Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices

Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research

The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level

Community College Faculty Perceptions of Online Student Engagement

Low student engagement and high attrition rates in online classes were observed at community colleges in a Western U.S. state. The purpose of this qualitative study was to explore online faculty members’ perceptions of student engagement and how they described their teaching practices and experiences. The study was grounded in the community of inquiry, a collaborative and constructivist model, which posits that social, cognitive, and teaching presences are critical to engagement and online learning. Data were collected from 10 online faculty members who provided responses to an online qualitative survey. Data analysis involved coding by hand in several stages to identify emerging themes. Findings revealed that faculty members valued and promoted student engagement. However, the faculty did not foster learning communities or provide specific information about teaching strategies. Although faculty members’ home institutions offered support, they did not offer a formal training program or online faculty development program. This study included a position paper supporting the implementation of an online faculty development program that would contribute to positive social change through higher levels of engagement among faculty and students, improved learning outcomes, and higher completion rates in online classes

Integrating cell phones as technology in the high school English classroom

Educators are beginning to work with students whose lives have been immersed in the 22st century media culture. Many of these tools include cell phones, game consoles, laptops, iPads, handheld game devices and television, just to indicate a few. This growing technology has been used mainly for enteltainment purposes by the 21st century student and seen by others, especially educators, as a detriment to education and the intellectual abilities of these students. This paper describes the potential uses of Short Message Service otherwise known as text messaging in the high school English classroom, particularly how it might encourage interactions and increase engagement in the classroom. Since Short Message Service SMS requires reading and writing, exploration and further research in the ways this technology can assist adolescents in the development of literacy abilities is critical to truly reach the 21st century student

Open Education

"This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world. Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right. A must-read for practitioners, policy-makers, scholars and students in the field of education.

Gaming in Action

The «Gaming in Action» project, which brought the publicaion of this book, involved institutions from different countries that deal with adult education. For almost three years, the partners worked with teachers and trainers who applied innovative pedagogical scenarios of game-based learning and gamification, all oriented from a rigorous pedagogical perspective. The project's main goal was to increase the acquisition of pedagogical innovation skills in these models and incorporate them into their pedagogical practices. The project searched to highlight the need for quality pedagogical training in a new, technologically digital, era: in this, education has less to do with reproducing information passively and has more to do with the development of creativity, critical thinking, problem- solving and decision-making.Erasmus Plus "Gaming in Action – engaging adult learners with games and gamification" Project number: 2018-1-TR01-KA204-05931

Papel de los mundos metaversos como alternativa de generación de condiciones clave en la construcción de ambientes personales de aprendizaje

367 Páginas.El presente informe describe el proceso y los resultados de una investigación de naturaleza cualitativa, a manera de estudio de diferentes múltiples, acerca del papel que juegan los Mundos Metaversos en la construcción de Ambientes Personales de Aprendizaje. Luego de realizar una exploración teórica se encontraron cuatro condiciones clave que permiten su construcción y que se tomaron como las categorías de análisis de la investigación: la identidad, el flujo de información, las herramientas y la emoción

Examining Social Presence in a Professional Online Conference

Ph.D. University of Hawaii at Manoa 2016.Includes bibliographical references.The purpose of this multiple case study was to examine the role of social presence in a professional online conference. This study explored how presenters and attendees convey social presence and how might it influence their conference experience. The participants were presenters and attendees registered for the 21st Annual Teaching Colleges and Community Worldwide Online Conference (TCC Conference), a completely online event that occurred in Spring 2016. Without presenters and attendees being physically at the venue, how do presenters and attendees construct and convey social presence to build a learning community? The current surge of research to understand online pedagogy and learning has targeted the virtual classroom while few studies have been conducted on social presence in online conferences. This multiple case study involved both qualitative and quantitative data using linguistic inquiry and word count, transcript content analysis, constant comparison analysis, a survey and interviews, grounded in the Community of Inquiry (CoI) theory for studying online learning experiences. Ultimately, the study revealed that social presence was manifested in the volume and patterns of interaction in a professional online conference and can be studied using the CoI framework’s social presence category. This was evident in the data gathered using multiple methods to observe and analyze what occurred during the 2016 TCC Conference and perceived experiences after the conference. Attendees projected themselves socially and affectively as well as formed perceptions of other attendees and presenters as ‘real people.’ For attendees, this was demonstrated by the way messages were posted in the chat box and how others interpreted those messages as well as how attendees interacted with each other and with the presenter using chat discussions. For the presenters, this was demonstrated by how they presented their content, how they interacted with attendees, what they did and what they said to engage attendees in the sessions within the context and tools limited to the computer mediated environment. The results of this study suggest that social presence can be established in a shorter time frame than previously thought possible compared to online courses conducted over a semester or term. Presenters and attendees participating in online presentations lasting 20 to 45 minutes were able to project observable instances of social presence. Other variables, such as presenter presence, content and delivery, attendee-presenter interaction, social media and previous relationships may have played varying roles in how social presence was established and maintained in a fully online professional conference

Town of Brentwood annual and school district reports for the year ending December 31, 2012.

This is an annual report containing vital statistics for a town/city in the state of New Hampshire

Exploring the Relationship Between IoT Security and Standardization

The adoption of the Internet of Things (IoT) technology across society presents new and unique challenges for security experts in maintaining uninterrupted services across the technology spectrum. A botnet implemented over 490,000 IoT connected devices to cripple the Internet services for major companies in one recent IoT attack. Grounded in Rogerâs diffusion of innovations theory, the purpose of this qualitative exploratory multiple-case study was to explore implementation strategies used by some local campus IT managers in educational institutions in the United States to secure the IoT environment. The participants were 10 IT local campus IT managers within educational institutions across the Southeast portion of the United States who have implemented strategies to secure IoT devices. The data were collected by interviewing 10 IT managers and collecting documentation available to the public from 4 institutions. Four themes emerged after analysis using data triangulation: restricting IoT access to the network, network isolation to secure IoT devices from the network, adoption by leadership to secure IoT inside the network, and strong shared partnership with peer organizations through observation. The research will benefit IT professionals and organizations through enhanced security and the community providing a more enhanced learning experience for all involved locally through IoT adoption. A secure IoT environment may contribute to positive social change by increasing IoT adoption to better serve societal needs