Emerging Technologies

2017 ◽  
Vol 9 (2) ◽  
pp. 1-19
Author(s):  
Victoria M. Cardullo ◽  
Nance S. Wilson ◽  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Active Learning ◽  
Emerging Technologies ◽  
Project Based Learning ◽  
Educational Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Flipped Classrooms ◽  
Blooms Taxonomy

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Emerging Technologies

2017 ◽  
pp. 203-223
Author(s):  
Victoria M. Cardullo ◽  
Nance S. Wilson ◽  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Active Learning ◽  
Emerging Technologies ◽  
Project Based Learning ◽  
Educational Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Flipped Classrooms ◽  
Blooms Taxonomy

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Enhanced Student Engagement through Active Learning and Emerging Technologies

2015 ◽  
pp. 1-18 ◽  
Author(s):  
Victoria M. Cardullo ◽  
Nance S. Wilson ◽  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Active Learning ◽  
Pedagogical Content Knowledge ◽  
Emerging Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Project Based Learning ◽  
Educational Design ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Teacher Supports ◽  
Blooms Taxonomy

Active learning and emerging technologies are enhancing student learning though an explicit intentional educational design such as Flipping the Classroom and Project Based Learning to empower students. In this chapter, the authors describe an active learning classroom and emerging technologies that support learning for the 21st century. Using vignettes, the authors model how the metacognitive teacher supports the use of emerging technologies for active learning using the Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Finally, the authors describe Blooms Taxonomy (Bloom et al., 1956) for active learning and make connections to emerging technologies and the level of integration using the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Enhanced Student Engagement Through Active Learning and Emerging Technologies

2018 ◽  
pp. 399-417 ◽  
Author(s):  
Victoria M. Cardullo ◽  
Nance S. Wilson ◽  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Active Learning ◽  
Pedagogical Content Knowledge ◽  
Emerging Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Project Based Learning ◽  
Educational Design ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Teacher Supports ◽  
Blooms Taxonomy

Active learning and emerging technologies are enhancing student learning though an explicit intentional educational design such as Flipping the Classroom and Project Based Learning to empower students. In this chapter, the authors describe an active learning classroom and emerging technologies that support learning for the 21st century. Using vignettes, the authors model how the metacognitive teacher supports the use of emerging technologies for active learning using the Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Finally, the authors describe Blooms Taxonomy (Bloom et al., 1956) for active learning and make connections to emerging technologies and the level of integration using the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Enhanced Student Engagement Through Active Learning and Emerging Technologies

2017 ◽  
pp. 1112-1130
Author(s):  
Victoria M. Cardullo ◽  
Nance S. Wilson ◽  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Active Learning ◽  
Pedagogical Content Knowledge ◽  
Emerging Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Project Based Learning ◽  
Educational Design ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Teacher Supports ◽  
Blooms Taxonomy

Active learning and emerging technologies are enhancing student learning though an explicit intentional educational design such as Flipping the Classroom and Project Based Learning to empower students. In this chapter, the authors describe an active learning classroom and emerging technologies that support learning for the 21st century. Using vignettes, the authors model how the metacognitive teacher supports the use of emerging technologies for active learning using the Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Finally, the authors describe Blooms Taxonomy (Bloom et al., 1956) for active learning and make connections to emerging technologies and the level of integration using the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

scholarly journals Penerapan Model Student-Centered Learning di Lembaga Pendidikan Tenaga Kependidikan

2018 ◽  
Vol 15 (2) ◽  
pp. 7-19
Author(s):  
Elizar Elizar
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Activity ◽  
Training Institution ◽  
Student Centered ◽  
Student Centered Learning ◽  
Active Teaching

Teaching model is important componen in education system. It helps education process in implementing the aim of education effectively an effeciently. So, every education must also be creative in selecting and using education model. Based on the past and todays experiences, quality of education in Indonesia showed that the quality of teaching and learning process done by teachers and students was still low. Learning paradigm still focused on a teacher only (teacher centered learning) that caused learning process unattractive and monotonous. There were some factors that made difficult to change teacher paradigm in teaching and learning activity, namely teacher’s low commitment and skill in implementing active teaching-learning process. Therefore, teachers training institution (LPTK) should prepare the students to have skills in implementing active teaching and learning. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing SCL (Student Centered Learning). It covered modelling a lecturer as a model in implementing active learning in the class and it integrates active learning in small group discussion, role-play and simulation, case study, discovery learning, self-directed learning, cooperative learning, colloborative learning, contextual learning, project based learning, problem based learning and inquiry.

Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

scholarly journals Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

2016 ◽  
pp. 184-199 ◽  
Author(s):  
Lisbeth Amhag
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Mobile Technologies ◽  
Computer Supported Collaborative Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Theoretical Concepts ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Mobile Interactions

The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart glasses, smart watches etc. These tools can provide face-to-face interactions, recording flipped classrooms and parallel chat communications. The data collection consists of observations of ten online face-to-face webinars with 22 students, six interviews, and two surveys. Theoretically, the study joins the research tradition of Computer-Supported Collaborative Learning with emphasis on collaboration, and Computer Self-Efficacy concerned with individuals' media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning on theoretical concepts, assisted in the ability to review information critically, and provided experiences bridging professional teaching practices.

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

Information Systems Education for the 21st Century

2005 ◽  
pp. 171-202 ◽  
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

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