Facilitating student-led teaching and content creation through technology: Use cases, instructional design & delivery responsibilities [1623] Home : Annual Conference 2017

Facilitating student-led teaching and content creation through technology: Use cases, instructional design & delivery responsibilities [1623]

Public Group active 2 years, 1 month ago

Tue, Sep 5 2017, 11:00am – 12:20pm

Authors: Richard Walker, and Wayne Britcliffe

Room: Library Rm (1)

Theme: Empowerment in Learning Technology

Type: 40-minute session

Description

User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning (Bruns, 2006). Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge creation activities and to develop their learning as producers of ‘content’ (Bruns, et al., 2007).

Through a presentation of case examples from the University of York, we will report on how user-led principles have been applied to the design of blended learning courses, with learning technology employed to support active learning opportunities for our students. The blended courses each incorporated activities encouraging participants to develop their own learning and teaching resources, engaging them in the mastery of key skills and concepts. We will present an engagement model for active learning derived from the case examples, and use this as a stimulus for a broader discussion on effective design approaches to support student-led teaching and content creation activities.

We will then go on to discuss the instructional responsibilities associated with the successful delivery of student-led activities within blended courses. Research tells us that instructional support for online learning requires differing strategies to facilitate effective group learning and participant-led activities (Harper & Nicolson, 2013) and can lead to instructors assuming different roles in their online interactions with students (Danielsen & Nielsen, 2010). Reflecting on the case studies, we will discuss common challenges that instructors may face in the design of student-led activities and will present strategies for the effective delivery of student-led teaching and content creation activities, based on a five-stage blended delivery model that we have developed to guide academic staff at the University of York.

Short video summaries of the case examples will be made available to participants via the conference networking site prior to the session, as part of a flipped design approach to this interactive workshop. Take-aways from the session will include evaluated use cases on design approaches for student-led teaching and content creation, as well as a framework of instructional responsibilities for the successful delivery of these activities, which may be adapted for use in other institutional contexts.

References

Bruns, A. (2006) Towards produsage: Futures for user-led content production. In F.Sudweeks, H. Hrachovec, and C. Ess, eds. Proceedings: Cultural Attitudes towards Communication and Technology 2006, Perth: Murdoch University, pp. 275-84.

Bruns, A., Cobcroft, R., Smith, J. and Towers, S. (2007). Mobile Learning Technologies and the Move towards ‘User-Led Education’. In Proceedings Mobile Media, Sydney. http://eprints.qut.edu.au/6625/1/6625.pdf

Danielsen, O. and Nielsen, J. L. (2010). Problem-oriented project studies – the role of the teacher as supervising / facilitating the study group in its learning processes. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell and T. Ryberg eds. Proceedings of the 7th International Conference on Networked Learning 2010, pp. 558 – 565.

Harper, F. and Nicolson, M. (2013). Online peer observation: its value in teacher professional development, support and well-being. International Journal for Academic Development, 18 (3). http://dx.doi.org/10.1080/1360144X.2012.682159

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