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Title: Not just digital natives: Integrating technologies in professional education contexts
Contributor(s): Erika E. Smith (author); Social Sciences and Humanities Research Council of Canada (funder); Renate Kahlke (author); Terry Judd (author)
Date issued: 2020-04; 2020-04
Description: In 2001, Prensky characterised a new generation of learners entering higher education as digital natives – naturally digitally literate and inherently proficient users of technology. While many educational technology researchers have long argued for the need to move beyond the digital native assumptions proposed by Prensky and other futurists, a critical review of the literature reveals that this concept remains influential in academia broadly and within professional education specifically. In light of this, we propose an alternative approach to technology integration in professional education settings that aims to avoid unhelpful digital native stereotypes by instead developing digital...
Appears in collection(s): Teaching and Learning

Title: Gated-ness, income segregation, and neighbourhood cohesion in Western Canadian metropolises.
Contributor(s): Karim Youssef (author); University of Calgary Faculty of Environmental Design (Degree granting institution)
Date issued: 2015; 2015
Description: This research investigated the relation between the degree of gated-ness of a neighbourhood and the level of neighbourhood cohesion among its residents. Such an investigation was prompted by the current practice of municipal planners for promoting a grid pattern of streets for neighbourhoods and linking such a pattern with principles of resilience and connectedness while at the same time condemning altogether the enclave pattern of curvilinear streets, loops and cul-de-sacs as being non-resilient and non-sustainable. Municipal planners seem to overlook the reasons behind the morphological development of postwar suburbs as well as overlook, in particular, socio-psychological effects of...
Appears in collection(s): Teaching and Learning

Title: Place Attachment in a Sustainable Neighbourhood: Comparison of Two Cases in Surrey, B.C
Contributor(s): Karim Youssef (author)
Date issued: 2015; 2015
Description: Scholars have voiced the emphasis of studies in sustainability on environmental sustainability over social sustainability. One of the dimensions of social sustainability is neighbourhood cohesion among residents of a neighbourhood. This paper compares the social sustainability of two neighbourhoods in Vancouver metropolitan area particularly in the city of Surrey, B.C. with respect to the sense of neighbourhood cohesion among their residents. Buckner’s (1988) instrument for measuring neighbourhood cohesion index is used with the addition of a few questions to probe for a new conception of space that may link the degree of accessibility and permeability of a neighbourhood (or degree of...
Appears in collection(s): Teaching and Learning

Title: Rethinking Neighbourhood Cohesion in the Suburbs: Insights from Communities in Calgary
Contributor(s): Karim Youssef (author); Sasha Tsenkova (author)
Date issued: 2020; 2020
Description: Neighbourhood cohesion is a desirable outcome of socially sustainable communities. However, such an outcome is not necessarily associated with suburban master-planned communities. This empirical research measures affective and interactive dimensions of neighbourhood cohesion and their correlations with residents’ perception of neighbourhood uniqueness. Using qualitative and quantitative methods, it considers the physical and social attributes of two suburban neighbourhoods in Calgary to provide an in-depth interpretation of similarities and differences in neighbourhood cohesion. The findings address an important aspect of community planning associated with the attractiveness of semi-gated...
Appears in collection(s): Teaching and Learning

Title: 3 Things to Consider When Designing Remote Teaching
Contributor(s): Erika E. Smith (author)
Date issued: 2020; 2020
Description: Are you preparing to teach online due to the coronavirus emergency, but need a place to start? One simple way to guide your planning is to think about online learning (like many forms of learning) as involving three key elements (Anderson, 2008): Student-Content, Student-Student, and Educator-Student interactions. This infographic illustrates these three interaction elements and provides related examples. References: Anderson, T. 2008. The theory and practice of online learning (Chapter 2, 2nd ed.). Available at: https://www.aupress.ca/books/120146-the-theory-and-practice-of-online-learning/
Appears in collection(s): Teaching and Learning

Title: Undergraduate Perceptions of Social Media and Meaning Making: Validated Survey Instrument
Contributor(s): Smith Erika E. (author)
Date issued: 2017
Description: This instrument was developed as a part of the Erika E. Smith’s (2016) doctoral thesis, Exploring undergraduate perceptions of meaning making and social media in their learning, completed at the University of Alberta. For more information, please see: https://doi.org/10.7939/R33J39B71 and https://doi.org/10.1186/s41239-017-0049-y
Appears in collection(s): Teaching and Learning

Title: 5 ways to keep human connections when moving learning online due to coronavirus
Contributor(s): Smith Erika E. (author)
Date issued: 2020-03-23
Description: Universities across Canada and the world have been working to rapidly move their face-to-face classes to remote delivery. While digital technologies enable people to work and learn from home during the COVID-19 pandemic, this huge task of seeking to meet particular learning objectives while going online ultimately falls to the people-the educators and students-who are behind the screens. My research on educational technologies and social media in higher education shows how human connections and meaningful interactions are an essential part of the learning process, especially online. As teachers and instructors shift to a digital environment, remembering our human capacities and...
Appears in collection(s): Teaching and Learning

Title: Domains of Digital Literacy [diagram]
Contributor(s): Smith Erika E. (author); Kahlke Renate (author); Judd Terry (author)
Date issued: 2018
Description: This diagram illustrates three interconnected domains of digital literacy (procedural and technical, cognitive, and sociocultural). Please cite this diagram as: Smith, E. E., Kahlke, R. & Judd, T. (2018). Domains of digital literacy. [Diagram]. https://doi.org/10.6084/m9.figshare.11908425 This diagram was created for a paper presentation at ASCILITE 2018. The paper informing the diagram, including the full list of references, is available at: Smith, E. E., Kahlke, R. & Judd, T. (2018). From digital natives to digital literacy: Anchoring digital practices through learning design. In M. Campbell, J. Willems, C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O’Donnell,...
Appears in collection(s): Teaching and Learning

Title: Transdisciplinary or Pedagogically Distinct? Disciplinary Considerations for Teaching Certificates in Higher Education
Contributor(s): Smith Erika E. (author); Kanuka Heather (author)
Date issued: 2018
Description: This research provides an analysis of disciplines and disciplinary differences regarding the pedagogical value and content of post-graduate teaching certificates in higher education. Findings and recommendations are based upon a survey (N = 450) of department heads and doctoral students at Canadian research-focused universities. Participants were surveyed regarding their perceptions of the value of a credentialed teaching certificate for new academics seeking employment, as well as whether they believe the pedagogical knowledge and skills that typically comprise teaching certificates are valuable. Examining whether a strongly held disciplinary identity in more senior academics contributes...
Appears in collection(s): Teaching and Learning

Title: Global citizenship in a Canadian context
Contributor(s): Lexier Roberta (author); Rathburn Melanie (author)
Date issued: 2016
Description: Global citizenship is frequently identified by industry, government, and universities in Canada as an important outcome of education. However, there is significant debate about the meaning of this term. The goals of this report are: to explain the roots of this debate, identify some of the key terms frequently used by universities as proxies for global citizenship, uncover discrepancies among universities in their understanding and approach to global citizenship, propose a unifying framework for global citizenship, and offer some methods through which institutions can evaluate their efforts. A shared understanding of how our education system discusses global citizenship is necessary to...
Appears in collection(s): Teaching and Learning

Title: The Impact of Open
Contributor(s): Coolidge Amanda (author)
Date issued: 2016
Appears in collection(s): Teaching and Learning

Title: Critical reading in higher education: Academic goals and social engagement
Contributor(s): Manarin Karen (author); Rathburn Melanie (author); Carey Miriam (author); Ryland Glen (author)
Date issued: 2016
Description: Critical reading is a foundational skill for success in academic and professional endeavours. By defining critical reading as having two aspects, reading for academic purposes and reading for social engagement, our work opens the door to more intentional teaching of critical reading and its assessment in our students’ work. Instructors within any discipline can cultivate critical reading in their students. Our book, Critical Reading in Higher Education: Academic Goals and Social Engagement (Indiana University Press, 2015), provides not only the results from our cross-course study in foundation General Education courses, but ideas for cultivating critical reading across the curriculum as...
Appears in collection(s): Teaching and Learning

Title: Perceptions of the content and employability value of credentialed teaching certificates
Contributor(s): Kanuka Heather (author); Smith Erika E. (author)
Date issued: 2019
Description: The purpose of this research was to gain a broader understanding of what department heads and doctoral students believe to be the value of credentialed teaching certificates. Using a survey methodology with participants (N= 450), the study focused on the extent to which a credentialed teaching certificate provides a competitive advantage when seeking employment, as well as the content (pedagogical knowledge) that is perceived to be important for such programmes. Using a cross-sectional survey design, results highlight significant differences between doctoral students and department heads regarding the content and value of a credentialed teaching certificate in higher education.
Appears in collection(s): Teaching and Learning

Title: Social media in undergraduate learning: categories and characteristics
Contributor(s): Smith Erika E. (author)
Date issued: 2017
Description: This study investigates the core categories and characteristics of the social media technologies (SMTs) that undergraduate students choose to use in their own learning, outside of the formal curriculum. Within a mixed method research methodology, this inquiry employed 30 semi-structured interviews and an online survey (N = 679) to explore why and how undergraduates across disciplines view SMTs to be a meaningful part of their own university learning. Together, the qualitative and quantitative results demonstrate that several contextual relationships exist, including an important relationship between the particular ways of meaning making students identified and the specific social media...
Appears in collection(s): Teaching and Learning

Title: "A Real Double-Edged Sword:" Undergraduate Perceptions of Social Media in their Learning
Contributor(s): Smith Erika E. (author)
Date issued: 2016
Description: This study investigates undergraduate perceptions of the social media technologies (SMTs) they use in their learning. This mixed methods inquiry employed 30 semi-structured interviews and an online survey (N = 679) to explore why and how undergraduates from across disciplines view SMTs to be a meaningful part of their university learning. Findings shed new insights into student perspectives on and uses of social media, and the variety of ways in which undergraduates intentionally choose (or, choose not) to incorporate social media into their university learning in meaningful ways. Student perceptions formed an overarching theme of social media as a double-edged sword that both informs and...
Appears in collection(s): Teaching and Learning

Title: From digital natives to digital literacy: Anchoring digital practices through learning design. (ASCILITE Presentation 2018)
Contributor(s): Smith Erika E. (author); Kahlke Renate (author); Judd Terry (author)
Date issued: 2018
Description: Presentation from ASCILITE 2018 based upon a paper published in proceedings: While the academic community and the general public often refer to learners today as inherently tech-savvy digital natives, those in the educational technology community have long advocated for a move away from digital native stereotypes in favour of fostering digital literacy. As such, the educational technology community can play a vital role in shifting from popular conceptions of digital natives and toward developing digital literacy for the benefit of all learners. In this paper, we provide a comparative analysis of search data from Google Trends showing continued use of the term digital natives and the...
Appears in collection(s): Teaching and Learning

Title: Are Adult Educators and Learners ‘Digital Immigrants’? Examining the Evidence and Impacts for Continuing Education
Contributor(s): Smith Erika E. (author)
Date issued: 2013
Description: Over the past decade, Prensky’s distinctions between “digital immigrants” and “digital natives” have been oft-referenced. Much has been written about digital native students as a part of the Net generation or as Millennials. However, little work fully considers the impact of digital immigrant discourse within the fields of adult learning and continuing education. It is promising that rather than being digitally challenged immigrants for whom new learning technologies are completely foreign, adults of different ages can bring valuable knowledge and skills to e-learning environments that enable them to achieve academic success. These are important findings, since e-learning is increasingly...
Appears in collection(s): Teaching and Learning

Title: The Digital Native Debate in Higher Education: A Comparative Analysis of Recent Literature
Contributor(s): Smith Erika E. (author)
Date issued: 2012
Description: More than a decade after Prensky’s influential articulation of digital natives and immigrants, disagreement exists around these characterizations of students and the impact of such notions within higher education. Perceptions of today’s undergraduate learners as tech-savvy “digital natives” (Prensky, 2001a), who both want and need the latest emerging technologies in all learning situations, continue to dominate the discourse in educational technology research and practice. Popular yet controversial conceptions of digital natives continue to be embedded within the assumptions of several contemporary research studies on student perceptions of emerging technologies, seemingly without regard...
Appears in collection(s): Teaching and Learning

Title: Exploring Undergraduate Perceptions of Meaning Making and Social Media in their Learning
Contributor(s): Smith Erika E. (author)
Date issued: 2016
Description: Those concerned with teaching and learning in higher education and the Net generation’s perspectives on and uses of technology must address calls to move beyond the digital native debate (Bennett & Maton, 2010; Kennedy, Judd, Dalgarno, & Waycott, 2010) by asking students directly what they see as a meaningful part of their learning. This study aims to move beyond the digital native debate by developing research-informed understandings of the ways in which Net generation students may perceive technologies, specifically social media, to be a meaningful part of their undergraduate learning. The research questions guiding this study include: (RQ1) In what ways do undergraduate learners from...
Appears in collection(s): Teaching and Learning

Title: From Digital Natives to Digital Literacy: Anchoring Digital Practices through Learning Design
Contributor(s): Erika E. Smith (author); Renate Kahlke (author); Terry Judd (author)
Date issued: 2018
Description: While the academic community and the general public often refer to learners today as inherently tech-savvy digital natives, those in the educational technology community have long advocated for a move away from digital native stereotypes in favour of fostering digital literacy. As such, the educational technology community can play a vital role in shifting from popular conceptions of digital natives and toward developing digital literacy for the benefit of all learners. In this paper, we provide a comparative analysis of search data from Google Trends showing continued use of the term digital natives and the rising interest in digital literacy. In order to help educators move away from...
Appears in collection(s): Teaching and Learning