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Using technology to encourage self-directed learning: The Collaborative Lecture Annotation System (CLAS)

Dawson, S and Macfadyen, L and Evan, FR and Foulsham, T and Kingstone, A (2012) Using technology to encourage self-directed learning: The Collaborative Lecture Annotation System (CLAS). In: UNSPECIFIED, ? - ?.

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Abstract

© 2012 Dawson, S., Macfadyen, L., Risko, E., Foulsham, T. & Kingstone, A. The rapidly-developing 21st century world of work and knowledge calls for self-directed lifelong (SDL) learners. While higher education must embrace the types of pedagogies that foster SDL skills in graduates, the pace of change in education can be glacial. This paper describes a social annotation technology, the Collaborative Lecture Annotation System (CLAS), that can be used to leverage existing teaching and learning practices for acquisition of 21st Century SDL skills. CLAS was designed to build upon the artifacts of traditional didactic modes of teaching, create enriched opportunities for student engagement with peers and learning materials, and offer learners greater control and ownership of their individual learning strategies. Adoption of CLAS creates educational experiences that promote and foster SDL skills: motivation, self-management and self-monitoring. In addition, CLAS incorporates a suite of learning analytics for learners to evaluate their progress, and allow instructors to monitor the development of SDL skills and identify the need for learning support and guidance. CLAS stands as an example of a simple tool that can bridge the gap between traditional transmissive pedagogy and the creation of authentic and collaborative learning spaces.

Item Type: Conference or Workshop Item (Paper)
Additional Information: Published proceedings: ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculty of Science and Health > Psychology, Department of
Depositing User: Clare Chatfield
Date Deposited: 15 May 2014 15:02
Last Modified: 05 Feb 2019 15:15
URI: http://repository.essex.ac.uk/id/eprint/9319

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