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Full-Text Articles in Teacher Education and Professional Development
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 …
The Chameleon Characteristics: A Phenomenological Study Of Instructional Designer, Faculty, And Administrator Perceptions Of Collaborative Instructional Design Environments, Papia Bawa, Sunnie Watson
The Chameleon Characteristics: A Phenomenological Study Of Instructional Designer, Faculty, And Administrator Perceptions Of Collaborative Instructional Design Environments, Papia Bawa, Sunnie Watson
The Qualitative Report
While several professionals, organizations and departments may be a part of the instructional designing process usually faculty, instructional designers, and administrators are key stakeholders and collaborators. Although there are some studies related to the process of instructional designing, there is little by way of research that has investigated the stakeholders’ perceptions of the key characteristics of effective collaboration within instructional designing projects. Thus, there is a gap in our understanding of the phenomenon of instructional designing project collaboration. This hermeneutic phenomenological study seeks to add to the literature by sharing the perceptions of seven stakeholders in different roles, who have …
Hybrid Plcs: Building Collaboration Among Teachers In Different Schools, Laura Robertson, Pamela Cromie, Lindsay Lester, Jennifer Hill, Diana O'Neal
Hybrid Plcs: Building Collaboration Among Teachers In Different Schools, Laura Robertson, Pamela Cromie, Lindsay Lester, Jennifer Hill, Diana O'Neal
Laura Robertson
How do highly motivated teachers from different schools collaborate? We formed a hybrid PLC that included face-to-face meetings and online interactions to improve student learning.
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 …
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.