ALT week 2 reflections – pt 1

The theme this week was “Learning Through Participation” and how the changing web environment (call it Web 2.0 if you must) allows for greater opportunities to collaborate, participate, network and build community. We will be returning to these themes in a number of guises of the forthcoming weeks.

Our icebreaker activity was a discussion around “what does student participation really mean?” and “what can we do – as educators or designers of technology enhanced learning initiatives – to increase participation?”

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What does student participation really mean?

I just wanted to pick up on a couple of the themes that emerged from the post-it note activity. What is the difference between participation and engagement? and the idea of there being a continuum of participation. Perhaps we could view a participatory continuum in terms of:

Shallow Participation <——————–> Deep Participation

Passive Participation <——————–> Active Participation

Inauthentic Participation <—————> Authentic Participation

So, perhaps we could align student/lecturer activities from weak participation to strong participation (insert your own activities here!)

Lurking on a discussion forum (weak) — downloading a document — commenting on a blog post — collaborating on a wiki — taking charge of own learning opportunities and using technology in a self directed way (strong)

By contrast (Coates, 2009 in the the HEA 2010 literature review below) defines engagement as “students’ involvement with activities and conditions likely to generate high-quality learning”

http://www.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdf

Other interesting reads on the subject of student engagement:

http://www.whatworks.edu.au/upload/1250830979818_file_5Engagement.pdf

http://ascilite.org.au/conferences/sydney10/procs/Beer-full.pdf

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What can we do to increase participation?

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About pgcapsalford

Postgraduate Certificate in Academic Practice (PGCAP) University of Salford (UK)
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