Exploring Constrained Creative Communication

2017 ◽  
Vol 9 (4) ◽  
pp. 1-23 ◽  
Author(s):  
Jannick Kirk Sørensen
Keyword(s):  
Creative Process ◽  
Creative Collaboration ◽  
Face To Face ◽  
Communication Problem ◽  
Exchange Of Information ◽  
Online Tools ◽  
Project Groups

Creative collaboration via online tools offers a less ‘media rich' exchange of information between participants than face-to-face collaboration. The participants' freedom to communicate is restricted in means of communication, and rectified in terms of possibilities offered in the interface. How do these constraints influence the creative process and the outcome? In order to isolate the communication problem from the interface- and technology problem, we examine via a design game the creative communication on an open-ended task in a highly constrained setting, a design game. Via an experiment the relation between communicative constraints and participants' perception of dialogue and creativity is examined. Four batches of students preparing for forming semester project groups were conducted and documented. Students were asked to create an unspecified object without any exchange of communication except the placement of LEGO™ bricks.

scholarly journals Online Assessment of Cognitive Functioning: A Reliable Alternative to Laboratory Testing?

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 576-577
Author(s):  
Maximilian Haas ◽  
Sascha Zuber ◽  
David Framorando ◽  
Elissa El Khawli ◽  
Susanne Scheibe ◽  
...  
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Abilities ◽  
Rapid Assessment ◽  
Cognitive Disorders ◽  
Assessment Tools ◽  
Adult Lifespan ◽  
Face To Face ◽  
Age Related ◽  
Online Tools

Abstract As the population ages, risks for cognitive decline threaten independence and quality of life for older adults. Classically, psychological assessment tools to evaluate cognitive functioning are administered in face-to-face laboratory sessions, which is time- and resource-consuming. With the aim of reducing such costs, the present study set out to develop and validate two new online tools, allowing a rapid assessment of general cognitive abilities and of prospective memory. We collected data from 250 participants equally spread across the adult lifespan (aged 18 – 86). Results suggest that performance assessed via these newly developed online tools is comparable to performance in face-to-face laboratory settings. Our findings thereby indicate that these online tools can reliably measure cognitive functioning across the lifespan at a reduced cost, which may help detect individuals at risk of developing age-related cognitive disorders.

Pedagogical Creativity as a Means of Inclusion in Primary School

2022 ◽  
pp. 107-125
Author(s):  
Gaia Lombardi
Keyword(s):  
Flipped Classroom ◽  
Learning By Doing ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Online Tools ◽  
Hands On ◽  
Hands On Learning ◽  
Face To Face Learning ◽  
Learning As A Process

This chapter presents some creative pedagogical strategies used during the distance or remote learning period due to the COVID-19 pandemic from March to May 2020. The chapter explores the use of coding in a transdisciplinary way. Strategies for online tools and their specific use both in remote and in face-to-face learning are presented. The role of hands-on learning as a process of learning-by-doing and how to involve pupils using the methods of a flipped classroom are also presented. The chapter concludes with the importance of games to keep the class group united and cohesive in order to develop a healthy sense of competitiveness and collaboration among the pupils.

Training, Supervision, and Quality Assurance

2012 ◽  
pp. 51-58
Author(s):  
Eric Stice ◽  
Paul Rohde ◽  
Heather Shaw
Keyword(s):  
Quality Assurance ◽  
Group Leaders ◽  
Training Experience ◽  
Training Models ◽  
Face To Face ◽  
Training Approach ◽  
Project Groups ◽  
Body Project ◽  
Screening Procedures

Various training models can be effective, and the optimal training approach depends on the availability of experienced group leaders and other resources (e.g., supervisors). Ongoing supervision can be very helpful and enhance the training experience, which can occur via email, telephone, or face-to-face meetings. Recording the intervention sessions is recommended for supervision and quality assurance monitoring, as well as to enhance dissonance induction. With appropriate screening procedures, excellent group leaders can be recruited, trained, and supervised to maximize the success of Body Project groups. We have found that most facilitators with whom we have worked have expressed an enthusiastic interest in continuing to deliver the intervention.

The Blended Learning Classroom

2008 ◽  
pp. 57-80
Author(s):  
Karen García ◽  
Renata Suzuki
Keyword(s):  
Blended Learning ◽  
Social Software ◽  
Development Activity ◽  
Face To Face ◽  
Professional Development Activity ◽  
Use Of Resources ◽  
Use Of Technology ◽  
Online Tools ◽  
Course Material

This blended learning classroom (BLC) case study identifies and describes successful procedures and methodologies that widen the use of online tools in virtual environments. It provides a systematic and organized access to the plethora of free social software available online for the development of collaborative learning activities. The goal of this particular BLC professional development activity was to offer a face-to-face group of English teachers in Venezuela the opportunity to meet members of an international community of practice (CoP) and together review a packaged learning course material online. Blended technology, the mix and match of available tools, served to display the wide use of resources and each person’s skills. By exploring online tools, participants gained an opportunity for learning about both educational theory and the use of technology. The experience described here shows a prototype of future pathways towards educational content use and development.

scholarly journals Online supervision at the university - A comparative study of supervision on student assignments face-to-face and online

2015 ◽  
Vol 8 (13) ◽  
Author(s):  
Søren Smedegaard Bengtsen ◽  
Gry Sandholm Jensen
Keyword(s):  
Empirical Study ◽  
Comparative Study ◽  
Digital Tools ◽  
Face To Face ◽  
Online Supervision ◽  
Online Tools ◽  
Supervision Practice ◽  
The University ◽  
The Way

Through an empirical study of supervision on student assignments at the university across face-to-face and online settings, we show firstly the limiting implications of traditional dichotomies between face-to-face and online supervision. Secondly we show that more attention must be given to the way different digital tools influence the supervisory dialogue. These findings illustrate a form of ‘torn pedagogy’; that online tools and platforms destabilize and tear traditional understandings of supervision pedagogy apart. Also we forge a new concept of “format supervision” that enables supervisors to understand and reflect their supervision practice as a deliberate choice between face-to-face and online formats.

scholarly journals E-mentoring entre Professores e Alunos na EaD: um Estudo de Caso na Graduação em Administração de uma Instituição Pública Federal

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcella Arianna Pinto de Oliveira ◽  
Sílvio Luiz de Paula ◽  
José Ricardo Costa de Mendonça ◽  
Andrezza Marianna Pinto de Oliveira
Keyword(s):  
Business Administration ◽  
The Other ◽  
Face To Face ◽  
Mentoring Relationship ◽  
Theoretical Approaches ◽  
Online Tools ◽  
Analysis Theory ◽  
E Learning ◽  
The Relationship

Busca-se neste trabalho sobre Educação a Distância compreender como se configuram as relações de e-mentoring entre professores e alunos no curso de graduação em Administração a distância oferecido por uma instituição pública federal brasileira. Como arcabouço teórico aborda-se o conceito de mentoria, suas características, funções e fases. Aborda-se ainda e-mentoring e Educação a Distância com suas características e relações. Realizou-se um estudo de caso; as técnicas de coleta foram entrevistas online com professores/alunos, observação não participante e análise documental, estudando-se os dados por meio de análise de conteúdo. Os resultados indicam que as relações de mentoria estabelecidas entre tutores e alunos configuram-se como e-mentoring, já que os tutores são mais acessíveis aos alunos e mantêm uma comunicação mais frequente, tanto por meio de diversas ferramentas de comunicação quanto por meio de encontros presenciais, além de fornecer apoio profissional e pessoal aos alunos. Já a relação estabelecida entre professores e alunos se configura como um outro tipo de relação, que não é de mentoria, pois as características não se enquadram nos conceitos desse construto.Palavras-chave: Educação, Educação a Distância (EAD), Ensino superior, Mentoria, E-mentoring. E-mentoring among Professors and Students on E-learning: This Case Study is about a Degree Course of Business Administration at Public InstitutionAbstractIn this research about e-learning, we try to understand how the e-mentoring relationship among Tutors and Students works in a Business Administration course offered at distance by a public Brazilian institution. As theoretical approaches, it is observed the concept of mentoring, its features, functions and phases. It also covers e-mentoring and distance education with its characteristics and relationships. A case study was made, the data collection techniques were an online interview with tutors/students, non-participative observation and documental analysis on content analysis theory. The results demonstrate that the mentoring relationship between Tutors and Students can be defined as e-mentoring: they are accessible to the students and keep intense communication on face-to-face meetings and also by the online tools provided on the course platform. On the other hand, the relationship established by Tutors and Students cannot be defined by e-mentoring due to lack of connections on the e-learning concepts.Keywords: Education, E-learning, Graduation degree, Mentoring, E-mentoring.

scholarly journals Evaluating a new e-PDP tool and its relationship with personal tutoring

1969 ◽  
Author(s):  
Jane Rowe
Keyword(s):  
Personal Development ◽  
Development Planning ◽  
Staff Support ◽  
Face To Face ◽  
Online Tools ◽  
Academic School ◽  
The University ◽  
Positive Engagement ◽  
Personal Tutor

The University of Exeter has used electronic tools to support the PDP process for students since well before the 2005 implementation of Progress Files. However, in 2007 high priority was given to the launch of a new e-PDP system to all staff and students through the long-established mechanism of the university’s personal tutor system.This paper explores, in the context of one academic school, the attempted integration between face-to-face ‘developmental conversations’ between tutors and tutees, and online recording of experiences and action plans by students. Whilst a fundamental change in the role of the personal tutor appears to have been accepted, the extent to which electronic tools are seen as an important part of the process is shown to be very much a live issue, centred on perceptions about ownership and responsibility.The paper concludes that staff support for, and positive engagement among students with the principles of Personal Development Planning (PDP) do not necessarily translate into motivation to use online resources. Moreover, the findings of our project seem to confirm Richardson and Ward’s (2005) observation that the terms ‘e-Portfolio’ or ‘e-PDP’, ‘PDP’ and ‘Progress Files’ are often used interchangeably and that implementation of online tools, particularly in personal tutor-led PDP programmes, must be managed carefully to avoid confusion between process and output.

The Blended Learning Classroom

2010 ◽  
pp. 834-851
Author(s):  
Karen García ◽  
Renata Suzuki
Keyword(s):  
Blended Learning ◽  
Social Software ◽  
Development Activity ◽  
Face To Face ◽  
Professional Development Activity ◽  
Use Of Resources ◽  
Use Of Technology ◽  
Online Tools ◽  
Course Material

This blended learning classroom (BLC) case study identifies and describes successful procedures and methodologies that widen the use of online tools in virtual environments. It provides a systematic and organized access to theplethora of free social software available online for thedevelopment of collaborative learning activities. The goal of this particular BLC professional development activity was to offer a face-to-face group of English teachers in Venezuelathe opportunity to meet members of an international community of practice (CoP) and together review a packaged learning course material online. Blendedtechnology, the mix and match of available tools, served to display the wide use of resources and each person’s skills. By exploring online tools, participants gained an opportunity for learning about both educational theory andthe use of technology. The experience described here shows a prototype of future pathways towards educational content use and development.

Teaching, Learning, and Assessment During the COVID-19 Pandemic

2021 ◽  
pp. 128-145
Author(s):  
Upasana Gitanjali Singh ◽  
Chenicheri Sid Nair
Keyword(s):  
Mixed Method Study ◽  
African Students ◽  
Face To Face ◽  
Online Tools ◽  
Quality Of Delivery ◽  
Digital Pedagogy ◽  
Technological Competency ◽  
Major Factors ◽  
Teaching Learning

The COVID pandemic raises several questions in terms of the adaptability of the higher education sector and its readiness to act , while providing the same quality of delivery as face-to-face classes. This mixed method study investigated academic perceptions of the forced change of delivery and the effects on the quality of teaching, learning, and assessment. This study identified that many African academics, though not having formal training in digital pedagogy, rated themselves as more than average in their ability to adopt technology for the online environment. The most effective online tools adopted during this crisis was Zoom and WhatsApp with the LMS tools mostly adopted for assessment purposes. The major factors that affected African students' ability to engage online included lack of access to connectivity and devices, technological competency, and emotional and social factors. The study reinforced the need to consider all the pillars proposed by the Khan framework.

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