Challenges of ‘Students as Producers’ in Web 2.0: a reflective account

Main Article Content

Priska Schoenborn Oxana Poverjuc Verity Campbell-Barr Fiona Dalton

Abstract

In reaction to recent calls for Higher Education institutions to invite students to shape and manage their own educational experiences (McLoughlin & Lee, 2007, 2008), increasing numbers of initiatives are engaging students as partners and co-producers of curriculum content. Positioning students as co-producers has great potential to enable them to innovate, share and form communities of interest and networks (Boyd, 2007). Despite enthusiasm for the use of participatory pedagogies, there is little research to show that educational practice is undergoing transformational changes due to these emerging trends (Crook et al., 2008). This article draws on qualitative interviewing to explore the experiences of students involved in Pedagogy 2.0 at a UK university. This was in the form of students creating multimedia content to be shared with peers. Findings suggest that alongside the pedagogical and technological components to be considered, additional monitoring of student attitude and motivation to use Web 2.0 tools for educational purposes is required. The paper also provides suggestions that may help teachers who plan to use similar pedagogies in their classroom.

Article Details

How to Cite
Schoenborn, P., Poverjuc, O., Campbell-Barr, V., & Dalton, F. (2013). Challenges of ‘Students as Producers’ in Web 2.0: a reflective account. Journal of Teaching and Learning With Technology, 2(2), 5-20. Retrieved from https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/3837
Section
Articles
Author Biographies

Priska Schoenborn, Plymouth University

Priska Schoenborn is an academic developer in Educational Development (ED). She is a lecturer and subject leader on the Postgraduate Certificate in Academic Practice. Priska is responsible for co-ordinating and supporting the University‘s Teaching Fellowship Award Scheme and the internal pre-selection process for the National Teaching Fellowship nominations. Before joining ED, she was a lecturer in Computing. Her particular interests are in technology enhanced learning and in the changing role of education, and emergent learning paradigms such as nonlinear learning, communal constructivism and Pedagogy 2.0. Priska is a Senior Fellow of the Higher Education Academy and a National Teaching Fellow.

Oxana Poverjuc, Plymouth University

Research Assistant, Educational Development

Verity Campbell-Barr, Plymouth University

Lecturer in Early Childhood Studies, School of Early Years & Primary Education Studies

Fiona Dalton, Plymouth University

Lecturer in Accounting, School of Management, Accounting & Law