Authors: Leanne Cameron, Miriam Tanti
The ‘students as learning designers’ approach challenges transmission models of pedagogy and requires teachers to relinquish some control to their students so that they might have the space to experiment and discover how to learn.
Problem and Project Based Learning in Social StudiesAlynethLawas
Problem-based learning entails using critical thinking to investigate problems that do not have a definitive answer. While in project-based learning, students are challenged to establish a plan and create a product that answers the problem. How can these approaches assist in the facilitation of learning in social studies?
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Problem and Project Based Learning in Social StudiesAlynethLawas
Problem-based learning entails using critical thinking to investigate problems that do not have a definitive answer. While in project-based learning, students are challenged to establish a plan and create a product that answers the problem. How can these approaches assist in the facilitation of learning in social studies?
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
This presentation raise questions about which ‘new’ literacies are relevant in school to prepare students for reality in information society and how this is combined within the subject and organisation of collaborative learning activities.
Lagarto, J. (2012). User Generated Content - a path or a resource for learning?. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2019-2024). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/41024.
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
This presentation raise questions about which ‘new’ literacies are relevant in school to prepare students for reality in information society and how this is combined within the subject and organisation of collaborative learning activities.
Lagarto, J. (2012). User Generated Content - a path or a resource for learning?. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2019-2024). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/41024.
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Programa de Desenvolvimento Associativo - Sindilojas Porto AlegreSistema CNC
Palestra proferida por Ronaldo Sielichow, do Sindilojas de Porto Alegre, durante o 27º Encontro Nacional de Sindicatos Patronais do Comércio de Bens, Serviços e Turismo, realizado em Cuiabá-MT. Maio 2011.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
Improving Reading, Writing and Critical Thinking Skills with MediaWesley Fryer
Interested in helping students become better readers, writers, and critical thinkers? We need to “play with media” to become more effective communicators and improve our media literacy skills as both learners and citizens. As you learn to play with digital text, images, audio and video, you will communicate more creatively and flexibly with a wider variety of options. Author and educator Wesley Fryer will inspire and empower you, as a creative person, to expand your personal senses of digital literacy and digital agency as a multimedia communicator! (This presentation was shared for teachers in Yukon Public Schools, Oklahoma, on January 16, 2012, for a district professional development conference.)
Knowledge building- designing for learning using social and participatory mediaeLearning Papers
Author: Gail Casey
This report presents the results of a classroom action research that looked at how one teacher redesigned her curriculum while integrating social media, Web 2.0 and face-to-face teaching in an Australian public high school.
Online students initiate informal learning practices using social toolseLearning Papers
Authors: Anna Rubio Carbó, NÚRIA SERRAT
Various informal learning processes were developed during a course at the IL3-UB, when participants engaged in numerous out-of-class communication and exchange activities. This study aims to determine students’ perceptions of what they learned and investigate their transference of Web 2.0 learning to the workplace. Preliminary conclusions are presented.
Many researchers have focused on online collaborative learning, crosscultural
communication, project-based learning, digital literacy, and digital
storytelling but there is no pedagogical framework that incorporates these
elements for English as Foreign Language (EFL) teaching. This study based
on the qualitative design established a pedagogical framework from three
different types of cross-cultural collaborative projects with the collected data
including students’ artifacts and project structures. We have found that the
pedagogical framework proposed here serves as a guide to facilitate different
types of cross-cultural projects in their classrooms. The multiple cases of
cross-cultural online collaborative projects in an EFL class were taught
according to the theories of project-based learning and content language
integrated learning alike, proved to follow this pedagogical framework.
Implementation is also described to give more details on how the projects
were conducted. In the end, opportunities and challenges are provided for
future implementation of online collaborative EFL projects.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
In this short paper we present two cases of challenges faced by international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment
in which they studied. The names of the learners have been changed.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
The Virtuous Circle of Use, Attitude, Experience and Digital InclusioneLearning Papers
eAdoption refers to how people learn to become ICT users. “Digital inclusion” however is a more complex status, related to people’s participation in communities and in other dimensions of society, based on knowledge. It refers to areas such as social relationships,
work, culture, politics, and so on.
This paper looks at how to evaluate digital inclusion, using an analysis that considers not only individual factors but community and social ones as well, going beyond an
eadoption perspective that is limited to a focus on skill-level.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
Authors: Cornelia Schoor and Hermann Körndle-
The design of elearning content requires several areas of educational psychology to be integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative...
The International Student and the Challenges of Lifelong LearningeLearning Papers
Authors: David Mathew and Susan Sapsed
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Authors: Conor Brownlee
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
The Virtuous Circle of Use, Attitude, Experience and Digital InclusioneLearning Papers
Authors: Roger Esteller-Curto, Raúl Marín, Pilar Escuder-Mollon
eAdoption refers to how people learn to become ICT users. ‘Digital inclusion’ however is a more complex status, related to people's participation in communities and in other dimensions of society, based on knowledge.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
Authors: Eleonora Guglielman
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at...
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Students as learning designers using social media to scaffold the experience
1. In-depth
Students as learning designers:
Using social media to scaffold the experience
Authors The ‘students as learning designers’ approach challenges transmission models of peda-
gogy and requires teachers to relinquish some control to their students so that they
Leanne Cameron
might have the space to experiment and discover how to learn.
Leanne.Cameron@acu.edu.
au
This paper outlines the findings of two studies that allowed students to explore new
Miriam Tanti ways of learning, where they were encouraged to take responsibility for their own
miriam.tanti@acu.edu.au
learning, and outlines what potential social media tools may have in facilitating this
Faculty of Education,
experience. These projects demonstrate that when students are empowered to design
Australian Catholic
University their own learning activities, they can deeply engage in the learning process.
Tags 1. Introduction
students as learning It has been stated that the field of learning design holds the promise of providing teachers
designers, social media, with a framework that will enable them to design high quality, effective and innovative learn-
participatory media ing experiences for their students (Cameron, 2009). By creating the possibility of deconstruct-
ing their existing teaching strategies; aiding reflection on their own practice; documenting
and scaffolding innovative learning activities; and sharing and reusing expert practice, the
field of learning design has the potential to improve the quality of teaching throughout the
higher education sector. Traditionally, the key stakeholder in the learning process, the stu-
dent, is not given a central design role, however, with the advent of web 2.0 tools, it has
never been easier to provide students with the opportunity to contribute to their own learn-
ing. Many students have already chosen to use social media, eg. Facebook, Twitter, for their
own communications and social interaction (November, 2011). In this paper, we report on
what happens when students are empowered to design their own learning, and how best to
scaffold the design process using the social media tools with which they are already familiar.
2. Overview
The paper describes two separate, but related, studies. The “Students as Learning Design-
ers Project” (Cameron & Gotlieb, 2009), involved five teachers and 165 students from five
elementary schools. A key element of the project was that the students were asked to take a
significant amount of responsibility in planning for, and creating, their own learning. During
the project, the students produced 230 learning designs. Research data was collected from
teachers and students via a pre-project survey and video recorded post-project interviews.
Throughout the project, the teachers took a problem-based learning approach and it be-
came quickly apparent that the students required significant scaffolding, particularly in the
early stages of the process.
In the subsequent project, “Scaffolding Student Learning Designers”, the potential of social
media to provide the identified need for scaffolding was explored. The support received by
students designing their learning, both from their teachers and their peers, was analysed.
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This study involved 206 Masters students at the Australian Several studies indicate that the features of social media tools
Catholic University in their first year of study. Data was collected may be used for educational purposes (Boling, et al., 2008;
from students’ Tweets, blog entries and a post-project online Glass & Spiegelman, 2008; Haramiak, Boulton, & Irwin, 2009;
survey. Kajder & Bull, 2004; Martindale & Wiley, 2005; Quible, 2005;
Ray, 2006; Wassell & Crouch, 2008). Researchers argue that so-
3. Objectives cial media tools, namely blogs and microblogs can be used as
effective instructional tools in which teachers and students can
The initial project, “Students as Learning Designers Project”, communicate with each other and make connections between
was designed to determine the educational impact of students content and pedagogy (Overby, 2009; Ray, 2006). Students can
to creating and sharing their own learning designs. It aimed to: also utilise the technologies to collaborate and share their re-
• Provide an opportunity for students to have ownership sources.
over the design and creation of their learning experiences;
In the learning design environment in the “Scaffolding Student
• Determine the key teaching and learning opportunities af-
Learning Designers” study, students were not merely using the
forded by student authoring projects;
social media tools to receive information: they were engaging in
• Analyse the depth and variety of the designs provided by
a constructive learning design process with both their teachers
students when access to authoring software is provided;
and their peers.
• Evaluate the tools that could provide an efficient means of
involving students in learning.
4. Students as learning designers
In the second project, “Scaffolding Student Learning Designers”,
the same project design was employed, but an additional aim As learning designers, students are given the opportunity to
was included: be creative and pursue their goals actively (Lui & Hsiao, 2002).
The initial project demonstrated that students are able to make
• Analyse how social media tools were employed to scaffold
decisions (with varying degrees of guidance) about both con-
the learning design process.
tent (what to learn) and pedagogy (how to learn it), (Reigeluth,
In each project, students and teachers were asked to look be- 1996).
yond their current approach to teaching and learning and ana-
Designing learning is a complex task. Caver, Lehrer, Connell &
lyse the attitudes and conceptions that inform that approach.
Erickson (1992) identified five categories of critical thinking
The project-based learning strategy adopted required students
skills they observed students exhibiting when they were design-
to take a more active role in planning and creating their own
ing learning environments and/or tools. These thinking skills
learning. Understanding how they might do this was a complex
were also observed to be taking place in these projects:
and multi-faceted problem.
• Project management;
Students generally understood how to structure a basic learning
• Research;
task, eg. provide some information and then check learner un-
• Organisation and representation;
derstanding using questions. However, they often needed lots
• Presentation; and
of support in understanding the relationship between the learn-
• Reflection.
ing activities and the pedagogy.
When students were given the opportunity participate in a dis-
It was not just a matter of helping the students think up relevant cussion with the researchers in their role as learning design-
and authentic learning tasks, their teacher’s role was to provide ers (with equal status with their teachers), they rose to meet
students with carefully considered scaffolds that enabled them the challenge and provided insightful comments, eg. How can
to achieve beyond what they could as individuals with the re- groups be used to pull together individuals of similar of different
sources before them. In the “Scaffolding Student Learning De- interest?; What constitutes a ‘good’ answer?; how and why we
signers” Project, the potential of social media tools to scaffold provide feedback.
this experience was examined.
The table below most effectively summarises the advantages
of using students as designers of learning and it also outlines
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a number of disadvantages, some of which that the teachers in 5. The Teacher’s Role
this project also discussed in the post-project interview.
The presence of the teacher was clearly evident throughout the
initial “Students as Learning Designers Project” project. Initially
Instructional the research team set criteria with the students about what
Advantages to Disadvantages to
Design makes a good learning design but the teachers needed to have
Students Students
Considerations
further discussions with students to identify where they hadn’t
Collaboration Can learn from each Only as strong as completely understood the criteria, or didn’t know how to de-
other. the weakest link.
sign to meet the challenge.
Synergy results from Too many chiefs,
2 minds working not enough It was noted that for those students who were not autonomous
together. Indians.
learners, it was really important for the teacher to scaffold the
Can share workload & Difficult for some learning activities so the students were able to achieve and fo-
responsibilities “Many students to deal
hands make small with responsibility cus on learning the meacognitive and communication skills nec-
work” for leadership essary for this type of work. The teachers needed to be able to
Major amounts identify gaps in the students’ skills and knowledge, and provide
of time are scaffolding to help get the students to the next level.
necessary.
In the latter “Scaffolding Student Learning Designers” project,
Relevance Empowers learner If it’s the wrong explicit teacher presence was intentionally withheld from the so-
to connect theory & track, it’s a waste
hypotheses to actual/ of time. cial media environment. The students were aware their tweets
practical context. and blog entries were public so their teachers could read them
Adds realism to at any time, however, the teachers did not make posts them-
learning process. selves. This was a conscious effort on the part of the teachers
Provides pride in to encourage peer support, which was indeed what occurred.
ownership of product
Allows for constructive The value of scaffolding during the design process became
learning evident in the initial project. The concept of scaffolding is de-
rived from cognitive psychological research. It is defined as a
Learner control Encourages diversity. Can produce off-
“social interaction that a knowledgeable participant can create,
Encourages multiple task results.
by means of speech, supportive conditions in which the novice
approaches to Lack of direction
solutions. can occur when can participate in, and extend, current skills and knowledge to
losing sight of higher levels of competence (Greenfield, 1984 as quoted by Do-
Allows for more
sophisticated objectives nato, 1994).
approaches. Procrastination can
result. According to Wood, Bruner & Ross (1976), scaffolded help is
Encourages self-
confidence. characterised by six features:
Allows control of own • Recruiting interest in the task;
pace & time
• Simplifying the task;
Technological Provides advance May intimidate the • Maintaining pursuit of the goal;
preparation notice of content, less well informed • Marking critical features and discrepancies between what
context, and or skilled. has been produced and the ideal solution;
applications to be May get lost & • Controlling frustration during problem-solving, and
used. overwhelmed
• Demonstrating an idealized version of the act to be per-
Increases familiarity & by “information
ease with technology. overload.” formed.
Donato (1994) reports that peer collaboration provides the
Table 1: Advantages and Disadvantages to Students as Designers and same opportunity for scaffolded help as does that of the expert/
Teachers (Murphy, Harvell, Sanders & Epps, 1999)
novice relationship. It is often assumed that scaffolding only oc-
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curs in the presence of an identifiable expert and that this assist- In order for the students to design their own learning activities,
ance is unidirectional, that is from the teacher to the student. the teachers had to relinquish some control. This resulted in
their students being:
In the initial “Students as Learning Designers Project” project
teachers sometimes saw a need to “formalise the informal” to • Given the initiative;
realise the potential benefits of peer learning so that all stu- • Allowed to choose from a diversity of sound methods;
dents could benefit from it, not just those who were already • Work in teams on authentic, real-world tasks;
proficient learners. For example, the teachers provided criteria • Utilise the features of advanced technologies; and
for the learning designs, taught metacognive and communica- • Allowed to persevere until they reached appropriate
tion skills, provided feedback on the learning designs and pro- standards (Reigeluth, 1996).
vided some instruction on the use of the technology. There is no doubt the students were actively engaged, however,
just being allowed to do something that is not a usual part of
Teachers often think that what they do is necessarily more im-
formal learning, and/or being recognised for creating some-
portant for student learning that other activities in which they
thing clever, is enough to keep students motivated and on task
engage. Although the importance of the teacher was clearly
(Prensky, 2007). Hence novelty may have been a factor for the
demonstrated in both projects, teachers had to be careful not
high level of student motivation observed.
to place themselves in the position of mediating all the students
needed to know. This may not only create unrealistic expecta- Additionally, both projects observed similar student behaviour
tions, but teachers can potentially de-skill their students by pre- to that reported by Liu & Rutledge (1997), and that was that
venting them from effectively learning from each other (Boud while students were highly motivated in many respects and
et al, 2001). were on task, the critical design skills of planning and time man-
agement were not easy for them to acquire.
6. Encouraging Student Engagement
Throughout both projects, the teachers and students devel- 7. Learning with Social Media
oped a highly engaging, customised learning environment that These results of the initial “Students as Learning Design-
fostered student independence, initiative, teamwork, thinking ers Project” were impressive but what emerged during the
skills, metacognitive skills and diversity. Within this environ- study was that students required timely and effective support
ment, the students collaborated to design effective learning throughout the learning design process. Hence the search be-
activities. Their design task required them to use higher or- gan for tools to scaffold students’ learning without diminishing
der thinking processes and reflection, not just the lower order the value of peer interaction and support that had been wit-
thinking skills normally used when they are simply required to nessed in the initial study.
reproduce knowledge.
The value of a blog to record work-in-progress and as a reflec-
Kimber & Wyatt-Smith (2006) cite eight strategies to foster deep tion tool is well documented (Dawson, Murray, Parvis & Pater-
learning and encourage active engagement with students. All of son, 2005; JISC, 2008). Blogging often increases student partici-
these were observed: pation in reflective activity, improves student engagement and
• Independent learning, negotiated between student and can change the dynamics of face-to-face sessions.
teacher;
However Twitter emerged as the social media tool of choice
• Personal development;
with which to provide scaffolding advice. Doggett (2009) out-
• Problem-based learning;
lines nine reasons why Twitter might be beneficial in an educa-
• Explicit reflection by students on their learning;
tional setting. Our project confirms that Twitter was an invalu-
• Independent group work;
able tool in our project.
• Learning by doing;
• Developing learning skills; and Using Twitter, students were able to source a wide range of
• Project work. views and resources from their peers anywhere, any time; share
ideas, thoughts, reflections and support and challenge each
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other. The question was often asked, “What can I do to make design, discover how to learn and to deeply engage in the learn-
this better?” and they frequently got instant feedback. The 140 ing process. Additionally, the paper outlined the potential social
character limit was a challenge for some in this context but it media tools have to facilitate this experience. In our projects
provided a discipline that was beneficial in many cases. students were not merely using the social media tools to receive
information: they were engaging in a constructive learning de-
The students excelled at picking up the new technology in dif-
sign process with both their teachers and their peers.
ferent and interesting ways and the teachers found they learnt
from the students in this area. This also helped create an envi-
ronment where the control of the learning process was more
student-centred.
8. The Findings References
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