Teaching IT Through Learning Communities in a 3D Immersive World

2011 ◽  
pp. 679-696
Author(s):  
Richard E. Riedl ◽  
Regis Gilman ◽  
John H. Tashner ◽  
Stephen C. Bronack ◽  
Amy Cheney ◽  
...  
Keyword(s):  
Learning Communities ◽  
Graduate Program ◽  
Web Design ◽  
State University ◽  
Technology Program ◽  
Online Distance Education ◽  
Sense Of Presence ◽  
Award Winning ◽  
Professional Interest ◽  
Online Distance

The development of learning communities has become an acknowledged goal of educators at all levels. As education continues to move into online environments, virtual learning communities develop for several reasons, including social networking, small group task completions, and authentic discussions for topics of mutual professional interest. The sense of presence and copresence with others is also found to be significant in developing Internet-based learning communities. This chapter illustrates the experiences with current learning communities that form in a 3D immersive world designed for education. Faculty at Appalachian State University (ASU) have developed and taught the graduate instructional technology program in an award-winning 3D world setting for several years. Additional ASU faculty and program areas are currently transitioning into this environment. Further, colleagues from major universities in other countries are using this environment for their students to work and to collaborate across time and distance. Telecommunications technologies in education (exposing the graduate students to the breadth of IT experiences and knowledge required), hypermedia, and advanced Web design are examples of ITrelated courses offered in the graduate program. The results of these experiences highlight the efficacy of this tool toward the formation of authentic communities within 3D Internet-based worlds as online distance education environments continue to evolve.

Teaching IT Through Learning Communities in a 3D Immersive World

2011 ◽  
pp. 65-82
Author(s):  
Richard E. Riedl ◽  
Regis Gilman ◽  
John H. Tashner ◽  
Stephen C. Bronack ◽  
Amy Cheney ◽  
...  
Keyword(s):  
Learning Communities ◽  
Graduate Program ◽  
Web Design ◽  
State University ◽  
Technology Program ◽  
Online Distance Education ◽  
Sense Of Presence ◽  
Award Winning ◽  
Professional Interest ◽  
Online Distance

The development of learning communities has become an acknowledged goal of educators at all levels. As education continues to move into online environments, virtual learning communities develop for several reasons, including social networking, small group task completions, and authentic discussions for topics of mutual professional interest. The sense of presence and copresence with others is also found to be significant in developing Internet-based learning communities. This chapter illustrates the experiences with current learning communities that form in a 3D immersive world designed for education. Faculty at Appalachian State University (ASU) have developed and taught the graduate instructional technology program in an award-winning 3D world setting for several years. Additional ASU faculty and program areas are currently transitioning into this environment. Further, colleagues from major universities in other countries are using this environment for their students to work and to collaborate across time and distance. Telecommunications technologies in education (exposing the graduate students to the breadth of IT experiences and knowledge required), hypermedia, and advanced Web design are examples of ITrelated courses offered in the graduate program. The results of these experiences highlight the efficacy of this tool toward the formation of authentic communities within 3D Internet-based worlds as online distance education environments continue to evolve.

Thematic Considerations in Integrating TPACK in a Graduate Program

2012 ◽  
pp. 1-12 ◽  
Author(s):  
Punya Mishra ◽  
Matthew J. Koehler ◽  
Andrea Zellner ◽  
Kristen Kereluik
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Graduate Program ◽  
Michigan State University ◽  
State University ◽  
Master's Program ◽  
Technology Program ◽  
Use Of Technology ◽  
Integration Of Technology

The integration of technology into classrooms is an increasingly important issue in America’s schools, and at the core of this integration is the training of teachers. Teacher educators seeking to impact teachers’ use of technology should recognize the needs of these learners as well as their knowledge as practitioners, in order to expand their knowledge and help them think about technology in creative ways. In this chapter, the authors describe the design and implementation of the Master’s program in Educational Technology at Michigan State University (MSU) as an example of an institution’s attempts to improve their facility to incorporate technology into the classroom practice. The authors briefly define the concept of the TPACK and how that theoretical model is important in thinking about technology with teacher practitioners, and how it helped to focus the design of the Educational Technology program at MSU. The authors then outline central TPACK themes that run through each of the stages of this program, and how each level, in turn, informs the others. Finally, the chapter offers concrete examples of TPACK in practice at each stage of the Master’s program in educational technology.

The Challenges Behind the Development of an E-Mentoring Model for Online Distance Education

2022 ◽  
pp. 363-376
Author(s):  
Lina Morgado ◽  
Ana Paula Afonso ◽  
Nathalie Ferret ◽  
Marta Gomes
Keyword(s):  
Distance Education ◽  
Learning Communities ◽  
Community Of Inquiry ◽  
Academic Community ◽  
Cognitive Presence ◽  
Online Distance Education ◽  
New Students ◽  
Continuous Support ◽  
Online Distance ◽  
Mentoring Model

Different higher education institutions (HEI) have broadly adopted peer mentoring as a strategy to provide initial and continuous support for new students, to promote their academic inclusion. In Distance Education HEI, peer e-mentoring assumes a crucial role in the promotion and maintenance of social and cognitive presence and in the creation of a sense of belonging to the academic community. Thus, it is assumed as a crucial support for the overcoming of online students' specific difficulties and as a factor for his success. After a theoretical framework, this chapter presents the case of a pilot e-mentoring project implemented in a European open university based on the paradigms of virtual learning communities and the model of the community of inquiry (CoI). To conclude, it presents a set of assumptions for the construction of an e-mentoring model adapted to online DE and further research to be conducted.

Tempus Demed project and operational solutions for online distance education

CADMO ◽  
2012 ◽  
pp. 21-37
Author(s):  
Antonella Poce ◽  
Francesca Corradi
Keyword(s):  
Higher Education ◽  
Reference Area ◽  
Present Contribution ◽  
Online Distance Education ◽  
Funding Programme ◽  
Close Cooperation ◽  
Online Distance ◽  
Definition Of ◽  
Online Seminar

Lps-Diped - Universitŕ Roma Tre chaired the Tempus Demed - Development of Master Study Programmes in Education (2009-2011) - project. The project's main objective was the renovation of the Masters courses in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the cultural reference area to the principles established within the European context. In particular, during the Dublin Conference in 2004, the so-called Bologna follow up group drew a number of indicators. As already mentioned, at different times, EU policy has highlighted the need to carry out actions aimed at a renovation of higher education cycles, but not much was provided in terms of definition of the curricula, especially for the second cycle of studies. The Demed project also attempted to fill a gap in this regard, operating an indepth revision of this level of studies in the Education sector in Albania, Kosovo e Macedonia. This intervention, moreover, was always carried out working in close cooperation with the partner countries, so that the support provided by Lps Diped, as leader, by Cdell - Centre for Developing and Evaluating Lifelong Learning - University of Nottingham (UK) and by DPU - Arhus University (DK) was realized with an actual collaboration programme, and never resulting as an imposition of certain Western models. The present contribution, therefore, is intended to give a general overview regarding the Tempus funding programme, a description of the Demed project itself, a synthetic report of the online seminar broadcasted to Seeu staff during the project period and of the data collected while evaluating the same experience.

scholarly journals How well do Canadian distance education students understand plagiarism?

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Cheryl Ann Kier
Keyword(s):  
Distance Education ◽  
University Students ◽  
Multiple Choice ◽  
Psychology Students ◽  
Education Students ◽  
Online Distance Education ◽  
The Poor ◽  
Poor Understanding ◽  
Online Distance ◽  
Education Courses

<p>This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made<em>. </em>Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice<em> </em>questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.</p>

Research Approaches in Computer-Supported Collaborative Learning

2013 ◽  
Vol 9 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Tharrenos Bratitsis ◽  
Stavros Demetriadis
Keyword(s):  
Collaborative Learning ◽  
Research Field ◽  
Computer Supported Collaborative Learning ◽  
Research Issues ◽  
Online Distance Education ◽  
Theoretical Perspectives ◽  
History Of ◽  
How People Learn ◽  
Online Distance ◽  
New Research

Computer Supported Collaborative Learning (CSCL) is concerned with how people learn when working and interacting in groups with the assistance of ICTs. The field involves collaboration, computer mediation, online – distance education which raises interesting theoretical considerations regarding the actual studying of learning within CSCL settings. Being a rather interdisciplinary research field in nature, it has a long history of controversy about its theory, methods, and definition. In this editorial, through a quick review of the literature the diversity of issues examined under the CSCL research field becomes obvious. Moreover, an attempt to categorize these research issues is made. In this vein, the four interesting contributions of this Special Issue, regarding theoretical perspectives and issues of research of the field, are introduced. They comply with the distinguished categories, but they open new research borders as well.

scholarly journals Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

scholarly journals The Development of Emergency Management Technology Program at Jackson State University

2020 ◽  
Author(s):  
HuiRu Shih ◽  
Gordon Skelton ◽  
Pao-Chiang Yuan ◽  
Jessica Buck ◽  
Britney Williams
Keyword(s):  
Emergency Management ◽  
State University ◽  
Technology Program ◽  
Jackson State University ◽  
Management Technology

scholarly journals Using student feedback and professor-developed multimedia to improve instructor presence and student learning

2014 ◽  
pp. 12-30 ◽  
Author(s):  
William Albert Young II ◽  
Brett H. Hicks ◽  
Danielle Villa-Lobos ◽  
Teresa J. Franklin
Keyword(s):  
Real Time ◽  
Social Presence ◽  
Learning Experience ◽  
Student Feedback ◽  
Learning Needs ◽  
Time Data ◽  
Online Distance Education ◽  
Learning Content ◽  
Online Distance ◽  
Feedback Data

This paper explores the use of Professor-Developed Multimedia Content (PDMC) in online, distance education to build a community of inquiry (CoI) through enhanced social presence and real-time, student-driven, adaption of the learning content. The foundation of higher education has long been, developing curriculum to meet educational objectives. Most often faculty relies on assessment information gained at the end of each course. Then assessments, formative and summative, are re-designed based on student feedback/data from end of course surveys and educational materials such as textbooks, articles, and test banks are updated with newer editions. In the distance-learning environment, PDMC provides a creative, innovative, and interactive ways to engage the student for real-time learning. Still, the ability to target PDMC materials to the correct sub-sections of our classroom cohort can produce a richer, more immerse learning experience and perhaps become the closet recreation of in-seat, traditional classroom learning in a distance/online environment. By using PDMC with corresponding surveys, educators can obtain real-time data and metrics to alter content in the classroom immediately, and develop media content welcoming sub-sets of learners with desired content based on learning needs, desires, and feedback.

Sign in / Sign up

Export Citation Format

Share Document