Connecting Transitions and Independent Learning: an evaluation of read/write web approaches
0078 ALTC 2009 Richard Hall and Heather Conboy from De Montfort University
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24 August 2009
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Live blog of session
Richard Hall and Heather Conboy from De Montfort University
Peer Mentoring pilot asking the question whether institutional or social networking tools most appropriate / effective (ie Facebook) with a focus on:
- Challenges of transition
- Impact of read/write technologies
- Expanding pedagogic borders beyond the classroom, campus and VLE
Student led project - peer mentors/ students decided what tools they wanted to use. Most used VLE at first and within 2 months vast majority had drifted to social networking. 20% decided that they didn't want anything to do with social networking tools.
- Boundaries: mentors as stakeholders in an "institutional scheme impacts on participation
- Mentors have to 'push' services and expertise. There are critical moments in time - ie around assessment time.
- More structured and earlier training, including on creating and maintaining communities. Mentors reported that they knew how to use social networking tools, and support students but didn't know how to establish and maintain communities.
- Simple reflection on performance a questioning approach
- Emerging criticality a social approach
- Sophisticated criticality
- Affective reflection
10:07 on 8 September 2009