Defined through the lens of higher education, this is an instructional strategy designed to engage the learner in higher-level thinking. The learner must think strategically and examine multiple resources to identify a possible solution(s). Typically a complex problem is designed around several different elements and factors contributing to a question or puzzling situation. It involves analysis, synthesis, and evaluation of resources.
Published in Chapter:
Pedagogy and the New Literacies in Higher Education
Carol A. Brown (East Carolina University, USA)
Copyright: © 2014
|Pages: 14
DOI: 10.4018/978-1-4666-6046-5.ch059
Abstract
Having the ability to understand and use digital technology is an important skill needed for the 21st century workforce (Goodfellow, 2011). In higher education, Web 2.0 and other collaborative resources impact pedagogy, research methodology, and relationships with colleagues and students. Creative use of digital resources enhances traditional instructional methods such as inquiry-based learning, situated learning, and collaborative project-based learning. Generative learning theory is applied through organizational, integrative, and elaborative strategies, which are supported through a variety of digital tools all within a constructivist environment. Digital resources are best applied using 1) collaborative spaces in cloud computing, 2) digital tools for engaged learning, 3) presentation software for course content, and 4) access to electronic textbooks. Pedagogical decisions associated with use of these tools are an important part of the new literacies for 21st century learning. The relationship between digital resources and pedagogical practices in higher education are explored in this chapter.