The Secret Agent Society

2018 ◽  
pp. 22-40
Author(s):  
Renae Beaumont ◽  
Sharon Hinton ◽  
Kate Sofronoff
Keyword(s):  
Social Skills ◽  
Teacher Training ◽  
Controlled Trial ◽  
Skills Training ◽  
Training Course ◽  
Social Skills Program ◽  
Grade 5 ◽  
Online Teacher ◽  
Online Teacher Training ◽  
Secret Agent

In recent years, there has been a worldwide commitment to integrating technology into classrooms to train students in the computer skills they will need to be workforce ready. This chapter provides an overview of the Secret Agent Society – Whole of Class Project: a randomized controlled trial of a gaming-based social skills training curriculum that was conducted in Grade 5 classrooms throughout Australia. The chapter explores the content, structure, and delivery format of the social skills program, together with the design and implementation of an online teacher training course to accompany it. Teacher feedback on the online teacher training course is presented, together with recommendations for enhancing the design, implementation, and evaluation of future online professional development courses for school staff.

scholarly journals Language Teaching in 3D Virtual Worlds with Machinima

2018 ◽  
Vol 8 (2) ◽  
pp. 20-38 ◽  
Author(s):  
Michael Thomas ◽  
Christel Schneider
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Language Teaching ◽  
Field Testing ◽  
Learning And Teaching ◽  
Training Course ◽  
Online Teacher ◽  
Online Teacher Training

This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.

Language Teaching in 3D Virtual Worlds With Machinima

2019 ◽  
pp. 693-713
Author(s):  
Michael Thomas ◽  
Christel Schneider
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Language Teaching ◽  
Field Testing ◽  
Learning And Teaching ◽  
Training Course ◽  
Online Teacher ◽  
Online Teacher Training

This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.

Effecten van een sociale responsiviteitstraining op jongeren met ASS

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Sakinah Binti Idris ◽  
Jorieke Duvekot ◽  
Jan van der Ende ◽  
Kirstin Greaves Lord ◽  
Neeltje van Haren ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Social Skills ◽  
Active Control ◽  
Treatment Effects ◽  
Controlled Trial ◽  
Skills Training ◽  
Parent Reports ◽  
Randomized Controlled ◽  
Age Appropriate ◽  
Relational Skills

The PEERS® (Program for Education and Enrichment of Relational Skills) training targets age-appropriate social skills. By the use of homework assignments and parallel parent sessions the generalization of skills enhanced. The results of this randomized controlled trial show that social skills significantly improved, as indicated by both selfand parent reports. However, the significant increase in observed social skills as observed in the PEERS® condition was as large as the increase observed in the active control condition. Further research will target mediators and moderators of treatment effects.

Evaluating and Implementing Teaching Standards

2011 ◽  
pp. 66-83
Author(s):  
Bob Barrett
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
The United States ◽  
Online Instructors ◽  
Teaching Standards ◽  
Learning Programs ◽  
Training Standards ◽  
Virtual Classes ◽  
Online Teacher ◽  
Online Teacher Training

As of the end of 2006, 38 states in the United States have established state-led online learning programs, policies regulating online learning, or both. Also, 25 states have state-led online learning programs, and 18 states are home to a total of 147 virtual charter schools serving over 65,000 students (http://www.nacol.org). This chapter will survey current online teacher training standards and trends, in terms of what is required of new online instructors. It will also focus on the use of the online learning environment as a vehicle to help instructors to prepare for online teaching in terms of current teaching strategies used – both from the live (on-ground) and online learning environments. This chapter will focus on several universities in terms of their approaches to online teacher training for experienced instructors, as well as new teaching recruits as they prepare to transition from traditional classrooms over to virtual classes.

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