scholarly journals Filling the Void

2021 ◽  
Vol 1 ◽  
pp. 22-26
Author(s):  
Lindy Rudd
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Environments ◽  
Small Groups ◽  
English Literature ◽  
Academic Development ◽  
Student Interaction ◽  
First Year ◽  
Use Of Technology ◽  
Shed Light

This reflective piece records my experience of switching to online seminars during the pandemic with small groups of first year English literature undergraduates. I reflect on issues I experienced promoting student interaction in small group seminars and how professional development opportunities available through the Warwick Academic Development Centre helped with my use of technology and improving the level of engagement. I hope that it contains some ideas which may be useful starting points for PGRs looking to develop flipped or blended learning environments in the future. Perhaps it will also shed light on the way the current cohort of students reacted to online learning which may help in supporting them when returning to more traditional, or, more likely, hybrid pedagogies.

Edmodo in an Institute of Teacher Education

2019 ◽  
pp. 123-143
Author(s):  
Quinie Ong Kooi Loo ◽  
Kathleen Dass
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Small Groups ◽  
Positive Feedback ◽  
Digital Communication ◽  
English Literature ◽  
Communication Tool ◽  
Learning Platform ◽  
Online Activities

Edmodo is a free online learning platform for teachers to communicate and collaborate with students. It is a digital communication tool that has been designed to work across a range of devices, suitable for blended learning. To maximize learning and meet the challenges of the current digitalized classroom, supplemental blended learning was adopted in an English literature course in an institute of teacher education in Kedah, Malaysia. This chapter describes how Edmodo was used to manage blended learning, with the focus on online activities created in posts, small groups, assignment tool, and polling tool. The activities were planned based on the five ingredients on blended learning by Carman. The result of a poll done in Edmodo showed 74% of the students agreed that they were able to explicate Shakespeare after attending the course, and 81% opined that the course was effectively organized in Edmodo. Based on the positive feedback, Edmodo is recommended for subsequent blended learning courses.

Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development

2011 ◽  
pp. 239-258
Author(s):  
Gail Wilson
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Environments ◽  
Faculty Members ◽  
Future Research ◽  
Collective Case Study ◽  
Face To Face ◽  
Regional University ◽  
Professional Development For Teachers ◽  
The Face

This chapter draws on a collective case study of six faculty members working in ICT-enhanced blended learning environments at a large regional university in Australia. The chapter identifies seven dimensions of the blended learning environments created by each teacher, with a particular focus on four of these dimensions – the teacher, the online, the resource-based learning and the institutional support dimension. The research showed how individual faculty members worked to blend their courses through their overall approaches to course planning, their focus on combining the strengths of both the face-toface and the online learning environments, and their eagerness to shift their pedagogical approaches to accommodate the best features of both the face-to-face and the online environments. The chapter makes recommendations for professional development for teachers that is effective in preparing them for creating and working in blended learning environments and suggests areas for future research in the area of blended learning.

Technology Use in Designing Curriculum for Archivists: Utilizing Andragogical Approaches in Designing Digital Learning Environments for Archives Professional Development

2019 ◽  
Vol 48 (2) ◽  
pp. 85-94
Author(s):  
Trudi Wright ◽  
Edward Benoit III
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Technology Use ◽  
Online Training ◽  
Digital Learning ◽  
State University ◽  
Louisiana State University ◽  
Use Of Technology ◽  
Social Media Tools ◽  
Digital Learning Environments

AbstractTechnology has a significant impact in archival institutions. The creation and need to preserve digital records require archivists to have the necessary training, and ongoing professional development. In addition, technology is embedded in many archival processes, making knowledge of technology use vital for archivists. While technology may be a challenge for archivists in terms of archival management, it also presents a useful means to support training and professional development. This paper is based on the experimental research conducted by the researchers, as instructors, in developing curriculum based on theories of andragogy for the purposes of developing intentional curriculum for professional development of archivists in digital learning environments. In this article, we will focus on the application of technology for the purposes of training archives professionals. We have explored archives training through the application of andragogy theory in online training through Louisiana State University and Mohawk College. In addition, we will review the literature relating to the use of technology to support both outreach and marketing to educate clients of archival institutions. Social media tools offer a broad means to engage clients, as these platforms already function as “community hubs for activity, featuring many users, regular updates, and active forum discussions” (Terras). The literature suggests that there is have been significant inroads in developing intentional curriculum for digital learning environments.

scholarly journals Academic Development Perspectives of Blended Learning

2012 ◽  
pp. 1-18
Author(s):  
Roisin Donnelly ◽  
Claire McAvinia
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Strategies ◽  
Academic Staff ◽  
Academic Development ◽  
Learning And Teaching ◽  
Education Environment ◽  
Technological Advances ◽  
Technological Intervention ◽  
Face To Face Instruction

Technological advances in every aspect of today’s higher education environment create a forum for academic developers to re-examine existing delivery methods for professional development. Within the context of this case study, the term ‘academic developer’ is taken to encompass the role of learning technologist. In order to be responsive and accommodate the changes, traditional instruction methods are being extended to encompass the range of Web 2.0 tools available. Debate is ongoing in the area of blended learning as to the ultimate effectiveness of technology integration. Through exploration of the experiences of two academic developers involved in the design and delivery of accredited professional development programmes for academic staff in Ireland, the case is made for an effective balance in pedagogical and technological intervention. Both were experienced in delivery of face-to-face instruction, had different levels of experience in online teaching and worked collaboratively with academic staff. Experience from the two case studies suggests that a prerequisite for embedding blended learning strategies in learning and teaching is that the instructors recognise the need for appropriate holistic academic development to provide them with not only an understanding of how best to use the technologies, but fundamentally for enhancing their understanding of how to develop effective blended learning environments.

Using Information and Communication Technology to Maximize Workforce Readiness

2013 ◽  
pp. 209-224
Author(s):  
Merideth Dee
Keyword(s):  
Professional Development ◽  
Social Interaction ◽  
Blended Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Workforce Readiness ◽  
Information And Communication ◽  
E Learning

The following chapter will provide a general discussion regarding the use of Information and Communication Technology (ICT) and how ICT can be used to help prepare students for the demands of the workforce. Additionally, the chapter will explore why ICT fluency is an important factor in preparing students for the demands of the workforce. Furthermore, the chapter will review the literature and empirical research concerned with: attitudes toward the use of ICT, the value of using ICT with regards to workforce readiness and professional development, how different learning environments, such as blended-learning, e-learning, m-learning, virtual learning communities, and social interaction impact workforce readiness, and the theories to consider when designing multimedia and why multimedia can help to prepare students for the workforce.

Quality Technology Support: What is it? Who Has it? and What Difference Does it Make?

2002 ◽  
Vol 26 (3) ◽  
pp. 265-285 ◽  
Author(s):  
Sara L. Dexter ◽  
Ronald E. Anderson ◽  
Amy M. Ronnkvist
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Teacher Participation ◽  
Professional Support ◽  
Technology Support ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology Leaders ◽  
Quality Technology ◽  
Integrate Technology

Using the recommendations of the CEO Forum report on Professional Development, we operationalized “quality technology support” as consisting of: 1) access to one-on-one personal guidance and help; 2) frequent teacher participation in technology-oriented professional support among teacher peers; 3) professional development content focused on instruction and integration; and 4) access to resources. Using the 1998 TLC national survey of teachers, we empirically confirmed that the frequency, variety, and increased use of technology in the classroom are associated with the availability of quality technology support. These results suggest that if technology leaders hope teachers will integrate technology they should attend to the instructional aspects of technology support, such as professional development opportunities and learning environments, as well as its technical components.

Edmodo in an Institute of Teacher Education

2021 ◽  
pp. 807-827
Author(s):  
Quinie Ong Kooi Loo ◽  
Kathleen Dass
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Small Groups ◽  
Positive Feedback ◽  
Digital Communication ◽  
English Literature ◽  
Communication Tool ◽  
Learning Platform ◽  
Online Activities

Edmodo is a free online learning platform for teachers to communicate and collaborate with students. It is a digital communication tool that has been designed to work across a range of devices, suitable for blended learning. To maximize learning and meet the challenges of the current digitalized classroom, supplemental blended learning was adopted in an English literature course in an institute of teacher education in Kedah, Malaysia. This chapter describes how Edmodo was used to manage blended learning, with the focus on online activities created in posts, small groups, assignment tool, and polling tool. The activities were planned based on the five ingredients on blended learning by Carman. The result of a poll done in Edmodo showed 74% of the students agreed that they were able to explicate Shakespeare after attending the course, and 81% opined that the course was effectively organized in Edmodo. Based on the positive feedback, Edmodo is recommended for subsequent blended learning courses.

scholarly journals Opening Online Academic Development Programmes to International Perspectives and Dialogue

2009 ◽  
pp. 85-109
Author(s):  
Catherine Manathunga ◽  
Roisin Donnelly
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environments ◽  
Academic Staff ◽  
Academic Development ◽  
Online Interaction ◽  
International Perspectives ◽  
The Future ◽  
Changing Role

Professional development for academic staff in higher education is receiving increasing attention. The focus has been on providing an opportunity for academic staff to enhance their effectiveness in meeting changing needs and roles in higher education. Inherent in this changing role has been meeting the challenges of technology-infused learning environments available for use today. This chapter explores the potential of online academic development programmes to increase collaboration and dialogue amongst participants through integrating opportunities for online interaction. By spotlighting two particular postgraduate programmes in Ireland and Australia, the chapter reports on present experiences of integrating international guests and considers the future of connecting people and technology for academic development in higher education.

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