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Articles 1 - 13 of 13
Full-Text Articles in Education
Virtual Virtue, Michael Bruder
Virtual Virtue, Michael Bruder
Teaching and Learning in a Digital Context
No abstract provided.
Designing A Fully Online Social Marketing Course For 21st Century Learners, Bridgette Atkins, Milly Ryan-Harshman, E. Vogel, H. Jones Taggart, J. Mclean, C. Myco
Designing A Fully Online Social Marketing Course For 21st Century Learners, Bridgette Atkins, Milly Ryan-Harshman, E. Vogel, H. Jones Taggart, J. Mclean, C. Myco
Teaching and Learning in a Digital Context
This paper focuses on the development of a Social Marketing for Public Health course created for health sciences students at the University of Ontario Institute of Technology (UOIT). The course was intended to help students develop the skills required for planning and delivering social marketing campaigns. The development of this course brought together members of the Faculty of Health Sciences and the Teaching and Learning Centre at UOIT with individuals from ChangeMakers, a Canadian social marketing agency. Designing authentic learning experiences, providing students of a range of technical backgrounds opportunities to demonstrate their achievement of the learning outcomes, building in …
The Multilingual Times: Breaking The Language Barrier Between Journalism And Science, Harry Browne, Gessica De Angelis
The Multilingual Times: Breaking The Language Barrier Between Journalism And Science, Harry Browne, Gessica De Angelis
Teaching and Learning in a Digital Context
This paper recounts and reflects upon the first two years of a project of transdisciplinary online collaboration involving a group of students studying journalism at Dublin Institute of Technology (DIT), who are paired one-to-one with a group studying linguistics at Trinity College Dublin. Taking as its starting point the idea that most journalism urgently needs to improve the accuracy and depth of its science coverage, and the equally urgent idea that scientists need to improve their capacity to communicate clearly to a wide public, the project has seen the students working together to produce an accessibly written blog, The Multilingual …
A Teaching Module For Engineers On Robotic Safety: Approaches And Effectiveness, Mark A. Rosen, Dan Zhang
A Teaching Module For Engineers On Robotic Safety: Approaches And Effectiveness, Mark A. Rosen, Dan Zhang
Teaching and Learning in a Digital Context
A teaching module recently developed by the authors for engineers on robotic safety using various approaches (Powerpoint presentation and written document) is described and an assessment of the effectiveness of using the module is presented. The effectiveness of the teaching module and its different approaches is assessed by using it in a class setting, and surveying the opinions of the students. The content delivery approaches and learning approaches are also assessed, based on student opinions. The teaching module is determined to be effective at promoting student learning on robotics safety, and to offer multiple useful delivery modes. The teaching module …
Universal Design In Curriculum Development To Address Issues Of Socio-Cultural Capital In Third-Level Education, Brian Vaughan
Universal Design In Curriculum Development To Address Issues Of Socio-Cultural Capital In Third-Level Education, Brian Vaughan
Teaching and Learning in a Digital Context
Universal Design for Instruction (UDI) is primarily focused on ensuring that curricula are as accessible to students with a range of disabilities and difficulties. However, UDI can also be leveraged as a means of addressing issues of socio-cultural capital in third-level education. The assumption that all students belong to the dominant habitus can have a detrimental effect on those seen as being external to it. This paper examines the use of UDI as part of a wider approach to curriculum development as a means of addressing these issue. This is especially pertinent in light of the amalgamation of a number …
Educational Development For Online Teaching, Jordanne Christie
Educational Development For Online Teaching, Jordanne Christie
Teaching and Learning in a Digital Context
This paper discusses a case study that explores the impact on educators’ teaching practices, particularly their assumptions and beliefs about teaching and self-efficacy, as a result of their participation in an educational development programme designed to prepare college educators to develop and teach online and hybrid courses. The data were collected through an online survey of 34 participants, face-to-face interviews with 18 participants and documentary evidence review of 6 participants, and was analysed using Braun and Clarke’s (2006) thematic analysis approach. The findings suggest that the knowledge and experience that college educators acquire when participating in educational development for online …
Developing Critical Reflective Online Communities By Empowering Student Voice, Wendy Barber, Lorayne Robertson
Developing Critical Reflective Online Communities By Empowering Student Voice, Wendy Barber, Lorayne Robertson
Teaching and Learning in a Digital Context
This qualitative study examines the voices and learning experiences of students in online synchronous graduate courses by examining the role that student voice plays in developing authentic online communities. Transformational digital learning regards student voices as central to the process of learning in community, not extraneous to it. Effective online courses must be designed to allow constructivist opportunities for students to contextualize and integrate knowledge as well. With the wide variety and increasing landscape of new and innovative digital means of expressing concepts, placing students at the centre of the process is a digital affordance that holds the potential to …
Online “Maker” Modules To Support Production Pedagogies In Education, Janette Hughes, Lauren Fridman, Laura Morrison
Online “Maker” Modules To Support Production Pedagogies In Education, Janette Hughes, Lauren Fridman, Laura Morrison
Teaching and Learning in a Digital Context
Our research study examines the use of online maker modules (developed by our research team) on the learning process for, and professional development of, graduate M.Ed. and M.A. students in a faculty of education in Ontario, Canada. The research draws on the practice of critical making with both digital and real-world artefacts as a vehicle for collaborative knowledge- sharing and generation, deep learning and meaningful engagement with one’s local and global communities. The students engaged in all five online maker modules as part of a graduate-level course and this paper offers insight into the experiences of two of these students …
The Mooc: Rhetoric, Political Economy And The Value Of Technological Citizenship, Tanner Mirrlees, Shahid Alvi
The Mooc: Rhetoric, Political Economy And The Value Of Technological Citizenship, Tanner Mirrlees, Shahid Alvi
Teaching and Learning in a Digital Context
This paper offers a critical political-economy of the promise and disappointment of the for- profit Massive Open Online Courses (MOOC) in higher education. Our goal is to encourage awareness, dialogue, and reflexivity about the gap between the rhetoric and reality of the MOOC in higher education and to highlight and interrogate the persuasive and profit power interests served by “the rhetoric of the MOOC.” To this end, the first section outlines our critical approach and defines some key concepts: “the rhetoric of technology,” “the political- economy of edu-tech” and “the public sphere.” The second section highlights the MOOC’s rhetorical promises …
Developing Learning Communities In Fully Online Spaces: Positioning The Fully Online Learning Community Model, Todd Blayone, Roland Van Oostveen, Wendy Barber, Maurice Digiuseppe, Elizabeth Childs
Developing Learning Communities In Fully Online Spaces: Positioning The Fully Online Learning Community Model, Todd Blayone, Roland Van Oostveen, Wendy Barber, Maurice Digiuseppe, Elizabeth Childs
Teaching and Learning in a Digital Context
The Fully Online Learning Community (FOLC), developed at the University of Ontario Institute of Technology (UOIT), is a social-constructivist model, addressing a paradigm shift in employment skills, and supporting key elements of transformational learning. Adopting a Problem-based Learning (PBL) approach to activity design, FOLC has served as basis for both undergraduate and graduate, fully online degree programs for almost a decade. In this time, it has demonstrated its ability to facilitate richly collaborative, socially cohesive, and constructively critical, learning communities supported by a flexible array of synchronous and asynchronous digital affordances. FOLC represents a “divergent fork” of the Community of …
Reflections On The Adaptation Of Dit’S Robosumo Robot-Building Initiative Within Itb’S Module On Professional Development For Engineers, Paul Stacey, Michelle Looby, Damon Berry, Shannon Chance
Reflections On The Adaptation Of Dit’S Robosumo Robot-Building Initiative Within Itb’S Module On Professional Development For Engineers, Paul Stacey, Michelle Looby, Damon Berry, Shannon Chance
Teaching and Learning in a Digital Context
This paper details a pilot initiative within the Engineering Department at Ireland’s Institute of Technology Blanchardstown (ITB) where a competitive, team-based robot-building activity has been embedded within the first year module Professional Development for Engineers. As part of the 2015 programmatic review process at ITB, an existing first year module Personal Development was significantly re-designed. The resulting module Professional Development for Engineers was delivered to Engineering students in semester 1 of year 1 of the 2015/16 academic year. A core aim of this initiative is to enhance the first year engineering student experience. The initiative is an adaptation of a …
Examining Student And Educator Use Of Digital Technology In An Online World, Wendy Barber, Maurice Digiuseppe, Roland Van Oostveen, Todd Blayone, Jaymie Koroluk
Examining Student And Educator Use Of Digital Technology In An Online World, Wendy Barber, Maurice Digiuseppe, Roland Van Oostveen, Todd Blayone, Jaymie Koroluk
Teaching and Learning in a Digital Context
Over the past thirty years, institutions of higher learning across the world have increasingly embraced digital technology for teaching and learning. Many institutions have begun to offer mobile, hybrid, and online courses and programs for enhanced relevance and accessibility. Universities and colleges employ digital technology through learning management systems for maintaining and processing educational information/records, offering blended/hybrid learning using asynchronous online student/instructor interaction and collaboration, and web conferencing software for synchronous and asynchronous virtual classroom functionality. Thus, it is critical for us to gain a better understanding the nature of these technological changes and the factors affecting the online realities …
Management Accounting – Combining Blended Learning And Mobile Apps To Enhance The Flipped Classroom Concept, Daniel King
Management Accounting – Combining Blended Learning And Mobile Apps To Enhance The Flipped Classroom Concept, Daniel King
Teaching and Learning in a Digital Context
The primary purpose of this paper is to demonstrate how Blended Learning, Mobile Apps and other technological innovations can be combined with the Flipped Classroom concept to enhance the delivery of a Management Accounting module. In this study there were two separate but linked objectives in introducing the Flipped Classroom, Blended Learning and Mobile Apps. Firstly, to explore if the students would engage with the Flipped Classroom concept and secondly to explore if the students would engage with the Blended Learning elements (including mobile Apps) which were designed to support the Flipped Classroom. Currently, there is no single model for …