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
DOI:
https://doi.org/10.14297/jpaap.v5i1.237Keywords:
Yin/Yang, technology-enhanced learning, project-based learning, student-ledAbstract
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.
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