Suchergebnisse

This paper examines how a microblogging tool (i.e., Twitter) can be effectively used to strengthen a virtual learning community (VLC) in the two sections of a fully online graduate course. Students in this course were consisted of K-12 teachers, school technology specialists, corporate trainers, and military personnel. The microblogging activities were designed to allow quick peer interaction to build the momentum of social learning in the VLC. In this study, we collected quantitative data on sense of community through a Likert scale survey, and rich qualitative data on students' perception about microblogging activities. It was found that students' sense of community was generally high and students were positive about their microblogging experiences. In addition, microblogging was found to be useful and valuable in sustaining students' learning by doing such as sharing real-world design examples, critiquing design examples with technical knowledge learned in class, and quick and short commenting with peer support in a VLC. Based on the findings, the authors aim to provide design suggestions for educators and instructional designers to incorporate this social web tool in strengthening virtual learning communities in a meaningful and engaging way.

The Elizabeth Thoman Archive at the Harrington School of Communication and Media, University of Rhode Island, has the last complete kit of one of the milestones in the early chronology of media literacy, the 1972 Media Now curriculum. This curriculum was the first of its kind, using self-contained lesson modules that were part of a larger series of kits, text references, and accompanying workbook. Its self-directed learning model gave students the opportunity to learn about the media, by doing, responding to, and reflecting on core concepts of media production. Using physical artifacts from the Media Now kit, historical documents, promotional materials, phone interviews with the founders and teachers of the curriculum, the authors were able to trace the development of Media Now from its historical and educational roots of the 1960s, to its full production, distribution, and training out of the facility at the Southwest Iowa Learning Resource Center (SILRC). The historical and educational impetus for creation of what started as a Title III innovation grant of the Elementary and Secondary Educational Act of 1965, matured to be a curriculum that was implemented in 600 schools across the U.S - a testament to both its need and its success. However, as times and politics changed, federal and local government cut funding for Media Now. As we reviewed its original approach to curriculum design and pedagogy, we found that the Media Now story calls for a new examination of the creative materials and techniques used in the 1970s, in light of the current need for media literacy education in and outside of the 21st century digital classroom.

There is a long history of the use of cases in teaching in post-secondary programs and some fields (e.g., law, medicine, business) have their own distinctive approach to the use of case-based learning methods. Within disaster and emergency management (DEM), which is a relatively new field of post-secondary study, there are as of yet no formally recognized approaches to the use of cases in teaching, and further there is limited research on the disciplinary characteristics of teaching practices in the DEM field. This article presents findings from a study that explored how and why cases are used in post-secondary DEM programs. The methodological approach to the study supported the development of a domain-based outcome theory that explains three different approaches for using case-based learning methods in DEM programs and the functions of cases relative to each of the different types of learning outcomes. This novel conceptual framework for teaching with cases was found to address deficiencies in existing schema for conceptualizing the use of cases in teaching.

Abstract Current preoccupations in teacher education reform include data gathering, teaching technique, and preparing PK-12 students for standardized tests. The purpose of American education has been reduced to economic benefit. Concerns with ethical behavior, the good life, and democratic citizenship have fallen by the wayside except perhaps in a single social foundations course. Media literacy education infused in the teacher education curriculum offers one way to restore purpose to teacher education, encouraging both pre-service teachers and their students to think critically about their media-dominated society.

Instructors for quantitative research courses often find that there are many different types of support material for those courses. That is not the case with qualitative courses. Very little support material is available for qualitative research courses. In this paper we describe the creation of one multimedia package that focuses on one type of qualitative research - critical ethnographic techniques. The package was created to help graduate students learn to use five critical ethnographic techniques: meaning fields, validity reconstruction, role analysis, power analysis, and horizon analysis. We used a constructivist instructional design model, R2D2, to guide our development work. It is based on an interpretivist epistemology and a constructivist theory of learning. The result was a multimedia instructional package designed and developed for use in courses teaching qualitative research. The hypermedia, multimedia program called The Critical Researchers Guide to Conducting Qualitative Research (CRIT) has three major components: (1) video cases of middle school settings or sites; (2) definitions and descriptions of qualitative strategies; and (3) application of qualitative techniques. The paper describes revisions and reformulations of the instructional package across the instructional design process.

Examinations of civic engagement in digital culture--the technologies, designs, and practices that support connection through common purpose in civic, political, and social life. Countless people around the world harness the affordances of digital media to enable democratic participation, coordinate disaster relief, campaign for policy change, and strengthen local advocacy groups. The world watched as activists used social media to organize protests during the Arab Spring, Occupy Wall Street, and Hong Kong's Umbrella Revolution. Many governmental and community organizations changed their mission and function as they adopted new digital tools and practices. This book examines the use of "civic media"--The technologies, designs, and practices that support connection through common purpose in civic, political, and social life. Scholars from a range of disciplines and practitioners from a variety of organizations offer analyses and case studies that explore the theory and practice of civic media. The contributors set out the conceptual context for the intersection of civic and media; examine the pressure to innovate and the sustainability of innovation; explore play as a template for resistance; look at civic education; discuss media-enabled activism in communities; and consider methods and funding for civic media research. The case studies that round out each section range from a "debt resistance" movement to government service delivery ratings to the "It Gets Better" campaign aimed at combating suicide among lesbian, gay, bisexual, transgender, and queer youth. The book offers a valuable interdisciplinary dialogue on the challenges and opportunities of the increasingly influential space of civic media.

Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections. This study provides qualitative empirical support for social learning theories while offering strategies for and examples of how social media can be used to connect formal and informal learning.

Activist DDoS, community, and the personal / Molly Sauter -- Partnering with communities and institutions / Ceasar McDowell and Melissa Yvonne Chinchilla -- Community media infrastructure as civic engagement / Colin Rhinesmith -- Case study : The #YoSoy132 movement in Mexico / Emiliano Treré -- Case Study : An #EpicFail #FTW -- considering the discursive changes and civic engagement of #MyNYPD / Sarah Whitcomb Lozier -- Case study : Pivot -- surreptitious communications design for victims of human trafficking / Tad Hirsch -- Case study : MidiaNINJA and the rise of citizen journalism in Brazil / Stuart Davis -- Case study : Hacking politics -- civic struggles to politicize technologies / Sebastian Kubitschko -- Revisiting the measurement of political participation for the Digital Age / Benjamin Bowyer and Joseph Kahne -- Participatory action research for civic engagement / Marcus Foth and Martin Brynskov -- Field-building in stages : funding and sustainability in civic innovation / Valerie Chang and Beth Gutelius -- Case study : Guerrilla research tactics -- alternative research methods in urban environments / Glenda Amayo Caldwell, Lindy Osborne, Inger Mewburn, and Ben Kraal -- Case study : Hackathons as a site for civic IoT- initial insights / Carl DiSalvo and ken anderson -- Case study : Crowdfunding civic action -- Pimp My Carroça / Rodrigo Davies.

The present era is an era of academic globalization. Though internationalism in education has been age old, the current wave has a new aspect i.e. augmenting, collaboration & co-operation. We are living in a rapidly changing time. Actually, change is the basic/fundamental rule of nature but this change is always purposeful & provides various new opportunities & makes a co-ordination with emerging trend. In the same way, change is also required in the form of innovations in the instructional strategies and designs, which should be fruitful & lucrative for entire education system. Instructional strategies that influenced teachers' attitudes toward initiating and sustaining change in their practice. Instructional strategies in the professional development course are successful in affecting teachers' attitudes toward initiating and sustaining change in their practice. However, the power of Instructional strategies to influence teachers' attitudes is not inherent in the strategy itself. The course was developed using a new model, The Reflective Conceptual Model (Ray, 2007), and followed the steps in the process. The application of the process allowed the power of instructional strategies to increase exponentially. The reflective mirrors in design path one and design path two enabled the exponential increase of the power of the instructional strategies through application of identified learners' needs and insertion of characteristics of successful innovations. The power of Instructional strategies (IS) can be increased exponentially through the innovative Instructional design of the course. This rapid and constant change is due to government policies, privatization, liberalization & globalization (LPG) of education, increasing competition, invasion by foreign university & emergence of knowledge society. Due to this change, teaching-learning process have become very typical & complex job. In this process, different instructional strategies, methods, materials are used. Selection of all these ...

A central feature of the EPIC Project was development of a "best possible" instructional program for a group of deaf children, that is, a program that we believed would provide maximum academic achievement for each child under optimum teaching conditions. We were challenged not to be bound by what existed in the CID School nor what had been observed in other schools for deaf children, but also to consider the organizational structures, instructional procedures and curriculum materials being used in various kinds of educational programs and clinics, and then to consider, as well, innovative and sometimes still theoretical proposals for educational programming of the future. In this section of the report we describe the instructional program that was developed for the EPIC Project. First we explain the rather different, overall program organization. Then we discuss separately each area of instruction, including the rationale for the focus of instruction, a description of the primary objectives and teaching strategies for that area, and the ways in which we believe the EPIC instructional program differed from what is in practice in many school programs for deaf children. The EPIC Project's instructional program was not based on any one new method, new teaching technique, new apparatus, nor new set of materials. Rather, it was an attempt to draw from methods, techniques, and materials of the past and of the present those what would be effective for our children. The organizational schema of the program was an obvious, highly visible differentiating feature and the one most frequently commented about by observers. Because it was most readily abstracted, it was often assumed to "make the difference." However, the organization of the program was merely the vehicle that facilitated implementation of the teaching strategies by providing opportunity for more individualization and a greater intensity of instruction.