Head in the clouds: a review of current and future potential for cloud-enabled pedagogies

Stevenson, Michael; Hedberg, John

doi:10.1080/09523987.2011.632279

Cited by 21 publications

(15 citation statements)

References 17 publications

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“…The change of spatial relationships has been a physical expression of constructivist principles and has facilitated psychological safety in the classroom. The case findings confirm Stevenson and Hedberg's (2011) assumption that cloud computing has the potential to leverage educational innovation. The collaborative capabilities of Google Apps for Education have helped to enable a shift from teaching to learning and to create a peer-based classroom culture (Søndergaard and Mulder 2012).…”

Section: Discussionsupporting

confidence: 86%

“…Cloud computing platforms have the potential to change the way higher education institutions and business schools create and deliver learning contents to students, as they integrate a variety of collaborative tools which underpin networked learning (Christensen and Raynor 2003;Hedberg 2010;Kist 2010;Ercan 2010;Ito et al 2010;Light 2011;Stevenson and Hedberg 2011). Authors like Wan and Zhao (2007), Chatti, Jarke, and Frosch-Wilke (2007), Downes (2005), Niemeier (2008), Sclater (2008) and Wilson et al (2006) argue that constructivist and experiential learning perspectives are closely coupled Educational Research 417 with collaborative properties of web 2.0 technologies.…”

Section: Cloud Computing For Innovative Learning Designsmentioning

confidence: 99%

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Easy, collaborative and engaging – the use of cloud computing in the design of management classrooms

Schneckenberg

2014

Educational Research

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Background: Cloud computing has recently received interest in information systems research and practice as a new way to organise information with the help of an increasingly ubiquitous computer infrastructure. However, the use of cloud computing in higher education institutions and business schools, as well as its potential to create novel learning environments remains an underresearched topic. Purpose: To address the research gap, this paper investigates how the capabilities of cloud computing have fostered collaborative learning processes of students in the design of management classrooms. The research project has taken place in a threeyear period and has covered five post-graduate knowledge management classes, which have been situated in the context of business education. Research design and sources of evidence: I have used an illustrative case study of five knowledge management classes as research design to explore and describe interconnections between methods of social constructionism and cloud computing properties which enhance collaborative learning experiences of students in the classroom. To develop a theoretical background for the case study, I first review literature on constructivist and experiential learning, new management profiles, and information systems. In the empirical part of the case study, I have observed the experimental blending of constructivist learning methods and the cloud computing platform Google Apps for Education in three post-graduate classes and two Executive Master of Business Administration classes on the topic of knowledge management. For the data collection, I have focused on collaboration processes to understand how students have used various cloud computing tools to work together, and how their usage has affected interaction and reflection in the observed courses. Results: Findings show that collaborative properties of cloud computing, when they are undergirded by methods of social constructionism, influence learning factors on cognitive, emotional, spatial and group levels and lead to substantial changes in teacher/student roles and behaviours. The ease-of-use, playfulness and immediacy of cloud platforms creates collaborative learning spaces and has the potential to foster lateral thinking and problem solving of students in the classroom. Conclusions and contribution: By illuminating mutual interrelations between learning factors, constructivist principles and cloud computing properties, the paper enriches the literature on the innovative use of information system technologies in universities and business schools. The paper provides, in addition, practice-oriented insights for pedagogical and methodological choices that undergird the capabilities of cloud platforms to foster collaborative learning processes of students in higher education institutions. IntroductionThe innovative use of information systems in higher education institutions and business schools is a topic that can be investigated from different angles. While studies on organisational learning and knowledge s...

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Section: Discussionsupporting

confidence: 86%

Section: Cloud Computing For Innovative Learning Designsmentioning

confidence: 99%

Easy, collaborative and engaging – the use of cloud computing in the design of management classrooms

Schneckenberg

2014

Educational Research

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“…Nowadays, the combination of cloud technologies and e-learning has been insufficiently explored. The pedagogical possibilities of the collaborative aspect of the cloud are studied in Stevenson and Hedberg (2011). In the aforementioned work, the authors refer to the lack of research that might provide a theoretical framework with which a pedagogy could be developed.…”

Section: Studies and Applications Of Cloud Computing For E-learningmentioning

confidence: 99%

E-learning and educational data mining in cloud computing: an overview

Fernández

Peralta

Benítez

et al. 2014

IJLT

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E-learning is related to virtualised distance learning by means of electronic communication mechanisms, using its functionality as a support in the process of teaching-learning. When the learning process becomes computerised, educational data mining employs the information generated from the electronic sources to enrich the learning model for academic purposes. To provide support to e-learning systems, cloud computing is set as a natural platform, as it can be dynamically adapted by presenting a scalable system for the changing necessities of the computer resources over time. It also eases the implementation of data mining techniques to work in a distributed scenario, regarding the large databases generated from e-learning. We give an overview of the current state of the structure of cloud computing, and we provide details of the most common infrastructures that have been developed for such a system. We also present some examples of e-learning approaches for cloud computing, and finally, we discuss the suitability of this environment for educational data mining, suggesting the migration of this approach to this computational scenario.

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“…Learning is not only taken out of the classroom but can reach constituencies beyond the traditional class. This is not simply a matter of scale and is seen as leading to the "transformative" disruption of education with learner-driven construction of knowledge and socially-constructed, evolving curricula [37,23]. There is huge potential here as noted by Geith [15, p. 219] who refers to "creating an abundance for teaching and learning".…”

Section: Learning In Abundance?mentioning

confidence: 97%

“…The collaborative aspect of the cloud is also emphasised by Stevenson and Hedberg [37] who address pedagogical possibilities. They stress [37, p. 322] the need "to investigate the nature in which education might be transformed by the technology and the extent to which the emerging technology-informed pedagogies disrupt traditional teaching and learning".…”

Section: Cloud-mediated Learningmentioning

confidence: 99%

Navigating the Educational Cloud

Boyatt

Sinclair

2012

Advances in Intelligent Systems and Computing

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Abstract. Cloud computing provides a framework which can support many new possibilities for teaching and learning. Cloud-based services and applications are increasingly used by educational establishments to support many aspects of general and educational activity. There is also increasing emphasis on independent learning and open resources. The first part of this paper reviews current published work relating to education and the cloud. One noticeable aspect is that while there is a good deal written about infrastructure, technology and applications there is currently very little on pedagogy. The second part of the paper considers one aspect of this relating to conceptual understanding and navigating resources. We outline our work on a concept-based approach to user-assessment, recommendation and adaptation and consider how this can be used to match resources to an individual's needs.

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Head in the clouds: a review of current and future potential for cloud-enabled pedagogies

Cited by 21 publications

References 17 publications

Easy, collaborative and engaging – the use of cloud computing in the design of management classrooms

Easy, collaborative and engaging – the use of cloud computing in the design of management classrooms

E-learning and educational data mining in cloud computing: an overview

Navigating the Educational Cloud

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