STRIDE or Stumble into YouTube: Students’ and Tutors’ Reflections and Insights into the Dissertation Experience (STRIDE)

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For students who juggle part-time study with full-time work and also have responsibilities as parents and carers, the dissertation stage of a degree can sometimes seem lonely, daunting and hugely complex. Initial findings from this STRIDE action research project indicate that interviews with supervisors and those who have recently completed their dissertation can be motivating and helpful to watch as they can offer a range of relevant insights and reflections delivered in a dynamic and personalised manner. By making these videos available on YouTube we are unlocking the door on a relatively hidden process so that users can watch them any time, anywhere, any number of times and at their own pace. This presentation will look students’ and academics’ perceptions of this project, how the affordances of new media can be used to enhance active learning, and the factors we need to consider when designing and embedding such approaches and resources into the curriculum.

Keywords: Video, Flexible Learning, Student Reflections and Insights, Tutor Reflections and Insights
Stream: Technology in Learning; Maths, Science and Technology Learning
Presentation Type: Paper Presentation in English
Paper: STRIDE or Stumble into YouTube

Joanna Teague

P Lecturer, Learning and Teaching Institute
School of Education and Blended Learning Unit CETL, University of Hertfordshire

Hatfield, Herts, UK

Having worked as an English language teacher in Istanbul and Barcelona (8 years), a researcher and lecturer at Manchester University (including MEd teaching in Lusaka) and head of curriculum development for Languages Other Than English at UTS in Sydney; Joanna has returned to the UK to specialise in curriculum design with blended learning, professional learning through empirical enquiry and promoting enhanced flexible learning for staff and students at undergraduate and postgraduate level. Joanna is a lecturer in the School of Education and a seconded member of the Learning and Teaching Institute.

Ref: L09P0346