What are Alberta’s K-12 Students Saying about Learning with Technologies?

2013 ◽  
pp. 1282-1306
Author(s):  
Bette Gray ◽  
Karen Andrews ◽  
Susan Schroeder
Keyword(s):  
Student Engagement ◽  
Learning Environments ◽  
Student Voice ◽  
Authentic Learning ◽  
Opportunities To Learn ◽  
Research Projects ◽  
Individual Preferences ◽  
Voice Data ◽  
K 12 ◽  
Authentic Learning Experiences

Students in Alberta, Canada expect rich opportunities to learn with technologies—opportunities that allow them to use technologies to improve their productivity when learning; to facilitate more complex, collaborative and authentic learning experiences; and to personalize their learning with respect to location, time and pace. While students in schools in Alberta share common expectations for learning with technologies, they do not report common experiences, citing individual preferences and/or contexts as their reasons. These findings derive from an analysis of student voice data collected through research projects and student engagement activities conducted in the province’s K-12 community from 2006 to 2010. In this chapter the authors summarize the collected data and discuss themes common to students’ expectations for learning with technologies as well as reasons why students’ experiences using technologies for learning differ. The authors also outline ways in which Alberta’s K-12 community is evolving to meet students’ expectations for learning with technologies. In closing, the authors challenge the reader to consider what can be done to ensure that students have a voice in designing relevant, technology-rich learning environments that meet their expectations.

What are Alberta’s K-12 Students Saying about Learning with Technologies?

2011 ◽  
pp. 42-67
Author(s):  
Bette Gray ◽  
Karen Andrews ◽  
Susan Schroeder
Keyword(s):  
Student Engagement ◽  
Learning Environments ◽  
Student Voice ◽  
Authentic Learning ◽  
Opportunities To Learn ◽  
Research Projects ◽  
Individual Preferences ◽  
Voice Data ◽  
K 12 ◽  
Authentic Learning Experiences

Students in Alberta, Canada expect rich opportunities to learn with technologies—opportunities that allow them to use technologies to improve their productivity when learning; to facilitate more complex, collaborative and authentic learning experiences; and to personalize their learning with respect to location, time and pace. While students in schools in Alberta share common expectations for learning with technologies, they do not report common experiences, citing individual preferences and/or contexts as their reasons. These findings derive from an analysis of student voice data collected through research projects and student engagement activities conducted in the province’s K-12 community from 2006 to 2010. In this chapter the authors summarize the collected data and discuss themes common to students’ expectations for learning with technologies as well as reasons why students’ experiences using technologies for learning differ. The authors also outline ways in which Alberta’s K-12 community is evolving to meet students’ expectations for learning with technologies. In closing, the authors challenge the reader to consider what can be done to ensure that students have a voice in designing relevant, technology-rich learning environments that meet their expectations.

Leveraging the Technology-Enhanced Community (TEC) Partnership Model to Enrich Higher Education

2011 ◽  
pp. 191-203
Author(s):  
Amy Garrett Dikkers ◽  
Aimee L. Whiteside
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Authentic Learning ◽  
Human Rights Education ◽  
Community Resource ◽  
Partnership Model ◽  
K 12 ◽  
Authentic Learning Experiences ◽  
Academic Interests

This chapter provides the Technology-Enhanced Community (TEC) Partnership Model to enrich higher education. The TEC Partnership Model addresses the incorporation of community resource professionals into coursework to provide authentic learning experiences for students. The model is situated in a case study of an online Human Rights Education course, designed to serve the needs and academic interests of K-12 practitioners, community practitioners, and students in a variety of disciplines. This chapter describes the experiences and impact from both perspectives of the partnership and provides examples from the Human Rights Education course to show the model in practice. The final section also provides an overview of the strategies others can use to incorporate similar partnerships and collaborations among instructors, students, student-practitioners, and practitioners in the field.

Measurement in K–12 Online Learning Environments

2021 ◽  
pp. 624-638
Author(s):  
Elizabeth A. Anderson
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Learning Environments ◽  
Online Learning Environment ◽  
Student Behaviors ◽  
Latent Constructs ◽  
Brick And Mortar ◽  
K 12

The measurement of online latent constructs, such as student engagement, have mimicked the measurement of these constructs in traditional, brick-and-mortar learning environments. For brick-and-mortar K-12 schools and online K-12 schools there are challenges that need to be addressed to establish a measure with support for validity. Measurement in an online learning environment has different accessibility and data collection requirements. The online learning environment lends itself well to the use of student behaviors to measure latent constructs, including student engagement. The behaviors of students in an online learning environment are regularly documented. This chapter will delve into the ways latent constructs, using student engagement as an example/case study, are currently being measured in the K-12 online learning environment and alternatives to these measures mimicking traditional brick-and-mortar measures.

scholarly journals Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online

2017 ◽  
Vol 18 (7) ◽  
Author(s):  
Tian Luo ◽  
Alexander Murray ◽  
Helen Crompton
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Learning Framework ◽  
Authentic Environment ◽  
High Level ◽  
K 12 ◽  
Authentic Learning Experiences ◽  
Web Building

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes. Findings show that the pre-service teachers' comfort increased when using the using online web building applications in the authentic environment. Furthermore, a high level of engagement in reflective and collaborative learning was uncovered during the activities. This research acts as a springboard for educators who are interested in designing online higher education courses incorporating authentic learning experiences.

Designing Simulated Learning Environments and Facilitating Authentic Learning Experiences in Medical Education

2017 ◽  
pp. 77-100
Author(s):  
Xun Ge ◽  
Qian Wang ◽  
Kun Huang ◽  
Victor Law ◽  
Dominique C. Thomas
Keyword(s):  
Medical Education ◽  
Instructional Design ◽  
Learning Environments ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Instructional Designers ◽  
Simulated Learning ◽  
Medical Educators ◽  
Critical Components ◽  
Authentic Learning Experiences

The purpose of this chapter is to provide some practical guidance and theoretical basis on designing simulated learning environments to researchers and instructional designers, medical educators, instructional design students, and others who are committed to improving learning and instruction in medical education. This chapter will benefit those who are interested in designing simulated learning environments and facilitating simulated learning experiences in instructional settings. The chapter first defines various types of simulations and their cognitive functions in support of students' authentic learning experiences. Following this, the chapter highlights critical components for designing simulated learning environments, including identifying learning objectives, developing problem scenarios, and facilitating students' learning experiences. It is hoped that this chapter will be a useful tool and resource for medical educators, researchers and instructional designers, and graduate students who are pursuing an advanced degree in instructional design and technology.

Bringing Reality into the Classroom

2011 ◽  
pp. 219-237
Author(s):  
Antonio Santos
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Situated Learning ◽  
Knowledge Building ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Computer Application ◽  
Instructional Designers ◽  
Cognitive Tool ◽  
Authentic Learning Experiences

Researchers and practitioners have been advocating that the nature of learning is contextually situated, and that this should be reflected in the development of learning experiences designed to acquire knowledge. However, learning experiences are still being developed as mere one-dimensional processes aimed to move, from the teacher into the student, pure autonomous pieces of content that are stripped from all their contextual and cultural information. The purpose of this manuscript is to propose a methodology to allow instructional designers and teachers to encompass the complexities of reality so that they can bring it pedagogically into their classrooms to build meaningful authentic learning experiences. This methodology permits students to first engage in problem solving activities and then present their solutions using a computer application as a cognitive tool. The paper discusses literature related with the development of situated learning environments, proposes a methodology for facilitating context-dependent knowledge building, and describes a case where the methodology was used and evaluated.

Bringing Reality into the Classroom

2011 ◽  
pp. 177-197
Author(s):  
Antonio Santos
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Situated Learning ◽  
Knowledge Building ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Computer Application ◽  
Instructional Designers ◽  
Cognitive Tool ◽  
Authentic Learning Experiences

Researchers and practitioners have been advocating that the nature of learning is contextually situated, and that this should be reflected in the development of learning experiences designed to acquire knowledge. However, learning experiences are still being developed as mere one-dimensional processes aimed to move, from the teacher into the student, pure autonomous pieces of content that are stripped from all their contextual and cultural information. The purpose of this manuscript is to propose a methodology to allow instructional designers and teachers to encompass the complexities of reality so that they can bring it pedagogically into their classrooms to build meaningful authentic learning experiences. This methodology permits students to first engage in problem solving activities and then present their solutions using a computer application as a cognitive tool. The paper discusses literature related with the development of situated learning environments, proposes a methodology for facilitating context-dependent knowledge building, and describes a case where the methodology was used and evaluated.

Measurement in K–12 Online Learning Environments

2019 ◽  
pp. 233-247
Author(s):  
Elizabeth A. Anderson
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Learning Environments ◽  
Online Learning Environment ◽  
Student Behaviors ◽  
Latent Constructs ◽  
Brick And Mortar ◽  
K 12

The measurement of online latent constructs, such as student engagement, have mimicked the measurement of these constructs in traditional, brick-and-mortar learning environments. For brick-and-mortar K-12 schools and online K-12 schools there are challenges that need to be addressed to establish a measure with support for validity. Measurement in an online learning environment has different accessibility and data collection requirements. The online learning environment lends itself well to the use of student behaviors to measure latent constructs, including student engagement. The behaviors of students in an online learning environment are regularly documented. This chapter will delve into the ways latent constructs, using student engagement as an example/case study, are currently being measured in the K-12 online learning environment and alternatives to these measures mimicking traditional brick-and-mortar measures.

Providing an Environment for Authentic Learning Experiences

2020 ◽  
pp. 71-86
Author(s):  
Matthew Treskon
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Software Design ◽  
Real World ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Authentic Learning ◽  
Proof Of Concept ◽  
Capstone Projects ◽  
Authentic Learning Experiences

The Loyola Notre Dame Library provides authentic learning environments for undergraduate students by serving as “client” for senior capstone projects. Through the creative application of IoT technologies such as Arduinos and Raspberry Pis in a library setting, the students gain valuable experience working through software design methodology and create software in response to a real-world challenge. Although these proof-of-concept projects could be implemented, the library is primarily interested in furthering the research, teaching, and learning missions of the two universities it supports. Whether the library gets a product that is worth implementing is not a requirement; it is a “bonus.”

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