12 Hacking Education: How Openness and Sharing Can Transform Learning

Couros, Alec

doi:10.3138/9781442665613-013

Cited by 3 publications

(2 citation statements)

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“…Instructors may consider how to redesign their instructional approaches to manage the complexities of collaborative learning more effectively. Such redesign may be made possible by adopting an innovative pedagogy which involves taking small steps by engaging in iterative cycles (Couros, 2014;Cross, 2006;Wizel, 2017). These small steps may be a way for continuous improvement and deeper exploration into instructional designs with potential for improving collaborative learning.…”

Section: Theoretical Conceptual Frameworkmentioning

confidence: 99%

Fostering Collaborative Learning in an Undergraduate Interdisciplinary Education Course

Brown¹

2019

Proceedings of the 2019 AERA Annual Meeting

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An interdisciplinary approach to designing lessons requires collaboration among teachers.In undergraduate programs in education, faculty often assign group tasks and students struggle with negotiating ideas and effectively engaging in collaborative learning with peers. In this study, researchers used repeated surveys and social network analysis to examine pre-service teachers' peer-group interactions while co-designing an interdisciplinary unit plan. Findings suggest effective relationships are needed to support collaborative learning, peer leaders can support collaborative learning and instructors can make leadership roles and strategies visible to help manage collaboration including how to use technology to support collaborative learning. Findings from the first year of this design-based research study serve to develop recommendations for teaching and learning strategies that will tested over the next year.

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Section: Theoretical Conceptual Frameworkmentioning

confidence: 99%

Fostering Collaborative Learning in an Undergraduate Interdisciplinary Education Course

Brown¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…The student perspective of technology in higher education is that it enhances learning but cannot replace teachers (O'Donnell, 2010). This is echoed by Couros (2014), who states that technology is simply a tool: "it will never replace teachers, but in the hands of great teachers, it's transformational". Gradually, PASS training has been transformed from being traditional, stale, and monotonous to current, continuously evolving, and exciting; it uses tools and technology, including instructional technologies, screencasts, audio feedback, and a website.…”

Section: Program Changes and The Introduction Of Technologymentioning

confidence: 99%

Supplemental Instruction. Volume 1: Digital Technologies

Strømmen-Bakhtiar¹,

Helde²,

Suzen³

2021

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Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students' performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about the role, use and place of digital technologies in supplemental Instruction, which includes why we need Supplemental Instruction, teacher’s integration of technology experience with lecture capture and more. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. This book is the first of a trilogy on Supplemental Instruction, where the themes for the other books are " Student Learning Processes" and “Organization and Leadership”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.

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