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1.
This article discusses the potentiality and risks of applying transmedia storytelling strategies in the realm of education. The empirical approach is used to analyze the experiential education project Robot Heart Stories, developed in 2011 in Canada and the United States. The theoretical framework focuses on the conceptualization of transmedia storytelling in the scope of education and the examination of the implications of gamification in this scenario. The methodological approach of the case study is based on the transmedia project design analytical model and applied to Robot Heart Stories to depict how the project was developed and demonstrate how transmedia strategies can potentially enhance education. The research findings point out that the transmedia strategies in the project placed the students in the center of the learning process and motivated them to learn. As the students were actual characters in the story, they had the opportunity to experience it, instead of just listening or reading it. The project nurtured skills, such as multimodal literacy, critical literacy, digital literacy, media literacy, visual literacy, information literacy, and game literacy, in addition to interpersonal communication skills and experiential learning.  相似文献   

2.
ABSTRACT

Learning and teaching on physical university campuses have been enhanced by digital technology both in formally scheduled learning and teaching events and in the less formal spaces in which the higher education experience unfolds. The digital skills and know-how with which students arrive at university will arguably develop throughout the academic journey, though the extent to which they will underpin students’ growth into digital citizens, that is, confident and competent participants in a broader range of digitally enhanced social and professional communities, is likely to vary. The present article is the outcome of a research project which explored how students experience learning, teaching and communicating through digital technologies on a range of undergraduate courses at a UK university. Focus groups with fifty-five students in different years of study across twenty-three undergraduate courses revealed a nuanced understanding of the notion of ‘digital native’, yet a lack of readiness to link participation in digital spaces to digital citizenship and to articulate attributes of an effective participant in digital communities. The focus groups highlighted inconsistent alignment between personal, academic and professional digital spaces. They clearly signalled a need to explore further the commonalities and points of intersection between the three, moving beyond a skills mindset, and paying particular attention to the way in which participants in higher education construct and take up virtual identities, how they negotiate access to digital environments, the degree of control they are able and ready to exercise over digital spaces, and the contribution that universities can make to facilitate the complex developmental journeys towards digital citizenship.  相似文献   

3.
ABSTRACT

Background: The importance of digital technologies for enhancing learning in formal education settings has been widely acknowledged. In the light of this expectation, it is important to investigate the effects of these technologies on students’ learning and development.

Purpose: This study explores longitudinal empirical research on digital learning in the context of primary and secondary education. By focusing on a small selection of the peer-reviewed literature, the aim is to examine the kinds of longitudinal study published on this topic during the period 2012–2017 and, thorough categorisation, to bring together insights about the reported influences of digital technology use on students’ learning.

Design and methods: The databases searched for the purposes of this review were Scopus and Web of Science. Of 1,989 articles, 13 were finally included in the review. Using qualitative content analysis, these were analysed, coded and categorised.

Results: The reviewed studies were found to have approached digital learning in different ways: they varied, for example, in terms of research methods and design and the digital technologies used. The studies addressed different aspects of learning, which we assigned to six categories: affection, attitude, and motivation; subject-specific knowledge and skills; transversal skills; learning experience; elements of the learning environment; and identity. We identified both positive and negative influences of technology on learning.

Conclusions: This review offers a snapshot of the variety of research in this fast-moving area. The studies we explored were found to approach digital learning from several different perspectives, and no straightforward conclusions can be drawn about the influences of digital technology use on students’ learning. We conclude that further longitudinal studies of digital learning are needed, and this study assists by highlighting gaps in the existing literature.  相似文献   

4.
ABSTRACT

Perceived as fostering democracy in educational institutions, approaches which encourage student voice are being promoted as supporting greater social equalities and strengthening students’ commitment to their learning. Using student voice as a theme, research funded by Jisc set out to hear learner views and explore their digital preferences when learning in a vocational context. The aim of this research was to enhance digital student practice by exploring how learners experience, use, and wish to work in, a technology-rich environment. A literature review was undertaken to inform the research ?ndings. This article focuses on innovative practice, discovered by serendipity, that went beyond the tenets usually described in the literature on student voice. Using a case study approach this article reports on work underway in one FE institution where students have been appointed as ‘Digi-Pals’ and given a key role to embed the use of digital 25technologies into student and sta? practice. Two theoretical lenses, one focused on technology and the other on student voice, are applied to explore innovative practice. The community of Digi-Pal practice is described and recommendations made for further adoption across the FE and Skills sector.  相似文献   

5.
In the last few years, digital games have become increasingly popular with both ‘hardcore’ and ‘casual’ audiences. At the same time, it has been argued that games can be powerful learning environments, since they are seen to encourage active and critical learning through participation in affinity groups and semiotic domains but there is a need for further empirical evidence to explore how this participation occurs and how prevalent it actually is. In addition the effectiveness of games within education indicates mixed results, though it has been suggested that this may indicate that learning through immersive worlds involves a more complex understanding of learning, one that is not so easy to tie to specified learning outcomes. It would seem the area would benefit from research that seeks to develop our understanding of how player involvement and learning come together in this context. This paper presents the preliminary results of a survey carried out in order to explore these issues. The initial findings suggest that how a player identifies as a gamer relates to what they think they gain from their gaming experiences with respect to learning.  相似文献   

6.
Abstract

This article considers the effect of information technology upon teaching, learning and research in the ‘digital university’. In less than a generation the university has become a business like any other. It does so in the determining context of neoliberal globalisation and the computer revolution. The university develops through what we may now see as a disastrous ‘category error’. The article argues that humans are analogue creatures who have constructed analogue worlds that they recognise in large measure, in nature. Digital logic is nowhere recognised in nature, and is ultimately alien to us. The university is the key institution for enabling us to understand who and what we are, yet it is being undermined through the suffusion of the market logic and the digital technologies that drive it from a past we look to less, to a present we dwell in more, and a future we are less able to shape.  相似文献   

7.
Cultural theorists have illuminated how photographic images contribute to autobiographical remembering and identity formation. This has new significance given that digital photography now allows personal images to circulate rapidly amongst peer groups. Taking these insights into classroom contexts, this paper draws on recent case-study data to explore a teacher’s use of digital photography to provide ‘feedback’ to pupils. Critiquing dominant psychological understandings of classroom assessment for their lack of recognition of power relations, it takes up post-structuralist theories of discourse, embodiment and affect to consider how these digital photographs became ‘sticky’ with memories of peer derision, ‘mortifying’ pupils and marking them as ‘other’ in ways that were intensified through later display to the class. Thus, rather than providing benign support for learning, the circulation of these images as part of feedback processes in this classroom context seems to have functioned as a powerful technology of individualization and normalization.  相似文献   

8.
This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognising cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This, in turn, will inform our understanding of the ‘middle way’ in recognising cognitive learning styles, associated cultural context, and the implications to digital pedagogy equity.  相似文献   

9.
This article accounts for an experience of digital storytelling workshops with indigenous adolescents in Chile, and proposes a theoretical and methodological approach to analyze digital creations with a dialogic and ethnographic point of view. Based on this, it discusses the possibilities of digital media production as a strategy for the self-expression of children and adolescents, particularly immersed in unequal and ethnically diverse educational contexts. The specific case of two Mapuche girls reveals complex ways of organizing and positioning their voices, where ‘girl power’ and ‘post-girl power’ discourses are relevant, but not so their ethnicity. The results show that television, with its main audiovisual genres, styles and stereotypes, appears clearly on the teenagers’ creations, while the absence of Mapuche signs along the creation process and also into the digital stories seems to be related with two important features of the Chilean educational system: ethnic inequalities and its fierce attachment to neoliberalism.  相似文献   

10.
While it has proved a useful concept during the past 20 years, the notion of ‘critical digital literacy’ requires rethinking in light of the fast-changing nature of young people's digital practices. This paper contrasts long-established notions of ‘critical digital literacy’ (based primarily around the critical consumption of digital forms) with the recent turn towards ‘digital design literacy’ (based around the production of digital forms). In doing so, three challenges emerge for the continued relevance of critical digital literacy: (1) the challenge of critiquing the ideological concerns with the digital without alienating the individual's personal affective response; (2) connecting collective concerns to do with social and educational inequalities to individual practices; and (3) cultivating a critical disposition in a context in which technical proficiency is prioritised. The paper then concludes by suggesting a model of ‘critical digital design’, offering a framework that might bridge the divide between critical literacy models and the more recent design-based literacy models.  相似文献   

11.
In this article, we attempt to define and explore a concept of ‘radical digital citizenship’ and its implications for digital education. We argue that the ‘digital’ and its attendant technologies are constituted by on-going materialist struggles for equality and justice in the Global South and North which are erased in the dominant literature and debates in digital education. We assert the need for politically informed understandings of the digital, technology and citizenship and for a ‘radical digital citizenship’ in which critical social relations with technology are made visible and emancipatory technological practices for social justice are developed.  相似文献   

12.
ABSTRACT

The World Wide Web has become a major information resource for adolescents (i.e., 10–19 years of age), offering an unprecedented amount of information on virtually any topic. While the Web can potentially offer new learning opportunities, it also presents several challenges. Reading and learning on the Web requires a set of advanced literacy skills that adolescents do not necessarily possess and need to develop in order to effectively deal with the complexity of information encountered online. This special issue brings together five empirical articles and a discussion paper that examine internal and external factors that are beneficial (or detrimental) to adolescents’ reading and learning on the Web, and contribute to explaining how young learners develop complex literacy skills. Theoretically, the special issue contributes to the conceptualization of what researchers refer to as ‘multiple documents literacy’. In practice, it informs researchers and educators of emerging empirical results regarding adolescents’ information behaviour, as well as on instructional strategies that can be effective for developing adolescents’ literacy skills.  相似文献   

13.
本文旨在研究新媒体环境下中国大学生数字身份对其外语学习的影响机制并提出相应的教育建议。采用 问卷方式对398名大学生进行了调查。结果显示：1）中国大学生的数字身份包括“友谊信息驱动”、“新媒体素养”、 “网络公共文化”、“兴趣驱动”四个因子;2）“友谊信息驱动”是影响大学生数字身份最重要的因子;3）“新媒体素养” 对“新媒体外语学习”产生直接显著的影响;4）大学生利用新媒体进行外语学习的深度和广度仍然有待拓展。  相似文献   

14.
This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross‐disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning ‘dialogue strategies’. This case study of the potentials in using dialogue strategies during a lecture illustrates how students’ conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience.  相似文献   

15.
ABSTRACT

The ‘digital imperative’ of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about ‘digital natives’. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by technology not only in epistemological learning, but also in the ways technology is an identity issue. This paper explores how membership categorisation analysis opens up ways of understanding the role of technology for contemporary learner identities. Examination of student talk makes visible the diverse ways of being an iPad-using student, challenges widely-accepted constructions of contemporary learners as generationally uniform, and contributes to a more holistic conception of learning that accounts for the role played by technology in learning identity.  相似文献   

16.
Abstract

Digital literacy is often proposed as a means of dealing with the problems apparently caused by ‘fake news’. This positioning article considers some of the difficulties with this approach. It argues that fake news is not an isolated phenomenon, but one that needs to be understood in a much broader social, economic and cultural context. It also addresses the practical possibilities and difficulties of teaching in this area. The notion of ‘digital literacy’ appears to define the phenomenon in technological terms. By contrast, this article suggests that we need a broader notion of media literacy, which is based on critical thinking about the economic, ideological and cultural dimensions of media. Even so, the article suggests, the broader problems that are at the root of the problem of ‘fake news’ are unlikely to be solved very easily.  相似文献   

17.

Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

  相似文献   

18.
ABSTRACT

Digital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from ‘people development’ to ‘product development’: that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process.  相似文献   

19.
ABSTRACT

This article reports on an investigation of pre-service teachers’ views on creating digital storybooks for use in early childhood classrooms, and how this activity helped them develop technological, pedagogical and content knowledge for teaching literacy. Cohorts of Master of Teaching PSTs (n = 67) participated in the study over five years. This article also presents a rationale for the creation of digital storybooks as a resource for teaching early literacy. Data for this mixed-methods study came from an online survey, focus group discussions, and PSTs’ reflective comments and analysis of their digital storybooks and rationales. This article focuses primarily on the survey data. The majority of PSTs reported that the process of creating digital storybooks and using them during professional practice was useful in helping them develop their technological, pedagogical and content knowledge for teaching literacy in the early years, as well as their knowledge about students.  相似文献   

20.
This article outlines the knowledge and skills students develop when they engage in digital media production and analysis in school settings. The metaphor of ‘digital building blocks’ is used to describe the material practices, conceptual understandings and production of knowledge that lead to the development of digital media literacy. The article argues that the two established approaches to media literacy education, critical reading and media production, do not adequately explain how students develop media knowledge. It suggests there has been too little focus on material practices and how these relate to the development of conceptual understanding in media learning. The article explores empirical evidence from a four-year investigation in a primary school in Queensland, Australia using actor–network theory to explore ‘moments of translation’ as students deploy technologies and concepts to materially participate in digital culture. A generative model of media learning is presented with four categories of building blocks that isolate the specific skills and knowledge that can be taught and learnt to promote participation in digital media contexts: digital materials, conceptual understandings, media production and media analysis. The final section of the article makes initial comments on how the model might become the basis for curriculum development in schools and argues that further empirical research needs to occur to confirm the model’s utility.  相似文献   

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