33,879 research outputs found
Realâtime interactive social environments: A review of BT's generic learning platform
Online learning in particular and lifelong learning in general require a learning platform that makes sense both pedagogically and commercially. This paper sets out to describe what we mean by generic, learning and platform. The technical requirements are described, and various trials that test the technical, educational and commercial nature of the platform are described Finally, the future developments planned for the Realâtime Interactive Social Environments (RISE) are discusse
MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices
This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers
The impact of technology: value-added classroom practice: final report
This report extends Bectaâs enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded.
The project proposes a broader perspective on the notion of âimpactâ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning.
The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schoolsâ senior managers, were interviewed as part of a âdeep auditâ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachersâ log activity. The aim of this was to obtain a broader contextualisation of their teaching
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Building capacity in climate change policy analysis and negotiation: methods and technologies
Capacity building is often cited as the reason âwe cannot just pour money into developing countriesâ and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development.
Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability?
This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres
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Community Dimmensions of Learning Object Repositories. <i>Deliverable 1</i>: Report on Learning Communities and Repositories
The lessons learnt from Willy Wonka (includes alternate ending)
Despite all that research has taught us, lectures and seminars still continue to be largely delivered in the classroom, with students sat in rows for far too long. Lecturers offer information, which some students choose to absorb. Some students choose not to, or donât have the nature to be able to.
So, what if we change this? What happens? And even more crucially, what can we do to use the âstudent voiceâ to enhance how they learn and what they learn?
Following a successful pilot in Experiential Education which we presented at the LJMU conference in 2013 we made developments which allow students to shape their own
learning experience - truly engaging them in delivery. With Nick changing institutions at the beginning of this academic year we have both continued to explore Experiential Educational but in different ways.
This presentation examines these developments and looks at three key areas:
1) The needs of students (which they werenât shy in making clear to us!) and the differing learning styles they have, to see how teachers can use them to deliver an
all-encompassing experience which is interactive, engaging and informative.
2) A taster of the technologies involved in flipped classrooms and the benefits of experiential education.
3) The reflective nature of learning journals to encourage the student voice to be raised (and then heard).
Charlie got the Golden Ticket because he dreamt about it, because he did everything he could to get it. So, where did the others go wrong? And what could Wonka have done about this
Board games as a teaching tool for technology classes in Compulsory Secondary Education
Aquest treball estudia la tĂšcnica coneguda com game-based learning, Ă©s a dir, lâĂșs dels jocs com a eina didĂ ctica.
Primer que res, es fa recerca sobre els treballs ja existents i es veu que, tot i haver-hi articles sobre game-based learning, Ă©s difĂcil trobar-ne de relacionats amb la tecnologia, mĂ©s enllĂ dâensenyar a programar.
A continuaciĂł, es revisen els continguts curriculars i les competĂšncies de secundĂ ria i es relacionen amb alguns jocs de taula ja existents, dels quals es detallen breument les regles de joc. Es veu que hi ha continguts curriculars, pels quals es difĂcil trobar un joc que hi encaixi.
A mĂ©s a mĂ©s, es desenvolupa la idea dâun nou joc de taula, basat en el ja existent Party & Co., per treballar alguns dels continguts curriculars pels quals no sâha trobat cap joc existent que sâhi escaigui.
Finalment, sâexplica una experiĂšncia duta a terme durant el perĂode de prĂ ctiques en el centre escolar al curs de 3r dâESO. Es disposava de tres grups i en tots tres es va seguir la mateixa programaciĂł: classe introductĂČria expositiva, una sessiĂł de muntatge de robots LEGO, 4 sessions de programaciĂł i un petit test. En un dels tres grups, perĂČ, es va fer una classe prĂšvia extra on es va jugar a un joc de taula anomenat RoboRally. Els objectius eren dobles: que aprenguessin la importĂ ncia de lâalgorĂsmica i que sâho passessin bĂ©. Els resultats mostren que aquest grup va treballar mĂ©s i millor. En el treball sâanalitzen els resultats obtinguts
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
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