6,330 research outputs found
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
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
Exploration and Research on the Mixed Mode Curriculum of âCompetition, Training and Teachingâ
In response to the many problems encountered in the teaching of the âSSM Frameworkâ course, a project-driven hybrid teaching model is proposed. The reform integrates âCompetition, Training and Teachingâ into one, utilizes online teaching platforms to arrange pre-class activities, carry out interactive teaching in class, and improve post-class practice. In teaching, the roles of teachers and students should be exchanged to fully mobilize studentsâ learning initiative and cultivate their ability to solve and analyze problems. In the assessment, a process evaluation mechanism is introduced to incorporate project construction into the assessment scope and improve practical application capabilities. The practical results indicate that the application of the new model in curriculum significantly enhances studentsâ learning interest and practical abilities, which is feasible for promotion
Using the Inverted Classroom to teach Software Engineering
An inverted classroom is a teaching environment that mixes the use of technology with hands-on activities. In an inverted classroom, typical in-class lecture time is replaced with laboratory and in-class activities. Outside class time, lectures are delivered over some other medium such as video on-demand. In a three credit hour course for instance, contact hours are spent having students actively engaged in learning activities. Outside of class, students are focused on viewing 3-6 hours of lectures per week. Additional time outside of class is spent completing learning activities. In this paper we present the inverted classroom model in the context of a software engineering curriculum. The paper motivates the use of the inverted classroom and suggests how different courses from the Software Engineering 2004 Model Curriculum Volume can incorporate the use of the inverted classroom. In addition, we present the results of a pilot course that utilized the inverted classroom model at Miami University and describe courses that are currently in process of piloting its use
Web 2.0 technologies for learning: the current landscape â opportunities, challenges and tensions
This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers
Teaching MBA Students the Use of Web2.0: The Knowledge Management Perspective
The new concepts and technologies of Web 2.0 attract researches in a variety of fields including education, business and knowledge management. However, while the Web 2.0 potential in the education discipline has been widely studied, in the management discipline the Web 2.0 business value has not been fully acknowledged. This research suggests an approach for teaching Web 2.0 concepts in a Knowledge Management (KM) course for MBA students, introducing the Web 2.0 potential within business context. The paper describes MBA studentsâ perceptions and attitudes regarding Web 2.0 concepts and how they evolved while being engaged in Web 2.0 practices. The findings indicate that most of the students were only partly aware of the Web 2.0 environments benefits at first, especially within organizational context. Moreover, for some of them, participating in the courseâs social website required overcoming personal barriers. During the course, students gained new perspectives of the Web 2.0 phenomenon beyond its technological merits. Most of them acknowledged the potential of Web 2.0 within organizational context and embedded Web 2.0 principles in their KM final projects
- âŠ