Let Freedom Reign: A Case Study Exploring the Extent to which H.E. Students Choose ‘New’ Forms of Pedagogy and Technology in a Student-led Project

Authors

  • Peter John Shukie University Centre Blackburn College Lancaster University

DOI:

https://doi.org/10.14297/jpaap.v5i1.237

Keywords:

Yin/Yang, technology-enhanced learning, project-based learning, student-led

Abstract

This case study explores what happens when a cohort of second year undergraduates on a BA in Education Studies are given open access to create a learning object using any technology, and any pedagogical approach they choose. The focus of the project is on establishing the extent to which technology leads to transformative approaches to pedagogy. A Taoist perspective demonstrates the tension of a ‘yin’ approach to collaborative learning with yang reflecting teacher-led instruction. Back Channel learning highlights behind the scenes use of technology that suggests study practices have altered despite, not because of, institutional influence.

Author Biography

  • Peter John Shukie, University Centre Blackburn College Lancaster University

    Peter Shukie is a Lecturer in Education Studies at University Centre Blackburn College and a PhD student at Lancaster University. His interest in technology and pedagogy are central to his professional role and his thesis. He is founder of Community Open Online Courses (COOCS), an online learning space based on a Popular Education ethos. He was named in the Top 50 social media influencers in FE by JISC and his Education Studies degree modules were included in the JISC Exemplar Case Studies for Higher Education in 2015.

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Published

2016-12-20

Issue

Vol. 5 No. 1 (2017)

Section

Original Research

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