Fantasy Workshop

2018 ◽  
pp. 617-629
Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer
Keyword(s):  
Creative Writing ◽  
Management System ◽  
Teaching And Learning ◽  
Previous Knowledge ◽  
Writing Processes ◽  
Learning Platform ◽  
Write To Learn ◽  
Literature Class ◽  
K 12 ◽  
Grade Classroom

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students' writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.

Fantasy Workshop

2014 ◽  
pp. 249-260
Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer
Keyword(s):  
Creative Writing ◽  
Management System ◽  
Teaching And Learning ◽  
Previous Knowledge ◽  
Writing Processes ◽  
Learning Platform ◽  
Write To Learn ◽  
Literature Class ◽  
K 12 ◽  
Grade Classroom

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students’ writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.

Fantasy Workshop

2015 ◽  
pp. 311-323
Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer
Keyword(s):  
Creative Writing ◽  
Management System ◽  
Teaching And Learning ◽  
Previous Knowledge ◽  
Writing Processes ◽  
Learning Platform ◽  
Write To Learn ◽  
Literature Class ◽  
K 12 ◽  
Grade Classroom

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students' writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.

Designing Writing Tasks in Google Docs that Encourage Conversation

2014 ◽  
pp. 1-29
Author(s):  
Rebecca Woodard ◽  
Adam Babcock
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Student Writing ◽  
English Teacher ◽  
Google Docs ◽  
Writing Processes ◽  
Integrated Studies ◽  
K 12

This chapter explores how a high school teacher's design of writing tasks in Google Docs encouraged conversations and revisions in student writing. It details how Adam, chapter author and an English teacher in an integrated studies course, developed various scaffolds to improve feedback, including assigning self-annotation “conversation starters” in one class and participating in writing processes as an author himself in another class. Peer conversations in Google Docs were used for two purposes in the former class—to encourage the writer to revise or to affirm the writer, and for two purposes in the latter class—to debate the writer's techniques or to talk about the writer. The findings highlight instances where conversations were more and less successful, and explore possible reasons for the classes' different conversation types in Google Docs. This chapter concludes with research, teaching and learning implications for K-12 teachers using Google Docs to support feedback and revision.

Learning Management System Evaluation and Selection

2013 ◽  
pp. 20-39
Author(s):  
Apostolos Koutropoulos
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
System Evaluation ◽  
Use Case ◽  
Agile Methodology ◽  
Learning Platform ◽  
Implementation Costs ◽  
Learning Management

Educational technology goes hand-in-hand with pedagogy when it comes to teaching and learning. At the center of our collection of educational tools, especially those in online-only courses, is the Learning Management System (LMS). Compared to other newer technologies, such as blogs and wikis, the selection and implementation of an LMS requires more in-depth evaluation due to the higher re-implementation costs associated with making an initial poor choice. LMS choice goes beyond a simple comparison of the various tools available in the various LMS candidates. This case study examines the process by which the UMassOnline consortium chose an LMS to replace their end-of-life LMS. In this case we describe the Learning Platform Review process that drove our decision-making, the rationale behind this process, and the outcomes. This LPR process is based on agile methodology, and it was the first use case of the LPR for the UMassOnline consortium; we therefore also include a post-modem analysis, what we learned, and what we would have done differently.

Comparing Teacher Experiences Using a Learning Management System in K-12 Schools in Saudi Arabia

2018 ◽  
pp. 345-360
Author(s):  
Ayshah Alahmari ◽  
Lydia Kyei-Blankson
Keyword(s):  
Saudi Arabia ◽  
Management System ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Management System ◽  
School Teacher ◽  
School Year ◽  
Private And Public ◽  
Learning Management ◽  
K 12

Since the school year of 2014-2015, the learning management system, Classera, has been implemented in many K-12 schools in Saudi Arabia with the aim of improving teaching and learning. In this study, an online survey was used to collect data to explore Saudi Arabia private and public school teacher differences in experiences with the use of Classera, and their satisfaction levels, perceived benefits, and perceived challenges in using Classera. The findings from this study have implications for the further implementation and adoption of Classera in the educational system in Saudi Arabia.

scholarly journals The school library and e-learning platforms

2021 ◽  
Author(s):  
Monica Morscheck
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
School Teacher ◽  
School Library ◽  
Library Service ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
K 12 ◽  
Cooperative Planning

The teacher-librarian should be the most effective weapon for collaborative teaching and learning within a school. Teacher-librarians do struggle to find time to effectively plan for the cooperative teaching and learning activities. Often school libraries run their own website as they struggle to offer a digital 24/7 library service for its users. The school library website makes it easier for the teacher-librarian to manage the information delivery but isolates the content. The teacher-librarian managed website is often not an effective tool for cooperative planning and teaching. This paper will look at how the teacher-librarian can use e-learning platforms to deliver a digital 24/7 library service, and in addition, offer a great collaborative space for effective cooperative planning and teaching. This paper will focus on examples of practice in two schools. The first school is a New South Wales government high school and uses Moodle as the e-learning platform. The second school is an international K-12 private school and uses StudyWiz as the e-learning platform.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Code to Learn: Where Does It Belong in the K-12 Curriculum?

10.28945/3521 ◽  
2016 ◽  
Vol 15 ◽  
pp. 283-303 ◽  
Author(s):  
Jesús Moreno León ◽  
Gregorio Robles ◽  
Marcos Román-González
Keyword(s):  
Social Studies ◽  
Empirical Studies ◽  
Early Age ◽  
School Subjects ◽  
Research Designs ◽  
Quasi Experimental ◽  
The Subject ◽  
K 12 ◽  
The Impact ◽  
Grade Classroom

The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.

scholarly journals Disciplinary Differences in the Uptake of a Learning Management System: A Case of a South African Historically Disadvantaged Institution

2022 ◽  
Vol 41 (1) ◽  
Author(s):  
Phumla Hlengiwe Shamase
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Sociological Theory ◽  
Learning Management System ◽  
Research Question ◽  
Management Tool ◽  
Disciplinary Differences ◽  
Activity Data ◽  
Standard Requirement ◽  
Learning Management

The provision of a Learning Management System (LMS) for use in distributed, blended or open distance e-learning as a management tool has become a basic standard requirement in higher learning institutions globally. Many students and lecturers use an LMS in support of innovative and engaged teaching and learning, both inside and outside the classroom—whether blended or open leaning. However, many academics choose not to make use of the institutional LMS. This is the specific issue that this study addresses, with a particular focus on the role played by disciplinary differences in the uptake of an LMS. The research question guiding the study is thus: To what extent do disciplinary differences affect the uptake of an LMS? The research study drew on Legitimation Code Theory, a sociological theory that explains the knowledge principles underpinning practices, in this case, the practice of the uptake (or non-uptake) of an institutional LMS. The study made use of quantitative data collection and data analysis methods, drawing on the institutional LMS activity data. The study found that there was a significant relationship between the disciplines and LMS uptake. However, the study also found a number of unexpected exceptions, where the nature of the discipline did not seem to impact uptake or non-uptake. The contribution that the study makes is to show the significant role that the academics’ home discipline plays in LMS uptake.

scholarly journals Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

2020 ◽  
pp. 53-61
Author(s):  
Oyarinde, Oluremi Noah ◽  
Komolafe, Olaide Gbemisola
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Attitude Scale ◽  
Structure Interview ◽  
Digital Learning ◽  
Online Questionnaire ◽  
Learning Platform ◽  
Achievement Attitudes

The teaching and learning process is rapidly becoming technology driven with the integration of digital learning using of online learning platforms to facilitate instructional delivery. Google classroom learning platform is one of the effective ways of enhancing student active engagement in an online learning environment. The purpose of this study is to examine the impacts of Google classroom as an online learning delivery platform in secondary school during the COVID-19 pandemic in Nigeria. A mixed method approach was used in the study. Online questionnaire on Google Classroom Attitude Scale (GCAS) was used and online Semi-Structure Interview Guide (SSIG) developed by the researcher for data collection on the students’ perceptions on Google classroom. The researcher used Statistical Package of Social Science programme to calculate and analyse arithmetic mean, standard deviation and t-test. Content analysis was used for analysis of qualitative data. The participants were 140. The results showed that Google classroom platform as an online learning delivery positively affected students' academic achievement, attitudes and their perception during the pandemic in Nigeria’s secondary school. Based on the findings of the study, it was recommended that education stakeholders should effectively prepare students for the use of this platform for their learning activities during the pandemic. The platform is capable of assisting both students and teachers to connect, work together, create assignments, grade students and post learning materials. Likewise, students can also ask questions about the areas they do not understand. Hence, the advantages of the platform can be brought into usage for achieving quality in the teaching and learning process at all levels of education during the pandemic.

Sign in / Sign up

Export Citation Format

Share Document