The International HETL Review Volume 1
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2011 The International HETL Review Volume 1. ISSN: 2164-3091 This volume contains articles published on the HETL Portal in the year 2011. It covers topics related to teaching, learning and research from a range of academic disciplines, with contributions from scholars across the world. Patrick Blessinger and Krassie Petrova, Volume Editors The International HETL Association, New York, Publisher January – December, 2011 The International HETL Review Volume 1, 2011 Executive Editor: Patrick Blessinger Editor-in-Chief: Krassie Petrova The International HETL Association New York The year 2011 saw a tremendous rise in the use of digital media and technology by higher education institutions and faculty. Hence, the theme for 2011 was University 2.0: Engaging Students. All the articles in this volume focus on how to better engage students in the learning process – as you will discover as you read the articles, there are multiple means by which to accomplish this. HETL Publishing–a division of the International HETL Association. Copyright © 2010-2012. The International HETL Association. No content in this document may be copied or reproduced in any form without the written permission of the author(s) and the publisher. All content in this document is governed by applicable copyright and intellectual property rights. Contributing authors assign to the editorial board and any educational non-profit institutions a non-exclusive right to use their published article for educational use and in courses of instruction provided the author is given credit for the article. Contributing authors also grant a non-exclusive right to the editorial board to publish their article in full in electronic or printed journal form. Contributing authors retain their individual intellectual property and copyrights on their original work. Contributing author(s) assert their right to be named as the author(s) of their article and that they have full copyright permission (i,e, there are no copyright infringements) to publish their article on the HETL Portal and Review and in this document. The author(s) assign to HETL Portal and Review and educational non-profit institutions a non-exclusive license to use this article for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a non-exclusive license to HETL Portal and Review to publish this article in full on the World Wide Web (prime sites and mirrors) and in electronic and/or printed form within the HETL Review. Any other usage is prohibited without the express permission of the author(s) and the publisher. ISSN: 2164-3091 Organizational Information c/o Patrick Blessinger, Executive Director The International HETL Association 118-35 Metropolitan Avenue Kew Gardens, NY 11415 http://hetl.org/ Contents Navigating Between Teaching, Learning and Inquiry by John Carfora 3 Dialogue as a Means of Change by Olga Kovbasyuk 9 Real Learning in a Virtual World by Susan Oaks 14 Teach – Tool – Learn: Social Media as a Tribute to Lev Vygotsky by Piet Kommers 24 Technology Enhanced Active Learning by James Morrison and Phillip Long 28 Developing Students as Researchers by Alan Jenkins and Mick Healey 35 A Holistic Approach for Establishing Presence by Credence Baker and Jennifer Edwards 44 A Plea for “E” to Excite, Engage, and Enrich by Lorraine Stefani 53 Feeding the Pipeline by David Goldstein 59 Creating Significant Learning Experiences by Dee Fink 69 Learner-Centered Teaching by Marilla Svinicki 78 2011: A Year of Global Collaboration and Growth by Olga Kovbasyuk 85 Editorial Board Dr. Karen Adsit, USA, Associate Editor Dr. Roy Bohlin, USA, Associate Editor Dr. Laura Border, USA, Associate Editor Dr. Melody Bowdon, USA, Associate Editor Dr. Lori Breslow, USA, Associate Editor Dr. Dakin Burdick, USA, Associate Editor Dr. John M. Carfora, USA, Associate Editor Dr. Leo Casey, Ireland, Associate Editor Dr. Phyllis Worthy Dawkins, USA, Associate Editor Anya Eskildsen, Denmark, Associate Editor Dr. Mònica Feixas, Spain, Associate Editor Dr. Nick Greeves, UK, Associate Editor Dr. Leslie P. Hitch, USA, Associate Editor Hoag Holmgren, USA, Associate Editor Gunhild Jensen, USA, Associate Editor Michael C. Nelson, USA, Associate Editor Dr. Mehr Nigar, Pakistan, Associate Editor Dr. Siobhan O’ Sullivan, Ireland, Associate Editor Dr. Santa Ono, USA, Associate Editor Dr. Kavita Pandit, USA, Associate Editor Dr. Donna Qualters, USA, Associate Editor Dr. Christian Richter, UK, Associate Editor Dr. Lorraine Stefani, New Zealand, Associate Editor Dr. António Moreira Teixeira, Portugal, Associate Editor Dr. Kathy S. Williams, USA, Associate Editor Review Board Dr. Jason Adsit, USA Dr. David Albrecht, USA Dr. Joy Blanchard, USA Dr. Robert Coelen, Netherlands Maria Dolores Costa, USA Sandra Dingli, Malta Dr. Phyllis Gimbel, USA Dr. Simon Hayhoe, UK Jutta Jerlich, Japan Dr. Beth Kalikoff, USA Dr. Helena Kantanen, Finland Dr. Hamid Kazeroony, USA Dr. Kathi Kern, USA Dr. Piet Kommers, Netherlands Thea van Lankveld, Netherlands Linda McPhee, UK Dr. Najib Manea, USA i The International HETL Review, Volume 1, 2011 Dr. Tami Olsen, USA Nikiforos Philyppis, Brazil Dr. Susan Pliner, USA Marianne Poumay, Belgium Dr. Roeland M. Van der Rijs, Netherlands Dr. Margarida Romero, Spain Dr. Wendy Ruona, USA Alfredo Russo, Argentina Karen L. St. Clair, USA Dr. Ken Sagendorf, USA Dr. Claudia J. Stanny, USA Dr. Marilla Svinicki, USA Hayes H. Tang, China Dr. Mauricio Vásquez, Puerto Rico Kristi Verbeke, USA Dr. Diane Williams, USA Dr. Todd Zakrajsek, USA ii The International HETL Review, Volume 1, 2011 Preface The editors are proud to present the inaugural annual volume of the International HETL Review, which is published incrementally online. It contains five opinion articles, four interview articles, and three feature articles published in 2011. The journal provides an international forum for educators, researchers, scholars, managers, administrators, and educational thought leaders from all over the world to disseminate their research in the field of teaching and learning or to express their views on topics germane to the field of teaching and learning. To assure we meet the highest academic and publishing standards possible, our publishing process has set a high standard of quality assurance and involves extensive peer-review from leading academics in the field. In addition to seasoned scholars and educations thought leaders, we also welcome work by promising junior academics and doctoral students. Engaging Students: Learning, Teaching, and Research Nexus The focus of this volume is on University 2.0, the university of the future: how to engage students and achieve a synergy between teaching and research that supports the learning experience and prepares students to become responsible, capable and active members of society. In the opening article, “Navigating Between Teaching, Learning and Inquiry”, John Carfora talks about the need to promote inquiry-based learning that views research and teaching as ‘synergistically complementary’ and can engage students in meaningful research. In their article, “Developing Students as Researchers”, Alan Jenkins and Mick Healey further expound on this teaching-research theme by reminding us that engaging students in research and inquiry is an effective way to enhance the link between teaching and discipline-based research; research needs to be integrated into the curriculum starting at the undergraduate level. Engaging Students: Digital Technology Lorraine Stefani in “A Plea for “E” to Excite, Engage, and Enrich” asks “How to ensure that all learners acquire the academic literacy skills that will be increasingly required and necessary for ongoing study and the employment market? New technologies and new pedagogies may be needed. The effective use of technologies in learning, teaching and research presents its own challenges: In her feature article “ Real Learning in a Virtual World” Susan Oaks shows how the Web 2.0 platform called ‘Second Life’ can be used to incorporate a virtual learning experience in an online course that meets both the course learning objectives and the student learning needs. As with other Web 2.0 platforms, instructors will need to become experts in using the technology, better than their students says Piet Kommers in his article “Teach – Tool – Learn: Social Media as a Tribute to Lev Vygotsky”. Vygotsky’s ideas find another expression in Credence Baker and Jennifer Edwards’ feature article “A Holistic Approach for Establishing Presence”; the authors advocate online social presence in a supportive environment as a mediator of student success. Engaging Students: Active Learning During the year HETL interviewed distinguished scholars, book authors, and thought leaders. They talked about how they approach teaching and learning, and about their vision for the future. 1 The International HETL Review, Volume 1, 2011 Phillip Long, in James Morrison and Phillip Long’s interview article “Technology Enhanced Active Learning” tells us how an introductory programming course was redesigned to include an intelligent online tutoring system that helps engage students even if their computer background is not strong – a challenge faced by many universalities. According to Dee Fink (interview article “Creating Significant Learning Experiences”), educators today need to embrace the gamut of powerful learning and teaching approaches already developed: technology enhanced learning and active learning can be complemented