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Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational ...

Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia.

Abstract:
The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach.

The full paper is available from: http://www.scribd.com/doc/8459339/Owen

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  • Good afternoon. My name is Hazel Owen. I recently returned from working for six years in the Middle East – both Qatar and the UAE. The students in both countries came from a more traditional, teacher-centered, passive environment where strategies such as rote learning were encouraged. One of the most exciting findings was that learned had the flexibility to effectively scaffold and support students in their first year at a tertiary institution on their transitional journey toward much more self-directed learning by helping them assimilate the necessary study, research and critical thinking skills .

Learners Reshaping Learning Landscapes Owen Learners Reshaping Learning Landscapes Owen Presentation Transcript

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  • Overview
    • ICTELT - does it work?
    • Communities of learning
    • Example from Dubai
    • Issues with writing proficiency
    • ICT enhanced writing interventions
    • Results
  • Does ICTELT work?
    • ICT enhanced learning & teaching (ICTELT)
    • Blended learning
      • “… knowledge is viewed as a social construct, facilitated by peer interaction, evaluation and cooperation” (Hiltz, 1998).
  • give / receive feedback experience together plan share common goals solve problems create innovate share ideas reflect on experiences Communities of Learning
  • Practical academic skills Literacy, Language, numeracy Cognitive & reasoning skills ICT & collaborative skills Foundation/ Freshman tertiary education
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  • Awareness register genre purpose Mechanics grammar syntax revision/editing semantics vocabulary Structure & Organization summarizing / paraphrasing arguing applying support synthesizing describing Referencing & Avoiding Plagiarism search selection techniques conventions ethics Academic Writing Conventions
    • (Adapted from Johnson, & Bray, 2007)
    Text has no value; may be lost & forgotten ‘ Broken record’ Model: Slaughtered Again! Why bother? It’s always the same… Finished! I can forget it now Write, Discard, Forget, Repeat! Draft Feed back Re-draft Submit Overall negative experience
    • (Adapted from Johnson, & Bray, 2007)
    Brainstorming ideas; focus on rubric; peer collaboration Iterative process Awarenessgrows with each cycle Draft Feed back Reflect & act Publish Overall positive, informed experience Peer review (strongly scaffolded); teacher review; meta-skills; discussion of reasons Define / discuss positives / negatives; identify remedial support where required Seek small, regular improvements
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  • Research and Study Skills Assimilation of ideas Communication of ideas Academic writing conventions WRITING
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  • Research Study
    • 4 HDF sections (n=74 students)
    • 4 instructors
    • 2 quasi-experimental / 2 control
    • Data collection tools: observations, surveys, interviews, assessments, reflective blog postings, discussion board postings
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  • In conclusion From the horse’s mouth…
  • Thank you
    • Are there any questions?
    • [email_address]
    • http://hazelowen.vox.com/
  • References
    • All images in the PowerPoint presentation (except those referenced below) are taken by or by kind permission of Jeff Rossiter, Dubai Men’s College.
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