Tag Archives: students.

Exploring the Use of Digital Technologies and Devices in Student Learning

Alan Donnelly, Dr Helen Kay, Dr Luke Desforges, Professor Guy Merchant & Judit Garcia-Martin.
@adonnelly1990

Parallel session 1, Short Paper 1.8


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Short Abstract

This paper will provide an overview of the main findings of Sheffield Hallam’s Digital Technologies Survey. It will explore students’ use of digital technologies; their views, confidence and expectations of using them for their academic studies; and their access to, and use of, mobile devices and computers.

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Detailed Outline
Digital technologies and web 2.0 tools refer to web-based technologies which promote “personal publishing, ease of use, interactivity, collaboration, sharing and customisation” (Cochrane, 2006, p. 144). These technologies include blogs, wikis, video tools, social networking services and multimedia sharing tools. Studies in Australia and the United States have found that university students commonly own and use mobile devices to access digital technologies (Oblinger & Oblinger, 2005; Oliver & Goerke, 2007; Martin & Ertzberger, 2013) and technologies are increasingly being used to support and enhance learning.

The University’s strategy to 2020 outlined the importance of digital resources and technologies to support students’ academic, professional and social development. The strategy recognises the need to “capitalise on new and emerging technologies that help to deliver high quality teaching, research and operations” by “focusing on user needs”.

This paper will share the key findings of Sheffield Hallam’s Digital Technologies Survey, which was sent to new undergraduate and postgraduate students between October and November 2014. The purpose of the survey was to explore the digital technologies and devices that students use to support their learning. This paper will examine students’ use of digital technologies; their views, confidence and expectations of using digital technologies for their academic studies; and their access to, and use of, mobile devices and computers. The study was undertaken in collaboration with the University of Leon, Spain.

What makes an informal learning space?

Deborah Harrop and Bea Turpin

Parallel session 1, Short Paper 1.4

Short Abstract
This session will summarise research which aimed to investigate: What makes successful higher education informal learning spaces? The objectives were: to determine learners’ behaviours, attitudes and preferences in relation to where, what, when, how and why they use informal learning spaces at SHU; and enable evidence-based redevelopment of learning spaces.

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Detailed Outline
This session will share research which sought to understand ‘What makes successful higher education informal learning spaces?’ and manifested itself in the redevelopment of informal learning spaces in the Learning Centres and the ongoing development of campus spaces at SHU. Findings from the aforementioned primary, empirical research culminated in the creation of a typology of nine learning space preference attributes and the assertion that all nine attributes must be given due consideration when designing and evaluating informal learning spaces. The typology is underpinned by a theoretical framework derived from existing published literature and is drawn from the disciplines of learning theory, placemaking and architecture and the need for an understanding of the synergy between the three. The typology of learning space preference attributes will be shared, alongside examples of how it led to the implementation of real changes to learning spaces at SHU.

Jamieson (2007) calls for new spaces that challenge the status quo and the ambition is for the typology to be used as a partial response to this. To fully respond, it is hoped this research will join up with research on formal and virtual learning spaces and in doing so ensure the construction of interrelated, complimentary and coherent SHU learning spaces.

JAMIESON, P. with contributions from MIGLIS, P., HOLM, J. and PEACOCK, J. (2007). Creating new generation learning environments on the university campus. Adelaide, South Australia, Woods Bagot Research Press.