Pub Date : 2021-05-11DOI: 10.1108/ILS-02-2020-0031
S. Kim, H. Zimmerman
Purpose This paper aims to investigate how families’ sociomaterial experiences in engineering programs held in libraries and a museum influence their creative engineering practices and the creativity expressed in their products derived from their inquiry-driven engineering activities. Design/methodology/approach This research project takes a naturalistic inquiry using qualitative and quantitative analyses based on video records from activities of 31 parent–child pairs and on creativity assessment of products that used littleBits as prototyping tools. Findings Families engaged in two sociomaterial experiences related to engineering – collaborative idea exchange and ongoing generative tinkering with materials – which supported the emergence of novel ideas and feasible solutions during the informal engineering programs. Families in the high novelty score group experienced multiple instances of collaborative idea exchange and ongoing generative tinkering with materials, co-constructed through parent-child collaboration, that were expansive toward further idea and solution generation. Families in the low novelty score group experienced brief collaborative idea exchange and material tinkering with specific idea suggestions and high involvement from the parent. An in-depth case study of one family further illustrated that equal engagement by the parent and child as they tinkered with the technology supported families’ creative engineering practices. Originality/value This analysis adds to the information sciences and learning sciences literatures with an account that integrates methodologies from sociocultural and engineering design research to understand the relationship between families’ engagement in creative engineering practices and their products. Implications for practitioners include suggestions for designing spaces to support families’ collaborative idea exchange and ongoing generative tinkering to facilitate the development of creative engineering practices during short-term engineering programs.
{"title":"Collaborative idea exchange and material tinkering influence families’ creative engineering practices and products during engineering programs in informal learning environments","authors":"S. Kim, H. Zimmerman","doi":"10.1108/ILS-02-2020-0031","DOIUrl":"https://doi.org/10.1108/ILS-02-2020-0031","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate how families’ sociomaterial experiences in engineering programs held in libraries and a museum influence their creative engineering practices and the creativity expressed in their products derived from their inquiry-driven engineering activities.\u0000\u0000\u0000Design/methodology/approach\u0000This research project takes a naturalistic inquiry using qualitative and quantitative analyses based on video records from activities of 31 parent–child pairs and on creativity assessment of products that used littleBits as prototyping tools.\u0000\u0000\u0000Findings\u0000Families engaged in two sociomaterial experiences related to engineering – collaborative idea exchange and ongoing generative tinkering with materials – which supported the emergence of novel ideas and feasible solutions during the informal engineering programs. Families in the high novelty score group experienced multiple instances of collaborative idea exchange and ongoing generative tinkering with materials, co-constructed through parent-child collaboration, that were expansive toward further idea and solution generation. Families in the low novelty score group experienced brief collaborative idea exchange and material tinkering with specific idea suggestions and high involvement from the parent. An in-depth case study of one family further illustrated that equal engagement by the parent and child as they tinkered with the technology supported families’ creative engineering practices.\u0000\u0000\u0000Originality/value\u0000This analysis adds to the information sciences and learning sciences literatures with an account that integrates methodologies from sociocultural and engineering design research to understand the relationship between families’ engagement in creative engineering practices and their products. Implications for practitioners include suggestions for designing spaces to support families’ collaborative idea exchange and ongoing generative tinkering to facilitate the development of creative engineering practices during short-term engineering programs.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"45 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88089534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-02DOI: 10.1108/ILS-02-2020-0043
Laura Palmgren-Neuvonen, K. Littleton, Noora Hirvonen
Purpose The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas in dialogue and has come to represent an ideal form of educational interaction, in the contexts of collaborative learning, joint creative work and shared knowledge-building. Design/methodology/approach A socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution of dialogic space. The data are derived from two qualitative studies, one examining dialogue to co-create fictive video stories in primary-school classrooms (divergent task), the other investigating collaborative knowledge building in secondary-school health education (convergent task). Findings Dialogic spaces were opened through group settings and by the students’ selection of topics. In the divergent task, the broadening of dialogic space derived from the heterogeneous group settings, whereas in the convergent task, from the multiple and various information sources involved. As regards the deepening of dialogic space, explicit reflective talk remained scarce; instead the norms deriving from the school-context tasks and requirements guided the group dialogue. Originality/value This study lays the groundwork for subsequent research regarding the orchestration of dialogic space in divergent and convergent tasks by offering a typology to operationalise dialogic space for further, more systematic, comparisons and aiding the understandings of the processes implicated in intercreating and interthinking. This in turn is of significance for the development of dialogic pedagogies.
{"title":"Dialogic spaces in divergent and convergent collaborative learning tasks","authors":"Laura Palmgren-Neuvonen, K. Littleton, Noora Hirvonen","doi":"10.1108/ILS-02-2020-0043","DOIUrl":"https://doi.org/10.1108/ILS-02-2020-0043","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas in dialogue and has come to represent an ideal form of educational interaction, in the contexts of collaborative learning, joint creative work and shared knowledge-building.\u0000\u0000\u0000Design/methodology/approach\u0000A socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution of dialogic space. The data are derived from two qualitative studies, one examining dialogue to co-create fictive video stories in primary-school classrooms (divergent task), the other investigating collaborative knowledge building in secondary-school health education (convergent task).\u0000\u0000\u0000Findings\u0000Dialogic spaces were opened through group settings and by the students’ selection of topics. In the divergent task, the broadening of dialogic space derived from the heterogeneous group settings, whereas in the convergent task, from the multiple and various information sources involved. As regards the deepening of dialogic space, explicit reflective talk remained scarce; instead the norms deriving from the school-context tasks and requirements guided the group dialogue.\u0000\u0000\u0000Originality/value\u0000This study lays the groundwork for subsequent research regarding the orchestration of dialogic space in divergent and convergent tasks by offering a typology to operationalise dialogic space for further, more systematic, comparisons and aiding the understandings of the processes implicated in intercreating and interthinking. This in turn is of significance for the development of dialogic pedagogies.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"3 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74704622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-02DOI: 10.1108/ILS-02-2020-0035
Laurent Antonczak, Thierry Burger-Helmchen
Purpose The purpose of this study is to examine mobile technology as being a key apparatus and interface for collaborative innovation, which allows organisations to develop their information ecology. Design/methodology/approach The qualitative research was performed by in-depth interviews, observations and field notes. The eight main interviews are supported by an interdisciplinary narrative literature review of knowledge management and associated fields. Findings This study validates the following propositions: mobile technology can offer users timely information, mobile technology can foster collaboration beyond physical and organisational boundaries, in general, mobile technology enables a wider amount of interactions between people. Thereby, this paper draws some implications about the knowledge management of creative (and non-creative) workers. Research limitations/implications The collected data sheds light on how organisations and individuals positioned themselves about mobile technology co-creative practices before the COVID era. Therefore, it shall be pertinent to further investigate these findings through a quantitative approach to better ascertain path models and to strengthen the new results with another qualitative perspective, in the post-COVID era. Practical implications The study highlights how mobile devices are facilitating collaborative innovation practices by improving management decisions, enabling new business and/or operating models, developing a flow of ideas inner/outer an organisation and fostering the ability to make innovation. Social implications Mobile technology transforms the way to work (knowledge creation and/or conversion) and it changes the relations between collaborators in a working environment (beyond physical boundaries). This study deciphers how a creative and/or decision-making person can change their work schedule and/or routines based on the use of mobile devices. Originality/value The added value of this transdisciplinary study is that it improves research on collaborative innovation and collective knowledge by revealing three pertinent characteristics of mobile technology: enabling quick decision; connecting with a glocal network and fostering collective creativity. It also creates a bridge between the fields of education and business.
{"title":"Being mobile: a call for collaborative innovation practices?","authors":"Laurent Antonczak, Thierry Burger-Helmchen","doi":"10.1108/ILS-02-2020-0035","DOIUrl":"https://doi.org/10.1108/ILS-02-2020-0035","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine mobile technology as being a key apparatus and interface for collaborative innovation, which allows organisations to develop their information ecology.\u0000\u0000\u0000Design/methodology/approach\u0000The qualitative research was performed by in-depth interviews, observations and field notes. The eight main interviews are supported by an interdisciplinary narrative literature review of knowledge management and associated fields.\u0000\u0000\u0000Findings\u0000This study validates the following propositions: mobile technology can offer users timely information, mobile technology can foster collaboration beyond physical and organisational boundaries, in general, mobile technology enables a wider amount of interactions between people. Thereby, this paper draws some implications about the knowledge management of creative (and non-creative) workers.\u0000\u0000\u0000Research limitations/implications\u0000The collected data sheds light on how organisations and individuals positioned themselves about mobile technology co-creative practices before the COVID era. Therefore, it shall be pertinent to further investigate these findings through a quantitative approach to better ascertain path models and to strengthen the new results with another qualitative perspective, in the post-COVID era.\u0000\u0000\u0000Practical implications\u0000The study highlights how mobile devices are facilitating collaborative innovation practices by improving management decisions, enabling new business and/or operating models, developing a flow of ideas inner/outer an organisation and fostering the ability to make innovation.\u0000\u0000\u0000Social implications\u0000Mobile technology transforms the way to work (knowledge creation and/or conversion) and it changes the relations between collaborators in a working environment (beyond physical boundaries). This study deciphers how a creative and/or decision-making person can change their work schedule and/or routines based on the use of mobile devices.\u0000\u0000\u0000Originality/value\u0000The added value of this transdisciplinary study is that it improves research on collaborative innovation and collective knowledge by revealing three pertinent characteristics of mobile technology: enabling quick decision; connecting with a glocal network and fostering collective creativity. It also creates a bridge between the fields of education and business.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"103 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79518815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-02DOI: 10.1108/ILS-04-2020-0132
K. Peppler, A. Keune, Ariel Han
Purpose This paper aims to explore what design aspects can support data visualization literacy within science museums. Design/methodology/approach The qualitative study thematically analyzes video data of 11 visitor groups as they engage with reading and writing of data visualization through a science museum exhibition that features real-time and uncurated data. Findings Findings present how the design aspects of the exhibit led to identifying single data records, data patterns, mismeasurements and distribution rate. Research limitations/implications The findings preface how to study data visualization literacy learning in short museum interactions. Practical implications Practically, the findings point toward design implications for facilitating data visualization literacy in museum exhibits. Originality/value The originality of the study lays in the way the exhibit supports engagement with data visualization literacy with uncurated data records.
{"title":"Cultivating data visualization literacy in museums","authors":"K. Peppler, A. Keune, Ariel Han","doi":"10.1108/ILS-04-2020-0132","DOIUrl":"https://doi.org/10.1108/ILS-04-2020-0132","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore what design aspects can support data visualization literacy within science museums.\u0000\u0000\u0000Design/methodology/approach\u0000The qualitative study thematically analyzes video data of 11 visitor groups as they engage with reading and writing of data visualization through a science museum exhibition that features real-time and uncurated data.\u0000\u0000\u0000Findings\u0000Findings present how the design aspects of the exhibit led to identifying single data records, data patterns, mismeasurements and distribution rate.\u0000\u0000\u0000Research limitations/implications\u0000The findings preface how to study data visualization literacy learning in short museum interactions.\u0000\u0000\u0000Practical implications\u0000Practically, the findings point toward design implications for facilitating data visualization literacy in museum exhibits.\u0000\u0000\u0000Originality/value\u0000The originality of the study lays in the way the exhibit supports engagement with data visualization literacy with uncurated data records.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"15 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87575946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-27DOI: 10.1108/ils-01-2020-0003
A. S. Jurow, Q. Freeman
Purpose The purpose of the paper is to detail how a social design experiment focused on equity was systematically reorganized to address changing historical and social contexts of injustice. Design/methodology/approach This paper presents a design narrative. Findings The design narrative presents the principled foundations that guided our re-design of the social design experiment. Originality/value The value of this design narrative is in demonstrating how designs for equity need to be revised in light of dynamic social, cultural and historical circumstances.
{"title":"Re-mediating designs for equity: making commitments concrete","authors":"A. S. Jurow, Q. Freeman","doi":"10.1108/ils-01-2020-0003","DOIUrl":"https://doi.org/10.1108/ils-01-2020-0003","url":null,"abstract":"\u0000Purpose\u0000The purpose of the paper is to detail how a social design experiment focused on equity was systematically reorganized to address changing historical and social contexts of injustice.\u0000\u0000\u0000Design/methodology/approach\u0000This paper presents a design narrative.\u0000\u0000\u0000Findings\u0000The design narrative presents the principled foundations that guided our re-design of the social design experiment.\u0000\u0000\u0000Originality/value\u0000The value of this design narrative is in demonstrating how designs for equity need to be revised in light of dynamic social, cultural and historical circumstances.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"11 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79002596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In conclusion, the contemporary and emerging approaches to engaging with issues of equity, diversity, culture and social justice in research, practice and designs for learning for a variety of learners across the lifespan and across learning contexts. Taken as a whole, they invite the information sciences and learning sciences fi elds to consider how sociocultural and sociohistorical complexities and individual, collective and macro-level dimensions in learners ’ , educators ’ and researchers ’ everyday lives permeate and shape all aspects of research and practice. We hope this special issue will add to ongoing conversations about the importance of culture and social justice in the fi eld, and, in particular, provoke, disrupt, enrichen and extend nuanced, ecological and multilevel inquiry and designs for learning.
{"title":"Reframing designs for learning in context: culturally-situated and social justice research approaches in the learning and information sciences","authors":"Gabriela T. Richard, T. Clegg, Brian Smith","doi":"10.1108/ILS-10-2020-151","DOIUrl":"https://doi.org/10.1108/ILS-10-2020-151","url":null,"abstract":"In conclusion, the contemporary and emerging approaches to engaging with issues of equity, diversity, culture and social justice in research, practice and designs for learning for a variety of learners across the lifespan and across learning contexts. Taken as a whole, they invite the information sciences and learning sciences fi elds to consider how sociocultural and sociohistorical complexities and individual, collective and macro-level dimensions in learners ’ , educators ’ and researchers ’ everyday lives permeate and shape all aspects of research and practice. We hope this special issue will add to ongoing conversations about the importance of culture and social justice in the fi eld, and, in particular, provoke, disrupt, enrichen and extend nuanced, ecological and multilevel inquiry and designs for learning.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"78 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82817402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-23DOI: 10.1108/ils-04-2020-0124
Nobuko Fujita
Purpose The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.
{"title":"Transforming online teaching and learning: towards learning design informed by information science and learning sciences","authors":"Nobuko Fujita","doi":"10.1108/ils-04-2020-0124","DOIUrl":"https://doi.org/10.1108/ils-04-2020-0124","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field.\u0000\u0000\u0000Design/methodology/approach\u0000Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding.\u0000\u0000\u0000Findings\u0000Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic.\u0000\u0000\u0000Originality/value\u0000This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"12 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87528469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-17DOI: 10.1108/ils-04-2020-0105
Kalani Craig, Megan Humburg, Joshua A. Danish, Maksymilian Szostalo, C. Hmelo‐Silver, Ann McCranie
Purpose The authors explored shifts in social interactions, content engagement and history learning as students who were studying one pandemic simultaneously experienced another. This paper aims to understand how the Net.Create network visualization tool would support students as they tried to understand the many complex interactions in a historical text in a remote learning environment and how sustained knowledge building using Net.Create would shape student attitudes toward remote learning, collaboration and engagement. Design/methodology/approach This paper explores changes in engagement and learning in a survey-level history course on the black death after a shift to remote learning during the COVID-19 pandemic. The authors used activity theory to focus the adaptation of Net.Create, a web-based collaborative social-network-analysis tool and to understand how it supported group-based remote learning. The authors describe how the redesigned activities sustained engagement with historical content and report coded student network entries, reading responses and surveys to illustrate changes in engagement and learning. Findings The results suggest that students benefit from personal connections to historical content and their peers. Net.Create supported both through collaborative knowledge-building activities and reflection on how their quarantine experiences compared to the historical content they read. It is possible to avoid student frustrations with traditional “group work” even in a remote environment by supporting collaborative learning using Net.Create and a mix of individual and group contributions. Originality/value This is the first use of a collaborative network visualization tool to support large classroom interaction and engagement with history content at the undergraduate level.
{"title":"Increasing students’ social engagement during COVID-19 with Net.Create: collaborative social network analysis to map historical pandemics during a pandemic","authors":"Kalani Craig, Megan Humburg, Joshua A. Danish, Maksymilian Szostalo, C. Hmelo‐Silver, Ann McCranie","doi":"10.1108/ils-04-2020-0105","DOIUrl":"https://doi.org/10.1108/ils-04-2020-0105","url":null,"abstract":"\u0000Purpose\u0000The authors explored shifts in social interactions, content engagement and history learning as students who were studying one pandemic simultaneously experienced another. This paper aims to understand how the Net.Create network visualization tool would support students as they tried to understand the many complex interactions in a historical text in a remote learning environment and how sustained knowledge building using Net.Create would shape student attitudes toward remote learning, collaboration and engagement.\u0000\u0000\u0000Design/methodology/approach\u0000This paper explores changes in engagement and learning in a survey-level history course on the black death after a shift to remote learning during the COVID-19 pandemic. The authors used activity theory to focus the adaptation of Net.Create, a web-based collaborative social-network-analysis tool and to understand how it supported group-based remote learning. The authors describe how the redesigned activities sustained engagement with historical content and report coded student network entries, reading responses and surveys to illustrate changes in engagement and learning.\u0000\u0000\u0000Findings\u0000The results suggest that students benefit from personal connections to historical content and their peers. Net.Create supported both through collaborative knowledge-building activities and reflection on how their quarantine experiences compared to the historical content they read. It is possible to avoid student frustrations with traditional “group work” even in a remote environment by supporting collaborative learning using Net.Create and a mix of individual and group contributions.\u0000\u0000\u0000Originality/value\u0000This is the first use of a collaborative network visualization tool to support large classroom interaction and engagement with history content at the undergraduate level.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"289 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79416152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-06DOI: 10.1108/ils-04-2020-0138
Christine Greenhow, Sarah Galvin
Purpose As higher education moves to formats that are not face-to-face classes in the wake of a global pandemic, educators need research-based guidelines to inform instructional planning and implementation. This study aims to provide recommendations for teaching with social media, as a complement and enhancement to traditional online teaching approaches. Design/methodology/approach The study draws on reviews of the research literature and the authors’ own experiences in studying and integrating social media into remote teaching and learning in university settings. Findings Learning environments that blend asynchronous online elements, where students can go at their own pace, on their own time, have some choice over their learning and are regularly and meaningfully engaging with other students, their teacher and the subject matter are most successful for student learning. Social media, with its affordances for personal profiling, relationship-building, content creation and socializing, when thoughtfully integrated into an online education plan, can help students and teachers stay connected while apart, enhance students’ engagement and make remote learning seem less remote. Practical implications The paper includes instructional guidelines for instructors and instructional designers in various post-secondary settings who seek to integrate social media as part of their strategy for remote higher education. Originality/value This study fulfills an identified need for pragmatic approaches to online higher education using social media.
{"title":"Teaching with social media: evidence-based strategies for making remote higher education less remote","authors":"Christine Greenhow, Sarah Galvin","doi":"10.1108/ils-04-2020-0138","DOIUrl":"https://doi.org/10.1108/ils-04-2020-0138","url":null,"abstract":"\u0000Purpose\u0000As higher education moves to formats that are not face-to-face classes in the wake of a global pandemic, educators need research-based guidelines to inform instructional planning and implementation. This study aims to provide recommendations for teaching with social media, as a complement and enhancement to traditional online teaching approaches.\u0000\u0000\u0000Design/methodology/approach\u0000The study draws on reviews of the research literature and the authors’ own experiences in studying and integrating social media into remote teaching and learning in university settings.\u0000\u0000\u0000Findings\u0000Learning environments that blend asynchronous online elements, where students can go at their own pace, on their own time, have some choice over their learning and are regularly and meaningfully engaging with other students, their teacher and the subject matter are most successful for student learning. Social media, with its affordances for personal profiling, relationship-building, content creation and socializing, when thoughtfully integrated into an online education plan, can help students and teachers stay connected while apart, enhance students’ engagement and make remote learning seem less remote.\u0000\u0000\u0000Practical implications\u0000The paper includes instructional guidelines for instructors and instructional designers in various post-secondary settings who seek to integrate social media as part of their strategy for remote higher education.\u0000\u0000\u0000Originality/value\u0000This study fulfills an identified need for pragmatic approaches to online higher education using social media.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"2010 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2020-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82567902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1108/ils-04-2020-0110
S. Kim, Gi Woong Choi, Yong Ju Jung
PurposeThis paper aims to investigate design principles for transforming existing making communities of practice within public libraries into online knowledge-building communities to support youths, families with young children and adult members’ making and tinkering during COVID-19.Design/methodology/approachBuilding upon C4P and connected learning framework, the authors analyze existing literature and practitioner reports on informal learning projects related to making and STEM learning, family learning and online learning as well as emergent cases of innovative approaches in response to COVID-19 from public libraries, informal learning institutions and community groups.FindingsThe authors suggest 11 design principles around five areas: program design, facilitation, tools and materials, process documentation and sharing and feedback.Originality/valueThis work contributes to the information and learning sciences concerned with community engagement and knowledge creation by suggesting a design model to transform and sustain existing making communities of practice within public libraries into online knowledge-building communities during COVID-19.
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