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Changemakers as digital makers: Connecting and co-creating
Emma Whewell1, Helen Caldwell1, Mark Frydenberg2
1University of Northampton, University Drive, Northampton, NN1 5PH UK.
Education and Information Technologies
|January 31, 2022
Summary
University students engaged in digital making and immersive technologies developed enhanced digital skills and global mindfulness. International collaboration fostered changemaker attributes, preparing students for entrepreneurship and education leadership.
Area of Science:
- Educational Technology
- Digital Humanities
- International Education
Background:
- Explores the intersection of changemaking and digital making in higher education.
- Investigates the role of immersive technologies in fostering student engagement and global awareness.
Purpose of the Study:
- To understand how immersive technologies (AR/VR) facilitate changemaking practices among international university students.
- To analyze the impact of digital collaboration on developing changemaker attributes.
Main Methods:
- Employed a design thinking methodology across two international projects.
- Conducted thematic analysis of responses from 63 university students across multiple countries.
Main Results:
- Students showed improved digital skills, increased engagement, and enhanced cultural competence.
- Participants developed global mindfulness and identified as changemakers.
Conclusions:
- International digital collaboration, using immersive technologies, cultivates changemaker attributes in students.
- This approach prepares students for impactful roles in entrepreneurship and education, fostering a force for global change.
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