ABSTRACT

This collaboration between the dance and learning technology departments at Bath Spa University, sought to develop a dance repertoire module with the use of mobile technologies, in order to enhance collaborative and discursive opportunities for students. The introduction of mobile technologies into a face-to-face teaching environment initiated a blended model of teaching and learning whereby the technology became a partner to the existing practice. The module was taught within the first year of the BA(Hons) Dance course, with 39 female and three male undergraduate students participating over a two-year period.

The purpose of the project was to apply specialist ICT knowledge to teaching spaces, in order to diversify established practices. In light of this purpose, the project design was driven by Cultural Historical Activity Theory (CHAT) whereby historically established working methods are brought to question through a new tool; the mobile application ‘Coach’s Eye’. Through the collection of tutor observations, student journals and post-project interviews, it was clear that Coach’s Eye had facilitated a more democratic environment and greater range of activity. The extent to which the addition of technologically-supported learning improved student engagement and enhanced the learning would require further research utilising data designed for that purpose.

摘要

巴斯斯帕大学舞蹈和学习技术系之间的合作旨在利用移动技术开发舞蹈曲目模块，以增强学生的协作和讨论机会。将移动技术引入面对面的教学环境开创了一种混合的教学模式，使该技术成为现有实践的合作伙伴。该模块在舞蹈学士（荣誉）课程的第一年教授，有 39 名女生和 3 名男生本科生在两年内参与。

该项目的目的是将专业的信息通信技术知识应用于教学空间，以使既定实践多样化。鉴于此目的，项目设计以文化历史活动理论（CHAT）为驱动力，通过新工具对历史上既定的工作方法提出质疑；移动应用程序“教练之眼”。通过收集导师的观察、学生日记和项目后访谈，很明显，教练之眼促进了更加民主的环境和更广泛的活动。增加技术支持的学习在多大程度上提高了学生的参与度并增强了学习效果，需要利用为此目的设计的数据进行进一步的研究。