Session Information
16 SES 04 B, ICT-Based Collaborative Learning
Paper Session
Contribution
This research is part of a larger action research project which is focused on developing blended learning methodologies with a small group of post-graduate geographers involved in completing a Post Graduate Certificate in Education, a requirement for qualified teacher status in England and Wales. The wider objectives of this blended learning action research project are:
1. to investigate the use of flexible physical space in developing learning in face-to-face sessions
2. to develop a blended and personalised pedagogy through the inclusion of computer mediated learning to support face-to-face sessions
3. to increase the level of learning engagement and learning reflection through a mixed face-to-face and computing mediated learning framework
This paper explores one of the computer mediated learning platforms developed in support of the wider aims of the project. Recent research focusing on the use of Web 2.0 technologies shows the potential for developing links between computer mediated and face-to-face learning (Oravec, 2003) utilizing new forms of communication, in this case through the development of student led blogs.
Liminality is used as a theoretical framework based on the notion of boundary crossings and transitions. First used within the context of anthropological study of rites of passage (Van Gennep, 1909, Turner 1967) liminality is now used in a wider sense to describe transitional periods and spaces, in other words a state of being ‘betwixt and between’ (see Tempest and Starkey, 2004, Madge and O’Connor, 2005).
A central element in the training of teachers within England and Wales is the development of a clear knowledge and understanding of the National Curriculum within their subject. In the case of geography, the National Curriculum at Key Stage 3 (11-14 year olds) is based upon a set of seven concepts as opposed to a list of content. In this study, the development of student led blogs is characterised as a liminal space acting to allow students to develop their understanding of these geographical concepts (see Meyer and Land, 2005). In addition, the role played by the blogs in transcending the liminal state of students from an identity as geographer to geography teacher is considered. Student generated blogs can therefore be seen as a liminal space, helping them cross the threshold towards teaching others about their subject in a creative way, and in developing their understanding of their assigned concept (see McCartney et al , 2009).
Method
Expected Outcomes
References
Madge, C. and O’Connor, H. (2005) ‘ Mothers in the Making? Exploring liminality in cyber/space' Transactions of the Institute of British Geographers, New Series 30, 83-97 McCartney, R.; Boustedt, J.; Eckerdal, A.; Mostrom, J. E.; Sanders, K.; Thomas, L. and Zander, C. (2009) ‘ Liminal Spaces and Learning Computing’ European Journal of Engineering Education, 34 (4), 383-391. Meyer, J. H. F. and Land, R. (2005) ' Threshold Concepts and Troublesome Knowledge (2): epistemological considerations and a conceptual framework for teaching and learning' Higher Education, 49, 373-388. Oravec, J.A. (2003) ‘Blending by Blogging: Weblogs in Blended Learning Initiatives’ Journal of Educational Media, 28:2, 225-233 Tempest, S. and Starkey, K. (2004) ‘The Effects of Liminality on Individual and Organisational Learning' Organisation Studies, 25, 507-527 Turner, V. (1967) The Forest of Symbols; aspects of Ndembu ritual, New York, Cornell University Press van Gennep, A. [1909] (2004) The Rites of Passage, London, Routledge
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