24,405 research outputs found
Teachers as designers of GBL scenarios: Fostering creativity in the educational settings
This paper presents a research started in 2010 with the aim of fostering the creativity of teachers through the design of Game-Based Learning scenarios. The research has been carried out involving teachers and trainers in the co-design and implementation of digital games as educational resources. Based on the results grained from the research, this paper highlights successful factors of GBL, as well as constraints and boundaries that the introduction of innovative teaching and learning practices faces within educational settings
Reviews
Danny Saunders and Nina Smalley (eds.), The International Simulation and Gaming Research Yearbook â Volume 8: Simulations and Games for Transition and Change, London: Kogan Page, 2000. ISBN: 0â7494â3397â3. Hardback, viii+271 pages, ÂŁ40.00
Our relationship with knowledge : its role in education
Disponible en français dans EDUQ.info sous le titre "Quelle place pour les rapports aux savoirs en Ă©ducation ?"Relationships with knowledge lie at the heart of the teaching profession. Although this statement may seem excessive, in both the English- and French-speaking world such relationships are increasingly associated with teaching strategies, assessment methods, types of learning, didactic contracts, studentsâ role, learning approaches, persistence to graduation, academic success, and so on. To enlighten readers on this subject, this article delves deeper into the concept of relationships with knowledge in order to identify useful benchmarks with respect to the teaching stance and education response. First, the author stipulates that relationships with knowledge form part of epistemology in education. After classifying the different relationships with knowledge, he presents a summary table that attempts to establish connections between various epistemological stances and the related teaching-learning dynamics
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Out there and in here: design for blended scientific inquiry learning
One of the beneïŹts of mobile technologies is to combine âthe digitalâ (e.g., data, information, photos) with âïŹeldâ experiences in novel ways that are contextualized by peopleâs current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the ïŹeld and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The ïŹrst deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two ïŹeld trials have reviewed two research questions:
1. What will enhance the learning experience for those in the ïŹeld and laboratory?
2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration?
This paper focuses on describing the iterative linked development of technologies and scientiïŹc inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to speciïŹc investigation). Middleware between tabletop âsurfaceâ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial ïŹndings reveal issues around equity, ownership and professional identity
The sustainable delivery of sexual violence prevention education in schools
Sexual violence is a crime that cannot be ignored: it causes our communities significant consequences including heavy economic costs, and evidence of its effects can be seen in our criminal justice system, public health system, Accident Compensation Corporation (ACC), and education system, particularly in our schools. Many agencies throughout New Zealand work to end sexual violence. Auckland-based Rape Prevention Education: Whakatu Mauri (RPE) is one such agency, and is committed to preventing sexual violence by providing a range of programmes and initiatives, information, education, and advocacy to a broad range of audiences. Up until early 2014 RPE employed one or two full-time positions dedicated to co-ordinating and training a large pool (up to 15) of educators on casual contracts to deliver their main school-based programmes, BodySafe â approximately 450 modules per year, delivered to some 20 high schools. Each year several of the contract educators, many of whom were tertiary students, found secure full time employment elsewhere. To retain sufficient contract educators to deliver its BodySafe contract meant that RPE had to recruit, induct and train new educators two to three times every year. This model was expensive, resource intense, and ultimately untenable. The Executive Director and core staff at RPE wanted to develop a more efficient and stable model of delivery that fitted its scarce resources. To enable RPE to know what the most efficient model was nationally and internationally, with Ministry of Justice funding, RPE commissioned Massey University to undertake this report reviewing national and international research on sexual violence prevention education (SVPE)
The sustainable delivery of sexual violence prevention education in schools
Sexual violence is a crime that cannot be ignored: it causes our communities significant
consequences including heavy economic costs, and evidence of its effects can be seen in our
criminal justice system, public health system, Accident Compensation Corporation (ACC),
and education system, particularly in our schools. Many agencies throughout New Zealand
work to end sexual violence. Auckland-based Rape Prevention Education: Whakatu Mauri
(RPE) is one such agency, and is committed to preventing sexual violence by providing a
range of programmes and initiatives, information, education, and advocacy to a broad range
of audiences.
Up until early 2014 RPE employed one or two full-time positions dedicated to co-ordinating
and training a large pool (up to 15) of educators on casual contracts to deliver their main
school-based programmes, BodySafe â approximately 450 modules per year, delivered to
some 20 high schools. Each year several of the contract educators, many of whom were
tertiary students, found secure full time employment elsewhere. To retain sufficient
contract educators to deliver its BodySafe contract meant that RPE had to recruit, induct
and train new educators two to three times every year. This model was expensive, resource
intense, and ultimately untenable. The Executive Director and core staff at RPE wanted to
develop a more efficient and stable model of delivery that fitted its scarce resources.
To enable RPE to know what the most efficient model was nationally and internationally,
with Ministry of Justice funding, RPE commissioned Massey University to undertake this
report reviewing national and international research on sexual violence prevention
education (SVPE). [Background from Executive Summary.]Rape Prevention Education: Whakatu Maur
Recognising Desire: A psychosocial approach to understanding education policy implementation and effect
It is argued that in order to understand the ways in which teachers experience their work - including the idiosyncratic ways in which they respond to and implement mandated education policy - it is necessary to take account both of sociological and of psychological issues. The paper draws on original research with practising and beginning teachers, and on theories of social and psychic induction, to illustrate the potential benefits of this bipartisan approach for both teachers and researchers. Recognising the significance of (but somewhat arbitrary distinction between) structure and agency in teachersâ practical and ideological positionings, it is suggested that teachersâ responses to local and central policy changes are governed by a mix of pragmatism, social determinism and often hidden desires. It is the often underacknowledged strength of desire that may tip teachers into accepting and implementing policies with which they are not ideologically comfortable
Planning Curricular Proposals on Sound and Music with Prospective Secondary-School Teachers
Sound is a preferred context to build foundations on wave phenomena, one of
the most important disciplinary referents in physics. It is also one of the
best-set frameworks to achieve transversality, overcoming scholastic level and
activating emotional aspects which are naturally connected with every day life,
as well as with music and perception. Looking at sound and music by a
transversal perspective - a border-line approach between science and art, is
the adopted statement for a teaching proposal using meta-cognition as a
strategy in scientific education. This work analyzes curricular proposals on
musical acoustics, planned by prospective secondary-school teachers in the
framework of a Formative Intervention Module answering the expectation of
making more effective teaching scientific subjects by improving creative
capabilities, as well as leading to build logical and scientific
categorizations able to consciously discipline artistic activity in music
students. With this aim, a particular emphasis is given to those concepts -
like sound parameters and structural elements of a musical piece, which are
best fitted to be addressed on a transversal perspective, involving
simultaneously physics, psychophysics and music.Comment: 12 pages with 5 figures. Submitted for publication in Physics
Curriculum Design, Development and Validation - GIREP 2008 book of selected
papers, 200
Education as Re-Embedding: Stroud Communiversity, Walking the Land and the Enduring Spell of the Sensuous
How we know, is at least as important as what we know: Before educationalists can begin to teach sustainability, we need to explore our own views of the world and how these are formed. The paper explores the ontological assumptions that underpin, usually implicitly, the pedagogical relationship and opens up the question of how people know each other and the world they share. Using understandings based in a phenomenological approach and guided by social constructionism, it suggests that the most appropriate pedagogical method for teaching sustainability is one based on situated learning and reflexive practice. To support its ontological questioning, the paper highlights two alternative cultureâs ways of understanding and recording the world: Those of the Inca who inhabited pre-Columbian Peru, which was based on the quipu system of knotted strings, and the complex social and religious system of the songlines of the original people of Australia. As an indication of the sorts of teaching experiences that an emancipatory and relational pedagogy might give rise to, the paper offers examples of two community learning experiences in the exemplar sustainable community of Stroud, Gloucestershire in the United Kingdom where the authors live
Possible versus desirable in instructional systems: Who's driving?
This paper takes a pragmatic stance that the key to successful application of technology in education is good teaching: using technology only when it is a costâeffective servant of pedagogy. The paper discusses some fundamental issues in the production of computerâbased materials, and considers them in the context of an onâgoing evaluation of an Internet courseware project
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