Lessons Learned or Lessons Not Yet Learned (But Often Revisited) about the Design, Application, and Management of Learning Technologies

1997 ◽  
pp. 133-152
Author(s):  
Robert J. Seidel
Keyword(s):  
Learning Technologies ◽  
Lessons Learned

Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community

2012 ◽  
pp. 535-550 ◽  
Author(s):  
D. Bruce Taylor ◽  
Richard Hartshorne ◽  
Sam Eneman ◽  
Patti Wilkins ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Online Courses ◽  
College Of Education ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Teaching Professional

In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.

Work Integrated Learning and Construction Project Management

2011 ◽  
pp. 221-244
Author(s):  
Ken Thomas ◽  
John Wall ◽  
Brian Graham ◽  
Patrick Troy ◽  
David Crowe ◽  
...  
Keyword(s):  
Project Management ◽  
Construction Project ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Construction Project Management ◽  
Integrated Learning ◽  
Geographically Dispersed ◽  
Part Time ◽  
Institute Of Technology ◽  
Work Integrated Learning

This chapter concerns the design, delivery and management of a unique part-time postgraduate MSc in Construction Project Management (MScCPM) programme through an industry-academia partnership in Ireland during the period 2007-2010. The partners are BAM Contractors, part of the wider Royal BAM Group based in The Netherlands, and Waterford Institute of Technology (WIT). There are many innovative Work Integrated Learning (WIL) aspects to this bespoken programme, including the blending of teaching and assessment by both WIT lecturers and senior BAM staff. There is also a blend of traditional classroom activities and e-learning technologies to suit the geographically dispersed participants. All stakeholders in this programme have benefited from their participation. These benefits and the associated lessons learned are described in the hope that they may be of use to those developing WIL postgraduate programmes in the future.

scholarly journals Designing for Change: Engaging Faculty Through a Blended Certificate in University Teaching Program

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Matthew Stranach ◽  
Jaymie Koroluk ◽  
Bridgette Atkins
Keyword(s):  
Professional Development ◽  
Postsecondary Education ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Course Delivery ◽  
University Teaching ◽  
Development Programs ◽  
Faculty And Staff

A key role of teaching and learning centres at postsecondary education institutions is to provide professional development for faculty and staff. A challenge for teaching and learning centre staff is to design, develop, and deliver professional development programs that are engaging and relevant to participants. This Report of Practice describes how two programs—a Certificate in University Teaching for faculty and staff and a parallel Certificate in University Teaching for Teaching Assistants—were developed and delivered. Factors that led to their success are also discussed. The use of a constructivist approach to teaching and learning, coupled with a blended design for course delivery and a flexible approach to the application of learning technologies all contributed to the success of these programs. Lessons learned and future directions for the program are also explored. 

scholarly journals E-learning in Pathology Education: A Narrative Review and Personal Perspective

2020 ◽  
pp. 48-56
Author(s):  
Maheswari Mukherjee
Keyword(s):  
Learning Technologies ◽  
Lessons Learned ◽  
Narrative Review ◽  
Personal Perspective ◽  
Computer Assisted ◽  
Online Distance Education ◽  
Learning Modules ◽  
E Learning ◽  
Online Distance ◽  
Pathology Education

In recent years, E-learning, also known as web-based learning, online learning, computer-assisted instruction, or internet-based learning, has been used frequently in healthcare education programmes. E-Learning has played a significant role in the author’s cytotechnology programme by providing online distance education to multiple sites nationally, and soon internationally. Although many papers currently exist regarding E-learning, the literature lacks review papers on E-learning in pathology education. The objectives of this paper, therefore, are to provide a narrative review of the approaches used in incorporating E-learning in pathology education, and to provide a faculty member’s perspective of experiences, lessons learned in developing E-learning modules, and suggestions to future faculty developers of E-learning modules. For the purpose of this review, PubMed and Google Scholar search engines were used to search articles published between the years 2008 and 2018. Any review articles and articles from proceedings were not selected for this review. The search resulted in 17 articles that met the criteria for further review. The reviewed literature showed that E-learning has been widely used in pathology education. There is, however, a lack of studies evaluating pre and post-test scores and the cost effectiveness of E-learning technologies.

scholarly journals Online Scholarly Discourse: Lessons Learned for Continuing and Nurse Educators

2013 ◽  
Vol 28 (2) ◽  
Author(s):  
Lorraine Carter ◽  
Ellen Rukholm
Keyword(s):  
Learning Environment ◽  
Nurse Educators ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Nursing Program ◽  
School Of Nursing ◽  
Online Discussion Forum ◽  
Nursing Literature ◽  
Scholarly Discourse ◽  
Gathering Data

This article describes a collaborative three-year research project that focused on nurses' experiences of a learning environment as they participated in an Internet-based cardiac nursing program. In addition to gathering data about the general appropriateness of the learning environment in a specialty content area, the study examined the environment's facilitation of online scholarly discourse about cardiac nursing. Scholarly discourse is characterized by evolution over time of communication by and among learners, inclusion of references to relevant nursing literature, and the practice of writing conventions appropriate to the discipline. Guided by professorial and other learner supports, it is the foundation of theory-guided, evidence-based practice for registered nurses. The data reflects the study's consideration of online scholarly discourse derived from the nurses' contributions to an online discussion forum. Research partners included Laurentian University's Centre for Continuing Education and School of Nursing, the Sudbury Regional Hospital (SRH), and the Office of Learning Technologies (OLT). The project was funded by the Office of Learning Technologies.

scholarly journals A Case Study of Institutional Reform Based on Innovation Diffusion Theory Through Instructional Technology

2003 ◽  
Vol 29 (2) ◽  
Author(s):  
Michael Szabo ◽  
Sonia A Sobon
Keyword(s):  
Instructional Technology ◽  
Qualitative Methodology ◽  
Research University ◽  
Diffusion Theory ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Innovation Diffusion Theory ◽  
Adoption Of Innovation ◽  
Alternative Delivery

A theory-based system of educational reform through instructional technology, the Training, Infrastructure and Empowerment System (TIES), was developed and piloted in a research university during the late 1990s. In 2001, a research study was conducted on this implementation using qualitative methodology. Interviews were conducted with 12 participants who represented 4 different stakeholder groups. Some of the themes to emerge were: (a) Vision for instructional technology, (b) learning technologies and alternative delivery systems, (c) adoption of innovation, (d) general challenges and (e) lessons learned. Discussion includes implications of these themes for reform of education as they relate to a theoretical reform framework. Suggestions for further research are also identified.

scholarly journals The Invisible Museum: A User-Centric Platform for Creating Virtual 3D Exhibitions with VR Support

Electronics ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 363
Author(s):  
Emmanouil Zidianakis ◽  
Nikolaos Partarakis ◽  
Stavroula Ntoa ◽  
Antonis Dimopoulos ◽  
Stella Kopidaki ◽  
...  
Keyword(s):  
Semantic Representation ◽  
Research Work ◽  
International Committee ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Web Based ◽  
Textual Data ◽  
Cidoc Crm ◽  
User Centric ◽  
The Invisible

With the ever-advancing availability of digitized museum artifacts, the question of how to make the vast collection of exhibits accessible and explorable beyond what museums traditionally offer via their websites and exposed databases has recently gained increased attention. This research work introduces the Invisible Museum: a user-centric platform that allows users to create interactive and immersive virtual 3D/VR exhibitions using a unified collaborative authoring environment. The platform itself was designed following a Human-Centered Design approach, with the active participation of museum curators and end-users. Content representation adheres to domain standards such as International Committee for Documentation of the International Council of Museums (CIDOC-CRM) and the Europeana Data Model and exploits state-of-the-art deep learning technologies to assist the curators by generating ontology bindings for textual data. The platform enables the formulation and semantic representation of narratives that guide storytelling experiences and bind the presented artifacts with their socio-historic context. Main contributions are pertinent to the fields of (a) user-designed dynamic virtual exhibitions, (b) personalized suggestions and exhibition tours, (c) visualization in web-based 3D/VR technologies, and (d) immersive navigation and interaction. The Invisible Museum has been evaluated using a combination of different methodologies, ensuring the delivery of a high-quality user experience, leading to valuable lessons learned, which are discussed in the article.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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