Hybrid and Virtual Educational Simulation Games (vESGs) for the Remote Learning Era

2022 ◽  
pp. 54-72
Author(s):  
Jeremy Riel ◽  
Kimberly A. Lawless
Keyword(s):  
Professional Development ◽  
Development Programs ◽  
Simulation Games ◽  
Student Interactions ◽  
Teacher Implementation ◽  
Professional Development Programs ◽  
Authentic Classroom ◽  
Complex Phenomena ◽  
Multiple Domains ◽  
Remote Learning

Virtual educational simulation games (vESGs) promote unique combinations of learning interactions and affordances to create environments with which students can engage to effectively learn about complex phenomena and processes in multiple domains. Using the GlobalEd vESG as an example case throughout the chapter, the authors discuss (1) the key functions and experiences that vESGs provide to learners; (2) the types of valuable student interactions that can be expected when playing a vESG and strategies for maximizing these interactions for learning; (3) strategies for teacher implementation and adaptation of vESGs, as well as professional development programs to support their use of vESGs in classrooms; and (4) observed benefits of using vESGs as evidenced from over a decade of implementation of the GlobalEd vESG in authentic classroom settings.

scholarly journals A corpus-assisted genre analysis of the Tunisian Lecture Corpus: An exploratory study

2020 ◽  
Vol 8 (2) ◽  
pp. 103-132
Author(s):  
Basma Bouziri
Keyword(s):  
Professional Development ◽  
Arab World ◽  
Genre Analysis ◽  
Development Programs ◽  
Academic Needs ◽  
Raising Awareness ◽  
Academic Lectures ◽  
Professional Development Programs ◽  
Context Specific ◽  
Authentic Classroom

Multimodal, specialized corpora of academic lectures represent authentic classroom data that practitioners can draw on to design academic listening resources that would help students attend lectures. These corpora can also act as reflective practice corpora for teacher training or professional development programs with the objective of raising awareness of lecturing practices. Despite their contribution in shaping the type and quality of the learning that takes place in classrooms, multimodal lecture corpora are scarce, particularly in the Arab world. This paper addresses this research gap by designing and collecting a corpus of academic lectures delivered in English in Tunisia. The corpus was explored using a Systemic Functional Linguistics and English for Specific Purposes integrated genre analysis framework. A three-layered model of analysis was used to manually code various rhetorical functions as well as their realizations. Major findings include the pervasiveness of metadiscursive functions when compared to discourse functions, the identification of context-specific metadiscursive strategies, and the absence of verbal or non-verbal signaling of some rhetorical functions. Implications relate to the necessity of compiling and/or using lecture corpora that are multimodal, the value of adopting function-first approaches to explore these, particularly in non-native contexts, and the design of professional development programs and learning materials that would better account for local academic needs.

Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 448-481 ◽  
Author(s):  
R. J. S. Mac Macpherson ◽  
Margaret Taplin
Keyword(s):  
Professional Development ◽  
Performance Indicators ◽  
Policy Preferences ◽  
Development Programs ◽  
Stakeholder Groups ◽  
Key Competencies ◽  
Professional Development Programs ◽  
Accountability Practices ◽  
State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

scholarly journals Reframing Professional Development Through Understanding Authentic Professional Learning

2009 ◽  
Vol 79 (2) ◽  
pp. 702-739 ◽  
Author(s):  
Ann Webster-Wright
Keyword(s):  
Professional Development ◽  
Educational Research ◽  
Professional Learning ◽  
Recent Literature ◽  
Development Programs ◽  
The Past ◽  
Research Findings ◽  
Alternative Conceptualization ◽  
Professional Development Programs ◽  
Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

ROSES: Remote Online Sessions for Emerging Seismologists

2021 ◽  
Author(s):  
Fransiska K. Dannemann Dugick ◽  
Suzan van der Lee ◽  
Germán A. Prieto ◽  
Sydney N. Dybing ◽  
Liam Toney ◽  
...  
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Lessons Learned ◽  
Development Programs ◽  
Content Structure ◽  
Course Content ◽  
Technical Requirements ◽  
Online School ◽  
Professional Development Programs ◽  
Advanced Graduate

Abstract In response to a pandemic causing the cancellation of numerous professional development programs for emerging seismologists, we successfully planned, promoted, and executed an 11 week online school for advanced graduate students worldwide during the summer of 2020. Remote Online Sessions for Emerging Seismologists included 11 distinct lessons focused on different topics in seismology. We highlight the course content, structure, technical requirements, and participation statistics. We additionally provide a series of “lessons learned” for those in the community wishing to establish similar programs.

scholarly journals Exploring Change in EFL Teachers’ Perceptions of Professional Development

2017 ◽  
Vol 19 (1) ◽  
pp. 22-42 ◽  
Author(s):  
Mohammad Mohammadi ◽  
Khaled Moradi
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Development Programs ◽  
Teachers Perceptions ◽  
Development Framework ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Professional Development Programs

AbstractContinuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers’ perceptions could be a significant endeavor as teachers’ beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed to investigate this fundamental issue via establishing professional development workshops to train teachers in order to promote sustainable professional growth. It examined 86 EFL teachers’ beliefs and attitudes toward CPD before and after attending workshops for professional development. The data were collected through a questionnaire and a follow-up interview. Paired-samples t-tests were run to measure differences between responses of pre and post surveys. Moreover, raw frequencies and percentages were calculated in order to prioritize the items the teachers selected in each variable. The findings demonstrate that beliefs about CPD can change. Survey data collected before and after professional development workshops revealed a statistical significant shift in EFL teachers’ beliefs. This finding was also supported by semi-structured interviews. In addition, the results also revealed that the participants perceived customized professional development programs with professional development framework as a beneficial tool to be included in the professional development programs. The study may have some pedagogical implications to be utilized in the educational process directed at sustainable professional development.

Sign in / Sign up

Export Citation Format

Share Document