Students' Voices II research
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Students' Voices II research

on

  • 1,280 views

This is a slidecast of the second part of the Students' Voices session at the Online Educa Berlin 2009. ...

This is a slidecast of the second part of the Students' Voices session at the Online Educa Berlin 2009.

Professor Guus Wijngaards, Centre of eLearning, INHolland University of Applied Sciences, talks about the second fase of the Students' Voices research.

The main research question for the Students’ Voices II research will be: ‘
Which characteristics in successful learning practices implementing Web 2.0 technologies may serve as a role model for redesigning learning environments in similar contexts?'

Statistics

Views

Total Views
1,280
Views on SlideShare
1,005
Embed Views
275

Actions

Likes
1
Downloads
14
Comments
0

3 Embeds 275

http://www.leervlak.nl 233
http://studentsvoices.org 41
http://www.slideshare.net 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Students' Voices II research Presentation Transcript

  • 1. Guus Wijngaards Students ’ Voices II New research?
  • 2. Listen carefully to the learners when creating learning environments Main theme Courtesy: PhotoDisc
  • 3. The input of young people provides valuable aspects which may lead into educational improvements Why? Courtesy: Fotolia.com
  • 4. A learner tends to approach his own learning methods in a more effective and motivated way when he is asked to consider his learning practice Why? Courtesy: Fotolia.com Courtesy: Fahrschule Seidensticker
  • 5. So, ensure that young people play a part in designing their learning process
  • 6. .....reflective learners..... Why? Courtesy:Wordpress
  • 7. .....implies: that we accept informal learning outside school especially in personal virtual environments Taking young people seriously Courtesy: hfccschool.net.hk
  • 8. .....implies: that young people should share conduct of learning processes at the educational institutions Taking young people seriously Courtesy: blog.nielsen.com
  • 9. .....implies: that students and teachers have a joint responsibility for the contents and processes Shared conduct Courtesy: Maastrichtuniversity.nl
  • 10. .....implies: realising connections between formal (school) and informal (personal, outside school) learning environments Shared conduct
  • 11. LEARNER ENGAGEMENT A review of learner voice initiatives across the UK’s education sectors Leila Walker, Senior Researcher, Futurelab with Ann Logan, Educational Consultant 2008
  • 12. Bringing staff and learners together The University of Birmingham brings staff and learners together as part of professional development for educators. Staff meet with learners and hear their views first-hand in a safe, non-threatening environment. This helps staff understand learners’ reactions to the process of learning. Using learners’ voices in ‘live’ events ensures that staff are hearing their real views (and not making assumptions). Example 1
  • 13. Peer support is a crucial step in empowering learners. Research has shown that peer assessment, for instance, can enhance learning. In one project, Rudduck, Brown and Hendy (2006) found that two Year 9 English classes taught by the same teacher produced very different results. The difference was peer assessment and support. One class used peer assessment and the other did not. At the end of term, the peer assessment group had covered much more of the curriculum than the other group. The teacher said that the peer-assessed group was learning at a much faster pace. Example 2
  • 14. Mediating at playtimes in primary school Year 5 and 6 pupils at Denton West End Primary School help to settle disagreements on the school playground. They have received training to be active listeners and to encourage problem solving between pupils. This work is endorsed by the National Society for the Prevention of Cruelty to Children. Example 3
  • 15. Web 2.0 applications seem to be of vital importance
  • 16. Could social software be powerful as a model for educational change?
  • 17. Growing every day Software platform Radically user-oriented Decentralised Collective and massive
  • 18. What are pupils’ and students’ expectations and experiences with (social software) technologies?
  • 19. Which problems will we encounter when we integrate the social web within our ‘closed’ school systems?
  • 20. Which factors are instrumental in contributing to a favourable environment to enhance ‘co-creation’ and ‘co-production’, eventually resulting in a feeling of ‘co-ownership’? Courtesy: Ecole du Magasin
  • 21. Which characteristics in successful learning practices implementing the Web 2.0 technology may serve as a role module for redesigning learning environments in similar or less similar contexts? Main research question? Courtesy: Friese Poort
  • 22. Characteristics of a given learning practice? Motivation and ownership of all participants involved Characteristics of the context Contents of the learning practice Didactical strategies Options in media and communications The target Group and other people involved Available learning environment Other conditions contributing to the success
  • 23. Research methodology? Finding examples of successful learning practices Study of literature in which all information on the examined learning practices will be listed Analysis and evaluation of the examined learning practices Video footage of the learning practice showing the characteristics and major success in vision
  • 24. Questions for the discussion…..