Student Voice: What might an Innovative 21st Century Classroom look like?

Student Voice: What might an Innovative 21st Century Classroom look like?

Ruth Geer, University of South Australia, Australia, University of South Australia, Australia
Friday, July 1 10:30-11:00 AM in Room 8.1

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It is claimed that today’s students are very different and have preconceived ideas about how they want to learn and what technologies they can expect to use in their classrooms. This paper looks at the use of student voice as a valid method to inform educators about what an innovative 21st century classroom might look like. Various methods are used to collect data on student views and experiences about their own learning and what teaching practices are supportive. The particular focus of this study is to examine the drawings of primary students triangulated with selected data from questionnaires to better understand the changes that are needed to give students the skills and strategies to function productively in a knowledge economy.

http://www.aace.org/conf/edmedia/submission//uploads/EDMEDIA2011/paper_3046_34084.doc

The Use of Micro-Blogging in the Teaching and Learning Process

The Use of Micro-Blogging in the Teaching and Learning Process

Shohreh Hadian, Camosun College, Canada, Camosun College, Canada
Maria-Elena Froese, Univeristy of Victoria, Canada, Univeristy of Victoria, Canada
Mary Sanseverino, University of Victoria, Canada, University of Victoria, Canada
Wednesday, June 29 10:00-10:20 AM in Room 6.1 - Faculty of Letters Building

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Seeking to increase student engagement, some instructors are asking students to use micro-blogging tools to post questions and comments relevant to course material. Although a medium gaining in popularity, the results of micro-blogging in the teaching and learning process are uncertain. To the best of our knowledge, no research has been devoted to looking at the cognition levels of micro-blogging in an educational setting. We have looked at students' micro-blogging behaviour. We used Bloom's Taxonomy of the Cognitive Domain (Anderson & Krathwohl 01) to classify the comments, questions, and answers posted by students and then we studied trends and patterns in the learning process. Our study provides initial insight on the effects of using micro-blogging technologies in a teaching and learning environment. Although preliminary, college and university instructors can benefit from looking at our results to help them decide if they might like to take up the micro-blogging challenge in their classes.

Digital Learners in Higher Education: Looking Beyond Stereotypes

Digital Learners in Higher Education: Looking Beyond Stereotypes

Mark Bullen, British Columbia Institute of Technology, Canada, British Columbia Institute of Technology, Canada
Tannis Morgan, Justice Institute of British Columbia, Canada, Justice Institute of British Columbia, Canada
Adnan Qayyum, University of Ottawa, Canada, University of Ottawa, Canada
Friday, July 1 10:30-11:00 AM in Amphitheater 2 - Faculty of Letters Building

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This paper summarizes the findings of the first phase of the Digital Learners in Higher Education Research project and discusses the emerging themes from phase 2. In the first phase we concluded there is no empirically-sound basis for most of the “net generation” claims. We also found there are no meaningful differences between net generation and non-net generation students at one Canadian post secondary institution in terms of their reported use of technology, nor in their perceived behavioural characteristics and learning preferences. Phase 2 of the study is exploring the “whys” of these findings and emerging themes are revealing some distinct “profiles of ICT use” amongst learners.

The Relationship between Learning Styles and Student Learning in Online Courses

The Relationship between Learning Styles and Student Learning in Online Courses

Susan Featro, Wilkes University, USA, Wilkes University, USA
Friday, July 1 10:00-10:30 AM in Room 5.1 - Faculty of Letters Building

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Just as learning styles affect how students learn in traditional face-to-face courses, learning styles also influence student learning in online courses. This paper reviews multiple research studies that have addressed learning styles and student learning in online courses. Some studies have found a relationship between learning styles and student learning, while others failed to detect a significant relationship. Since different researchers have used different learning style inventories as research instruments, comparisons can not always be clearly drawn, yet each of these studies constitutes a contribution to the field of learning styles and online learning. Conflicting results and a need for a clearer understanding of the relationship between learning styles and student learning in online courses point to a need for future research in this area. An understanding of the relationship between learning styles and student learning in online courses will assist those involved in instructional design and delivery in effectively meeting the needs of all students.

Bringing the social into learning. Andrew Law UK OU

What does being active and engaged/ing in an open world of learning really mean? The Open University has 40 years experience of bringing learning to life. Starting with TV and radio we drew previously excluded learners into the world of formal learning. In the last few years we have extended our reach through the widespread release of high quality open content through multiple channels and formats. However, access and availability do not necessarily lead to engagement or activity. Combining social media with open educational resources (OER) in our OpenLearn system, we have created opportunities for people to get together online in collaborative engagement around educational resources that support formal and informal learning. Our experiences using social spaces and open media and content provide us with a growing understanding of: the dynamics of learners' interactions; how to get learning value from social networks; ways to support learners as they make their 'learning journey'; new forms of interaction that support learners; and ways of going beyond content search to effective mentoring and scaffolding for learning.

E-reader formats for teaching content

Reading and Learning with Any Device
University Content for E-Books and E-Readers
 
 
Walther Nagler
Computing and Information Services / Division of Social Learning
Graz University of Technology
Graz, Austria
walther.nagler@tugraz.at
 
Martin Ebner
Computing and Information Services / Division of Social Learning
Graz University of Technology
Graz, Austria
martin.ebner@tugraz.at
 
Nikolai Scerbakov
Institute for Information Systems and Computer Media
Graz University of Technology
Graz, Austria
nsherbak@iicm.edu
 
 
 
Abstract: Due to the fact that e-readers and e-books in general are booming stronger than ever their applicability for teaching and learning aspects absolutely need to be focused. Besides important didactical aspects there are a number of product related challenges that had to be taken first when integrating e-books to the university´s workaday life. This paper presents a way to turn teaching content into e-reader readable formats. On base of different raw materials according to their formats a couple of e-book output versions (for HTML, PDF, iPad, EPUB and Mobi usage) are compiled automatically. This development of adequate learning content by the meaning of e-book generation for multiple devices is described detailed as well as its user-friendly implementation into the Learning Management System of Graz University of Technology. Current technological limitations of that process and future aspects are discussed too.    

Allowing Students to Select Deliverables for Peer Review: Analysis of a Free-Selection Protocol

Allowing Students to Select Deliverables for Peer Review: Analysis of a Free-Selection Protocol

Pantelis Papadopoulos, Carnegie Mellon University in Qatar, Qatar, Carnegie Mellon University in Qatar, Qatar
Thomas Lagkas, University of Western Macedonia, Greece, University of Western Macedonia, Greece
Stavros Demetriadis, Aristotle University of Thessaloniki, Greece, Aristotle University of Thessaloniki, Greece
Frank Fischer, Ludwig Maximilian’s University, Germany, Ludwig Maximilian’s University, Germany
Thursday, June 30 10:00-10:30 AM in Room 8.1

This study analyzes the benefits and limitations of a “free-selection” peer assignment protocol by comparing them to the widely implemented “assigned-pair” protocol. The primary motivation was to circumvent the issues that often appear to the instructors implementing peer review activities with pre-assigned groups, without posing additional workload to the instructor or diminishing the learning outcomes. In the study, 36 sophomore students in a Computer Networking course were randomly assigned into two conditions: 20 in Assigned-Pair, where the students worked in pre-defined dyad, and 17 in Free-Selection, where students were able to explore and select peer work for review. Result analysis showed a very strong tendency in favor of the Free-Selection students regarding both domain specific (conceptual) and domain-general (reviewing) knowledge.

http://www.aace.org/conf/edmedia/submission//uploads/EDMEDIA2011/paper_3046_33989.doc

Literature reviews vs systematic reviews Valerie Irvine

_valeriei Slides from my presentation yesterday on systematic reviews: slidesha.re/kIajNQ #edmedia11 &lots more on there on the same topic search too
17 minutes ago

Digital scholarship in the next decade debate

"In the next decade, digital scholarship (in open journals, blogs, and social media) will achieve the same status in academic settings as traditional scholarship..."

George Siemens, Athabasca University, Canada, Athabasca University, Canada
Martin Weller, Open University United Kingdom, UK, Open University United Kingdom, UK
Antonio Dias Figueiredo, University of Coimbra, Portugal, University of Coimbra, Portugal

whole audio records of the #keynoteDebate can be found here - enjoy #edmedia11 http://www.scoop.it/t/edmedia-2011

The importance of being open, Erik Duval, Belgium

Erik Duval, Katholieke Universiteit Leuven, Belgium, Katholieke Universiteit Leuven, Belgium
In this talk, I will talk about some of the meanings of the word 'open' in relation to learning - open source, open standards, open educational resources, open on-line courses, ... are some of the terms I may refer to. The emphasis will be on the added value of openness and transparency. Maybe we'll discuss some problems and dangers too. I will definitely show some concrete examples of our work in this area.

Interesting random items from #edmedia2011

1. Hold office hours with Skype

2. Compare 21st Century Learning lessons from Portugal
http://blogs.msdn.com/b/elf/archive/2009/01/14/magellan-project-in-portugal.aspx

*see comments for more ideas below

Generativism, Robert Carneiro, Portugal

Generativism, Openness and SRL: a winning triangle

Robert Carneiro, Portuguese Catholic University, Portugal, Portuguese Catholic University, Portugal

Self regulated learning

Teaching the Net Generation, Natalia Gilewicz, Ryerson

Exploring Networked Learning and Digital Collaboration Methods

Paper available at


http://www.aace.org/conf/edmedia/submission//uploads/EDMEDIA2011/paper_3046_33907.doc

http://www.slideshare.net/gsiemens/lisbonknowledgenetworks

gsiemens slides from my presentation later this morning: http://slidesha.re/jP88s5 . Now you don't have to attend. #edmedia11

25 minutes ago

Keynote - why networked learning matters

Why Networked Learning Matters

1. Alec Couros, University of Regina, Canada, University of Regina, Canada

There has been much hype in the past several years about this 'social media' phenomenon – blogs, wikis, Twitter, and the like. Techno-utopianists tell us that these new democratizing tools will change everything we know about education, teaching, and learning. Critics often take an opposing narrative and view many of these tools as simply glitzier forms of old practice, or temporary distractions. So what should educators believe? This presentation is meant to deconstruct some of the big questions regarding social media and its place in teaching & learning. What tools and practices are here to stay? What will disappear? What will be different about education in the years ahead? And, what do we need to do as educators & administrators to create the best learning environments for our students?