Using Student-Generated Content to Transform the Learning Experience

1. Using Student-Generated Content to Transform the Learning Experience John Sener Sener Learning Services

2. The Current Role of Student-Generated Content • Students are typically content consumers • SGC is integral to traditional education • Student-generated work products used to demonstrate mastery of content produced by others • Audience: usually only teacher and student • Lasting value: usually negligible • SGC is more prominent in some areas • Art, architecture, design education • Student performances: concerts, drama, art exhibits • SGC is gaining some increased acceptance • ePortfolios • Marketing purposes • Current role: limited, marginalized

3. ISO student-generated content • Sloan-C Effective Practices editor • New Sloan-C, EP web site: • Drupal-based  improved content mgmt. • Increased search capabilities • Collections metaphor • Searching for examples of SGC which: • Shift students from content consumers to content producers • Show student work products w/lasting value

4. Why are good examples so hard to find? • Terminology • SGC runs counter to traditional practice • Vendor content supports T2S knowledge transmission • Current SGC role is secondary (product of student-content interaction), limited • Teacher is the medium, not the content • Stakeholders not seeking improvement • = Why is educational practice so hard to change?

5. Three(+?) Ways to Use SGC to Transform the Learning Experience • Increase engagement • improve learning • Create products of lasting value • ____________________ [your ideas here]

6. Increasing student engagement • 2006 NSSE Survey Results • Low levels of class presentations, class discussions • Room for improvement re engagement • Real-Time Case Method • UConn: SG podcast production -- weekly recorded discussion meetings • ______________ [Your examples here]

7. Improving Learning Effectiveness • UConn: podcast production process helped students learn more by discussion • MCAD’s Online Gallery: Students (and alumni) display high/pro-quality work • NVCC: "practical application" exercises in online calculus courses • ________________ [Your examples here]

8. Creating products of lasting value • MCAD: Online Gallery work attracts prospective clients, provides models • UNCP: cjencycolpedia.com learning resource for criminal justice students • Towson: SWP w/workplace impact • Real-Time Case Method: student products/ideas => tangible client benefits

9. More products of lasting value • E-Portfolios => education, career apps • UConn: podcast discussions enhance learning experience • NVCC: practical application exercises => higher-order thinking practice; models • ________________ [your examples here]

10. Promising Signs* • Web 2.0 tools • Have potential, but often centered on expert-vetted content) • Learning-centered approaches • Constructivism, PBL, et al., • _______________ [your ideas here] • *But good ideas and intentions are not enough

11. Expanding the use of SGC in OL • Students as prosumers • The need to connect with, meet real needs • Sloan ALN initiative: successfully expanding access to learning • Quality Matters: meeting needs for faculty development, quality improvement in course design • Connecting SGC with real needs • Need for more independent learners • Need to meet student learning styles now, not past • Need for better citizenship education • What would find traction? ___________ (Discuss)

12. Contact Info • E-mail: jsener@senerlearning.com • Web site: www.senerlearning.com • Skype: John Sener