Implications of web based project learning

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Assignment #2 Ed 4767 OL

Educação

Web-based Learning ,[object Object],[object Object],[object Object]

Advantages ,[object Object],[object Object],[object Object]

Real World Implications ,[object Object],[object Object],[object Object]

Valuable Skills Gained ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Intrinsic Motivation ,[object Object],[object Object],[object Object]

Guided by Interest ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object]

Disadvantages ,[object Object],[object Object],[object Object]

Disadvantages ,[object Object],[object Object]

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

References ,[object Object],[object Object],[object Object]

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Authors: Marketa Zezulkova, Debbie Holley & David Biggins The tensions of UK Higher Education environment metrics (cf Research Excellence Framework (REF), Teaching Excellence Framework (TEF) Knowledge Exchange Framework (KEF)) can be seen in drivers of digital change at institutional in UK Universities. The increasing measurement and importance of student outcomes and learning gain (TEF) requires institutions to show the impact of their work, both internally and across sector benchmarks. It is within this context that we conducted a mixed method study exploring technology enhanced learning strategies and their applied frameworks and toolkits. The first two phases of research comprised a quantitative survey with 36 participants, subsequent content analysis and resulted in a draft framework (Biggins et al 2017). This framework has now been explored in the third and last phase through semi-structured interviews with the TEL leaders from seven UK HE institutions. Our preliminary findings indicate that to meet the requirements and demonstrate the externally set indicators of educational quality, technology enhanced learning (or digital learning) strategies and toolkits are often developed without academic staff and students’ input. The three emerging themes relevant to the Participation through Learning Technology theme suggest that: (1) Educators are seen as providers rather than end users. The perceived TEL benefits for students have no or less comparable benefits in terms of the educators’ work and life, a change in this policy could impact institutions in terms of the UK Teaching Excellence Framework criteria Teaching Quality (TQ2) valuing teaching. (2) Students are treated as receivers and users, rather than active participants in institutional TEL strategies and developments, a change in this policy in institutions has the possibility to address the Teaching Excellence Framework Employability and Transferable Skills Student Outcomes and Learning Gain (SO2), in terms of ' students acquire knowledge...that enhances their personal/professional life' (3) Immediate students’ learning is prioritised over both educators’ and students’ life-long learning and digital capability/competence/literacies development. Here we argue that students of course need to develop skills that prepare them the world of work, but there is wider societal benefit in overcoming the digital divide. Our research suggests the Teaching Excellence Framework policy driver of Employment and Further Study (SO1) encourages a short term perspective of 'students achieve their educational and professional goals, in particular....to highly skilled employment.'

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Adult Learning Theories Chart Part 1: Theories of Instructional Design Chart Standard and learning objective: Theory #1 (Type the theory you choose in the box) Theory #2 (Type the theory you choose in the box) Description of the Theory Key Concepts of the Theory What is the role of the instructor? What is the role of the student? CONTENT: WHAT (What do you want students to know through the learning objective?) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: CRITERIA: HOW (How the students will demonstrate their knowledge use the particular theory) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: A recommendation for incorporating technology (Technology recommendation based on the learning theory) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: Part 2: Reflection © 2017. Grand Canyon University. All Rights Reserved. ISSN 1479-4403 107 ©ACPIL Reference this paper as: Khan A et al, “Active Learning: Engaging Students To Maximize Learning In An Online Course” The Electronic Journal of e-Learning Volume 15 Issue 2 2017, (pp107-115) available online at www.ejel.org Active Learning: Engaging Students To Maximize Learning In An Online Course Arshia Khan1, Ona Egbue2, Brooke Palkie3 and Janna Madden4 1Associate Professor, Computer Science Department, University of Minnesota Duluth 2Assistant Professor, Mechanical and Industrial Engineering, University of Minnesota Duluth 3Associate Professor, Health Information management, College of St. Scholastica 4Student, Computer Science Department, University of Minnesota Duluth [email protected] Abstract: Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the authors, 100% of the respondents considered student engagement a challenge regardless of the number of years they have been teaching online. This paper explores various strategies that can be incorporated into the design of online learning courses to foster a high level of student engagement based on multiple pedagogies. In addition, the role of collaborative student engagement tools for the design and delivery of online courses is discussed as well as the role these tools play in creating an atmosphere where students actively participate in learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student engagement that are founded in classic active learning pedagogies and enhanced with new technologies are pres ...

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