Teacher educators’ design and implementation of group learning activities

2016 ◽  
Vol 42 (4) ◽  
pp. 394-409 ◽  
Author(s):  
Miranda S. A. De Hei ◽  
Ellen Sjoer ◽  
Wilfried Admiraal ◽  
Jan-Willem Strijbos
Keyword(s):  
Teacher Educators ◽  
Group Learning ◽  
Learning Activities ◽  
Design And Implementation

Enhancing Environmental Experiences through Effective Partnerships among Teacher Educators, Field Study Centers, and Schools

1995 ◽  
Vol 18 (3) ◽  
pp. 133-137 ◽  
Author(s):  
Brian Ferry
Keyword(s):  
Preservice Teachers ◽  
Environmental Education ◽  
Field Study ◽  
Teacher Educators ◽  
New South ◽  
Learning Activities ◽  
Education For All ◽  
Natural Environments ◽  
Tertiary Institutions ◽  
South Wales

Few teacher educators would dispute that preservice teachers benefit from active participation in planning, implementing, and evaluating experiential learning activities in natural environments. Such experiences help them to understand how environmental education can be successfully woven into a teaching program rather than just an added “frill” presented in isolation. However, it is difficult to find efficient ways of organising these experiences in tertiary institutions. This paper discusses a partnership formed among teacher educators, schools, and field study centers in New South Wales, Australia. It was devised to enhance the experiences in environmental education for all participants, and at the same time make efficient use of human resources.

scholarly journals Exploring the use of contextual modules for understanding and supporting collaborative learning activities: An empirical study

2012 ◽  
Vol 9 (2) ◽  
pp. 961-981 ◽  
Author(s):  
Lu Xiao
Keyword(s):  
Social Relationships ◽  
Group Learning ◽  
Physical World ◽  
Group Leader ◽  
Learning Activities ◽  
Intentional Learning ◽  
Student Groups ◽  
Virtual Group ◽  
Group Environments ◽  
World Environment

We report three student groups? collaboration experiences in a semester-long classroom project. The project included both tasks that required completion in virtual group workspace and activities that could be carried out in the physical world environment. We observed different collaboration patterns among the groups with respect to building and maintaining social relationships, submitting individual work to the group, and scheduling group meetings. We use Bereiter?s two contextual modules, intentional learning and schoolwork, to help us understand the observed patterns and suggest that the group leader?s contextual module plays a significant role in all members? group learning experiences and outcomes. We propose design implications that are intended for encouraging learning-based (as opposed to work-based) practices in virtual group environments.

scholarly journals Pendidikan Karakter: Komparasi TK Islam dan TK Umum di SD Al-Kautsar Bandar Lampung

2020 ◽  
Vol 5 (3) ◽  
pp. 123-132
Author(s):  
Rumadani Sagala ◽  
Romlah Romlah ◽  
Adinda Putri Amanah
Keyword(s):  
Qualitative Research ◽  
Character Education ◽  
Data Reduction ◽  
Teacher Educators ◽  
Character Development ◽  
School Principals ◽  
Learning Activities ◽  
Data Display ◽  
Qualified Teachers ◽  
At Home

The purpose of this study was to identify the various types of student delinquency and the causes and understand how to deal with student delinquency. The method used is qualitative research. This research was conducted at SD AL-Kautsar Bandar Lampung. Data obtained from interviews with school principals and teacher educators and questionnaires distributed to students. Data were analyzed using the following steps: data reduction, data display and conclusion/verification. Based on the results of research in the field, the authors conclude that character education at SD Al-Kautsar Bandar Lampung is very good in terms of teaching and practice. Character development in schools is pursued through several ways including learning activities in the classroom and outside the classroom with qualified teachers who are believed to be able to build the character of their students, as well as cooperation from parents of students in cultivating good character at home.

scholarly journals Reflections on Experiential Learning in an Undergraduate Global Health Course

2019 ◽  
Vol 12 ◽  
pp. 71-78
Author(s):  
Obidimma Ezezika
Keyword(s):  
Experiential Learning ◽  
Global Health ◽  
Real World ◽  
Learning Activities ◽  
Job Market ◽  
Course Content ◽  
Milieu De Travail ◽  
Design And Implementation ◽  
Health Course ◽  
Students Success

Experiential learning has the potential to enhance students’ success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom.   L’apprentissage expérientiel a le potentiel d’améliorer la réussite des étudiants et de les préparer pour le marché du travail, notamment en créant en classe des expériences qui ressemblent aux expériences en milieu de travail. Dans cet article, je présente le processus d’incorporation de l’apprentissage expérientiel dans un cours sur la santé mondiale. Je tire trois leçons de la conception et de la mise en œuvre de ce cours : il faut 1) se concentrer sur un objectif primordial, 2) harmoniser les activités d’apprentissage et les attentes du monde réel et 3) aider les étudiants à comprendre les rapports entre leurs projets et le contenu du cours. Ces leçons permettent de mieux comprendre comment incorporer des activités d’apprentissage expérientiel en classe.

scholarly journals Theory-led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning

2015 ◽  
Vol 2 (2) ◽  
pp. 14-43 ◽  
Author(s):  
Nick Kelly ◽  
Kate Thompson ◽  
Pippa Yeoman
Keyword(s):  
Design Process ◽  
Real World ◽  
First Principles ◽  
Learning Analytics ◽  
Group Learning ◽  
Learning Activities ◽  
Tool Development ◽  
Real World Data ◽  
Online Groups ◽  
Online Collaborative Learning

This paper describes theory-led design as a way of developing novel tools for learning analytics. It focuses upon the domain of real-time automated discourse analysis (ADA) of group learning activities to facilitate instructor orchestration of online groups. The paper outlines the literature on the development of LA especially within the domain of ADA, and proposes that there is reason to conduct more tool development based upon first-principles. It describes first principles as being drawn from theory and subsequently informing the structure and behaviour of tools and presents a framework for this process. The framework is substantiated through the example of developing a new tool for assisting instructors with the orchestration of online groups. A description of the tool is given and examples of results from use with real-world data are presented. The paper concludes that whilst design purely from first principles may be elusive, the call is for more intent to explicitly connect the design process to theory on the basis that this has the potential to yield innovation when developing tools as well as the prospect of a the outcomes from tools connecting back to theory.

Learning From Practice About Improving the Quality of Mathematics Teacher Research

2013 ◽  
Vol 1 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Wendy M. Smith ◽  
Ruth M. Heaton
Keyword(s):  
Mathematics Teachers ◽  
Teaching Practices ◽  
Teacher Research ◽  
Teacher Educators ◽  
Research Projects ◽  
Design And Implementation ◽  
Culminating Project ◽  
Over Time ◽  
Analyze Data

Teachers who continually engage in cycles of research may be characterized as having a stance of inquiry: They continually reflect on their past teaching, ask themselves questions to problematize their current practices, and collect and analyze data to inform future teaching practices. We guided 154 mathematics teachers, distributed across 6 cohorts, in conducting classroom research projects. Our purposes and expectations as teacher educators have become more clearly defined and articulated based on our reflections on 6 iterations of teacher research. Repeatedly, we have adjusted how we facilitated the design and implementation of the projects to improve the quality of teachers' research. Over time, we have come to understand teacher research as a way of helping teachers develop a stance of inquiry toward mathematical content, students' mathematical understandings, and productive mathematical teaching practices rather than as merely a culminating project for a master's degree.

scholarly journals Design, Development and Use of a Digital Badges System in Higher Education

2021 ◽  
Vol 12 (1) ◽  
pp. 220
Author(s):  
María-Estrella Sousa-Vieira ◽  
David Ferrero-Castro ◽  
José-Carlos López-Ardao
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Activities ◽  
Learning Performance ◽  
Digital Learning ◽  
Design Development ◽  
Digital Badges ◽  
Design And Implementation ◽  
Master Level ◽  
Learning Platforms

Badges are non fungible tokens used to document or certify achievements in academics or in any other domain. Besides their utility as proof of achievement, badges are of interest in higher education as pure incentives to push the students and learners in general toward pursuing well-defined goals and skills. In this respect, badges can be naturally incorporated into digital learning platforms also as part of informal learning activities, and stimulate participation, merit, and visibility for the students. However, the level of engagement of learners into these learning activities depends crucially on how the system of badges and rewards has been designed and on how it is applied, if it is to be used effectively. In this paper, we report on the design and implementation of a smart badges system, and an example of its use inside a gamification methodology for informal learning in a master level course, and discuss the benefits and the observed gains in learning performance that can be obtained.

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