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dc.contributor.authorHall, Richarden
dc.contributor.authorConboy, H.en
dc.date.accessioned2015-03-19T11:42:36Z
dc.date.available2015-03-19T11:42:36Z
dc.date.issued2009
dc.identifier.citationHall, R., and Conboy, H. (2009) The impact of web2.0 on students’ writing and on the curriculum: a comparative study. Proceedings of EDULEARN09, pp. 860-69. Barcelona: iated.en
dc.identifier.isbn9788461298020
dc.identifier.urihttp://hdl.handle.net/2086/10815
dc.description.abstractThe impact of Web 2.0 technologies on pedagogic approaches and the curricula is an emerging area of interest for academic staff. Tools such as blogs and wikis are used as part of student learning with a range of different rationales and approaches. Writing and other work carried out by students may either be assessed or non-assessed, loosely or tightly defined by the lecturer. These implementations may also have varied success, from both staff and student perspectives, However, the subject of student writing using Web 2.0 tools has also been a focus of attention in many disciplines. This research draws on debates currently circulating in the field of academic literacies. It is claimed that digital writing on a regular basis can afford ‘deep’ learning of subject material and enhance writing skills and that engagement in frequent, small amounts of writing can offer a method of assessment that is comparable to, and in some cases offers benefits over, the traditional exam-type essay. Moreover, digital writing affords possibilities for self- and peer-assessment and for reflective or creative tasks, linked to social constructivism in learning. This paper focuses on the rationale and outcomes for both staff and students, through a comparative analysis from three different disciplines: Game Art from within a Faculty of Art and Design; Media Production in a Faculty of Technology; and New Media Studies in Humanities. The study draws on several datasets: 1.Student evaluations at the beginning and following implementation: in-depth interviews and focus groups; 2.Staff evaluations: in-depth interviews with staff before, during and after an implementation; and 3.An analysis of student writing, based on Biggs’ SOLO taxonomy . The findings will be reported in order to enable participants/readers to 1.Better understand and critically evaluate the reasons students and staff engage with this type of writing as part of their academic curricula; 2.Gain insights into a range of Web 2.0 approaches and how these can affect the way that students write and learnen
dc.language.isoenen
dc.publisherBarcelona: iateden
dc.subjectHigher educationen
dc.subjectWeb2.0en
dc.subjectCurriculum designen
dc.subjectStudent experienceen
dc.subjectEducational technologyen
dc.titleThe impact of web2.0 on students’ writing and on the curriculum: a comparative studyen
dc.typeConferenceen
dc.researchgroupInstitute for Education Futuresen
dc.peerreviewedNoen
dc.explorer.multimediaNoen
dc.funderHigher Education Academyen
dc.projectidHEA e-Learning Observatory 08/09, CoTILen
dc.researchinstituteInstitute for Research in Criminology, Community, Education and Social Justiceen
dc.researchinstituteCentre for Urban Research on Austerity (CURA)en


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