![Thank you Are there any questions? [email_address] http://hazelowen.vox.com/](https://image.slidesharecdn.com/learnersreshapinglearninglandscapesowen-1227830169477580-8/85/Learners-Reshaping-Learning-Landscapes-Owen-34-320.jpg)
![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. Jeanner. (2006). Trot Poles [Electronic Version]. Retrieved October 15 2008 from http://www.flickr.com/photos/eajr/163491928/. Johns, t. (2008). Showjumping [Electronic Version]. Retrieved October 10 2008 from http://www.flickr.com/photos/traceyjohns/2520098578/. Kelly and Achoo. (2008). High Horse Jump [Electronic Version]. Retrieved October 15 2008 from http://www.flickr.com/photos/31112797@N07/2913106105/. Oravino. (2006). Horse Jumping [Electronic Version]. Retrieved October 15 2008 from http://www.flickr.com/photos/49189497@N00/172280148/. Unitec Marketing. (2007). Socialising students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. Unitec Marketing. (2007). Carpentry students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. Unitec Marketing. (2007). Automotive students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. Unitec Marketing. (2007). Boat building students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz.](https://image.slidesharecdn.com/learnersreshapinglearninglandscapesowen-1227830169477580-8/85/Learners-Reshaping-Learning-Landscapes-Owen-35-320.jpg)
![References Al-Jarf, R. S. (2004). Effect of Online Learning on Struggling ESL College Writers. Foreign Language Annals, 37 (1), 1-18. Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models for instructional design Journal of Instructional Development, 3 (4), 2-15. Armitage, S., & O’Leary, R. (2003). A guide for learning technologists . York: Learning and Teaching Support Network (LTSN). Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education . Maidenhead, UK: Open University Press. Bonk, C. J., Kim, K. J., & Zeng, T. (2004). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global Perspectives, local designs (pp. 100-127). San Francisco, CA: Pfeiffer Publishing. Conole, G. (2005). Bridging the gap: A review of e-learning research at Southampton [Electronic Version]. ELRC conference . Retrieved June 30 2008 from http://www. elrc .ac. uk/download/presentations/bridgingthegap/four-GrainneConole . ppt . Conole, G. (2008). Capturing practice: the role of mediating artefacts in learning design. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 1-22).](https://image.slidesharecdn.com/learnersreshapinglearninglandscapesowen-1227830169477580-8/85/Learners-Reshaping-Learning-Landscapes-Owen-36-320.jpg)
![References Conole, G., & Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education (September), 84-123. Conole, G., Oliver, M., Falconer, I., Littlejohn, A., & Harvey, J. (2007). Designing for learning. In G. Conole & M. Oliver (Eds.), Contemporary perspectives in e-learning research: themes, methods and impact on practice . Cambridge: RoutledgeFalmer. Goodyear, P. (2002). Psychological foundations for networked learning. In C. Steeples & C. Jones (Eds.), Networked learning: perspectives and issues (pp. 49-75). London: Springer Verlag. Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21 (1), 82-101. Laurillard, D. (2002). Rethinking University Education: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge Falmer. Mayes, T., & de Freitas, S. (2004). JISC e-Learning Models Desk Study: Review of e-learning theories, frameworks and models [Electronic Version]. Retrieved July 01 2008 from www. jisc .ac. uk/uploaded_documents/Stage %202%20Learning%20Models%20(Version%201). pdf](https://image.slidesharecdn.com/learnersreshapinglearninglandscapesowen-1227830169477580-8/85/Learners-Reshaping-Learning-Landscapes-Owen-37-320.jpg)
Uploaded byHazel Owen
Learners Reshaping Learning Landscapes Owen
The document discusses the impact of ICT-enhanced learning and teaching (ICTELT) on writing proficiency within learning communities in Dubai. It highlights both positive and negative student experiences related to writing assignments, emphasizing the importance of peer collaboration, feedback, and iterative processes in improving academic skills. Additionally, it outlines a study involving various data collection methods to assess the effectiveness of ICTELT interventions.
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Learners Reshaping Learning Landscapes Owen
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- 2. Overview ICTELT -does it work? Communities of learning Example from Dubai Issues with writing proficiency ICT enhanced writing interventions Results
- 3. 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).
- 4. give / receivefeedback experience together plan share common goals solve problems create innovate share ideas reflect on experiences Communities of Learning
- 5. Practical academic skillsLiteracy, Language, numeracy Cognitive & reasoning skills ICT & collaborative skills Foundation/ Freshman tertiary education
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- 10. Awareness register genrepurpose 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
- 11. (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
- 12. (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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- 16. Research and StudySkills Assimilation of ideas Communication of ideas Academic writing conventions WRITING
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- 27. Research Study 4HDF 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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- 33. In conclusion Fromthe horse’s mouth…
- 34. Thank you Arethere any questions? [email_address] http://hazelowen.vox.com/
- 35. References All imagesin the PowerPoint presentation (except those referenced below) are taken by or by kind permission of Jeff Rossiter, Dubai Men’s College. Jeanner. (2006). Trot Poles [Electronic Version]. Retrieved October 15 2008 from http://www.flickr.com/photos/eajr/163491928/. Johns, t. (2008). Showjumping [Electronic Version]. Retrieved October 10 2008 from http://www.flickr.com/photos/traceyjohns/2520098578/. Kelly and Achoo. (2008). High Horse Jump [Electronic Version]. Retrieved October 15 2008 from http://www.flickr.com/photos/31112797@N07/2913106105/. Oravino. (2006). Horse Jumping [Electronic Version]. Retrieved October 15 2008 from http://www.flickr.com/photos/49189497@N00/172280148/. Unitec Marketing. (2007). Socialising students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. Unitec Marketing. (2007). Carpentry students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. Unitec Marketing. (2007). Automotive students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. Unitec Marketing. (2007). Boat building students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz.
- 36. References Al-Jarf, R.S. (2004). Effect of Online Learning on Struggling ESL College Writers. Foreign Language Annals, 37 (1), 1-18. Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models for instructional design Journal of Instructional Development, 3 (4), 2-15. Armitage, S., & O’Leary, R. (2003). A guide for learning technologists . York: Learning and Teaching Support Network (LTSN). Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education . Maidenhead, UK: Open University Press. Bonk, C. J., Kim, K. J., & Zeng, T. (2004). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global Perspectives, local designs (pp. 100-127). San Francisco, CA: Pfeiffer Publishing. Conole, G. (2005). Bridging the gap: A review of e-learning research at Southampton [Electronic Version]. ELRC conference . Retrieved June 30 2008 from http://www. elrc .ac. uk/download/presentations/bridgingthegap/four-GrainneConole . ppt . Conole, G. (2008). Capturing practice: the role of mediating artefacts in learning design. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 1-22).
- 37. References Conole, G.,& Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education (September), 84-123. Conole, G., Oliver, M., Falconer, I., Littlejohn, A., & Harvey, J. (2007). Designing for learning. In G. Conole & M. Oliver (Eds.), Contemporary perspectives in e-learning research: themes, methods and impact on practice . Cambridge: RoutledgeFalmer. Goodyear, P. (2002). Psychological foundations for networked learning. In C. Steeples & C. Jones (Eds.), Networked learning: perspectives and issues (pp. 49-75). London: Springer Verlag. Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21 (1), 82-101. Laurillard, D. (2002). Rethinking University Education: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge Falmer. Mayes, T., & de Freitas, S. (2004). JISC e-Learning Models Desk Study: Review of e-learning theories, frameworks and models [Electronic Version]. Retrieved July 01 2008 from www. jisc .ac. uk/uploaded_documents/Stage %202%20Learning%20Models%20(Version%201). pdf
Editor's Notes
- #2 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 .