Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

Learners Reshaping Learning Landscapes Owen

1 603 vues

Publié le

Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia.

The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach.

The full paper is available from: http://www.scribd.com/doc/8459339/Owen

Publié dans : Formation
  • Soyez le premier à commenter

  • Soyez le premier à aimer ceci

Learners Reshaping Learning Landscapes Owen

  1. 2. Overview <ul><li>ICTELT - does it work? </li></ul><ul><li>Communities of learning </li></ul><ul><li>Example from Dubai </li></ul><ul><li>Issues with writing proficiency </li></ul><ul><li>ICT enhanced writing interventions </li></ul><ul><li>Results </li></ul>
  2. 3. Does ICTELT work? <ul><li>ICT enhanced learning & teaching (ICTELT) </li></ul><ul><li>Blended learning </li></ul><ul><ul><li>“… knowledge is viewed as a social construct, facilitated by peer interaction, evaluation and cooperation” (Hiltz, 1998). </li></ul></ul>
  3. 4. give / receive feedback experience together plan share common goals solve problems create innovate share ideas reflect on experiences Communities of Learning
  4. 5. Practical academic skills Literacy, Language, numeracy Cognitive & reasoning skills ICT & collaborative skills Foundation/ Freshman tertiary education
  5. 10. Awareness register genre purpose Mechanics grammar syntax revision/editing semantics vocabulary Structure & Organization summarizing / paraphrasing arguing applying support synthesizing describing Referencing & Avoiding Plagiarism search selection techniques conventions ethics Academic Writing Conventions
  6. 11. <ul><li>(Adapted from Johnson, & Bray, 2007) </li></ul>Text has no value; may be lost & forgotten ‘ Broken record’ Model: Slaughtered Again! Why bother? It’s always the same… Finished! I can forget it now Write, Discard, Forget, Repeat! Draft Feed back Re-draft Submit Overall negative experience
  7. 12. <ul><li>(Adapted from Johnson, & Bray, 2007) </li></ul>Brainstorming ideas; focus on rubric; peer collaboration Iterative process Awarenessgrows with each cycle Draft Feed back Reflect & act Publish Overall positive, informed experience Peer review (strongly scaffolded); teacher review; meta-skills; discussion of reasons Define / discuss positives / negatives; identify remedial support where required Seek small, regular improvements
  8. 16. Research and Study Skills Assimilation of ideas Communication of ideas Academic writing conventions WRITING
  9. 27. Research Study <ul><li>4 HDF sections (n=74 students) </li></ul><ul><li>4 instructors </li></ul><ul><li>2 quasi-experimental / 2 control </li></ul><ul><li>Data collection tools: observations, surveys, interviews, assessments, reflective blog postings, discussion board postings </li></ul>
  10. 33. In conclusion From the horse’s mouth…
  11. 34. Thank you <ul><li>Are there any questions? </li></ul><ul><li>[email_address] </li></ul><ul><li>http://hazelowen.vox.com/ </li></ul>
  12. 35. References <ul><li>All images in the PowerPoint presentation (except those referenced below) are taken by or by kind permission of Jeff Rossiter, Dubai Men’s College. </li></ul><ul><ul><ul><li>Jeanner. (2006). Trot Poles [Electronic Version]. Retrieved October 15 2008 from http://www.flickr.com/photos/eajr/163491928/. </li></ul></ul></ul><ul><ul><ul><li>Johns, t. (2008). Showjumping [Electronic Version]. Retrieved October 10 2008 from http://www.flickr.com/photos/traceyjohns/2520098578/. </li></ul></ul></ul><ul><ul><ul><li>Kelly and Achoo. (2008). High Horse Jump [Electronic Version]. Retrieved October 15 2008 from http://www.flickr.com/photos/31112797@N07/2913106105/. </li></ul></ul></ul><ul><ul><ul><li>Oravino. (2006). Horse Jumping [Electronic Version]. Retrieved October 15 2008 from http://www.flickr.com/photos/49189497@N00/172280148/. </li></ul></ul></ul><ul><ul><ul><li>Unitec Marketing. (2007). Socialising students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. </li></ul></ul></ul><ul><ul><ul><li>Unitec Marketing. (2007). Carpentry students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. </li></ul></ul></ul><ul><ul><ul><li>Unitec Marketing. (2007). Automotive students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. </li></ul></ul></ul><ul><ul><ul><li>Unitec Marketing. (2007). Boat building students [Electronic Version]. Retrieved October 05 2008 from http://www.unitec.ac.nz. </li></ul></ul></ul>
  13. 36. References <ul><ul><ul><li>Al-Jarf, R. S. (2004). Effect of Online Learning on Struggling ESL College Writers. Foreign Language Annals, 37 (1), 1-18. </li></ul></ul></ul><ul><ul><ul><li>Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models for instructional design Journal of Instructional Development, 3 (4), 2-15. </li></ul></ul></ul><ul><ul><ul><li>Armitage, S., & O’Leary, R. (2003). A guide for learning technologists . York: Learning and Teaching Support Network (LTSN). </li></ul></ul></ul><ul><ul><ul><li>Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education . Maidenhead, UK: Open University Press. </li></ul></ul></ul><ul><ul><ul><li>Bonk, C. J., Kim, K. J., & Zeng, T. (2004). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global Perspectives, local designs (pp. 100-127). San Francisco, CA: Pfeiffer Publishing. </li></ul></ul></ul><ul><ul><ul><li>Conole, G. (2005). Bridging the gap: A review of e-learning research at Southampton [Electronic Version]. ELRC conference . Retrieved June 30 2008 from http://www. elrc .ac. uk/download/presentations/bridgingthegap/four-GrainneConole . ppt . </li></ul></ul></ul><ul><ul><ul><li>Conole, G. (2008). Capturing practice: the role of mediating artefacts in learning design. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 1-22). </li></ul></ul></ul>
  14. 37. References <ul><ul><ul><li>Conole, G., & Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education (September), 84-123. </li></ul></ul></ul><ul><ul><ul><li>Conole, G., Oliver, M., Falconer, I., Littlejohn, A., & Harvey, J. (2007). Designing for learning. In G. Conole & M. Oliver (Eds.), Contemporary perspectives in e-learning research: themes, methods and impact on practice . Cambridge: RoutledgeFalmer. </li></ul></ul></ul><ul><ul><ul><li>Goodyear, P. (2002). Psychological foundations for networked learning. In C. Steeples & C. Jones (Eds.), Networked learning: perspectives and issues (pp. 49-75). London: Springer Verlag. </li></ul></ul></ul><ul><ul><ul><li>Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21 (1), 82-101. </li></ul></ul></ul><ul><ul><ul><li>Laurillard, D. (2002). Rethinking University Education: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge Falmer. </li></ul></ul></ul><ul><ul><ul><li>Mayes, T., & de Freitas, S. (2004). JISC e-Learning Models Desk Study: Review of e-learning theories, frameworks and models [Electronic Version]. Retrieved July 01 2008 from www. jisc .ac. uk/uploaded_documents/Stage %202%20Learning%20Models%20(Version%201). pdf </li></ul></ul></ul>