scholarly journals Facilitate ESL Class Participation: Establishing and Maintaining an Online Community of Learners

2021 ◽  
Author(s):  
Dian Jiang
Keyword(s):  
Online Community ◽  
Community Of Learners ◽  
Class Participation

Knowledge-Building Communities

2019 ◽  
pp. 139-167
Keyword(s):  
Instructional Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Electronic Portfolio ◽  
Classroom Observations ◽  
Community Of Learners ◽  
Theoretical Knowledge ◽  
Pedagogical Content ◽  
Geographically Dispersed ◽  
Practical Experiences

Inservice teacher preparation must balance theory with practical experiences to support teachers for integrating their theoretical knowledge into their teaching practice. Online instruction provides the potential for practical education experiences but questions how classroom observations might be conducted in the teachers' classroom practices, particularly where teachers are geographically dispersed. This chapter describes a research-based application of a teacher education course framed by the online TPACK learning trajectory using the systems pedagogical approach and guided active participation for blending online and practical experiences in a course directed toward enhancing teachers' TPACK. This multiple case descriptive study of an online analogue to traditional classroom observations examines the use of the Scoop Notebook for gathering classrooms observations. The online observation technique gathers the inservice teachers' technological pedagogical content knowledge (TPACK), more specifically their TPACK-of-practice. The Scoop Electronic Portfolio development process describes teachers' active engagement in their classrooms, transitioning their scholarly theoretical knowledge to practical knowledge accompanied with in-depth, rich reflections on classroom actions and artifacts. The course blends their practical experiences through the Scoop process with asynchronous community of learners' explorations and discourse around instructional strategies for integrating technologies. The benefits of this blended work with the Scoop Electronic Portfolio with an online community of learners' collaboration and inquiry about instructional strategies demonstrates the participants' thinking about teaching with technologies in ways that transformed their TPACK. The results describe the teachers as engaged in action research using Scoop artifacts as objects to think with for ultimately transforming their TPACK-of-practice.

Innovative Instructional Strategies for an Online Community of Learners

2018 ◽  
pp. 542-569
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Online Community ◽  
Learning Trajectory ◽  
Community Of Learners ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Content Development ◽  
Teacher Professional

This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in reconstructing their technological pedagogical content knowledge (TPACK) for teaching mathematics. This analysis describes instructional practices that guide inservice teacher participants in inquiring and reflecting to confront their knowledge-of-practice conceptions for integrating multiple technologies as learning tools. The research program describes an online learning trajectory and instructional strategies supporting the tools and processes in steering the content development in a social metacognitive constructivist instructional framework towards moving from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012). The results provide recommendations for online professional development learning environments that engage the participants as a community of learners.

Innovative Instructional Strategies for an Online Community of Learners

2017 ◽  
pp. 499-526
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Online Community ◽  
Learning Trajectory ◽  
Community Of Learners ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Content Development ◽  
Teacher Professional

This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in reconstructing their technological pedagogical content knowledge (TPACK) for teaching mathematics. This analysis describes instructional practices that guide inservice teacher participants in inquiring and reflecting to confront their knowledge-of-practice conceptions for integrating multiple technologies as learning tools. The research program describes an online learning trajectory and instructional strategies supporting the tools and processes in steering the content development in a social metacognitive constructivist instructional framework towards moving from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012). The results provide recommendations for online professional development learning environments that engage the participants as a community of learners.

Building an Interactive Fully-Online Degree Program

2012 ◽  
pp. 66-88
Author(s):  
Jennie Mitchell ◽  
Daesang Kim
Keyword(s):  
Military Personnel ◽  
Online Community ◽  
Degree Program ◽  
Net Generation ◽  
Community Of Learners ◽  
Distance Education Program ◽  
External Degree ◽  
Non Traditional Students ◽  
To Come ◽  
General Studies

Saint Mary-of-the-Woods College (SMWC) expects to launch an interactive fully-online undergraduate degree program in 2010. This program will fill a market need not currently met at SMWC. The program is designed for an online community of learners with a format and focus that appeals to net generation (millennial), neo-millennial, and computer savvy non-traditional students, including military personnel. The General Studies in the new program will focus on seven themes of Leadership for Environmental and Social Justice and will build upon a subset of the existing General Studies. This new program will complement the Woods External Degree (WED), an existing distance education program, established in 1973, that was built on the “correspondence model.” In the new program, students will not be required to come to campus, but will become a vibrant part of the SMWC community by being empowered to explore, discover, and interact through innovative technologies.

Building an Interactive Fully-Online Degree Program

2010 ◽  
pp. 312-328
Author(s):  
Jennie Mitchell ◽  
Daesang Kim
Keyword(s):  
Military Personnel ◽  
Online Community ◽  
Degree Program ◽  
Net Generation ◽  
Community Of Learners ◽  
Distance Education Program ◽  
External Degree ◽  
Non Traditional Students ◽  
To Come ◽  
General Studies

Saint Mary-of-the-Woods College (SMWC) expects to launch an interactive fully-online undergraduate degree program in 2010. This program will fill a market need not currently met at SMWC. The program is designed for an online community of learners with a format and focus that appeals to net generation (millennial), neo-millennial, and computer savvy non-traditional students, including military personnel. The General Studies in the new program will focus on seven themes of Leadership for Environmental and Social Justice and will build upon a subset of the existing General Studies. This new program will complement the Woods External Degree (WED), an existing distance education program, established in 1973, that was built on the “correspondence model.” In the new program, students will not be required to come to campus, but will become a vibrant part of the SMWC community by being empowered to explore, discover, and interact through innovative technologies.

scholarly journals Implementation of Obstruction Avoiding Robot using Ultrasonic Sensor and Arduino UNO

2019 ◽  
Vol 8 (4) ◽  
pp. 7335-7339
Keyword(s):  
Open Source ◽  
Open Source Software ◽  
Online Community ◽  
Low Voltage ◽  
Ultrasonic Sensor ◽  
Field Of View ◽  
Community Of Learners ◽  
Servo Motor ◽  
Arduino Uno ◽  
Internal Code

This project attempts to create an obstruction avoiding robot which can automatically sense the presence of an obstruction in its path and avoid them. It intelligently detects barrier present in its path through the ultrasonic sensors, with the help of the internal code from the Arduino UNO, decisions are made to avoid the barriers. This has been achieved by using an ultrasonic sensor and the development board Arduino UNO. The ultrasonic sensor is mounted on a servo motor at the front of the vehicle for a wider field of view. The ultrasonic sensor acquires data which is processed by the Arduino which then decides the direction of travel for the robot. The robot requires low voltage and minimal maintenance for continued operation. Arduino being an open-source software has gained popularity for the creation of basic prototypes due to its relative simplicity in both design and coding. It also boasts of a large online community of learners and engineers.

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