ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Information and Communication Technology in Enhancing Teaching and Learning
Author: Salleh, Siti Maliza Hj.
Date: 2011-05-00
Type: Journal Articles
Subjects: Information Technology,Technology Uses in Education,Educational Technology,Technology Integration,Human Capital,Technological Advancement,Electronic Learning

The role of Information and Communication Technology (ICT) in education has been peripheral, with new technologies being added to the traditional teacher centred model of instruction. Students in the global economy of the 21st Century need to be creative thinkers and innovators. Thus, this paper provides an overview of the integration of innovation and education which plays an important role in propelling the human capital to a higher level to realize the objectives of Vision 2020.The integration of teaching and research is becoming a key issue in higher education, not only in order to differentiate the character of universities from other teaching and learning institutions, but also in order to find ways to create the kind of knowledge needed in a world characterized by a turbulent environment and increasing change in daily life.The right blend of pedagogies, tools and media needs to be created, quality assurance at various stages of planning, design and implementation should be embedded at every stage to ensure that we produce the desired graduates.
Incorporating Real Experience into the Development of a Classroom-Based Simulation
Author: Ferry, Brian
Date: 2005-00-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Simulation,Educational Technology,Preservice Teacher Education,Practicums,Literacy Education,Critical Thinking,Teaching Skills,Technology Uses in Education,Lesson Plans,Planning,Elementary Education,Foreign Countries,Elementary School Teachers,Learner Engagement,Interaction,Computer Software

This paper reports on the design of an on-line simulation that enhanced preservice teacher practicum experience in the important area of literacy teaching. Research with more than 200 users of the simulation showed that it developed pre-service teacher understanding of complex classroom situations associated with the teaching of literacy by giving them the opportunity to slow down or accelerate classroom events, revisit and reflect on critical decision points and replay events in the light of new understandings. This gave preservice teachers time to think critically about complex teaching situations which relied on the teacher's ability to tune into children's experiences, engage with them in dialogue and negotiation as well as utilise a range of indirect instructions such as questioning, modelling and prompting. Preservice teachers reported that their experience with the simulation enabled them to more fully appreciate the impact of subtle changes that experienced teachers made during lessons.
Learning Design and Service-Oriented Architectures: A Mutual Dependency?
Author: McAndrew, Patrick
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Design,Technology Uses in Education,Foreign Countries,Open Universities,Educational Technology,Computer Software,Shared Resources and Services,Models,Resource Units,Teaching Methods

This paper looks at how the concept of reusability has gained currency in e-learning. Initial attention was focused on reuse of content, but recently attention has focused on reusable software tools and reusable activity structures. The former has led to the proposal of service-oriented architectures, and the latter has seen the development of the Learning Design specification. The authors suggest that there is a mutual dependency between the success of these two approaches, as complex Learning Designs require the ability to call on a range of tools, while remaining technology neutral. The paper describes a project at the UK Open University, SLeD, which sought to develop a Learning Design player that would utilise the service-oriented approach. This acted both as a means of exploring some of the issues implicit within both approaches and also provided a practical tool. The SLeD system was successfully implemented in a different university, Liverpool Hope, demonstrating some of the principles of reuse.
Informing Future Learning Designs in Preservice Teacher Education through Quantitative Research: A Primary Science Example
Author: Hudson, Peter
Date: 2005-00-00
Type: Journal Articles
Subjects: Instructional Design,Preservice Teacher Education,Statistical Analysis,Elementary School Science,Science Education,Pretests Posttests,Foreign Countries,Preservice Teachers,Knowledge Level,Student Attitudes,Science Teachers,Prior Learning,Student Needs,Knowledge Base for Teaching,Science Curriculum,Teacher Competencies,Curriculum Development,Scientific Concepts,Science Process Skills,Planning

Reform documents have provided a framework for advancing science education (e.g., The Australian National Science Standard Committee, 2002), but omit the need to assess preservice teachers prior knowledge for designing effective learning programs. A pretest-posttest 34-item survey linked to the course outcomes (associated with four constructs) measured 66 third-year preservice teachers perceptions towards becoming primary science teachers. Effect sizes were educationally and statistically significant for each of the four constructs (i.e., Theory [d=1.08], Children's development [d = 1.60], Planning [d = 1.17], Implementation [d = 0.89]. Paired t-tests were also significant for the first three constructs; however posttest results revealed less than 90% of these participants disagreed or strongly disagreed with 4 of the 14 items associated with the fourth construct (i.e., Implementation). The results implied that the learning design for this course requires revision in areas where indicators were shown to be not significant. A pretest-posttest survey can aid in identifying preservice teachers prior knowledge for advancing tertiary coursework by catering for the learners needs.
Personal Coaching: A Model for Effective Learning
Author: Griffiths, Kerryn
Date: 2006-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Consultants,Counseling,Individual Development,Models,Lifelong Learning,Transformative Learning,Adult Learning,Experiential Learning,Learning Theories,Mentors

The escalating success of personal coaching and the significant potential it holds as a vehicle for effective learning, appear to have had little impact within educational contexts to date. In response, this paper therefore presents an introduction to personal coaching practice and its outcomes and examines its processes through a discussion of learning theory. In doing so, it demonstrates the learning value inherent within the coaching framework and challenges educators to consider its potential as a model for active, collaborative, authentic and engaging learning.
Discovering Design Possibilities through a Pedagogy of Multiliteracies
Author: Mills, Kathy
Date: 2006-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Ethnography,Student Diversity,Observation,Data Collection,Semi Structured Interviews,Data Analysis,Animation,Design,Design Crafts,Grade 6,Art Activities,Art Education,Film Production,Teaching Methods,Foreign Countries,Sequential Learning,Cooperative Learning

Research and educational policies have alerted teachers to the importance of multiliteracies. Communication in society today is characterised by rapidly changing and emergent forms of meaning-making in a context of increased cultural and linguistic diversity. This paper responds to these imperatives, releasing key findings of a critical ethnography concerning interactions between pedagogy and access to multiliteracies among culturally and linguistically diverse learners. Data collection involved 18 days of lesson observations over 10 weeks using field and journal notes, continuous audiovisual and audio recording, and the collection of cultural artefacts. Semi-structured interviewing was also conducted with the teacher, principal, and four students. Data analytic tools included low and high inference coding and pragmatic horizon analysis. Findings concerned the use of overt instruction and situated practice in the teacher's enactment of the multiliteracies pedagogy. This had a significant influence on the learners' ability to access claymation movie designing. Comparisons are made between the learning that occurred for students of the dominant, Anglo-Australian, middle-class culture, and for those who were not. The conclusion addresses relevant literature concerning how to apply the multiliteracies pedagogy to enable meaningful designing.
The Master-Less Studio: An Autonomous Education Community
Author: Lebler, Don
Date: 2006-00-00
Type: Journal Articles
Subjects: Music Education,Learning Activities,Instructional Design,Teaching Methods,Models,Educational Practices,Self Evaluation (Individuals),Peer Evaluation,Informal Education,Popular Culture,Nonprint Media,Reflection,Grades (Scholastic),Observation,Higher Education

In recent times, it has become difficult for even the best conservatorium graduates to achieve the traditional goals of concert performance or secure orchestral positions and this has profound effects on the work practices of musicians. There are important implications for teaching in a conservatorium, in terms of providing a learning experience that prepares for the changing circumstances graduates can expect to encounter. The development of abilities to be self-monitoring and self-directing, multiskilled and adaptable should be included along with the traditional goals of a conservatorium education. This paper focuses on one conservatorium of music that has begun to accommodate alternatives to the prevailing one-to-one studio practice, the central learning experience of most programs. The paper describes an alternative learning design process within that conservatorium. It is a pedagogical design that relies on the recording process to enable separation of performance from critique. Interest is in how critical reflection on the process and product of creative work is enhanced through self- and peer-assessment, and the development of these skills as an explicit goal of the design.
Using Conceptual Mapping as a Tool in the Process of Engineering Education Program Design
Author: Inglis, Alistair
Date: 2005-00-00
Type: Journal Articles
Subjects: Concept Mapping,Engineering Education,Undergraduate Study,Program Design,Program Evaluation,Evaluation Methods,Instructional Design,Courseware,Scoring,Documentation,Program Effectiveness,Foreign Countries

An evaluation of application of the conceptual mapping technique (Inglis, 2003) to the team-based design of fourteen courses in an Engineering undergraduate program is described. The evaluation employed a method of scoring each conceptual map against criteria tied to the objectives of the design process. The evaluation method was found to be capable of revealing differences in application of the conceptual mapping technique. The evaluation indicated that the course teams concerned appeared to have focused closely on the adequacy of intended learning outcomes but less closely on matching the student assessment adequately with the intended learning outcomes. The evaluation also indicated that to obtain the full benefit of use of the technique, more training of instructional design staff was required than had been provided.
An Authentic Learning Design for Farm Tours
Author: Morgan, Christopher K.
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Higher Education,College Students,Experiential Learning,Constructivism (Learning),Instructional Design,Agricultural Occupations,Observation,Prior Learning,Barriers,Active Learning,Program Evaluation,Likert Scales,Questionnaires,Student Attitudes

Taking students out into the field to visit properties has been a foundation of agricultural education practice in Australian higher education. These excursions are invariably popular with students, but their enjoyment of these activities may be largely due to factors other than the achievement of learning outcomes. This paper reports on a constructivist learning design used for a farm tour whereby strategies were deliberately planned and employed to challenge students to develop their observational skills in an authentic context. Students needed to utilise their prior learning in the area and engage with each other to devise and present proposals to both academic staff and industry cooperators while on the tour.
Dimensions for Blended Learning Technology: Learners' Perspectives
Author: Matheos, Kathleen
Date: 2005-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Preferences,Educational Environment,Theory Practice Relationship,Influence of Technology,Cooperative Learning,Case Studies,Focus Groups,Interviews,Foreign Countries

This paper reports on a case study aimed at developing a better understanding of the different dimensions of blended learning technology. Drawing upon learners' experiences, it examines the circumstances in which learners are more likely to choose among different learning preferences and explores learners' preferences for human and online learning support environments and the factors driving their choices. Finally the paper describes an instructor's selection of and experiences in the use of technology to support students' learning and how technology has impacted face-to-face interaction with students. The study concludes with a summary of the different dimensions of blended learning and how an understanding of these dimensions impacts the theory and practice of blended learning within the educational environment.
Conversation as Inquiry: A Conversation with Instructional Designers
Author: Campbell, Katy
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Design,Inquiry,Educational Technology,Personal Narratives,Higher Education,Foreign Countries,Blended Learning,Electronic Learning,Reflective Teaching,Empowerment,Professional Identity,Activism,Trust (Psychology)

Instructional designers regularly engage in a process of professional and personal transformation that has the potential to transform the culture of institutions through faculty-client relationships. Instructional designers promote new ideas and understandings in social contexts that include other designers and clients, among others. This research program attempts to understand this process, using narrative inquiry and instructional designers' stories of practice to explore two interconnected theoretical frames. One frame is methodological and offers a case for narrative inquiry as an alternative approach to research in educational technology. The second frame is practice-based, and uses narrative inquiry to explore the themes of reflexivity, voice, strong subjectivity and power/authority through the stories of three instructional designers.
The Upside-Down-World of E-Learning
Author: Gibbs, Donna
Date: 2006-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Technological Advancement,Instructional Design,Integrated Learning Systems,Web Based Instruction,Time Management,Standards,Computer Software

New technologies rather than educational principles and philosophies have tended to dictate the shape of development in the world of elearning. Giving educators an active and determining rather than a passive role in the development of learning systems is vital if e-learning is to realise its transformative potential in education in the 21st century. Many of the currently available learning technologies and systems, generally devised by technicians rather than educators, have offered limited room for creative or effective teaching. The limitations of these systems--their time consuming nature and their failure to adapt the technology to take account of educational contexts--need to be understood, acknowledged and overcome. The next generation of learning technologies and systems will only take us forward if educators have a much greater stake in controlling how they are developed. The article identifies some key theoretical and practical issues which should be given priority in newly emerging learning technologies and systems.
Lessons Learned from Three Projects to Design Learning Environments That Support &quot;Generic&quot; Skill Development
Author: de la Harpe, Barbara
Date: 2006-00-00
Type: Journal Articles
Subjects: Skill Development,College Students,Educational Environment,Change Strategies,Physics,College Science,Feedback (Response),Relevance (Education),Communication Skills,Business Administration Education,Employment Qualifications,Curriculum Development,Competence,Foreign Countries

Efforts to ensure that graduates leave university with the skills needed for career wide lifelong learning have been the focus of much activity at universities both nationally and internationally for over a decade. In this paper, we describe three projects aimed at developing student skills as part of the discipline content in line with current theory and research. Projects required instructors to reflect on their current practice and, where necessary, to change learning environments from content to process oriented and from teacher to student centred, and to align learning outcomes, learning activities and assessment tasks. We describe each project and, using models of change management and the findings from investigations of teaching and learning innovations in Higher Education, identify the design features that supported or constrained each project's success. Based on the lessons learned from these three projects and those of others reported in the literature, we make recommendations for the design of projects that will have a good chance of success in creating effective learning environments that support skill development.
Developing Familiarity with Learning Design Tools through Subject Analysis
Author: Brown, Christine
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Technology,Technology Uses in Education,Higher Education,Curriculum Design,Teamwork,Models,Cooperative Planning,Foreign Countries,Learning Activities,Feedback (Response),College Faculty,Graduate Study,Educational Environment,Interaction,Educational Resources,Multimedia Materials

The application of quality processes to tertiary teaching can result in a more team-based approach to course curriculum planning, the instructional design of individual subjects or units, the learning support associated with subject implementation and subsequent evaluation. The &quot;art&quot; of teaching requires more explicit communication within and across different teams that may be involved in each stage. Learning designs provide tools for design teams to map out learning environment attributes such as resources, tasks, people and interactions. Experienced teaching academics, unfamiliar with such tools, require orientation to them to achieve their communication potential. One way to introduce learning design models is to apply them to past subjects as tools for analysis. Do they help identify design imbalance? Do they provide a scaffold for thinking about future subject design? Four simple local design models are explored as potential analysis tools and applied to a subject case study taught prior to the lecturer's awareness of these design models.
Retention in Online Courses: Using a Motivational Framework and Online Peers to Enlighten Potential Learners about Learning Online
Author: Duff, Andrea
Date: 2006-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Academic Persistence,Peer Influence,Student Attitudes,Teacher Attitudes,Web Sites,Student Motivation,Foreign Countries,Adult Learning

Despite the exponential growth in online learning, student retention rates in the online environment remain a concern to educators. Online learning @ UniSA is a learning object aimed at laying foundations for online learning for prospective students. It uses the voices of student peers to explore the qualities needed to succeed. Through the insights of four students and their facilitator, prospective online learners can make an informed choice about whether online study is likely to suit their own situation. Preliminary data supports the authors' hypothesis that the web site has allowed prospective students to select online study with their eyes wide open to what this choice really means.
Assessing Group Interactions Online: Students' Perspectives
Author: Caws, Catherine
Date: 2006-00-00
Type: Journal Articles
Subjects: Interaction,Group Dynamics,Computer Mediated Communication,French,Writing Instruction,Student Attitudes,Online Courses,Collaborative Writing,Cooperative Learning,Second Language Instruction,Educational Technology,Technology Uses in Education,Web Based Instruction,Questionnaires,Student Surveys,Likert Scales,College Students,Computer Software,Integrated Learning Systems,Foreign Countries

The purpose of the following article is to discuss the integration of computer mediated communication into a French writing course and to report on the assessment methodology used in order to gather students' perspectives. The online course component was introduced in the Fall of 2003 in order to enhance students' learning by introducing collaborative writing projects, and as a result, to encourage them to write on a regular basis. The intent of the new pedagogical paradigm was to create a student-centred environment where socio-constructivist and cognitive principles would be infused into the teaching of French writing (L2 setting). A design experiment methodology based on students' perspectives was used to continuously test and refine the online component of the course. This process assessment helped in the development of our final course model and tested the quality of our teaching.
Using Classroom Scenarios to Reveal Mathematics Teachers' Understanding of Sociomathematical Norms
Author: Zembat, Ismail Ozgur
Date: 2015-07-00
Type: Journal Articles
Subjects: Mathematics Teachers,Vignettes,Interaction,Social Influences,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Likert Scales,Questionnaires,Knowledge Level,Teaching Methods,Foreign Countries,Coding,Scoring Rubrics,Middle School Teachers,High Schools,Teacher Characteristics,Mathematics Skills,Problem Solving,Mixed Methods Research

The purpose of this study was to uncover the degree to which in-service teachers understand sociomathematical norms and the nature of that understanding without having to enter and observe their classes. We therefore developed five classroom scenarios exemplifying classroom interactions shaped by certain sociomathematical norms. We then administered these scenarios to in-service elementary school and grade 5-12 mathematics teachers and collected their written responses. We also collected data about what teachers believe about sociomathematical norms through a Likert-type questionnaire. We then analyzed the data using quantitative and qualitative techniques. First, the findings suggest that the teachers' understanding of sociomathematical norms is neither dependent on the level of schools teachers teach, or their background or demographic characteristics such as number of years they spent in teaching, specialty area, faculty graduated, highest degree earned, and gender. Second, what teachers believe about sociomathematical norms seem to be not parallel to how they analyze the scenarios illustrating sociomathematical norms. Third, use of scenarios was helpful in revealing how teachers think about sociomathematical norms. Finally, there are three cross-cutting themes to which all the teachers referred in common for all sociomathematical norms: opposition (opposition to the core of the norm), social facilitator (considering all targeted norms as supporting and regulating the classroom social environment) and condition-based (believing that interactions given in scenarios are only possible under certain conditions).