Pedagogy

Evaluating the Pedagogical Orientation of Distance Learning Courses Using the Conversational Model.

by Karl Donert

Education for the Society of the Future in Morin's Work

by Vasiliki Kantzara

Gender and Teaching in Higher Education by Margaret Miles

by Feminism and Religion

Originally published on the Feminism and Religion project

First thing to say is that your experience in teaching will be different than mine. Then was then (1978); now is... more First thing to say is that your experience in teaching will be different than mine. Then was then (1978); now is now.

My first position (GTU doctorate in history; assistant professor, tenure track) was at the Harvard University Divinity School. My starting pay was 15k and I felt rich because I’d been a grad student! The first thing I needed to know – and didn’t – was that everyone at HDS, students and faculty alike was sure that he/she, but especially she, was an imposter, the one that the search committee or admissions committee had made a mistake in inviting them. I became the first tenured woman at HDS in 1985. At the end of the 80s, still the only tenured woman, with a lot of help from my friends, I initiated a doctoral concentration in Religion, Gender, and Culture.

Writing in a Deterritorialized Landscape: Translating Globalism into Composition Pedagogy

by Shui-yin Sharon Yam

Published in Compendium2

Hidden Agenda in TESOL Methods

by Sardar Anwaruddin

Teaching and Learning Innovation and Invention

by Jon Schull

National Collegiate Innovators and Inventors Assocation March 2009

Teaching and Learning Innovation and Invention

Jonathan Schull, more Teaching and Learning Innovation and Invention

Jonathan Schull, jon.schull@rit.edu,  Information Technology
Xanthe Matychak, Collaborative Innovation Program
Jacob Noel-Storr, Imaging Science

Rochester Institute of Technology, Rochester, NY 14623

We Are What We Teach: American Studies In the K-16 Classroom

by Adam Golub

Published in American Quarterly 60:2 (June 2008): 21-30.

Teaching American Studies as a Habit of Mind

by Adam Golub

Published in Encyclopedia of American Studies, Online Forum 3, “Teaching
American Studies: Four Perspectives.” (2012).

Courseload and Nook Study E-text Platforms: A Usability Pilot Study

by Matt Lievertz

Led research team including members: Brian Hassevoort, Todd Lyman, Matt Burch, Ashley Miller, David Barber, Erica Lee, Khalid Alhomaidi, David Covert, and Ting Li. Research performed with the Center for Information and Communication Sciences at Ball State University, under the supervision of Professor Richard Bellaver, for our client the Asst. VP for Academic Solutions, Yasemin Tunc.

This usability pilot study is part of a larger e-text pilot project at Ball State University, the goal of which is to... more This usability pilot study is part of a larger e-text pilot project at Ball State University, the goal of which is to draw conclusions about two e-text platforms, Courseload and the Nook Study. The study includes four classes and a total sample population of 210 students. Study methodology included a literature search, platform evaluation, preliminary student survey, in-person usability testing, final student survey, and professor interviews. Where applicable, statistical tools for determining significance were used.

The most valuable conclusions were drawn about e-text usage in general, and some important observations were made about each of the two platforms. Generally, the Nook Study appeared to be the more usable platform, but suffered from significant technological failings. In addition to navigation (especially for use in math classes) and zoom complaints, , the Courseload platform suffered especially from the broader failing of e-text platforms: that they merely allow computer access to textbooks designed for print. Broad results included a desire for better zoom, screen capture/copy/paste, and interactive features that take advantage of the electronic format. We conclude that the e-text remains immature in terms of the course textbook. Professors tended to strongly dislike the platforms. Students tended to have definite opinions for or against, but no clear consensus. Interestingly, student access to computers and Internet access still posed significant barriers for a minority of students, which would be critical for institutions to address if they adopt e-texts on a wide basis.

Related talk: http://ballstate.academia.edu/MattLievertz/Talks/84550/Courseload_and_Nook_Study_E-text_Platforms_A_Usability_Pilot_Study

Local Struggles

by G. Honor Fagan

Transformative Pathways: Inclusive Pedagogies in Teacher Education

by Dr Eva Dakich

Guðjónsdóttir, H., Cacciattolo, M., Dakich, E., Davies, A., Kelly, C., & Dalmau, M. C. (2007). Transformative pathways: Inclusive edagogies in teacher education. Journal of Technology in Education, 40(2).

This paper reports a three-year study of Praxis Inquiry based developments in teacher educa-tion undertaken by an... more This paper reports a three-year study of Praxis Inquiry based developments in teacher educa-tion undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom. Our study suggests that the attainment of inclusive community responsive pedagogies—in schools and in teacher education programs—is situated in the public/personal dialectic between the transformation of individual values, world views, ethics and practice, and the sociocultural and structural factors that mediate equity, access, and opportunity in educational systems. (Keywords: Teacher education, inclusive pedagogies, Praxis Inquiry, social justice.)

Towards Advancing e-Learning through Digital Storytelling

by Dr Eva Dakich

Najat Smeda, Eva Dakich, Nalin Sharda

Accepted for submission to:
International Journal of Computer Information Systems and Industrial Management Applications.

Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in... more Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in student-centered learning, and improve the learning outcomes across the curriculum. It enhances learners motivation, provides learners with a learning environment conducive for communication, reflection, construction, and collaboration. It is a pedagogical approach that intends to provide students with the opportunities to explore, create, and evaluate their ideas both individually and collaboratively. When it is used with the latest technologies effective and efficient e-learning systems may be developed. This responds to the needs of the new generation of students, who are very familiar with the digital world. Despite the fact that many educationists have recognized the potential of digital storytelling, a well-designed framework for the same is still required.

This paper introduces a framework for advancing e-Learning systems through digital storytelling. It gives an overview of digital storytelling and the level of contemporary research and literature on the pedagogical benefits of digital storytelling. It describes the storytelling types as well as the current models of digital storytelling. Then, it explains the proposed e-Learning digital storytelling framework. It concludes with an overview of the research that needs to be conducted to test the efficacy of the proposed e-Learning digital storytelling framework on several dimensions.

ICT for (I)nspiring (C)reative (T)hinking

by Dr Eva Dakich

Northcott, B., Miliszewska, I., & Dakich, E. (2007). ICT for (I)nspiring (C)reative (T)hinking. Paper presented at the ASCALITE 2007, Singapore.

The capacity for creative thinking in the workplace is a generic skill that employers value highly in their employees.... more The capacity for creative thinking in the workplace is a generic skill that employers value highly in their employees. Although creativity is regarded as an important employability skill, it is a quality in which tertiary graduates are often lacking. Thus, the development of creative thought should be promoted as an integral part of tertiary education; Information and Communication Technology (ICT) can assist in accomplishing this task. Research suggests that ICT has the potential to encourage and support creative thinking throughout the learning process. This paper investigates the links between the theories of encouraging creative thinking in an educational context, and the practice of incorporating ICT in the implementation of learning strategies. The paper reviews the constraints and challenges associated with the deployment of ICT as a tool for encouraging creative thinking, and concludes with suggestions for effective implementation.

Factors Influencing Teachers' ICT Literacy: A Snapshot from Australia

by Dr Eva Dakich

Eva Dakich, Colleen Vale, Vijay Thalathoti, Victoria University, Australia; Brenda Cherednichenko, Edith Cowan University, Australia

This paper presents the findings of a survey that examined factors influencing teachers’ ICT literacy. The survey was... more This paper presents the findings of a survey that examined factors influencing teachers’ ICT literacy. The survey was part of a larger study exploring teachers’ readiness to transform their traditional role and engage primary school students in 21st century learning experiences. The survey was conducted with teachers from a simple random sample of 350 Victorian government primary schools in Australia. A recently developed framework of ICT literacy for primary school teachers was utilized to examine factors that influence the development of teachers’ skills and knowledge in integrating new technologies into student learning. In this paper the authors report on teachers’ perceptions about factors influencing the development of their ICT literacy and interpret the impact of independent variables such as age, gender, teaching experience, and teachers’ use of computers in the contemporary primary school. Drawing on the findings of the study they identify important leads for future professional development.

Teachers' Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools

by Dr Eva Dakich

Dakich, E. (2009) Teachers’ Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools. In A. Tatnall and A, Jones (Eds.) Education and Technology for a Better World, IFIP Advances in Information and Communication Technology, Volume 302. ISBN 978-3-642-03114-4. Springer Berlin Heidelberg, 2009, p. 445

This paper presents perceptions of four primary school teachers from two Victorian government primary schools about... more This paper presents perceptions of four primary school teachers from two Victorian government primary schools about the barriers and catalyst for effective practices with ICT. Findings of the semi-structured qualitative interviews confirm results of previous studies indicating that access to reliable infrastructure, adequate technical support, and time pressures are still considered to be some of the most significant barriers to successful ICT integration in public schools. Teacher interviews however also reveal that the challenges of integrating ICT in teaching and learning can be counterbalanced by a number of variables, which include: owning a laptop, having access to ongoing professional learning, sharing effective practices, drawing on student expertise and being supported by a whole-school approach to teaching and learning with ICT.

http://www.springerlink.com/content/?k=doi:(10.1007/978-3-642-03115-1_47)

Developing a framework for advancing e-learning through digital storytelling

by Dr Eva Dakich

By Smeda Najat, Eva Dakich and Nalin Sharda (2010). Developing a framework for advancing e-learning through digital storytelling, in IADIS International Conference e-learning 2010, Ed. Miguel Baptista Nunes and Maggie McPherson. IADIS International Conference, e-Learning 2010 Freiburg, Germany, 26 - 29 July 2010, 169-176.

Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in... more Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in student-centered learning, and enhance learning outcomes across the curriculum. This paper describes how to develop a framework for advancing e-Learning systems through digital storytelling. It starts with an overview of digital storytelling and the learning environments, also describes some current models of digital storytelling. Furthermore, the paper discusses the benefits of digital storytelling in the classroom, and concludes with an overview of the research that needs to be conducted to test the efficacy of the proposed e-Learning Digital Storytelling framework on several dimensions.

ConsoleGBL-Pedagogy_GROFF-HOWELLS-CRANMER

by Jennifer S. Groff

Co-authored with Cathrin Howells and Sue Cranmer

The main focus of this research project was to identify the educational benefits of console game-based learn- ing in... more The main focus of this research project was to identify the educational benefits of console game-based learn- ing in primary and secondary schools. The project also sought to understand how the benefits of educational gaming could transfer to other settings. For this purpose, research was carried out in classrooms in Scotland to explore learning with games played on games consoles, such as PlayStation, Xbox, and Wii. Interviews were carried out with school leaders, classroom teachers, and students in 19 schools and followed up by a series of lesson observations in four of these schools. Findings include significant impact on students’ performance and engagement, as well as strong support from participating teachers and school leaders.

Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences

by Georgina Voss

Science and Engineering Ethics: forthcoming, 2012.

This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering... more This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives’, do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examine young people’s engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching ‘the net generation’.

Why do Lutherans sing? Lutherans, Music and the Gospel in the first Century of the Reformation

by Andreas Loewe

Pre-print preview of a forthcoming article in Church History (mid-year 2012)

Martin Luther regarded music as a crucial instrument to communicate the Gospel and the Reformation message. From the... more Martin Luther regarded music as a crucial instrument to communicate the Gospel and the Reformation message. From the outset of his Reformation, a distinctive Lutheran musical tradition was fostered in electoral Saxony, its dependent territories and neighbouring principalities. A review of contemporary records from the second decade of the sixteenth century to the turn of the seventeenth century enables the assessment of the role music played as an educational and theological tool in the life of Lutheran communities: the School Ordinances of electoral Saxony and neighbouring principalities show the incorporation of music as a key curricular requirement in Lutheran education, while the Statutes of Lutheran choirs [Kantoreien] illustrate how theologians, educators and musicians closely worked together to shape Lutheran communities centred on music-making, in order to reform worship, further the Reformation message and to create community cohesion.

"Blogging in the Classroom: Using a Blog as a Supplemental Resource"

by Brian J Griffith

Co-authored with Sarah A. Curtis and Jason Lahman
Perspectives on History: The Newsmagazine of the American Historical Association (April 2012).

"There was a time when preparing for a new course (or revising an old one) involved assembling some of the best... more "There was a time when preparing for a new course (or revising an old one) involved assembling some of the best books and articles on a particular subject and writing careful word-based lectures on a series of significant topics. That approach is still valid, of course, but for certain historical topics, particularly ones involving cultural history, the internet provides a multitude of new sources that are often auditory or visual in nature. Straying from one's wordprocessing program over to a Web browser can both exhilarate and frustrate—how much of this material can one really incorporate into a lecture after all? Having identified these sources, how can instructors share them with their students?

In spring 2011, we had precisely this problem in a course entitled "Paris: Biography of a City," offered through San Francisco State University's humanities department. This course was expressly designed to be interdisciplinary in nature, combining history, art history, literature, film, and music. Even cursory searches of the Web, however, yielded more visual images, film, and sound clips than could possibly be shown in class. In three different roles—instructor, teaching assistant, and technological adviser, respectively—we discovered the solution to this embarrassment of riches: a course blog."