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A Research-Led Curriculum in Multimedia: Learning about Convergence

A Research-Led Curriculum in Multimedia: Learning about Convergence
A Research-Led Curriculum in Multimedia: Learning about Convergence
Traditional teaching methods have acknowledged limitations. Lectures may be used to transmit information efficiently, but often fail to motivate students to engage with the subject. Coursework assessments and examinations may lack authenticity and thus fail to help students develop ‘real world’ skills even though they ensure technical competence. This paper presents a teaching innovation motivated from a social constructivist perspective whereby undergraduates researched, reviewed, and presented their papers at a one day conference, by way of preparing for a written examination. The paper presents theory supporting this change, our experiences from running the course, and improvements in learning we observed. We identify the value of undergraduate conferences beyond serving as a vehicle for communication skills. We identify an approach which engages learners and realizes higher level learning objectives by using authentic activities. The process has identified a ‘research-led’ approach which clarifies the similarity between research processes and effective independent learning strategies and is valued by students, faculty and stakeholders alike.
Research-led teaching, Student Engagement, Multimedia
29-33
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146

Davis, Hugh C and White, Su (2005) A Research-Led Curriculum in Multimedia: Learning about Convergence. ACM ITiCSE: The 10th Annual Conference on Innovation and Technology in Computer Science Education, Portugal. 27 - 29 Jun 2005. pp. 29-33 .

Record type: Conference or Workshop Item (Paper)

Abstract

Traditional teaching methods have acknowledged limitations. Lectures may be used to transmit information efficiently, but often fail to motivate students to engage with the subject. Coursework assessments and examinations may lack authenticity and thus fail to help students develop ‘real world’ skills even though they ensure technical competence. This paper presents a teaching innovation motivated from a social constructivist perspective whereby undergraduates researched, reviewed, and presented their papers at a one day conference, by way of preparing for a written examination. The paper presents theory supporting this change, our experiences from running the course, and improvements in learning we observed. We identify the value of undergraduate conferences beyond serving as a vehicle for communication skills. We identify an approach which engages learners and realizes higher level learning objectives by using authentic activities. The process has identified a ‘research-led’ approach which clarifies the similarity between research processes and effective independent learning strategies and is valued by students, faculty and stakeholders alike.

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More information

Published date: 2005
Additional Information: This work described in this paper was the basis of a University of Southampton Vice-Chancellor's Teaching award to the authors in 2005. Event Dates: June 27-29, 2005
Venue - Dates: ACM ITiCSE: The 10th Annual Conference on Innovation and Technology in Computer Science Education, Portugal, 2005-06-27 - 2005-06-29
Keywords: Research-led teaching, Student Engagement, Multimedia
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 260143
URI: https://eprints.soton.ac.uk/id/eprint/260143
PURE UUID: a981a4a1-da35-4033-94da-c40becc06634
ORCID for Hugh C Davis: ORCID iD orcid.org/0000-0002-1182-1459
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275

Catalogue record

Date deposited: 24 Nov 2004
Last modified: 06 Jun 2018 13:16

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