Emma Mayhew, Madeleine Davies, Amanda Millmore, Lindsey E. Thompson, Alicia Pena Bizama
Research suggests that active and discussion driven dialogic approaches to teaching are more effective than passive learning methods. One way to encourage more participatory learning is through the adoption of simple, freely available audience response systems which allow instant and inclusive staff-student dialogue during teaching sessions. Existing literature is largely limited to exploring the impact of basic approaches to audience participation, using handheld cards or simple ‘clickers’. Limited research exists looking at the impact and best use of a new generation of online audience response systems which have significantly expanded functionality. This article will explore the impact of one of the most agile platforms, Mentimeter. It outlines impact on student satisfaction, enjoyment, voice and learning within small and large group settings across multiple disciplines drawing on 204 student survey responses. It also explores staff experiences and reflections on the key practical and pedagogical thinking required in order to optimise the use of this platform in Higher Education. The research responds to a need within the sector to react to rapid advances in teaching and learning technology, to provide evidence of impact for lecturers looking to improve student learning environments, whilst being cognisant of the underlying pedagogy supportive of new practices.
{"title":"The impact of audience response platform Mentimeter on the student and staff learning experience","authors":"Emma Mayhew, Madeleine Davies, Amanda Millmore, Lindsey E. Thompson, Alicia Pena Bizama","doi":"10.25304/rlt.v28.2397","DOIUrl":"https://doi.org/10.25304/rlt.v28.2397","url":null,"abstract":"Research suggests that active and discussion driven dialogic approaches to teaching are more effective than passive learning methods. One way to encourage more participatory learning is through the adoption of simple, freely available audience response systems which allow instant and inclusive staff-student dialogue during teaching sessions. Existing literature is largely limited to exploring the impact of basic approaches to audience participation, using handheld cards or simple ‘clickers’. Limited research exists looking at the impact and best use of a new generation of online audience response systems which have significantly expanded functionality. This article will explore the impact of one of the most agile platforms, Mentimeter. It outlines impact on student satisfaction, enjoyment, voice and learning within small and large group settings across multiple disciplines drawing on 204 student survey responses. It also explores staff experiences and reflections on the key practical and pedagogical thinking required in order to optimise the use of this platform in Higher Education. The research responds to a need within the sector to react to rapid advances in teaching and learning technology, to provide evidence of impact for lecturers looking to improve student learning environments, whilst being cognisant of the underlying pedagogy supportive of new practices.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85030843","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}
Participation in democracy, in today’s digital and datafied society, requires the development of a series of transversal skills, which should be fostered in higher education (HE) through critically oriented pedagogies that interweave technical data skills and practices together with information and media literacies. If students are to navigate the turbulent waters of data and algorithms, then data literacies must be featured in academic development programmes, thereby enabling HE to lead in the development of approaches to understanding and analysing data, in order to foster reflection on how data are constructed and operationalised across societies, and provide opportunities to learn from the analysis of data from a range of sources. The key strategy proposed is to adopt the use of open data as open educational resources in the context of problem and research-based learning activities. This paper introduces a conceptual analysis including an integrative overview of relevant literature, to provide a landscape perspective to support the development of academic training and curriculum design programmes in HE to contribute to civic participation and to the promotion of social justice.
{"title":"Critical literacies for a datafied society: academic development and curriculum design in higher education","authors":"Javiera Atenas, Leo Havemann, C. Timmermann","doi":"10.25304/rlt.v28.2468","DOIUrl":"https://doi.org/10.25304/rlt.v28.2468","url":null,"abstract":"Participation in democracy, in today’s digital and datafied society, requires the development of a series of transversal skills, which should be fostered in higher education (HE) through critically oriented pedagogies that interweave technical data skills and practices together with information and media literacies. If students are to navigate the turbulent waters of data and algorithms, then data literacies must be featured in academic development programmes, thereby enabling HE to lead in the development of approaches to understanding and analysing data, in order to foster reflection on how data are constructed and operationalised across societies, and provide opportunities to learn from the analysis of data from a range of sources. The key strategy proposed is to adopt the use of open data as open educational resources in the context of problem and research-based learning activities. This paper introduces a conceptual analysis including an integrative overview of relevant literature, to provide a landscape perspective to support the development of academic training and curriculum design programmes in HE to contribute to civic participation and to the promotion of social justice.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"33 4 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88350703","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}
The development of digital capabilities has received significant attention in higher education (HE) in recent years, with various attempts made to develop digital frameworks to support curriculum design. However, few studies have articulated these generic capabilities in terms of specific disciplines. This paper addresses the gap by exploring how digital capabilities are planned in HE curricula in two professional disciplines, engineering and management, at the two UK universities. Originality of the study is achieved in part through a newly proposed conceptual framework that weaves Shulman’s notion of signature pedagogies together with Joint Information Systems Committee (JISC)’s Digital Capability Framework (DigiCap). This study employed a multiple-case study methodology, drawing on documentary sources and academic, professional and student perspectives via interviews and focus groups. This study offers insight into the digital capabilities in engineering and management education, as well as the digital practices of engineers and managers. Findings report on which DigiCap elements are prioritised, and how, in the two professions, followed by a discussion of their most distinct ‘signature digital capabilities’. These indicate that the development of digital capabilities is aligned with the respective discipline’s signature pedagogies. This study argues that, simply just using a descriptive, typological framework is not sufficient to identify signature digital capabilities of a subject without tending to their disciplinary aspects. It is the combination of a typological DigiCap framework through the lens of signature pedagogies, which can be effective in identifying disciplinary digital capabilities. This approach is one of the major outcomes of this study.
{"title":"Beyond description: in search of disciplinary digital capabilities through signature pedagogies","authors":"Tünde Varga-Atkins","doi":"10.25304/RLT.V28.2467","DOIUrl":"https://doi.org/10.25304/RLT.V28.2467","url":null,"abstract":"The development of digital capabilities has received significant attention in higher education (HE) in recent years, with various attempts made to develop digital frameworks to support curriculum design. However, few studies have articulated these generic capabilities in terms of specific disciplines. This paper addresses the gap by exploring how digital capabilities are planned in HE curricula in two professional disciplines, engineering and management, at the two UK universities. Originality of the study is achieved in part through a newly proposed conceptual framework that weaves Shulman’s notion of signature pedagogies together with Joint Information Systems Committee (JISC)’s Digital Capability Framework (DigiCap). This study employed a multiple-case study methodology, drawing on documentary sources and academic, professional and student perspectives via interviews and focus groups. This study offers insight into the digital capabilities in engineering and management education, as well as the digital practices of engineers and managers. Findings report on which DigiCap elements are prioritised, and how, in the two professions, followed by a discussion of their most distinct ‘signature digital capabilities’. These indicate that the development of digital capabilities is aligned with the respective discipline’s signature pedagogies. This study argues that, simply just using a descriptive, typological framework is not sufficient to identify signature digital capabilities of a subject without tending to their disciplinary aspects. It is the combination of a typological DigiCap framework through the lens of signature pedagogies, which can be effective in identifying disciplinary digital capabilities. This approach is one of the major outcomes of this study.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"16 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75318526","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}
Hugh McFaul, E. FitzGerald, David Byrne, Francine Ryan
The sharp decline in levels of state funded legal support have highlighted the importance of publicly available sources of legal information for facilitating access to justice. Mobile apps present an opportunity to provide legal information that can be targeted at particular audiences. University law schools, sometimes in partnership with civil society organisations, are beginning to engage their students in cross disciplinary projects to create mobile apps which can provide free legal information and guidance to the public. The aim of this case study was to evaluate one such project which involved the co-design of a mobile app for the purpose of disseminating information on employment law. Law, education and computing academics worked with undergraduate law students over a period of three months and the prototype app was reviewed by legal advice charities. The findings have implications for how universities can work across disciplines and in partnership with civil society to provide opportunities for their students to use technology to apply their disciplinary knowledge to enhance the public good.
{"title":"A mobile app for public legal education: a case study of co-designing with students","authors":"Hugh McFaul, E. FitzGerald, David Byrne, Francine Ryan","doi":"10.25304/rlt.v28.2434","DOIUrl":"https://doi.org/10.25304/rlt.v28.2434","url":null,"abstract":"The sharp decline in levels of state funded legal support have highlighted the importance of publicly available sources of legal information for facilitating access to justice. Mobile apps present an opportunity to provide legal information that can be targeted at particular audiences. University law schools, sometimes in partnership with civil society organisations, are beginning to engage their students in cross disciplinary projects to create mobile apps which can provide free legal information and guidance to the public. \u0000The aim of this case study was to evaluate one such project which involved the co-design of a mobile app for the purpose of disseminating information on employment law. Law, education and computing academics worked with undergraduate law students over a period of three months and the prototype app was reviewed by legal advice charities. The findings have implications for how universities can work across disciplines and in partnership with civil society to provide opportunities for their students to use technology to apply their disciplinary knowledge to enhance the public good.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"18 11","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72489593","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}
Ericson H. Peñalba, C. Samaniego, Shiella Mae A. Romero
As an engaging learning strategy, digital storytelling provides students opportunities for developing competencies as they immerse themselves in a meaningful learning experience. The study presented in this article explored the potential of digital storytelling as an instrument for the promotion of historical understanding. Thirty first-year teacher education students, who were divided into eight groups, participated in a digital storytelling project that required them to produce their own digital stories. The project was designed as an 8-week activity, which consisted of activities that guided them throughout the pre-production, production, and post-production phases. After the final week of the project, the students participated in focus group discussions. Aside from the focus group responses, data were also obtained from their reflection journal entries and digital stories. The qualitative data were subjected to thematic network analysis, surfacing six organising themes, namely historical significance, historical imagination, perspective taking, continuity, historical emphasis, and values and traits identification. These findings suggest specific courses of action for integrating technology in a history classroom.
{"title":"Digital storytelling: a tool for promoting historical understanding among college students","authors":"Ericson H. Peñalba, C. Samaniego, Shiella Mae A. Romero","doi":"10.25304/rlt.v28.2348","DOIUrl":"https://doi.org/10.25304/rlt.v28.2348","url":null,"abstract":"As an engaging learning strategy, digital storytelling provides students opportunities for developing competencies as they immerse themselves in a meaningful learning experience. The study presented in this article explored the potential of digital storytelling as an instrument for the promotion of historical understanding. Thirty first-year teacher education students, who were divided into eight groups, participated in a digital storytelling project that required them to produce their own digital stories. The project was designed as an 8-week activity, which consisted of activities that guided them throughout the pre-production, production, and post-production phases. After the final week of the project, the students participated in focus group discussions. Aside from the focus group responses, data were also obtained from their reflection journal entries and digital stories. The qualitative data were subjected to thematic network analysis, surfacing six organising themes, namely historical significance, historical imagination, perspective taking, continuity, historical emphasis, and values and traits identification. These findings suggest specific courses of action for integrating technology in a history classroom.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"101 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77573384","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}
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