Students as partners in blending learning

In this paper we argue for university pedagogies to be in tune with the ways in which the present generation of students are constituted as learners through their engagement with technologies. We propose that the technical expertise and the novel modes of being which are characteristic of this gene...

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Autores principales: Paul Alan Brett, Glynis Cousin
Formato: article
Lenguaje:EN
Publicado: Association for Learning Development in Higher Education (ALDinHE) 2011
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Acceso en línea:https://doaj.org/article/fb1f1c64e1ff4eada7a618c0432884e7
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spelling oai:doaj.org-article:fb1f1c64e1ff4eada7a618c0432884e72021-11-29T14:04:20ZStudents as partners in blending learning10.47408/jldhe.v0i3.811759-667Xhttps://doaj.org/article/fb1f1c64e1ff4eada7a618c0432884e72011-04-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/81https://doaj.org/toc/1759-667X In this paper we argue for university pedagogies to be in tune with the ways in which the present generation of students are constituted as learners through their engagement with technologies. We propose that the technical expertise and the novel modes of being which are characteristic of this generation offer radical pedagogic possibilities for growing learner engagement. In making this proposal, we suggest a reconfiguration of curriculum design in order to foreground students' expertise with technology, particularly Web 2.0. We propose that these capabilities be deployed in partnership with academics. The paper maps out the conceptual terrain and reports on the first cycle of action research projects which have been designed to trial the reconfiguration we suggest. Early findings indicate seven particular and differential ways in which students have profited from this reconfiguration, most notably through the use of peer led Facebook groups as a hub and a means of peer support.  Paul Alan BrettGlynis CousinAssociation for Learning Development in Higher Education (ALDinHE)articleStudent controlWeb 2.0social networkingdiversity and widening participationblended learningcurriculum designTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 3 (2011)
institution DOAJ
collection DOAJ
language EN
topic Student control
Web 2.0
social networking
diversity and widening participation
blended learning
curriculum design
Theory and practice of education
LB5-3640
spellingShingle Student control
Web 2.0
social networking
diversity and widening participation
blended learning
curriculum design
Theory and practice of education
LB5-3640
Paul Alan Brett
Glynis Cousin
Students as partners in blending learning
description In this paper we argue for university pedagogies to be in tune with the ways in which the present generation of students are constituted as learners through their engagement with technologies. We propose that the technical expertise and the novel modes of being which are characteristic of this generation offer radical pedagogic possibilities for growing learner engagement. In making this proposal, we suggest a reconfiguration of curriculum design in order to foreground students' expertise with technology, particularly Web 2.0. We propose that these capabilities be deployed in partnership with academics. The paper maps out the conceptual terrain and reports on the first cycle of action research projects which have been designed to trial the reconfiguration we suggest. Early findings indicate seven particular and differential ways in which students have profited from this reconfiguration, most notably through the use of peer led Facebook groups as a hub and a means of peer support. 
format article
author Paul Alan Brett
Glynis Cousin
author_facet Paul Alan Brett
Glynis Cousin
author_sort Paul Alan Brett
title Students as partners in blending learning
title_short Students as partners in blending learning
title_full Students as partners in blending learning
title_fullStr Students as partners in blending learning
title_full_unstemmed Students as partners in blending learning
title_sort students as partners in blending learning
publisher Association for Learning Development in Higher Education (ALDinHE)
publishDate 2011
url https://doaj.org/article/fb1f1c64e1ff4eada7a618c0432884e7
work_keys_str_mv AT paulalanbrett studentsaspartnersinblendinglearning
AT glyniscousin studentsaspartnersinblendinglearning
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