Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Ezine and iRadio as Knowledge Creation Metaphors for Scaffolding Learning in Physical and Virtual Learning Spaces

Ezine and iRadio as Knowledge Creation Metaphors for Scaffolding Learning in Physical and Virtual Learning Spaces
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Author(s): Steve Dillon (Queensland University of Technology, Australia), Deidre Seeto (University of Queensland, Australia) and Anne Berry (Queensland University of Technology, Australia)
Copyright: 2012
Pages: 19
Source title: Computer Engineering: Concepts, Methodologies, Tools and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-61350-456-7.ch516



eZine and iRadio represent knowledge creation metaphors for scaffolding learning in a blended learning environment. Through independent and collaborative work online participating students experience a simulated virtual publishing space in their classrooms. This chapter is presented as an auto-ethnographic account highlighting the voices of the learning designer and the teacher. Using an iterative research design, evidence is provided for three iterations of each course. A collaborative approach to the development, planning, implementation, and evaluation of two tertiary music elective courses between lecturers, tutors, learning and technological designers is narrated. The student voice is embedded in the methodology, which involved an innovative approach that blends software development and pedagogy in iterations of software and experience design. The chapter describes how the teachers and learning designers translate these data into action and design. A blended learning space was incorporated within each of these elective music courses and the movement between these learning spaces is described and problematized. The research suggests that learning design, which provides real world examples and resources integrating authentic task design, can provide meaningful and engaging experiences for students. The dialogue between learning designers and teachers and iterative review of the learning process and student outcomes has engaged students meaningfully to achieve transferable learning outcomes.

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