Digital Differentiation in Gifted Education

2022 ◽  
pp. 205-225
Author(s):  
Aysin Kaplan Sayı ◽  
Özgün Melis Soysal
Keyword(s):  
Gifted Education ◽  
Gifted Students ◽  
Learning Management Systems ◽  
Digital Tools ◽  
Management Systems ◽  
Differentiation Process ◽  
Traditional Classrooms ◽  
Technological Developments ◽  
Online Environments ◽  
Different Content

Gifted students are a group who has unique needs. These unique needs require differentiation in their education. With the technological developments, it becomes necessary to use digital tools within or outside the classroom which can enhance the differentiation process. Digital differentiation emerges because of all these reasons that answer students' needs with the usage of technology. The purpose of this chapter is to introduce digital differentiation as a strategy used in gifted education. Digital differentiation can be carried out in traditional classrooms by preparing digital differentiation packages which includes three types of different content or in online environments by using learning management systems besides digital differentiation packages. In this chapter, strategies used in gifted education will be explained and then digital differentiation will be presented and the tools that can be used exemplified. Then how the digital differentiation can be carried out in both traditional classrooms and online environments will be clarified.

Assessing Adult Learning in Online Courses

2011 ◽  
pp. 191-209
Author(s):  
Lesley Farmer ◽  
Judith Parker
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Management Systems ◽  
Assessment Practices ◽  
Education Assessment ◽  
Assessment And Evaluation ◽  
Online Environments ◽  
Learning Management

This chapter focuses on assessment and evaluation of adult learning, and provides examples of strategies and techniques in online environments. Adult education assessment practices using learning management systems are detailed. Emerging assessment practices tend to take advantage of technology’s interactive potential, which reinforces andragogical principles.

Editor's Preface

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kathleen J. Tate ◽  
Keyword(s):  
Online Education ◽  
Learning Management Systems ◽  
Digital Tools ◽  
Management Systems ◽  
Learning Management

Within this issue, you will find book and media reviews, perspectives from the field, and a long-awaited historical piece about distance and online education. There is a theme of evolving applications in online education with a thread of approaches, tools, and frameworks for teaching, assessing, selecting digital tools, and migrating learning management systems.

scholarly journals Perceptions of K-12 Teachers on the Cognitive, Affective, and Conative Functionalities of Gifted Students Engaged in Design Thinking

2020 ◽  
Vol 54 (1) ◽  
Author(s):  
Krista Stith ◽  
Mistie Potts ◽  
Lisa Rubenstein ◽  
Kathryn Shively ◽  
Robyn Spoon
Keyword(s):  
Learning Environments ◽  
Gifted Education ◽  
Design Thinking ◽  
Gifted Students ◽  
Formal Training ◽  
Design Learning ◽  
Significant Step ◽  
K 12 ◽  
Different Content ◽  
Training Opportunities

Gifted students are our nation’s natural resource of technological inventors and innovators, but oftentimes do not receive differentiated instruction in technology/engineering design learning environments. This is not negligence or lack of care by the instructor, but a national issue of not sufficiently providing pre- and in-service teachers with formal training opportunities in gifted education. The purpose of this study was to understand the perceptions of K-12 teachers, trained in gifted education pedagogy and the Design Thinking Model (DTM), after their gifted students engaged in design thinking activities. Fifteen K-12 educators of different content areas reflected in focus groups upon how their gifted students performed. Teachers noted cognitive, affective, and conative phenomena, such as development of 21st Century capabilities, externalizations of psychosocial behaviors (e.g., perfectionism, avoidance of failure, gifted underachievement), and strong motivations to solve problems for end-users. The researchers suggest that with the reality of educators unable to receive formal training in gifted education, developing an awareness of intrapersonal functionalities of gifted students engaged in design thinking can be a significant step toward providing supportive learning environments.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals An analysis of users’ preferences on learning management systems: a case on German versus Spanish students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Hasan Tinmaz ◽  
Jin Hwa Lee
Keyword(s):  
Information And Communication Technologies ◽  
Age Groups ◽  
Learning Management Systems ◽  
Content Management ◽  
Ease Of Use ◽  
Management Systems ◽  
Smart Learning ◽  
School Year ◽  
Design For All ◽  
Learning Management

Abstract The recent advancements in information and communication technologies have altered instructional contexts and re-shaped them into smart learning environments. One of the most common practices of these environments are learning management systems (LMS) where the learners and instructors utilize a software platform to fulfill, support and manage instructional activities around predefined objectives. Successful implementations of LMS have brought a variety on its usage from different cultures, genders, age groups or schooling levels. Hence, this study focuses on understanding the role of culture on LMS design, in along with the effects of gender, age and school year variables. The study participants were German (n = 83) and Spanish (n = 83) university students attending a fully online course offered by a South Korean university. At the end of the course, the students were asked to fulfill a survey on effective LMS design by pointing which features of LMS were more important for them. The survey included twenty questions on four major design factors; content management (six items), ease of use (five items), communication within LMS (four item) and screen design (five items). The dataset was analyzed by non-parametric statistical techniques around four variables on four dimensions (and their related survey questions). The most important result was insufficiency of one unique LMS design for all students which demonstrates the necessity of student demographics tailored smart systems. Additionally, age and gender variables were not making significant differences on LMS design as much as culture and school year variables. The study also revealed that while German students would appreciate goal-oriented individual learning, Spanish students would value process-oriented group learning with active communication. Furthermore, many features of LMS were highly valued by the freshman students more than other levels. The paper discusses these variables with possible explanations from the literature and depicts implementations for future design practices.

Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders

2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven
Keyword(s):  
The Netherlands ◽  
Social Constructivism ◽  
Gifted Education ◽  
Primary Schools ◽  
Theoretical Perspective ◽  
Gifted Students ◽  
Western Society ◽  
Paradigm Shifts ◽  
Inclusive Approach ◽  
Educational Paradigm

Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.

scholarly journals Examination of Support Requests of University Students in Distance Learning during the COVID-19 Pandemic

Proceedings ◽  
2021 ◽  
Vol 74 (1) ◽  
pp. 19
Author(s):  
Cemal Aktürk ◽  
Ceren Çubukçu
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Formal Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educational Institutions ◽  
Administrative Staff ◽  
Learning Method ◽  
Technical Problems ◽  
Internet Connection

The COVID-19 (SARS-CoV-2) pandemic required changes to be made, especially in formal education processes. In order for the students to stay safe and healthy, many educational institutions switched to the distance learning method for the rest of the semester and continued their education without any intermission. Due to this switch, there has been a rise in the usage of learning management systems, and as a result, students started to encounter technical problems, especially during the exam periods, or they simply wanted to obtain more information about academic or administrative issues. This study used frequency and percentage analysis methods and examined the support request tickets opened up by students during distance education. Resolving the encountered problems quickly and effectively is very important in order to protect the motivation of the learners and ensure their successes. It was seen in the study that the majority of the problems reported by the students were related to internet connection or to the problems occurred during exams. This study aimed to share experiences with the researchers and technical and administrative staff working in this field and to contribute to the current distance learning literature.

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