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
Friday, July 1, 2011
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.
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.
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.
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.
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