1,232 research outputs found
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A literature review of the use of Web 2.0 tools in Higher Education
This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching
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Discourses Influencing OU Students' Participation In, and Engagement With, Online Collaborative Learning
Constructivist learning theories have inter-subjectivity at their core, and collaborative learning, where learners work together to build knowledge, is widely considered good pedagogy. In distance learning, collaboration usually occurs online. The Open University includes online collaborative learning across the curriculum, but there is evidence of non-participation, and some students report they do not wish to collaborate.
There is little published data on student attitudes towards collaborative learning. This study investigated Open University students' talk and practice around online collaborative learning, and placed it in the context of learning discourses within the University and elsewhere. It was conducted using focus groups, quantitative analysis of social presence during online collaborative learning activities, discourse analysis of University scholarship texts, and evaluation of policy and practice in UK education.
Identified issues included lack of trust in other students, cost-benefit analysis including expectation of extrinsic reward through assessment, and reluctance to both share knowledge and value knowledge of other students. Collaborative activities were viewed as discrete tasks to be completed, and to demonstrate transferable skills rather than as learning processes. There was little social presence during the activities, which it is argued indicates lack of engagement with the community.
It is suggested that presenting knowledge as bounded within a tightly defined and assessed curriculum conflicts with the exploratory nature of collaborative learning, and can discourage student participation and engagement. There is also conflict between the employability agenda and collaboration as a constructive learning tool. It is recommended that learning collaboratively is presented as an ethos rather than as discrete, formal, product-focused and assessed activities. Group trust and cohesion should be fostered. These recommendations are not limited to the Open University or to online learning
Curriculum renewal for interprofessional education in health
In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi
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