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| = THEMA: Exploring the experiences of Master’s students in technology-rich environments = == What is Thema? == The Thema project is being carried out by the Learning Technologies Group within Oxford University Computing Services. It is funded from 1st March 2007 to 30th November 2008 by JISC (the Joint Information Systems Committee) and is one of eight projects in phase 2 of JISC’s [http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_learnerexperience.aspx Learner Experiences of E-learning Programme]. Each of these projects is exploring a different aspect of students’ experience of computers and other digital technologies in their learning in a range of institutions and at different levels of post-compulsory education. |
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| ''(Temporary content for this page. To be replaced before 31st May 2007)'' = THEMA: Exploring the experiences of Master’s students in technology-rich environments = The Thema project is being conducted by the Learning Technologies Group with the co-operation of TALL and the Department of Educational Studies. It will investigate the learning experiences of students on Master’s level programmes at Oxford University with a strong emphasis on students’ use of personal technologies to support their learning. Areas to be addressed are: |
Thema focuses on the experiences of students on taught Master’s programmes, both in Oxford’s main collegiate University and its Department of Continuing Education. We believe that students at this level are of particular interest because of their heterogeneity in terms of, for example, age, educational history, life situation and IT skills. Moreover, a substantial number will be planning to embark on doctoral programmes and thus making the transition from taught to independent study. |
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| 1. The impact on students’ learning of the choices that they make in relation to the timing and location of their studying, their study partners and the supporting technologies that they use; 1. The critical moments in their experience of technology for learning; 1. The extent to which they personalise their learning tools and environments and involve “personal” technologies in their learning, and the practical issues that they encounter; 1. Whether “effective” strategies for learning in technology-rich environments can be identified and used to help students who are less effective in this respect. The participants will be 50-80 students on taught Master’s degrees, both full-time and part-time. This group is of particular interest because of its heterogeneity in terms of, for example, educational history, life situation and extent of IT experience. Moreover, a substantial number will be planning to embark on doctoral programmes and thus making the transition from taught to independent study. |
== What do we want to find out? == We are interested in students' evolving experience of technology – both hardware and software – during their courses. Starting from the assumption that they come to Oxford with an existing set of IT skills and technological tools at their disposal, which they have used in their previous studies and/or their personal and social lives, we want to investigate: 1. 1. 1. ------------- |
THEMA: Exploring the experiences of Master’s students in technology-rich environments
What is Thema?
The Thema project is being carried out by the Learning Technologies Group within Oxford University Computing Services. It is funded from 1st March 2007 to 30th November 2008 by JISC (the Joint Information Systems Committee) and is one of eight projects in phase 2 of JISC’s [http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_learnerexperience.aspx Learner Experiences of E-learning Programme]. Each of these projects is exploring a different aspect of students’ experience of computers and other digital technologies in their learning in a range of institutions and at different levels of post-compulsory education.
Thema focuses on the experiences of students on taught Master’s programmes, both in Oxford’s main collegiate University and its Department of Continuing Education. We believe that students at this level are of particular interest because of their heterogeneity in terms of, for example, age, educational history, life situation and IT skills. Moreover, a substantial number will be planning to embark on doctoral programmes and thus making the transition from taught to independent study.
What do we want to find out?
We are interested in students' evolving experience of technology – both hardware and software – during their courses. Starting from the assumption that they come to Oxford with an existing set of IT skills and technological tools at their disposal, which they have used in their previous studies and/or their personal and social lives, we want to investigate:
Project manager: Liz Masterman
The study will last for 21 months and will use surveys, interviews and data reported at significant or memorable moments to create a broad-brush picture enhanced by in-depth case studies.