Reconceptualizing Learning Designs in Higher Education (original) (raw)
Related papers
2014
In a quest to develop strategies to improve teaching and learning outcomes and student engagement across the business school, a pilot program was devised that involved the provision of tablet computers (iPads) to the 2013 cohort of business students at small campus within a multi-campus university. The pilot aims to examine the way staff and students utilise tablet technology in the learning process and how this impacts on student (and staff) learning and engagement. This nuts and bolts session provides an opportunity to present the results from the first year of the project, including outcomes, such as student and staff satisfaction, and the process experiences of multiple stakeholders. Session participants will benefit from an explanation of the detailed project evaluation regime and will participate in a discussion exploring the challenges involved in planning and designing curricula involving technology.
Student Perceptions of Classroom Engagement and Learning using iPads
Journal of Teaching and Learning With Technology, 2013
Many colleges and universities have launched iPad initiatives in an effort to enhance student learning. Despite their rapid adoption, the extent to which iPads increase student engagement and learning is not well understood. This paper reports on a multidisciplinary assessment of student perceptions of engagement and learning using iPads. Student reactions following single and multiple classroom activities using iPads were measured via a survey asking them to rate their learning and engagement using a 5-point Likert scale. Responses to the questions were grouped into thematic categories of Perceived Learning and Perceived Engagement. Students who reported a high level of engagement while using iPads reported a high level of learning as well. No effects due to age, gender, or language were found. Students who characterized themselves as comfortable with modes of e-learning reported significantly greater levels of perception of learning and engagement. Those who reported being comfortable were more likely to use iPads for learning and professional development in the future. Furthermore, a number of students who initially described themselves as somewhat uncomfortable with e-learning technology also reported interest in continuing to use iPads.
Converging lines: Apple's iPad and active learning in higher education
2017
This paper investigates ways in which convergent devices such as Apple’s iPad can enhance active learning in a higher education setting. The iPad, with an ever-growing availability of educational apps, is often understood as a new technology for learning. The personal nature and portability of the iPad makes creating and presenting multimedia material through innovative platforms such as Prezi and Explain Everything simple. Both innovative and disruptive, the iPad can also act as a convergent device that is an agent for recording, editing, and broadcasting a range of media. Linking these technologies to enable new actions and opportunities presents an opportunity to develop alternative structures in learning. Working in-depth with an instructor and students, we used observation and interview techniques to gain insight into the iPad’s effectiveness at creating a new dynamic for teaching in a demonstration/workshop environment. The experiences and responses of the instructor and stude...
Ipads in higher education—hype and hope
Dr Lemai Nguyen is a senior lecturer at Deakin University. Her primary research areas include health informatics, creativity and technology innovations and e-learning. Her work in e-learning focuses on creativity education, technology adoption and sociocultural factors. Nguyen has been chair/co-chair of different conference tracks and workshops in information systems. Dr Siew Mee Barton is a lecturer at Deakin University. Her primary research areas include knowledge management, cross-cultural communication in a nonwestern perspective on human communication. Barton is a founding member
Our study explores Digital Didactics Designs using mobile technology in colocated settings. What kinds of digital didactical designs do teachers apply in their iPadclasses in schools? Classroom observations and qualitative data were collected in a Danish community where 200 teachers and 2,000 students aged 6-16 use iPads in classrooms implemented in 2012. Based on the theoretical framework called Digital Didactics (DD), five patterns of Digital Didactical Designs and following the innovative designs, three key aspects could be explored: The teachers' digital didactical designs embrace a) new learning goals where more than one correct answer exists, b) focus on learning as a process in informal-in-formal learning spaces, c) making learning visible in different products (e.g., text, comics, podcasts). The study informs system developers for mobile learning applications in schools and teachers as workplace designers.
Building Mobile Learning Capacity in Higher Education:E-books and iPads
2012
The growing popularity of e-books, e-book readers and tablet devices is forcing a reappraisal of the various functions of 'the book' in education. Furthermore, e-books are becoming a more salient element in the ecology of mobile learning, as new devices make reading a more comfortable and sociable experience. We report on the results of an 18-month project (2010-12) undertaken as part of The Open University's Building Mobile Learning Capacity initiative. The project introduced a group of Associate Lecturers to interactive e-books produced by the university and to the iPads® on which they could be accessed. The proliferation of increasingly interactive e-books and e-book collections calls for an examination of their evolving pedagogical purposes; an important aim of the project was therefore to enable this group to form ideas of how these resources could be incorporated in distance education and professional development of academic staff/faculty. The project used surveys, focus group meetings, online forum postings, blog posts and wikis to enable participants to record their experiences and ideas. One project output has been the identification of a spiral of six key use case areas for e-books. In particular, the categories 'situational reading', 'collaborative/group learning' and 'e-book production' inspired a collaboratively designed group activity for a face-to-face outdoor tutorial, which was trialled and is described in this paper. The experience has relevance for the design of blended learning as well as for mobile learning activities in many other settings.
Leveraging technology for engaging learning design
Web 2.0 tools alone do not teach or result in effective or meaningful learning. A review of literature on evolving learning designs based on the tenets of Pedagogy 2.0 (Lee & McLoughlin, 2010) highlights four contributing elements of design for socio-constructivist learning environments: authenticity, motivation, scaffolding and skills development. This paper details an innovative learning design for the integration of technology to provide flexible access and encourage engagement while facilitating the development of knowledge management skills in an undergraduate course. A combination of technologies and strategies were used to encourage students to sufficiently engage in the assessment tasks. These were: course website for information provision, WebQuest for scaffolded instructions, wiki for collaboration and social bookmarking for sharing and reviewing references. The evaluation of the learning design was generally positive with students reporting increased 'tech savvyness&#...
Using Digital Tools to Foster Student Engagement Within the Universal Design for Learning Framework
Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education, 2020
Students are diverse. They vary widely in their background knowledge, interests, languages, academic strengths, and learning needs. In order to retain these students, higher education institutions must create flexible and engaging learning environments. Universal design for learning (UDL) is a research-based framework used to guide the development of instructional goals, teaching methods, materials, and assessments to meet the needs of all learners. The three overarching UDL principles and corresponding guidelines are discussed as a framework for making decisions about integrating digital tools into teaching and learning environments. Examples of how the authors have used technology to meet the guidelines in higher education classrooms are provided.