Embedding Canva into the Marketing Classroom: A Dialogic and Social Learning Approach to Classroom Innovation

Autor/inn/en	Hinchcliff, Mercedez; Mehmet, Michael
Titel	Embedding Canva into the Marketing Classroom: A Dialogic and Social Learning Approach to Classroom Innovation
Quelle	In: Higher Education, Skills and Work-based Learning, 13 (2023) 6, S.1174-1186 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hinchcliff, Mercedez)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-11-2022-0230
Schlagwörter	Technology Uses in Education; Layout (Publications); Electronic Publishing; Marketing; Business Administration Education; Socialization; Teaching Methods; Critical Thinking; Communication Skills; Cooperative Learning; College Students + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Textgestaltung; Elektronisches Publizieren; Socialisation; Sozialisation; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Kommunikationsstil; Kooperatives Lernen; Collegestudent
Abstract	Purpose: The purpose of this paper is to introduce a conceptual framework as a six-stage guided implementation for educators to embed Canva (an online design tool) into their marketing subjects to encourage super-skills of the 21st century including stronger collaboration, creativity, critical thinking and communication which in turn increases a student's work readiness. Design/methodology/approach: The framework is designed from sociocultural and experiential approaches of learning and teaching. It is based on dialogic and social learning theories and guided by the 21st century skills, experience, student interactions and reflections. Findings: Based on the initial staff and student reflections and the author's extensive teaching experience, the implementation of Canva into marketing subjects suggests students are increasing their creativity, design, collaborative and critical thinking skills due to the unique features of the tool. This is suggestive that the implementation process developed through the conceptual framework of embedding Canva supported not only the students' learning experience but allowed for a more immersive experience for teaching staff as well. Originality/value: This paper provides a pedagogical and theoretically supported rationalisation for a staged approach to embed Canva into a classroom to assist educators in fostering students' critical thinking skills, communication, collaboration whilst encouraging higher quality and creativity of assessments. This paper may have a continued flow on effect to student's work readiness by equipping them with a needed marketing tool in their career pursuits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01