E-Learning: Educating the 21st Century Speech-Language Pathologist

ASHA Leader ◽  
2007 ◽  
Vol 12 (14) ◽  
pp. 24-25 ◽  
Author(s):  
Gloria D. Kellum ◽  
Sue T. Hale
Keyword(s):  
21St Century ◽  
Speech Language Pathologist ◽  
E Learning

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

Online Education Programs for Adult Learners in Higher Education

2014 ◽  
pp. 250-274
Author(s):  
Victor X. Wang ◽  
Valerie A. Storey
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
Future Technology ◽  
E Learning ◽  
Technology Trends

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.

CTE Distance E-Learning Application

2009 ◽  
pp. 408-420
Author(s):  
Brenda C. Ledford
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
21St Century ◽  
Change Strategies ◽  
Pedagogical Approach ◽  
Learner Centered ◽  
E Learning ◽  
Pedagogical Theory ◽  
Changing Role

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

Curriculum Development and Open Distance E-Learning for the 21st Century

2021 ◽  
pp. 201-222
Author(s):  
Elize M. Harris ◽  
Leila Goosen
Keyword(s):  
Curriculum Development ◽  
Technology Education ◽  
21St Century ◽  
Learning Management Systems ◽  
Practical Investigations ◽  
Natural Sciences ◽  
Assessment Practices ◽  
Online Classroom ◽  
Pedagogical Content ◽  
E Learning

The purpose of the study reported on here was the curriculum development of suitable natural sciences and technology education modules, including practical investigations to complement the theoretical content of these for open and distance e-learning (ODeL) in the 21st century. In light of this purpose, the chapter will especially mention assessment practices and tools, curriculum development, multimedia use, student engagement, learning management systems, and multiculturalism and diversity in the online classroom. The objectives were related to establishing the aspects that must be considered during the curriculum development of well-designed natural sciences and technology education modules, which will include practical investigations, and that students should be able to have opportunities to reflect on their engagement with practical investigations to complement the theoretical content of the modules for ODeL purposes in the 21st century and demonstrate their pedagogical content knowledge after having successfully completed natural sciences and technology education modules.

Virtual Training of E-Learning in the Formation of Natural Science Educational Space

2016 ◽  
pp. 530-542
Author(s):  
Elvira Matveeva
Keyword(s):  
Distance Education ◽  
21St Century ◽  
Natural Science ◽  
Learning Systems ◽  
State University ◽  
Virtual Training ◽  
Knowledge And Skills ◽  
Information And Computer Technology ◽  
E Learning ◽  
Triple H

The beginning of the second decade of the 21st century is characterized by reforming the basic forms of acquisition of knowledge and skills of students as well as training. Currently the focus is on traditional forms of learning based on information and computer technology and distance education. The chapter goal is analyses Vardan Mkrttchian and Elvira Matveeva last publications about virtual training of E-learning Systems in the formation of natural science educational space and using basic chemistry subjects in online and blended education at Astrakhan State University and realization in teaching electro energetics using www.wizIQ.com plus Triple H-Avatar Cloud Private Platform of HHH University.

scholarly journals Collaborative online international learning: A way to develop students’ engineering capabilities and awareness to become global citizens

2020 ◽  
pp. 030641902093410
Author(s):  
Patricia Munoz-Escalona ◽  
Zulay Cassier de Crespo ◽  
Mara Olivares Marin ◽  
Meg Dunn
Keyword(s):  
Collaborative Learning ◽  
21St Century ◽  
Learning Experience ◽  
Learning Activities ◽  
Design Engineering ◽  
Global Citizens ◽  
International Perspectives ◽  
Intercultural Competencies ◽  
E Learning ◽  
International Learning

In the 21st century, academics must recognise the value of incorporating e-learning activities in teaching in order to provide students the opportunity to interact and engage with peers in collaborative learning. To achieve this, a Collaborative Online International Learning (COIL) activity was introduced to 2nd and 3rd year students in Mechanical and Industrial Design Engineering degrees, with the aim of enhancing aspects such as global manufacturing and reverse engineering. This activity was also used as an approach to internationalise the curriculum which is an important mechanism to promote intercultural competencies, international perspectives and ethical sensitivities, whilst also contributing to the enhancement of students’ abilities to develop as responsible global citizens. Three institutions were involved in this project, with results indicating that 93% of students felt they had a better understanding of the topic under study, 93% were satisfied with the learning experience and 90% enjoyed interacting with international peers.

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