Anchoring Student Learning with Digital Age Tools and Resources

Higher education institutions increasingly expect students to work effectively and critically with multiple modes, semiotic resources and digital tools. However, assessment practices are often insufficient to capture how multimodal artefacts represent disciplinary knowledge in complex ways. This study explores and theorises the design and assessment of students’ digitally mediated multimodal work, and it offers insight into how to effectively communicate expectations and evaluate student learning in a digital age. We propose a framework for multimodal assessment that takes account of criticality, creativity, the holistic nature of these assignments and the importance of valuing multimodality.

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Educating English Language Learners for Success in the 21st Century

Advances in Media, Entertainment, and the Arts - Handbook of Research on Media Literacy in the Digital Age ◽

10.4018/978-1-4666-9667-9.ch004 ◽

2016 ◽

pp. 75-90 ◽

Cited By ~ 3

Author(s):

Jennifer J. Chen

Keyword(s):

English Language Learners ◽

Student Learning ◽

Language Learners ◽

21St Century ◽

Global Economy ◽

Teaching And Learning ◽

English Language ◽

New Technologies ◽

Digital Age ◽

The Usa

The purpose of this chapter is threefold: (a) to highlight the importance of teaching and learning multiliteracies for today's students to succeed in the 21st century, (b) to discuss the literature about multiliteracies and new technologies for teaching and student learning, and (c) to provide strategies for integrating technology effectively in teaching multiliteracies to English language learners (ELLs), the fastest growing segment of public student population in the USA. In this digital age, it is imperative that today's students acquire multiliteracies needed to succeed in school, in life, and in the global economy. Situated within this context, the chapter seeks to address this central inquiry: How can teachers of ELLs infuse technology effectively to facilitate these students' acquisition of multiliteracies? As educators continue to seek new and better approaches to optimizing ELLs' educational success, this chapter represents a contribution to this quest.

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Cultivating entrepreneurial behaviour: entrepreneurship education in secondary schools

Asia Pacific Journal of Innovation and Entrepreneurship ◽

10.1108/apjie-04-2017-018 ◽

2017 ◽

Vol 11 (1) ◽

pp. 17-37 ◽

Cited By ~ 9

Author(s):

William W. Kirkley

Keyword(s):

New Zealand ◽

Secondary School ◽

Secondary Schools ◽

Student Learning ◽

Entrepreneurship Education ◽

Digital Age ◽

Teaching Approach ◽

School Level ◽

Content Type ◽

The Impact

Purpose The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students. Design/methodology/approach The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school. Findings Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects. Research implications The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery. Originality/value The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.

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Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.1.9 ◽

2008 ◽

Vol 11 (1) ◽

pp. 9-11 ◽

Cited By ~ 2

Author(s):

Carolyn S. Potts ◽

Sarah M. Ginsberg

Keyword(s):

Collaborative Learning ◽

Student Retention ◽

Student Learning ◽

Student Learning Outcomes ◽

Retention Rates ◽

Speech Language Pathology ◽

Traditional Lecture ◽

Language Pathology ◽

Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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