ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing for Learning: Online Social Networks as a Classroom Environment
Author: Casey, Gail
Date: 2011-11-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Learning Processes,Classroom Environment,Social Networks,High School Students,Interaction,Learning Theories,Student Reaction,Instructional Innovation,Student Role,Scaffolding (Teaching Technique),Group Activities,Student Projects,Computer Mediated Communication,Web Based Instruction,Web Sites,Instructional Design,Web 2.0 Technologies,Video Technology,Electronic Publishing,Class Activities,Educational Strategies,Classroom Techniques,Instructional Effectiveness,Virtual Classrooms,Laptop Computers,Discourse Analysis

This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students' reactions and online activity while using a range of social media and Web 2.0 tools. The authors use Graham Nuthall's (2007) &quot;lens on learning&quot; to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning. (Contains 10 figures.)
Pointillist, Cyclical, and Overlapping: Multidimensional Facets of Time in Online Learning
Author: Ihanainen, Pekka
Date: 2011-11-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Mediated Communication,Online Courses,Models,Instruction,Information Technology,Electronic Publishing,Web Sites,Educational Technology

A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where online interactions are concerned. In this article, we propose a new model for understanding time in pedagogical contexts. Conceptual parts of the model will be employed as a "cultural technology" to help us relate to evolving phenomena, both physical and virtual. We label these constructs as "pointillist", "cyclical", and "overlapping" times. Pointillist time and learning takes place in "dots" of actions that consist of small, discrete moments (e.g., tweeting). Producing, receiving, and sharing ideas in this context are separate points in each actor's timeline. Cyclical time and learning emerges from intensive periods, which are highly visible in online forums. This construct reveals itself through interactions that often exist in multiple online environments. Overlapping time and learning involves various configurations of linear, pointillist, and cyclical layers, which are mainly evident through the simultaneous uses of social communication technologies. Pointillist, cyclical, and overlapping time constructs enable new orientations for conceptualizing time in pedagogy. In this article we also introduce "de-", "re-", and "en-" modes of these pedagogies that connect with approaches to meet the needs of learners for individualization, personalization, and cyborgization. (Contains 2 tables and 6 endnotes.)
Aligning the Quantum Perspective of Learning to Instructional Design: Exploring the Seven Definitive Questions
Author: Janzen, Katherine J.
Date: 2011-11-00
Type: Journal Articles
Subjects: Instructional Design,Learning Theories,Learning Processes,Memory,Role,Educational Environment,Context Effect,Cognitive Development,Holistic Approach,Alignment (Education)

This paper builds upon a foundational paper (under review) which explores the rudiments of the quantum perspective of learning. The quantum perspective of learning uses the principles of exchange theory or borrowed theory from the field of quantum holism pioneered by quantum physicist David Bohm (1971, 1973) to understand learning in a new way. Bohm proposes that everything exists as wholes, rather than as parts, and that everything is connected. Similarly, the quantum perspective of learning proposes that individuals learn in holistic ways as they interact with temporal and in infinitely extending virtual worlds. Further, according to the quantum perspective of learning, learners have infinite potential. In this paper, the quantum perspective of learning is examined utilizing a combination of Schunk's (1991) and Ertmer and Newby's (1993) definitive questions for aligning learning theory with instructional design. These seven definitive questions focus on how learning happens, influential factors in learning, the role of memory, transfer of knowledge, modalities of learning that can best explain the quantum perspective of learning, applicable assumptions, and a discussion of how instruction can be organized to optimize learning. Examples of strategies that facilitate the quantum perspective of learning are provided. (Contains 1 figure.)
A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses
Author: Kop, Rita
Date: 2011-11-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Online Courses,Teacher Role,Student Role,Facilitators (Individuals),Social Support Groups,Learning Theories,Ethnography,Course Descriptions,Social Environment,Educational Environment,Educational Principles,Adult Students,International Education,Social Networks,Computer Mediated Communication,Web Based Instruction,Web Sites,Instructional Design,Web 2.0 Technologies,Student Surveys,Large Group Instruction,Open Enrollment,Nontraditional Education,Data Analysis,Focus Groups,Case Studies,Mixed Methods Research,Synchronous Communication,Integrated Learning Systems,Open Source Technology,Electronic Publishing

This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes. (Contains 6 figures and 1 chart.)
Using mLearning and MOOCs to Understand Chaos, Emergence, and Complexity in Education
Author: deWaard, Inge
Date: 2011-11-00
Type: Journal Articles
Subjects: Internet,Online Courses,Access to Education,Electronic Learning,Instructional Design,Web 2.0 Technologies,Learning Theories,Social Networks,Educational Practices,Cooperative Learning,Models

In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education today. We do this through the prism of a MobiMOOC, a six-week course focusing on mLearning that ran from April to May 2011. MobiMOOC embraced the core MOOC components of self-organization, connectedness, openness, complexity, and the resulting chaos, and, as such, serves as an interesting paradigm for new educational orders that are currently emerging in the field. We discuss the nature of participation in MobiMOOC, the use of mobile technology and social media, and how these factors contributed to a chaotic learning environment with emerging phenomena. These emerging phenomena resulted in a transformative educational paradigm. (Contains 13 figures.)
"Chaos Rules" Revisited
Author: Murphy, David
Date: 2011-11-00
Type: Journal Articles
Subjects: Instructional Design,Distance Education,Delivery Systems,Educational Environment,Instructional Materials,Theory Practice Relationship,Theories,Physics

About 20 years ago, while lost in the midst of his PhD research, the author mused over proposed titles for his thesis. He was pretty pleased with himself when he came up with "Chaos Rules" (the implied double meaning was deliberate), or more completely, "Chaos Rules: An Exploration of the Work of Instructional Designers in Distance Education." He used the then-emerging theories of chaos and complexity to underpin his analysis. So it was with more than a little excitement that he read the call for contributions to this special issue of "IRRODL." This article is a walk-through of his thesis with an emphasis on the contribution of chaos and complexity theory.
Emergent, Self-Directed, and Self-Organized Learning: Literacy, Numeracy, and the iPod Touch
Author: Ricci, Carlo
Date: 2011-11-00
Type: Journal Articles
Subjects: Numeracy,Lifelong Learning,Children,Internet,Handheld Devices,Females,Literacy,Climate,Freedom,Independent Study,Information Technology

This paper uses narrative and storying to retell how two girls ages 5 and 7 continue to make use of an iPod touch to expand their literacy and numeracy. The paper explores the stopwatch and alarm features within the clock application, as well as the weather application, and the Internet browsing capability of the iPod touch. It also explores some of the challenges and inequities inherent in using this type of technology. The paper concludes with the author's belief that it is important to allow learners freedom to explore and freely play with the technology and that emergent, self-directed, and self-organized learning is a natural and gentle approach to lifelong learning. He hopes that these stories will help others appreciate the fact that technology can enhance the learning of literacy and numeracy in very natural and powerful ways. (Contains 5 figures.)
Increased Technology Provision and Learning: Giving More for Nothing?
Author: Quillerou, Emmanuelle
Date: 2011-10-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,Educational Technology,Technology Uses in Education,Time Management,Needs Assessment,Use Studies,Information Utilization,Resource Materials,Tutors,Attitudes,External Degree Programs,Foreign Countries,Curriculum Design,Curriculum Evaluation

The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for studying and learning because of work and/or family commitments. This paper focuses on the actual use by distance learning students of different teaching and learning resources and their associated teaching technologies (learning tools). The organisation of one module has been conceptualised as a toolbox, encompassing all the learning tools provided to students. This toolbox also explicitly includes an embedded priority system for the examination of available learning resources, conceptualised as a &quot;traffic-light toolbox&quot; in this paper. Results from a survey on the resources actually used by students show that students are indeed time-constrained. Students consequently follow the priority system embedded into the module and do not use non-examinable resources much. This paper concludes that students' specific needs or situations need to be considered for the design of an effective learning toolbox, as opposed to just providing a bundle of learning tools that may be effective on their own. (Contains 1 table and 8 figures.)
CTE and the Common Core State Standards
Author: Reese, Susan
Date: 2011-10-00
Type: Journal Articles
Subjects: Elementary Secondary Education,State Standards,Vocational Education,Academic Standards,Program Implementation,Language Arts,Mathematics Education,Alignment (Education),Educational Policy,Policy Analysis

When the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) released the Common Core State Standards in June 2010, it was the culmination of a yearlong process. It resulted in what the two organizations stated was the establishment of clear and consistent goals for learning that would prepare America's children for success in college and work. According to NGA and CCSSO, the K-12 English-language arts and mathematics standards were developed in collaboration with content experts, states, teachers, school administrators and parents, and the final standards were informed by nearly 10,000 public comments and by standards in other top-performing countries. In this article, the author discusses what the Common Core standards will mean for the career and technical education (CTE) classroom, and what lies ahead as schools and states work to implement them.
Preparing Now for Common Core: A State and Local View
Author: DeWitt, Stephen
Date: 2011-10-00
Type: Journal Articles
Subjects: State Standards,Vocational Education,Program Implementation,Educational Planning,Program Effectiveness,State Action,Case Studies,Effective Schools Research

Forty-four states, the District of Columbia and U.S. Virgin Islands have formally adopted the Common Core State Standards (Common Core), and implementation is scheduled to begin in 2014--not that far away when one thinks about all that needs to be put in place. It's important for local educators and administrators to actively engage in the Common Core discussion to ensure that career and technical education (CTE) is included as states and school districts work on plans. While some states and school districts have included CTE in the Common Core implementation discussions, many have not. This article looks at how Colorado is incorporating CTE in its planning, and how one school in Maryland is faring as it undertakes its Common Core integration.
Setting a New Standard with a Common Career Technical Core
Author: Folkers, Dean R.
Date: 2011-10-00
Type: Journal Articles
Subjects: State Standards,Academic Achievement,Academic Standards,Vocational Education,Educational Policy,Policy Formation,Alignment (Education),National Standards,Skill Analysis,Educational Principles

The pursuit of common educational expectations, or standards, among the states has long been a conversation met with strong opinions--for and against. However, it seems clear that high standards and consistency are both critical characteristics to have in educational programs. The task to achieve such is certainly not expected to be easy. Using the influence and input of business and industry, the resources of the National Association of State Directors of Career Technical Education Consortium's (NASDCTEc) Career Cluster Knowledge and Skill Statements, and a critical engagement of participating states, the creation of Common Career Technical Core (CCTC) standards is on the way to reality. CCTC intends to support a consistent alignment of high expectations among career technical education (CTE) programs. Proof that such a large task can be achieved is the Common Core State Standards Initiative. The creation of a common set of standards is no simple task, but through work from 48 states, two territories and the District of Columbia, the creation of Common Core State Standards (CCSS) in mathematics and English-language arts (ELA) has demonstrated that a process can be implemented and outcomes achieved. (Contains 2 figures.)
Alignment with the Common Core Standards: A 21st Century How-to Model for Successful CTE Programs
Author: Burke, Scott
Date: 2011-10-00
Type: Journal Articles
Subjects: Construction Programs,Geometry,Vocational Education,Alignment (Education),Models,Program Descriptions,Educational Principles,Integrated Curriculum,Academic Standards,State Standards,Program Development,Critical Path Method

This article describes a 21st century how-to model for successful career and technical education (CTE) programs. The Geometry in Construction program is the brainchild of two educators, a CTE and a math teacher, who wanted to design a rigorous geometry course taught through a project-based curriculum. This article discusses how they did it, and how one can use the basic principles they outline to do some core content integration of one's own.
Supporting the Development of Reading in the CTE Classroom
Author: Wichowski, Chester P.
Date: 2011-10-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Skills,Vocational Education,Reading Improvement,Classroom Techniques,Instructional Innovation,Change Strategies,Educational Strategies,Teaching Methods

Reading is a fundamental skill. It is central to all learning and contributes to success in school as well as in the workplace. The development of reading skills in the career and technical education (CTE) classroom is important for several reasons. The development of student reading skills in the CTE classroom can be supported by any CTE teacher using proven reading strategies blended into his or her instruction. This article is based on the Temple University Reading Project which was designed to provide educators with strategies on how to integrate reading in the CTE classroom. The author outlines some proven strategies educators can use to enhance instruction and improve students' reading skills. (Contains 2 charts.)
Making Connections: Integrating Computer Applications with the Academic Core
Author: Harter, Christi
Date: 2011-10-00
Type: Journal Articles
Subjects: Curriculum Development,State Standards,Educational Change,Vocational Education,Computer Science Education,Programming,Integrated Curriculum,Algebra,Language Arts,Technology Education,Educational Improvement,Improvement Programs,Educational Quality,Science Course Improvement Projects,Best Practices,Instructional Innovation

In order to improve the quality of technology instruction, the Career and Technical Education (CTE) Business Department in the Spokane Public School district has aligned its Computer Applications (CA) course to the district's ninth-grade Springboard (Language Arts) curriculum, Algebra I curriculum, and the Culminating Project (senior project) requirement. These efforts were intended to provide more curriculum support to the core content areas, which would in turn help students meet local and state standards. This cross-curriculum integration has provided multiple learning opportunities for teachers.
Sneak in Some Core Subjects
Author: Clarke, Lynne
Date: 2011-10-00
Type: Journal Articles
Subjects: Core Curriculum,Vocational Education,Developmental Studies Programs,Academic Standards,Global Education,Schematic Studies,Curriculum Enrichment,Career Choice,College Choice

Even if students don't have an aversion to core subjects, they may not see the relationship between the core subjects and their career path. In this article, the author outlines a career path project that can be adapted to work in any career and technical education (CTE) class to highlight the relationship between core subjects and the real world. This project is designed to give students a vision of the "entire project" of their education, including how the core subjects are used in practice, how they relate to each other, and why students need to know them.
STEMM: Science, Technology, Engineering, Math...and Multimedia?
Author: Cornelius, Dave
Date: 2011-10-00
Type: Journal Articles
Subjects: STEM Education,Multimedia Instruction,Multimedia Materials,Technological Literacy,Influence of Technology,Economic Impact,Academic Achievement,Recognition (Achievement),Change Strategies,Educational Change,Educational Objectives

The current buzz surrounding science, technology, engineering and math (STEM) disciplines and their economic importance is certainly justified. Unfortunately, when educators push to improve a specific discipline, it often has negative effects on everything else. While the STEM disciplines are important, focus on them is taking away from other areas, including multimedia technologies. Currently multimedia and the corresponding technology literacy programs are being downgraded as expensive fluff, and are being replaced by more in vogue disciplines with easily standardized and tested content. However, without the skills learned in multimedia disciplines, even the world's greatest achievement go unpublished and research proceeds at a virtual snail's pace. In this article, the author argues that multimedia communications are critical for success in a digital world. (Contains 1 figure.)
A Jump-Start for Alternatively Certified CTE Teachers, Counselors
Author: Conrad, Michelle
Date: 2011-10-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Vocational Education,Teacher Education Programs,Beginning Teacher Induction,Novices,Improvement Programs,Conferences (Gatherings),Institutes (Training Programs),Alternative Teacher Certification,Professional Development

The first days, weeks and months of the school year can be a daunting time for new teachers and school counselors, especially those coming to teaching or school counseling from industry or other fields. So what can be done to support these teachers and school counselors, and how can educators help them start making connections within their new professions? Missouri offered new career educators and school counselors two key events--the state's New Teacher and New Counselor Institute programs and the Missouri Association for Career and Technical Education's (MoACTE) annual summer conference--as one combined experience to help get that first year off to a good start. The programs are designed to provide needed support to new teachers and school counselors.
Growing the Economy by Up-Skilling the American Worker
Author: Albrecht, Bryan
Date: 2011-00-00
Type: Journal Articles
Subjects: Credentials,Labor Demands,Skilled Workers,Education Work Relationship,Job Development,Partnerships in Education,School Business Relationship,Skill Analysis,Skill Development,Educational Needs,Needs Assessment,Labor Needs,Labor Force Development,Human Capital,Change Strategies,Educational Change

Job creation is what America needs; however that is not the full story. Job creation is just the beginning of the story to address how America responds to workforce needs today and in the future. It is an invitation to examine current and future workforce needs in an effort to fill jobs, lessen the skill gap and provide industry-driven credentials to meet labor demands locally, regionally and nationally. Today's educational institutions must take an innovative approach to combat the current economic challenges by partnering with industry to define industry needs. Educational institutions are leading the charge to develop highly skilled workers. Through participation in the National Coalition of Certification Centers, they are partnering with business and industry to develop industry-driven stackable credentials that meet local, regional and national needs.