dc.contributor.author |
Denny, Paul |
en |
dc.contributor.author |
Cukierman, D |
en |
dc.contributor.author |
Luxton-Reilly, Andrew |
en |
dc.contributor.author |
Tempero, Ewan |
en |
dc.date.accessioned |
2018-10-09T03:27:35Z |
en |
dc.date.issued |
2012 |
en |
dc.identifier.issn |
0899-3408 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/39827 |
en |
dc.description.abstract |
Traditionally, learning resources are created by an instructor and distributed to their students. A contributing-student pedagogy (CSP) is one in which this responsibility shifts, placing students in control of creating the resources and sharing them with their peers. Technology plays a central role in supporting the collection and distribution of student-generated resources. Although many CSP tools have the potential to be widely adopted, they have predominantly been applied in a local context and rarely extended to other contexts or institutions. Moreover, the use of CSP (i.e. students contributing to the learning of others) is almost never seen in cross-institutional contexts. In this article, we discuss the novel application of CSP across multiple institutions and countries, reporting on an activity in which first-year programming students in New Zealand generate learning resources for their counterparts in Canada. With the increasing adoption of Web 2.0 tools in education, such cross-institutional learning activities have the potential to become more widespread and we report here on our challenges and successes. We find that a cross-institutional approach can work as well as within-institution CSP, with students at both institutions preferring their contributions to be shared more widely. |
en |
dc.relation.ispartofseries |
Computer Science Education |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
A case study of multi-institutional contributing-student pedagogy |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1080/08993408.2012.727712 |
en |
pubs.issue |
4 |
en |
pubs.begin-page |
389 |
en |
pubs.volume |
22 |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.author-url |
http://www.tandfonline.com/doi/abs/10.1080/08993408.2012.727712 |
en |
pubs.end-page |
411 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
362539 |
en |
pubs.org-id |
Science |
en |
pubs.org-id |
School of Computer Science |
en |
dc.identifier.eissn |
1744-5175 |
en |
pubs.record-created-at-source-date |
2012-11-08 |
en |