scholarly journals Facebook as Data: A Primer for Educational Technology Researchers Using Public Internet Data Mining Methods

2022 ◽  
Author(s):  
Joshua Rosenberg
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Historical Data ◽  
Educational Technologies ◽  
Educational Systems ◽  
Future Directions ◽  
Research On Teaching ◽  
Data Source ◽  
Research Questions ◽  
Teaching Learning

Digital trace data has helped us understand teaching and learning on social media sites other than Facebook. Moreover, while we know a few things about the educational uses of Facebook, that knowledge has been limited because Facebook has not—until recently—been open to researchers. This paper introduces how Facebook can serve as a data source for educational technology researchers. It provides a walkthrough, from developing research questions and identifying public pages of interest, considering ethics, accessing and downloading historical data through the CrowdTangle platform, and analyzing that data. An example list of pages is provided with code for the open-source statistical software to analyze the data. Future directions for the use of Facebook for research on teaching, learning, and educational systems and their intersection with educational technologies are discussed.

scholarly journals Making Data Science Count In and For Education

2019 ◽  
Author(s):  
Joshua Rosenberg ◽  
Michael Lawson ◽  
Daniel Anderson ◽  
Ryan Seth Jones ◽  
Teomara Rutherford
Keyword(s):  
Teaching And Learning ◽  
Quantitative Methods ◽  
Data Science ◽  
Design And Technology ◽  
Educational Systems ◽  
Future Directions ◽  
Learning Content ◽  
Science Domain ◽  
Using Data ◽  
Teaching Learning

New data sources and analytic techniques have enabled educational researchers to ask new questions and work to address enduring problems. Yet, there are challenges to those learning and applying these methods. In this chapter, we provide an overview of a nascent area of both scholarship and teaching, educational data science. We define educational data science as the combination of capabilities related to quantitative methods in educational research, computer science and programming capabilities, and teaching, learning, and educational systems. We demonstrate that there are two distinct—but complementary—perspectives on educational data science in terms of being both in education (as a research methodology) and for education (as a teaching and learning content). We describe both of these areas in light of foundational and recent research. Lastly, we highlight three future directions for educational data science, emphasizing the synergies between these two perspectives concerning designing tools that can be used by both learners and professionals, foregrounding representation, inclusivity, and access as first-order concerns for those involved in the growing community, and using data science methodologies to study teaching and learning about data science. We highlight the potential for the growth of educational data science within learning design and technology as situated with the broader data science domain and in education more broadly.

scholarly journals My.monash: Supporting students and staff in teaching, learning and administration

2002 ◽  
Vol 18 (1) ◽  
Author(s):  
David M. Kennedy ◽  
Len Webster ◽  
Robyn Benson ◽  
Di James ◽  
Nathan Bailey
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Extreme Programming ◽  
Future Directions ◽  
Learning Programs ◽  
Innovative Learning ◽  
Teaching Learning ◽  
Collaborative Activities ◽  
Key Resources ◽  
The University

The my.monash Portal (Portal) provides a virtual gateway to support student centred flexible learning by coordinating many of the university’s key resources to meet the needs of students and staff. The Portal is intended to help deliver innovative learning programs, foster opportunities to undertake research, increase flexibility of access to resources and services, support asynchronous approaches to teaching and learning, and allow online teaching and learning environments to be more responsive to changing student needs. In essence, it is part of a recent movement in higher education towards providing more complete, holistic online environments for students and staff by converging a number of technologies. The project has been developed with an innovative software design model (extreme programming) that involves rapid prototyping, in which iterative and continuous evaluation by staff and students is used to inform all aspects of the project’s design and development. This has resulted in significant collaborative activities across a wide cross section of the university community. The paper will address each of these aspects in turn, concluding with the results of the evaluation processes and future directions for the development of the Portal.

scholarly journals ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

2021 ◽  
Vol 10 (2) ◽  
pp. 45-66
Author(s):  
ROXANA MIHELE
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Careful Analysis ◽  
Educational Process ◽  
Educational Systems ◽  
Daily Lives ◽  
Teachers And Students ◽  
Temporary Solution ◽  
Amount Of Knowledge ◽  
Teaching Learning

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

Higher Education’s New Frontier for the E-University and Virtual Campus

2011 ◽  
pp. 34-40
Author(s):  
Antonio Cartelli
Keyword(s):  
Visual Media ◽  
Theory And Practice ◽  
Educational Technologies ◽  
The Internet ◽  
Educational Systems ◽  
Design Development ◽  
Digital Medium ◽  
Face To Face ◽  
Definition Of ◽  
Teaching Learning

Technologies entered in education since their first appearance and were used both for improving the efficacy and efficiency of traditional teaching and for creating new teaching-learning opportunities (Galliani et al., 1999). The definition “educational technologies” was coined in the 1950s to describe the equipments to be used in teaching-learning controlled environments. The introduction of the computer in teaching led to the definition of “new educational technologies” to mark the overcoming of traditional systems like audio-visual media (i.e., cinema, radio and television) with the new digital medium. In the 1970s the Association for Educational Communications and Technology (AECT) formulated the definition of instructional technology as “… the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. ... We can think about it as a discipline devoted to techniques or ways to make learning more efficient based on theory but theory in its broadest sense, not just scientific theory”. The Internet in the 1990s introduced further elements of innovation in the use of technologies for education with an exponential growth of instruments and resources leading to the transition from face to face (f2f) teaching to online teaching-learning experiences. The Internet more than other technological experiences entered in the educational systems all over the world and is today marking a revolution in continuous education and lifelong learning.

Higher Education's New Frontier for the E-University and Virtual Campus

2009 ◽  
pp. 350-356
Author(s):  
Antonio Cartelli
Keyword(s):  
Visual Media ◽  
Theory And Practice ◽  
Educational Technologies ◽  
The Internet ◽  
Educational Systems ◽  
Design Development ◽  
Digital Medium ◽  
Face To Face ◽  
Definition Of ◽  
Teaching Learning

Technologies entered in education since their first appearance and were used both for improving the efficacy and efficiency of traditional teaching and for creating new teaching-learning opportunities (Galliani et al., 1999). The definition “educational technologies” was coined in the 1950s to describe the equipments to be used in teaching-learning controlled environments. The introduction of the computer in teaching led to the definition of “new educational technologies” to mark the overcoming of traditional systems like audio-visual media (i.e., cinema, radio and television) with the new digital medium. In the 1970s the Association for Educational Communications and Technology (AECT) formulated the definition of instructional technology as “… the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. ... We can think about it as a discipline devoted to techniques or ways to make learning more efficient based on theory but theory in its broadest sense, not just scientific theory”. The Internet in the 1990s introduced further elements of innovation in the use of technologies for education with an exponential growth of instruments and resources leading to the transition from face to face (f2f) teaching to online teaching-learning experiences. The Internet more than other technological experiences entered in the educational systems all over the world and is today marking a revolution in continuous education and lifelong learning.

Lessons learned about language learning and extended reality frameworks

2019 ◽  
Author(s):  
Saverio Iacono ◽  
Gianni Vercelli
Keyword(s):  
Educational Technology ◽  
Second Language ◽  
Language Learning ◽  
European Community ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Educational Systems ◽  
Game Based Learning ◽  
Quality Of Teaching

"The knowledge of a second language is an obligation in educational systems of the European Community for many years and the quality of teaching and learning, especially in Italy, could be largely improved for a better outcome. Methods like Game-based Learning and Gamification could improve and change this outcome, combined with new tools used as educational technology in an immersive context. This paper presents some lessons learned from the adoption of VR / AR within two applications related to language learning. In this context, being immersed in an engaging and fun simulated situation is a good way to practice language conversations. In the last few years the great clamor of new VR / AR devices (HMD, controller, tracker) promotes the creation of new frameworks of extended reality for language learning."

scholarly journals Academic Staff Challenges to Effective Utilization of Information and Communication Technology (ICT) in Teaching/Learning of Agricultural Education

2013 ◽  
Vol 13 ◽  
pp. 88-96
Author(s):  
Azuh Oluchi Jannet ◽  
Melody Ndidi Modebelu
Keyword(s):  
Agricultural Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Management ◽  
Effective Utilization ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
Ict Tools ◽  
Research Questions ◽  
Teaching Learning

ICT has offered great potential, especially as an aid to every aspect of human endeavor. Inspire of the roles played by ICT especially in teaching/learning, there are still some impediments to its effective utilization by the academic staff. This work examined the academic staff challenges to effective utilization of ICT in teaching and learning of Agricultural Education in Federal Universities in South East geopolitical zones of Nigeria. Forty respondents were purposively sampling from universities and used for the study. Three research questions guided the study. A 35-item researchers’ developed questionnaire was used for data collection. Instrument validation covered face and content validity by two experts in educational management and agricultural education. While reliability index values of 0.86, 0.85 and 0.92 were obtained using Cronbach alpha. Means and grand means were used to analyze the research questions. The findings revealed a low extent utilization and inadequate ICT tool literacy among the academic staff in the federal universities in south east geo-political zone of Nigeria. It is therefore recommended that the academic staff avail themselves the opportunity of various conferences and workshops to acquire the needed skills for effective utilization of ICT tools.

scholarly journals Pembelajaran Menyenangkan Sebagai Upaya Menanggulangi Pandemi Covid-19

Epistema ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Pujiriyanto Pujiriyanto
Keyword(s):  
Educational Technology ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Strong Relationship ◽  
Lesson Plans ◽  
Comprehensive Understanding ◽  
Teaching Learning ◽  
Teachers Training

Artikel ini bertujuan untuk menjelaskan konsep dan prosedur praktis model pembelajaran joyful learning dalam rangka pelatihan guru di Gantiwarno Klaten yang dilakukan oleh Tim PPM dari Departemen Kurikulum dan Teknologi Pendidikan. Pembelajaran yang menyenangkan di dalamnya terdapat hubungan yang kuat antara pendidik dan siswa, tanpa merasa terpaksa atau merasa tertekan. Relasi antara guru dan siswa nampak perlu dirubah dalam posisi egaliter. Perkembangan teknologi informasi memungkinkan siswa mendapatkan informasi lebih cepat dan beragam. Pola pembelajaran daring Joyful learning merupakan suasana belajar-mengajar yang menyenangkan agar siswa memfokuskan perhatiannya penuh pada pembelajaran sehingga waktu untuk memfokuskan perhatiannya tinggi. Waktu yang tinggi untuk memusatkan perhatian terbukti meningkatkan hasil belajar. Keadaan aktif dan menyenangkan tidak cukup jika proses pembelajaran tidak efektif yaitu tidak menghasilkan apa yang harus dikuasai siswa setelah proses pembelajaran berlangsung, karena pembelajaran mempunyai sejumlah tujuan pembelajaran yang harus tercapai. Oleh karena itu, penting bagi para guru untuk memahami pentingnya menerapkan pembelajaran yang menyenangkan dalam proses belajar mengajar sehari-hari dan untuk konteks saat ini lebih penting lagi karena selama pandemi COVID-19 siswa dibombardir dengan tugas yang banyak dan juga materi yang bertubi-tubi selama masa belajar School From Home (SFH). Masa belajar selama pandemi tidak bisa dilihat sebagai pembelajaran yang menyenangkan lagi. Untuk itu, Jurusan Kurikulum dan Teknologi Pendidikan hadir untuk memberikan pemahaman yang menyeluruh tentang pembelajaran yang menyenangkan, bagaimana konsep dikonstruksi dan juga praktik pembelajaran yang menyenangkan mulai dari penyusunan rencana pelajaran (RPP) hingga simulasi model pembelajaran yang menyenangkan dalam bentuk. acara PPM guru di Gantiwarno, Klaten.Kata kunci: Pembelajaran menyenangkan, guru, RPPThe purpose of this paper is to explain the concept and practical procedures of joyful learning model in the context of teachers’ training in Gantiwarno Klaten, done by PPM Team from the Department of Curriculum and Educational Technology. Joyful learning is a learning process in which there is a strong relationship between educators and students, without feeling forced or depressed (not under pressure). The teacher positions himself as a facilitator and student learning partner. This is possible because of the rapid development of information technology that allows students to get information faster from the teacher. Fun learning is a fun teaching-learning atmosphere so that students focus their full attention on learning so that the time to focus their attention is high. The high time to focus attention has been shown to improve learning outcomes. An active and pleasant state is not enough if the learning process is ineffective, that is, it does not produce what students have to master after the learning process takes place, because learning has a number of learning objectives that are achieved. Therefore, it is significant for teachers to understand the important of applying joyfull learning in their daily teaching and learning process more importantly during the pandemic COVID-19 as students are bombarding with a full pack of assignments and also materials that lead to the learning during the pandemic can not be seen as a joyful learning anymore. Thus, the Department of Curriculum and Educational Technology are presence to provide a comprehensive understanding of joyful learning, how the concept is constructed and also the practice of joyful learning starting from the preparation of lesson plans (RPP) to simulating joyful learning models in the form of PPM event for teachers in Gantiwarno, Klaten.Keywords: Joyful learning, teachers, lesson plans.  

scholarly journals QUIMI CRUSH: ATIVIDADE LÚDICA PARA O ENSINO DE QUÍMICA ORGÂNICA

2018 ◽  
Vol 3 (2) ◽  
pp. 625-642
Author(s):  
Diego Arantes Teixeira Pires ◽  
Leonardo Alves do Nascimento ◽  
Tatyana Mira Medeiros ◽  
Luiz Fernando Batista Loja
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
Mobile Device ◽  
Learning Process ◽  
Teaching And Learning ◽  
New Technologies ◽  
Natural Sciences ◽  
Educational Game ◽  
Educational Technologies ◽  
Teaching Learning

Resumo: Atualmente paira sobre a área de Ciências Naturais, e principalmente na disciplina de Química, uma grande preocupação em relação ao processo de ensino-aprendizagem de conceitos científicos. Uma solução, por parte dos estudiosos da Educação Química, para sanar essa problemática é desenvolver e apontar materiais que utilizem Novas Tecnologias para incrementar a metodologia das aulas ministradas pelos professores de Ciências. Alguns desses materiais, que podem contribuir com o êxito no processo de ensino-aprendizagem, são os softwares lúdicos educacionais. Nesse sentido, realizou-se o desenvolvimento de um aplicativo para dispositivo móvel, denominado Quimi Crush, para auxiliar na mediação do conteúdo de Funções Orgânicas no Ensino Médio. O jogo didático foi desenvolvido, testado e aplicado com alunos do Ensino Médio e alunos do Ensino Superior. Esse jogo foi bem avaliado por ambos os grupos. Além disso, Quími Crush foi validado como jogo didático, podendo ser uma ferramenta para auxiliar as aulas de Química, tornando-as mais dinâmicas e interessantes.Palavras-chave: Química Orgânica. Atividades Lúdicas. Tecnologias na Educação. Abstract: Nowaday, there is a great concern about the teaching and learning process of scientific concepts in the field of Natural Sciences, and especially in Chemistry classes. For education researchers, a solution to solve this problem is to develop and point out materials that use new technologies to increase the methodology of the classes. Some of these materials, which can contribute to the success in the teaching-learning process, are playful educational softwares. In this sense, it was developed a mobile device application, named Quimi Crush, to assist in mediating the content of Organic Functions in high school classes. The playful game was developed, tested and applied with High School and ungergraduate students. This game was well rated by both groups. In addition, Quimi Crush has been validated as an educational game and can be a tool to help in chemistry classes, making them more dynamic and interesting.Keywords: Organic Chemistry. Playful Activities. Educational Technologies.

Emerging Educational Technologies and Science Education

2010 ◽  
pp. 276-284
Author(s):  
Bruce C. Howard ◽  
Lawrence Tomei
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Best Practice ◽  
Educational Technologies ◽  
The Past ◽  
Practice Teaching ◽  
New Methodologies ◽  
The Individual

When discussing emerging educational technologies, the complaint around the globe is common enough: we may be outfitting schools with classrooms of the future, but teaching methods remain mired in the past. In the six articles that follow we describe our research on choosing and applying emerging educational technologies in the light of what we know about best practice teaching methods. Whereas many well-respected experts have addressed the need for new methodologies, we chose to focus on the process of choosing the technologies themselves. We set out to determine how to evaluate the individual promise an educational technology may hold and to provide guidelines to those who choose and use the technologies for teaching and learning.

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