'Disruptive technologies', 'pedagogical innovation': What's new Findings from an in-depth study of students' use and perception of technology

The paper describes the findings from a study of students' use and experience of technologies. A series of in-depth case studies were carried out across four subject disciplines, with data collected via survey, audio logs and interviews. The findings suggest that students are immersed in a rich, technology-enhanced learning environment and that they select and appropriate technologies to their own personal learning needs. The findings have profound implications for the way in which educational institutions design and support learning activities.

[1]  Simone Braun,et al.  Socially-Aware Informal Learning Support: Potentials and Challenges of the Social Dimension , 2006, EC-TEL Workshops.

[2]  Martin Oliver,et al.  Knowledge, Society and Perspectives in Learning Technology , 2006 .

[3]  Mike Sharples,et al.  Disruptive devices: mobile technology for conversational learning , 2002 .

[4]  D. McConnell,et al.  Examining a collaborative assessment process in networked lifelong learning , 1999, J. Comput. Assist. Learn..

[5]  Gráinne Conole,et al.  Describing learning activities: Tools and resources to guide practice , 2007 .

[6]  Kerry Martin,et al.  Different Shoes, Same Footprints? A Cross-Disciplinary Evaluation of Students' Online Learning Experiences: Preliminary Findings from the SOLE Project , 2004 .

[7]  Frances Deepwell,et al.  Reflections on unexpected outcomes: learning from student collaboration in an online discussion forum , 2004 .

[8]  Elisabet Weedon,et al.  A multi-disciplinary , holistic approach to networked learning research : A critique of a large-scale empirical study into student online learning experiences , 2005 .

[9]  S. White,et al.  Harnessing Insight into Disciplinary Differences to Refine e-learning Design , 2006, Proceedings. Frontiers in Education. 36th Annual Conference.

[10]  G. Conole,et al.  An International Comparison of the Relationship between Policy and Practice in E-learning , 2007 .

[11]  Martin Dyke,et al.  Complexity and interconnection: steering e-learning developments from commodification towards co-modification , 2007 .

[12]  Paul Virilio,et al.  The Information Bomb , 2000 .

[13]  Peter Goodyear Technology and the articulation of vocational and academic interests: reflections on time, space and e-learning , 2006 .

[14]  Robert-Jan Simons,et al.  A selective analysis of empirical findings in networked learning research in higher education: questing for coherence , 2006 .

[15]  M. Prensky Digital Natives, Digital Immigrants , 2001 .

[16]  Teresa Dillon,et al.  Collaborating and creating on music technologies , 2003 .

[17]  Rhona Sharpe,et al.  Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning , 2007 .

[18]  Ronald D. Bleed The IT Leader as Alchemist: Finding the True Gold. , 2006 .

[19]  Barney Dalgarno,et al.  Questioning the net generation: a collaborative project in Australian higher education , 2006 .

[20]  J. Morice Skills and preferences: learning from the Nintendo generation , 2000, Proceedings International Workshop on Advanced Learning Technologies. IWALT 2000. Advanced Learning Technology: Design and Development Issues.

[21]  A. Kukulska-Hulme,et al.  Going with the grain: Mobile devices in practice , 2007 .

[22]  Jeremy B. Williams,et al.  Exploring the use of blogs as learning spaces in the higher education sector , 2004 .

[23]  David Hardisty,et al.  On the Internet , 2000, Biological Psychiatry.

[24]  John Seely Brown,et al.  Growing Up: Digital: How the Web Changes Work, Education, and the Ways People Learn , 2000 .

[25]  Geraldine A. Price,et al.  Creative Solutions to Making the Technology Work: Three Case Studies of Dyslexic Writers in Higher Education. , 2006 .

[26]  Stephen Downes E-learning 2.0 , 2005, ELERN.

[27]  Linda Price,et al.  Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? , 2005 .

[28]  Karen Littleton,et al.  Collaborative Creativity: Contemporary Perspectives , 2004 .

[29]  M. Prensky Digital Natives, Digital Immigrants Part 1 , 2001 .

[30]  Richard E. Ferdig,et al.  Content Delivery in the "Blogosphere" , 2004 .

[31]  Martin Weller,et al.  Virtual Learning Environments , 2007 .

[32]  Barry A. T. Brown,et al.  Consuming music together : social and collaborative aspects of music consumption technologies , 2006 .

[33]  Bryan N. Alexander Web 2.0: A New Wave of Innovation for Teaching and Learning? , 2006 .

[34]  Nick Hammond,et al.  Discipline differences in role and use of ICT to support group-based learning , 2002, J. Comput. Assist. Learn..

[35]  Sue E Timmis,et al.  Networked Learning 2004 , 2004 .

[36]  Vivienne Light,et al.  'Let's You and Me Have a Little Discussion': Computer mediated communication in support of campus-based university courses , 2000 .

[37]  Selma Vonderwell,et al.  An examination of asynchronous communication experiences and perspectives of students in an online course: a case study , 2003, Internet High. Educ..

[38]  J. Seale E-Learning and Disability in Higher Education: Accessibility Research and Practice , 2006 .

[39]  Ray Land,et al.  Networked Learning and the Politics of Speed: a Dromological Perspective. , 2006 .