Tools for Teaching the Digital Natives

University educators and researchers face new generations of “digitally native” students, who approach academic disciplines in novel ways, thus creating a changed university-learning environment that demands new ways of building knowledge in a bottom-up process. A case in point is the area of corporate communication where we need new methods of approaching adult cultural/communicative learning since these integrated competences are much asked for in the business community. One way of approaching university pedagogy within these fields is asking whether social software could provide better tools that support social, collaborative processes that are fun, motivating and better support learning. The article therefore discusses collaborative and individualized learning processes and how social software platforms may better harness collective and personal knowledge in order to enhance learning outcome. The theoretical foundations of the article have been established at the crossroads between general learning theory, cultural/communicative learning theory and social media applications that facilitate collaborative, synchronous and interactive learning platforms. Data evaluation and comparisons in regard to learning outcomes are based on empirical data from two cases applying different learning platforms used in CBS programme courses involving culture and communication learning elements

Using Photostory, MovieMaker and Voki to motivate Danish Upper Secondary Students to learn German language and culture – An empirical qualitative study of students’ perceived intrinsic motivation

Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology) tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context

Sociale medier som læringsredskaber

Kan sociale medier anvendes som læringsredskaber til støtte for sociale, kollaborative processer, der er udfordrende og motiverende, og som samtidig understøtter (fremmedsprogs)tilegnelsen?Artiklen diskuterer eksempler på fagdidaktiske udfordringer i sprogundervisningen på CBS med fokus på engelsk

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Using Photostory, MovieMaker and Voki to motivate Danish Upper Secondary Students to learn German language and culture – An empirical qualitative study of students’ perceived intrinsic motivation

Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology) tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context