[PDF] from hio.noM Johannesen… - Technology, Pedagogy and Education, 2010 - Taylor & FrancisThis article uses the notion of professional identity within the framework of actor network
theory to understand didactic practices within three faculties in an institution of higher
education.
The VLE such as Moodle is presented as a co-construction tool for learning and in most institutions it is seen as innovative peadagogic practice and efficient organisation of notes and lectures.On the VLE there are tools for multiuple choice assesments, tutors usually put in a few questions and answers that the students can access and try to complete over and over again.
This study asked tutors from 3 faculties engineering nursing and education what they see as useful about the multiple choice tool.The big findings was that tools are used according to tutor's beliefs.
Saturday, 26 November 2011
Wednesday, 23 November 2011
educational outcomes for using blogs
cultural studies about blogs.
http://www.ifets.info/journals/13_2/8.pdf
oh, J.W.P., Quek, C. J., & Lee, O. K. (2010). An Investigation of Students' Perceptions of Learning Benefits of Weblogs in an East Asian Context: A Rasch Analysis. Educational Technology & Society, 13 (2), 90–101.
This paper argues that blogs are different things to different cultures. The research was carried out with Asian Chinese students who found the blogs were good for de-personalisation ,collaboration and getting items shared efficiently.This is actually similar to all other studies that speak about how students felt about blogs.
oh, J.W.P., Quek, C. J., & Lee, O. K. (2010). An Investigation of Students' Perceptions of Learning Benefits of Weblogs in an East Asian Context: A Rasch Analysis. Educational Technology & Society, 13 (2), 90–101.
This paper argues that blogs are different things to different cultures. The research was carried out with Asian Chinese students who found the blogs were good for de-personalisation ,collaboration and getting items shared efficiently.This is actually similar to all other studies that speak about how students felt about blogs.
Two papers discussing the learning theory in using technology
Järvelä, S., Näykki, P., Laru, J., & Luokkanen., T. (2007). Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools. Educational Technology & Society, 10 (4), 71-79.
This paper discusses the use of mobile tools to create collaborative learning, The three research projects in Higher Education ensure collaborative face to face and classroom experiences are blended by encouraging the students to create mind maps and visuals from their university lectures. The results show that students’ cognitive activities, such as metacognition and reflection, were stimulated by focusing on questions about the content of the lecture. This kind of learning tool can be used for compensating weak study skills in different domains .
The interesting thing abut this paper is the idea of a mobile learner that can post at any time when ready and actually scaffold other’s learning by their own interests and input to the course. They call this Self-regulated learning using Wireless networks. They argue there is little detail about learning theory to the innovative and new gadgets and want their paper to give
“detailed arguments as to what are these new opportunities in terms of learning interaction and collaboration and what are the exact processes that mobile tools can scaffold.”However they just come up with self -regulated and collaborative learning theory.No mention of connectivism.
Most papers I have read about blogging have the tutor setting how much blogging is to be done . “a set of instructions prescribing how students should perform in groups, how they should interact and collaborate and how they should solve the problem” (Dillenbourg, 2002, p. 63),
My study with blogs will actually have no rules because this could lead to better more independent learners. Self-regulated learners take charge of their own learning by choosing and setting goals, using individual strategies in order to monitor, regulate and control the different aspects influencing the learning process and evaluating his or her actions. Eventually, they become less dependent on others and on the contextual features in a learning situation.
Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL,. Heerlen: Open Universiteit Nederland, 61- 91
Monday, 21 November 2011
ICT impacts on learners if a tutor joins in.
I wonder what the literature says about privacy and identity when using blogs? Fresen (2001) would say the relationship between the students on line abd their tutor is vital and staff interactionh is one of the key factors in student engement. When using a blog tool it is for information disemination and to encourage interaction between students.Content and the way the communication flows can be studied to make theory about how the learner uses them ,how they engage in their course or not..But if better staff engagement leads to better student engagement staff should be recognised for working outside hours and be able to record the interactions on their lesson planning.This is where innovation is ahead of developments in the institution and this creates a duality where blogging is seen as excellent practice but not a recognised practice.
I have noticed all teaching staff use the LMS learning management system Moodle.
Malikowski,Thompson and Theis (2007)say in their study teaching staff tend to adopt LMS features along a continum begining with content diseminationfeatures and moving tomore complex features as they gain experience w
ith the new medium.So blogs can be used badly as a push tool and aimed at just students when other staff ,quite rightly, refuse to use their leisure time for unpaid work.
According to Dawson and Mc William (2008)acccademics are not always ready for communicative practices and of course it is not the quantity of posts but the quality thaqt aids good communication that pokes others into thinking.Quality could be "engaged learning ,learning that leads to student involvement,motivating students to learn duee to the environment and activities being meaningful" Kersley and Schneiderman (199 pg1)
Malikowski, S., M. Thompson, et al. (2007). “A model for research into course management systems: bridging technology and learning theory.” Journal of Educational Computing Research 36(2): 149-173.
I have noticed all teaching staff use the LMS learning management system Moodle.
Malikowski,Thompson and Theis (2007)say in their study teaching staff tend to adopt LMS features along a continum begining with content diseminationfeatures and moving tomore complex features as they gain experience w
ith the new medium.So blogs can be used badly as a push tool and aimed at just students when other staff ,quite rightly, refuse to use their leisure time for unpaid work.
According to Dawson and Mc William (2008)acccademics are not always ready for communicative practices and of course it is not the quantity of posts but the quality thaqt aids good communication that pokes others into thinking.Quality could be "engaged learning ,learning that leads to student involvement,motivating students to learn duee to the environment and activities being meaningful" Kersley and Schneiderman (199 pg1)
Malikowski, S., M. Thompson, et al. (2007). “A model for research into course management systems: bridging technology and learning theory.” Journal of Educational Computing Research 36(2): 149-173.
Friday, 18 November 2011
learning is socially constructed
Sometimes new teaching and learning tools need new theory. In one view the knowledge is an item to be passed on to others, their head is to be filled by tutor's input. In another view knowledge is created by the individual by discussing and sharing in social learning. “The most profound impact of the Internet… is its ability to support and expand the various aspects of social learning”. “Attention has moved from access to information towards access to other people”. “Web2.0 blurs the boundaries between the producers and consumers of content”. (Seely Brown, 2008)
John Seeley Brown ,amongst many ,commented on the use of students connecting in his paper Minds on Fire (http://www.johnseelybrown.com/mindsonfire.pdf), saying in the future of colleges and Higher education is not to continue filling up courses with set papers and readings.That is why i have encouraged the students to blog ,so that the individuals will be able to belong to an eco system that enable equal opportunities because they can find whatever makes sense to them.A variety of perspectives can be shown on individual blogs that are joined together inside a see "wall" and the tools on the web will allow learners freedom to source or find , use and reinterpret knowledge in ways that make sense to them. "Compelling evidence for the importance of social interaction to learning comes from the landmark study by Richard J. Light, of the Harvard Graduate School of Education, of students’ college/ university experience. Light discovered that one of the strongest determinants of students’ success in higher education— more important than the details of their instructors’ teaching styles—was their ability to form or participate in small study groups. Students who studied in groups, even only once a week, were more engaged in their studies, were better prepared for class, and learned significantly more than students who worked on their own.6"
I like this piece of how group work theory research has been built up so i have copied it all so i don't loose it . I know its not proper referencing but plagiarism ..Richard J. Light, Making the Most of College: Students Speak Their Minds (Cambridge: Harvard University Press, 2001). For a summary of Light’s research, see Richard Light, “The College Experience: A Blue- print for Success,” <http://athome.harvard.edu/ programs/light/index.html>. An earlier, though more focused, contribution to our appreciation of the power of group study was provided by Uri Tre- isman more than twenty years ago. As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African- Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate prepa- ration but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African- Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challeng- ing calculus problems. The program was so suc- cessful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Math- ematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, <http://math.sfsu.edu/hsu/workshops/treisman .html>.
John Seeley Brown ,amongst many ,commented on the use of students connecting in his paper Minds on Fire (http://www.johnseelybrown.com/mindsonfire.pdf), saying in the future of colleges and Higher education is not to continue filling up courses with set papers and readings.That is why i have encouraged the students to blog ,so that the individuals will be able to belong to an eco system that enable equal opportunities because they can find whatever makes sense to them.A variety of perspectives can be shown on individual blogs that are joined together inside a see "wall" and the tools on the web will allow learners freedom to source or find , use and reinterpret knowledge in ways that make sense to them. "Compelling evidence for the importance of social interaction to learning comes from the landmark study by Richard J. Light, of the Harvard Graduate School of Education, of students’ college/ university experience. Light discovered that one of the strongest determinants of students’ success in higher education— more important than the details of their instructors’ teaching styles—was their ability to form or participate in small study groups. Students who studied in groups, even only once a week, were more engaged in their studies, were better prepared for class, and learned significantly more than students who worked on their own.6"
I like this piece of how group work theory research has been built up so i have copied it all so i don't loose it . I know its not proper referencing but plagiarism ..Richard J. Light, Making the Most of College: Students Speak Their Minds (Cambridge: Harvard University Press, 2001). For a summary of Light’s research, see Richard Light, “The College Experience: A Blue- print for Success,” <http://athome.harvard.edu/ programs/light/index.html>. An earlier, though more focused, contribution to our appreciation of the power of group study was provided by Uri Tre- isman more than twenty years ago. As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African- Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate prepa- ration but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African- Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challeng- ing calculus problems. The program was so suc- cessful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Math- ematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, <http://math.sfsu.edu/hsu/workshops/treisman .html>.
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