https://padlet.com/muveddet/1rob9tvaebmu Reading List: Michael; Selwyn, H. (2015). What works and why? Student perceptions of “useful” digital technology in university teaching and learning. Studies in Higher Education, 1–13. doi:10.1080/03075079.2015.1007946 Natasa; Kerry, L. (2017). Being knowledge, power and profession subordinates: Students’ perceptions of Twitter for learning. The Internet and Higher Education, 33, 41–48. doi:10.1016/j.iheduc.2016.12.002 Jeremy, K. (2013). Five critiques of the open educational resources movement. Teaching in Higher Education, 18(8), 821–832. doi:10.1080/13562517.2013.774354 Gunther; Selander, K. (2012). Multimodal design, learning and cultures of recognition. The Internet and Higher Education, 15(4), 265–268. doi:10.1016/j.iheduc.2011.12.003 K. A., M. (2010). A Review of the “Digital Turn” in the New Literacy Studies. Review of Educational Research, 80(2), 246–271. doi:10.3102/0034654310364401 Neil, S. (2016). Digital downsides: exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21(8), 1006–1021. doi:10.1080/13562517.2016.1213229 Vivien; Shah, H. (2016). A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context. Learning, Media and Technology, 1–16. doi:10.1080/17439884.2016.1154074 Vivien; Reynolds, H. (2005). Consensus, difference and “multiple communities” in networked learning. Studies in Higher Education, 30(1), 11–24. doi:10.1080/0307507052000307768 Diana, L. (2008). The teacher as action researcher: using technology to capture pedagogic form. Studies in Higher Education, 33(2), 139–154. doi:10.1080/03075070801915908 en-us 2018-02-23 01:26:34 UTC 2025-10-07 02:21:21 UTC hello@padlet.com muveddet https://padlet.com/muveddet/1rob9tvaebmu/wish/242654459 "Digital technologies enable lecturers to build on and share their best teaching ideas – it is the form that captures the pedagogy and technology preserves it."' (Laurillard, 2008)

What do you think?]]> 2018-03-16 02:31:54 UTC https://padlet.com/muveddet/1rob9tvaebmu/wish/242654459 muveddet https://padlet.com/muveddet/1rob9tvaebmu/wish/242656176 "The article argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. "  (Laurillard, 2008)

Do you agree/disagree and why?]]> 2018-03-16 02:44:30 UTC https://padlet.com/muveddet/1rob9tvaebmu/wish/242656176 muveddet https://padlet.com/muveddet/1rob9tvaebmu/wish/242658403 According to Diana L.: "The Conversational Framework (CF) provides a tough test of many of the most commonly used learning technologies. " (Laurillard, 2008)

What does it need to offer to support a more complete learning process? ]]> 2018-03-16 02:59:59 UTC https://padlet.com/muveddet/1rob9tvaebmu/wish/242658403 muveddet https://padlet.com/muveddet/1rob9tvaebmu/wish/243290979 Here is an opportunity to ask the author questions about her chapter.

In this article Lackovic has deliberated the role of critical pedagogy with SocialMedia.

Author stated that "It brings a different perspetive to observing digital education, contemplating possibilities and challenges surrounding students' social media critical literacy, or civic media literacy. "

What are your thoughts and experiences on the topic?

]]> 2018-03-19 01:15:48 UTC https://padlet.com/muveddet/1rob9tvaebmu/wish/243290979 muveddet https://padlet.com/muveddet/1rob9tvaebmu/wish/243296072 In this article Lackovic et al. suggest that "... students need to feel free not to engage with Twitter for learning or any other purposes. Whatever they decide, there will be some sort of exclusion though: by participating and contributing, they will exclude the ones who do not want to and/or cannot do so; on the other hand, the non-contributors are excluded from a possibly potent well of information and learning opportunities"  (p. 47).

In addition they offer some solutions to the challenges of student engagement: "To open possibilities for critical pedagogy and to challenge stu-dents' positioning of “subordinates” of Twitter, a tutor can encourage student joint ownership of hashtags or profiles and discussions on the social effect of a Twitter thread or news in relation to knowledge, power, race, region, religion, nationality, equality, community and society needs and actions" (p. 47).

Do you have any questions to one of the authors on this topic?

]]> 2018-03-19 01:39:18 UTC https://padlet.com/muveddet/1rob9tvaebmu/wish/243296072 g_witthaus https://padlet.com/muveddet/1rob9tvaebmu/wish/247156033 Hi Ifeatu. I agree with your comment about marks being an incentive. There's no getting away from the fact that marks are the "currency" for an exchange in education - between students' labour and the institution's recognition of the value of that labour. If marks are not involved, there has to be some other exchange, such as peer feedback or informal teacher feedback (such as what is happening here!) ]]> 2018-03-29 07:07:51 UTC https://padlet.com/muveddet/1rob9tvaebmu/wish/247156033 g_witthaus https://padlet.com/muveddet/1rob9tvaebmu/wish/247156508 Not sure why my comments are getting separated from the threads I'm responding to!]]> 2018-03-29 07:11:05 UTC https://padlet.com/muveddet/1rob9tvaebmu/wish/247156508 g_witthaus https://padlet.com/muveddet/1rob9tvaebmu/wish/247161218 Hi Natasa, thank you for the in-depth responses to my comments. I'll re-read your paper on the weekend and will see if I can be more specific about the parts where I felt that students were being expected to actively participate. I'll also tell a bit about my previous adult literacy work in SA - thanks for your interest :-)]]> 2018-03-29 07:38:27 UTC https://padlet.com/muveddet/1rob9tvaebmu/wish/247161218 b_popova https://padlet.com/muveddet/1rob9tvaebmu/wish/247628924 Hello everyone! I am sorry I wasn’t able to post a comment earlier on, especially that all the posts are so thought-provoking! I just wanted to share one point which emerged in my mind- it is related to Muveddet’s summary and comment that in order to encourage students to participate in SM, the tutor should be aware of the power-relations between him/her and students and he/she should encourage students to “take the lead” at times, so that they feel more comfortable. I totally agree that at times one doesn’t participate in virtual spaces where an “authority” is among the audience, but this got me thinking and I remembered that in the places I have worked , the ‘presence” of the tutor gave a certain insurance that communication will go smooth ( I quasi-quote some of my previous students)- everyone knowing that the tutor is bound by the “duty of care” and therefore is ( or at least is supposed to be) more compassionate, understanding and trustworthy, whereas one’s peers aren’t duty-bound in the same way. But then I think this also depends on students’ age group…In any case I think this is also a factor which influences students in addition to all the other points that everyone has discussed such as grades, social differences , etc.  
Billie]]> 2018-03-31 21:24:04 UTC https://padlet.com/muveddet/1rob9tvaebmu/wish/247628924