31,992 research outputs found
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 â 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 âtechnology stewardâ. 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
Internationalisation from home- global collaborative project based learning
This paper explores how cross-institutional project-based-learning facilitated by Web 2.0 ICTs supported cross-cultural and cross-institutional student peer learning experiences.
The focus of this paper relates to the most recent project named âThe Giftâ conducted through âThe Global Studioâ. At each institution the students formed small local project teams which were paired with teams of students from one of the other collaborating universities.
Initial findings suggest the majority of students perceived this innovative initiative as having facilitated their learning, especially in the intended areas of development of virtual teamwork and communication skills. This paper focuses on initial findings with regards peer learning in relation to ICTs and cross-cultural communication
By design : negotiating flexible learning in the built environment discipline
The term ‘flexible education’ is now firmly entrenched within Australian higher education discourse, yet the term is a contested one imbued with a multiplicity of meanings. This paper describes a process designed to elucidate how the idea of flexible education can be translated into teaching models that are informed by the specific demands of disciplinary contexts. The process uses a flexible learning ‘matching’ tool to articulate the understandings and preferences of students and academics of the Built Environment to bridge the gap between student expectations of flexibility and their teacher’s willingness and ability to provide that flexibility within the limits of the pedagogical context and teaching resources. The findings suggest an informed starting point for educators in the Built Environment and other creative disciplines from which to traverse the complexities inherent in negotiating flexibility in an increasingly digital world
Transforming pedagogy using mobile Web 2.0
Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing.
Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple
contexts. Todayâs dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit,
upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning
environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.
Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig
Integrating Mobile Web 2.0 within tertiary education
Based on three years of innovative pedagogical development and guided by a participatory action research
methodology, this paper outlines an approach to integrating mobile web 2.0 within a tertiary education
course, based on a social constructivist pedagogy. 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 the use of the technology. We illustrate how
the introduction of mobile web 2.0 has disrupted the underlying pedagogy of the course from a traditional
Attelier model (face-to-face apprenticeship model), and has been successfully transformed into a context
independent social constructivist model. Two mobile web 2.0 learning scenarios are outlined, including; a
sustainable house design project (involving the collaboration of four departments in three faculties and three
diverse groups of students), and the implementation of a weekly ânomadic studio session'. Students and
lecturers use the latest generation of smartphones to collaborate, communicate, capture and share critical and
reflective learning events. Students and lecturers use mobile friendly web 2.0 tools to create this
environment, including: blogs, social networks, location aware (geotagged) image and video sharing, instant
messaging, microblogging etc⊠Feedback from students and lecturers has been extremely positive
Straddling the intersection
Music technology straddles the intersection between art and science and presents those who choose to work within its sphere with many practical challenges as well as creative possibilities. The paper focuses on four main areas: secondary education, higher education, practice and research and finally collaboration. The paper emphasises the importance of collaboration in tackling the challenges of interdisciplinarity and in influencing future technological developments
Planning for Success in Introducing and Embedding Technology to Enhance Learning
The authors reflect on the outcomes of recent change management projects for introducing technology into Higher Education in the UK and discuss key aspects which have led to success in the increasing use and subsequent embedding of learning technologies in the classroom. They focus on three areas where it is suggested that institutions need to âget it rightâ in terms of justifying the expensive introduction of technology into the learning environment: the building and maintaining of the technical infrastructure; the provision of appropriate initial and continuing user support, which includes relating the use of technology to pedagogy; and the management of the impact of change on those who are faced with adapting to different ways of learning and teaching. These are mapped to a set of critical success factors by the authors. The paper investigate these firstly, via a case-study within a technology-focussed university, where its commitment to the enhancement of the student experience through using technology to support assessment and feedback mechanisms has increased. The authors explore how academics were encouraged to become further engaged within the process. Consequently, the use of technology in the classroom was no longer seen as being the preserve of a group of âenthusiastsâ or âearly adoptersâ but was perceived to be relevant to a wider user group. A further case-study shows how the critical success factors were applied to develop a flexible learning module within a more traditional teaching environment. This paper explores the importance of balancing underlying pedagogical approaches to the introduction of new technologies. It is proposed that while technology can be an excellent tool it should not drive the pedagogy. The aim finally is to ensure that throughout and following a period of change both academics and students can benefit from the appropriate use of technology to enhance learnin
New technologies for urban designers: the VENUE project
In this report, we first outline the basic idea of VENUE. This involves developing digital tools froma foundation of geographic information systems (GIS) software which we then apply to urbandesign, a subject area and profession which has little tradition in using such tools. Our project wasto develop two types of tool, namely functional analysis based on embedding models of movementin local environments into GIS based on ideas from the field of space syntax; and secondlyfashioning these ideas in a wider digital context in which the entire range of GIS technologies werebrought to bear at the local scale. By local scale, we mean the representation of urban environmentsfrom about 1: 500 to around 1: 2500
Integrating Technology With Student-Centered Learning
Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications
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