Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Bulgaria (3)
- Community of practice (3)
- Online learning (3)
- Special education (3)
- Articles (2)
-
- Learning design (2)
- Rowan Cahill (2)
- Teaching (2)
- Cloudworks (1)
- Competence (1)
- Curriculum (1)
- E-learning (1)
- E-portfolio (1)
- Educational development support (1)
- Educational resource development (1)
- English teaching (1)
- Higher education (1)
- Historiography (1)
- History (1)
- Learning design representation (1)
- Marginalisation (1)
- Modern History (1)
- Online role-play (1)
- Orwell (1)
- Staff development (1)
- Staughton Lynd (1)
- Symbolic violence (1)
- Visualisation (1)
- Publication
- Publication Type
Articles 1 - 8 of 8
Full-Text Articles in Entire DC Network
Representing Learning Designs – Making Design Explicit And Shareable, Gráinne Conole, Sandra Wills
Representing Learning Designs – Making Design Explicit And Shareable, Gráinne Conole, Sandra Wills
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
Most teachers' design practice is implicit and practice based, focusing primarily on discipline content. In recent years, a number of visual design representations have emerged that help guide teachers' design practice, enabling them to create explicit designs, which can then be shared and discussed with others. These design representations help guide the design process and help teachers to think beyond content to the learning activities the learners will be engaged with and the ultimate learner experience. The paper will describe the representations and draw on empirical evidence of their use in a range of contexts, including the Joint Information Systems …
Rage Against The Machine? Symbolic Violence In E-Learning Supported Tertiary Education, N. F. Johnson, David C. Macdonald, T. M. Brabazon
Rage Against The Machine? Symbolic Violence In E-Learning Supported Tertiary Education, N. F. Johnson, David C. Macdonald, T. M. Brabazon
Faculty of Education - Papers (Archive)
The move toward online course facilitation in tertiary education has the intent of providing education at any time in any place to any person. However, the advent of blended learning and e-learning innovations has ostracised, marginalised or ignored those who cannot afford or who are unable to access the latest hardware and software to take advantage of these opportunities. The Web 2.0 age is an era of assumptions: assumptions of participation, literacy and democracy. Yet such inferences are based on the need for high-speed Internet connections, and the latest computers are standard requirements. Those without the ability to access these …
Investigating The Role Of Eportfolios And Online Courses In A Community Of Practice: Assisting Bulgarian Special Educators With Lifelong Competency Development, R. Peterson, J. Herrington, D. Konza, M. Tzvetkova-Arsova, K. Stefanov
Investigating The Role Of Eportfolios And Online Courses In A Community Of Practice: Assisting Bulgarian Special Educators With Lifelong Competency Development, R. Peterson, J. Herrington, D. Konza, M. Tzvetkova-Arsova, K. Stefanov
Faculty of Education - Papers (Archive)
Research and development for an Internet-facilitated distributed community of practice (DCoP) for special education in Bulgaria is in its final phase. The DCoP is called Special Education Bulgaria. Results from the needs assessment indicated that special education researchers, practitioners, and parents in Bulgaria would benefit from such a community and that there is sufficient Internet access. Formative evaluation results directed website usability and sociability improvements and the incorporation of Moodle, a popular course management system. An effectiveness evaluation is currently underway to investigate the DCoP’s effect on the job performance and satisfaction of special educators. Preliminary results indicate that though …
Establishing An Internet-Based Special Education Community In Bulgaria: A Summary Of Preliminary Findings And Future Steps, R. Peterson
Faculty of Education - Papers (Archive)
Research behind the establishment of an Internet-based community of practice, called Special Ed Bulgaria, www.specialedbulgaria.org, is discussed. Preliminary results show that special education researchers and practitioners in Bulgaria are familiar enough with using the Internet to benefit from an online community. Results also indicate that there is sufficient access to the Internet. Usability results directed modifications to the prototype online community and led to the incorporation of a popular course management system called Moodle.
Developing An Internet-Based Community For Special Education In Bulgaria, R. Peterson
Developing An Internet-Based Community For Special Education In Bulgaria, R. Peterson
Faculty of Education - Papers (Archive)
Research on special education practices in Bulgaria to develop an Internet-based community of practice is now underway. The study will answer a call to action to test the potential of online communities of practice (OCoPs) to close the gap between education research and practice. A secondary goal is to update findings about the feasibility of Internet-based instruction in Bulgaria. Qualitative and quantitative methods will be used to develop and evaluate a website and propose design principles for future OCoP development. Research has been guided by situated learning and legitimate peripheral participation theory as well as the design-based research approach. This …
Learning Design At The University Of Wollongong, S. R. Lambert
Learning Design At The University Of Wollongong, S. R. Lambert
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
This paper describes the work done by the author to develop and document a Learning Design process at CEDIR, a centrally funded and located educational development support unit at the University of Wollongong. CEDIR works with educational technology as an intrinsic part of educational design. The Learning Design unit was set up in January 2002 with the aim of ensuring sound pedagogical design of CEDIR educational products and to maximise staff development opportunities during their development The new service processes and tools developed to facilitate these aims have been further refined and evaluated in 2003. This paper reports on the …
Return To English, Rowan Cahill
Return To English, Rowan Cahill
Rowan Cahill
Autobiographical: A burnt-out teacher gives teaching away after fifteen years in the classroom to pursue a personal agenda--writing, income generation independent of the classroom, and rediscovering life. But after three years he returned to teaching. The article explores why he left, and why he returned.
The Decline Of History, Rowan Cahill
The Decline Of History, Rowan Cahill
Rowan Cahill
Written at a time when the teaching of 'History' was declining in Australian secondary schools (1970s), this is a view from the classroom by a classroom teacher. The author trenchantly defends the place of 'History' as a subject in Secondary schools, and opposes its teaching by non-history trained teachers, as well as the introduction of 'thematic' approaches. Instead he defends a broad 'History' curriculum, the exploration of cause and effect, and for Senior students, their introduction to the notion of 'historiography'.