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Educational innovations and contemporary technologies : enhancing teaching and learning
\"Through careful selection of contemporary research, this volume demonstrates the different ways in which groups of learners as well as educators go about the complex task of innovatively designing and implementing technologies in education. The book explores a wide range of conceptual, disciplinary, methodological, national and sectoral boundaries and divides educational technologies into three key themes: specialised educational technologies; particular groups of learners; and teacher education. Current developments across Australia, Canada, Asia and the United States are all explained to illustrate the four central issues in innovation: policy and innovation; measuring innovation; sustaining innovation; and diffusing innovation. Throughout this book new understandings of the complex links between innovations and technologies are highlighted in multiple and highly varied educational settings\"-- Provided by publisher.
Book
Design and Implementation of a Learning Analytics Toolkit for Teachers
Learning Analytics can provide powerful tools for teachers in order to support them in the iterative process of improving the effectiveness of their courses and to collaterally enhance their students' performance. In this paper, we present the theoretical background, design, implementation, and evaluation details of eLAT, a Learning Analytics Toolkit, which enables teachers to explore and correlate learning object usage, user properties, user behavior, as well as assessment results based on graphical indicators. The primary aim of the development of eLAT is to process large data sets in microseconds with regard to individual data analysis interests of teachers and data privacy issues, in order to help them to self-reflect on their technology-enhanced teaching and learning scenarios and to identify opportunities for interventions and improvements.
Journal Article
Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Increasing Student Engagement and Retention in e-Learning Environments: Web 2.0 and Blended Learning Technologies examines new research on how online and blended learning technologies are being used in higher education to increase learner engagement in an era of increasing technological convergence and dependence. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine online and blended technologies are being used to improve academic literacies in students, to create engaging communities of practice, and how these technologies are being used to improve learner motivation and self-empowered learners. This volume will also discuss a framework for adopting and deploying these technologies.
eBook
Moodle for Dummies
You've heard about the learning content management system with the funny name, and wondered if it's right for your students. This book explains Moodle and what you can do with it.
Book
Present-day management of universities in Russia: Prospects and challenges of e-learning
The E-learning market is becoming more and more popular in the world. This is evidenced by the increased budget allocations for e-learning programs, the growing prevalence of e-learning in various markets all over the world and new trends in modern technology and tools. The study aims to evaluate the readiness of university management and students for active e-learning. The objective is to identify the prospects and problems of the information and communication technology in educational management when introducing e-learning. To achieve the research objectives, we conducted a survey in the form of a questionnaire among the first-year graduate IT students of three Moscow universities directly involved in e-learning initiatives. The survey involved 135 teachers, 19 information and communication technology (ICT)/e-learning specialists, 6 university managers and 3 heads of university management, one from each of the three universities. The research showed that despite the potential of a learning management system to support both blended learning and e-learning, most e-learning initiatives are not fully realized; they completely or partially fail. Poor marketing strategies, poor service strategies and insufficient technical support are some of the most likely causes of failure. The possibility of students and teachers to interact and the expansion of the geography of education should be noted among the prospects of modern management in the implementation of e-learning. It has been revealed that more than half of the students (54%) independently develop applications and programs for e-learning. The results of our research can become the basis for further research in e-learning and its prevalence in developing countries.
Journal Article
Technology and engagement : making technology work for first generation college students
\"Technology and Engagement is based on a four-year study of how first generation college students use social media, aimed at improving their transition to and engagement with their university. Through web technology, including social media sites, students were better able to maintain close ties with family and friends from home, as well as engage more with social and academic programs at their university. This 'ecology of transition' was important in keeping the students focused on why they were in college, and helped them become more integrated into the university setting. By showing the gains in campus capital these first-generation college students obtained through social media, the authors offer concrete suggestions for how other universities and college-retention programs can utilize the findings to increase their own retention of first-generation college students\"-- Provided by publisher.
Book
Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies
Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies examines new research on how classroom response systems are being used in higher education to increase learner engagement in an epoch of increasing globalization and diversity. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine how classroom response systems are being used to improve collaboration and interactivity between students, to create engaging social learning communities in the classroom, and how these technologies are being used to create more meaningful and authentic learning experiences. This volume will also discuss a framework for adopting and deploying these technologies.
eBook
Digital technologies for school collaboration
\"Web-based school collaboration has attracted the sustained attention of educators, policy-makers and governmental bodies around the world during the past decade. This book sheds new light on this topical but ever so complex issue. Drawing on a wealth of theoretical and empirical work, it presents the various models of available school twinning programs and explores the cultural, political and economic factors that surround the recent enthusiasm regarding collaborative initiatives. Moreover, the book critically examines teachers' and students' experiences of web-based school collaboration. In particular, it develops a realistic perspective of the range of challenges they face and identifies the host of technological and non-technological issues that can shape participation in collaborative programs\"-- Provided by publisher.
Book
Dialogic
Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple.
This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education.
Areas covered in the book include:
dialogical learning and cognition
dialogical learning and emotional intelligence
educational technology, dialogic 'spaces' and consciousness
global dialogue and global citizenship
dialogic theories of science and maths education
The challenge identified in Wegerif's text is the growing need to develop a new understanding of education that holds the potential to transform educational policy and pedagogy in order to meet the realities of the digital age. Dialogic: Education for the Internet Age draws upon the latest research in dialogic theory, creativity and technology, and is essential reading for advanced students and researchers in educational psychology, technology and policy.
eBook