The present pedagogies our academic institutions employ to support the learning style of the
we... more The present pedagogies our academic institutions employ to support the learning style of the
web generation of students may not be as suitable. Social constructivism, transformative
learning or problem-based learning, while prevalent in the Asian context, may be more perfect
for cognitively dynamic students. Our students nowadays are more adept to constructing
knowledge, content (Attwell, 2007) and even more independent in their learning priorities. This
study attempts to understand the new learning practices among our students. This study
attempts to find out how college students define what a good learning experience is. It is also
the intention of the study to explore new educational practices and hopefully drive ways of
designing and developing the future of learning activities.
The study was conceived in May 2011 and was planned to collect data in the form of short
videos in a span of six months, from June to December. There will be two sets of samples, one
from the students of De La Salle University of the Philippines (DLSU) and the other from the
students of University West (UW) in Sweden.
The experiment asked for a two minute video that will be created and expressed by an
individual or group of students. This meant planning and organization to compose the thoughts,
the message and the content of the video. Since this contains the expression of the students
themselves, the self-expression equates to a great degree of authenticity.
This paper will impart the results of this experiment, the Great Learning Experience. There were
twenty videos from DLSU and fifteen videos from UW. This paper will tell the methods used in
the different classes and the findings. Comparison of the UW and DLSU videos is not included
in the paper.
The present pedagogies our academic institutions employ to support the learning style of the
we... more The present pedagogies our academic institutions employ to support the learning style of the
web generation of students may not be as suitable. Social constructivism, transformative
learning or problem-based learning, while prevalent in the Asian context, may be more perfect
for cognitively dynamic students. Our students nowadays are more adept to constructing
knowledge, content (Attwell, 2007) and even more independent in their learning priorities. This
study attempts to understand the new learning practices among our students. This study
attempts to find out how college students define what a good learning experience is. It is also
the intention of the study to explore new educational practices and hopefully drive ways of
designing and developing the future of learning activities.
The study was conceived in May 2011 and was planned to collect data in the form of short
videos in a span of six months, from June to December. There will be two sets of samples, one
from the students of De La Salle University of the Philippines (DLSU) and the other from the
students of University West (UW) in Sweden.
The experiment asked for a two minute video that will be created and expressed by an
individual or group of students. This meant planning and organization to compose the thoughts,
the message and the content of the video. Since this contains the expression of the students
themselves, the self-expression equates to a great degree of authenticity.
This paper will impart the results of this experiment, the Great Learning Experience. There were
twenty videos from DLSU and fifteen videos from UW. This paper will tell the methods used in
the different classes and the findings. Comparison of the UW and DLSU videos is not included
in the paper.
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Papers by Lennarth Bernhardsson
web generation of students may not be as suitable. Social constructivism, transformative
learning or problem-based learning, while prevalent in the Asian context, may be more perfect
for cognitively dynamic students. Our students nowadays are more adept to constructing
knowledge, content (Attwell, 2007) and even more independent in their learning priorities. This
study attempts to understand the new learning practices among our students. This study
attempts to find out how college students define what a good learning experience is. It is also
the intention of the study to explore new educational practices and hopefully drive ways of
designing and developing the future of learning activities.
The study was conceived in May 2011 and was planned to collect data in the form of short
videos in a span of six months, from June to December. There will be two sets of samples, one
from the students of De La Salle University of the Philippines (DLSU) and the other from the
students of University West (UW) in Sweden.
The experiment asked for a two minute video that will be created and expressed by an
individual or group of students. This meant planning and organization to compose the thoughts,
the message and the content of the video. Since this contains the expression of the students
themselves, the self-expression equates to a great degree of authenticity.
This paper will impart the results of this experiment, the Great Learning Experience. There were
twenty videos from DLSU and fifteen videos from UW. This paper will tell the methods used in
the different classes and the findings. Comparison of the UW and DLSU videos is not included
in the paper.
web generation of students may not be as suitable. Social constructivism, transformative
learning or problem-based learning, while prevalent in the Asian context, may be more perfect
for cognitively dynamic students. Our students nowadays are more adept to constructing
knowledge, content (Attwell, 2007) and even more independent in their learning priorities. This
study attempts to understand the new learning practices among our students. This study
attempts to find out how college students define what a good learning experience is. It is also
the intention of the study to explore new educational practices and hopefully drive ways of
designing and developing the future of learning activities.
The study was conceived in May 2011 and was planned to collect data in the form of short
videos in a span of six months, from June to December. There will be two sets of samples, one
from the students of De La Salle University of the Philippines (DLSU) and the other from the
students of University West (UW) in Sweden.
The experiment asked for a two minute video that will be created and expressed by an
individual or group of students. This meant planning and organization to compose the thoughts,
the message and the content of the video. Since this contains the expression of the students
themselves, the self-expression equates to a great degree of authenticity.
This paper will impart the results of this experiment, the Great Learning Experience. There were
twenty videos from DLSU and fifteen videos from UW. This paper will tell the methods used in
the different classes and the findings. Comparison of the UW and DLSU videos is not included
in the paper.