5,528 research outputs found
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Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools.
It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks whichâin turnâwould promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., âthe ability to understand the combined potential of various modes for making meaningâ (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy
Digital communities: context for leading learning into the future?
In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model
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BECTA research project: International Baccalaureate E-Learning Laboratory (iBEL): evaluation report
The International Baccalaureate E-Learning Laboratory (iBEL) investigated the role that design-for-learning (D4L) plays in fostering independent learning on the International Baccalaureate programme using integrated open source platforms, namely Moodle and LAMS. Results from the project indicate these technologies increased independent learning, especially when teachers provided a clear framework by linking to pre-selected, reliable resources, and structured these through appropriate activities. Visual design was highly valued and learners enjoyed using resources containing rich media. In subject disciplines such as Modern Foreign Languages and English they were motivated by the integration of social learning tools, notably forum, glossary tools and chat. Students expected the use of technologies to form a part of their learning.
Some teachers found that the use of the technologies assisted with long-term planning and enhanced their relationships with students. Adoption of a D4L system is more likely to succeed if introduced as a repository for existing content to which activities are later added and where it supports flexibility, fits the way that practitioners normally plan for learning, integrates easily with F2F teaching, contains a variety of easy to use tools, and accommodates the integration and updating of existing resources created by staff, such as Word, pdf and PowerPoint
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How to design for persistence and retention in MOOCs?
Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme.
In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context
Social presence in the 21st Century: an adjustment to the Community of Inquiry framework
The Community of Inquiry framework, originally proposed by Garrison, Anderson and Archer (2000) identifies teaching, social and cognitive presences as central to a successful online educational experience. This article presents the findings of a study conducted in Uruguay between 2007 and 2010. The research aimed to establish the role of cognitive, social and teaching presences in the professional development of 40 English language teachers on Continuous Professional Development (CPD) programmes delivered in blended learning settings. The findings suggest that teaching presence and cognitive presence have themselves 'become social'. The research points to social presence as a major lever for engagement, sense-making and peer support. Based on the patterns identified in the study, this article puts forward an adjustment to the Community of Inquiry framework, which shows social presence as more prominent within the teaching and cognitive constructs than the original version of the framework suggests
The promise and practice of e-learning within complex tertiary environments
In advance of a change in learning management systems at a tertiary institution in New Zealand, the authors undertook a research study, the purpose of which was to provide a âsnap-shotâ of existing online instructional practice within their School. They sought to identify existing pedagogical and technical issues and staff attitudes and preparedness for the new software. Although they found considerable staff good will toward e-learning, a number of problems were identified in the study. Findings from research have been organized and are discussed within five categories, including vision, skills, incentives, resources, and action plan. Conclusions describe plans for reorganizing how and in what manner e-learning can be supported within complex social environments, such as universities, when resources are limited
Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course
Arts educators have been experiencing the pressures of current and emerging technologies and technological tools that are transforming the teaching and learning process in visual and performing arts fields in higher education. Literature demonstrates that more studies are needed on the experiences of instructors and students, and the course design choices, implementation, and uses of blended learning in higher education in the creative disciplines. Existing research on blended learning indicates that more studies on student perceptions of blended learning are needed. This qualitative case study investigated an introductory course in art history offered in the blended format to students not majoring in visual arts. I explored three research questions on the types of pedagogical and technological choices the instructor made when designing and teaching the course and the ways in which students responded to these decisions, as well as what aspects of the course were associated with student engagement. In order to investigate these research questions, I interviewed 24 students enrolled in the course, three teaching-assistants (TAs), and the course instructor, I observed face-to-face tutorials, and reviewed the course and tutorial sites in learning management system (LMS). I argue that although students prefer the flexibility that blended course design offers, interaction with the instructor is a significant aspect to maintain student engagement. Innovative means of assessment that is using the social media microblog, Twitter, for one of the assignments engaged students in writing about art and added to their satisfaction in the course. Recommendations and areas for future research are discussed
Digital tools disrupting tertiary studentsâ notions of disciplinary knowledge: Cases in history and tourism
This paper reports on the findings from a two year research project that explored the potential of digital tools in support of teachingâlearning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary taskâteaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participantsâ prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice
Analysis of Digital Media: Supporting University-Wide Online Learning via Moodle
This report aims to provide an overview of a project which explores teaching and learning within a blended mode of study. Specifically, it looks to analyse the production of digital media and online social networking with a view to enhancing the learning experience. It was the overall aim of the project to contribute to the Universityâs Learning and Teaching Strategy by developing media content; exploring the production process, analyse digital participation and explore the challenges and opportunities locally within schools. The project has placed emphasis on the production principles which enhance our online courses whilst providing a consistent quality of experience â recognising that our students often access course material produced by staff from across schools and colleges
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