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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

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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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

An introduction to case-based teaching and learning

Cases were being introduced in the classroom around the turn of the 20th century, originating out of Harvard University which developed its case-writing activities into a lucrative business with universities around the globe buying its cases and case solutions. According to Courtney et al. (2015: 1) “Characteristically, the traditional approach to teaching would start with the premise that the teacher has a superior knowledge in the subject area compared to the students. Following the traditional approach, the goal of the teaching would therefore be to transmit the teacher’s knowledge to the students in the lecture hall. The student would continue to attend their educational institution until this transmission of knowledge has been successful. The typical student will leave academia after a number of years, will wander out in the world and start to test out the theories that he or she has learned. Often this meeting with the empirical world will prove to be a shock for the ex-student. Although the process of transmission might have been successful, the transformation from theoretical knowledge to practical ability is a challenge that is left to the ex-student and the businesses she or he is working with.” In the words of Hannan & Silver (2000:9), “From the 1980s […], it was clear to many staff that the old forms of lecture and seminars were not working. Student constituencies were becoming greatly more diverse, expectations were different, the burden of assessment was becoming alarming, the new and pervasive shapes of modular and semesterized courses were changing teaching and learning styles and rhythms, and the outcomes of higher education were being questioned by employers and professions. The results at institutional or professional levels included a wide variety of strategies, such as the adoption of problem-based learning for the professions relating to medicine, and the adoption of new staff development programmes for new and existing teachers.” In the experience of the authors in this section, however, the idea of transmission of knowledge from lecturer to student does not work exactly in the way noted above, and the following three chapters will give some illustrations of other perspectives. The aim here is to use the case method in the classroom, but to apply it in different contexts of higher education, which requires a break with the traditional, one-size-fits-all way of looking at and using cases in the classroom. The three chapters in this section will show the three authors’ very different ways of approaching cases in the classroom, but in discussions when forming this section it became evident that a number of common themes from both students’ and teachers’ perspectives were shared, particularly with regard to how the use of cases may foster critical thinking and metacognition in students in higher education. It became clear to the authors that this development is taking place in a wider context, institutional as well as national and cultural, in terms of e.g. internationalization, far greater numbers of students and the breaking down of cultural barriers