Session 4--Student Behaviour & Wellbeing Role Play

Session 4--The Role of Student Responsibility in the college

Recent scholarship has emphasized the importance of student effort and involvement in their academic and co-curricular activities as the decisive elements in promoting positive college outcomes. As colleges have struggled to extend opportunities, an accompanying expectation for students to assume responsibility for their own education often has been lacking. Institutions must work to create a climate in which all students feel welcome and able to fully participate. It is equally important to nurture an ethic that demands student commitment and promotes student responsibility. Students can contribute to their own learning and to the development of a campus climate in which all can grow and learn.

WHAT IS STUDENT RESPONSIBILITY?

Colleges are learning communities, and individuals accepted into these communities have the privileges and responsibilities of membership. If we are to communicate our expectations, we must offer a set of standards and examples that moves our discussion from generality to practice.

Such as the proposition that all learning and development requires an investment of time and effort by the student. At the heart of the practice is a set of scales which defines the dimensions of student responsibility. These scales are quality of effort scales in that they assess the degree to which students are extending themselves in their college activities. The domains include the use of classrooms, libraries, residence halls, student unions, athletic facilities, laboratories, and studios and galleries. The social dimension is reflected in scales that tap contacts with faculty, informal student friendships, clubs and organizations, and student conversations. This gives us a map of the terrain of student responsibility and suggests concrete activities that contribute directly to student growth and learning.

WHY IS STUDENT RESPONSIBILITY IMPORTANT?

First, student responsibility is the key to all development and learning. Research has demonstrated that college outcomes are tied to the effort that students put into their work and the degree to which they are involved with their studies and campus life. Second, irresponsible students diminish our collective academic life. Within an individual classroom, the behavior of even a few highly irresponsible students or, worse, a large number of passive, disaffected students can drag a class down to its lowest common denominator. For an institution, the erosion of an academic ethos can lead to a culture that is stagnant, divisive, and anti-intellectual.

Third, the habits of responsible civic and personal life are sharpened and refined in college. Will employers, international economic competitors, or future history itself be tolerant of students who fail to develop sufficient self-control and initiative to study for tests or participate in academic life? Finally, if colleges are to reclaim the public trust, they must learn not to make promises that cannot be kept. Colleges have responsibilities to students and society. Yet, colleges are not solely responsible for the outcomes of their students. A clear acknowledgment of the mutual obligations of all members of the academic community is a prerequisite to restoring the academy's balance and clarity of purpose.

WHAT ARE THE FOUNDATIONS OF STUDENT RESPONSIBILITY?

Some professors have offered explicit theories about how colleges can promote student learning and growth. Despite different uses of terms, these approaches have much in common. First, each theorist recognizes that the student's background plays a role in shaping college outcomes. This role is largely indirect and is moderated by the college environment and a student's interactions with faculty and peers. Second, each theorist sees the campus environment exerting an enabling effect on college outcomes. Last, all emphasize the importance of a partnership between the college and the student. Colleges alone cannot "produce" student learning. Colleges provide opportunities for interaction and involvement and establish a climate conducive to responsible participation. Each approach reflects the centrality of what we call student responsibility.

Structural features that tend to isolate students and promote an ethos of anonymity produce poor college outcomes. College climates characterized by a strong sense of direction and which build student involvement tend to promote favorable outcomes by promoting student-faculty and student-peer relations, as well as establishing an expectation that students will behave responsibly. Finally, the decisive single factor in affecting college outcomes is the degree to which students are integrated into the life of the campus, interact with faculty and peers, and are involved in their studies.

HOW CAN WE ENCOURAGE RESPONSIBLE STUDENT BEHAVIOR?

Institutional policies and practices must be oriented toward developing a climate in which students' responsibility and active participation in their own colleges are promoted. Policies that stress the importance of student achievement and in-class and co-curricular challenge and support are essential for student growth. The institutional culture clearly must convey the institution's purpose in an unambiguous manner, and the ethos of the campus must be one in which students believe they are members of a larger community. As student culture serves as a filter for students entering college, care must be taken to ensure that students who are prepared inadequately understand the nature of college life and what is expected to attain satisfactory academic and developmental gains.

Small-scale, human environments must be built in which students and faculty collectively can engage in the process of teaching and learning. As learning is the process through which development occurs, it is crucial for students to be actively engaged in the classroom. Course activities are the vehicle through which students may become more fully engaged with academic material. The literature clearly indicates that the quality of effort that a student expends in interactions with peers and faculty is the single most important determinate in college outcomes.

Here I think is a good web which is about Student Role: www.gwu.edu/~eriche.

Makino

Session 4--role of the students

Hi guys，
If you are hardly to find the case，you can access http://www.eric.ed.gov/，the website just like M2，a database all about the education，and the Search function is easy to use.
Link to case

ED253717 - The Role of Student Organizations in Vocational Education. Occasional Paper No. 94.

http://www.eric.ed.gov/PDFS/ED253717.pdf

Now, with the development of information technology, teaching form changes a lot. Traditional text is no longer the only form, and the graphics, images, audio, video, animation and other teaching methods gradual to join in. At the same time, there has been more electronic materials, electronic libraries builded to use in daily education. These flexible and efficient information dissemination greatly enriched teaching resources, mobilize the enthusiasm of students, enhance student learning flexibility and initiative. With the rapid development of information technology,to improve teaching efficiency, teachers should pay attention to student's role changes.


Firstly, students should change from listeners to thinkers.
Secondly, students change from passive recipients of information information intoinitiatives .
Finally, students change from a educational information user into a information  discoverer and designers.
This is the main three changes of the students' role. Though the change of the students' role, they can enhance their ability of discovery problems, think and solve problems.
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By Andy

The Change of Students' Role

http://muse.tau.ac.il/publications/84.pdf

The paper analyse the data collected in ten schools in Israel which have ICT in unique ways and have succeeded in devising innovative classroom pedagogies and changes in teachers and students role and out comes. Table 1 presents a summary of the innovation domains and levels in the innovation analysis schema.

As we can see, most of the innovative practices cause a significant change in student role, who became Website constructors, teachers' assistants in ICT-related matters, or ICT projects managers. The students worked in teams to solve real problems and to accomplish projects.

Powerful new capabilities of computers make it possible to access, represent, process, and communicate information in new ways (Kozma, 1991, 1994). These capabilities make it possible to search and organize information, analyze data, represent ideas, simulate complex systems, and communicate with others in ways that were not practical or even possible previously. They also enable new ways of teaching and learning—new activities, new products, and new types of learning (Kozma & Schank, 1998).

Self- learner, team member, and knowledge manager are the three new roles for students and were often associated with project-based or inquiry learning. Students are capable to use the resources and on-line learning to learn by themselves without the teachers. They can learn whenever and wherever. It make the study to be active and initiative. With the help of ICT, students are divided into several groups ti communicate both in the classroom and after classes. Students just have to work collaboratively to move the work forward.The members have also to be active to finish the group work. The action they did just interact each others in the group. What's more, with the help of ICT, students are exposed to the knowledge by the global internet. They no longer waiting for the teachers to teach them the knowledge in class time, but manage and pick up the one they need whenever they want by reading reports, research studies, newspapers, or multimedia presentations that solve a real world problem, address a scientific question, or express personal feelings.

All in all, students are changed into a more active and initiative role comparing to the traditional education. They are possible to get access to the knowledge in various approaches and manage it under their own willings. Learning is now becoming a innovative work that full of creativities and no more a simple accpetence of knowledge.

References:

Kozma, R. (1991). Learning with media. Review of Educational Research, 61(2), 179-212.

Kozma, R., & Schank, P. (1998). Connecting with the twenty- first century: Technology in support of educational reform. In C. Dede (Ed.), Technology and learning. Washington, DC: American Society for Curriculum Development.
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By Group

session 4 activity ---- the role of students in e-learning

In e-learning, students are encouraged to become independent learners. This only means that the learning experience does not solely depend on the instructor’s efforts. Certain amounts of preparation must be done, and certain amounts of effort must be exerted by the student in order to productively contribute to online learning. Primary to this is self-awareness. Students must become aware of themselves, their personal expectations, as well as the expectations of the instructor.

The roles of students are:

● Co-learner

● Content creators

– forum posts

– links and quotes from resources

– glossaries

– multimedia (video, audio)

● Peer mentors

● Co-teachers

● But most of all – Knowledge Creators (Learners)

Here is a video I recommend to see http://vimeo.com/7981069

In this video, school students from the Humboldt Gymnasium and the Nelson Mandela International School will be presenting and discussing the use of social media in the classroom.

In this clip, students talk about their role as co-creators of their own learning and helping education with using technology.

-Olivia