Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Organizational Intelligence in Digital Innovation: Evidence from Georgia State University

The fourth industrial revolution challenges organizations to cope with dynamic business landscapes as they seek to improve their competitive position through rapid and pervasive digitalization of products, services, processes, and business models. As organizations sense and respond to new opportunities and threats, digital innovations are not only meeting new requirements, unarticulated needs, and market demands, they also lead to disruptive transformation of sociotechnical structures. Despite the practical relevance and theoretical significance of digital innovations, we still have limited knowledge on how digital innovation initiatives are rationalized, realized, and managed to improve organizational performance. Drawing on a longitudinal study of digital innovations to improve student success at Georgia State University, we develop a theory of organizational intelligence to help understand how organizations’ digital innovation initiatives are organized and managed to improve their performance over time in the broader context of organizational transformation. We posit that organizational intelligence enables an organization to gather, process, and manipulate information and to communicate, share, and make sense of the knowledge it creates, so it can increase its adaptive potential in the dynamic environment in which it operates. Moreover, we elaborate how organizational intelligence is constituted as human and material agency come together in analytical and relational intelligence to help organizations effectively manage digital innovations, and how organizational intelligence both shapes and is shaped by an organization’s digital innovation initiatives. Hence, while current research on organizational intelligence predominantly emphasizes analytic capabilities, this research puts equal emphasis on relational capabilities. Similarly, while current research on organizational intelligence focuses only on human agency, this research focuses equally on material agency. Our proposed theory of organizational intelligence responds to recent calls to position IS theories along the sociotechnical axis of cohesion and has pronounced implications for both theory and practice

Supervision, Advisement and Dialogic Pedagogy: present day issues and provocations for the future

This article is a reflection on the Dialogic Pedagogy Journal (DPJ) Special Issue on Supervision and Advisement. Altogether five articles made it through a rigorous double-blind peer review process and crossed the finishing line to become a part of this special issue. Supervision and advisement are areas of education where Dialogic Pedagogy approach is a welcome guest as learning and teaching constructs that are used in these areas require various forms of dialogue.  This special issue is a humble but a promising beginning for the special issues on supervision and advisement in this journal. All the studies included in this special issue are good examples of well-done scientific endeavors that can be used as illustrations of how a good piece of research should be executed and reported. However, the question remains if the means of analyses used in these studies are satisfactory enough so that we could understand to the fullest the complexities of the co-lived lives of the participants in supervisory and advisement relationships and co-learned knowledge that all the participants have gained

SAPS and Digital Games: Improving Mathematics Transfer and Attitudes in Schools

Many suggest that digital games are a way to address problems with schools, yet research on their ability to promote problem solving, critical thinking, and twenty-first century skill sets appears to be mixed. In this chapter, I suggest that the problem lies not with digital games, but with our conceptualization of what it means to promote problem solving and critical thinking, and how transfer of such skills works in general and, specifically, with games. The power of digital games lies not in some magical power of the medium, but from embedded theories (e.g., situated learning and problem-centered instruction) and from good instructional design (the principles of learning and teaching to which all good instruction must adhere). This chapter describes situated, authentic problem solving (SAPS): a model to explain how digital games can promote transfer and improve attitudes toward mathematics. By examining research on the instructional practices (situated learning) and outcomes (transfer, problem solving, attitudes) that lie at the heart of SAPS, we can chart a path forward for best practices of digital games in mathematics education

Transitioning from Face-Face to Online Learning: Creating Safe Spaces for Academic Advisement in the Face of a Global Pandemic

 Abstract: The recent COVID -19 pandemic has forced many institutes of higher learning across the globe to consider alternative modes of providing quality learning for students. However, developing and implementing safe spaces for academic advisement in online platforms that allow college students to explore their environment in an open and curious manner is challenging. The view that unsafe spaces put college students at risk for departure if they experience disengagement and a lack of support led this paper to explore how college students make sense of safe and unsafe advisement spaces, and how this understanding affects the ways they achieve academic success. Utilizing the PALEO framework, this paper contributes to existing knowledge on academic advisement by theorizing and offering practical ways to create tools that extend the capacity to solve problems during a global pandemic. The implications for re-imagining and coping with this new normal is discussed.

College Catalog, 2013-2014, Graduate

https://digitalcommons.buffalostate.edu/buffstatecatalogs/1224/thumbnail.jp

Reducing attrition and dropout in e-learning: the development of a course design model

Worldwide, the e-Learning market has been growing faster and faster [1], but not without some disappointments [2]. One of the biggest setbacks regarding e-Learning is that related to the high rates of attrition [3] that leads to frustration [4] [5] [6] and, eventually, to dropout. Student dropout rates for e- Learning are 15–20% higher than traditional face-to-face courses [7]. For all reasons that might have an influence in attrition and dropouts in e-Learning we argue that course design is the key. Therefore, the main question is how to design e-Learning courses with lower attrition and dropout rates? The primary objective of this Erasmus+ Strategic Partnership for adult education research project, is to produce a model to assist e-Learning course developer’s decisions based on scientific literature that will lead to the development of an implementation prototype. The specific objectives are: (i) to understand the relationship between course design in e-Learning with attrition and dropout; (ii) to identify dropout reasons in relations to course design in e-Learning; (iii) to validate course design as a problem affecting dropout in e-Learning; and (iv) to propose a decision-making course design model for a future prototype. As a methodological approach, we will use Development Research [8]. This methodology involves an interrelationship between theory and practice to create an effective intervention to a specific problem, which requires not only its analysis but also the construction of a particular process or product. We see the Development Research as a cyclical process of designing, testing, and redesigning, always incorporating feedback provided by all the actors. This process leads to new theoretical and empirically founded products, whereby the researchers get new insights, ultimately bringing the state of the art a step forward. Outgoing from the creation of our e-Learning prototype, we will collect information in a participatory manner, justifying the choices that will be integrated into the development process/product, and creating the conditions for permanent feedback to improve the product as well as the educational process. Thus, the research process is less driven on obtaining a descriptive knowledge; instead, it is more focused on the need to get, from the feedback on the tasks and the product development, information about how different aspects of the problem can be solved. According to our research plan, we firstly review the state of the art, following a systematic review [9], which is “designed to locate, appraise and synthesize the best available evidence relating to a specific research question to provide informative and evidence-based answers” [10]. Secondly, and after accessing the relationship between course design in e-Learning with attrition and dropout in previous step, we propose a decision-making model for an implementation prototype. Third, the prototype is tested and improved based on data collected, including attrition and dropout. Fourth, a functional product is released, providing the necessary mechanics for improvement based on continuous data collection.The research leading to these results has received funding from the European Community's ERASMUS+ PROGRAMME under grant agreement no. 2015-1-TR01-KA204-021954 “Better e- Learning for All”

College Catalog, 2014-2015, Graduate

https://digitalcommons.buffalostate.edu/buffstatecatalogs/1226/thumbnail.jp