Temat: Learning Design - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: STRUCTURED DIALOGUE DESIGN IN LAMS THROUGH INTERACTIVE LECTURE PODCASTING
Autorzy:: Dobozy, Eva
Powiązania:: https://bibliotekanauki.pl/articles/941145.pdf
Data publikacji:: 2011
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: podcasting
LAMS
learning design
Opis:: This paper explores the utility of interactive lecture podcasting in LAMS and the impact of structured dialogue design. It reports how curriculum renewal and innovation were greeted with scepticism by teacher education students enrolled in a compulsory curriculum unit at an Australian university. An analytic induction methodology in conjunction with educational data mining techniques was used to analyse the data. The purpose of the study was to understand one aspect of students’ active participatory learning behaviour deemed vital for their success in higher education (HE): willingness to engage in online peer-to-peer dialogue. The paper closes with a recommendation for more systematic monitoring of HE students’ online learning behaviour.
Źródło:: Teaching English with Technology; 2011, 11, 1; 1-18
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: EXPLORING FLEXIBLE AND LOW-COST ALTERNATIVES TO FACE-TO-FACE ACADEMIC SUPPORT
Autorzy:: Dobozy, Eva
Pospisil, Romana
Powiązania:: https://bibliotekanauki.pl/articles/941251.pdf
Data publikacji:: 2009
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: Self-directed flexible intervention
student engagement
learning design
net-generation
millennials
generation Y
Blackboard
LAMS
Camtasia
Opis:: In this paper we address some of the issues surrounding the use of educational technology solutions with first year net generation students in an introductory education studies unit. These issues include the need for more engaging learning experiences, the role of technology in supporting this need, and the possible mismatch between expectations and actual needs. The student usage and access of a low-cost, flexible alternative to face-to-face individual or group-based academic support was the focus of this case study. We describe our rationale and attempt to help students with their assignment requirements in a first year teacher education unit through the development of a small-scale self-directed intervention program, and report on student engagement with the model. Analysis of the data brings to light findings that have implications for policy design and shows a need for timely research to better inform lecturers of their students’ digital literacy, acceptance and access, and use of innovative learning designs. This also highlights the requirement for a greater awareness of the technologies that students embrace, the technologies that may pose a challenge and the differing needs of first year students to those of the more experienced learners.
Źródło:: Teaching English with Technology; 2009, 9, 2; 73-92
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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