Narrative and learning with Web 2.0 technologies: towards a research agenda

Pachler, Norbert; Daly, Caroline

doi:10.1111/j.1365-2729.2008.00303.x

Cited by 76 publications

(58 citation statements)

References 8 publications

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“…These skills in turn produce a better understanding of course material (Chong, 2010). Indeed, Pachler and Daly (2009) conceive of this type of learning as a narrative process in which students organise experience in order to learn from it. Similarly, Nevid (2011) argued that current students, whom he refers to as millennials, are superficial processors of information.…”

Section: Web 20 Technology: Blogsmentioning

confidence: 99%

Teaching Undergraduate Positive Psychology: An Active Learning Approach Using Student Blogs

Bridges

Harnish

Sillman

2012

Psychology Learning & Teaching

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In just over ten years positive psychology has become a major subfield in psychology. This is reflected in the development of positive psychology courses at many universities and in over a thousand empirical articles published in peer-reviewed journals. Thus far, there is little published research suggesting ways to incorporate active learning techniques into these courses. This article describes the use of student blogs, employing a university blog platform, to teach several interventions in an undergraduate positive psychology course. The authors asked students enrolled in an introductory positive psychology course at a large university to complete three exercises, referred to as Three Good Things (recalling three good things that happened in the last 24 hours), Signature Strengths (using signature strengths in novel ways), and the Gratitude Letter (writing a letter of gratitude to someone who has been a positive influence in one's life), and record their experience in a blog. These exercises have been found to increase happiness and positive emotions. Students made a significantly higher evaluation of the course with blogs than of the same course without blogs. The authors describe how the techniques were assigned and scored, and examine the benefits and challenges of this method.In 1998, the president of the American Psychological Association, Martin E. P. Seligman, reminded psychologists of the largely forgotten mission of psychology -to focus on well-being and the strengths and virtues that allow people to thrive (Compton, 2005). In asking psychology to reorient itself, Seligman, along with colleague Mihaly Csikszentmihalyi, had conceived a new subfield for psychology, called positive psychology, which focuses on the empirical study of positive emotions and character strengths (Azar, 2011). Prior to the creation of positive psychology the study of mental illness had been the disproportionate focus of psychology (Azar, 2011).Seldom had a science added a new subfield that was embraced as quickly; Compton (2005) noted that within a few years of its founding, positive psychology had become an influential area of inquiry in psychology. Indeed, this paradigm shift was so rapid that many universities began to offer courses and programs in positive psychology almost immediately. Such a transformation is usually much more gradual, especially at large institutions. This change resulted in the creation of positive psychology centres at several major universities, the addition of over 70 colleges and universities with positive psychology faculty (Penn Positive Psychology Center, 2011), and the development of more than 50 positive research groups at universities all over the world (Seligman, Steen, Park, & Peterson, 2005). The swift development of positive psychology also saw the creation of the Journal of Positive Psychology, devoted to research on optimal human functioning, and the publication of more than 1000 articles related to the field published in peer-reviewed journals between 2000(Azar, 2011. Our institution,...

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Section: Web 20 Technology: Blogsmentioning

confidence: 99%

Teaching Undergraduate Positive Psychology: An Active Learning Approach Using Student Blogs

Bridges

Harnish

Sillman

2012

Psychology Learning & Teaching

View full text Add to dashboard Cite

show abstract

“…In contrast we want to explore new learning designs and practices that were previously impossible without the integration of new technologies (Pachler, 2007;Rushby, 2012;Traxler, 2010Traxler, , 2016. This involves interrogating educational problems and designing authentic situated learning environments that are student negotiated and student-determined -that is moving from teacher-directed pedagogies to student-determined learning or heutagogy (Blaschke, 2012;Hase & Kenyon, 2007;Narayan & Herrington, 2014).…”

Section: Theoretical Foundationsmentioning

confidence: 99%

Special Issue on Mobile AR & VR: Integrating SOTEL in Learning Design

Cochrane¹,

Farley²

2017

AJET

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This special issue of AJET explores the critical educational use of the recently popularised technologies of mobile augmented reality (AR) and mobile virtual reality (VR). The advent of Pokemon Go brought the world's awareness of mobile AR to a brief climax, and the hype surrounding the rise of affordable virtual reality technologies has been driven by social media giants Google and Facebook, and subsequent uptake by the main smartphone manufacturers. With the ubiquity of smartphone ownership among our students this presents a unique opportunity to explore the educational impact of these symbiotic technologies and their emergent ecosystems. While it is early days for research in these domains, we were interested in exploring beyond the technological hype to finding examples of integrating these technologies within learning designs that scaffold learner-generated content and contexts based upon a solid foundation of the scholarship of technology enhanced learning. The six articles in this special issue give us insights into these critical issues.

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“…Word, category and conceptual frequency analyses are some of its primary areas of focus. At the most basic level, the main purpose of this method is to locate the nature of the relative patterns within and between sets of data (Heckman & Annabi, 2005;Huffaker & Calvert, 2005;Lowe, 2003;Pachler & Daly, 2009;Petrina, 1998). For its part conversational analysis studies conversation and deals with such aspects as talk, conversation structure, adjacency pairs, preference, repairs, floor, turn-taking, and participants (Levinson, 1983;Norrick, 1991;Sacks, 1994).…”

Section: Data Analysis Model and Proceduresmentioning

confidence: 99%

Full issue

Alfonso¹

2016

GENEROS

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Narrative and learning with Web 2.0 technologies: towards a research agenda

Cited by 76 publications

References 8 publications

Teaching Undergraduate Positive Psychology: An Active Learning Approach Using Student Blogs

Teaching Undergraduate Positive Psychology: An Active Learning Approach Using Student Blogs

Special Issue on Mobile AR & VR: Integrating SOTEL in Learning Design

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