Utilizing Learning Management System in Online Writing Instruction in Higher Education: Indonesian Faculty Member Perspectives

This study aimed to investigate the faculty members’ perspectives in viewing the characteristics, the obstacles and the expectations, and the consideration in selecting and implementing the LMS in OWI. The qualitative method with the descriptive design was used. The participants were 17 faculty members from universities in Indonesia. The collected data were by an open-ended questionnaire and a semi-structured interview. The result showed that selected LMSs were GC, Md, MT, Ed, and Sc. Subsequently, the LMS’ s characteristics are based on features and functions such as providing learning skill tools, communication tools, and productivity tools. Furthermore, the obstacles were internet connection, limited interaction, lack of online tracing, restriction control, and plagiarism checking. Meanwhile, the expectation provided feedback, detailed scoring, voice or video conference tools, online sketching, and plagiarism checkers. The selection consideration covered reliability, simplicity, and mandatory institution. The implementation involved facilitating the distribution of the materials, writing activities, achieving outcomes, the feedback, collaboration activities, discretion of the student choice in the task/assignment submission, and the scoring

Disability, ICT and eLearning Platforms: Faculty-Facing Embedded Work Tools in Learning Management Systems

This paper contributes to the current discussion in the field of human-computer interaction design (HCI) on the accessibility and design of eLearning tools embedded in the online platforms for higher education. Presenting the preliminary results of a longitudinal study of the accessibility of the faculty-facing pages of Canvas learning management system, it aims at drawing the attention of designers, developers, and manufacturers to the barriers erected by the ableist LMS designs for disabled faculty. The paper asks for improvements in design processes by embracing participatory design methods and by paying attention to the recommendations included in this paper

Voice Interaction Online

This chapter examines the potential for voice activities to enhance online learning. Although research related to online writing tools (such as e-mail, discussion threads, blogs, and wikis) is growing and the use of synchronous and asynchronous voice tools (such as internet phone, VoiceThread and multimodal web conferencing) has developed rapidly, little is known about the effects of systematically implementing these voice tools in formal educational settings (Millard, 2010). This chapter first provides a brief overview of the available online voice systems, the design principles of online voice interaction, and prior research and frameworks regarding voice interaction in online and blended learning. It then reports on a study of a systematic application of an asynchronous voice recording system integrated into a learning management system in an undergraduate blended-learning English course. The research found that the voice system was adequately usable and was associated with a positive change in the students‘ perceptions of speaking English over the semester. Half of the students were reluctant to talk to an online program, whereas the other half were willing to do so. Regular use of online voice assignments encouraged high attendance rates for the in-person classes. This suggests the potential power of asynchronous online voice interaction to help support students‘ learning

Pervasive Pedagogy: Collaborative Cloud-Based Composing Using Google Drive

Cloud-based services designed for educational use, like Google Apps for Education (GAFE), afford deeply collaborative activities across multiple applications. Through primary research, the authors discovered that cloud-based technologies such as GAFE and Google Drive afford new opportunities for collaborative cross-platform composing and student engagement. These affordances require new pedagogies to transform these potentialities into practice, as well as a reexamination of contemporary theory of computers and composition. The authors’ journey implementing Google Drive as a composing and communication environment required continually remediating content, relationships, practices, and their own identities as they interacted with students in the cloud. This chapter addresses how GAFE and Google Drive engage students in the composition classroom, redefine and transform pedagogical and curricular concepts, and improve students’ experience and learning

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

EXPLORING DIGITAL ETHNOGRAPHY APPLIED TO LANGUAGE LEARNING STUDY: A LITERATURE REVIEW

Abstract The digital or virtual atmosphere in the education field today begins to spread which includes in the area of language learning. In line with that one, a research design is proposed in a similar context that is Digital Ethnography (DE). The research aims are to reveal and explore the detail of DE and how it is implemented in research. The method used in this study is qualitative, and the data is collected from 10 articles from reputable journals that discuss DE. The collected data were categorized based on the year, title, author, purpose, method result and discussion, and conclusion, afterward they were analyzed and presented descriptively. The findings of this study showed that DE can be applied in various topic particularly in language learning research. The implication of this study DE can be as one of the options as the research design related to language learning in a digital or virtual context. &nbsp

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Introduction to the Sage Handbook of E-learning Research, 2nd ed.

The publication of the second edition of the SAGE Handbook of E-learningResearch attests to the continued need for study and understanding of learningpractices in contemporary technology-supported and technology-enabled educational, work and social settings. In preparing the first edition (Andrews &Haythornthwaite, 2007a), we found that while there had been considerabledevelopment in teaching and learning online, and in learning design, there wasno coherent view of what constituted research in the field. Writing for this 2016edition, we find there has been much progress in research, but it has taken many new directions, each wrestling with how to analyze and represent learning in an era of continuing change in technologies, learning practices, and knowledge distribution. This volume, like the last, takes stock of progress in e-learning research, highlighting advances as well as new directions in studies and methods for approaching and keeping up with changes in learning in an e-society

Electracy in Praxis: Pedagogical Relays for an Undergraduate Writing Curriculum

The paradigm shift from traditional print literacy to the postmodern fragmentation, nonlinearity, and multimodality of writing for the Internet is realized in Gregory L. Ulmer’s electracy theory. Ulmer’s open invitation to continually invent the theory has resulted in the proliferation of relays, or weak models, by electracy advocates for understanding and applying the theory. Most relays, however, remain theoretical rather than practical for the writing classroom, and electracy instruction remains rare, potentially hindering the theory’s development. In this dissertation, I address the gap in electracy praxis by adapting, developing, and remixing relays for a functional electracy curriculum with first-year writing students in the Virginia Community College System as the target audience. I review existing electracy relays, pedagogical applications, and assessment practices – Ulmer’s and those of electracy advocates – before introducing my own relays, which take the form of modules. My proposed relay modules are designed for adaptability with the goals of introducing digital natives to the logic of new media and guiding instructors to possible implementations of electracy. Each module contains a justification, core competencies and learning outcomes, optional readings, an assignment with supplemental exercises, and assessment criteria. My Playlist, Transduction, and (Sim)ulation relays follow sound backward curricular design principles and emphasize core hallmarks of electracy as juxtaposed alongside literacy. This dissertation encourages the instruction of new media in Ulmer’s postmodern apparatus in which student invention via the articulation of fragments from various semiotic modes stems from and results in new methodologies for and understandings of digital communication