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Learning Technologies Review: the student perspective

Presentation for M25 Group meeting on capturing the student voice in Kingston University's Learning Technologies Review.
by Anthony McNeill on 17 May 2011

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Transcript of Learning Technologies Review: the student perspective

The student perspective What did we do? Series of focus-group interviews faculty-specific and level-specific groups of 5-6 students

range of year groups (inc. placement and postgraduate) Evidence suggests that students [...] create conscious demarcations between personal and curricular spheres of activity and practice. student as informant

student as story-teller 'spheres' or 'domains'
of practice Theoretical framework:
'New Literacy Studies' http://digitalmigrant.blogspot.com/2011/03/graphic-elicitation-references.html Graphic elicitation in interviews involves presenting interviewees with researcher-prepared visual stimuli. The prepared visual aid encourages dialogue and/or a reaction and elicits the interviewee's perspective relative to the visual stimulus. (Umoquit et al. 2008: 2) Jones, S. & Lea, M.R. (2008). Digital Literacies in the Lives of Undergraduate Students: Exploring Personal and Curricular Spheres of Practice. The Electronic Journal of e-Learning, 6(3): 207-216 What was our graphic elicitation technique? graphic elicitation What did we learn
(that we didn't already suspect)? limited tech toolset
VLE part of it
age and context-specific (however, slightly more in favour of its use in HE) e.g. tutorials on Final Cut Pro, removing sutures, make-up techniques and 'victory rolls' YouTube not iTunes U no consensus on the use of Facebook e.g. one student’s shifts in a nightclub were communicated to her via Facebook e.g. the creation of Facebook groups for collaborative work some overlap between work and social spheres some overlap between social and study spheres Tony McNeill
a.mcneill@kingston.ac.uk http://digitalmigrant.blogspot.com/2010/10/those-not-digital-natives-references.html
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