1,689,204 research outputs found

    New technologies as pedagogic tools in higher education

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    Esta comunicação resulta de um convite formulado pela Associação Internacional de Educação Física, para que fosse apresentada aos participantes no seu congresso, realizado na Madeira, em 2001, uma visão sobre o potencial da utilização educativa das novas tecnologias

    Telematic tools to support group projects in higher education

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    We describe ongoing evaluations and new research on the use of telematic tools to support project work in higher education. Practical experience at our University has shown that project work can be implemented using the World Wide Web for many aspects of the project activities. The possibilities will grow with the introduction of groupware facilities in browsers. Among other success factors, the possibility to implement efficient and effective group and course management is essential for a more broad application of WWW supported project work in higher education. We describe a research project aiming at the integration of project management tools in a WWW environment. We will indicate how such educational tools will differ from project management suites for non-educational organisations

    The Republic of Ignorance

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    Ignorance is trending. Despite universal compulsory education; despite new tools for learning and great advances in knowledge; despite breathtaking increases in our ability to store, access, and share a superabundance of information - ignorance flourishes. [excerpt

    Classroom-based assessment of oral language proficiency of young ELLs in ESL contexts.

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    With increasing numbers of young English language learners (ELLs) entering schools in English-speaking countries, assessment of their English language proficiency has become important for screening, placement, and diagnostic purposes, as well as for ongoing formative and summative assessment. A key assessment event for many teachers in New Zealand schools, particularly those with large numbers of ELLs, is the twice-yearly ‘ELLP Assessment’, in which ELLs’ language skills are rated against descriptors in the English Language Learning Progressions (ELLP) (Ministry of Education, 2008). This assessment is high stakes because the results determine whether a school receives Ministry of Education funding for additional support of ELLs. As ELLs are placed in mainstream classrooms in New Zealand schools, it is important that mainstream teachers, who generally have no specialist training for working with ELLs, are equipped with strategies and tools for completing ELLP assessment effectively, in order to accurately assess ELLs’ language skills. For practicality, assessment strategies and tools also need to be appropriate for classroom-based assessment. This paper reviews the literature regards as being the use of, and issues associated with, classroom-ase oral language assessment of ELLs in ESL contexts. It then describes a number of guidelines, strategies, and tools from several English-speaking countries that have been designed to facilitate teacher assessment of ELLs’ oral language proficiency. Finally, the paper discusses the potential usefulness of these assessment guidelines or tools for teachers in the New Zealand context who are required to complete ELLP assessment

    Literacy and Thinking Tools for Science Teachers

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    Literacy and thinking tools, such as Venn diagrams, are construction tools for the mind. Just as carpenters use tools to construct a piece of furniture, literate thinkers learning science can use tools to construct new scientific understandings. Like tools used by a carpenter, some literacy and thinking tools are purpose-built for science education; Josephine used a Venn diagram tool because she wanted to compare her pet bird to a bald eagle. Just as a screwdriver is built to slot into the head of a screw and rotate it, you can use literacy and thinking tools for subject- and text-specific purposes. In this chapter, we examine some characteristics of literacy and thinking tools (Whitehead, 2001, 2004). A list of these tools, together with the chapters associ-ated with their use, is provided in Table 2:1

    Structuring institutions to exploit learning technologies: A cybernetic model

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    The adoption of learning technologies has not fulfilled expectation in any sector of education. Arguably, it is the structure of educational institutions which is the main obstacle. Schools, colleges and universities were designed to allow the delivery of education by the few to the many at a time when the key technology was the printed page, and many of the organizational instruments that facilitated this are still with us today: timetables, classrooms, syllabuses and so on. These permit a particular style of education to take place, but result in a system where the complexity of learning needs is ignored New technologies can provide new organizational devices that recognize this complexity. These require careful design and imply a significant restructuring of institutional organization. This paper addresses how the tools provided by management cybernetics, in particular Stafford Beer's Viable System Model, allow the analysis of structural mechanisms and how they impact on organizational complexity. It describes how these tools can be used to redesign educational organizations, including identifying key points where technologies can be used to create structures that permit a more flexible exploitation of the opportunities offered by learning technologies. The current JTAP project Toolkit for the Management of Learning is offered as an example of a set of software tools that emerge from such a cybernetic analysis

    mLearning journey

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    Abstract: The excitement surrounding the potential of web2.0 tools within education has continued to grow. While almost everyone has now heard of PODCasting and YouTube, there are many more examples of social networking and content sharing tools that can be harnessed for education. Recently Twitter (microblogging) has been popularised by the media, with a reported explosive growth rate (uptake by new users) of 1500% during early 2009. While this illustrates that there is undoubtedly phenomenal interest in web2.0, there are still few concrete examples illustrating how to integrate these tools using an explicitly social constructivist pedagogical model within contemporary tertiary education environments. This poster describes the purposeful integration of web2.0 and mobile web2.0 tools within a first year Bachelor of Product Design programme, based upon an under-pinning social constructivist pedagogy. Examples of the use of several web2.0 tools that support the development of collaborative student-centred learning environments are given. Initial feedback from lecturers and students are also reported

    mLearning Journeys: Redesigning Teaching for mLearning

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    Abstract: The excitement surrounding the potential of web2.0 tools within education has continued to grow. While almost everyone has now heard of PODCasting and YouTube, there are many more examples of social networking and content sharing tools that can be harnessed for education. Recently Twitter (microblogging) has been popularised by the media, with a reported explosive growth rate (uptake by new users) of 1500% during early 2009. While this illustrates that there is undoubtedly phenomenal interest in web2.0, there are still few concrete examples illustrating how to integrate these tools using an explicitly social constructivist pedagogical model within contemporary tertiary education environments. This paper describes the purposeful integration of web2.0 and mobile web2.0 tools within a first year Bachelor of Product Design programme, based upon an under-pinning social constructivist pedagogy. Examples of the use of several web2.0 tools that support the development of collaborative student-centred learning environments are given. Initial feedback from lecturers and students are also reported
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