ethanporcaro/eric-fulltext-meta huggingface dataset:
Your Country 1 &amp; 2!
Author: Kohnke, Lucas
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Lesson Plans,Civics,Socialization,Electronic Publishing,Diaries,Computer Mediated Communication,Web Sites,Barriers

This article describes two lesson plans based on the theme: &quot;Your Country,&quot; developed using Gilly Salmon's 5 step model in creating e-tivities. The lesson plan model contains five steps that include: (1) Access and motivation where learners will gain experience in using technology, relevant and authentic tasks which will provide explicit motivation; (2) Socialization where learners will get to know each other, and practice working together; (3) Information exchange which will enable learners to communicate information to each other, explain, clarify and provide feedback to each other; (4) Knowledge construction will allow learners to use real world context, encourage dialogue, criticism, debate and disagree; and (5) Development will allow learners to gain self insight, reflect and make judgments on the experience and the knowledge built. This model will allow learners to demonstrate their ability to work with content and define their own judgment.
Elevating Relationships: How Collaboration Shapes Teaching and Learning
Author: Quintero, Esther
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Cooperative Learning,Teamwork,Teacher Effectiveness,Collegiality,Team Teaching

This article begins with the following quote from Harvard professor, Susan Moore Johnson: &quot;Whatever level of human capital schools acquire through hiring can subsequently be developed through activities such as grade-level or subject-based teams of teachers, faculty committees, professional development, coaching, evaluation, and informal interactions. As teachers join together to solve problems and learn from one another, the school's instructional capacity becomes greater than the sum of its parts.&quot; While it may make perfect sense to you, author Esther Quintero notes in this article that our systems and organizations are largely structured around individual values. She argues that as such, a primary goal is to optimize and reward at the individual level. While some might agree that a team's capacity can exceed the sum of individual members' capacity, team members generally have a difficult time translating that knowledge into action. Quintero maintains that there is still a lot to learn about how teamwork and collaboration are effectively nurtured. Context, relationships, and collaboration aren't magicical, but as research synthesized, in &quot;Teaching in Context: The Social Side of Education Reform&quot; (edited by Quintero) reveals, these factors are at least as important as individual teacher quality and technical aspects of improvement. The remainder of this article shares some findings from the book that educators and policymakers would do well to consider in order to nurture the kinds of collaborative school cultures and systems that drive and sustain improvement.
Structured Dialogue Design in LAMS through Interactive Lecture Podcasting
Author: Dobozy, Eva
Date: 2011-00-00
Type: Journal Articles
Subjects: Lecture Method,Teaching Methods,Educational Technology,Handheld Devices,Higher Education,Active Learning,Management Systems,Peer Relationship,Computer Mediated Communication,Dialogs (Language),Teacher Education Programs,Foreign Countries,Student Attitudes,Data Analysis,Student Participation

This paper explores the utility of interactive lecture podcasting in LAMS and the impact of structured dialogue design. It reports how curriculum renewal and innovation were greeted with scepticism by teacher education students enrolled in a compulsory curriculum unit at an Australian university. An analytic induction methodology in conjunction with educational data mining techniques was used to analyse the data. The purpose of the study was to understand one aspect of students' active participatory learning behaviour deemed vital for their success in higher education (HE): willingness to engage in online peer-to-peer dialogue. The paper closes with a recommendation for more systematic monitoring of HE students' online learning behaviour.
Visualising Learning Design in LAMS: A Historical View
Author: Dalziel, James
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational History,Instructional Design,Management Systems,Visualization,Teaching Methods,Computer Software,Learning Activities,Guidelines,Programming,Teacher Role,Student Role,Educational Theories,Barriers

The Learning Activity Management System (LAMS) provides a web-based environment for the creation, sharing, running and monitoring of Learning Designs. A central feature of LAMS is the visual authoring environment, where educators use a drag-and-drop environment to create sequences of learning activities. The visualisation is based on boxes representing discrete activity tools (forum, chat, quiz, content, etc.) which are connected together using arrowed lines to indicate the flow of tasks. This visual approach to authoring of Learning Design has both strengths and weaknesses: in terms of strengths, it has provided a common visual language among LAMS users for rapid adoption and sharing of instructional strategies, and a useful framework for simple linear pedagogical approaches; in terms of weaknesses, the visual simplification necessarily limits the amount of information that can be conveyed about a complex instructional design, especially those designs not easily adapted to a linear format (e.g., spiral pedagogies). This paper describes the assumptions behind the LAMS visual authoring environment at the levels of both educational theory and software design, together with a review of implementation experiences among educators, including experiences from the LAMS Community. The paper concludes with reflection on future directions for visualisation of Learning Design, particularly in the area of annotation and time-based visualisation.
Factors Influencing Lecturer Uptake of E-Learning
Author: Fresen, Jill W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Teaching Methods,Instructional Design,Taxonomy,Electronic Learning,Computer Simulation,College Faculty,Barriers,Technology Integration,Foreign Countries,Usability,Educational Technology,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Teacher Attitudes,Instructional Innovation,Universities

This paper reports on two research projects, one completed and a partial follow-up study in the early stages of investigation. The first study investigated a range of factors that directly affect the quality of web-supported learning opportunities. The outcome of that study is a taxonomy of critical success factors for quality web-supported learning based on six categories: institutional factors, technical factors, pedagogical factors, instructional design factors, lecturer factors and student factors. The new study takes as starting point one of the categories of the taxonomy, namely lecturer factors. Using appropriate media effectively should be seen as part of the development of personal and teaching proficiencies. However the literature reveals that there remain various barriers to academics adopting learning technologies as a matter of course in their practice and that the uptake of institutional e-learning systems remains in the hands of enthusiasts. Academics need to be supported in investigating the use of appropriate technology to enhance and expand their teaching practices. A research study is underway at Oxford University (UK) to determine the level of uptake of the virtual learning environment, as well as the barriers and limitations that academic staff encounter in moving forward along the technology adoption curve (Moore, 1999).
Using E-Learning to Improve Prescribing Practice in Emerging Prescribers
Author: Baskett, Karen
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Case Method (Teaching Technique),Foreign Countries,Medical Education,Pharmacy,Drug Therapy,Learning Modules,Error Patterns,Feedback (Response)

This paper reports on &quot;The National Prescribing Curriculum&quot; (NPC), a series of online, case-based modules designed to improve prescribing performance and confidence in emerging Australian prescribers. The modules mirror the decision-making process outlined in the &quot;WHO Guide to Good Prescribing&quot; (de Vries &quot;et al.&quot;, 1994) and were developed as an initiative to combat emerging data that, increasingly, medical graduates demonstrate shortfalls in basic pharmacological knowledge and prescribing skills (Hilmer &quot;et al.&quot;, 2009). The modules are situated in real life situations and include complex, authentic tasks. As most learners access the modules in a self-paced mode, sophisticated levels of expert and peer feedback have been integrated into the modules.
Hope in Dark Times: Resisting the Threat to Democracy with Union Activism
Author: Kahlenburg, Richard D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Change,Resistance to Change,Unions,Activism,Social Justice,Democratic Values,Presidents,Public Education,Privatization,Educational Change,Teacher Associations,Civics,Citizenship Education,Racial Integration,Community Schools,School Community Relationship,Civil Rights,Inclusion,Political Attitudes,Global Approach,Moral Values

Historically, teachers unions have played a special role in strengthening democratic cultures, and they are urgently called on to do so again. What is needed now more than ever says Kahlenberg, is a &quot;social justice unionism&quot; that goes beyond the narrow self-interest of members in bargaining for better wages and benefits to also engage in critical fights for public schooling, trade unionism, and civil rights at home and abroad. In this article the author argues that this movement needs to not only fiercely resist bad ideas but also offer a new, vibrant, inclusive vision that can be a model for people who champion democratic values across the globe.
Implementing E-Learning at the University of Nicosia: Making It Possible
Author: Alexander, Chris
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Foreign Countries,Higher Education,Online Courses,Integrated Learning Systems,Technology Uses in Education,Computer Software,Teaching Methods,Program Administration

This practical paper reports on significant Learning Activity Management System (LAMS) work currently being undertaken at The University of Nicosia in Cyprus; a growing number of full e-courses have been, and are being, created using LAMS and a suite of specialized programs in order to provide an alternate and more convenient educational service for students. Critical administrative, organizational, personnel, pedagogical and technological issues have had to be addressed to support this important project. Some implications of the way students work online will be discussed, sample e-lecture materials will be presented, and suggestions for future technical development will be made. The paper concludes with the assertion that LAMS can be used to deliver local and international full e-learning courses effectively and inexpensively within a supportive and dynamic administrative and organizational superstructure.
Introducing Learning Design and LAMS to Pre-Service Education Students
Author: Campbell, Chris
Date: 2011-00-00
Type: Journal Articles
Subjects: Instructional Design,Learning Activities,Management Systems,Information Technology,Preservice Teachers,Preservice Teacher Education,Technological Literacy,Educational Change,Cooperative Learning,Technology Integration,Constructivism (Learning),Practicums,College Students,Foreign Countries,Questionnaires

Information and Communication Technologies (ICTs) for teaching and learning are continually changing and being replaced by the newest &quot;must have&quot; technologies, so how valuable are skills-based technology courses in the long-term to pre-service teachers? While pre-service teachers need to be competent and confident users of technology (Cowie &amp; Jones 2005), the universities also need to provide them with knowledge about attitudes, values and pedagogical understanding in respect to ICTs (Cameron 2007). These pre-service teachers need to develop a fundamental understanding about the nature of technological change and their own abilities to confront this change (Phelps &amp; Ellis 2003). It has also been determined that ICT-based courses will hold more long-term value for the pre-service teachers if they promote generic technology skills involving authentic, reflective activities that assist them in their continued learning throughout their careers (Herrington, Oliver &amp; Herrington 1999). Therefore, rather than simply provide and deliver specific skills-based information, the lecturer's principal function has shifted to create a collaborative, challenging and supportive learning environment within which students were introduced to a broad range of philosophical and pedagogical issues that arise from the integration of a variety of technologies in today's classrooms (Herrington &amp; Oliver 2002).
The Role of Context Free Collaboration Design Patterns in Learning Design within LAMS: Lessons Learned from an Empirical Study
Author: Kordaki, Maria
Date: 2011-00-00
Type: Journal Articles
Subjects: Curriculum Design,Computer Science Education,Learning Activities,Instructional Design,Cooperative Planning,College Students,Qualitative Research,Foreign Countries,Best Practices,Educational Technology,Technology Uses in Education,Online Courses,Group Activities,Cooperative Learning,Computer Mediated Communication,Program Evaluation,Questionnaires

This study presents an experiment aimed at the design of short learning courses in the context of LAMS, using a number of specific context-free collaboration design patterns implemented within LAMS. In fact, 25 Prospective Computer Engineers (PCEs) participated in this experiment. The analysis of the data shows that PCEs fully used these context free collaboration patterns--mostly realized in combination--and designed interesting sequences of learning activities. PCEs also used most of the tools provided within LAMS. However, PCEs were presented with difficulties in integrating collaboration strategies with thinking dimensions in terms of communication, decision making, concept formation, problem solving and inquiry based learning.
The Trust Gap: Understanding the Effects of Leadership Churn in School Districts
Author: Finnigan, Kara S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Trust (Psychology),School Districts,Principals,Teacher Administrator Relationship,Leadership Role,Collegiality,Interprofessional Relationship,Friendship,Elementary Secondary Education,Administrator Surveys,Instructional Leadership,Educational Cooperation

In this article, Kara Finnigan and Alan Daly argue that studying churn among central office leaders and school principals can improve retention of high-quality leaders who can better support teachers. Constant churn often means that initiatives barely have the opportunity to get off the ground before a new central office administrator or principal comes on board and rolls out a different approach. In essence, constant churn at the leadership level has a significant social cost that affects teachers on multiple levels. To study administrator churn, the authors use social network theory, a core aspect of which is social capital. The ability to access relationships with others and the quality of those relationships often determine opportunities for success. Networks can be seen as the patterned structure of relationships that exist within a particular organization or group. To make this come to life in an educational setting, the authors use a technique called social network analysis to answer two questions: (1) To what extent do leaders in low-performing school districts have the relationships necessary for large-scale learning and improvement?; and (2) How does network churn affect the underlying social networks of educators? The authors surveyed individuals in formal leadership positions in a midsize urban school district in the northeastern United States, including the superintendent, chiefs and directors from the central office, and principals at each school. Results from the survey, which was administered annually during the four-year study, found substantial leadership churn at 51%. The study revealed that those leaders who were really important in terms of sharing expertise and knowledge were overwhelmingly those who left. Work-related relationships increased while emotional relationships diminished among district leaders. This article provides details of the study as well as its significance for teachers.
What Teacher Collaboration Looks Like
Author: Vincente, Joseph
Date: 2017-00-00
Type: Journal Articles
Subjects: High Schools,Teacher Collaboration,Secondary School Teachers,High School Students,Teamwork,Communities of Practice,Group Discussion,Collegiality

In this article, Joseph Vincente, an assistant principal and math and instructional coach at East Side Community High School in New York City, describes East Side's collaborative structures as well as the norms and conditions that support them. Collaboration underpins how the teachers at East Side structure and conduct most of their work, how they serve students, and how they learn and grow as professionals. The author discusses the following collaborative structures: (1) grade teams; (2) vertical teams; (3) professional learning groups; and (4) roundtables.
Incorporating an Image-Based, Multimodal Pedagogy into Global Citizenship Education
Author: Kang, Rui
Date: 2017-06-15
Type: Journal Articles
Subjects: Teaching Methods,Citizenship Education,Case Studies,Literacy Education,Undergraduate Students,Action Research,Participatory Research,Grounded Theory,Video Technology,Student Surveys,Art Education,Theater Arts,Student Attitudes,Disadvantaged,Conflict,Global Approach,Multimedia Instruction

Drawing on theories and practices in literacy education and in particular, the concepts of semiotics and transmediation, we explored the possibility of arts-based experiences such as Augusto Boal's Image Theatre in facilitating transformation of thinking in the context of global citizenship education. The objectives of this research were twofold. The first was to concretize the notion of an image-based, multimodal pedagogy into a practice-based instructional model, while the second was to provide case-study examples of how our pedagogy was enacted in two undergraduate-level courses with a global focus. We adopted a participatory-action research design and analyzed data using a grounded theory approach. The data sources for this research included videotaped performing sessions, observation notes, written reflections, end-of-course surveys, photos, artwork, and other student constructed artifacts. The results indicate that Image Theatre and arts-based experiences can expand and deepen student thinking on issues of global citizenship. Implications for pedagogy include increasing the use of arts and theatre for class interactions on traditional readings and themes.
The Teacher as Co-Musician: Exploring Practices in Music Teaching
Author: Espeland, Åsmund
Date: 2017-06-14
Type: Journal Articles
Subjects: Music Education,Music Teachers,Interviews,Teaching Methods,Teacher Role,Musical Instruments,Performance,Foreign Countries,Case Studies,Preservice Teachers,Secondary Education,Video Technology,Coding

In this paper, co-musicking in teaching is discussed on the basis of findings from a study on pop band and piano teaching. We understand co-musicking as collaboration between music-makers, including pupils. For this study, we chose to focus on the actions that teachers and student teachers take during pupils' performance of a piece of music in a teaching session. The data was gathered using stimulated recall interviews. The findings include the use of different modes: teachers playing along with students, using their voice, or using gestures and body language. The purposes of these actions included scaffolding performances and experiences, recognizing pupils' effort, and opening up a space for reflection. We suggest that the teaching practices studied can be interpreted as improvisational because the teachers and student teachers respond instantly, flexibly, and creatively to the pupils' performances and expressions.
A Reason to Respond: Finding Agency through the Arts
Author: Griffin, Shelley M.
Date: 2017-06-15
Type: Journal Articles
Subjects: Art Education,Music Education,Drama,Individual Power,Qualitative Research,Visual Arts,Aesthetics,Educational Environment,Art Expression,Learning Experience,Research Projects,Foreign Countries,Literacy,Community Programs,Elementary School Students,Secondary School Students

The arts have long been known as a central medium for nurturing artistic expression and aesthetic responses. Notions of arts-based teaching are combined with concepts of literacy and composition, focusing on the fact that these separate fields have the potential for relational meaning making. In this article, three arts-based, qualitative research inquiries are featured within a larger, one-year &quot;Community Arts Zone&quot; (CAZ) research project involving eight projects across four international sites. Findings from the three inquiries in music, visual arts, and drama highlight that responsive meaning making foregrounds aesthetics to create agentive learning environments. By providing students agency in their artistic expressions, there is the hopeful prospect of working in and across various modes to cultivate meaningful learning experiences.
Using Arts-Based Research to Explore Peak Experiences in Five Gifted Children
Author: Haberlin, Steve
Date: 2017-06-15
Type: Journal Articles
Subjects: Art Education,Educational Research,Creative Activities,Grade 2,Elementary School Students,Gifted,Interviews,Student Attitudes,Freehand Drawing,Social Development,Emotional Development,Mainstreaming,Educational Experience,Graduate Study,Art Activities,Teacher Student Relationship,Teaching Methods,Educational Researchers

During this inquiry, I describe my journey as a beginning arts-based researcher, using this methodological approach to explore the &quot;peak experiences&quot; of five, second-grade gifted students in a general classroom. Concerned with collecting valid data from young children through traditional interviewing techniques, I turned to Arts-Based Educational Research (ABER) and had the students create self-portraits with captions to illustrate peak experience. After converting the visual data into language and serving as a bricoleur, I engaged in thematic coding (Braun &amp; Clarke, 2006). The following themes emerged: students perceived the teacher having a direct impact on their peak experiences; students experienced peak experiences when being praised or recognized; students experienced peak states when engaging in intellectually challenging curriculum as well as creative activities such as drawing. I discuss the importance of training for those working with gifted students, and based on Foucault's (1980) ideas on power, address the notion the classroom teacher might possess much power over the conditions that contribute to the students' peak experiences. Finally, I note the potential of considering arts-based educational research to inform the field of gifted education.