10,806 research outputs found
Exploring the views of students on the use of Facebook in university teaching and learning
Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores studentsâ current academic uses of Facebook and their
views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peerâpeer communication around group work and assessment â a use not always conceptualised by students as learning. Focus groups revealed that students are not ready or equipped for the collaborative style of learning envisaged by the tutor and see Facebook as their personal domain, within which they
will discuss academic topics where they see a strong relevance and purpose, notably in connection with assessment. Students use Facebook for their own mutually deïŹned purposes and a change in student mind- and skill-sets is required to appropriate the collaborative learning beneïŹts of Facebook in formal educational contexts
Who youâre gonna call? The development of university digital leaders
In our hyper-connected digitised educational world, university tutors are interested in capitalising on affordances of digital trends in teaching and learning. Students, under the alias of preservice- teachers, walk among them equipped with digital skills in areas of their interest. How can we encourage collaboration between tutors and students that can promote the use of the digital force wisely, support the development of studentsâ professional identities further and extend tutorsâ digital competences? The story of nine tutors and eleven undergraduate pre-service-teachers working together on digital partnerships is set against discussions around digital leadership and citizenship. This case study aims to highlight how universities can respond to technology-driven change by engaging students further and support their awareness of digital citizenship. The overall results showed that the informal learning that students have capitalised outside the classroom can be used to scaffold their development of digital citizenship through offline community engagement. It demonstrates the advantage of using such opportunities as a means to encourage citizenship practices among university student communities and the positive impact that such synergies can have on all the participants
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From mediation to datafication: theorizing evolving trends in media, technology and learning
The Digital Scholar Revisited
The book The Digital Scholar was published in 2011, and used Boyerâs framework of scholarship to examine the possible impact of digital, networked technology on scholarly practice. In 2011 the general attitude towards digital scholarship was cautious, although areas of innovative practice were emerging. Using this book as a basis, the author considers changes in digital scholarship since its publication. Five key themes are identified: mainstreaming of digital scholarship, so that it is a widely accepted and encouraged practice; the shift to open, with the emphasis on the benefits that open practice brings rather than the digital or networked aspects; policy implementation, particularly in areas of educational technology platforms, open access policies and open educational resources; network identity, emphasising the development of academic identity through social media and other tools; criticality of digital scholarship, which examines the negative issues associated with online abuse, privacy and data usage. Each of these themes is explored, and their impact in terms of Boyerâs original framing of scholarly activity considered. Boyerâs four scholarly activities of discovery, integration, application and teaching can be viewed from the perspective of these five themes. In conclusion what has been realised does not constitute a revolution in academic practice, but rather a gradual acceptance and utilisation of digital scholarship techniques, practices and values. It is simultaneously true that both radical change has taken place, and nothing has fundamentally altered. Much of the increased adoption in academia mirrors the wider penetration of social media tools amongst society in general, so academics are more likely to have an identity in such places that mixes professional and personal
Digital Transitions: Nonprofit Investigative Journalism: Evaluation Report on the Center for Public Integrity
Summarizes outcomes of a one-year grant to CPI to transform itself into a leader in digital nonprofit journalism. Examines CPI's track record, use of new tools and methods, capacity as an effective and credible online presence, and areas for improvement
Data Analytics in Higher Education: Key Concerns and Open Questions
âBig Dataâ and data analytics affect all of us. Data collection, analysis, and use on a large scale is an important and growing part of commerce, governance, communication, law enforcement, security, finance, medicine, and research. And the theme of this symposium, âIndividual and Informational Privacy in the Age of Big Data,â is expansive; we could have long and fruitful discussions about practices, laws, and concerns in any of these domains. But a big part of the audience for this symposium is students and faculty in higher education institutions (HEIs), and the subject of this paper is data analytics in our own backyards. Higher education learning analytics (LA) is something that most of us involved in this symposium are familiar with. Students have encountered LA in their courses, in their interactions with their law school or with their undergraduate institutions, instructors use systems that collect information about their students, and administrators use information to help understand and steer their institutions. More importantly, though, data analytics in higher education is something that those of us participating in the symposium can actually control. Students can put pressure on administrators, and faculty often participate in university governance. Moreover, the systems in place in HEIs are more easily comprehensible to many of us because we work with them on a day-to-day basis. Students use systems as part of their course work, in their residences, in their libraries, and elsewhere. Faculty deploy course management systems (CMS) such as Desire2Learn, Moodle, Blackboard, and Canvas to structure their courses, and administrators use information gleaned from analytics systems to make operational decisions. If we (the participants in the symposium) indeed care about Individual and Informational Privacy in the Age of Big Data, the topic of this paper is a pretty good place to hone our thinking and put into practice our ideas
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