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Issues around student created content created through collaborative project-based learning Lou McGill JISC

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Issues around student created content created through collaborative project-based learning Lou McGill JISC student content What is design engineering? – PowerPoint PPT presentation

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Title: Issues around student created content created through collaborative project-based learning Lou McGill JISC


1
Issues around student created content created
through collaborative project-based learningLou
McGillJISC
2
student content
  • Content created/generated during the learning
    process
  • Supports a constructivist approach individual
    or social level
  • Engagement/interaction
  • Sharing/collaborating (reflects student use of
    social software)
  • E-portfolios
  • Wider skills/competencies digital literacies
  • Re-use /repurposing
  • Can record the learning process
  • Reflective learning

3
What is design engineering?
  • What characterizes project based design learning?
  • hands on learn by doing
  • extreme social constructivism
  • What are the defining attributes?
  • open-ended scenarios demanding creativity
  • no pre-defined information requirements
  • no right answer
  • How does one approach these scenarios?
  • find, create, and reuse information
  • using the widest possible range of resources
  • not just engineering

4
What is informal design knowledge?
  • Informal knowledge is found in casual design
    documents (notes, sketches, photos, email, blogs,
    draft documents)
  • Informal knowledge is created during design
    activity and reflection.
  • Authorship is often ambiguous.
  • Difficult to capture, share and re-use
  • How do we support students to do this?

5
Learning environment
  • Range of tools to support collaboration
  • LauLima Learning Environment (modified Tikiwiki)
  • Video conferencing, skype, email, etc.
  • Re-use by staff and students
  • LauLima Digital Library (digital repository)
  • Blended learning approach
  • Coaching not directing

6
ICT infrastructure
INFORMAL DYNAMIC
FORMAL MORE PERMANENT
Storing and sharing content Group Collaboration/
Team Communication Cross team activities Workflow
Management (Process) Manipulation of
Information Capturing tacit dimension Knowledge
Structuring
Retrieval of resources Reuse of student-generated
resources, design concepts and learning
processes Quality Metadata and standards Granulari
ty
7
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8
Classroom exampleIce crusher project
  • 3rd year project to develop a proof-of-concept
    model of a domestic ice crushing machine
  • Collaborative team-based project
  • Combination of face-to-face and online activities
  • Reflective learning/Problem-based learning
  • Importance of reflective practice, information
    and knowledge construction to the design process
  • Additional learning
  • Tool literacy shared workspaces, wiki
    environment
  • Digital literacy creating content
  • Information literacy sourcing, organising
    content
  • Critical literacy evaluating content
  • Communication and Team literacies collaborative
    design

9
Ice crusher project
  • Format
  • Week 1 Introduction
  • Week 2 - Searching, storing organizing
    information
  • Week 3 - Exploring selecting concepts
  • Weeks 4 5 - Developing testing concept
  • Week 6 Demonstration of final concept and
    presentation of content on LauLima
  • Assessment
  • a series of reflective project logs
  • final presentations using team wiki pages
  • demonstration of proof-of-concept models

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17
Issues
  • Impact on Learning Which learning?
  • Impact on their learning wider learning,
    organisation, team working, communication,
    information/digital literacy
  • Some other issues
  • Re-use granularity issue, de-personalisation,
  • Ownership transferring data
  • Team reflection vs. individual reflection
  • Linking to formal e-portfolios
  • support team inputs academics/LTs/Librarians
  • Assessed/non assessed

18
Institutional issues
  • Staff literacies
  • Pedagogy in an electronic environment
  • Library information concepts (inc.
    plagarism/IPR)
  • Digital literacies (creating and organising
    information)
  • Roles
  • Sharing effectively cultural issues
  • Imposing structures vs. unmodified environment

19
Further reference
  • Creating an information-rich learning
    environment to enhance design student learning
    challenges and approaches
  • Lou McGill, David Nicol, Allison Littlejohn,
    Hilary Grierson, Neal Juster and William J. Ion
  • British Journal of Educational Technology, V36
    N4 2005 pp 629-641

20
Some Learning Teaching issues
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