scholarly journals ENGINEERING EDUCATIONAL TECHNOLOGY - WHO NEEDS IT?!

2011 ◽  
Author(s):  
Ralph Harris ◽  
Cheryl Amundsen
Keyword(s):  
Educational Technology ◽  
Learning Outcomes ◽  
Present Article ◽  
Teaching And Learning ◽  
Course Design ◽  
Preparation Time ◽  
Learning Skills ◽  
Learner Centered ◽  
Evaluation Strategies

A lack of knowledge about teaching and learning that is quite common amongst engineering academics combined with a heavy set of professional demands, leads many teaching engineers to use outdated models of instruction or to simply repeat the teaching strategies that they themselves experienced. The present article seeks to inform engineering academics that there exist simple, yet powerful methods to design courses that will be effective for promoting learning and will be efficient in terms of preparation time. Students’ opinions and desires regarding teaching and learning are also considered to provide a measure of the challenge associated with course design. In particular, the elements of learner centered course design are described with an emphasis on linking teaching and evaluation strategies to levels of learning and learning outcomes. Read along, slip into the role of a student for a while and see what engineering educational technology can do for, or to, you and your teaching and learning skills.

Information and Communication Technologies

2008 ◽  
pp. 1047-1065
Author(s):  
Glenn Finger ◽  
Maret McGlasson ◽  
Paul Finger
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Course Design ◽  
Communication Technologies ◽  
Learner Centered ◽  
Learning Stories ◽  
Information And Communication ◽  
Portfolio Approach

Teaching and learning in the 21st century should be markedly different from earlier times through the design of new teaching and learning environments. Through the presentation of three models of technology-rich learning environments (teacherdirected, learner-centered and mediated), this chapter provides a case study of the design and delivery of a course called Learning with Information and Communication Technologies (ICTs) guided by a mediated learner approach, using new approaches to using ICTs and assessment for learning as key course design drivers. That course aims to prepare future teachers who demonstrate strong theoretical and practical understanding of designing and creating effective ICT teaching and learning experiences, and are confident and proficient users of ICTs. We provide an analysis of the implementation of that course through the presentation of the learning stories and reflections of students. Specific discussion is provided about the conceptualization and implementation of an e-portfolio approach to promote deep learning.

A Theoretical Model for Designing Online Education in Support of Lifelong Learning

2011 ◽  
pp. 29-45 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Lifelong Learning ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Web Based ◽  
Individualized Learning ◽  
Learner Centered ◽  
New Strategies

The escalating infusion of online education to promote lifelong learning has triggered a re-examination of teaching and learning not witnessed since perhaps the advent of the printed textbook. Textbooks changed the landscape of individualized learning as professors added reading to their inventory of instructional strategies. Today, distance education, in all its manifestations from programmed instruction to Web-based courses, requires instructors to employ new strategies in course design and delivery in order to engage students and promote learner-centered activities. The rapid growth of distance education (especially for the adult learner) serves to challenge traditional methodologies in which education is designed, delivered, and assessed. This chapter introduces a new model for designing instruction using this state-of-the-art venue, an archetype for effective instructional design for lifelong learning.

scholarly journals The Role of Learning Media in Indonesian Language Learning

2021 ◽  
Author(s):  
Rahmiyyatul Husna
Keyword(s):  
Educational Technology ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Media

The application of educational technology, especially in the use of educational media in teaching and learning activities by teachers is still in a worrisome condition. In this regard, it is appropriate if teachers understand what and how effective and efficient teaching and learning activities are, as well as the role of the educational media itself in teaching and learning activities (Fitri, Y. et all, 2016).

scholarly journals REFLECTIONS ON THE TRAINING EVALUATION OF LEARNING IN THE DEGREE IN SCIENCE OF EDUCATION OF THE UAEH.

2018 ◽  
Vol 6 (12) ◽  
pp. 56-63
Author(s):  
Maritza Librada Cáceres
Keyword(s):  
Teaching And Learning ◽  
Formative Evaluation ◽  
Data Recovery ◽  
Learning Assessment ◽  
Evaluation Strategies ◽  
Assessment Approach ◽  
Bachelor Of Education ◽  
And Performance ◽  
Evaluation Of Learning

In these reflections some references are analyzed that bet the role of formative evaluation in the students' learning, which transcends the processes of teaching and learning in Higher Education, rescuing the role of collegiate work of the academies, as an organ for making decisions about the evaluation strategies to be applied, according to the demands and needs of the students. The influence of evaluation for learning is based, which conditions a formative potential in students throughout their school trajectory, particularly in the Bachelor of Education Sciences of the Autonomous University of the State of Hidalgo (UAEH), knowledge that transcend throughout the life of the students. For what is considered formative evaluation as a learning assessment approach, which refers to a systematic process of data recovery on student learning and performance, from various sources of evidence; is focused on processes, rather than results, is interested in students being responsible for their own learning and is conceived as a means to achieve and integrate knowledge with meaning and meaning.

scholarly journals Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs

2021 ◽  
Vol 33 (1) ◽  
pp. 82-105
Author(s):  
Chris Cartwright ◽  
Michael Stevens ◽  
Katharina Schneider
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Pacific Northwest ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Experience ◽  
Assessment Data ◽  
Mba Students ◽  
Intercultural Assessment

Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers learners and instructors insights on where students are, where they wish to grow, and the success of treatment outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a “glocal” learning experience course. Learners were assessed using the Inter cultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.

Hakikat dan Konsep-Konsep Dasar Psikologi Pendidikan, Belajar dan Pembelajaran Serta Faktor-Faktor yang Mempengaruhinya

2014 ◽  
Vol 3 (2) ◽  
pp. 156-164
Author(s):  
Rusdi Rusdi
Keyword(s):  
Learning Outcomes ◽  
Educational Psychology ◽  
Business Education ◽  
Teaching And Learning ◽  
Educational Process ◽  
Human Beings ◽  
Psychological Knowledge ◽  
Actual Teaching

Is a must for every educator who is responsible, that he was in carrying out his duties,act in a manner consistent with the \"state\" of the students. In this context, the role of psychology as a scienceknowledge which seeks to understand human beings, with the goal to be able to treat it with moreright. Therefore, the psychological knowledge of students in the educational process is necessary andimportant for every educator; so that every educator should be a requirement to have knowledgeon educational psychology. The central issue in educational psychology is a matter of learning andlearning. This is not surprising, because the actual teaching and learning is a follow implementationin business education. In seeking to educate, children students learn and the teachers do the teachingto the students. The quality of students' learning outcomes are determined by the learning process that caninfluenced by many factors, both internal and external.

Peran Guru BK dalam Meningkatkan Keterampilan Belajar dan Motivasi Belajar Siswa

2020 ◽  
Vol 1 (2) ◽  
pp. 61-69
Author(s):  
Satya Anggi Permana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
School Counseling ◽  
Data Reduction ◽  
School Counselor ◽  
Learning Motivation ◽  
Data Display ◽  
Learning Skills ◽  
Good Learning

Learning skills and learning motivation must be in students to be successful and successful in learning, in this case, students need help and guidance to succeed in learning. One of those who play an important role in helping students is the school counselor. This type of research is qualitative research. The informants in this study were the principal, school counselor, subject teachers, homeroom teachers, and students. Data collection techniques in this study using observation, interview, and documentation techniques. Techniques for Guaranteeing Data Validity The research was carried out by means of a Credibility Test, Transferability Test, Dependability Test, and Confirmability Test. Data analysis techniques are carried out through the process of data reduction (data reduction), data display (data display), and conclusion (verification). The findings obtained in this study indicate that the role of school counseling in increasing student learning motivation is carried out well through the provision of information services. Meanwhile, the role of school counseling in improving student learning skills still needs to be improved by providing more intensive services with a combination of content mastery services, this is because there are still students who do not have good learning skills, and there is still a lack of service provision regarding learning skills that are felt by them. students, so that student learning outcomes are less than optimal. This study also reveals that "Good motivation to learn without the support of adequate learning skills has an impact on not optimal learning outcomes. On the other hand, adequate learning skills without the support of good learning motivation also have an impact on learning outcomes that are not optimal.

The Burden of Alleviating the Burden During a Pandemic: Emotional literacy as a tool for online course design, adaptation, and evaluation

eLearn ◽  
2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
Petra Robinson ◽  
Maja Stojanović
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Course ◽  
Future Research ◽  
Graduate Level ◽  
Emotional Literacy ◽  
Online Course Design

During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. To conclude, we offer practical suggestions for online course design, adaptation, and evaluation using emotional literacy as a framework and provide considerations for future research.

scholarly journals Virtual Learning And Students Motivation: Implementation The “Game Ranking 1st” Through Quizizz

2020 ◽  
Vol 5 (2) ◽  
pp. 81-90
Author(s):  
Nurul Ahsin ◽  
Chintya Rahmawati
Keyword(s):  
Learning Outcomes ◽  
Religious Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Extrinsic Motivation ◽  
Islamic Education ◽  
Online Teaching And Learning ◽  
Qualitative Approaches ◽  
Learner Centered ◽  
The Subject

The study focuses on the implementation of the “Game Ranking 1st” method to increase student learning motivation in the subject of Islamic Religious Education at SMPN 3, Pare, Kediri. Through this learning method, the online teaching and learning process is expected to be learner-centered, while the teacher acts as a guide. This study uses qualitative approaches and descriptive methods. Data Collection techniques through interviews, observation, and documentation. The informants involved in this study were a teacher of Islamic Religious Education and several students at grade VII of SMPN 3 Pare, Kediri. The result of this study indicates that: 1) The application of the “Game Ranking 1st” method in Islamic Education is implemented in stages; preparation, in the form of checking attendance and presenting learning steps; implementation, by providing the Quizizz web link along with the code to students; and evaluate learning outcomes. 2) Through the “Game Ranking 1st” method, student’s intrinsic motivation is increased marked by their enthusiasm and high interest in learning, along with extrinsic motivation, they are attracted by the stimulus provided by the teacher in the form of value rewards and praise, and punishment in the form of adding questions and assignment.

scholarly journals Pembelajaran Menyenangkan Sebagai Upaya Menanggulangi Pandemi Covid-19

Epistema ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Pujiriyanto Pujiriyanto
Keyword(s):  
Educational Technology ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Strong Relationship ◽  
Lesson Plans ◽  
Comprehensive Understanding ◽  
Teaching Learning ◽  
Teachers Training

Artikel ini bertujuan untuk menjelaskan konsep dan prosedur praktis model pembelajaran joyful learning dalam rangka pelatihan guru di Gantiwarno Klaten yang dilakukan oleh Tim PPM dari Departemen Kurikulum dan Teknologi Pendidikan. Pembelajaran yang menyenangkan di dalamnya terdapat hubungan yang kuat antara pendidik dan siswa, tanpa merasa terpaksa atau merasa tertekan. Relasi antara guru dan siswa nampak perlu dirubah dalam posisi egaliter. Perkembangan teknologi informasi memungkinkan siswa mendapatkan informasi lebih cepat dan beragam. Pola pembelajaran daring Joyful learning merupakan suasana belajar-mengajar yang menyenangkan agar siswa memfokuskan perhatiannya penuh pada pembelajaran sehingga waktu untuk memfokuskan perhatiannya tinggi. Waktu yang tinggi untuk memusatkan perhatian terbukti meningkatkan hasil belajar. Keadaan aktif dan menyenangkan tidak cukup jika proses pembelajaran tidak efektif yaitu tidak menghasilkan apa yang harus dikuasai siswa setelah proses pembelajaran berlangsung, karena pembelajaran mempunyai sejumlah tujuan pembelajaran yang harus tercapai. Oleh karena itu, penting bagi para guru untuk memahami pentingnya menerapkan pembelajaran yang menyenangkan dalam proses belajar mengajar sehari-hari dan untuk konteks saat ini lebih penting lagi karena selama pandemi COVID-19 siswa dibombardir dengan tugas yang banyak dan juga materi yang bertubi-tubi selama masa belajar School From Home (SFH). Masa belajar selama pandemi tidak bisa dilihat sebagai pembelajaran yang menyenangkan lagi. Untuk itu, Jurusan Kurikulum dan Teknologi Pendidikan hadir untuk memberikan pemahaman yang menyeluruh tentang pembelajaran yang menyenangkan, bagaimana konsep dikonstruksi dan juga praktik pembelajaran yang menyenangkan mulai dari penyusunan rencana pelajaran (RPP) hingga simulasi model pembelajaran yang menyenangkan dalam bentuk. acara PPM guru di Gantiwarno, Klaten.Kata kunci: Pembelajaran menyenangkan, guru, RPPThe purpose of this paper is to explain the concept and practical procedures of joyful learning model in the context of teachers’ training in Gantiwarno Klaten, done by PPM Team from the Department of Curriculum and Educational Technology. Joyful learning is a learning process in which there is a strong relationship between educators and students, without feeling forced or depressed (not under pressure). The teacher positions himself as a facilitator and student learning partner. This is possible because of the rapid development of information technology that allows students to get information faster from the teacher. Fun learning is a fun teaching-learning atmosphere so that students focus their full attention on learning so that the time to focus their attention is high. The high time to focus attention has been shown to improve learning outcomes. An active and pleasant state is not enough if the learning process is ineffective, that is, it does not produce what students have to master after the learning process takes place, because learning has a number of learning objectives that are achieved. Therefore, it is significant for teachers to understand the important of applying joyfull learning in their daily teaching and learning process more importantly during the pandemic COVID-19 as students are bombarding with a full pack of assignments and also materials that lead to the learning during the pandemic can not be seen as a joyful learning anymore. Thus, the Department of Curriculum and Educational Technology are presence to provide a comprehensive understanding of joyful learning, how the concept is constructed and also the practice of joyful learning starting from the preparation of lesson plans (RPP) to simulating joyful learning models in the form of PPM event for teachers in Gantiwarno, Klaten.Keywords: Joyful learning, teachers, lesson plans.  

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