About this paper

Appears in:
Pages: 5170-5176
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

STUDENTS CO-CONSTRUCTING KNOWLEDGE IN HIGHER EDUCATION: SITTING IN THE ‘HOT SEAT’

J. Goss1, J. Grinstead2

1Northumbria University (UNITED KINGDOM)
2University of Sunderland (UNITED KINGDOM)
Engaging and enabling undergraduates to become active readers and meet the demands of higher education expectations has led us to note limited abilities to source literature but even greater limitations in making sense of such literature, which proves to be a stumbling block to learning. As such there are individuals reluctant to engage in directed reading and free reading tasks that would help with their knowledge, their assignments and their seminar tasks. Stevenson and Okeefe (2011) identified such students to be searchers rather than early researchers’ and a need for them to develop the attributes of questioning and enquiry for higher education. Student and staff discussions on reading with a purpose were held, the students indicated a narrow view believing there to be single answers to any questions posed. Explanation was given to the students that they needed to read and think using a wider lens for themselves, and with their peers and tutors.
Learning from research peers in other institutions provided shared reading strategies (Kingston and Forland 2004) to stimulate thinking, this paper explains a socially mediated pedagogical approach that involves the whole class in ‘taking their turn on the hot seat”. What is required is the cooperation and openness to discussions, which we call “caring and sharing knowledge”. When individual students take their place on the hot seat identified by a red circle, they provide an evaluation of a journal or reading, and explore their own lens of understanding, knowledge and positionality. Students have indicated a dislike of the “hot seat” yet all claim it has merit in terms of a playful pedagogical approach, and it has extended their learning from the collegiate support of peers and tutors.
@InProceedings{GOSS2013STU,
author = {Goss, J. and Grinstead, J.},
title = {STUDENTS CO-CONSTRUCTING KNOWLEDGE IN HIGHER EDUCATION: SITTING IN THE ‘HOT SEAT’},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {5170-5176}}
TY - CONF
AU - J. Goss AU - J. Grinstead
TI - STUDENTS CO-CONSTRUCTING KNOWLEDGE IN HIGHER EDUCATION: SITTING IN THE ‘HOT SEAT’
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 5170
EP - 5176
ER -
J. Goss, J. Grinstead (2013) STUDENTS CO-CONSTRUCTING KNOWLEDGE IN HIGHER EDUCATION: SITTING IN THE ‘HOT SEAT’, EDULEARN13 Proceedings, pp. 5170-5176.
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