Multi-master Replication of Enhanced Learning Assistant System in IoT Cluster

Interdisciplinary working is often understood as involving individuals or teams from different disciplines to engage with common problems, but this has proved to be an enduring challenge. An alternative framing of interdisciplinary working is Hall's ‘culture of inquiry’, in which it is conceptualised as narrative creation in an environment of formative critique. This paper explores the relevance and applicability of this idea to educational research and development, specifically in the context of purportedly interdisciplinary TEL projects. It draws on the author's experience in projects in which multiple narratives — pedagogical, technological and social — have the potential to contribute to both to individual and collective understanding and the development of new practice.

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Faculty Development: A Stage Model Matched to Blended Learning Maturation

Online Learning ◽

10.24059/olj.v15i1.186 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Michael L. Fetters ◽

Tova Garcia Duby

Keyword(s):

Faculty Development ◽

Blended Learning ◽

Lessons Learned ◽

Technology Enhanced Learning ◽

Stage Model ◽

Years Of Experience ◽

Development Programs ◽

Curriculum Innovation ◽

Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

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Middle School Students with Exceptional Learning Needs Investigate the Use of Visuals for Learning Science

Teaching and Learning ◽

10.26522/tl.v7i1.395 ◽

2012 ◽

Vol 7 (1) ◽

Cited By ~ 1

Author(s):

Robin Ward McCartney ◽

Donna Dugger Wadsworth

Keyword(s):

Students With Disabilities ◽

Learning Needs ◽

Evidence Based ◽

School Students ◽

Construction Of Knowledge ◽

Personal Perceptions ◽

Is Theory ◽

Visual Graphic ◽

Enhanced Learning ◽

Positive Results

A visual instructional tool that is theory-driven and supported by evidence-based research is used to support student learning and information-processing. The graphic organizer has enhanced learning in Science Education as well as Special Education, emphasizing the construction of knowledge with meaningful sequential relationships rather than memorizing isolated fragments of information. Students construct a visual schema that represents a system of interrelated concepts and icons created by the learner. This article provides a description of a qualitative application of how students with disabilities are able to represent their ideas by assimilating subject matter and their personal perceptions of content by drawing pictures connected to concepts within the visual graphic. Positive results were documented in this study.

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