Education Commons^™

Interactive Multimedia Learning On Health Care Among Lebanese Women: An Exploratory Study, Joanna R. Kassem, Zeinab H. Houssein, Leila Halawi

Leila A. Halawi

Multimedia learning greatly enhanced the learning outcome and experience of learners exposed to it. The proposed study will explore the usefulness of multimedia learning software devised to educate Lebanese pregnant women who have a low level of formal education about pregnancy and early infant care. The study will be based on the media richness theory. It is expected that through media rich programs, communication of information is facilitated, promoting the resolving of indecisiveness and ambiguity that stems out of the lack of knowledge or information about a given a subject and the inability to convey a meaning of what is …

Lecture Video Capture In Csu System, Zhi-Xue Xu

Zhi-Xue Xu

Peer-Tutoring In Web-Based Concept Tests, Thomas E. Furtak, Joanna C. Dunlap, T. G. Ruskell, Susan A. Tucker, R. Ivatt

Joanna Dunlap

No abstract provided.

Math Class "Unsettled": Teaching And Learning Mathematics Within And Across Multiple Spaces, Jeremiah I. Holden

Remi Holden

No abstract provided.

Sociomathematical Participation: Participatory Culture And Mathematics Pre-Service Teacher Education, Jeremiah I. Holden

Remi Holden

Despite intersections between discipline-specific mathematics content and classroom social norms and learning practices, little research documents relations between social and mathematical activity as examined through social and digital media. Drawing upon complementary theoretical perspectives concerning social media and mathematical activity, this research investigated the participatory culture of mathematics pre-service teachers. Data suggest multiple social practices, including collective intelligence, distributed cognition, and appropriation, that were exhibited through a discursive classroom activity structure.

The Social Media Instructional Design Model: A New Tool For Designing Instruction Using Social Media, Quincy Conley, Kent E. Sabo

Quincy Conley

Social media is a pervasive force in the lives of 21^st century learners. Social media offers a user experience that encourages students to create and share new content while enabling communication unlike any other learning technology. In this paper, we explore how learning with social media could be more effective by leveraging appropriate learning theory and instructional design. We begin with examples of how social media is currently being used in educational contexts, and then review the available research that investigates the connections between social media and education. To understand how social media may be better utilized for learning, …

E-Learning Authoring Software Selection: How Do Instructional Designers Gain Competency Using And Selecting Appropriate Digital Media Development Tools?, Lisa Giacumo, Quincy Conley

Quincy Conley

Given the recent rapid innovation of e-learning authoring tools, academic programs responsible for preparing future training practitioners are faced with the difficult task of deciding how best to design curriculum for e-learning production skills for aspiring instructional designers and multimedia developers. To be able to appropriately design curriculum in academic programs, it would be valuable to know what tools experienced e-learning designers and developers frequently learn to use and how they select specific tools. This is important because, although many authoring tools advertise similar functionality, experienced instructional designers (IDs) and multimedia developers understand that there are subtle differences that need …

One Tutorial, Two Universities: How Technology Can Be Adapted To Meet The Needs Of Multiple Libraries, Betsy A. Williams, Rita Kohrman, Justin Melick, Valerie Beech, Eric A. Kowalik

Eric A. Kowalik

Code For Every Librarian: Css - Html - Javascript, James Day, Cheryl Wolfe

James M. Day

Code For Every Librarian: CSS - HTML - JAVASCRIPT

Hot For Teacher: Using Digital Music To Enhance Students' Experience In Online Courses, Joanna C. Dunlap, Patrick R. Lowenthal

Joanna Dunlap

This article provides a review of the instructional potential of digital music to enhance postsecondary students' experience in online courses by involving them in music-driven instructional activities. The authors describe how music-driven instructional activities, when used appropriately, can (a) humanize, personalize, and energize online courses by enhancing social presence through student-to-student interaction; (b) tap into students' interests, and elicit positive feelings and associations; and (c) involve students in relevant and meaningful student-to-content interaction by engaging them in active knowledge construction. This article includes descriptions of several music-driven instructional activities that rely on digital music resources to engage students in generative, …

Bounded Community: Designing And Facilitating Learning Communities In Formal Courses, Brent G. Wilson, Stacey Ludwig-Hardman, Christine L. Thornam, Joanna C. Dunlap

Joanna Dunlap

Learning communities can emerge spontaneously when people find common learning goals and pursue projects and tasks together in pursuit of those goals. Bounded learning communities (BLCs) are groups that form within a structured teaching or training setting, typically a course. Unlike spontaneous communities, BLCs develop in direct response to guidance provided by an instructor, supported by a cumulative resource base. This article presents strategies that help learning communities develop within bounded frameworks, particularly online environments. Seven distinguishing features of learning communities are presented. When developing supports for BLCs, teachers should consider their developmental arc, from initial acquaintance and trust-building, through …

Applying The Cacao Change Model To Promote Systemic Transformation In Stem, Anthony Marker, Patricia Pyke, Sarah Ritter, Karen Viskupic, Amy Moll, R. Eric Landrum, Tony Roark, Susan Shadle

Tony Roark

Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based activities while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills …

Applying The Cacao Change Model To Promote Systemic Transformation In Stem, Anthony Marker, Patricia Pyke, Sarah Ritter, Karen Viskupic, Amy Moll, R. Eric Landrum, Tony Roark, Susan Shadle

R. Eric Landrum

Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based activities while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills …

The Development Of An Online Plagiarism Tutorial, Kenetha J. Stanton, Sally Neal

Sally Neal

Case Study of a pilot online plagiarism tutorial at Butler University.