Towards a socio-constructivist approach to learning and teaching within OLT environments
Perkins, Simon C. (2005) Towards a socio-constructivist approach to learning and teaching within OLT environments. In Perkins, Simon C. (Ed.) OLT 2005 Conference, September 2005.
The use of on-line design journals has the potential to promote socio-constructivist approaches to learning and teaching. In the first semester of 2005 I set-up an initiative in my Informational Arts unit at QUT where students were encouraged to publish on-line design journals. The students were asked to research examples of applied research and document their findings to share with their classmates. To help them do this I provided them with links of numerous national and international applied research centres. I also encouraged them to review my own design journal that I use to publish references to significant cultural, philosophical and technical works. I was keen for the students to start situating themselves as practitioners and researchers within the broader field of design enquiry. Students in design programmes often find it difficult to make connections between their student practice and the practice of professionals and researchers. This initiative was designed for this reason, to support the students in their discovery. The students were able to use the publishing process as a method for understanding their own enquiry and research interests. They were able to discover their own points of departure from existing research through personal reflection and peer feedback. The use of on-line design journals seemed to have a number of benefits: they allowed students to incrementally find research directions and establish research paths; they provided students with a vehicle for promoting informal debate and discussion; and they helped them to establish their own voice as practitioners and potential applied researchers.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||socio, constructivism, informational arts, constellations, critical reflection, weblog, participative centred learning, knowledge co, construction, applied research, coalescing agents, RSS syndication, folksonomies, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)|
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
|Copyright Owner:||Copyright 2005 (please consult author)|
|Deposited On:||11 Oct 2005|
|Last Modified:||09 Jun 2010 22:27|
Repository Staff Only: item control page