Difference between revisions of "User:Ex2071"
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Richards (2007) believes that an educator wishing to integrate and use ICT needs to apply both technological and pedagogical principles to create relevant learning environments. Therefore we must consider the various learning models available; Kolb’s (1984) experiential learning process, Bloom’s (1956) Taxonomy for educational goals and Bigg’s (2003) SOLO Taxonomy for learning levels. | Richards (2007) believes that an educator wishing to integrate and use ICT needs to apply both technological and pedagogical principles to create relevant learning environments. Therefore we must consider the various learning models available; Kolb’s (1984) experiential learning process, Bloom’s (1956) Taxonomy for educational goals and Bigg’s (2003) SOLO Taxonomy for learning levels. | ||
| − | Constructivism and Constructionism also need to be discussed when considering Wikis, Blogs and Forums. Constructivism is seen as a learning process where people construct their own personal internal model of the subject (Piaget, 1967). Leask (2007) looks specifically at ‘communal constructivism’ as a combining theory that encompasses the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. Constructionism (Papert 1980) views learning as an active process wherein learners are actively constructing mental models and theories of the world around them encouraging self-directed learning. | + | Constructivism and Constructionism also need to be discussed when considering Wikis, Blogs and Forums. [[Constructivism]] is seen as a learning process where people construct their own personal internal model of the subject (Piaget, 1967). Leask (2007) looks specifically at ‘communal constructivism’ as a combining theory that encompasses the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. Constructionism (Papert, 1980) views learning as an active process wherein learners are actively constructing mental models and theories of the world around them encouraging self-directed learning. |
Laurillard (1993) suggests the central role of the lecturer in setting the educational goals and creating the learning environment. Learning environments like Wikis, Blogs and forums create communities which allow students to join in when for various reasons they would not e.g. shyness. Shirky (2003) sees these social softwares as softwares that support group interaction. | Laurillard (1993) suggests the central role of the lecturer in setting the educational goals and creating the learning environment. Learning environments like Wikis, Blogs and forums create communities which allow students to join in when for various reasons they would not e.g. shyness. Shirky (2003) sees these social softwares as softwares that support group interaction. | ||
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ROWE, H.A. (1993). Learning with personal computers. Melbourne: ACER. | ROWE, H.A. (1993). Learning with personal computers. Melbourne: ACER. | ||
| − | SHIRKY. C. The Semantic Web, Syllogism, and Worldview. In Networks, Economics, and | + | SHIRKY. C.(2003). The Semantic Web, Syllogism, and Worldview. In Networks, Economics, and |
| − | Culture, November 7, | + | Culture, November 7, . |
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Latest revision as of 22:31, 17 January 2008
CeLT Phase 1 bid - Literature review & pilot study
Student Collaboration: Wikis, Blogs and Forums in Higher Education
Initial Research Question
Do collaborative online technologies increase social integration into university life whilst enhancing student learning outcomes by increasing motivation and engagement in the tasks at hand?
Theoretical framework /relevant literature
Tinto’s (1975) model suggests that ’integration’ through academic and social integration is a major factor when considering student retention. Mackie’s (2001) research on undergraduate student withdrawal behaviour supports this model mentioning that promoting social integration and positive academic feedback enhances a student’s level of commitment to success; a factor in retention theory.
HE establishments now encounter a wider demography of students bringing with them diverse expectations from their learning experience (Biggs, 1999) who are interested in learning that aligns with their future careers (Twigg, 2004). In order to fulfil students’ expectations we need to look at how collaborative online technology is used in HE and business and adopt the constructive applications.
Richards (2007) believes that an educator wishing to integrate and use ICT needs to apply both technological and pedagogical principles to create relevant learning environments. Therefore we must consider the various learning models available; Kolb’s (1984) experiential learning process, Bloom’s (1956) Taxonomy for educational goals and Bigg’s (2003) SOLO Taxonomy for learning levels.
Constructivism and Constructionism also need to be discussed when considering Wikis, Blogs and Forums. Constructivism is seen as a learning process where people construct their own personal internal model of the subject (Piaget, 1967). Leask (2007) looks specifically at ‘communal constructivism’ as a combining theory that encompasses the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. Constructionism (Papert, 1980) views learning as an active process wherein learners are actively constructing mental models and theories of the world around them encouraging self-directed learning.
Laurillard (1993) suggests the central role of the lecturer in setting the educational goals and creating the learning environment. Learning environments like Wikis, Blogs and forums create communities which allow students to join in when for various reasons they would not e.g. shyness. Shirky (2003) sees these social softwares as softwares that support group interaction.
Impact
By researching available collaborative online tools I hope to choose a tool relevant to mine and my students needs to increase retention and enhance student learning outcomes by increasing motivation and engagement in the tasks at hand within the computer science module CP2117.
References
BIGGS, J. B, (2003) Teaching for quality learning at university. Buckingham: Open University Press/Society for Research in Higher Education (Second Edition)
BLOOM, B. (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I: cognitive domain, New York: McGraw Hill
KOLB. A. and FRY,R. (1975) 'Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley.
LAURILLARD, D. (1993). Rethinking University Teaching: A framework for the effective use of educational technology. London: Routledge.
LEASK, M and YOUNIE, S (2007) , Communal constructivist theory: information and communications technology pedagogy and internationalisation of the curriculum, Technology, Pedagogy and Education, 10:1, 117 – 134
MACKIE, S. 1998, Jumping the hurdles – undergraduate student withdrawal behaviour, paper presented at ‘Higher Education Close Up’, an international conference, 6-8 July 1998 at University of Central Lancashire, Preston. URL:http://www.leeds.ac.uk/educol/documents/000000689.doc
PAPERT, S. (1980). Mindstorms. Children, Computers and Powerful Ideas. New York: Basic books.
PIAGET, J. & INHELDER, B. (1967). The Child's Conception of Space. See especially “Systems of Reference and Horizontal-Vertical Coordinates.” p. 375-418. New York: W. W. Norton &Co.
RICHARDS, C (2007) Technology, Pedagogy and Education, Volume 15, Number 2, July 2006, pp. 239-255(17)
ROWE, H.A. (1993). Learning with personal computers. Melbourne: ACER.
SHIRKY. C.(2003). The Semantic Web, Syllogism, and Worldview. In Networks, Economics, and Culture, November 7, .
