From elearning to ilearning

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Whilst traditional lectures can have benefits in terms of delivering key information to many students, there is a growing scepticism about their ability to aid student learning and understanding. In many lecture theatres notes are simply recorded in the file of the student, only to be regurgitated in examinations without any real learning taking place. In Architectural Technology (AT) education this is far from ideal, as an opportunity needs to be provided for the student to apply the information to real world scenarios, reflect and engage in meaningful discussion. Oblinger (2006) stated “Today’s students – whether 18, 22 or 55 have attitudes, expectations and constraints which differ from those of students even 10 years ago…Many of today’s learners favour active, participatory, experiential learning – the learning style they exhibit in their personal lives.” The recent development of the Apple iBook has the potential to assist with this transformation in student learning. For Architectural Technology & Management (ATM) students, the integration of 3D models, quizzes and video has the ability to bring real world scenarios into the classroom, encouraging dialogue and presenting information in a way that genuine learning and understanding can occur. This paper will focus on how the iBook is being used at the University of Ulster as a method of teaching first year ATM students and will offer a preliminary insight into their creation and impact on student attitudes.
LanguageEnglish
Title of host publicationUnknown Host Publication
EditorsTahar Kouider
Number of pages9
Publication statusPublished - 22 Mar 2013
EventInternational Conference on Architectural Technology 2013 - Sheffield Hallam University
Duration: 22 Mar 2013 → …

Conference

ConferenceInternational Conference on Architectural Technology 2013
Period22/03/13 → …

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student
learning
scenario
method of teaching
quiz
ability
first-year student
theater
video
dialogue
classroom
examination
management
education

Cite this

Comiskey, D., McCartan, K., & Nicholl, P. (2013). From elearning to ilearning. In T. Kouider (Ed.), Unknown Host Publication
Comiskey, David ; McCartan, K ; Nicholl, P. / From elearning to ilearning. Unknown Host Publication. editor / Tahar Kouider. 2013.
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title = "From elearning to ilearning",
abstract = "Whilst traditional lectures can have benefits in terms of delivering key information to many students, there is a growing scepticism about their ability to aid student learning and understanding. In many lecture theatres notes are simply recorded in the file of the student, only to be regurgitated in examinations without any real learning taking place. In Architectural Technology (AT) education this is far from ideal, as an opportunity needs to be provided for the student to apply the information to real world scenarios, reflect and engage in meaningful discussion. Oblinger (2006) stated “Today’s students – whether 18, 22 or 55 have attitudes, expectations and constraints which differ from those of students even 10 years ago…Many of today’s learners favour active, participatory, experiential learning – the learning style they exhibit in their personal lives.” The recent development of the Apple iBook has the potential to assist with this transformation in student learning. For Architectural Technology & Management (ATM) students, the integration of 3D models, quizzes and video has the ability to bring real world scenarios into the classroom, encouraging dialogue and presenting information in a way that genuine learning and understanding can occur. This paper will focus on how the iBook is being used at the University of Ulster as a method of teaching first year ATM students and will offer a preliminary insight into their creation and impact on student attitudes.",
author = "David Comiskey and K McCartan and P Nicholl",
year = "2013",
month = "3",
day = "22",
language = "English",
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}

Comiskey, D, McCartan, K & Nicholl, P 2013, From elearning to ilearning. in T Kouider (ed.), Unknown Host Publication. International Conference on Architectural Technology 2013, 22/03/13.

From elearning to ilearning. / Comiskey, David; McCartan, K; Nicholl, P.

Unknown Host Publication. ed. / Tahar Kouider. 2013.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - From elearning to ilearning

AU - Comiskey, David

AU - McCartan, K

AU - Nicholl, P

PY - 2013/3/22

Y1 - 2013/3/22

N2 - Whilst traditional lectures can have benefits in terms of delivering key information to many students, there is a growing scepticism about their ability to aid student learning and understanding. In many lecture theatres notes are simply recorded in the file of the student, only to be regurgitated in examinations without any real learning taking place. In Architectural Technology (AT) education this is far from ideal, as an opportunity needs to be provided for the student to apply the information to real world scenarios, reflect and engage in meaningful discussion. Oblinger (2006) stated “Today’s students – whether 18, 22 or 55 have attitudes, expectations and constraints which differ from those of students even 10 years ago…Many of today’s learners favour active, participatory, experiential learning – the learning style they exhibit in their personal lives.” The recent development of the Apple iBook has the potential to assist with this transformation in student learning. For Architectural Technology & Management (ATM) students, the integration of 3D models, quizzes and video has the ability to bring real world scenarios into the classroom, encouraging dialogue and presenting information in a way that genuine learning and understanding can occur. This paper will focus on how the iBook is being used at the University of Ulster as a method of teaching first year ATM students and will offer a preliminary insight into their creation and impact on student attitudes.

AB - Whilst traditional lectures can have benefits in terms of delivering key information to many students, there is a growing scepticism about their ability to aid student learning and understanding. In many lecture theatres notes are simply recorded in the file of the student, only to be regurgitated in examinations without any real learning taking place. In Architectural Technology (AT) education this is far from ideal, as an opportunity needs to be provided for the student to apply the information to real world scenarios, reflect and engage in meaningful discussion. Oblinger (2006) stated “Today’s students – whether 18, 22 or 55 have attitudes, expectations and constraints which differ from those of students even 10 years ago…Many of today’s learners favour active, participatory, experiential learning – the learning style they exhibit in their personal lives.” The recent development of the Apple iBook has the potential to assist with this transformation in student learning. For Architectural Technology & Management (ATM) students, the integration of 3D models, quizzes and video has the ability to bring real world scenarios into the classroom, encouraging dialogue and presenting information in a way that genuine learning and understanding can occur. This paper will focus on how the iBook is being used at the University of Ulster as a method of teaching first year ATM students and will offer a preliminary insight into their creation and impact on student attitudes.

M3 - Conference contribution

BT - Unknown Host Publication

A2 - Kouider, Tahar

ER -

Comiskey D, McCartan K, Nicholl P. From elearning to ilearning. In Kouider T, editor, Unknown Host Publication. 2013