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The rapid and ongoing development of digital technologies continues to create new opportunities for education. Over the last decade this has enabled the establishment of blended learning approaches and online education. More recently, Augmented Reality (AR) has emerged as a unique technology that can transform learning experiences across diverse disciplines. This article outlines the development of an AR prototype, Master of Time, which was created to educate first year students and non‐designers on the foundational principles of landscape architecture. This study examines the learning potential and benefits of AR technology with a focus on creating new practices in digital storytelling across situated experiences. In outlining project outcomes, the authors propose a series of critical design principles, strategies and methodologies for educators to apply when developing AR learning experiences across disciplines. Included within this is a framework for transdisciplinary and co‐design collaboration, which is essential for educators working in the forefront of learning technologies. 相似文献
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Jo Tondeur Ronny Scherer Evrim Baran Fazilat Siddiq Teemu Valtonen Erkko Sointu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1189-1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch-speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed. 相似文献
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Sema Soygenis Murat Soygenis Emine Erktin 《The International Journal of Art & Design Education》2010,29(3):283-293
This article discusses the process of a study designed to develop university students' sketching skills in schools of architecture. Acknowledging the relationship between cognition and writing, it aims to investigate the role of writing in learning sketching among architecture students and to examine how students regulate their thoughts by writing as they work on their free hand sketches. It includes writing texts before and after sketching tasks to improve sketching. The study was implemented in a school of architecture at a Turkish university as part of an elective course on sketching. The students' works were evaluated in terms of their sketches, texts and self‐reports of their thinking and the views and comments of the tutor who carried out the programme. This article discusses how the study was conceived and developed. The results of this study may provide insights for educators in developing strategies in teaching and learning of sketching and design, using multi modes of thinking. 相似文献
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Megan Strickfaden Ann Heylighen 《The International Journal of Art & Design Education》2010,29(2):121-133
This article seeks to unravel what is hypothesised as being at the root of design education: the cultural capital of design educators. The premise is that capital is developed within the design learning environment: that is, designers‐to‐be and educators‐to‐be are encultured into design while studying, the same way that parents enculture children into families, or families and friends enculture young people into society. This article begins by introducing the concept of cultural capital, a body of knowledge that acts as an asset in particular situations; our study focuses on knowledge that is useful to being a designer and design educator. We continue by exploring what kinds of capital designers have and what role this capital plays in the educational setting. Four key themes are identified across the cultural capital of 19 design educators from different geographical locations in the Western world. These themes result from analysing educators' intimate narratives, which reveal some of the values, beliefs and actions inherent to design. Furthermore, the themes illustrate a sampling of the design educators’ thesaurus: that is, what design educators draw upon for teaching and designing. 相似文献
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Brenda Bannan‐Ritland 《Performance Improvement Quarterly》2001,14(2):37-52
Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project‐based methods into the full‐time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. 相似文献
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Bart Rienties Natasa Brouwer Katerina Bohle Carbonell Danielle Townsend Anne-Petra Rozendal Janneke van der Loo 《欧洲师范教育杂志》2013,36(4):480-495
Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers’ skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers’ TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research. 相似文献
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《师资教育杂志》2012,38(3):359-377
Northern Ireland has invested heavily in the use of technology enhanced learning at all levels of education. Alongside this, radical changes to the school curriculum and the planned move away from academic selection towards a more inclusive system are challenging those involved in Initial Teacher Education to find ways to improve teaching and learning for more inclusive classrooms. This study reviews a pilot programme that integrated problem‐based and blended e‐learning pedagogy to support student teachers learning in the area of special needs and inclusion education. Findings indicate that using a carefully constructed blended programme can effectively support key teaching and learning aspects of pre‐service training and help develop skills in critical reflection. It also offers initial teacher educators in Northern Ireland insight into some of the most pressing problems experienced by student teachers during training, and provides a rationale for continued programme development. 相似文献
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本文对《英国教育技术期刊》1970年至2018年第3期刊发的1,777篇研究论文的标题和摘要进行内容分析,反思过去50年教育技术研究。本研究采用Leximancer这种文本挖掘工具分析每一个10年所出现的主要概念和主题,并把它们与《计算机与教育》和《英国教育技术期刊》同期被引率最高的文章的主要概念和主题进行比较。过去50年《英国教育技术期刊》常见主题包括远程教育教与学的发展、教学设计的出现、实践者与学习设计者之间的误解、职前和在职教师教育以及教育工作者和学生接受技术的问题(使用技术的信心、教育工作者和学生的技术技能和机构没有提供培训和融合所需的空间和时间等方面的支持)。本文还针对今后的研究提出建议,包括研究教育工作者专业发展的其他模式和进一步探索理论与政策的作用。 相似文献
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How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow. 相似文献
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EPSS是为了提高工作绩效利用计算机技术开发的一种电子绩效支持系统,这种系统具有信息集成性、工作情境性、学习自主性、知识共享性等特点。职工利用它既可以实现在工作中学习,又可以实现在学习中工作的职业教育功能。在EPSS逐渐成为促进职业技能发展,提高企业组织或个人绩效的干预措施之后,EPSS的开发成为实现职业教育功能和绩效支持的关键。乔尼(Nguyen)和沃尔(Woll)创建了一种EPSS开发模型,该模型从绩效角度和学习角度提出开发EPSS要经过绩效分析、EPSS分析、EPSS设计、EPSS开发、EPSS的实施与评价等几个阶段。乔尼和沃尔创建的EPSS开发模型将职工培训、工作绩效以及技术支持有效地融合于整个开发过程中,对设计、开发EPSS的实践者提供了一个简洁、便于操作的参考模型。 相似文献
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Sarah K. Howard Kate Thompson Jie Yang Jun Ma 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):326-341
There has been extensive investigation into factors affecting digital technology integration in learning and teaching, but the complexity of integration continues to elude understanding. Thus, questions about how digital technologies can be best used to support learning persist. This paper argues that methods designed to address complex systems are needed to understand the interplay between teaching, learning and digital technologies. Starting with a developing system model of teachers' technology integration, this study revises the model to include factors of students' experience using digital technologies and beliefs about learning. The revised model is then used to demonstrate possible effects of student experiences in a technologically integrated group learning task. Analysis draws on data from a large-scale Australian study of technology innovation (N = 7406). Data mining techniques are used to identify patterns of students' technology use and perceptions of group work. Findings inform revision of the model to include factors of students' experience and learning and their effects on teachers' practice. Implications for learning design and students' learning experiences are explored. 相似文献
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Evaluation of the design and implementation of a web‐based e‐health application offers an opportunity to apply extensive research findings and evidence‐based practices from the learning and performance literature. In this study, we examined how interactions between stakeholders influenced the design, implementation, and outcomes of an e‐health education system. The online system was designed for adults with diabetes. A midsized suburban medical practice in the Midwest partnered with a private sector information technology provider and a university research team to develop the system for patients. Design of the support system was based on a model developed by Schaffer and colleagues, and the implementation strategy was informed by Ely's conditions‐of‐change model. Analyses of design and pilot study implementation processes were accomplished through the lens of responsive evaluation. Discussion of the successes, tensions, and challenges related to the design of learning and performance environments in the e‐health context will guide future system design and evaluation efforts. 相似文献
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Web 2.0 and Transfer: Trainers' Use of Technology to Support Employees' Learning Transfer on the Job
Andrea J. Hester Holly M. Hutchins Lisa A. Burke‐Smalley 《Performance Improvement Quarterly》2016,29(3):231-255
We steer transfer research in a new direction by examining the use of Web 2.0 technologies for supporting learning transfer resulting from formal training. We report survey results from training professionals (N = 83) on how their organization uses such methods to cue and support workers’ application of learned knowledge and skills on the job. Guided by the technology acceptance model (TAM) theory, we examined predictor variables found to influence technology use based on empirical and theoretical support in the information technology (IT) literature. Results indicate that trainers are influenced by several individual factors (computer experience, computer anxiety, and computer self‐efficacy), as well as their organization's learning climate, to use Web 2.0 tools to support transfer of learning. Trainers also prefer to use social media, networking applications, and visual media to support transfer among learners. We discuss implications for using Web 2.0 technologies in support of learning transfer and provide directions for future workplace learning research. 相似文献
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Eran Gal PhD Hagit Meishar‐tal PhD Ronit Ben Non Adar Ben‐Basat Lisa Paikin 《Performance Improvement Quarterly》2017,30(2):121-136
Performance support systems are mechanisms enabling users) productivity while reducing training expenses as support is being delivered in real time, often eliminating the need for costly pre‐performance training. Mobile technologies have created new opportunities for improved performance support systems, especially for tasks performed outside the offi ce. This article describes the fi rst mobile learning and performance support initiative taken by the Israeli Air Force. The project included the development and eff ectiveness pilot study of a learning and performance support application delivered via tablet to helicopter engine technicians. The application provided support videos and illustrations of maintenance routines, thereby enabling learning and practicing at the same time. Pilot study results show high performance levels of application users compared to those applying traditional methods. Results also show that self‐effi cacy levels were not aff ected by the successful performance achieved when using the mobile performance support application. Plans to expand mobile support use are also described. 相似文献
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Jo Tondeur Natalie Pareja Roblin Johan van Braak Joke Voogt Sarah Prestridge 《Technology, Pedagogy and Education》2017,26(2):157-177
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers’ technology use are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support pre-service and beginning teachers for technology integration are discussed. 相似文献
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未来教育家培养工程中的制度设计与课程安排 总被引：4，自引：0，他引：4
对免费师范生的培养要作为未来教育家奠基性系统工程,在人才培养模式、课程体系和培养实践等方面实施全新的设计。完整的人才培养模式由纵向学习时限模式和横向培养过程模式构成。纵向时限模式采取4+2本硕一体化的制度设计。其招生对象是推荐免试的优秀本科毕业生,学习方式是在职攻读。横向培养过程模式的实践表达是:厚基础、精专业、强能力、高素质。本科阶段的课程结构采取四大模块。教育硕士阶段的课程安排应是专业理论和教育能力的双提高设计。课程体系本硕连贯。 相似文献
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论文从高等院校教师教育技术培训的现状出发,结合实际技术,尝试研究一个以培训高等院校教师教育技术为案例的电子绩效网络支持系统。整个系统包括学习信息库,训练系统,专家指导系统,效能工具和学习帮助系统五部分,希望通过此系统可以较大幅度的提高培训绩效,并为高等院校教师教育技术培训提供新的思路和方向。 相似文献
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In this essay Michael Glassman and Jonathan Burbidge explore the idea of a dialectical relationship between the traditional place(s) of teaching/learning settings and the challenges to our perceptions created by the new spaces of the Internet. The authors examine this topic in the context of a three‐stage evolution of humans' relationship with new technologies: (1) fear of how new technologies will change our everyday actions, (2) recognition of emerging technologies as tools capable of offering new possibilities in our activities, and (3) integration of new technologies into productive everyday activities. The Internet is moving quickly through all three stages, but this process takes different forms with disparate populations. What makes recognition of the fast‐moving integration of Internet technology important in the field of education is that students and educators are often at different points in this process. It is critical that we are aware of the role technology is playing in the classroom, in particular the dynamic dialectical relationship between space and place. 相似文献