Learning the Active Way

2018 ◽  
pp. 21-37 ◽  
Author(s):  
Chris Campbell ◽  
Heidi Blair
Keyword(s):  
Higher Education ◽  
Student Voice ◽  
Design Theory ◽  
Web Applications ◽  
Wireless Internet ◽  
Feedback Systems ◽  
Learning Spaces ◽  
Systems Learning ◽  
Response Systems ◽  
Online Web

This chapter, by highlighting research project examples, reports on methods of active learning to promote student engagement in previously static classes. Through these examples, one can explore how increased lecture interactivity can be accomplished via the implementation of strategies sans technology and those that leverage the often ubiquitous wireless Internet accessed by mobile devices found in higher education learning spaces today. A variety of practices for engaging students in lectures are described including those that promote student voice through various emerging technologies. Technologies discussed include learner response systems, 3D simulations, videos, online web applications such as Padlet and tlk.io, as well as various other feedback systems. Learning design theory is used to relate the case studies included to the latest theory.

scholarly journals When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work

2021 ◽  
Vol 12 (2) ◽  
pp. 59-78
Author(s):  
Jesse Strycker
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Learning Spaces ◽  
Design Work ◽  
The Future ◽  
Multi Stakeholder

The redesign of learning spaces has been a growing trend in education, especially higher education. The redesign of such spaces takes time and involves a variety of stakeholders, sometimes resulting in ill-defined designs. This can be exacerbated when individuals leading such efforts depart and there is not a consensus on the design, sometimes leading to vendors having a disproportionate say in final implementations. Understanding these differences and finding a way forward can fall on new stakeholders who are tasked with supporting such spaces after most of the foundational decisions have been made and/or carried out. This case explores one faculty member and designer’s experiences with helping to both design for and define such an ill-defined space. Included in this case are the story of the design of the space pieced together from before the author started his employment and the story since he became a stakeholder, stumbling blocks encountered after the space was built, strategies employed in the interim, discussing a path forward, and finally sharing realizations made during the process which will help his future efforts with designing such multi-stakeholder spaces in the future.

Accessibility and Preferred Use of Online Web Applications Among WIC Participants With Internet Access

2014 ◽  
Vol 46 (3) ◽  
pp. S87-S92 ◽  
Author(s):  
Robert J. Bensley ◽  
Amanda Hovis ◽  
Karissa D. Horton ◽  
Jennifer J. Loyo ◽  
Kara M. Bensley ◽  
...  
Keyword(s):  
Web Applications ◽  
Internet Access ◽  
Online Web

Getting “Girly” Online

2018 ◽  
pp. 871-889
Author(s):  
Jen Almjeld
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Gender Gap ◽  
Gender Disparity ◽  
Gender Performance ◽  
Teaching Tool ◽  
Digital Learning ◽  
Learning Spaces ◽  
Educational Spaces ◽  
Online Spaces

While MOOCs and other fully online educational spaces and tools continue to proliferate at institutions of higher education, some worry over a persistent gender gap in online learning (Paul, 2014; Straumsheim, 2013). As debate continues regarding the existence of a digital gender divide, the perception of the gap may be enough to give female learners the idea that digital learning spaces are not for them. Females particularly may be silenced in MOOCs and other online spaces not by instructors or fellow learners, but by cultural expectations. I offer here reflections on two fully online girlhood studies courses interrogating notions of gender performance, norms, and scripts as successful models for positioning gender disparity as a teaching tool rather than a barrier to learning. The piece ends with six recommendations—most rooted in feminist pedagogy—for making MOOCs more welcoming to all genders and learners.

Ezine and iRadio as Knowledge Creation Metaphors for Scaffolding Learning in Physical and Virtual Learning Spaces

2012 ◽  
pp. 1323-1341
Author(s):  
Steve Dillon ◽  
Deidre Seeto ◽  
Anne Berry
Keyword(s):  
Blended Learning ◽  
Student Voice ◽  
Knowledge Creation ◽  
Collaborative Work ◽  
Development Planning ◽  
Collaborative Approach ◽  
Experience Design ◽  
Learning Spaces ◽  
Learning Space ◽  
Scaffolding Learning

eZine and iRadio represent knowledge creation metaphors for scaffolding learning in a blended learning environment. Through independent and collaborative work online participating students experience a simulated virtual publishing space in their classrooms. This chapter is presented as an auto-ethnographic account highlighting the voices of the learning designer and the teacher. Using an iterative research design, evidence is provided for three iterations of each course. A collaborative approach to the development, planning, implementation, and evaluation of two tertiary music elective courses between lecturers, tutors, learning and technological designers is narrated. The student voice is embedded in the methodology, which involved an innovative approach that blends software development and pedagogy in iterations of software and experience design. The chapter describes how the teachers and learning designers translate these data into action and design. A blended learning space was incorporated within each of these elective music courses and the movement between these learning spaces is described and problematized. The research suggests that learning design, which provides real world examples and resources integrating authentic task design, can provide meaningful and engaging experiences for students. The dialogue between learning designers and teachers and iterative review of the learning process and student outcomes has engaged students meaningfully to achieve transferable learning outcomes.

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