The Confluence of Technologies
Improvement of Narrative Competencies through Design Thinking in Teaching of Audiovisual Script for Undergraduate Students
Paper Presentation in a Themed Session Andrés Forero-Serna, Ana María Perez-Guerrero
Over the course of two years, three teachers and thirty students from the Audiovisual and Multimedia Communication Program of the University of La Sabana (Colombia) have been part the group "Sigla," an interdisciplinary research group in scriptwriting and an audiovisual laboratory. This initiative intends that within academy the participants experience the whole process of audiovisual creation, from generation of original stories to their production. This group has developed a research-creation project focused on the examination of new strategies and forms of teaching in these areas through the application of Design Thinking, a methodology for solving problems with innovative proposals, significant for a specific group of people. We start from the study of creative processes within the academy, centered on quality improvement of audiovisual training. This paper aims to present the case study of one of these educational experiences, in which Design Thinking strategies favored the consolidation of narrative competencies such as the identification of conflict and its effective communication through the audiovisual language, and sharing its process since idea generation until the final version of the short film.
Owning Technology: Education Students Engage with Technology as a Primary School Subject
Paper Presentation in a Themed Session Fabian Neuhaus
In today's consumer world, technology is becoming increasingly alien to most of us in the sense that ownership over it is no longer taken. Technology is increasingly treated as independent and self-sufficient. It, therefore, is becoming increasingly difficult to teach technology subjects in school and motivate education students to take on the subject. With this project, we aim to counter these developments and devised a module to explore with students technology in a hands-on way to give them the confidence to take back ownership, but also responsibility in regards to technology. We work with education students preparing to teach in primary schools. This project is part of a national program to further technology in primary schools in order to motivate more students to study technology and ultimately educate more skilled technology experts. It includes an emphasis on gender to ensure equality and especially encourage girls to engage in the subject. A number of experiments tackle the cycle of inventing, constructing and applying technology as well as discuss its ethical dimension.
Dynamics in Participating in a Collaborative Platform
Paper Presentation in a Themed Session Joanne Roch, Jean François Roussel
The online-collaborative-platform pilot project was established for cohorts in the master's program in training management. It aimed at increasing training-offering flexibility, ensuring continuity in the learning experience, and promoting the use of this kind of tool in organizational settings. After describing the initial problem, we present the research that guided us in designing this innovative practice. In order to benefit from this research on online communities of practice, we used qualitative research to expand our understanding of the variables that influenced platform participation by interviewing participants about their experience in taking part in the collaborative-platform project.
Improving Student Success through Engagement in Online Gen Ed Mathematics Courses
Paper Presentation in a Themed Session Lila Roberts
After several semesters of discouraging student success metrics, implementation of several strategies to encourage more frequent student engagement significantly improved performance. This presentation will focus on some engagement strategies including substantive discussion posts, course policies, and instructor interaction that yielded positive results in student performance and course satisfaction, even with students whose life situations were not conducive to success in a fully online course.
