Making education better: implementing pedagogical change through technology in a modern institution

Bryant, Peter

doi:10.4337/9781788970167.00009

Cited by 5 publications

(6 citation statements)

References 13 publications

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“…We need to mention that pre-service technology teachers were the only ones out of all the study participants to have taken an extensive creativity course named Creative Technical Workshop (60 periods), and they are fully engaged in design thinking, a relatively new approach to learning in teacher education, where more guidance/scaffolding is offered. Since we showed, in our previous study, that design thinking may enhance self-directed learning [8], it seems that activities conducted in this programme's utilised design thinking as well as a student-centred method based on socioconstructivists theory, and students showed significant progress in self-directed learning, also by didactical and goal-oriented use of ICT [9]. Moreover, they use failure as a trigger for the use of meta-cognitive design thinking as an innovative approach to teaching and learning, which can be seen as a means of improving the quality of education towards sustainability, as argued by [8,32,64,99].…”

Section: Undergraduate Students' Characteristics Of Self-directed Learning Design Thinking and Transformative Learning Experiencementioning

confidence: 79%

“…The realisation of such a human-centred society, referred to as Society 5.0, requires highly-skilled, self-directed learners who are trained and educated in different educational settings [8]. Thus, the need for pedagogical changes cannot be overlooked [8,9], especially the inner dimensions of individuals, e.g., values, beliefs, worldviews, mindfulness, self-awareness, compassion, empathy, and consciousness [6,10,11]. Moreover, despite the prominence of sustainability as a concept, societies' trajectories remain deeply unsustainable [12].…”

Section: Introductionmentioning

confidence: 99%

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Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development

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Savec

2021

Sustainability

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Teacher education for sustainable development (ESD) is faced with continuing unsustainability trends, which require deep and enduring social transformation. Transformative learning is a possible solution to facilitating reflection on the cognitive and socio-emotional processes underpinning students’ learning towards sustainability. The purpose of this paper is to investigate students’ perceptions of, and experiences with, technology-enhanced self-directed learning and design thinking as possible moderators of transformative learning in order to advance the concept and practice of teacher ESD. These perceptions and experiences are represented by 225 pedagogical and non-pedagogical students from the University of Ljubljana, asked to respond anonymously to three online questionnaires in May and June 2021. Findings indicate that strengthening the transformative aspect of ESD in pre-service teachers requires the consideration of critical reflection, self-awareness, risk propensity, holistic view and openness to diversity, and social support. Moreover, self-directed learning was found to be a moderator for transformative learning among pre-service science teachers, while design thinking was evenly developed among transformative learning for both low- and high-ability students, no matter the study programme. The conditioning factors and explanatory arguments for these results are also discussed.

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Section: Undergraduate Students' Characteristics Of Self-directed Learning Design Thinking and Transformative Learning Experiencementioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development

Avsec

Savec

2021

Sustainability

View full text Add to dashboard Cite

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“…In a complex higher education environment, the need for pedagogical change and technological innovation toward SDGs cannot be overlooked [31][32][33]. Students at the end of their studies face the possibility of having to wait for industries or job roles to evolve that do not yet exist [34].…”

mentioning

confidence: 99%

“…Many authors cite the functions, activities, and aspirations of the modern university in the digital age [31,[37][38][39]. Many of these studies also cite changes from critical engagement with curriculum design and modelling to the reliance of teaching and learning practices on ICT and the influence of social media and other social networks.…”

mentioning

confidence: 99%

“…These claims about the disruptions attributed to ICT and the need to adapt and change education in recent times are not a new phenomenon, but date back several decades, since the advent of computing and the first computers. Challenges regarding the effectiveness of implementing strategic pedagogical change through ICT have created binary positions and opposition, in which ICT has been referred to as both the enemy of good teaching and, contrarily, as a powerful tool for improving learners' skills [31,40]. Pedagogical change and the thoughtful instructional use of ICT can be important tools in ensuring that institutions are competitive in a modern higher education environment.…”

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confidence: 99%

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Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking

Avsec

Jagiełło-Kowalczyk

2021

Sustainability

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Education systems are struggling to effectively integrate in their study programs the Sustainable Development Goals (SDGs) which define the challenges we need to overcome as a society in the 21st century. This study revealed the special agency that architecture and built environment have in shaping our social, economic, and natural environment using system and design thinking. Despite the several studies on the metacognitive design process, several cognitive traps still exist when developing design thinking in architecture education. This study investigated design thinking and self-directed learning in undergraduate architecture students. Responses collected from a sample of 117 undergraduates were subjected to bootstrapping in structural equation modelling to find significant relationships of reversed action when design thinking is used for developing self-directed learning. The findings suggest that design thinking is strongly connected with self-directed learning, and as shown in the resulting model, all components of self-directed learning are strongly explained by design thinking variables. This can provide insights for curriculum designers and educators on how to shape effective design thinking processes in architecture education to overcome existing shortcomings while improving interpersonal skills, creativity and digital skills, make pedagogical changes, and enhance redesign of learning outcomes towards sustainable architecture.

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A Sociomaterial Lens on Crowdsourcing for Learning

Tyrrell

Shalavin

2022

Postdigit Sci Educ

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Crowdsourcing is increasingly being applied in educational contexts to explore the ideation and problem-solving capacity of large, networked groups. Research is emerging on the use of crowdsourcing in education, yet little is known about how the particular affordances of crowdsourcing platforms facilitate student learning. This paper applies sociomaterial theory to analysing a case study of a crowdsourcing experiment undertaken at the University of Sydney. It reflects on the crowdsourcing experiment as an assemblage of different relations, dynamics and materials, building on a recent typology for analysing social learning software through a sociomaterial lens. We contribute to the growing discourse around sociomaterial approaches by exploring how the material affordances of a unique online learning environment participate to produce certain kinds of learning experiences. This supports future research into the potentialities of crowdsourcing pedagogies at a time when increased online and blended learning brought about by the Covid-19 pandemic has galvanised educators’ interest in exploring different online environments and approaches.

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Making education better: implementing pedagogical change through technology in a modern institution

Cited by 5 publications

References 13 publications

Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development

Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development

Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking

A Sociomaterial Lens on Crowdsourcing for Learning

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