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Media and Education in the Digital Age

Concepts, Assessments, Subversions

Edited By Matteo Stocchetti

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies.
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Redefining Students’ Reflections: Opportunities and Challenges of Video-Enhanced Blogging

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Dennis N. York and Ronald D. Owston

Abstract

In the age of Web 2.0 dominance universities are under increasing pressure to investigate the educational applications of user-created content within the traditional culture of knowledge. There is a growing realization in the literature that the incorporation of user-created web video into the curriculum provides a number of pedagogical opportunities for active forms of learning and student-centred teaching practices. Predicated on the precepts of constructivism, this paper aims to explore the pedagogical application of the critical appropriation of user-created web video in a university classroom. Operating in a mixed-method paradigm, the authors analyzed data collected from a non-randomized convenience sample of 17 master’s students in education at a regional university in the United States. Evidence suggests that the critical appropriation of web video allowed students to relate new concepts and ideas acquired from the assigned readings to self-selected user-created web video. This study led the authors to conclude that the proposed learning architecture was critical to student’s success by creating conditions for them to properly balance user-created web video with scholarly knowledge and to become active participants who are accountable for their learning.

In the educational literature examining the adoption of web video, researchers have made a variety of claims regarding the benefits of web video use and production for university education, including the potential for web video to facilitate an understanding of complex concepts (Bonk, 2008; Ghasemi, Hashemi, & Bardine, 2011; Kay, 2012; Trier, 2007)...

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