–256. https:// doi.org/10.1017/aap.2021.16 Oettermann, S. (1997). The Panorama: History of a mass medium (D. L. Schneider, Trans.). Zone Books. Oleksijczuk, D. B. (2011). The first Panoramas: Visions of British imperialism. University of Minneapolis Press. Panoramic Photograph Collection. (n.d.). Library of Congress. https://www.loc.gov/pictures/collec tion/pan/ Rastati, R. (2020). Virtual tour: Tourism in the time of corona. In A. Pratiwi, A. T. Sari, & D. Widyantoro (Eds.), Proceedings of the 1st international conference on social sciences, humanities, education and society (ICSHES 2020) (pp. 63–66). Atlantis Press. Sheridan, T. B. (1992). Musings on telepresence and virtual presence. Presence: Teleoperators and Virtual Environments, 1(1), 120–126. Vanvolsem, M. (2011). The art of strip photography: Making still images with a moving camera. Leuven University Press. Zhang, S.-N., Li, Y.-Q., Ruan, W.-Q., & Liu, C.-H. (2022). Would you enjoy virtual travel? The characteristics and causes of virtual tourists’ sentiment under the influence of the COVID-19 pandemic. Tourism Management.

Chapter 7

Building Cross-Cultural Academic Exchange with University Students During COVID-19 Through Online Deliberation: The Case of an Energy Studies Course in Hong Kong Wing Kei Cheung, Daphne Ngar-yin Mah, Darren Man-wai Cheung, Alice Siu, Hana Kim, Benjamin C. McLellan, Akihisa Mori, Lifeng Deng, and Liling Huang

Abstract Under the fifth wave of COVID-19 in Hong Kong in early 2022, teachers and students in the higher education sector were subject to severe adverse learning environments due to social distancing practices. Researchers identify the growing hardships in connecting students with each other. Through the Hong Kong x Daejeon W. K. Cheung · D. N. Mah (B) Department of Geography, Hong Kong Baptist University, Kowloon, Hong Kong e-mail: [email protected] W. K. Cheung e-mail: [email protected] D. M. Cheung · A. Siu Stanford University, Stanford, CA, USA e-mail: [email protected] A. Siu e-mail: [email protected] H. Kim School of Digital Humanities and Social Sciences, Korea Advanced Institute of Science & Technology (KAIST), Daejeon 34141, Republic of Korea e-mail: [email protected] B. C. McLellan Graduate School of Energy Science, Kyoto University, Kyoto, Japan e-mail: [email protected] A. Mori Graduate School of Global Environmental Studies, Kyoto University, Kyoto, Japan e-mail: [email protected] L. Deng School of Journalism and Communication, Sun Yat-Sen University, Guangzhou, China e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 B. L. Moorhouse et al. (eds.), Teaching with Technology in the Social Sciences, SpringerBriefs in Education, https://doi.org/10.1007/978-981-99-8418-3_7

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x Kyoto x Taipei x Guangzhou Online Undergraduate Deliberation Workshop organised in April 2022, 65 students from Hong Kong, Daejeon, Kyoto, Taipei and Guangzhou gathered, and discussed the role of universities for sustainable energy transitions through a mixed online model of the Stanford Online Deliberation Platform, Zoom and Qualtrics. This project utilised the Stanford Online Deliberation Platform and university networks to conduct a cross-cultural exchange for our undergraduate students at Hong Kong Baptist University. This workshop was a collaboration between seven Asian universities across five cities. To compare participating students’ changes in knowledge, attitudes, and behaviours before and after the project, quantitative questionnaires (n = 50) alongside qualitative post-event in-depth semi-structured interviews (n = 8) were conducted. This study revealed the effectiveness of combining the online platforms and other online teaching software in facilitating students’ knowledge exchange across various cities. Through experimenting with the new virtual platform, this project opened up new ways for globalisation in teaching and learning. Keywords Cross-cultural academic exchange · Energy studies course · Stanford online deliberation platform · Technology · COVID-19

7.1 Introduction The COVID-19 pandemic created new challenges for teaching in the higher education sector. Technology-driven teaching models including online classes, self-paced learning, etc., have abruptly changed the traditional university teaching landscape. Online software and technology became essential tools in this transition, allowing educators to deliver content to students from different situations. Moreover, the pandemic has resulted in the cancellation or postponement of many international exchanges. Students, for instance, were banned from travelling and were consequently unable to interact with students of different cultures in-person. Since cross-cultural learning is a process for students to gain knowledge from parties of another cultural background, through this academic exchange, students gained greater exposure to international matters, and developed greater sense of global citizenship. This chapter is a case study of an online deliberative workshop for undergraduate students in five Asian cities to explore the role of universities for sustainable transitions in mid-April 2022. Titled “Hong Kong x Daejeon x Kyoto x Taipei x Guangzhou Online Undergraduate Deliberation Workshop”, the workshop engaged a total of 65 students and 7 expert panelists. The Stanford Online Deliberation Platform, Zoom and Qualtrics were utilised for students to interact and discuss about sustainable L. Huang Graduate Institute of Building and Planning, National Taiwan University, Taipei, Taiwan e-mail: [email protected]

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futures, namely Sustainable Development Goals 7 and 11 (United Nations, 2015). There were two aims for this workshop: First, to reinforce cross-cultural exchange among students; and second, to expand the use of emergent technologies for energy transitions. This chapter is structured as follows: First, it discusses the benefits of a hybrid online teaching model (Stanford Online Deliberation Platform and Zoom). Second, it identifies the benefits to students and teachers, and its implications to teachers from the teaching and research perspectives. Third, based on data from questionnaires and interviews, we report our findings on the implications of the utilisation of online education platforms on students’ knowledge and cultural exchange. Last, key challenges behind the new online model were highlighted along with suggestions.

7.2 Reasons for Adopting the Stanford Online Deliberation Platform This project adopted and used the Stanford Online Deliberative Platform to conduct this cross-cultural learning workshop. Online deliberation has been a popular research method in the social sciences field. Not a lot of students are exposed to such novel research method, nor taking part as participants. Therefore, this project was designed for students to experience deliberative discussion on Stanford Online Deliberative Platform. The Stanford Online Deliberative Platform is a collaboration between Stanford Deliberative Democracy Lab1 and Stanford Crowdsourced Democracy Team (Stanford Deliberative Democracy Lab, 2023). The platform’s main objective is to promote a fair and structured conversation with more opportunities for respondents to voice out. The Lab has conducted over 150 Deliberative Polls, covering over 50 countries. There are two reasons behind choosing the Stanford Online Deliberative Platform. Firstly, our affiliate researcher centre, Asian Energy Studies Centre, have conducted previous research with the Stanford Deliberative Democracy Lab team. Hence, the team had extensive experiences in using and managing the platform. Secondly, compare to other communication platforms (e.g. Zoom, Teams, etc.) or virtual teaching platforms (e.g. Moodle, Blackboard learn, etc.), the Stanford Online Deliberative Platform provides carefully developed structure to guide an informed and well-balanced processes of dialogue among workshop participants, and therefore particularly suitable for facilitating this learning initiative which was targeted at undergraduate students. Deliberation has been a popular method to collect ideas from the general public or stakeholders, so as to deliver better decisions. Deliberation refers to a discussion that is “informed, value-based and transformative” (Blacksher et al., 2012; Bohman, 2000). Deliberation originated from various face-to-face workshops where 1

For further details, please visit the Stanford Deliberative Democracy Lab website (https://delibe ration.stanford.edu/).

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participants were divided into small groups to discuss perspectives, and decide on public issues (Christelle et al., 2018). According to democratic theory, deliberation could improve participants’ knowledge, interests and values on the issue, inspire one to participate in societal transitions, and deliver a more informed decision-making process (Brinker et al., 2015; Nabatchi et al., 2012; Steiner, 2012). With the advancement of internet and technology, deliberation has been adopted to collect the ideas of the public across a wide range of areas. Online deliberation has become a widely adopted data collection method in the social sciences field (Andersen & Hansen, 2007; Fishkin & Luskin, 2005; Mah et al., 2018; Price & Neijens, 1998). There are four main benefits of online deliberation than traditional inperson deliberation, details are as follows (Lyons et al., 2014; Strandberg & Grönlund, 2014) (Figs. 7.1 and 7.2 show the platform interface): • Accessibility: Online deliberation could be accessible to participants of wider geographical, physical and time range; • Anonymity: Online deliberation preserves anonymity which allows participants to speak freely; • Archivability: All discussions and decisions made could be recorded and archived easily, allowing greater accountability; • Automation: Online deliberation uses automated tools including polling and voting software to facilitate better decision-making. • Affordability: Compared in-person deliberation, online deliberations reduces costs through lowering travel costs, infrastructure expenses, while expanding its scale and accessibility.

Screen showing participants of the group

Content of the Dialogue

Fig. 7.1 The interface of the discussion platform. Participants can see each other on the left boxes, with the speaker spotlighted in the middle. Participants respond to the discussion topics listed in the Agenda on the right. Source Stanford Crowdsourced Democracy Team (2021)

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Fig. 7.2 Questions proposed by the respondents will be discussed, voted and ranked. Once all the groups have completed the discussion, participants would proceed to a plenary discussion, where professionals or academics would gather to answer the questions proposed in the deliberation. Followed by a second round of deliberation. Source Stanford Crowdsourced Democracy Team (2021)

7.3 Methodology This study utilised three sources of data: (1) direct observation of the online workshop; (2) quantitative data from survey administered to 50 student participants; and (3) qualitative data derived from semi-structured interviews with 8 students.

7.3.1 The Online Deliberative Workshop 7.3.1.1

Aim and Theme of the Workshop

An online workshop was conducted in April 2022. It engaged 65 students from Hong Kong, Taipei, Guangzhou and Kyoto. Students gathered and discussed the role of universities for sustainable energy transitions through a mixed online model of the Stanford Online Deliberation Platform and Zoom. There were two aims of this workshop: First, to reinforce cross-cultural environmental debates among Asian students; and second, to expand the use of emergent technologies in education. The theme of the workshop was set as “universities as change agents for sustainable transitions”.

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In order to create the most realistic experience for students, the design of the workshop mimicked that of a regular online Deliberative Polling and incorporated the following key elements of a Deliberative (Davies & Chandler, 2013): 1. Fill in a pre-deliberation questionnaire 2. Read through the briefing documents and desktop research materials 3. 1-h discussion on three scenarios with groups of eight to nine students; a total of seven group 4. 45-min Plenary Session with experts Q&A 5. 15-min discussion to wrap up 6. Fill in a post-deliberation questionnaire To facilitate informed dialogues in the discussion, students had to read through a briefing document, that presented three scenarios of universities’ roles for sustainable transitions, prior to the discussion. Three scenarios were designed according to the three levels of efforts of universities, namely: (1) business-as-usual: making gradual improvement to comply with sustainable standards; (2) local-level experiment: exploring sustainable “living labs” in a community; and (3) scaled-up effort: actively engage with the society through start-ups. Moreover, 18 case studies on universities’ initiatives on sustainable transitions were shared among the participants before the workshop.

7.3.2 Student Participants The workshop was primarily designed as one of the core service-learning projects, which were built in as a required course work of the two energy courses (GEOG4016 and GEOG4065) offered by the Department of Geography at Hong Kong Baptist University (HKBU). 12 students in Sustainable Energy and Technological Innovation in China (GEOG4016) and 34 students in Energy Policy and Analysis (GEOG4065) took part. Students from other Asian cities were recruited through the Asian LowCarbon Universities Network (ALUN), which is an Asian university network led by HKBU. 19 non-Hong Kong students from Sun Yat-sen University, National Taiwan University, Korea Advanced Institute of Science and Technology, Kyoto University, Yang Ming Chiao Tung University (in descending order of student participants) attended the event. Most of these students majored in Geography, while some majoring in Physics and Green Energy, Architecture, Building Planning and Environmental Management. These students all have background knowledge of sustainability and are proficient in environmental-related discussions. In order to ensure smooth communications, English was adopted as the language medium.

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7.3.3 Activities Design 7.3.3.1

Before the Workshop

Firstly, 18 students from two HKBU courses (GEOG4016 and GEOG4065) signed up to conduct desktop research. Each case studies covered a case of university’s actions worldwide on promoting a sustainable campus, sustainable community living lab, or developing community start-ups. The case studies were shared among students, while three excellent pieces were presented on the event day as case studies sharing. Secondly, all of the 55 students, that participated in the discussion, were invited to complete a pre-workshop questionnaire. 10 student observers were excluded in the questionnaire data collection. The questionnaire covered students’ knowledge and awareness on environmental sustainability, their roles in protecting the environment and their experiences with engaging in sustainable development at their university. Thirdly, a briefing document was also shared among all students. The document covered three scenarios of universities taking up three different roles that might lead to progressive changes.

7.3.3.2

During the Deliberative Workshop

The deliberation was held online on the 13th April, 2022. Students joined in the Stanford Online Deliberation Platform and participated in two rounds of discussions, with a plenary session in between. A total of 65 students participated in the workshop. Participants were divided into seven groups and joined in the discussion. All international students participated in the discussion. 10 HKBU students were trained before the workshop as observers to support the system observers’ page (Fig. 7.3), while the remaining 36 HKBU students took part in the discussions. During the first discussion, students deliberated on the three scenarios proposed. The benefits and drawbacks of the scenarios were discussed. Each student then

Fig. 7.3 Photos of online deliberative workshop. Source Stanford Online Deliberation Platform (2022)

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proposed questions to ask the plenary. Students then discussed about the questions and ranked the most preferred one. During the plenary, questions were raised by the chair, as professors responded to them respectively. Lastly, upon the end of the plenary session, students continue by re-joining the same discussion group, and discussed the panelists’ responses. The Stanford Online Deliberation Platform guided participants through an agenda, allowing each to speak for up to 45 s (Fig. 7.1). When all arguments for each issue had been raised, the group would vote and move on to the next issue. The conclusion phase involved constructing questions for panelists collectively and deciding on them through discussion, editing, and voting (Fig. 7.2). The platform has built-in functions that help ensure equal contribution from all participants and detect inappropriate behaviours. Hosts of the event could also monitor and record the live conversations on the observers’ platform.

7.3.3.3

Observers’ View

The Observers’ page (Fig. 7.4) was a useful tool for managing the workshop and consolidating discussion materials. First, during the discussion, the page would generate real-time data of students’ respond time. Users will be able to see the amount of times students spoke. Second, if students have technical issue, observers could spot them through checking through their speaking record on the page. If the recording turns out muted, observers could remind the student to check their microphone or camera. Third, in case of inappropriate actions, the system would automatically detect foul language and alert other users. Upon the voting of other users, users could choose to ban foul-players from using the system.

Timespan of each speech

Automated Transcripts

Fig. 7.4 Backend observer’s page presents the time-span of speakers, and real-time transcript of participants’ discussions. Source Stanford Online Deliberation Platform (2022)

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7.3.4 Surveys The pre- and post-workshop questionnaire were conducted via Qualtrics within 5 days of the event. Questionnaire were distributed via email. As student observers were not required to complete the questionnaire, the total number of students required to fill in the questionnaire was 55. We received a total of 50 responses, hence the response rate was 90.9%.

7.3.5 Interviews Students from GEOG4016 and GEOG4065 classes were also invited to a semistructured interview to review the service-learning project under the courses. Four students participated in the interview, and received $50 Hong Kong Dollars cash as incentive. Interviews were conducted in June 2022, and all interviews were transcribed.

7.4 Findings and Observations 7.4.1 Benefits to Students’ Learning After the workshop, pre- and post-workshop questionnaire data were summarized. Students were asked to rate the various components of the workshop, as shown in Fig. 7.5. With 90% overall response rate, results identified that the whole event was welcomed by most students. All four sections of the workshop received a rating of 7 or above out of 10 from participants, with the plenary session receiving the highest recognition from participants. Moreover, students were invited to provide in-depth comments about the discussion on the Stanford Online Deliberation Platform, with the mean results shown in Fig. 7.6. All statements were ranked 3.5 or above out of 5. Statement 1—“The discussion platform provided the opportunity for everyone to participate in the discussion.” received a high score of 4.02. However, it is identified that not all groupmates participated equally in the discussions, as statement 2 (“The member of my group participated relatively equally in the discussions.”) only received 3.5 out of 5. For cross-culture learning, students, on average, rated 3.61 for the effects of learning from people of different cities. The minimal interactions might be a result of two reasons. First, as the Stanford Online Deliberation Platform has no moderator, students faced difficulties in initiating the conversation. Second, as English was not the mother-tongue of some students, some students struggled to provide substantial feedback, as well as share one’s experiences, within 45-s during the discussion.

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Mean of Participant Satisfaction for workshop sessions (n= 50; 0 is very not useful, 10 is extremely useful) 7.43

7.25

7.23 7.16

The briefing materials

The small group discussions

Plenary session

The Event as a whole

Fig. 7.5 Participants’ Satisfaction of workshop sessions. Source Authors

Mean of Impact of the workshop on students (n= 50; 1 is totally disagree, 5 is totally agree) 4.02

3.75 3.64

3.61

Statement 4

Statement 5

3.50

Statement 1

Statement 2

Statement 3

Fig. 7.6 Rating on the workshop’s influences on students Statements. Source Authors. 1. The discussion platform provided the opportunity for everyone to participate in the discussion. 2. The member of my group participated relatively equally in the discussions. 3. The discussion platform tried to make sure that opposing arguments were considered. 4. The important aspects of the issues were covered in the group discussions. 5. I learned a lot about people of different cities—about how they think and what their lives are like

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Overall speaking, this Online Deliberative Workshop acted as a great add-on to the course. With the semester’s course being held entirely online due to the fifth wave pandemic outbreak, it was challenging for students to know new students beyond their cohort, not to mention abroad. This event provided them an invaluable opportunity to know students of similar interests in other Asian cities, whilst being able to talk about climate change related issues. Some direct quotes from students in interviews are provided as follows: • “This course provides learning that benefits from practical experience, especially the deliberative workshop provides an opportunity to share ideas with foreign students.” • “After joining this activity, I have learned more about the sustainable energy transition issues, different methods to facilitate the investigation of the sustainable energy transition, and their pros and cons.” • “In this activity, I have realized that universities could be a significant player of energy transition in different dimensions, which is out of my imagination. Also, I have learned that deliberative democracy has several advantages, such as idea exchange and collection of public opinions in decision-making process.” • “In this workshop, I have learnt that university takes an important role to foster sustainable energy transition, and there are many ways for it to facilitate the development.” • “Overall speaking, the workshop is a bit much on workload. I have to balance between mid-terms and preparing for the deliberation workshop.”

7.4.2 Teachers’ Reflection on Their Own Learning and Lessons Learned from the Project In addition to benefiting students’ learning, this project also benefited teachers in terms of both teaching and research. From the experiences of this online workshop, the teaching team reflected on two perspectives: teaching, and research. Between teachers and the university network collaborators, the online workshop built up a special cross-cultural cross-institutional interdisciplinary teaching team under a global pandemic situation with strict lockdown regulations in place across Asia. In the past, delivering a cross-city workshop usually required foreign researchers to fly into the city and host the events collaboratively. With the help of technology, like the Stanford Online Deliberation Platform, Zoom, Qualtrics and Google, researchers no longer have to participate in-person. More online events could be organised with less travelling and logistical costs. In particular, the Stanford Online Deliberation Platform was an effective online platform for research-based discussions because it has a well structured moderation system. The platform is, and will be, an effective tool during and after COVID-19. As it bridged international knowledge exchange to a greater extent, this tool would be useful for international cross-cultural research in the future.

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Table 7.1 illustrates how the online deliberative workshop delivers pedagogical innovations based on the 8 innovative learning strategies for modern pedagogy (Open University Innovation, 2015). When hosting online workshops, it is important for educators to be mindful of the amount of workload given to students. In this case, students had to go through a series of documents and questionnaires before attending the workshop (e.g. briefing document, pre-workshop questionnaire, training materials, log-in details etc.), and some students found the information overwhelming. For some HKBU students who attended the workshop as a course requirement, it might be slightly overwhelming to read through all the documents and materials while balancing other coursework. It is recommended to simplify the workflow for students and ensure that they only receive the information they need. In terms of research perspective, this workshop offered an opportunity for students to try a new research method through a state-of-the-art Stanford Online Deliberation Platform. Deliberation is a useful tool in the social sciences research. However, due to its large in scale, it might be challenging for undergraduate students to conduct their own deliberation. Teaching assistants for the classes should be well trained in order to foster smoother deliberation. Table 7.1 How does the online deliberative workshop satisfy the various learning strategies for modern pedagogy Learning strategies for modern pedagogy

Online workshop

1. Crossover learning: connecting formal education and informal learning

✓

2. Learning through augmentation: developing ✓ skills of scientific argumentation which invites students to make claims and provide supporting evidence 3. Incidental learning: harnessing unplanned or unintentional learning

✓

4. Context-based learning: field trip and context-sensitive technologies to understand places and events, and to connect general knowledge with everyday life

✓

5. Computational thinking: solving problems using techniques from computing

✓

6. Action-oriented learning: making mind and body work together to express the process of thinking and aids to teaching and learning

✓

7. Adaptive teaching: adapting computer-based teaching attempts to adjust to differences in background knowledge and experience, providing ways for learners to cope

The combination of stanford online deliberation platform, zoom and qualtrics

Source Open University Innovation (2015)

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Reviewing the overall efforts of the workshop, it is highly recommended that this workshop should be further applied to a larger scale and transdisciplinary discussion on a regular basis in the future. Not only could students across disciplines in the same university could take part, it is recommended that cross city universities should be invited to take part in the future.

7.5 Challenges of Implementing the Project The challenges of implementing the project are threefold: (1) technological challenges; (2) financial resources; and (3) language barrier.

7.5.1 Technological Challenges This workshop was entirely online, requiring intensive technological support. Technical support from external project collaborators was essential to delivering the workshop. Through collaborating with our external collaborator, the Stanford Deliberative Democracy Lab, students were able to trial new social science research technologies. Virtual Teaching and Learning support was also provided by the Centre of Holistic Teaching and Learning at HKBU. However, it is important to note that online workshops could not entirely replace face-to-face teaching and events. Physical teaching still plays a significant role in ensuring the effective delivery of the event. With the event being entirely online, it is hard to ensure the participation of the students, nor motivate them to participate. For instance, the turnup rate of the students (especially international students) was only 50% from the enrolment rate, this shows that there is a higher chance for students to miss out workshops as such if there is no in-person events accompanying the online event.

7.5.2 Financial Resources Financial support was required to support the staff members, university research networks and technological systems for the event. We would like to extend our thanks to the Virtual Teaching and Learning grant, Service-Learning Mini-Grants, Communities of Practice Funding for providing us sufficient funds for the smooth running of the online workshop and other community-based service-learning activities. In addition, the Research Impact Fund provided by the Hong Kong SAR Government was available to support research elements of the workshop. Figure 7.7 illustrates the contributions of the various funds towards the workshop and other research related works.

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Fig. 7.7 Contributions of various funds towards the online deliberative workshop. Source Authors

7.5.3 Language Barrier One of the biggest challenges in hosting cross-city exchange is the language barrier. Students from the four cities speak different native languages and have varying degrees of proficiency in English. In this workshop, from our observation, most Kyoto, Daejeon, Taipei undergraduate students did not face language barriers. Some students from Guangzhou and Hong Kong had difficulties expressing themselves in English, they switched to Putonghua-speaking eventually. In the future, to ensure effective communication and participation, it may be necessary to provide interpretation services or hire bilingual facilitators. Additionally, providing translated materials and allowing for extra time to accommodate translation may also be necessary to promote inclusivity and meaningful dialogue. Hence, our experience highlights that the language barrier would not be too hard to overcome with appropriate translation arrangements.

7.6 Conclusion While the pandemic created various barriers for students to explore new cultures, with the help of technologies, this project opened up new opportunities for teaching and cross-cultural interactions. The Online Undergraduate Deliberation Workshop has connected 65 students from five cities, allowing them to discuss the role of universities for sustainable energy transitions. Through utilising the Stanford Online Deliberation Platform and other online teaching technologies, this project demonstrated the potential and the capabilities of online platforms and networks to facilitate cross-cultural exchange at university level during the pandemic.

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This workshop revealed the effectiveness in delivering cross-cultural knowledge exchange on the Stanford Online Deliberation Platform and Zoom. For future studies, the workshop could expand by including more cities, or multiple languages. Through exploring new technologies and research methods, we strive to improve students’ learning experiences in times of the COVID-19 pandemic.

References Andersen, V. N., & Hansen, K. M. (2007). How deliberation makes better citizens: The Danish deliberative poll on the euro. European Journal of Political Research, 46(4), 531–556. Blacksher, E., Diebel, A., Forest, P. G., Goold, S. D., & Abelson, J. (2012). What is public deliberation. Hastings Center Report, 42(2), 14–17. Bohman, J. (2000). Public deliberation: Pluralism, complexity, and democracy. MIT Press. Brinker, D. L., Gastil, J., & Richards, R. C. (2015). Inspiring and informing citizens online: A media richness analysis of varied civic education modalities. Journal of Computer-Mediated Communication, 20(5), 504–519. Christelle, A., Dillard, K. N., & Lindaman, K. (2018). Common ground for action software and professional development to support online deliberation in classrooms. Journal of Political Science Education, 14(1), 134–137. Davies, T., & Chandler, R. (2013). Online deliberation design: Choices, criteria, and evidence. arXiv preprint arXiv:1302.5177. Fishkin, J. S., & Luskin, R. C. (2005). Experimenting with a democratic ideal: Deliberative polling and public opinion. Acta Politica, 40, 284–298. Luskin, R. C., Fishkin, J. S., & Jowell, R. (2002). Considered opinions: Deliberative polling in Britain. British Journal of Political Science, 32(3), 455–487. Lyons, S. H., Walsh, M., Aleman, E., & Robinson, J. (2014). Exploring regional futures: Lessons from Metropolitan Chicago’s online MetroQuest. Technological Forecasting and Social Change, 82, 23–33. Mah, D. N. Y., Lam, V., Siu, A., Ye, H., Ogata, S., & Wu, Y. Y. (2018). Understanding undergraduate students’ perceptions of dynamic pricing policies: An exploratory study of two pilot deliberative pollings (DPs) in Guangzhou, China and Kyoto, Japan. Journal of Cleaner Production, 202, 160–173. Nabatchi, T., Gastil, J., Weiksner, G. M., & Leighninger, M. (Eds.). (2012). Democracy in motion: Evaluating the practice and impact of deliberative civic engagement. Oxford University Press. Open University Innovation Unit. (2015). Innovating pedagogy 2015. Retrieved from http://oro. open.ac.uk/45319/1/InnovatingPedagogy_2015.pdf Price, V., & Neijens, P. (1998). Deliberative polls: Toward improved measures of “informed” public opinion? International Journal of Public Opinion Research, 10(2), 145–176. Stanford Crowdsourced Deliberation Platform. (2023). Online deliberation platform. Retrieved April 25, 2023, from https://stanforddeliberativepractice.org/ Steiner, J. (2012). The foundations of deliberative democracy: Empirical research and normative implications. Cambridge University Press. Strandberg, K., & Grönlund, K. (2014). Online deliberation: Theory and practice in virtual minipublics. Deliberative mini-publics: Involving citizens in the democratic process (pp. 93–113). United Nations. (2015). The 17 sustainable development goals. United Nations. https://sdgs.un.org/ goals

Chapter 8

Enhancing Students’ Field Experience in Physical Geography Courses Using Virtual Reality Technology Jianfeng Li, Ka Wai Wu, and Qiming Zhou

Abstract This chapter outlines how Virtual Reality (VR) technologies were used to enhance the field experience in undergraduate physical geography courses in a Hong Kong university. First, we examine the reason for incorporating VR technology in geography courses. Second, we draw on details of the Virtual Teaching and Learning Pedagogical Development (VTLPD) project implemented, including its aims, design, and implementation. The benefits of using VR technologies in the teaching and learning process of physical geography are discussed. Finally, suggestions for incorporating VR in physical geography courses are provided. Keywords Virtual reality · COVID-19 · Geography · Teaching and learning

8.1 Introduction Fieldwork is an essential component of training in physical geography (Fuller, 2006; Kent et al., 1997). Through learning, examining, and applying geographical concepts, theories, and methods in the fields, students can effectively foster their geographical knowledge, understanding, and skills. Though fieldwork is indispensable and highly beneficial to teaching and learning, it can be challenging in various aspects, such as relatively high cost, difficulty in making accurate risk assessments, logistical and preparation issues (Kent et al., 1997). These challenges were especially obvious during the COVID-19 pandemic when social distancing was implemented to reduce the spread of the virus. In this context, Virtual Reality (VR) technologies become a J. Li (B) · Q. Zhou Department of Geography, Hong Kong Baptist University, Kowloon, Hong Kong e-mail: [email protected] Q. Zhou e-mail: [email protected] K. W. Wu Esri China (Hong Kong) Limited, Cheung Sha Wan, Hong Kong e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 B. L. Moorhouse et al. (eds.), Teaching with Technology in the Social Sciences, SpringerBriefs in Education, https://doi.org/10.1007/978-981-99-8418-3_8

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promising tool to provide an immersive experience for geography teachers to provide students’ with field experiences when arranging on-site ones were challenging and even impossible (Khukalenko et al., 2022; Rosendahl & Wagner, 2023). Compared to conventional technologies, virtual field trips based on VR technologies can provide a more immersive and interactive environment for students (Kavanagh et al., 2017). Virtual field trips can be conducted to foster students’ basic field skills and assist students to be better prepared for going to the field or as a follow-up exercise after a physical field trip. With the absence of fieldwork due to uncontrollable constraints (e.g., the global pandemic), virtual technology can be used to support the development of students’ spatial skills. With the support of a Virtual Teaching and Learning Pedagogical Development (VTLPD) grant from the Faculty of Social Sciences at Hong Kong Baptist University (HKBU), we implemented VR technologies in two physical geography courses at different levels. One was a general education (GE) course for non-geography students (GTSU 2056 People and the Environment), and the other one was a major course for geography students (GEOG 4066 Seminar in Environmental Planning and Management). Both courses include field trips but for different pedagogical purposes. In the GE course, field trips are aimed to foster students’ experience of the natural environment, and nurture a positive attitude towards mother nature. The field works are usually conducted in accessible countryside, stations or infrastructures related to the physical environment in Hong Kong. In the major course, field trips are undertaken to train geography students’ field skills of data collection, field analysis, and field investigation. The field works are designed with more intensive field activities in less accessible areas. Students are required to conduct field observations together with analysis and present their study. During the pandemic, arranging field trips for the two courses was challenging. In this circumstance, VR techniques were employed for virtual field trips as an alternative to real field trips.

8.2 Reasons for Implementing VR Technologies in the Two Physical Geography Courses As previously stated, engagement with the field environment is a key component of studying geography. In circumstances where fieldwork is impossible, other forms of experiential learning are required to enrich students’ learning experience and help them connect what they are learning in lectures with the real environment. With this understanding, the “Enhancing students’ field experience in physical geography courses using virtual reality technology” project [the project] aimed to create an interactive VTL environment for students to virtually explore geographical locations. The project involved the integration of a number of state-of-the-art VR technologies with portable VR headsets and 360° panoramic cameras. It is well known that VR can promote a sense of immersion and a sense of presence (Harknett et al., 2022). Through using VR technologies, students can have a sense

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of physically being in the virtual field. Students can immerse themselves in the VR experiences. This allows them to fully engage with the VR content. The 360° video technology enables students to record videos of the real environment during fieldwork. Students can choose the viewing angle at a 360° angle around the camera. With the ability to freely choose the viewing direction, students can interact with the medium. Students can also view the 360° video via various playback media tools with different degrees of immersion. The ability of 360° video to present content in an immersive way can increase students’ interest in science and research and motivation to learn. When outdoor field trips in a large group are impossible, using VR technology can enable students to get a real feeling for the area and “walk” through it, which also helps them to identify potential sample locations with scientific values by making use of 360° imagery and other geographical information such as thematic maps. In this project, VR simulation was used as a tool for the creative involvement of students to understand the relationships between the environment and different stakeholders.

8.3 Description of the Project The intended outcomes of the project include: (1) develop VR teaching materials for physical geography courses; (2) enhance students’ experience of field studies using VR technology; and (3) train students to use appropriate geographical theories to analyze geographical information in the fields using VR materials. The project was implemented in two undergraduate courses: GTSU 2056 People and the Environment and GEOG 4066 Seminar in Environmental Planning and Management. As previously stated, the main purposes of virtual field trips in general education course are to help non-geography students foster their personal experience of the natural environment and nurture them to value the importance and beauty of mother nature. Getting a sense of the world and its geographical wonders can help them see the important role they play in protecting it. Therefore, students’ positive experience in the virtual field is the highest priority in designing the virtual field trips. Preparation works were conducted to search for well-developed virtual reality applications that best provide immersive and interactive field trip experiences. Afterwards, groups of 4–6 students were invited to join an immersive field trip session of approximately 60 min. During the session, students designed their own immersive field trip experience by choosing the virtual reality applications they wanted to use. Afterwards, students were asked to reflect on how the immersive field trip experience and relate it to what they have been learning in the course.

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8.3.1 Implementation in the GE Course Different VR applications were used in the GE course, including National Geographic Explore VR (https://www.oculus.com/experiences/quest/204660760 8728563/), Wander (https://www.oculus.com/experiences/quest/207837600558 7859/), Alcove (https://www.oculus.com/experiences/quest/3895528293794893/), and Ocean Rift (https://www.oculus.com/experiences/quest/2134272053250863/). National Geographic Explore VR allows students to discover two of the most iconic locations on the planet: Antarctica and Machu Picchu, Peru. With a mission to capture photographs for National Geographic magazine, students can get unique experiences such as kayaking, ice sheet climbing, and witnessing mummy worship. Wander allows students to be teleported anywhere in the world and use functions such as historical jumping to witness changes over the years and Wikipedia integration for location-based learning. Alcove provides guided bus rides and hot air balloon rides to places including the Swiss Alps, Kenya, Dubai, and Paris. Ocean Rift can act as a VR aquatic safari park and allow students to explore the underwater world. Before the VR tour, a list of suggested VR tours was presented for students to customize their own tour. The VR field trip allowed students to visit places that they rarely go to, such as Antarctica and Peru, at a relatively low cost. VR field trip enabled students to have first-hand experience of being a National Geographic explorer in National Geographic VR with a mission to capture photographs for the National Geographic magazine and explore sea life underwater. Through the usage of VR technology, students can get immersed in the virtual environment and are expected to have a more realistic feeling about the field environment. Students can also develop personal feelings about the environment in the fields and learn field skills. The abovementioned VR technology allows students to immerse themselves in the field trip. Through VR field trips, students can have meaningful reflection and a better understanding of geographical and environmental issues.

8.3.2 Implementation in the Geography Course In the geography major course, the aim of field trips is to enhance students’ geographical knowledge and field skills. Therefore, two virtual field trip activities were designed for this project. First, a virtual field trip to the Long Valley, the largest agriculture wetland in Hong Kong, was conducted based on 360° videos and 360° photos in Google Maps. Using 360° cameras, panoramic videos and photos were recorded at spots in a high-density network across the Long Valley. The geographical location of each of the photos was also recorded. The photos and the corresponding locations were uploaded to Google Maps. Students could access the panoramic views at different locations in the wetland using the Street View function in Google Maps. Since the geographical locations of the 360° photos are provided in Google Maps,

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students can better capture the geographical relationships (e.g., distance) of different elements (e.g., different farmlands) in the fields, and hence conduct further analysis to evaluate the relationship of the environment and human activities. Students can also have immersive experience of the field by watching 360° videos and photos using a VR headset. Second, students were asked to collect field-hand spatial data and develop 360° materials in a site of their interest in Hong Kong, since collecting and preparing 360° field data is expected to be an important field skill for future geographers (Bos et al., 2021). Before students went to the sites of their choice for field investigation, a local field trip to Sha Lo Tung was organized for the purpose of demonstrating the skills needed and training students on how to use the technologies. During the data acquisition process, relevant geographical theories and concepts were reviewed. Students used 360° panoramic cameras to film the environment of Sha Lo Tung. After pre-evaluation and revision of the field data, students used 360° photos and 360° videos to present their field data. The local field trip to Sha Lo Tung helped students understand the process and theory of environmental management and planning, and trained them to use appropriate geographic theories and tools to collect and analyze geographic information in the fields. Furthermore, in this activity, students were expected to be able to describe data patterns and give reasonable explanations of the related mechanisms and theories.

8.4 Benefits of Using VR for Teaching and Learning At the end of the two course, students were required to submit a field report and answer a survey about their use of VR. These responses were used to evaluate the effectiveness of using VR technologies in the classroom and make necessary improvements for future teaching and learning. The field trip reports and reflections submitted by students show that students had a more immersive and interactive field trip experience using VR technologies than if they had not been used. Students also showed that VR technologies helped them develop critical analytical skills and knowledge. Moreover, the VR trip allowed students to travel to remote regions (e.g., Antarctica) and experience those regions through the VR headset. Arranging such field trips to remote regions may be costly. Virtual field trips allowed students to make a connection between VR experience and the environment. Some students mentioned in their field report that through the VR tour, they are more aware of biodiversity, global warming, and environmental degradation problems. In circumstances where fieldwork is costly or impossible (e.g., remote or unsafe fields), VR technologies can be a feasible and cost-effective solution (Stainfield et al., 2010). Using VR technologies in future coursework will allow students to have an immersive field trip experience in fields that are important for the course but inaccessible to students physically or financially. Students can conduct fieldwork virtually, interact through VR technology, and visit field sites that are normally difficult to reach. In addition, VR technology can be used to further process and present field

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data. 360° imagery and other geographical information, such as thematic maps, will be used to facilitate students’ engagement.

8.5 Suggestions for Using VR in Physical Geography Courses The first piece of advice for using VR technology in physical geography courses is to make sure there is enough unobstructed space when using VR headsets. According to the Meta Quest website, a safe play boundary is 2 m by meters. After the VR field trips, some students mentioned that they were a bit confused because they were not familiar with the operation of the VR headset. Thus, course instructors can include a brief introduction session on VR headset operation. This would improve students’ experience of VR field trips and facilitate students’ learning. Second, VR headset screens can be cast to phones or computers. Others interested in using VR technology in their classroom may use this function to incorporate virtual teaching and learning technology in coursework and monitor students’ progress in VR field trips. Also, 360° videos taken by 360° panoramic cameras may be uploaded to YouTube, and students may then use the YouTube VR application in the VR technology to view the 360° video on the VR headset.

8.6 Conclusions There has been increasing application of VR technology in the geographical field, particularly due to the COVID-19 pandemic. Traditionally, fieldwork is conducted to ensure that students can understand the knowledge and concepts previously taught. The project reported on in this chapter showcased how VR technology can be incorporated in undergraduate physical geography courses. The VR technology has widespread applications in the geography education. Most students reflected that they benefited from the VR technologies in the courses. This positive outcome has motivated the course teaching team to continue incorporating VR technology in their courses.

References Bos, D., Miller, S., & Bull, E. (2021). Using virtual reality (VR) for teaching and learning in geography: Fieldwork, analytical skills, and employability. Journal of Geography in Higher Education, 46(3), 479–488.

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Fuller, I. C. (2006). What is the value of fieldwork? Answers from New Zealand using two contrasting undergraduate physical geography field trips. New Zealand Geographer, 62, 215–220. Harknett, J., Whitworth, M., Rust, D., et al. (2022). The use of immersive virtual reality for teaching fieldwork skills in complex structural terrains. Journal of Structural Geology, 163, 104681. Kavanagh, S., Luxton-Reilly, A., Wuensche, B., & Plimmer, B. (2017). A systematic review of Virtual Reality in education. Themes in Science and Technology Education, 10(2), 85–119. Kent, M., Gilbertson, D. D., & Hunt, C. O. (1997). Fieldwork in geography teaching: A critical review of the literature and approaches. Journal of Geography in Higher Education, 21, 313–332. Khukalenko, I. S., Kaplan-Rakowski, R., An, Y., & Iushina, V. D. (2022). Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey. Education and Information Technologies, 27, 11591–11613. Rosendahl, P., & Wagner, I. (2023). 360° videos in education—A systematic literature review on application areas and future potentials. Education and Information Technologies. https://doi. org/10.1007/s10639-022-11549-9 Stainfield, J., Fisher, P., Ford, B., & Solem, M. (2010). International virtual field trips: A new direction? Journal of Geography in Higher Education, 24(2), 255–262.

Chapter 9

Lessons Learned and Future Directions for Teaching with Technology in the Social Sciences Benjamin Luke Moorhouse, Sandy Li, and Sebastian Pahs

Abstract In this chapter, the editors, as project leaders, reflect on the project as a whole and provide lessons learned for other faculty leaders interested in similar kinds of initiatives. The editors suggest future directions for teaching with technology in the social science disciplines and how scholars can engage in interdisciplinary research in the scholarship of teaching and learning (SoTL). Keywords SoTL · Teaching with technology · Social sciences · Generative artificial intelligence

9.1 Introduction When we, the editors, were tasked with implementing this teaching and learning project in 2021, we were unsure exactly how to do it. While there are similarities across the social science disciplines regarding how we see knowledge and research methodologies, there are also distinct differences in the subject matter being taught and the pedagogies deployed in courses and programmes. Although we are familiar with teaching in our own disciplines, we cannot call ourselves experts in teaching and learning in the diverse social science disciplines. We therefore decided to adopt a ‘bottom-up’ approach to leading this project. Instead of developing a project or projects by ourselves, we acted as a ‘support team’ working alongside interested teachers within our Faculty on projects they designed and initiated. This allowed B. L. Moorhouse (B) · S. Li Department of Education Studies, Hong Kong Baptist University, Hong Kong, China e-mail: [email protected] S. Li e-mail: [email protected] S. Pahs Department of Government and International Studies, Hong Kong Baptist University, Hong Kong, China e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024 B. L. Moorhouse et al. (eds.), Teaching with Technology in the Social Sciences, SpringerBriefs in Education, https://doi.org/10.1007/978-981-99-8418-3_9

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them to consider the pedagogical challenges they were facing and conceptualize a way technology may help them address these challenges. This led to ten mini-projects being funded and supported. The projects aimed to enhance teaching and learning through emerging technology, such as virtual reality, interactive environments, and internet-based cognitive-behavioral therapy. Academic staff from various departments in the Faculty were invited to submit proposals to our team. Ten out of thirteen proposals were finally supported, involving academic staff from the Department of Education Studies, Geography, Government and International Studies, History, Social Work, and Sociology. Each miniproject outlined its implementation needs and objectives, budget and timeline, with funding ranging from HKD$101,500.00 (Approx. USD$13,000) to HKD 115,000.00 (Approx. USD$15,000). The funding allowed the mini-project leaders to hire support staff, purchase equipment and subscribe to specific digital tools. The initiative ran from April 2021 to June 2023, with mini-projects running from September 2021 to April 2023. The ten mini-projects can be loosely categorized into three areas: (1) empowering virtual and blended learning, (2) enhancing fieldwork experiences with technologies, and (3) providing immersive learning experiences with virtual reality. They aimed to create different interactive environments for enhancing students’ learning engagement, these include exploring physical geography with Geographical Information Systems (GIS), collecting field data with drones, using virtual reality technologies to provide students with immersive experiences of different historical scenes as well as enhanced virtual exchange experiences, using communication technologies to provide counselling services, and using collaborative technologies to facilitate student learning. In the book, seven mini-projects were introduced that showcase the work of the mini-project teams. As overall project leaders, we were humbled by the quality of the initiatives and the eagerness of our colleagues to better the learning environment for our students through the use of emerging technologies. We learned many lessons from leading this project that we feel other colleagues can learn from. In this conclusion chapter, we share our lessons learned from leading this project and suggest future directions for SoTL in the social sciences.

9.2 Lessons Learned When reflecting back on this project as we began to draft this book, we felt there were four key lessons we gained from it: (1) Adopting a bottom-up approach; (2) Focusing on learning from each other; (3) Responding to unforeseen events; and, (4) Creating space for pedagogical experimentation. Below, each lesson is elaborated on.

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9.2.1 Adopting a Bottom-Up Approach We were acutely aware that technology has great utility in university teaching and learning. However, we are also aware that for university instructors to recognize this and consider integrating technology into their classes, they need to feel they have ownership and control over the process of implementation, see the use of technology as relevant to them, and feel competent that they could effectively implement the project. This led us to adopt a ‘bottom-up’ approach (Gao, 2019). We invited colleagues to submit project proposals and we could then help them refine their ideas. This meant the project ‘belonged’ to them; they would see the innovation as relevant, as they had proposed it, and with the support we provided, they could feel more confident that the project would be successful.

9.2.2 Focusing on Learning from Each Other Although there were ten independently proposed mini-projects, we wanted to create a sense of community within the project leaders where we could learn from one another, and consider how different initiatives could be adapted across social science disciplines. To do this, we organized a number of events where project leaders could share their experiences of leading the projects and discuss the broader implications of the projects within the social sciences. Even this book has provided a platform for us to learn from one another and share our learnings with the broader higher education community. This has not only led to a cross-fertilization of ideas but also a closer connection between colleagues from different subject disciplines. If we were to rerun the project, we would like to have increased the collaboration between project teams earlier in the project. This would have allowed for the development of a community of learning—increasing the support network around the projects.

9.2.3 Responding to Unforeseen Events The project was conducted during a very uncertain time in Hong Kong. Although we started the 2021/2022 academic year primarily teaching in a face-to-face mode, in January 2022, Hong Kong experienced its fifth and most disruptive wave of the COVID-19 pandemic. This led to a shift, overnight, to fully remote modes. Depending on the planned initiative, projects leaders needed to make various changes to their projects. For example, one project (see Chap. 6) shifted from using large all-in-one virtual reality headsets that could be used in classrooms, to using, simple cardboard virtual reality headsets designed to hold students’ smartphones, so they could use them at home. This led to a number of technological challenges. Each student had a different model of smartphone, and therefore, the project team needed to find digital

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tools that were compatible across devices. Other projects needed to postpone their plans. It is important to recognize that a plan on paper and what becomes a reality are different, and we appreciated the indigeneity of the project teams as they responded to shifting realities. Technology advancements require us to be flexible, adaptive, and responsive to unforeseen events.

9.2.4 Creating Space for Pedagogical Experimentation Interestingly, we have found through leading this project that one of the biggest hurdles to technological innovation in higher education can be the institutions themselves. We became more aware that standardized and solidified practices and procedures can limit the space instructors have for taking risks and trying new technological innovations (Mercadeer & Gairín, 2020). New innovations may not necessarily be successful, especially during the first implementation. Therefore, an environment needs to be established where instructors can try new things and develop new approaches from the ground up. It is important to encourage and nurture a growth mindset in instructors where they are encouraged to take risks. This can be done by building room into practices and procedures for pedagogical experimentation.

9.3 Future Directions Technology is continuing to develop faster than pedagogy can keep up. The development of generative AI tools, such as, ChatGPT, are now making it impossible for university instructors to ignore the importance of technology (Moorhouse et al., 2023). Therefore, it is essential that we continue to explore how technology can be used to enhance teaching in the social science disciplines. As we think beyond the project, there are a few questions that come to our mind: • How can we ensure the innovations are sustained beyond the project period? • How can we maintain and expand the learning community that has been established? • How can we cultivate further technological innovation within our faculty? • What can be done to create space for pedagogical experimentation? • How can institutional structures and policies help sustain and shape pedagogical innovations? It is likely that we will need to work even more closely together across the social science disciplines and support more bottom-up initiatives as higher education adapts to generative AI technologies and explores new pedagogical approaches that are applicable to these new realities. It is essential that instructors are given time and space to work together on initiatives such as SoTL and these efforts are recognized. Our experiences leading this project remind us that instructors have the desire and

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motivation to be innovative, we therefore need to double our efforts to ensure they have the resources, time, recognition, and competencies needed as well.

References Gao, X. (2019). The Douglas Fir group framework as a resource map for language teacher education. Modern Language Journal, 103, 161–166. https://doi.org/10.1111/modl.12526 Mercader, C., & Gairín, J. (2020). University teachers’ perception of barriers to the use of digital technologies: The importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17, 4. https://doi.org/10.1186/s41239-020-0182-x Moorhouse, B.L., Yeo, M., & Wan, Y. (2023). Generative AI tools and Assessment: guidelines of the World’s top-ranking universities. Comp Educ Open 5. https://doi.org/10.1016/j.caeo.2023. 100151