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Dissertations / Theses on the topic 'Teaching-learning media'
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Burke, Thora Maria Elizabeth. "The role of teaching-learning media in teaching biology in OBE-classes / T.M.E. Burke." Thesis, North-West University, 2005. http://hdl.handle.net/10394/538.
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A review of literature concerning teaching-learning media and the factors that influence the
choice of teaching-learning media was conducted, in order to establish which teaching-learning
media teachers are using to present a lesson, especially in OBE. The classification
of teaching-learning media by different media specialists was looked into, before it was
applied in a Biology lesson. The plant cell and animal cell sketches were used as examples
to draw up transparencies, overlay-transparencies and to build models.
An empirical investigation was undertaken to investigate which teaching-learning media
teachers are using and why they are using certain teaching-learning media. It also
investigated the role teaching-learning media plays in presenting a lesson and what can be
done to help teachers to use more effective teaching-learning media in teaching Biology as
part of Natural Science in the senior phase of OBE.
According to the investigation teachers seem to stay with the traditional teaching-learning
media, such as the chalkboard and textbook, for they are easily available, user-friendly and
cost saving. However, there is a need that more courses should be offered, where teachers
can be trained how to use certain teaching-learning media and how to create their own
teaching-learning media.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Castro, Juan Carlos. "An inquiry into knowing, learning, and teaching art through new and social media." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14682.
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This dissertation is offered at a time when new and social media are becoming a significant part of how teens and adults relate, know, and learn in North America. New and social media are forming networked social spaces which are overlapping and permeating places of schooling and which need to be woven into learning and teaching. However, the deployment of new networked digital technologies is not enough; new conceptions of curricula and pedagogies are needed to address shifts in knowing and learning through new and social media. Responding to this, art educators have been calling for the incorporation of contemporary art practices into curricula and pedagogies, and articulating learning in relational and complex ways.
This exploratory design-based research study inquires into the intersection of these three strands: how knowing, learning, and teaching art are affected by new and social media; how an inquiry-based art curricula and pedagogy, as drawn from the practices of contemporary new media art and complexity thinking, may be theorized and enacted; and how art learning takes place at the individual and collective scales as it is enacted in curriculum, pedagogy, and social network space.
This study examines a designed and enacted curriculum and pedagogy in a social network space which involved participants from one secondary school visual arts department. Fifteen student participants, from grades 9 through 12, and 5 adults, including myself, inquired through art using new and social media. Questions arose during this inquiry, such as: Who and what is considered a knower and learner in a social network space? How does a dynamic system of collective ideas, resulting from artistic inquiry, shape and get shaped by the learning of individuals in a bounded collective? What and who teaches in such a collective? What roles do identity performance and construction play in participation and the learning of art online? All of these questions form an inquiry direction that seeks to interpret and represent possibilities for art education through new and social media.
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Noor, Myzan. "Dialogue, new media and children's intellectual development : re-thinking Malaysian teaching and learning approaches." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/14953.
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This thesis examines the extent to which ‘Talk or Dialogue’ contributes to children’s cognitive and psychological development when it is experienced through technological devices. The work analyzes some of the sociocultural theories of children’s speech, cognitive learning, psychological functions, sociocultural learning context, dialogic teaching and learning approaches in the classroom, social interaction and the use of social tools. The theory of speech is built on the Vygotskian notion of language as the prime cultural and psychological tool for children’s learning development in a sociocultural environment. Lev S. Vygotsky emphasised that the development of cognitive processes in children includes thinking, reasoning and understanding of a conceptualised social interaction. These processes are core to children’s intellectual learning. Vygotsky and the neo-Vygotskians emphasised the use of Speech, Talk or Dialogue and the Zone of Proximal Development (ZPD) concept in children’s learning development. In the UK, it was evident that the Talk teaching and learning approach (Mercer & Littleton, 2007) contributed effectively to children’s learning achievements. This approach reinforces Talk or Dialogue collaboratively in the classroom with the ZPD concept. The significance of the Talk teaching approach has encouraged this study to examine further children’s speech and the use of technological devices. Hence, a theoretical discourse methodology on children’s Talk or Dialogue was examined for the research outcomes. The aim is to devise a new teaching and learning approach that contributes to the Malaysian children’s intellectual development inside and outside the classroom through the use of Talk or Dialogue. As a result, a Dialogic framework is articulated based on four existing educational theories of children’s speech and learning. This framework is vital to contribute directly to the Malaysia Education Department Blueprint 2013-2025 in promoting children’s intellectual development. For that reason, two approaches are proposed which emphasise children’s psychological functions of perception, attention, sensory motor-operations and memory through the use of Talk and technological devices. These approaches accentuate the ZPD concept between the teachers and children for learning and activity games. This is the study’s contribution to new knowledge.
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Levine, Daniel Visan. "AUFLIP : teaching front flips with auditory feedback towards a system for learning advanced movement." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120695.
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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.Cataloged from PDF version of thesis. "Some pages in the original document contain text that runs off the edge of the page"--Disclaimer Notice page.
Includes bibliographical references (pages 117-120).
AUFLIP describes an auditory feedback system approach for learning advanced movements, informed and motivated by established methods of implicit motor learning by analogy, our physiological constraints, and the state of the art in augmented motor learning by feedback. AUFLIP presents and validates a physics simplification of an advanced movement, the front flip, and details the implementation of a wearable system, optimized placement procedure, and takeoff capture strategy to realizes this model. With an audio cue pattern that conveys this high level objective, the system is integrated into a gymnastics training environment with professional coaches teaching novice adults how to perform front flips. A strategy, system, and application set building off AUFLIP for more general movement, and applications is further proposed. Lastly, this work performs a preliminary investigatation into the notion of Audio-Movement Congruence, and whether audio feedback for motor learning can be personally tailored to individuals' contextual experiences and background, and explores future applications of the discussed systems and strategies.
by Daniel Visan Levine.
S.M.
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Drifalk, Rickard. "Teaching and learning English in a Swedish school : A case study of television media usage." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5246.
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The purpose of this essay was to investigate how films and TV-series were used in a Swedish lower secondary school, but also the pupils’ and teachers’ attitudes towards using television media. A questionnaire was handed out to 49 pupils asking them, for example, if they thought they learned grammar from watching films. In addition two teachers were interviewed and asked questions about what they thought about using television media in their teaching and how often they used it in their teaching. The results showed that both teachers and pupils were positive towards television media. The pupils thought they learned grammar, pronunciation, improved their listening comprehension and learned new vocabulary. They also stated that a lesson based on television media was more fun than a usual lesson and something they would like to see more of . However, the pupils were doubtful whether they learned more during such a lesson than a lesson based on the textbook. Copyright problems were an issue for the two teacher and they also stated that it requires more time to plan a meaningful activity involving television media compared to the traditional teaching. However, they felt that when they took the time to plan such an activity, it was worth it and the pupils reacted in a positive way.
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Franzoni, Velázquez Ana Lidia. "A proposed method for adapting and integrating student learning style, teaching strategies and electronic media." Phd thesis, Institut National des Télécommunications, 2009. http://tel.archives-ouvertes.fr/tel-01048664.
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Recent research on the learning process has shown that students tend to learn in different ways and manners, and that they prefer to use different teaching resources. Researchers in the education field agree on the fact that learning materials shouldn't just reflect the teacher's teaching style, but should be designed and adapted to all kind of personalities and psychological profiles. The availability of information technology and multiple forms of electronic media open new perspectives for adapting and personalizing the learning process. In this research, we are interested in adaptive pedagogy and personalized teaching methods. Our goal is combining electronic media and teaching strategies according to student profiles. The underlying problems are: How to take into account the student personality and psychological profile to develop an adapted pedagogy? How to use and take advantage of new available emedia and IT based tools? How to combine in a course or in a learning system adapted pedagogy with adequate e-media? We have based our work on the Felder and Soloman's learning styles instrument. First, we explore some basic ideas concerning the matching of e-media and learning styles in the context of an experimental e-learning system. Second, we present a general framework for combining and adapting teaching strategies, learning styles and electronic media. This framework has been constructed with the help of an expert panel and using the Delphi approach. Finally, two case studies including surveys and statistical analysis have been conducted to validate the framework and generalize its applicability. This works contributes to a better understanding of e-media usage in education, and increases our knowledge concerning the interaction between students psychological profile and learning systems.
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Wongpang, Prayoot. "Participative design for learning and teaching of art, media and design in Thai higher education." Thesis, University of the West of England, Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275350.
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Maurer, Patrick, Antonia Christine Raida, Ernst Lücker, and Sander Münster. "Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33985.
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Purpose – SUFUvet is a cross-disciplinary teaching-learning project designed to adapt students’ soft skills and track usability and the concrete surplus value of work techniques in the field of visual media design.
Design/methodology/approach – For SUFUvet, a collaboration between the Institute of Food Hygiene/University of Leipzig and the Media Center/Technische Universität Dresden was initiated. Bachelor students of media informatics generate 3D visualisations in the framework of SCRUM: Undergraduate veterinary students issue instructions in order to create an e-learning class. During the project, questionnaires, group discussions, and feedback methods are used to detect changes in selected soft skills.
Originality/value – This design is meant to increase knowledge and employability by adapting student’s media, communication, and project management competences. Using SCRUM appears to be a new approach, not only in the field of programming, but for media production as well. Additionally, it offers an interdisciplinary work environment, which is rare but considered fruitful within university studies.
Practical implications – The outcomes of the application are a 3D-visualised meat inspection e-learning class for veterinary students plus a documentation of SCRUM as a framework for visual media design. It is seen as an experiment for future applications in a variety of cross-disciplinary learning and media design cases.
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Nichols, Fiona Costello. "Teaching slope of a line using the graphing calculator as a tool for discovery learning." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618734.
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Discovery learning is one of the instructional strategies sometimes used to teach Algebra I. However, little research is available that includes investigation of the effects of incorporating the graphing calculator technology with discovery learning. This study was initiated to investigate two instructional approaches for teaching slope of a line in Algebra I. One approach involves the graphing calculator as a tool in a discovery learning setting. The second approach involves using the graphing calculator to reinforce traditional instruction. An urban public school division located in southeastern Virginia was the site for this investigation. Two Algebra I classes from each of two middle schools and two Algebra I classes from each of three high schools were involved in this study. The experimental groups completed a discovery learning activity, while the control groups used traditional instruction. This study is an investigation of whether there was a difference in student achievement in slope of a line when one discovery learning activity was completed prior to formal instruction. It was concluded that student achievement did not increase with the inclusion of one discovery learning based activity. Further study is needed to evaluate if discovery learning is effective if utilized throughout the unit on slope of a line, if additional professional development focused on discovery learning is necessary, or if a series of discovery learning activities would increase student achievement.
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Pourciau, Elizabeth Lewis. "Teaching and Learning with Smart Board Technology in Middle School Classrooms." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/45.
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Millions have been spent in the Southern Gulf Coast states on equipping classrooms with Smart Board/interactive whiteboard (IWB) technology without an implementation plan for effective usage in lesson design and without teachers knowing how to best use these boards. The purpose of this project study was to explore the challenges and barriers that teachers face while using their IWB. Framed by the theories of adoption of technology within the K-12 classroom and self-efficacy of teachers regarding technology, the guiding research questions identified the challenges related to integrating IWB technology into lessons, as well the needs of teachers who are trying to implement this technology. This mixed-methods case study design included a convenient sample of 8 teachers and the data sets were collected by interviews and surveys. Interview analysis included coding and member checking and 3 themes emerged during analysis: (a) technical difficulties, (b) lack of sufficient professional development, and (c) finding resources for the Smart Board. The survey analysis entailed descriptive statistics and those survey results combined with the interview analysis found that teachers have problems incorporating Smart Board technology and require professional development in regards to integrating IWB technology into effective and efficient teaching and learning. The resulting outcome of this research was a comprehensive plan for an ongoing professional learning community designed to assist the teachers in gaining knowledge and skills needed to integrate IWB technology. This knowledge will improve professional practice at the local setting and provide a model for such training at the district level and beyond.
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Loo, Angelika. "Teaching and learning modern languages in large classes /." Aachen : Shaker, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016233824&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Gerth, Michael, Gabriele Berkenbusch, Doris Fetscher, Rebecca Pates, Daniel Schmidt, Alessandra Malli, Anna Lena Müller, Jana Riedel, and Romy Wolff. "Einsatz von Social Media in den Sozial- und Geisteswissenschaften." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-138187.
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Unter Social Media werden Medien und geeignete Werkzeuge verstanden, mit denen Internetnutzer/-innen gemeinsam Informationen, Erfahrungen und Wissen austauschen (Blogs, Foren,
soziale Netzwerke, Wikis usw.). Neben sehr bekannten Plattformen
wie facebook, twitter, youtube, blogspot oder linkedIn existieren
hunderte weitere mit extrem wachsenden Nutzer/-innenzahlen, wobei die Hochschulen selbst an diesem tiefgreifenden Wandel scheinbar noch nicht strategisch beteiligt sind. Anhand der folgenden Best-Practice-Beispiele werden Möglichkeiten des Einsatzes von
Social Media in der Lehre und im Wissenstransfer aufgezeigt.
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Giroux, Catherine. "Social Media in Educational Practice: A Case Study of an Ontario School of Nursing." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41028.
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Social media can provide a tool for nursing students, who frequently transition between learning in the classroom and clinical contexts, to consolidate both their formal and informal learning experiences. Furthermore, the majority of baccalaureate nursing students fall within the millennial generation, meaning that they have grown up with computers and other digital tools and likely already use them to share educational resources and maintain contact with their peers. We know little about how health professions outside of Medicine use social media in teaching and learning, especially outside the context of the classroom and assignments. This pragmatic three-phase sequential mixed methods case study explores nursing students’ perceptions of using social media to support their learning and teaching. Phase 1 involves a survey of nursing students at Nipissing University to understand their use of social media for teaching and learning purposes. Phase 2 consists of a digital artifact collection, which involves following nursing students’ social media accounts to see what content they share related to teaching and learning in nursing education. Finally, Phase 3 involves semi-structured interviews to gain a deeper understanding of what motivates nursing students’ decisions to use social media for teaching and learning purposes. Overall, the findings show that nursing students at Nipissing University’s School of Nursing use social media in their formal and informal teaching and learning; they also use it as a ‘third space’ to supplement existing educational and institutional structures. The findings also demonstrate that while nursing students are relatively motivated to use social media in their teaching and learning, issues of quality and reliability of evidence, professionalism, and faculty or program attitudes can influence nursing students’ decisions to use or not to use social media for teaching and learning purposes. Finally, the findings suggest that nursing students share content related to advocacy, health education, and their perceptions and realities of nursing practice. This study contributes practically to the existing conversations regarding teaching and learning, critical inquiry, communication and collaboration, and professionalism in nursing education and practice.
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Volles, Barbara Kobuszewski 1989, Marianne 1975 Hoeltgebaum, and Universidade Regional de Blumenau Programa de Pós-Graduação em Administração. "The use of social media by professors in teaching and learning practices of undergraduate business administration classroom." reponame:Biblioteca Digital de Teses e Dissertações FURB, 2016. http://www.bc.furb.br/docs/DS/2016/361922_1_1.pdf.
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Orientador: Marianne Hoeltgebaum.Dissertação (Mestrado em Administração) - Programa de Pós-Graduação em Administração, Centro de Ciências Sociais Aplicadas, Universidade Regional de Blumenau, Blumenau,
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Crumpley-Fisk, Janine S. "Professors of reading educations' perceptions and practices surrounding the issues of teaching reading and learning through digital media." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/21.
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The purpose of this study was to examine the practices and perceptions of professors of reading education in the issues surrounding teaching reading and learning with digital media. This study aimed to understand the strategies and thoughts of a select group of professors of reading education as they worked with pre-service teachers in preparing them to meet the needs' of their future students. The four respondents that participated in this inquiry were professors of reading education at various California Universities. The guiding research question was stated as: What are the issues surrounding the teaching and learning of reading through digital media? Two sub-questions were also posed: What strategies and practices are reading educators using in teaching reading education with traditional and digital media? In what ways are reading educators connecting traditional and digital literacy skills? Multiple case study methodology was used to acquire various perspectives on the issues of teaching and learning through digital media. From the four cross-case analyses of interviews, documentation, and observations, four themes and an overarching theme emerged depicting the issues educators are discovering with digital media. Reading competency is driven by intrinsic motivation. Current practices which neglect "real-world" reading are producing student who know how to read, but do not have the desire to read. The pressures to conform to educational mandates has created a disconnect between "good teaching" strategies and mandated school district requirements. The use of updated practices utilizing digital media is tempered by the current knowledge and self-efficacy of professors of reading education, as well as, the inconsistent availability and/or limited technological accessibility. These four themes acted as the foundation in support of the culminating theme. The overarching theme indicated that meeting the needs of today's students by looking at education through a new lens and gaining tools and strategies for the 21st century is imperative. Since the professor of reading educations' knowledge and self-efficacy is essential in the process of integrating digital media, the respondents themselves are transforming the practices and perceptions of educators. Thus, professors of reading education are change agents in their own practices, Universities, surrounding schools and the community. Based on the results of this study, implications for practice and recommendations for further research are suggested.
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Alshammari, Khlood Eid. "Role of Social and Mainstream Media on Learning English Language in Saudi Arabia." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555939025764709.
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Byrd, Nijia. "Technology-Based Professional Development for Teaching and Learning in K-12 Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4047.
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In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences teachers have had with technology integration in daily teaching practices, their self-perceived competency level and self-efficacy regarding technology, their attitudes about provided professional development and time and resources provided for their collaborative professional work, and perceptions about their technology related professional development needs. A purposeful sample of 35 teachers was used to collect quantitative data through a survey and 8 of these teachers were interviewed. Interview data were transcribed, coded, and member checked. Three themes emerged: teacher-centered versus student-centered use; necessity of differentiated professional development; and lack of support, resources, and time. Descriptive analysis revealed that most teachers were using technology daily. Factors contributing to the frequency and quality of technology use included resources, support, and self-efficacy. As a model intervention, the final outcome is a comprehensive professional development plan to provide teachers with a platform to share and improve their teaching practices, which when implemented will offer positive social change, in the form of support for these and other teachers, which will lead to improvements in teaching and learning and achievement of educational outcomes.
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Sithole, Kateko Lucy. "The use of african language as media of teaching and learning in public schools in Mopani district (Limpopo Province):A critical analysis." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3160.
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Thesis (Ph.D.(African languages)) --University of Limpopo, 2019This thesis investigated the use of African languages as media of teaching and learning in public schools in Mopani District of Limpopo Province. The study was guided by a qualitative approach. A total of 30 educators from five primary schools participated in the study. Purposive sampling was used to select the participants. Interviews were used as a tool for data collection. Data from the interviews was analysed by means of thematic method of data analysis, and was presented in the form of themes. The results revealed that African languages are admired by most educators. The findings of this study revealed that it is possible to introduce African languages as media of teaching and learning in South Africa, but it will require an extensive preparation, which involves effective training of teachers and the acquisition of teaching and learning materials in African languages. The study also revealed that the current use of English and Afrikaans as media of teaching and learning contributes to poor academic performance of learners. The findings of the study have important implications for both learners and educators. The study will provide the National Department of Education with information it might need to review its language policy with regard to instructional languages. The study will also contribute towards knowledge of African languages as media of instruction, and will help school administrators and policy makers to understand challenges associated with the current medium of instruction and learner performance in schools in South Africa. All education stakeholders might be able to identify the causal factors of language failure rate in grade 12
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Reed, Adalheidur Steinunn. "The Current State of Us Higher Education Social Media Policies with Regard to Teaching and Learning: a Document Review Needs Assessment." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407802/.
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In the world we live in today, having a social media account such as Facebook, LinkedIn, Twitter, or Google+ has become deeply ingrained in our society. The old way of networking with who you knew or who knew your family is no longer in play for many people. In the times in which we live, much personal and professional networking is completed via social media. The old way of networking had unwritten rules of engagement which, basically, were to be respectful and not cause any embarrassment within the network. Rules for best practice engagement are still evolving for this new way of using social media for personal and professional networking, which is the premise for the current study which addresses: the gap in U.S. university social media policies, with regard to teaching and learning. In order to gauge the policy interlude, a sample of over 49 U.S. university social media policies were gathered for a comprehensive document analysis. The Google search engine was used to find the policies, next the qualitative software NVivo10 was used to procure and analyze the policies. Additionally, triangulation was performed by three member checking volunteer investigators. The results of the study, disclosed that current policies are intended to train faculty and staff, in the legal and proper manner, in which the universities expect their employees to positively represent the sampled universities.
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Gerth, Michael, Gabriele Berkenbusch, Doris Fetscher, Rebecca Pates, Daniel Schmidt, Alessandra Malli, Anna Lena Müller, Jana Riedel, and Romy Wolff. "Einsatz von Social Media in den Sozial- und Geisteswissenschaften." Hochschuldidaktisches Zentrum, 2012. https://ul.qucosa.de/id/qucosa%3A11318.
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Unter Social Media werden Medien und geeignete Werkzeuge verstanden, mit denen Internetnutzer/-innen gemeinsam Informationen, Erfahrungen und Wissen austauschen (Blogs, Foren,
soziale Netzwerke, Wikis usw.). Neben sehr bekannten Plattformen
wie facebook, twitter, youtube, blogspot oder linkedIn existieren
hunderte weitere mit extrem wachsenden Nutzer/-innenzahlen, wobei die Hochschulen selbst an diesem tiefgreifenden Wandel scheinbar noch nicht strategisch beteiligt sind. Anhand der folgenden Best-Practice-Beispiele werden Möglichkeiten des Einsatzes von
Social Media in der Lehre und im Wissenstransfer aufgezeigt.
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Garcia, Elaine. "The use of blogs for teaching and learning in UK and US Higher Education." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/9296.
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Within the last decade there has been a significant increase in the range of Social Media tools that have become available. This has led to a significant increase in the use and popularity of Social Media within many aspects of everyday life, particularly within the UK and US. One of the areas in which there has been a rise in the use of Social Media is within Higher Education (HE). Within HE there have been reports that Social Media has been successfully utilized for teaching and learning, particularly in the case of blogs. Despite reportedly successful usage there has to date been relatively few empirical studies which have explored whether the use of blogs within teaching and learning leads to an increase in perceived learning by students. This research study therefore provides an empirical study of perceived learning by students when using blogs within teaching and learning in UK and US HE. This research study adopts a post positivist research approach and a quantitative research design method. Questionnaires have been utilised in order to explore student views of perceived learning when using blogs as a tool for HE teaching and learning within the UK and US. This study provides a framework for student use of blogs within HE teaching and learning and explores whether the use of blogs in this way leads to greater levels of perceived learning amongst students. The results of this research are analysed using PLS-SEM and have shown that the successful use of blogs for teaching and learning is complex. The results have demonstrated that students do report higher degrees of learning from using blogs within teaching and learning, however, this is influenced by the perceptions students hold relating to digital technology, teaching and learning, previous experience and expectations of blogging. The results of this study have implications for both HE teachers and HE students and provides a framework which can be used to help ensure the successful use of blogs when utilised for HE teaching and learning within the UK and US in the future.
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Lee, Chung Hyun. "The use of media technology in foreign language teaching and learning at university level : a study of teachers' attitudes in Korea." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/292.
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Despite the potential and increased availability of media technology, including advanced technologies such as computers and CD-ROM multimedia, teachers' actual use of technology, and particularly of the advanced technologies, in FLT/L in higher education in Korea still tends to be limited. The purposes of this study were, therefore: 1) to investigate the current patterns and contexts of teachers' (and for reference, students') use of media technology and their attitudes towards its use in FLT/L at university level in Korea; 2) to examine the cause of problems and the possibilities of improvement in its use in FLT/L; and 3) based on these findings, to suggest some solutions and strategies for applying them to the Korean context. Quantitative and qualitative research methods were adopted, i.e., questionnaires, interviews, and classroom observations were used to collect the data required for this study. The subjects consisted of forty-eight teachers who teach English (and 535 students) at twelve universities in the central districts in Korea. In addition, workshopbased experiments were carried out to gather additional data on teachers' opinions and to evaluate the implications of the study. This study shows that the majority of Korean teachers (and students) have positive attitudes towards the use of media technology in FLT/L, with generally no significant gender and years of teaching experience (and academic years) differences, although they make little use of it. The study suggests that the availability of media technology equipment and appropriate materials in particular, teachers' knowledge of it, and proper teacher training have a positive impact on teachers' attitudes towards its use, and are, in addition to their positive attitudes, the other main factors influencing its successful implementation in FLT/L. It is concluded that to provide the teachers with sufficient knowledge of the capabilities of media technology and to encourage wider use, more access to hardware and software is necessary, and training to familiarise teachers with the hardware and software and its potential for language teaching is essential. Therefore, suggestions are made for the effective use of existing facilities, and for a model that could be adopted for teacher training courses.
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Lee, Chung-Hyun. "The use of media technology in foreign language teaching and learning at university level a study of teachers' attitudes in Korea /." Boston Spa, U.K. : British Library Document Supply Centre, 1997. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.387473.
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Arnold, Maik. "Community-based Service-Learning and Digital Media: A Teaching Practice Report on a Flipped-Classroom-based Crowdfunding Course for Social Pedagogues." TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36545.
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This teaching practice report looks ahead to the learning experiences of students relating to the use of digital media and their collaborative knowledge work within a service-learning project. This project takes into account the increasing digitalisation in higher education, in particular, its didactic-methodical, technological, and organisational implementation, as well as their integration into appropriate learning management systems. Undergraduate students initiated a crowdfunding campaign for young people aged between 12 and 18 in a rural town under the authors’ direction in the bachelor’s degree program “Social Pedagogics and Management” at a University of Applied Science in the Free State of Saxony, Germany. The two-semester course included a flipped classroom concept linked to a community-based learning approach that not only allowed for development of students’ digital literacy skills and a deepening of their theoretical knowledge in the field of alternative financing possibilities in human service organisations but also helped to enhance students’ social engagement. In this context, the learning management system ILIAS provided not only an appropriate digital knowledge architecture for the service-learning project but also offered a wide range of eLearning opportunities, a platform for multi-local project work, and the documentation of ePortfolios. This practice report aims at a short description of the teaching project itself, its implementation, and the results of the mentioned learning scenario and will conclude by summarising how the quality of technology-enhanced higher education pedagogy could be improved in future.
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Al-Khalifah, Ahmad J. "Teachers' use of audiovisual media for teaching and learning in Kuwait public schools, the influence of teacher training colleges and the role of the school library in media provision." Thesis, Loughborough University, 1994. https://dspace.lboro.ac.uk/2134/14544.
Full textAbstract:
The thesis explores the benefit and use of audiovisual materials by teachers and lecturers in Kuwait. The educational system in Kuwait has relied upon traditional teaching styles which are mainly based on the use of printed texts, with very little independent or resource based learning. These approaches may not meet the needs of all learners, and the provision of multi media resources in many other countries inspired the author to explore current and potential AV use in Kuwait. School teachers were interviewed about their use of audiovisual materials, their views on the advantages for teaching, and the problems experienced in identifying and obtaining suitable materials. They provided examples to show how a specific lesson had been enriched by audiovisual materials. Lecturers were interviewed about their use of audiovisual media when teaching student teachers. The student teachers were asked about their response to the use of audiovisual materials by their lecturers, and about their experience of attending courses on AV techniques. The author discusses the general infrastructure for AV media provision in Kuwait and the role of the school library media centre in meeting teachers' needs for such materials. The study concludes that the use of audiovisual materials in teaching benefits both teachers and learners by making concepts easily understandable, overcoming physical difficulties, and stimulating enjoyment, confidence, concentration and teacher/learner communication. There are problems in the procurement and use of audiovisual materials and educational technology supervisors in many of the surveyed schools were considered by teachers to be a source of support if adequately trained and wisely used.
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Clark, W. Andrew, Cher L. Cornett, and Peter M. Hriso. "Linking Art to Science: Digital Media as a Technology Translation Tool." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/2524.
Full textAbstract:
Technology translation can be achieved through the blending of the sciences and arts in the form of digital imagery. Digital animation and video can be utilized to portray molecular events where the mechanism of action is known but the process occurs at a sub-microscopic level. There needs to be a strong collaboration between scientific advisors and digital artists when creating the animation such that the artistic interpretation of the molecular event conforms to the known and accepted confines of science. The finished animation may be used for information, education or persuasion as entrepreneurial biotechnical companies attempt to find markets, customers and investors interested in their inventions. Educational institutions with programs in the sciences, arts, digital media and medicine need to promote the interaction of students from these disciplines through cross-functional teams and courses. Solutions to problems developed by these teams tend to be broader and more comprehensive than more homogeneous teams.
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Hjorth, Maria. "Strengths and weaknesses of a visual programming language in a learning context with children." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209241.
Full textAbstract:
In a world where computers are a part of most people's everyday life, learning how to instruct one to perform time consumingand/or complex tasks is beneficial. Visual programming languages aim to make the experience for people programmingcomputers the best it can be by bypassing some of the issues of syntax and translation from mental plan to executable program. However, text-based languages come out on top when it comes to the programming languages most used. This paper aims at finding the strengths and weaknesses of teaching a visual programming language to novices in order to contribute to the otherwise lacking empirical evidence within the field of teaching computer programming. The methods used in order to collect data and answer the research question took inspiration from methods used in ethnomethodology. These methods were: observation through participation within a group of programming novices and semi-structured interviews with programming tutors. What can be seen from the study is that visual programming languages offer a quick introduction to the world of programming that in many ways plays down the difficulties within the area by making programming playful and creative. On the other hand, the boundaries of the language are quickly reached and require the students to switch to a text based language. Also, the visual programming language did not help the students learn how to plan and troubleshoot theirprograms. When progressing to a text-based programming language where planning and troubleshooting are required steps ofthe process this may become troublesome.I en värld där datorer är en del av människors vardag är det fördelaktigt att lära sig att instruera datorer att utföra tidskrävandeoch/eller komplexa uppgifter. Visuella programmeringsspråk syftar till att göra upplevelsen för personer som programmerar så bra som möjligt genom att minska fokuset på syntax och översättning från mental plan till körbart program. Men de mest använda programmeringsspråken är idag de textbaserade språken och inte de visuella. Denna uppsats syftar till att hitta styrkor och svagheter i att lära ut ett visuellt programmeringsspråk för nybörjare för att bidra till bristen på empiriska bevis inom området datorprogrammeringsundervisning. De metoder som användes för att samla data och svara på forskningsfrågantog inspiration från metoder som används inom ethnomethodologi. Dessa metoder var: observation genom deltagande i engrupp av programmeringsnybörjare samt halvstrukturerade intervjuer med programmeringshandledare. Vad som kan konstaterats från resultatet samt diskussionen är att visuella programmeringsspråk erbjuder en snabb introduktion till programmeringsvärlden och på många sätt avdramatiserar området genom att göra programmeringen lekfull och kreativ. Negativa aspekter av att använda visuella programmeringsspråk är å andra sidan att gränserna för språket snabbt nås och kräver att studenterna byter till t.ex. ett textbaserat språk. Det visuella programmeringsspråket hjälpte inte heller eleverna att lära sig att planera och felsöka sina program. När man går vidare till ett textbaserat programmeringsspråk där planering och felsökning krävs steg i processen kan det bli besvärligt.
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Boswell, Benny Edward, and Henrietta Gale Boswell. "The use of a computer assisted learning program for teaching and reinforcing the basic mathematical skills." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1947.
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The purpose of this project is to provide an instructional computer program that will be an alternative way to teach and reinforce basic mathematics skills for any student that is having difficulty in any given area and for students that are falling behind in the regular math class.
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Renner, Jasmine R. "Social Media and the Law : A Practical Guide for Educational Leaders." Digital Commons @ East Tennessee State University, 2014. http://amzn.com/1493587552.
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1. Understanding the legal issues regardIng social media and networking sites and their users -- 2. The role of social media and networking in education -- 3. Social media and the freedom of expression -- 4. Social media and faculty privacy rights -- 5. Social media and intellectual property rights -- 6. Social media discipline and suspension -- 7. Social media policies and guidelines for educators -- 8. Case scenarios: Social media and the law.
"In "Social Media and the Law: A Practical Guide for Educational Leaders", Dr. Jasmine Renner engages educational leaders, faculty, administrators and students about the legal implications of their use of social networking sites (SNS) and how they can move beyond mere defensive mechanisms when confronted with legal challenges, to proactive measures and initiatives that curb or reduce legal liabilities.https://dc.etsu.edu/etsu_books/1039/thumbnail.jpg
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Hegngi, Yolanda Nokuri. "On-Line Teaching and Learning: A Description of the Development of The Media Technology and Diversity Online Course and Its Electronic Discourse analysis." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30484.
Full textAbstract:
The purpose of this study was to examine and describe the
events of the first iteration of the Media Technology and
Diversity course with an in-depth analysis of its electronic
discourse. In conceptualizing the viable alternatives for
delivering college-level distance education via on-line
technologies, Harasim (1990) cautions that the mere
introduction of computer mediated communication "does
not in itself improve learning; design (or method) is crucial"
(p. xx). The role of instructional design as the cornerstone
of all effective instruction is relevant as new technologies
are used in teaching and learning. The MTD distance
education course content was delivered via the World
Wide Web, where the course homepage was the on-line
classroom and e-mail and Webchat communication
supported participants' interaction. The participants of the
study were the instructors and teaching assistants, as well
as the undergraduate and graduate students who took the
course. The electronic archive data, student assignments,
and follow-up interviews with participants provided
multiple data points for analysis. The Webchat archive data
was analyzed using the NUD.DIST qualitative research
software to sort and produce descriptive statistics. The
analysis of e-mail and Webchat discourse revealed that
participant interaction differed between media types and
between asynchronous and scheduled the Webchat
discussions. The differences were temporal, topical, and
structural. Student initiated thought-provoking Webchat
dialogue yet on-line content delivery, course structure, and
reliability of computer systems reduced student
participation in on-line discourse and course activities.
Significantly, lessons learned from the design of the MTD
experience indicate that on-line course development
requires advance technical skill and accessible instructional
technologies. Instructional designers should develop course
materials with the end-users' lowest common denominator
technologies to increase participation and learning
opportunities. The lessons learned from the electronic
discourse analysis indicate that the WWW is a very
complex instructional environment that requires carefully
designed pedagogical activities and interaction. Research
results indicate that where as asynchronous Webchat
discussions encourage students to initiate conversation
topics, the overall participation in on-line discourse is low.
On the other hand, scheduled Webchat discussions
promote lengthy and more thought-provoking discussions,
but students generally respond to instructor-posted
questions or topics.Ph. D.
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Hulme, Stephen D. "Evaluating the Ethics and Issues in Media Case Studies." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3154.
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Ethics and Issues in Media is an interactive case-study software that allows communications students to make ethical decisions based on real-life case studies. The evaluation of Ethics and Issues in Media focused on whether or not Ethics and Issues in Media 1) was easy to use, 2) allowed students to make real-life ethical decisions in realistic contexts, 3) enabled students to think about ethical issues in new ways, 4) enabled students to think through and determine potential courses of action to realistic ethical issues and 5) enabled students to understand the consequences of others' ethical decisions. A focus group discussion was held with the creator of Ethics and Issues in Media and with the students who had used it. Students' comments regarding Ethics and Issues in Media were generally positive. Ethics and Issues in Media proved to be successful in the ways that it enabled students to think through ethical issues for themselves, understand the consequences of others' ethical decisions, and think about ethical issues in new ways. Some students found Ethics and Issues in Media to be difficult to navigate, and many had trouble trusting that their answers were saved or submitted properly. The students recommended that the instructor expand the number and type of case studies included in Ethics and Issues in Media. Additionally, I recommend a more thorough orientation to Ethics and Issues in Media prior to implementation as a final exam.
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Perselli, Ann-Katrin. "Från datasal till en-till-en : En studie av lärares erfarenheter av digitala resurser i undervisningen." Doctoral thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-22695.
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In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools.På omslaget har en liten felaktighet i titeln smugit sig in. Titeln på omslaget ska lyda: Från datasal till en-till-en
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Donohue, James Peter Michael. "Genre-based literacy pedagogy : the nature and value of genre knowledge in teaching and learning writing on a university first year media studies course." Thesis, University of Bedfordshire, 2002. http://hdl.handle.net/10547/305484.
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In the teaching and learning of literacy, descriptions of text have a problematic status as a result of the growing understanding of literacy as both a cognitive process and a social practice. In the teaching of academic subjects at university, student text is not usually an object of study. The research in this thesis draws on a language based theory oflearning to place textual description at the centre of the teaching and learning of both literacy and academic subjects at university. Participant observation and practice-based research methods were used to implement a form of text-oriented literacy teaching and to explore its compatibility with processes and practices orientations to literacy. Over an eighteen month period, systemic functional grammar was used to investigate and describe the texts of a film studies classroom and the descriptions were used in genre based literacy pedagogy. The effects of the pedagogy are measured in terms of students' performance in an end of course assignment, students' accounts of their writing processes, and student and subject-tutor perception of the text description and the pedagogy. In the thesis, a linguistic description of a key curriculum genre -a Taxonomic Film Analysis -is presented. An account is given of the pedagogy by means of which this essay genre was represented in the film studies classroom as a realisation of choices from linguistic, conceptual and activity systems. Systemic functional grammar-based text description is seen to have provided a means whereby a literacy tutor could collaborate with a subject tutor to provide a subject-specific form of literacy teaching which was evaluated as relevant by students and tutors. The account and the evaluation help to clarify the role that description of text can play in relation to processes and practices ofliteracy use in the teaching and learning of literacy in a film studies classroom and have implications for the teaching and learning of literacy at university more generally.
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Anderson, J. C., James Lampley, and Donald W. Good. "Learner Satisfaction in Online Learning: An Analysis of the Perceived of Learner- Social Media and Learner-Instructor Interaction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/247.
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Strohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.
Full textAbstract:
Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the Midwest participated. Seven students participated in interviews, and nine students participated in two focus group discussions. Data analysis involved in vivo coding of transcribed interviews and focus groups. Key results included students' perceptions of increased engagement and interactions, as well as more in-depth learning in flipped environments. Increased critical thinking was related to both instructional strategies employed and students' ability to self-regulate learning. Concepts of peer collaboration shifted as students viewed learning environments and sources of expertise as more extensive in the flipped environment. This study contributes to positive social change by providing educators and researchers with a deeper understanding of the importance of ensuring students are competent in using social technology tools that encourage students to interact both socially and academically in order to help them become more self-directed learners.
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Diko, Monwabisi. "A comparative study of the use of isiXhosa and English as media of instruction in the teaching and learning of static electricity in Physical Sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5920.
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Magister Educationis - MEd (Mathematics and Science Education)This research focused on the use of isiXhosa and English in the teaching of static electricity in a grade 10 science class. This study took place in a rural school of the Queenstown district of the Eastern Cape. This sample for the study were learners that were coming from a background where English is less spoken compared to isiXhosa. They were learning all their school subjects in English as a second language and sometimes even a third language. With this study the researcher sought to establish how learners would achieve in static electricity - an area of the Physical sciences curriculum - when they are taught in isiXhosa compared to English as a medium of instruction. This study was motivated by the poor performance of learners in Physical Sciences. The researcher wanted to establish whether the use of a second language, English, as a medium of instruction when static electricity was taught at school has an influence on the acquisition of knowledge. The researcher took one grade 10 class of Physical Sciences that was not taught by the researcher as sample (whole population). The study found that learners who were taught in isiXhosa performed better in the study of static electricity. The study found out that engaging learners in their mother tongue enhances participation and facilitating learners' understanding of the natural phenomenon of lightning. They were contributing actively in lesson as they were allowed to interact in their mother- tongue. These leaners were able to bring forth their background and myths. This was shown by the participants' responses when they were asked about lightning strikes. They also projected their enthusiasm in their results, as they performed better than those learners who were taught in English. This study has implications for fellow science teachers who are struggling with teaching science in the English medium only as many learners fail not due to their limited knowledge but that they are unable to explain fully what they mean in the English language.
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Johnson, Gavin P. "Queer Possibilities in Digital Media Composing." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158816717940897.
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Cheung, Suk-ming, and 張淑明. "A study of the impact of different media of instruction (Putonghua, Cantonese and diglossia) on the learning and teaching ofChinese in primary one in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639146.
Full textAbstract:
Under the current policy of medium of instruction, schools in Hong Kong may use either Cantonese or Putonghua to teach Chinese Language subject. In this research, different media of instruction have been designed based on literature review and were imposed in five classes of primary one student studied in the same school. This study aims to examine the impact on using Putonghua, Cantonese or diglossia as the medium of instruction in Chinese language learning and teaching as well as the development of students’ general Chinese competence.
Data were collected from multiple sources, validated and checked for consistency using triangulation. Quantitative analyses were conducted via quasi-experimental study and questionnaire surveys to examine the impact on the development of students’ general Chinese competence as well as students’ learning. Qualitative analyses were executed via multiple case studies, classroom observation, teacher-student interviews and text analysis of transcripts of interview protocols to examine the impact on teaching and learning.
The research results show that, using different media of instruction have no negative impact on teaching and learning. Among those media of instruction, Cantonese, the mother tongue, is the preference of teachers and students. Nevertheless, qualified and experienced teachers and well-planned lessons and curriculum are the prerequisites for using Putonghua, Cantonese and Diglossia as the medium of instruction of Chinese language learning.
The research results show that there are positive impacts on the Chinese language development of students. However, students have different performances in the mastery of mental lexicons, writing and reading abilities among the five classes. These results reflect that the teaching goals, strategies and the allocation of teaching time are affected by the different media of instruction.
In brief, this study is a basic research that provides information for future studies on the media of instruction of Chinese language learning and teaching. Moreover, the result of this study can also serve as a reference to policy makers and teachers in making their decision in selecting the medium of instruction of Chinese language learning.published_or_final_version
Education
Doctoral
Doctor of Education
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Aguilar, Toro Francisca, Romero Erika Carrillo, Quintana Amanda Hernández, Julio Camila Núñez, and Ibarra Paula Tello. "English for specific purposes: a qualitative analysis of MINEDUC documents and an application of theory for the creation of guidelines for the learning and teaching of English vocabulary in vocational high schools in Chile." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/148289.
Full textAbstract:
Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura InglesaEnglish education has been the focal point of several studies since the Ministry of Education set the goal of making Chile a bilingual country. In this guise, many of the documents pertaining English education in Chile have been studied, with the purpose of analysing the characteristics of English teaching in the schools of the country. Following this, the present research focused on the analysis of several documents dealing with English education in Chile, including the textbooks for 3rd and 4th year of high school, the English programmes, and the fundamental objectives for both regular and vocational schools. The aim of this study was to determine the suitability of these documents for the teaching of English in Chilean vocational schools. The results show that there is a disconnection between the demands and goals set by the Ministry for vocational students, and the information the official documents and textbooks provide for their education. From this disconnection stemmed the proposal for a set of guidelines focused on ESP vocabulary teaching.
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Simsek, Orhan. "Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6390.
Full textAbstract:
The aim of this study was to investigate the effectiveness of a game-based app (Motion Math: Fraction) to help students with Mathematics Learning Disabilities (MLD) to gain fraction skills including comparison, estimation, and word problem solving in an after school program. The researcher used multiple baseline design by extending with follow-up phase to determine whether students retained the knowledge they learned while engaging with the app. Even though six students participated to the study, the researcher withdrew two of them and analyzed data came from four students. The result o the study showed that all of the students improved their fractions skills after engaging with Motion Math: Fraction and maintained the knowledge after no longer playing. The researcher presented recommendations for further studies, for implementation into classroom, and recommend for app developers to increase app efficiency for students who have different learning profiles, and needs variety learning materials while learning the content matters.
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Mulford, Kymberli Fahlbeck. "A multimedia paradigm of engaged learning: An intergenerational approach." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1790.
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Bonnaudet, Melanie. "An usability evaluation of TRIO’s e- learning modules enhancing the communication between cancer patients, clinicians and carers." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280704.
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The involvement of carers in oncology is important for the health of people diagnosed with cancer as well as carers themselves. To improve their involvement, three groups; patients, their carers, and clinicians should maintain good communication. The e-learning interface, eTRIO, has a learning module for each of these three groups. The design of eTRIO is based on research from psycho- oncologists. This study aims to answer the question; What are the strengths and weaknesses of the eTRIO interfaces for clinicians, carers, and patients in terms of their usability? Heuristic evaluation and think-alouds have been conducted to answer this. The results of this study show that interactive activities, as well as neatly presented content, are engaging the user, buttons and content should have clear purposes. The eTRIO interface will enhance carers' involvement with good usability, making it easy for users to retain important information. Strengths and areas for improvement will be presented in this study.Inkludera cancerpatienters närstående i onkologi är viktigt för både cancerpatienter och deras närstående. För att förbättra de närståendes inkludering måste tre grupper; patienter, deras närstående och läkare ha god kommunikation mellan varandra. E-lärande platformen, eTRIO, har en modul för varje ovannämnd grupp. Designen av eTRIO är baserad på forskning av psyko-onkologer. Denna studie har som syfte att besvara frågan; Vad är eTRIOs gränssnitts styrkor och svagheter för läkare, cancerpatienter och närstående med avseende på användarvänlighet? En heuristisk utvärdering och think-alouds har gjorts för att svara på denna fråga. Resultaten av denna studie visar att interaktiva aktiviteter och visuellt tilltalande presenterat innehåll engagerar användarna samt att knappar och innehåll behöver tydliga syften. Gränssnitten av eTRIO kommer att förbättra närståendes inkludering med bra användarvänlighet och gör det lätt för användare att komma ihåg viktig information. Styrkor och områden för förbättring kommer att presenteras i denna studie.
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Rohland, Holger, and Wolf Spalteholz. "Lernwegsteuerung im E-Learning - ein alter Hut?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-101377.
Full textAbstract:
1 EINLEITUNG
„[Der Lehrer] ist Anbieter des Wissens, nicht Überträger des Wissens. Er hat keinen Einfluß auf die kognitive Verarbeitung des angebotenen Wissens durch den Schüler. [...] Auch kommt es ‚weniger‘ auf reine Wissensvermittlung an, als vielmehr auf die Wissensverarbeitung, auf den Umgang mit dem Wissen und auf das Erkennen seiner Konstruktivität und Relativität. Ziel ist es hier, dem Schüler Wahlmöglichkeiten anzubieten.“ ([Wy95], S. 39). Im Sinne eines solchen Verständnisses von Konstruktivismus – welcher häufig mit modernem Lehren und Lernen gleichgesetzt wird – scheint es obsolet, E-Learning-Sequenzen für Schülerinnen und Schüler zu erarbeiten, die über eine Lernwegsteuerung verfügen. Im vorliegenden Beitrag soll diskutiert werden, ob es sich folglich bei der Idee einer Lernwegsteuerung basierend auf konditionalen Freigaben um einen – alten Hut – handelt.
Im Projekt UnIbELT (Übergang Schule - Hochschule mit Unterstützung Internetbasierter E-Learning-Tools) haben von August 2009 bis März 2012 insgesamt 1037 Schüler in 71 Kursdurchläufen an E-Learning-Kursen teilgenommen. Zielstellung des Projektes ist es, die Studierfähigkeit von Schülern der Sekundarstufe II sächsischer Gymnasien durch E-Learning-Angebote stärker auszubilden.
Die durch die hohe Zahl an Kursdurchläufen gewonnenen Erfahrungen erlauben uns ein fundiertes Urteil über die Akzeptanz solcher Angebote. Im Folgenden wird diskutiert, in welchem Maße die Freiheit der Lerner in der Studienvorbereitung im Interesse des Lernerfolgs durch geeignete Führung auf dem Lernweg eingeschränkt werden sollte. Dazu werden insbesondere die technischen und didaktischen Möglichkeiten dieses Vorgehens unter den konkreten Rahmenbedingungen des verwendeten Lernmanagementsystems OPAL betrachtet.
Basierend auf den Erfahrungen aus den Kursdurchläufen (die jeweils mit einem Auswertungsgespräch mit Schülern und Lehrern abgeschlossen wurden ([HS12], S. 7)) und den Evaluierungs- und Weiterentwicklungszyklen der Kurse (vgl. „Richtlinien für Kursersteller“ ([DS11], S. 3)) wird dargestellt, wie die Leistungsüberprüfung und Lernwegsteuerung im Rahmen des Projektes UnIbELT im Kontext von didaktischen Intentionen und technischen Realisierungsmöglichkeiten umgesetzt wurde.
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Afonso, José Gonçalo Lourenço. "Relatório da prática de ensino supervisionada: utilização de fontes e tecnologias alternativas no ensino de artes visuais." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17443.
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Apesar da criação e utilização de novos modelos de ensino de artes visuais, continuamos a repetir rotinas e rituais sem ter em conta as motivações dos alunos, não só a nível de métodos como também de materiais. Apesar da evolução contínua da cultura, tendemos a ignorar as tendências visuais contemporâneas, do mundo da arte e fora dele. Utilizar as bases visuais dos alunos para criar uma atitude crítica em relação à imagem contribui para uma atitude mais social e responsável.
Trabalhar estes recursos pode trazer vantagens aos alunos, especialmente ao nível do interesse e da participação, uma vez que é mais fácil ir de encontro a áreas de interesse individuais e coletivas da turma. Podemos, desta forma, partir para estratégias mais interessantes, como Flip Learning, e que nos permitam maior capacidade de resposta às dificuldades dos alunos e maior interação dos mesmos no seu processo ensino-aprendizagem; ABSTRACT:
Using Alternative Sources and Technologies in Visual Arts Education
Despite the creation and use of new models when teaching the visual arts, we keep on repeating routines and rituals regarding methods and materials without considering students’ motivations. Disregarding the continuous evolution of our culture, we tend to ignore contemporary visual tendencies, from the world of art and from outside of it. Utilizing the students’ own visual bases to create a critical attitude regarding images contributes to a more responsible and social oriented attitude.
Working upon these resources may bring advantages to the students; specifically regarding interest and participation, since it is easier to meet the class’s individual and shared interests. Like so, we may start from more interesting strategies, like Flip Learning, which allow us more capacity to answer the students’ difficulties and more interaction with them during their learning process.
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Van, der Merwe Cornelia Christina. "Abenteuer mit Werner und Roswitha : a multimedia program based on suggestopedic principles for the teaching of German in the first year at university." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1253.
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Garms-Cray, Grietje. "Vollkommen digital, digital und vollkommen? – Das digitale Lehrwerk im didaktischen Kontext : Digitale Werkzeuge und das digitale Lehrwerk im Fremdsprachenunterricht an schwedischen Schulen im deutschschwedischen Vergleich – eine Literaturstudie." Thesis, Högskolan Dalarna, Tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30496.
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This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.
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Denker, Katherine J., Andrew F. Herrmann, and Michael D. D. Willits. "Technology as Engagement: How We Learn and Teach While Polymediating the Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/475.
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Book Summary: Beyond New Media: Discourse and Critique in a Polymediated Age examines a host of differing positions on media in order to explore how those positions can inform one another and build a basis for future engagements with media theory, research, and practice. Herbig, Herrmann, and Tyma have brought together a number of media scholars with differing paradigmatic backgrounds to debate the relative applicability of existing theories and in doing so develop a new approach: polymediation. Each contributor’s disciplinary background is diverse, spanning interpersonal communication, media studies, organizational communication, instructional design, rhetoric, mass communication, gender studies, popular culture studies, informatics, and persuasion. Although each of these scholars brings with them a unique perspective on media’s role in people’s lives, what binds them together is the belief that meaningful discourse about media must be an ongoing conversation that is open to critique and revision in a rapidly changing mediated culture. By studying media in a polymediated way, Beyond New Media addresses more completely our complex relationship to media(tion) in our everyday lives.
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Rogers, Christian. "A Study of Student Engagement with Media in Online Training." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364393833.
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Freudenreich, Ronny, and Torsten Lorenz. "Kooperative Lehr-/Lernkonzepte im Bereich - tutoriell begleitete, virtuelle, kollaborative Gruppenarbeit in multinationalen Lernergruppen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126106.
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Netzbasierte interkulturelle Zusammenarbeit gewinnt in verschiedensten Bereichen mehr und mehr an Bedeutung und wird dementsprechend auch in der Lehre - speziell in E-Learning-Settings immer häufiger thematisiert. Neben den technischen und organisatorischen Herausforderungen gibt es eine ganze Reihe didaktischer Aspekte die es bei der Konzeption und der Durchführung derartiger Arrangements zu beachten gilt.
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Beach, Lindsay Brooke. "The Interaction of Color in the Context of Electronic Media: Providing a New Platform for Exploratory Learning in the Additive Color Space." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338511062.
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