Leading Pedagogical Change with Innovative Web Tools and Social Media

Social Changes ◽

Global Learning ◽

Pedagogical Change ◽

Pedagogical Strategies ◽

Leadership Challenges ◽

Today, in a globalised, digital world, leadership challenges in the adoption and integration of emerging social software tools to supports for learning abound. Today’s students who have grown up in technology saturated environments have never known a world without the Internet, mobile phones, video on demand, and personal computers. Leaders and educators must therefore know their students, and cater for their diverse needs. Educational institutions in the 21st century must learn how to adopt social software tools and apply sound pedagogical strategies in order to add value to existing practices and to enhance the learning process. ICT supplements and enhances learning and student engagement through access to global learning communities and rich resources, and this requires educators to be conversant with the technology, able to lead by example and capable of creating authentic contexts and environments for learning. Educators in today’s media rich society must be ready to grapple with the significant pedagogic, cultural, and social changes associated with technological innovation.

Leading Pedagogical Change with Innovative Web Tools and Social Media

Technological Applications in Adult and Vocational Education Advancement ◽

10.4018/978-1-4666-2062-9.ch001 ◽

2012 ◽

pp. 1-10

Author(s):

Catherine McLoughlin

Keyword(s):

Video On Demand ◽

Software Tools ◽

Social Software ◽

Social Changes ◽

Global Learning ◽

Pedagogical Change ◽

Pedagogical Strategies ◽

Leadership Challenges ◽

Today, in a globalised, digital world, leadership challenges in the adoption and integration of emerging social software tools to support learning abound. Today’s students, who have grown up in technology saturated environments, have never known a world without the internet, mobile phones, video on demand and personal computers. Leaders and educators must know their students, and cater for their diverse needs. Educational institutions in the 21st century must learn how to adopt social software tools and apply sound pedagogical strategies to add value to existing practices and enhance the learning process. ICT supplements and enhances learning and student engagement through access to global learning communities and rich resources, requiring educators to be conversant with the technology, able to lead by example and capable of creating authentic contexts and environments for learning. Educators in today’s media rich society must be ready to grapple with the significant pedagogic, cultural and social changes associated with technological innovation.

Leading Pedagogical Change with Innovative Web Tools and Social Media

International Journal of Adult Vocational Education and Technology ◽

10.4018/javet.2011010102 ◽

2011 ◽

Vol 2 (1) ◽

pp. 13-22

Author(s):

Catherine McLoughlin

Keyword(s):

Video On Demand ◽

Software Tools ◽

Social Software ◽

Social Changes ◽

Global Learning ◽

Pedagogical Change ◽

Pedagogical Strategies ◽

Leadership Challenges ◽

Leading Pedagogical Change with Innovative Web Tools and Social Media

Technology and Its Impact on Educational Leadership ◽

10.4018/978-1-4666-0062-1.ch012 ◽

2012 ◽

pp. 140-151

Author(s):

Catherine McLoughlin

Keyword(s):

Social Media ◽

Video On Demand ◽

Social Software ◽

Social Changes ◽

Global Learning ◽

Pedagogical Change ◽

Pedagogical Strategies ◽

Millennial Students ◽

Today, in a globalised, digital world, there are significant challenges to be faced in the adoption and integration of emerging social media to support learning. Millennial students have grown up in technology-saturated environments with the Internet, mobile phones, video on demand, and personal computers. Teacher and educators must therefore know their students, and cater to their diverse needs. Educational institutions in the 21st century must learn how to adopt social software tools and apply sound pedagogical strategies in order to add value to existing practices and to enhance the learning process. Information Technology both supplements and enhances learning and student engagement by providing access to global learning communities and rich resources. Educational leaders need to be conversant with the technology, able to lead by example, and capable of creating authentic contexts and environments for learning. The contemporary media rich society of today demands teachers be ready to grapple with the significant pedagogic, cultural, and social changes associated with technological innovation.

PERAN KAUM MUSLIM TRADISIONALIS DALAM PEMBARUAN PENDIDIKAN ISLAM DI PALEMBANG PADA ERA KOLONIAL

EDUKASI Jurnal Penelitian Pendidikan Agama dan Keagamaan ◽

10.32729/edukasi.v3i1.207 ◽

2017 ◽

Vol 3 (1) ◽

Author(s):

Ismail Ismail

Keyword(s):

Analytical Approach ◽

Point Of View ◽

Islamic Education ◽

Social Changes ◽

Theoretical Assumption ◽

Colonial Era ◽

History Of ◽

The Relationship

There have been a lot of studies on the history and development of Islamic education in Indonesia conducted by various groups. At least, there are three important aspects that should be noted in this study. First, from the aspect of the region, the history of Islamic education in South Sumatera which has never been comprehensively studied since the colonial era. Second, related to theoretical assumption, the question of whether the development of the system and the modern Islamic institution in Palembang during colonial era tend to be dominated by Muslim reformers or Muslim traditionalists. Third, from the point of view of methodology which tends to be descriptive and chronological, though recently there arises an analytical approach in which the system and the institution are not seen as things that can stand on their own, but are attached to social, religious, cultural, and political aspects. It is this approach which will be used in this study. Therefore, this study will try to look into the relationship between various social changes in Palembang and the system and Islamic educational institutions in the colonial era.

Birokrasi, Perilaku dan Budaya Organisasi dalam Lembaga Pendidikan Islam Roudlotul Athfal UIN Sunan Kalijaga Yogyakarta

MANAGERIA Jurnal Manajemen Pendidikan Islam ◽

10.14421/manageria.2017.22-04 ◽

2017 ◽

Vol 2 (2) ◽

pp. 271-286

Author(s):

Djunawir Syafar

Keyword(s):

Cultural Identity ◽

Social Interactions ◽

Islamic Education ◽

Social Changes ◽

Mutual Respect ◽

Organizational Behaviour ◽

Depth Interview ◽

Organisational Behaviour ◽

Islamic Values

This research discusses bureaucracy and organizational behaviour and culture in Islamic education institute i.e., Roudlotul Athfal UIN Sunan Kalijaga Yogyakarta. This research aims to study the implementation of institutional bureaucracy and to build organisational behaviour and culture. This is a qualitative research applying three methods of data collection, namely: (1) observation, (2) in-depth interview, (3) emphasizing the value of dialogue (small colloquium, discussion or sharing), (2) Integrating Islamic values to build organizational behaviour such as honesty, discipline and mutual respect. (3) Cultural acculturation as part of the organizational cultural identity, such as maintaining the grassroots culture including how to behave, how to communicate in certain language and other social interactions. These aspects turn into the basic values of institutional bureaucracy in facing various challenges, social changes as well as competition among numerous Islamic educational institutions.

PENDIDIKAN AGAMA ISLAM INDONESIA SEBAGAI SUBSISTEM PENDIDIKAN NASIONAL

EDUKASI Jurnal Penelitian Pendidikan Agama dan Keagamaan ◽

10.32729/edukasi.v4i2.173 ◽

2017 ◽

Vol 4 (2) ◽

Author(s):

Masthu Mastuhu

Keyword(s):

Human Resources ◽

Family System ◽

Islamic Education ◽

Social Changes ◽

Her Family ◽

National Education ◽

The Family ◽

The Ideal

It is necessary for Islamic educational institutions to have the power of changing themselves to be able to take part in determining the ideal and success of national education. Precisely, today, Islamic educational system is perceived weak and powerless in the dynamic of social changes have been occurring in the society. Even, this situation, it is frequently assumed as the burden of national education. Why can it be so? Aren't Islamic educational providers are also referring to the only one Law, that is, Law Number 20 year 2003 regarding National Educational System? What is wrong with Islamic education ? How is the quality of human resources of these providers? This article tries to answer those questions. This article also deals with analogue of Islamic Education as a subsystem of national education with family system in Islam. Family is a system. Child is a subsystem of the family. The more the child is matured and independent the better his/her family is.

Functions of ‘Madrasas’ in the Ottoman Period

Khazar Journal of Humanities and Social Sciences ◽

10.5782/2223-2621.2014.17.2.65 ◽

2014 ◽

Vol 17 (2) ◽

pp. 65-73

Author(s):

Ayla Akbash

Keyword(s):

Nineteenth Century ◽

Fifteenth Century ◽

Educational System ◽

Capital City ◽

Large Majority ◽

Social Changes ◽

The Social ◽

Architectural Characteristics ◽

And Training

In this study certain educational institutions such as madrassahs, kulliyes and mosques that contributed to environment in terms of education in the Ottoman period (middle of the fifteenth century-beginning of the nineteenth century)are researched with regards to educational system, curriculum, mudarrises, students and training. The functions and effects of the madrassahs at that time as well as their reflection in our time are dealt with. In this context, some educational institutions included by certain Anatolian madrassahs such as darulkurra, darulhadith, sahnıseman and schools, which are currently existed and not, have been taken in examination. Incorporating madrassahs, which are public instutions in the Ottoman period, in the state organisation has been started with the Fatih madrassahs that were established by Fatih (Sultan Mehmed the Conqueror) and structuring of madrassah order was quickened after the conquest. In time, the cities such as İstanbul (capital city), Edirne, Bursa, İznik, Trabzon, Konya and Diyarbakır have had the most madrassahs. The large majority of madrassahs of Sinan the Architect have been built in Anatolia and in other cities of the Empire. The first Ottoman madrassah was established in İznik and has become widespread in time. In consequence of being institutions in which training was giving according to the curriculum and ratification of mudarris and having distinctive architectural characteristics in their cubicles, porches, classes, iwans and şadırvans gave rise to them having a respectable position in the society. It is commented that the madrassahs that are the symbol of classical Ottoman arcitecture have been retrograded later on. In the scope of madrassahs located in the Antalya region the importance and contribution of them, which have been improved as the reflection of the social changes and have been opened to changes with their internal/external dynamics, and their capability of being met the requirements of society have been examined and explained descriptively together with their contributions to educational mantality in our time.

Innovative Applications of Online Pedagogy and Course Design - Advances in Educational Technologies and Instructional Design ◽

Creating a Global and Innovative Higher Education Environment

10.4018/978-1-5225-5466-0.ch018 ◽

2018 ◽

pp. 358-378

Author(s):

Paula Peres ◽

Anabela Mesquita

Keyword(s):

Higher Education ◽

Distance Learning ◽

First Generation ◽

Future Research ◽

Technology In Education ◽

Global Learning ◽

Adoption Of Technology ◽

Education Environment

Since the first generation of distance learning the format of distance education has changed a lot. Actually, with the increasing use of web technology to interact online the learning environments have been radically changed. The emergence of MOOC and its adoption by well-known universities has also influenced the change. Of course, the adoption of technology in education is not happening in the same way and at the same time and pace in all educational institutions. In fact, the success of adoption of technology depends on several factors related to the organization where it is implemented and with the individuals involved. In this chapter, the authors present the creation of a global and innovative higher education environment case study, the evolution of the solutions offered concerning distance learning, the actual offers, and the concerns for the future. They identify the factors that enabled or constrained this evolution as well as raise some questions that are still unanswered and point out some clues for future research in the field of creating a global learning environment.

Pedagogical Responses to Social Software in Universities

Handbook of Research on Social Software and Developing Community Ontologies ◽

10.4018/978-1-60566-208-4.ch023 ◽

2010 ◽

pp. 335-356 ◽

Cited By ~ 4

Author(s):

Catherine McLoughlin ◽

Mark J.W. Lee

Keyword(s):

Experiential Learning ◽

Digital Literacy ◽

Teaching And Learning ◽

Learning Experience ◽

Literacy Skills ◽

Social Software ◽

Pedagogical Change ◽

Geographically Dispersed ◽

Models Of Teaching ◽

Networked Society

Learning management systems (LMS’s) that cater for geographically dispersed learners have been widely available for a number of years, but many higher education institutions are discovering that new models of teaching and learning are required to meet the needs of a generation of learners who seek greater autonomy, connectivity, and socio-experiential learning. The advent of Web 2.0, with its expanded potential for generativity and connectivity, propels pedagogical change and opens up the debate on how people conceptualize the dynamics of student learning. This chapter explores how such disruptive forces, fuelled by the affordances of social software tools, are challenging and redefining scholarship and pedagogy, and the accompanying need for learners to develop advanced digital literacy skills in preparation for work and life in the networked society. In response to these challenges, the authors propose a pedagogical framework, Pedagogy 2.0, which addresses the themes of participation in networked communities of learning, personalization of the learning experience, and learner productivity in the form of knowledge building and creativity.

E-Learning with Wikis, Weblogs and Discussion Forums

Novel Developments in Web-Based Learning Technologies ◽

10.4018/978-1-60566-938-0.ch010 ◽

2010 ◽

pp. 174-198 ◽

Cited By ~ 1

Author(s):

Reinhard Bernsteiner ◽

Herwig Ostermann ◽

Roland Staudinger

Keyword(s):

Teaching And Learning ◽

Software Tools ◽

Social Software ◽

Discussion Forums ◽

Academic Context ◽

Empirical Survey ◽

Self Organized ◽

Innovative Learning ◽

E Learning ◽

Context Of Learning

This chapter explores how social software tools can offer support for innovative learning methods and instructional design in general and those related to self-organized learning in an academic context in particular. In the first section the theoretical basis for the integration of wikis, discussion forums and weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools which support learning from a student’s perspective. The chapter concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.