Papers by Laura J Morrison
Social sciences & humanities open, 2023
Social Science Research Network, 2022
The purpose of this study was to explore and analyze promising online pedagogical practices that ... more The purpose of this study was to explore and analyze promising online pedagogical practices that enhance engagement and learning in one course of an Ontario-based pre-service teacher (PST) education program. The study used a multiple methods Design Based Research (DBR) approach and was framed by the theoretical perspectives of social constructivism, Communities of Inquiry, TPACK (technological, pedagogical and content knowledge) and a flipped classroom model (FCM). Data was collected from the perspectives of three students and one instructor. Data analysis focused on themes related to student engagement and learning, including additional considerations for online PST education. Key findings included: (a) the importance of timely, positive and personal teacher feedback for student way-finding, motivation and rapport building; (b) the importance of professional learning networks (PLNs) for social and cognitive presence development; (c) the importance of a FCM and choice (in content and responses) for cognitive and social presence development; (d) the importance of authentic learning experiences for deeper learning and (e) additional considerations for PST online education. Future research possibilities include replication of the study's research design in other contexts in order to build an understanding of the practices that transcend contextual boundaries with an eye toward theory-building.
DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2022
Provoking Curriculum Studies, 2015
Canadian Journal of Education, Jun 27, 2023
This research examines the extent to which issues identified in Breaking Anonymity (The Chilly Co... more This research examines the extent to which issues identified in Breaking Anonymity (The Chilly Collective, 1995) are still salient despite new EDI mandates/programs which support increased research excellence through EDI principles. We present survey results for Canadian academics who identify as women (n = 244) regarding their experiences with gender-based harassment and discrimination. Our analysis identified three categories of patriarchal gendered control: (1) overt practices, (2) covert practices, and (3) a systematic effort to silence the reporting of these experiences. We highlight the voices of women academics as they provide personal insights into the continuing barriers through their experiences. Through their stories, the implications of existing overt and covert harassment and discrimination practices are discussed. Our study provides an overview of women academics' experiences with oppression by their male colleagues and contributes to research exploring equity and inclusion in higher education and the continued need to work toward gender equity.
Technology, Pedagogy and Education, Dec 16, 2022
Making, Makers, Makerspaces
Thriving Online: A Guide for Busy Educators, 2022
Journal of Education for Teaching, 2017
Canadian Journal of Education, 2018
The purpose of this iterative design-based research study was to determine best practices when us... more The purpose of this iterative design-based research study was to determine best practices when using e-textiles for learning in four diverse contexts. We employed a qualitative, ethnographic case study approach, and used interviews, observations, journals, and audiovisual materials in our data collection to explore student engagement with e-textile materials over a two-year period. The data from each iteration were coded using a thematic coding system. Results indicated that collaboration, choice, and making with purpose were the most important factors for student engagement and learning. Importantly, we found that different demographics of students require different supports in the learning process with e-textiles, and that student-driven making is critical when using e-textiles for learning.
This qualitative research case study advances both theory and practice related to the use of make... more This qualitative research case study advances both theory and practice related to the use of maker pedagogies by examining the creative trajectory of one Master’s level graduate student in an online critical making course at a Canadian Faculty of Education. It discusses the contemporary maker movement and traces the student’s transformation from consumer of digital products to producer of innovative digital artefacts, which we refer to as ‘works of heart’. The article shares the framework ‘Movement to Maker’, developed by the authors, which offers a way to track the development of student creativity in addition to other transferable skills and global competencies.
In this paper/presentation, faculty members from the Faculty of Education at UOIT share their exp... more In this paper/presentation, faculty members from the Faculty of Education at UOIT share their experiences and challenges of redesigning a teacher education program, against the backdrop of provincial funding cuts and a mandatory reduction of student enrolment in all Faculties of Education, as Ontario moves from a 10-month consecutive Education program to a required 2-year BEd program. In June, 2013, the Ministry of Education, Ontario announced that effective September, 2015, universities offering teacher certification would be required to double the length of their programs, moving from two semesters to four semesters, and the length of the practicum will change to a minimum of 80 days of practice teaching. In addition, the number of teacher education spaces funded by the province will be reduced by half. This announcement provided an opportunity for faculty to reimagine teacher education in this new context and thus began the journey that culminated with significant modifications t...
Gamification and Social Networks in Education, 2021
International Journal of Social Media and Interactive Learning Environments, 2017
Adolescents are at a stage in life where their sense-of-self and identity are evolving. With incr... more Adolescents are at a stage in life where their sense-of-self and identity are evolving. With increasing access to ever-more advanced technologies, it is important to explore the implications for the adolescents who use them. This research aimed to examine the construction, deconstruction and reconstruction of adolescent identities through an exploration of the design choices and social practices of elementary students on two social networking sites. Using a mixed-method research approach of qualitative case study analysis and quantitative surveying, we investigated the relationship between a multiliteracies pedagogy and the development of adolescent digital literacies and identity. Findings from the research indicate that social networking sites provide youth a platform in which to explore their identity. With such features as status updates, video/photo uploads, discussion threads and the 'like' and comments functions, these sites facilitated social interaction and identity performance amongst the students during class time and after-school. To maximise the academic and social affordances, however, it is necessary to build in lessons and/or scaffolding to encourage thoughtful and genuine online interaction.
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Papers by Laura J Morrison