Cook, Vickie

Gribbins, Michele

English

AIS Electronic Library (AISeL)

Association for Information SystemsAIS Electronic Library (AISeL)MWAIS 2017 Proceedings Midwest (MWAIS)6-2017Workshop: Emerging Technologies and Practicesthat Promote Student-Centered LearningMichele GribbinsUniversity of Illinois at Springfield, mgribbin@uis.eduVickie CookUniversity of Illinois Springfield, vcook02s@uis.eduFollow this and additional works at: http://aisel.aisnet.org/mwais2017This material is brought to you by the Midwest (MWAIS) at AIS Electronic Library (AISeL). It has been accepted for inclusion in MWAIS 2017Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, please contact elibrary@aisnet.org.Recommended CitationGribbins, Michele and Cook, Vickie, "Workshop: Emerging Technologies and Practices that Promote Student-Centered Learning"(2017). MWAIS 2017 Proceedings. 31.http://aisel.aisnet.org/mwais2017/31Gribbins et al.  Emerging Technologies and Practices for Student-Centered Learning Proceedings of the Twelfth Midwest Association for Information Systems Conference, Springfield, Illinois May 18-19, 2017 1 Workshop: Emerging Technologies and Practices that Promote Student-Centered Learning Michele Gribbins University of Illinois Springfield mgribbin@uis.edu Vickie Cook University of Illinois Springfield vcook02s@uis.edu ABSTRACT In this workshop, participants will investigate a range of exciting new educational technology tools, from cloud-based resources to mobile apps to recording devices to wearable technology to augmented and virtual reality. Participants will explore student-centered learning and heutagogical practices as we discuss these emerging technologies and how they can be used in face-to-face, online and blended classrooms.   Keywords Student-centered learning, heutagogy, online learning, blended learning, technology-enhanced learning, educational technologies WORKSHOP DESCRIPTION The concept of heutagogy expands our current thinking of pedagogy and andragogy to look at self-determined learning. According to Blaschke (2012), heutagogical learners are “highly autonomous and self-determined” and instructors who adapt heutagogical practices in their classes aim to produce “learners who are well-prepared for the complexities of today’s workplace”. Student-centered or learner-centered learning focuses on a problem-based approach that focuses on “the needs, skills, and interests of the learner” (Norman & Spohrer, 1996).  As educators, we can create the curiosity to find and explore connections between many sources that can lead learners to new knowledge and enhanced learning. Connecting information from a variety of fields and individuals is necessary to add depth and breadth to the self-determined learner's knowledge base.  Emerging technologies support heutagogy by making learning more pervasive and ubiquitous, giving learners more opportunities to determine what, where, when and with whom learning takes place. A variety of technologies, such as visual instruction and podcasting, have been identified in the research as enhancing learning in the Information Systems field (Paetzold & Melby, 2008; Khechine, Lakhal, & Pascot, 2013), and these technologies and their application in the classroom continue to evolve.   During this workshop, an overview of the latest technology trends and research for face-to-face, online and blended learning environments will be presented. New hardware, cloud-based tools, wearable devices, mobile apps, and augmented and virtual reality tools that can enhance teaching and learning will be discussed. Attendees will (a) participate in activities that will exemplify the characteristics of heutagogical approaches to learning, (b) be given hands-on opportunity to explore various technologies, including apps and wearable devices, and (c) discuss how the technologies being showcased can benefit the self-determined learner and accomplish specific desired learning outcomes.   This workshop is designed to allow participants to meet the following learning outcomes: (a) explore the definitions, continuum, and characteristics of pedagogy, andragogy, and heutagogy, (b) understand the most recent trends and enjoy the exploration of new learning technologies, and (c) create strategies to utilize heutagogy in new ways to strengthen and extend learning through the use of online tools and mobile devices. A website will be designed with information for the participants to take back to their campuses to share with faculty and decision-makers for review and evaluation prior to the purchase of technologies at their own institutions. Participants should bring their own mobile device (or devices) to use during the workshop.  Gribbins et al.  Emerging Technologies and Practices for Student-Centered Learning Proceedings of the Twelfth Midwest Association for Information Systems Conference, Springfield, Illinois May 18-19, 2017 2 REFERENCES 1. Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determinedlearning. The International Review of Research in Open and Distributed Learning, 13, 1, 56-71.2. Khechine, H., Lakhal, S., & Pascot, D. (2013). University Students’ Perception of the Pedagogical Use of Podcasts: ACase Study of an Online Information System Course. Journal of Education and Training Studies, 1, 2, 136-151.3. Norman, D. A., and Spohrer, J. C. (1996). Learner-centered education. Communications of the ACM, 39, 4, 24-27.4. Paetzold, S. P., & Melby, N. J. (2008). Active learning strategies for computer information systems education in onlinecourses. Journal of Global Business Issues, 13.

Workshop: Emerging Technologies and Practices that Promote Student-Centered Learning

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Workshop: Emerging Technologies and Practices that Promote Student-Centered Learning

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