Inquiry-based learning in the arts: a meta-analytical study

This report summarises learning about inquiry-based learning (IBL) in the arts and humanities disciplines at the University of Sheffield during the period in which the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) has been in operation. It draws upon impact evaluation data from curriculum development projects that have been funded by CILASS in departments in the Faculty of Arts and Humanities

Next Generation User Skills

The world is awash with statistics on the impact of the web on 21st century living, learning and working. They are accompanied by the pronouncements and predictions of experts from every camp, from those heralding a new brave new world of co-creation and choice, to warnings from the dark side in terms of ethics and educational standards, tempered by increasing recognition that ‘we’ may no longer be in control of such matters. Meanwhile, surveys report that around 80% of businesses have invested in IT and 60% have websites. Whilst the extent and value of adoption differs significantly across businesses and sectors, the foundations for new ways of working and doing business are broadly in place, with older and static businesses typifying the laggards. It would not be unsafe to project that, by 2013, even more people will be required to use ICT in the workplace and in their everyday lives, increasingly involving online communication and web-based applications. This represents a scenario to which those responsible for developing curricula and awards must respond – in the primary and secondary phases, vocational and applied learning, work based and adult community provision and higher education. To ensure the relevance of and to influence the ongoing enhancement of user ICT provision and the associated awards, Digital 2020 and the Scottish Qualifications Authority jointly commissioned Sero Consulting to develop a vision for ICT user skills in 2013 – ‘Next Generation User Skills’ – taking account of: • Skills that all employers will need, which they may not currently recognise. • Skills that people (especially young people) will already have, but which may not be accredited. • Essential skills for living and learning in a digital age. This paper is drawn from the resulting public report, ‘Next Generation User Skills – Working, Learning & Living Online in 2013’ (September 2008), which provides: • An overview of the current ICT user skills landscape. • A model representing digital activities and competencies that might constitute the ‘Next Generation User Skillscape’. • A mapping of that activity space onto tools and awards, with a gap analysis identifying weaknesses in provision. • An overview of the recommendations to the report sponsors

Mobilizing learning: mobile Web 2.0 scenarios in tertiary education

Based upon three years of mobile learning (mlearning) projects, a major implementation project has been developed for integrating the use of mobile web 2.0 tools across a variety of departments and courses in a tertiary education environment. A participatory action research methodology guides and informs the project. The project is based upon an explicit social constuctivist pedagogy, focusing on student collaboration, and the sharing and critique of student-generated content using freely available web 2.0 services. These include blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc… Students and lecturers are provided with either an appropriate smartphone and/or a 3G capable netbook to use as their own for the duration of the project. Keys to the projects success are the level of pedagogical and technical support, and the level of integration of the tools into the courses – including assessment and lecturer modelling of the use of the tools. The projects are supported by an intentional community of practice model, with the researcher taking on the role of the “technology steward”. The paper outlines three different scenarios illustrating how this course integration is being achieved, establishing a transferable model of mobile web 2.0 integration and implementation. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model th

What is driving university teachers’ flexible integration of information and communication technologies?

In this article, we outline three forces driving university teachers’ flexible integration of ICT. They are (i) pressure from web2.0/3.0 native peers and learners leading to a need for flexible autonomy in university teachers (ii) teacher professional development resulting in flexible options in teaching and learning; and (iii) mobile learning collaboration and sharing triggering flexible partnership and cooperation among educational institutions. These three driving forces have an underlying thread: they impact on teacher’s flexible integration of emerging technologies in tertiary education

What is driving university teachers’ flexible integration of information and communication technologies?

In this article, we outline three forces driving university teachers’ flexible integration of ICT. They are (i) pressure from web2.0/3.0 native peers and learners leading to a need for flexible autonomy in university teachers (ii) teacher professional development resulting in flexible options in teaching and learning; and (iii) mobile learning collaboration and sharing triggering flexible partnership and cooperation among educational institutions. These three driving forces have an underlying thread: they impact on teacher’s flexible integration of emerging technologies in tertiary education

Learning and Teaching with Geomedia

International audienceThis book presents a range of educational approaches and ideas around learning with and about geomedia, taking into account the potential as well as the risks and challenges associated with the use geomedia in education. This includes understanding the inherently biasednature of maps and other spatial representations; the power of geomedia produced by institutions, as well as the power of geomedia produced by lay persons; the use of geoinformation in the control and surveillance of individuals and groups, and the opportunities of georeferenced data to foster innovative knowledge. Addressing these aspects in essence means preparing students for an emerging Geoinformation society

ALT-C 2011 Abstracts

This is a PDF of the abstracts for all the sessions at the 2011 ALT conference. It is designed to be used alongside the online version of the conference programme. It was made public on 1 September, with a "topped and tailed" made live on 2 September