177,943 research outputs found
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
Recommended from our members
Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work and leisure
Mobile devices have become commonplace tools, yet little is known about how individuals use them in their teaching, learning, work, and leisure. We report on an investigation into personal mobile device use by students and alumni from the global master's degree in online and distance education offered by the Institute of Educational Technology at the Open University (UK).
The study identified various types of activity undertaken, and focused on emerging issues in relation to innovative practices. Participants described their uses of four types of device, the frequency of specific uses, and their views on the attractions and disadvantages of mobile learning. The chapter is intended to inform those who are interested in the potential of mobile learning, designing learning for a specific type of device, or who own a mobile device and are simply looking to make better use of it in the future
Innovative Teaching and Digital Literacy in Preschool. App Content Analysis and Experimental Case Studies in a Sociological Perspective
The objective of this article is to illustrate, from the theoretical and methodological perspective, the construction of an experimental process of a ādigital education appā in several preschools in the municipality of Rome. The general objective the project fits into is related to a sociological analysis, based on the relationship between theory and empirical research, of the effects of introducing digital media into preschool didactics. Preschools are a privileged site for observing and analyzing the formation and development of childrenās capabilities (Nussbaum, 2000), since the plasticity of the childās thought begins to be configured as early as preschool and evolves progressively taking into account the perceptive, sociocultural and behavioural conditions emerging from different educational agencies (Piaget, Inhelder, 1950). The article refers to the research project of the Mediamonitor Minori Observatory of the Sapienza University of Rome entitled āMedia Usage in Pre-school. Analysis and Evaluation of the Influence of Digital Media on the Socialization of Children between 0-6ā. The article retraces in particular the stages of the research strategy designed to structure a formative, experimental protocol to be experimented in some case studies in Rome and illustrates the main results
Innovative learning in action (ILIA) issue four: New academics engaging with action research
This edition of ILIA showcases four papers which were originally submitted as action research projects on the
Postgraduate Certificate in Higher Education Practice and Research programme. Within the programme we offer an environment where participants can explore their unique teaching situations ā not to produce all-encompassing
approaches to Higher Education (HE) practice but to develop
an ongoing dialogue about the act of teaching.
In effect, there are no generalisable ābestā methods of teaching because they never work as well as ālocally
produced practice in actionā (Kincheloe, 2003:15). Thus rather than providing short term āsurvival kitsā the programme offers new HE teachers a āframeā for examining their own and their colleaguesā teaching alongside questioning educational purpose and values in the pursuit of pedagogical improvement.
This āframeā is action research which Ebbutt (1985:156) describes as: ā¦The systematic study of attempts to
change and improve educational practice by groups of participants by means of their own practical actions
and by means of their own reflections upon the effects of their actionsā¦ We promote āpractitioner-researchā or
āteacher-researchā as a way of facilitating professional development for new HE teachers, promoting change and giving a voice to their developing personal and professional knowledge.
Teachers as researchers embark upon an action orientated, iterative and collaborative process to interrogate their
own practices, question their own assumptions, attitudes, values and beliefs in order to better understand, influence and enrich the context of their own situations.
The action researcher assumes that practitioners are knowledgeable about their own teaching situations and the
fact that they are āin-situā and not at āarms lengthā as the value-neutral, āscientificā researcher is often claimed to be, does not invalidate their knowledge.
Thus, practitioners are capable of analysing their own actions within a āreflective practitionerā modus operandi.
Action research is on-going in conception and well suited to examining the ever-changing and increasingly complex HE practice environment. Findings from action research are always subject to revision since it intrinsically acknowledges the need to constantly revisit widely diverse
teaching situations and scenarios across everyday HE practice. Teaching is not predictable and constant, it always occurs in a contemporary microcosm of uncertainty. Action research provides an analytical framework for new HE
teachers to begin to engage with this unpredictability on a continuing basis, that is its purpose and also its perennial challenge.
The papers presented here describe how four relatively new HE teachers have begun to address the challenge of
improving their practice within their locally based settings utilising the action research āparadigmā
Editorial: Assessment and ICT, innovative practices and future possibilities
The New Zealand Curriculum [NZC] document states that information and communication technology [ICT] and eLearning have considerable potential to support the teaching approaches recommended in the curriculum (Ministry of Education, 2007). In this special issue, we explore the potential for ICTs to support innovative assessment practices that complement effective teaching approaches. Such innovations can enrich the opportunities students have to demonstrate their developing understandings and knowledge, and foster a sense of responsibility for their own and group/class learning. Designed thoughtfully, they can also promote positive student attitudes and motivation towards learning in curriculum learning areas, and towards learning in general
Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato
In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting elearning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A āsnapshotā of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, āwithinā and āacrossā case themes, and implications of the research
MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report
The report presents and analyses eight 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
Learning to share and sharing to learn ā professionaldevelopment of language teachers in HE to foster open educational practices
This case study presents the staff-development perspective of the āCollaborative Writing and Peer Review Projectā developed at the Department of Languages, at the Open University, UK, between November 2011 and March 2012. The project was set up to promote the professional development of teachers through collaborative writing and peer review, encouraging open educational practices (OEP) and by extension the production and publication of teaching resources in an open repository. As teacher developers working in a blended environment, the authors facilitate opportunities for sharing and developing good practice as part of a broad staff development programme to help teachers understand and integrate innovative approaches into their practice. Participants in this project brought with them a range of experiences as practitioners from their work with language students both at and outside the University. This case study focuses on the professional development aspect of this initiative. It presents the different aspects of the process and analyses teachersā involvement with social online tools and the impact on teaching practice of engaging with the process of collaboration
- ā¦