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Full-Text Articles in Education
Finding Lost & Found: Designer’S Notes From The Process Of Creating A Jewish Game For Learning, Owen Gottlieb
Finding Lost & Found: Designer’S Notes From The Process Of Creating A Jewish Game For Learning, Owen Gottlieb
Articles
This article provides context for and examines aspects of the design process of a game for learning. Lost & Found (2017a, 2017b) is a tabletop-to-mobile game series designed to teach medieval religious legal systems, beginning with Moses Maimonides’ Mishneh Torah (1180), a cornerstone work of Jewish legal rabbinic literature. Through design narratives, the article demonstrates the complex design decisions faced by the team as they balance the needs of player engagement with learning goals. In the process the designers confront challenges in developing winstates and in working with complex resource management. The article provides insight into the pathways the team …
Developing Communities Of Practice In Tertiary Education: Improving Teaching And Learning, Aileen Cotter, Rose Leahy, Michele Mcmanus, Mary Oldham, Nollaig O'Sullivan
Developing Communities Of Practice In Tertiary Education: Improving Teaching And Learning, Aileen Cotter, Rose Leahy, Michele Mcmanus, Mary Oldham, Nollaig O'Sullivan
Dept. of Marketing & International Business Conference Material
There is considerable evidence that the development of Communities of Practice (CoP) in education results in improvements in teaching and learning. The reality far too often, however, is that academics remain isolated in their practice with a culture of individualism rather than collaboration the norm. Adopting a case study approach, this research explores the perspectives of academic staff in one department in Cork Institute of Technology (CIT) on CoP. Specifically, the research explores how communities of practice might develop in a third level teaching environment; the type and nature of communities of practice that might develop and if those communities …
Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell
Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell
Interdisciplinary Journal of Problem-Based Learning
This exploratory, evaluative case study introduces a new context for problem-based learning (PBL) involving an iterative, modular approach to curriculum-wide delivery of PBL in an MA TESOL program. The introduction to the curriculum context provides an overview of the design and delivery features particular to the situation. The delivery approach has established multiple roles that contribute to the design and facilitation of the learning environment: lead instructors, collaborating instructors, and students as peer teachers. These roles also identify milestones on a collaborative instructional skills trajectory for professional development. In this mixed methods study, qualitative data were collected from collaborating instructors …
Virtual Faculty Learning Community Implementation Framework, Angela Atwell, Cristina Cottom, Lisa Martino, Sara Ombres
Virtual Faculty Learning Community Implementation Framework, Angela Atwell, Cristina Cottom, Lisa Martino, Sara Ombres
Publications
This framework is meant to be a useful guide for those interested in creating a V-FLC. You may skip around to the various sections or read the framework from start to finish. The framework consists of twelve questions to ask as you begin developing a V-FLC, answers to these questions based on our experience, as well as a visual representation of the framework.
Metacognition By Design: How A Course Design Experience Can Increase Metacognition In Faculty, Teresa A. Johnson, Sarah A. Holt, Margaret Sanders, Lindsay Bernhagen, Kathryn Plank, Stephanie V. Rohdieck, Alan Kalish
Metacognition By Design: How A Course Design Experience Can Increase Metacognition In Faculty, Teresa A. Johnson, Sarah A. Holt, Margaret Sanders, Lindsay Bernhagen, Kathryn Plank, Stephanie V. Rohdieck, Alan Kalish
To Improve the Academy: A Journal of Educational Development
Since 2009, our center for teaching and learning has offered an intensive Course Design Institute (CDI) several times each year, which has now been completed by more than 600 teaching faculty, staff, and Graduate Teaching Associates from The Ohio State University. To better understand the impact of participating in a CDI on participants’ teaching, this study utilizes qualitative data drawn from five years of participant feedback gathered on the last day of each CDI, as well as from focus groups conducted with CDI graduates in the years following their participation. The results show that participating in the CDI helps instructors …
Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne
Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne
To Improve the Academy: A Journal of Educational Development
This article offers an exploratory case study of a program for faculty that blends contemplative practices, scholarly productivity, and renewal of faculty as writers at a retreat in a natural setting. We share faculty learning outcomes, logistics, a retreat agenda, and evaluation data from four writing renewal retreats conducted over two years to present initial insight into a contemplative approach to writing retreats that fosters a connection to self, to scholarship, and to a community of writers—key elements of a successful writing life. Through critical reflection on the role of contemplative practices, scholarly productivity, and faculty well-being, we offer a …
Egalitarian Teams In Action: Organizing For Library Initiatives, Linda Miles, Miriam Laskin, Kate Lyons
Egalitarian Teams In Action: Organizing For Library Initiatives, Linda Miles, Miriam Laskin, Kate Lyons
Urban Library Journal
In 2006 Peter Senge, who coined the term the learning organization, wrote, “As the world becomes more interconnected and business becomes more complex and dynamic, work must become more ‘learningful’... It’s just not possible any longer to to figure it out from the top, and have everyone else following the orders of the ‘grand strategist’” (p. 4). Senge documented the need for professions and organizations that can change, that can quickly adapt, be nimble, learn, and find new opportunities in the changing information landscape. Libraries are not immune from this kind of pressure. In this case study, first presented at …