The Use of Object-oriented Social Environments for Social Work

2015 ◽  
Vol 1 ◽  
pp. 12
Author(s):  
Ayse Kok
Keyword(s):  
Design Theory ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
Social Environments ◽  
Web Based ◽  
Computer Mediated ◽  
Online Course Development ◽  
Educational Paradigm ◽  
Learning Options

This article documents the design and pilot delivery of a computer-mediated baby welfare practice course founded on constructivist instructional principles. It was created by Family Nurse Partnership (FNP)- part of the National Health Services (NHS) in UK in 2015.Offered to healthcare practitioners via the Internet using web-based tools and resources, the course expanded access to the baby welfare specialization option for nurses working for FNP. The article examines emerging teaching and learning options across major components of online course development and delivery. After providing a contextual background, constructivist instructional design theory is summarized, and a rationale for adopting this approach is discussed. This is followed by a brief report on the findings of the formative evaluation of the pilot delivery. Finally, the evolving underpinnings of online instruction are considered, including shifts in the roles of learners and instructors and the role of pedagogy in an evolving educational paradigm.

The Effects of i2Flex Learning on Students' Holistic Well-Being and Academic Success

2016 ◽  
pp. 411-427
Author(s):  
Alessandra Sax
Keyword(s):  
Academic Success ◽  
Teaching And Learning ◽  
Well Being ◽  
Traditional Learning ◽  
Social Environments ◽  
Web Based ◽  
School Work ◽  
Technological Advances ◽  
Brick And Mortar ◽  
21St Century Learners

With rapid changes taking place in today's society, individuals need more than ever to be equipped with tools that will assist them to cope with the changes they are faced with within multitude domains of their lives: school, work and social environments. As learning is a life- long process that touches and interacts with many domains of one's individual life and overall functioning, individuals must be flexible and able to adapt to the everyday changes around them. More specifically in education, students over the last decade with increased technological advances, have opportunities that extend beyond the brick -and- mortar traditional learning environment, thus indicated as “blending learning”; a combination of web-based teaching and learning experiences along with structured individual and collaborative interaction among students and their teachers. The i2Flex model, piloted at the American Community Schools of Athens, Greece will be examined and illustrate how learning within this framework, assists students in being flexible, adaptive and skilled 21st century learners.

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.

The University in Transition

2012 ◽  
pp. 93-111
Author(s):  
Laurie Craig Phipps ◽  
Alyssa Wise ◽  
Cheryl Amundsen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Experiences ◽  
Social Connectivity ◽  
Learning Practices ◽  
Educational Paradigm ◽  
The University ◽  
Constructivist Approaches

Discussion of changing notions of faculty expertise and the role of technology within the educational enterprise is nothing new. However, the current demand for change in teaching and learning practices is particularly strong, in part due to the pressures arising from emerging technologies and the shifting nature of faculty expertise. Web 2.0 technologies enable social connectivity, academic interactivity, and content co-creation. Thus, they change the ways of interacting with information and can support collaborative and constructivist approaches in higher education. This both inspires and requires a corresponding expansion in faculty’s role: from imparter of knowledge to orchestrator of learning experiences. Within the general metaphor of orchestration, other specific roles and functions will also be required; for example, scripting, translating, introducing, and co-exploring. As educators attempt to reimagine an educational paradigm in this context, the integration of new technologies must be grounded in how they can support educational experiences and outcomes that are focused on learning.

scholarly journals The Technological Consolidation of UNED in Spain

2001 ◽  
Vol 2 (1) ◽  
Author(s):  
Lorenzo Garcia Aretio
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Virtual Classroom ◽  
Distance Teaching ◽  
Television Programs ◽  
Computer Mediated ◽  
Educación A Distancia ◽  
The University ◽  
Physically Handicapped

This article discusses the role of the technologies that have been utilized to advance distance teaching and learning by the National Distance Education University (Universidad Nacional de Educación a Distancia -- UNED) of Spain. Following a description of UNED's historical development and organizational structure, UNED's experience with various educational media is discussed. Printed teaching materials, in the form of didactic units, were one of the first methods to be utilized when UNED began its operations in 1972. In turn, the role of radio and audio recordings, television and video recordings, telephone, videoconferencing, computer systems and computer-mediated communications are also described. UNED's pioneering projects, including the virtual classroom, virtual campus and a program for the physically handicapped, are also detailed. Recent experiments include providing access to radio and television programs on the Internet and adoption of WebCT. On the horizon for UNED are portals for cellular phones using WAP technology and gearing up for multiple applications in accordance with Universal Mobile Telecommunications Technology (UMTS). Lorenzo García Aretio is a Doctor in Educational Science, Professor of Education, and UNESCO Chair in Distance Education at the National Distance Education University (UNED) of Spain. He has also been Director of the University Institute of Distance Education at UNED. As a writer and editor, Lorenzo García Aretio has published 15 books on distance education. He has also written more than 70 articles and chapters for various distance education journals and books.

E-Mentoring

2018 ◽  
pp. 112-135
Author(s):  
Mahvish Ponum ◽  
Sumbal Samad ◽  
Rukhshanda Ramzan
Keyword(s):  
Best Practices ◽  
Students With Disabilities ◽  
Computer Networks ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Computer Mediated ◽  
Traditional Mentoring

With the advent of computer networks, e-mentoring becomes feasible and indispensable to enlighten protégés. E-mentoring comes into play where conventional mentoring is unable to assist students, if they are unable to reach at specified location and time. This chapter elucidates concepts, challenges, impact, and evaluation of e-mentoring by referencing scholars. This chapter retains juxtaposition of traditional mentoring and e-mentoring, which is computer-mediated communication (CMC). It also explains technologies for e-mentoring like web-based and different programs that have been carried out in literature. This chapter also includes best practices and the role of e-mentoring in different fields such as medicines, entrepreneurs, and for students with disabilities.

scholarly journals Oral corrective feedback in language teaching: A historical perspective

2017 ◽  
Vol 2 (2) ◽  
pp. 7
Author(s):  
Rod Ellis
Keyword(s):  
Error Correction ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Learning Theories ◽  
Computer Mediated ◽  
Oral Corrective Feedback ◽  
Key Questions

AbstractThis paper reviews the role of corrective feedback in language teaching and learning in the last fifty years. It reports research studies on error correction from the view of different learning theories and language methods. This extensive and varied revision is used to revisit Hendrickson´s (1978) five key questions on error correction, thus guiding language teachers to inform their decisions on the treatment of learners´ errors. Finally, it suggests unexplored aspects of error correction like corrective feedback in small group work and in computer-mediated communication.Keywords: SLA, corrective feedback. ResumenEste articulo revisa el rol del la respuesta correctiva dentro de la enseñanza y aprendizaje de idiomas en los últimos cincuenta años. Se reportan estudios sobre la respuesta correctiva desde el punto de vista de diferentes teorias del aprendizaje y metodos de enseñanza. Esta revision extensa y variada sirve para discutir nuevamente las cinco preguntas de Hendrickson (1978) sobre la correccion de errores; de esta manera, guiando a los profesores de idiomas a informar sus decisiones sobre el tratamiento de los errores de los estudiantes. Finalmente, se sugieren aspectos aun no explorados en la correccion de errores como la respuesta correctiva durante los trabajos grupales pequeños y en la comunicación mediada por computadores.Palabras claves: SLA, corrective feedback.

scholarly journals The Online Student: Lurking, Chatting, Flaming and Joking

2008 ◽  
Vol 12 (6) ◽  
pp. 21-31 ◽  
Author(s):  
Kate Orton-Johnson
Keyword(s):  
Educational Technology ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Student Experiences ◽  
Online Learning Environment ◽  
Learning Needs ◽  
Web Based ◽  
Online Student ◽  
Ethnographic Fieldwork

This paper looks at the use of online conference interaction as a part of a web-based distance-learning course. There has been much debate surrounding the potential of educational technology, particularly online conference interaction, to support teaching and learning yet little attention has been paid to student experiences and understandings of the online learning environment. Drawing on data from auto-ethnographic fieldwork the paper identifies 5 categories of participation in asynchronous online conferences: lurker participation, member participation, expert/experienced participation, flamer participation and joker participation. Through an exploration of these forms of participation the paper attempts to understand and illustrate the complexities and contradictions of situating conference interaction alongside the demands of study. The analysis highlights the role of online conferencing as a space for ‘interaction work’ distinct and separated from existing repertoires of formal study. The paper concludes by suggesting that pedagogically successful use of conferences as part of distance learning needs to understand the challenges and demands of remediating existing practices.

Micro and Macro Level Issues in Curriculum Development

2011 ◽  
pp. 2546-2550
Author(s):  
Johanna Lammintakanen ◽  
Sari Rissanen
Keyword(s):  
Developing Countries ◽  
Global Education ◽  
Driving Forces ◽  
Educational Theory ◽  
The Other ◽  
Educational Systems ◽  
Web Based ◽  
Educational Paradigm ◽  
Web Based Education

It is a well-known fact that an educational paradigm shift occurred in the course of the last decade, with a move from traditional to Web-based education at various educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Webbased education (WBE) has advanced from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). However, there is a greater need for innovation in the area of pedagogy rather than that of technology (Littig, 2006). Indeed, educators have realized, as summarized by Armstrong (2001), that good Web-based educational theory and good educational theory are one and the same, the only difference being that WBE transcends the barriers of space and time. The paradigmatic shift has occurred in both global education (including developing countries) and corporate training. The key impetus for this shift may vary in these areas, but the role of knowledge and intellectual capital, coupled with the needs of organizations and individuals to learn more rapidly, are apparent as the driving forces for WBE (e.g., Bell, Martin, & Clarke, 2004). The growth of WBE has been part of planned educational policy, but at the same time, good international or national experiences have also supported its growth. Furthermore, the cash crises in the western university sector (Bell et al., 2004) and the endeavors towards more coherent and cohesive educational systems and degrees, especially in the European context (Littig, 2006), can be identified as the other galvanizing factors for this shift.

Beyond Parroting: Using English Fun Dubbing to Improve English Oral Performance

2021 ◽  
Vol 44 (2) ◽  
pp. 203-218
Author(s):  
Huiqi Wu ◽  
Jane M. Ekstam
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Educational Software ◽  
Oral Performance ◽  
Web Based ◽  
English Classes ◽  
Starting Point ◽  
English Speaking ◽  
Students Attitudes

Abstract The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English classes. Our paper focuses on the use of mobile-phone-based educational software known as “English Fun Dubbing” (EFD) and its advantages in terms of teaching and learning phonetics and oral English in the college classroom. The starting point was a needs analysis which revealed the lack of practice regarding English speaking. In this study, an action research method was adopted, involving 40 second-year students, who employed “classroom teaching + English Fun Dubbing” model as the intervention. Extensive examples from this model were used to build up a picture of the blended learning processes at work. Several imitation tasks, a conversational activity and a speech-delivering task were designed and implemented. Direct observation and the results of the questionnaire survey provided the evidence of the improvement in the students’ oral performance. It is our aim to develop the present project to incorporate oral proficiency. The main results of this action research were reflected in the adjustments in the pedagogical treatment, the changes in the role of the teacher and the student, and the shifts in the students’ attitudes towards their learning process.

scholarly journals Post-COVID Rooftop Activation: An Educational Paradigm for Urban Design Schools in Egypt

2021 ◽  
Author(s):  
Taher Abdel-Ghani ◽  
◽  
Hana Zaki ◽  
Keyword(s):  
Urban Design ◽  
Design Patterns ◽  
Design Education ◽  
Design Theory ◽  
Vital Role ◽  
Healthy Environment ◽  
Exploratory Approach ◽  
Educational Paradigm ◽  
Novel Design

The rooftop is a vivid spatial culture in Egyptian cities and an integral part of the urban fabric, yet it has not been integrated within the urban design educational aspect. This paper aims to highlight the importance of facilitating rooftop activation in architecture and urbanism studios, stressing the vital role of rooftops as a spatial prophylactic design in the post-pandemic city. The paper embraces an exploratory approach through which the reader gains a theoretical insight into the nature of urban design education in Egyptian schools. It adopts Nikos Salingaros’ concept of living patterns, i.e. creating socio-geometric design patterns to establish a healthy environment. The findings propose a novel design theory, prophylaxis, which can be facilitated in design studios to address post-pandemic cities. Additionally, they reveal the expected role of architects and urbanists in tackling inequalities in designing spaces.

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