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Labels DO Matter! A Critique of AECT’s Redefinition of the Field
Abstract
AECT has recently (yet again!) redefined our field, reverting back to the use of the term educational technology. We believe this recent change is problematic for a number of reasons, but primarily because of the weak rationale offered for the change. This change affects how external audiences view our profession and is likely to confuse practitioners in corporate and higher education settings in particular. We offer a review of job postings, program titles, and listserv discussions to support our case. The labels we use to define ourselves are critically
important - and we hope to see a stronger case made for changes for our foundational definitions in the future.
... Despite the epic work of cooperating organizations, agreeing on a definition of the field has not been without controversy. For example, in 2010, Lowenthal and Wilson [6] published an article in which they argued against AECT's reverting the name back to Educational Technology, refuting the changes in the name and definition as lacking justification. Their article, pointed out the importance of the name and definition of educational technology, as well as their impact on the professionals in the field. ...
... Their article, pointed out the importance of the name and definition of educational technology, as well as their impact on the professionals in the field. They [6] stated, "this change affects how external audiences view our profession and is likely to confuse practitioners in corporate and higher education settings in particular." Lowenthal and Wilson [6] added, "the labels we use to define ourselves are critically important -and we hope to see a stronger case made for changes for our foundational definitions in the future." ...
... They [6] stated, "this change affects how external audiences view our profession and is likely to confuse practitioners in corporate and higher education settings in particular." Lowenthal and Wilson [6] added, "the labels we use to define ourselves are critically important -and we hope to see a stronger case made for changes for our foundational definitions in the future." ...
... The results of the study revealed that there are different expectations and perceptions of learning environment labels: distance learning, e-learning, and online learning. As learning continues to evolve, practitioners and researchers have yet to agree on common definitions and terminologies for distance learning, e-learning, and online learning environments [2,3]. The following subsections provide a brief overview of these learning environments as discussed in the literature. ...
... As new technologies and advances become available, distance learning used these advances and technologies as part of its activities and the term 'distance' is there because of the time and place constraints [5,6]. The term then evolved to describe other forms of learning such as online learning, e-learning, technology, mediated learning, online collaborative learning, virtual learning, web-based learning, Online Education: Lessons Learned from Teaching Undergraduate Courses [1] Essam Zaneldin, [2] Souzan Kabbani [1] Department of Civil and Environmental Engineering, United Arab Emirates University, Al Ain, United Arab Emirates, [2] Finance and Banking Department, University of Aleppo [1] essamz@uaeu.ac.ae, [2] sa-uzi-81@alepuniv.edu.sy etc. [7]. ...
... As new technologies and advances become available, distance learning used these advances and technologies as part of its activities and the term 'distance' is there because of the time and place constraints [5,6]. The term then evolved to describe other forms of learning such as online learning, e-learning, technology, mediated learning, online collaborative learning, virtual learning, web-based learning, Online Education: Lessons Learned from Teaching Undergraduate Courses [1] Essam Zaneldin, [2] Souzan Kabbani [1] Department of Civil and Environmental Engineering, United Arab Emirates University, Al Ain, United Arab Emirates, [2] Finance and Banking Department, University of Aleppo [1] essamz@uaeu.ac.ae, [2] sa-uzi-81@alepuniv.edu.sy etc. [7]. ...
This experimental study aims to explore the failure behavior of a pre- and post-cracked polymeric 3D printed components subjected to tensile mode. A set of through-thickness pre-cracked specimens of different cracks patterns and geometry was designed and implemented in the 3D printed parts. The specimens are then subjected to a tensile test mode. Besides, analogous intact samples were produced by 3D printing technology where the through-thickness post-cracks were created using laser cutting process of a geometry with cracks similar to those of the pre-cracked specimens. It has been observed that the pre-cracked samples initially introduced, and 3D printed cracked specimens have more resistance to fracture mechanics failure due to crack-bridging caused by the 3D printing filament profile around the crack profile. On the other hand, the samples with post-cracks made by laser cutting demonstrated a significant drop in the fracture failure resistance due to the interruption of the 3D printed filaments of the intact specimens. In conclusion, this study revealed that pre-cracked 3D printed components did not show the actual failure and fracture mechanics behavior. This is because the cracks could be introduced in the components after the additive manufacturing process during the service life and that would damage the 3D printed filament path of the components and, hence, will cause high-stress concentration that leads to unpredicted and fast failure.
... Title misalignment has occurred in several occupational fields including human resources (Caldwell, 2002), educational psychology (Gersch, 2009), specialty surgery (Borthwick et al., 2015), project management (Pinto et al., 2016), and even nursing (Green, Bliss, & Lawrence, 2017;Thupayagale & Dithole, 2005). As the demands in these fields increased and their professional identity expanded, members of these professions discovered that their job titles mattered in how society and they themselves perceived their profession's competence, power, and capabilities (Lowenthal & Wilson, 2010;Miscenko & Day, 2016). ...
... Employees who were allowed and encouraged to establish their own job titles reported less emotional exhaustion and improved professional identity. Thus, the change in the language used to label a profession indicated changes in professional identity (Lowenthal & Wilson, 2010). How a profession labels its field can have far-reaching consequences for those within the profession and in the broader society. ...
... The language used to label a profession reflects the professional identity of its members (Lowenthal & Wilson, 2010). Although CACREP (2016) school counseling standards and the ASCA National Model (ASCA, 2012) clearly delineate competencies, roles, and tasks of school counselors related to the title "school counselor," many outside-and within-the profession continue to use guidance counselor and school counselor interchangeably. ...
School counselors ( n = 276) were given a measure of school counseling competencies and standards. About half the participants completed a version of the survey that used the term “Guidance Counselor” ( n = 131) and half completed a version of the survey that used the term “School Counselor.” Participants who completed the surveys that used the term “Guidance Counselor” were statistically significantly less likely to believe that school counselors were able to perform the 25 tasks on the survey.
... Now, social presence appears as a form of effectiveness, efficiency and satisfaction in using of communication media [17]. Specifically, Lowenthal and Wilson [18] states that social presence is people"s perception of a person"s being real. It means that people set up themselves in the environment and others can perceive them. ...
... It means that people set up themselves in the environment and others can perceive them. Social presence arises as a situation when people are emotionally connected in a place [18]. To make the situation of social presence, there are three factors that can affect the social presence. ...
... To develop the previous research, this research adapted operational definition variable from the previous research. Social presence in this research was related to the awareness of the importance of the relationship among people in the classroom [18], [17], [16]. Classroom was a media for communication. ...
In the midst of the widespread application of the internet in learning activities, this research was conducted to assess the impact of internet abuse on classroom learning outcomes. Published research shows the impact of diverse internet uses and this study aims to show the consequences of internet abuse on learning outcomes. This research was conducted on accounting class students with a hybrid learning system, where learning is done face-to-face in class but is supported by e-learning technology. The respondents of this study were 224 accounting students. Data were taken using questionnaires and 216 questionnaires were processed using SEM-PLS. The results of this study indicate that internet abuse does not moderate the influence of interaction and social presence on classroom learning performance. These findings indicate that internet abuse is not a factor that decreases student learning performance and can be an input for the design of e-learning concepts to use the internet as an interactive learning media where activities can still be controlled.
... In the tertiary institutions, the first official support for educational technology was directed towards both pre-service and in-service training of teachers and audio-visual loan services. Fresher innovative tools like Smartphone's and online and offline games are starting to gain more attention due to their potential to educate and assist in learning in Economics in Nigerian schools (Lowenthal & Wilson, 2010). ...
... The latest concept of educational technology is influenced by the concept of system engineering or system approach which focuses on language laboratories, teaching machines, programmed instruction, multimedia technologies and the use of the computer in teaching and learning Economics. Seels and Richey (2016) (2007), and Lowenthal and Wilson (2010). educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. ...
The study investigated the effect of computer-assisted instruction on senior secondary school Economics students' achievement and interest in Nasarawa state; Nigeria. Six research questions and six hypotheses were formulated to guide the study. The study adopted a quasi-experimental research design. The target population comprised all 26,157 SS II students from 276 public senior secondary schools in Nasarawa State. A sample of 140 SS II Economics students (80 males and 60 females) was selected for the study from two senior secondary schools out of 320 students. Two instruments: Economics Achievement Test (EAT) and Economics Interest Inventory (EII) were developed by the researcher and were validated by experts from Nasarawa State University, Keffi, which yielded 0.78 validity index for EII, and 0.80validity index for EAT. The reliability of the instruments "EAT was determined using Kuder-Richardson (KR21) formula which yielded 0.82 reliability index and the EII was determined using Cronbach Alpha yielded that 0.76 reliability index. Means and standard deviations were used to answer the research questions while ANCOVA and post hoc mean comparisons were used to test the null hypotheses at the 0.05 level of significance. The findings from this study revealed that there was a significant difference in the mean posttest scores of students' taught Economics using CAI-course-lab 2.4and their counterparts taught using the conventional method, there was significant difference in the mean posttest interest scores of students taught Economics using CAI-course-lab 2.4 and those taught using the conventional method. Similarly, there was a significant difference in the mean posttest scores of male and female students taught Economics using CAI-course-lab 2.4 and those taught using the conventional method. Likewise, on the ability levels, the male and female students in experimental group performed significantly better than their counterpart in the conventional group. Based on these findings, it was concluded that the use of CAI-course-lab 2.4 is more effective in enhancing students' achievement and interest in Economics than conventional instructional tools. Thus, the study recommended that Economics teachers should use CAI-course-lab 2.4 to teach thereby enhance students' academic achievement, interest and ability in Economics among others.
... Improved access to education and extended outreach of information helped in evolution of developing societies. Today we observe that e-learning, being lesser resource intensive compared to conventional means of information dissemination, is becoming a preferred choice for learning across the globe (Lowenthal, 2010). industry, with continuous evolution, informs the way we educate ourselves and suggests a bright future. ...
... With the evolution of learning technology and its respective fields, practitioners and researchers have yet to go too far to agree on common definitions and terminologies (Lowenthal, 2010;Volery, 2000). ...
This article represents our views regarding the psychology of e-learning which is
emerging as a significant, more promising and more interdisciplinary field of study. The
purpose is to endorse knowledge, capability and skills in the minds of young learners to
enhance both quality and quantity of learning. This paper discusses the well-known learning theories and elaborates its implication within the context of online courses. The theories include: behavior, cognitive and constructive. Further, the effect of these learning theories on implementing e-learning courses is identified in this paper. It will help the researchers to design and develop appropriate e-learning courses and enhance learning process for e learners. The paper proposes that learning material for e-learning must contain activities based on the learner’s related learning style. This paper aims to provide better practices to design e-learning courses based on the principles of learning theories.
... The hypothesis is that these domains have profound impacts on teaching and learning methodologies in virtual education. Agreement on standard definitions and terminologies remains elusive among practitioners and researchers as the domain of learning technology and its associated fields continue to expand (Lowenthal & Wilson, 2010;Volery & Lord, 2000;Moore et al., 2011). The majority of authors define online learning as the ability to access learning activities via technology (Benson, 2002;Conrad, 2002;Carliner, 2004). ...
The COVID-19 pandemic and its subsequent lockdowns have engendered substantial alterations in the roles of faculty members regarding the teaching, learning, and mentoring of students, along with remarkable transformations in their research methodologies. This chapter aims to decode this recent phenomenon by exploring the challenges and opportunities presented in the virtual teaching and learning space. Using a semistructured interview study, this chapter explores the differences between traditional in-person education and virtual education, along with numerous approaches to online teaching and learning and their impact on educational practice. Four distinct viewpoints are taken, namely, (1) the challenges of online and hybrid teaching, (2) types of collaborative work with students, (3) levels of collaboration, and (4) technology issues. The chapter endeavors to shed new light on the contemporary issues confronted by educators and students during and after the pandemic.
... Online learning, in its simplest form, can be described as any learning that takes place using the Internet as a delivery system (Dabbagh et al., 2019). However, Lowenthal and Wilson (2010) argue that definitions of online learning are continuously emerging. Terminology such as e-Learning, microlearning, and blended or hybrid learning are often used interchangeably and inconsistently across practitioners, researchers, and policymakers (Moore et al., 2011;Mayadas et al., 2015). ...
... According to the definition of the Association for educational Communications and Technology (AECT), it is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. This therefore presents educational technology as the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning Richey (2008); Lowenthal and Wilson (2010). ...
YouTube has been a useful educational software tool for teaching and learning. However, there is a need to investigate YouTube as a tool for research at postgraduate level. Through a qualitative case study, five master's students' experiences of YouTube as a research tool for learning are explored. Data were generated using reflective journals and semi-structured interviews. Framed by the Unified Theory of Acceptance and Use of Technology (UTAUT), thematic analysis was used to analyze the data. The findings revealed that students used YouTube to follow step-by-step instructions about research-related processes and to learn how to navigate other digital technologies. Others viewed YouTube as a social platform that was unhelpful and time-consuming. The study recommends that students reflect on their personal learning identities in order to evaluate the usefulness of YouTube in their postgraduate studies.
... While Selwyn correctly identifies the problems with focusing on the environmental impact of device use over its production and disposal, the challenge is that this tendency within the field of educational technology is grounded in a core aspect of the discipline's focus. Although educational technology scholars propose various formal definitions and criteria for the scope and scale of the discipline, the study of educational technology tends to focus on the intersection of its two primary components: technology devices and educational experiences (eg, Czerniewicz, 2008;Januszewski & Perischitte, 2008;Lowenthal & Wilson, 2010;Richey, 2008;Sims & Stone, 2011;Waetjen, 1992). This focus on educational experiences, therefore, predisposes the discipline to concentrate on the outcomes and impact of device use rather than the process of device manufacturing and disposal. ...
Although many academic disciplines are now experiencing a process of “greening” as scholars seek to cultivate an ecocritical awareness within disciplinary scholarship, Neil Selwyn notes that such ecocritical concerns rarely feature in the field of educational technology. In this paper, I bring Selwyn's call for ecocritical awareness in the field of educational technology into conversation with emerging scholarly discussions in the fields of ecojustice ethics, ecojustice education, and information and communications technology sustainability. In so doing, I expand the existing conversation about the environmental impact of educational technology consumption to argue that the process of cultivating an ecocritical awareness in the field of educational technology requires refining the discipline's focus to include the full lifespan of educational technology devices and the global inequities that feature during the production and disposal of these devices.
Practitioner Notes
What is already known about this topic Despite substantive scholarship recognizing the environmental impact of the globalized digital technology supply chain, the field of educational technology has minimally considered the ecojustice implications of the material nature of educational technology devices when examining the environmental impact of these devices.
What this paper adds In this paper, I argue that the reason why the field of educational technology has overlooked the environmental impact of device production and disposal is because of its almost exclusive focus on device use. I argue that cultivating an ecocritical awareness in the field of educational technology requires the discipline to expand its focus beyond device use in two ways: (a) to include device production and disposal and (b) to consider the global injustices that occur in these parts of the digital technology life cycle. As such, I build upon Selwyn and others to argue for the cultivation of ecojustice concerns in emerging conversations about ethics in the field of educational technology.
Implications for practice and/or policy The process of cultivating ecocritical awareness within the field of educational technology requires expanding the scope and focus of the discipline beyond device use to include device production and disposal. The planned obsolescence behind these devices maximizes the environmental harm at these stages and the global injustices associated with them. Educators and educational leaders seeking to employ educational technology in ethical and environmentally sustainable ways must consider these implications from the global digital technology supply chain.
... Along with the rapid development of new technologies, eL has been developing in parallel from the first phenomenon of personal computer integration and thus computer-aided teaching (CAI) to current mass open online courses and their versions, such as MOOC, c-MOOC, x-MOOC and LOOC (Deimann & Friesen, 2013). As learning technology evolves, there is still no common agreement on definitions and terminologies (Lowenthal & Wilson, 2010). Interchanged terms are often without meaningful definitions. ...
When the Covid-19 pandemic started in March 2020, the educational process had to be redesigned to meet current needs. At the Faculty of Education of the University of Ljubljana, pre-service engineering and technology teachers (3rd and 4th years of undergraduate two-subject teachers’ study programme) are obliged to complete a teaching practice in educational institutions and submit a teaching practice diary. Due to the closure of primary schools, the teaching practice was transformed to distance/online practice. This empirical study examines a recently developed intuitive model for distance learning, which took place during the teaching practice. Teaching practice diaries served as an instrument for gathering data. The sample size encompasses 56 lesson plan activities for the compulsory primary school Design and Technology subject for students aged 12–15 years at 15 primary schools in different parts of Slovenia carried out during online teaching practice by 11 pre-service technology teachers in the 2019/2020 and 2020/2021 academic years. The research methodology is focused on lesson-type determination and model elements analysis in lesson plan making and implementation activity. Distance learning model elements are evaluated with regard to online/offline learning tools from e-learning platforms to engineering education field-specific tools (e.g., technical drawings and electric circuits). Online teaching practice was as new for pre-service technology teachers and teacher-mentors as online learning was new for students. The advantages and disadvantages are highlighted. Furthermore, the distance learning model from the first Covid-19 wave teaching practice was adapted to challenge the second Covid-19 wave. The pandemic has enabled the rise of blended learning, which has been gaining focus in secondary and higher education levels in recent years; however, it encountered obstacles when entering the primary school domain. How to encompass blended learning into the evolved distance learning model will be shown.
... Moore et al. (2011) investigated the final characterizations of three learning modules related to online education to fill a research gap. This finding is based on contradictory results on distant learning, e-learning, and online learning settings (Lowenthal & Wilson, 2010;Moore et al., 2011). Esichaikul et al. (2011) describe distance learning as a method of delivering lectures by mail without actual institution attendance. ...
p style="text-align: justify;">This study examined the challenges and issues faced by teachers and parents related to the transition from face-to-face instruction to online instruction. During the COVID-19 pandemic, ten teachers and ten parents from the United Arab Emirates (UAE) school system were interviewed to reveal their challenges in managing online teaching and learning. According to the findings, both teachers and parents encountered several problems. Teachers faced challenges such as the need to adapt their teaching strategies and techniques to the new situation, the need for technical support to facilitate the teaching-learning process, the lack of students’ in-class participation and genuine motivation, and the nature and format of the teaching platform, and the fact that they need to have a high level of experience in using technology to serve their students well and engage them in interactive classroom activities. Parents reported several challenges, including lack of experience with the online learning platform, unwillingness to work with teachers to use the online learning platform effectively, lack of experience in properly preparing their children to participate in active online instruction, and multiple children attending different classes at the same time. These challenges place a great burden on parents who must support their children in the younger grades.</p
... The exponential growth of technology usage in education resulted in a proliferation of pedagogical software learning tools known as digital learning tools (SooHwan et al., 2013). These digital learning tools support the concept known as educational technology, which is also termed as instructional design and technology (Lowenthal & Wilson, 2010). Advances in technology are driving instructors towards the use of education technology applications (Kolekar et al., 2018) and they are contributing to significant changes in students' learning experience (Sloan & Lewis, 2014). ...
Adapting innovative educational technologies to bolster students’ academic learning is increasing rapidly. This study explored schema congruent and incongruent participants behaviour when experiencing video-based materials as the medium of learning within the frame of a flipped learning environment. The participants watched an educational learning video on a given topic and completed memory retention tests in different time variations: immediate and delayed. Additionally, an artificial intelligence-based emotion analysis examined the emotional valency of participants during two phases: study phase and test phase. The experiment comprised 16 healthy young adult volunteers (8 schema congruent, 8 schema incongruent; 9 males [56.25%], 7 females [43.75%]; age range 20–34 years, mean age 27.31 years, SD = 2.87 years). A combination of statistics-based and AI-based analysis evaluated the effectiveness of video-based learning in terms of retrieval accuracy, response time and emotional valence. The findings indicate that retrieval accuracy for the schema incongruent group was better than schema congruent. Response time for schema congruent group was quicker than schema incongruent. Both groups exhibited more negative emotions during the study phase but more positive emotions during the test phase. Implications for practice or policy: Acceptance testing of video-based learning in tertiary education for different schema groups of students by assessing their emotional state helps educators to enhance pedagogy. Nourishing positive learning experiences from videos and questionnaires should be the goal, considered at the design stage for courses that rely on video-based materials. Adaptation of video-based learning strategy is more instructionally efficient and scalable for academic institutions and educators during a pandemic situation.
... The term online learning surfaced in the beginning of 1980, however there is no clear disclosure of the origin of the term E-learning (Harasim, 2000). Due to the continuous evaluation of learning technology and the fields associated with it, the researchers are still struggling to settle on a common definitions and terminologies (Lowenthal & Wilson, 2010;Volery & Lord, 2000). As a result, the terms are often interchanged between distance learning, E-Learning and online learning (Moore, et al., 2010). ...
COVID 19 made a great impact on education system especially on the university education system globally. The purpose of this systematic review of published literature was to trace the history of university teaching and examine the effects of the COVID 19 pandemic on traditional teaching. Systematic review started with 720 articles and ended with the inclusion of 136 articles based on bibliometric search process. Important understandings generated are that educational methods are constantly evolving as what the ruling society values changes and when new technologies that can be used for teaching are invented. Conclusions were that this deadly pandemic overturned the traditional offline teaching and learning process and facilitated the introduction of emergency online educational platforms to be used for university teaching and student learning.
... Online learning, with its most common usage, is equated with the concept of distance education. The inability of field experts to agree on a common definition for the concepts of e-learning, online learning or distance learning can be considered as one of the important factors affecting this situation (Lowenthal & Wilson, 2010). However, while distance learning that emerged in the 1700s is a form of education, online learning, which dates back to the 1980s (Harasim, 2000), is expressed as a learning program that can be accessed via a computer and created with other supportive learning tools or resources (Carliner, 2004). ...
The aim of this research is to examine the self-leadership and leisure management of the students of the Faculty of Sports Sciences in the online education process. The sample group of the research is formed from the students studying in different departments of Afyon Kocatepe University, Faculty of Sports Sciences, in the 2020-2021 academic year, a total of 195 students, including 97 female and 98 male. As a data collection tool, "Self-Leadership Scale", "Leisure Management Scale" and "Personal Information Form" consisting of demographic variables were used in the research. In the data analysis, descriptive statistical methods, t test from independent samples, and one-way Variance Analysis (ANOVA) were used. In addition, Exploratory Factor Analysis (EFA) was used to determine the subdimensions of the relevant scales and correlation analysis to determine the relationship between the scales. In line with the findings of the study, it was determined that the self-leadership levels of the students of the Faculty of Sports Sciences during the online education process were close to perfect, and the levels of leisure management were close to good. In some subdimensions of the relevant scales; a significant difference according to gender, age and department variables has been found. A low-level meaningful relationship between self-leadership and leisure management has also been found. As a result of the research, it was determined that the Faculty of Sports Sciences students with formal education experience had a better level of self-leadership and leisure management than the students who participated directly in the educational process online.
... («Reflections on the 2008 AECT Definitions of the Field», 2008) e "la teoria e la pratica di progettazione, sviluppo, utilizzo, gestione e valutazione dei processi e delle risorse per l'apprendimento". (Al Januszewski & Molenda, s.d.)(Garrison & Anderson, 2003) (Lowenthal & Wilson, 2010). ...
Le prime notizie ufficiali su una “Polmonite di causa sconosciuta” il WHO le ha date il 5 Gennaio 2020, “Pneumonia of unknown cause – China Disease outbreak news 5 January 2020”, che poi sarà identificata come COVID-19, malattia provocata dal nuovo virus SARS-CoV-2.
Il mondo della scuola è stato duramente colpito, con l’improvviso passaggio a quella che in Italia è stata definita “didattica a distanza” (DAD), in cui allo spazio fisico (aule, laboratori, palestre, ecc…) uno spazio virtuale, cambiando la socialità da quella in presenza così importante per lo sviluppo e l’apprendimento, ad una virtuale, in cui comunemente si pensa che i ragazzi siano abituati con l’uso di social e di programmi di messaggistica istantanea, ma in realtà la DAD è stata ed è un trauma che ha colto tutti impreparati non solo tecnicamente, ma soprattutto emozionalmente, socialmente.
La pandemia è ancora in corso con la cosiddetta “seconda ondata”, che ha comunque colto impreparati, mentre a marzo l’impreparazione poteva essere comprensibile, la mancata messa in atto di provvedimenti per affrontare una prevedibile seconda ondata ha di fatto imposto a tutti gli stati nuovi lockdown, con un nuovo trauma, un nuovo confinamento, che unito all’esperienza della prima, potrebbe ulteriormente aumentare i disagi psicologici.
In questa tesi, affronterò gli aspetti psicosociali della popolazione generale degli adolescenti della scuola secondaria superiore, che sono stati impegnati nella didattica a distanza (DAD) durante il primo lockdown ( marzo maggio 2020) e di come la DAD possa essere un momento di ripensamento del sistema educativo della scuola secondaria superiore.
Tratterò del confinamento improvviso quale un trauma, dei principali disagi e disturbi che si sono manifestati, lo stato psicofisico con cui gli adolescenti hanno affrontato la didattica a distanza, come questa sia stata da un lato, percepita come opportunità e legame con il proprio microcosmo, e dall’altro sia stata un ulteriore causa di disagio.
La digitalizzazione della scuola italiana, con decennali sperimentazioni, è stata realizzata introducendo la tecnologia nei luoghi fisici dell’apprendimento, con la presenza fisica del docente e dei discenti, che interagiscono, si relazionano in presenza, non in un’aula virtuale, non con comunicazione mediata da una piattaforma tecnologica come nella DAD.
Nell’applicazione della DAD ha prevalso lo strumento, la tecnologia, è oramai comune fra i docenti ed i discenti, dire “faccio classroom”, riferendosi alla nota piattaforma di Google, per dire “svolgo la didattica a distanza”.
Agli alunni adolescenti i docenti (oltre le famiglie) possono dare sostegno (anche emotivo), possono esporre modelli di comportamento, possono esperire loro, entusiasmo, per far loro sviluppare atteggiamenti positivi verso l'apprendimento in generale, realizzare questo con l’apprendimento a distanza richiede uno sforzo maggiore, che è inevitabilmente ostacolato dal trauma del lockdown subito anche dai docenti, aumentando il rischio di burnout, e dalle famiglie, acuendo se presenti rapporti disfunzionali.
La pandemia, al di là della malattia e dei decessi, potrebbe essere un grande momento di verità sulla fragilità anche del sistema educativo e dello sviluppo armonioso degli adolescenti, di come sia necessario una preparazione adeguata per docenti e genitori/caregiver primari, ad affrontare disturbi e disagi, che oggi sono evidenti e macroscopici a causa della pandemia, identificata come un nuovo tipo di stressor ed un nuovo tipo di trauma, domani potrebbero ritornare sottotraccia, ma non scomparire.
L’opportunità che si presenta è come progettare e/o rafforzare, vari tipi di intervento psicologici e/o sociali e/o educativi, oltre alla preparazione verso disagio e disturbi degli adolescenti, da parte dei docenti e delle famiglie.
Analizzerò come la figura dello Psicologo Scolastico in Italia è limitata a interventi di ascolto, e come sarebbe opportuno un suo maggior coinvolgimento nella formazione dei docenti, dei discenti e delle famiglie, e come dovrebbe essere maggiormente coinvolto nella progettualità degli istituti scolastici di interventi educativi per la facilitazione di atteggiamenti positivi, migliorare la comunicazione, anche con interventi gruppali, interventi psicoeducativi e anche come Psicologo di Comunità.
Le istituzioni governative, centrali e locali, dovrebbero rivedere la loro programmazione economica sulla formazione dei docenti, sul sostegno alle famiglie, sul rafforzamento del ruolo dello Psicologo Scolastico.
La fragilità evidenziata dalla pandemia potrebbe inoltre portare come conseguenza una regressione cognitiva, affettiva e relazionale degli adolescenti, ma anche l’opportunità di sviluppare resilienza e strategie di coping adeguate.
Le criticità potrebbero essere trasformate in opportunità, progettando o rafforzando interventi psicosociali e formativi.
Le ricerche (psicologiche, psicosociali, statistiche ecc…) fonti della mia tesi, sono ovviamente, quasi tutte recentissime, tutte le riviste hanno predisposto hub dedicati al COVID-19, e sono in continua evoluzione e aggiornamento.
Altre fonti sono i documenti di varie organizzazioni, dal CENSIS al WHO all’OECD, ai documenti governativi italiani e non.
Personalmente ho vissuto la DAD, quale docente di un istituto professionale.
... The Association for Educational Communications and Technology (AECT) defined ET as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources" (Richey, 2008). It denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (Lowenthal & Wilson, 2010). As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. ...
Educational technology (ET) has established its hegemony in this post-COVID-19 era
of new normal. The prolonged closure of institutional education has pushed almost the whole
earth to accept this digital version of education even against their free will. Against this
backdrop, an analysis of reimaging the role of ET may help those people who still harbor
doubts and dwindling mindsets regarding ET adoption.
In this review besides giving a macro, meso, and micro level objectives of ET, the
authors question whether this digital shift was a completely new phenomenon or a natural
inheritance of wisdom through ages? How technical, philosophical, and pedagogical
inheritances are implied with the adoption of ET? Sense of inheritance generates confidence
and responsibility that helps easy operation and acceptance. This is no exception in the case of
ET and if this sense is established it could help its adoption among stakeholders.
The findings revealed strong signs of inheritance in all three domains- technological,
philosophical, and pedagogical- bearing a nascent beginning in the long past before Christ in
different ancient civilizations including India. It has changed its shape dramatically to reach
today's time of digital technology with the advent of the computer, communication, and
reification principles. But its sole objective is still the same that is to facilitate the teaching-learning process and easy accessibility of education. The implication is that this appraisal of
the inheritance will help the users to accept ET with more reliability and positive note that
will enhance their acceptability, usability, and functionality. This sense of a rich pedagogic
pedigree, the author hope, will enhance the efficacy and efficiency of the users.
Thereby, the author recommends creating this sense of inheritance among the
stakeholders of ET with proper information presented logically that might help to adopt it
with greater ease and confidence.
... Answers to these questions are elusive, due in part due to the recency of the LXD phenomenon. Rapid evolution is common in the field of LDT, but can present challenges in establishing common definitions and terminology (Lowenthal & Wilson, 2010;Moore et al., 2011;Volery & Lord, 2000). Furthermore, the field of LDT in some ways is defined by "imported" perspectives (McDonald & Yanchar, 2020) that link the field to outside disciplines. ...
Increasing interest in user experience design (UXD) in the field of learning design and technology (LDT) signals a growing recognition of the importance of the individual experience of using learning technologies to learning—the learner experience (LX). However, a need exists to better define and conceptualize the phenomenon of learning experience design (LXD). Imprecise, interchangeable, and reductive usage of terms and concepts related to LXD frustrates efforts to situate and connect the established traditions of our field with complimentary methods and processes external to LDT (e.g., UXD, human-computer interaction). To approach this need, we performed qualitative content analysis on a corpus of 15 chapters from a recently published edited volume focused specifically on LXD in the field of LDT. Our research questions focused on identifying key terms and concepts, exploring how chapter authors characterized LXD, and examining the perspectives that informed authors’ conceptions of LXD. We approached these questions using a rigorous, multi-phase inquiry process in which we conducted systematic, iterative open-coding. These coding efforts led to the emergence of a rich tapestry of terminology, methods, and concepts associated with LXD. Importantly, while book chapter authors drew from outside the field of LDT, the manner in which they intentionally located their work within established traditions of this field was particularly revealing. Grounded in the voices of these researchers and practitioners, we assert that LXD is a human-centric, theoretically-grounded, and socio-culturally sensitive approach to learning design, intended to propel learners towards identified learning goals, and informed by UXD methods. On the basis of this operational definition, directions for future research are proposed.
... Answers to these questions are elusive, due in part due to the recency of the LXD phenomenon. Rapid evolution is common in the field of LDT, but can present challenges in establishing common definitions and terminology (Lowenthal & Wilson, 2010;Moore et al., 2011;Volery & Lord, 2000). Furthermore, the field of LDT in some ways is defined by "imported" perspectives (McDonald & Yanchar, 2020) that link the field to outside disciplines. ...
Increasing interest in user experience design (UXD) in the field of learning design and technology (LDT) signals a growing recognition of the importance of the individual experience of using learning technologies to learning-the learner experience (LX). However, a need exists to better define and conceptualize the phenomenon of learning experience design (LXD). Imprecise, interchangeable, and reductive usage of terms and concepts related to LXD frustrates efforts to situate and connect the established traditions of our field with complimentary methods and processes external to LDT (e.g., UXD, human-computer interaction). To approach this need, we performed qualitative content analysis on a corpus of 15 chapters from a recently published edited volume focused specifically on LXD in the field of LDT. Our research questions focused on identifying key terms and concepts, exploring how chapter authors characterized LXD, and examining the perspectives that informed authors' conceptions of LXD. We approached these questions using a rigorous, multi-phase inquiry process in which we conducted systematic, iterative open-coding. These coding efforts led to the emergence of a rich tapestry of terminology, methods, and concepts associated with LXD. Importantly, while book chapter authors drew from outside the field of LDT, the manner in which they intentionally located their work within established traditions of this field was particularly revealing. Grounded in the voices of these researchers and practitioners, we assert that LXD is a human-centric, theoretically-grounded, and socio-culturally sensitive approach to learning design, intended to propel learners towards identified learning goals, and informed by UXD methods. On the basis of this operational definition, directions for future research are proposed.
... The results of the study revealed that there are different expectations and perceptions of learning environment labels: distance learning, e-learning, and online learning. As learning continues to evolve, practitioners and researchers have yet to agree on common definitions and terminologies for distance learning, e-learning, and online learning environments [2,3]. The following subsections provide a brief overview of these learning environments as discussed in the literature. ...
As a result of the ‘COVID-19’ pandemic, the urgent introduction of online distance education into the learning process has become an eminent change in the delivery of courses, requiring urgent decisions and effective mechanisms to implement into the educational process as well as the analysis of the current traditional teaching process. This paper presents the result of an online questionnaire survey conducted among instructors and undergraduate students of an institution in a developing country during the ‘Spring 2020’ and ‘Fall 2020’ semesters to explore their experience and feedback related to online education. Issues related to the logistics and infrastructure, interaction between instructors and students, communication problems, available policies and procedures, technical support, and other problems associated with online teaching/learning are presented. The data received from the survey respondents was analyzed and the analysis results has suggested that online education may be more effective for lecture-based courses but when studying scientific courses that requires problem solving, the priority should be given to traditional methods of teaching, particularly for courses that have lab components. Despite facing some challenges and difficulties, the responses received from students indicated that, in general, they are quite satisfied with online teaching and expressed their desire to continue offering courses using this mode of delivery even during normal times. Data analysis also showed that online teaching resulted in a slightly better-than-expected performance as compared to face-to-face lecturing and boosted student’s learning experience. Course instructors and students indicated that the reason for this better performance is due to the online availability of lecture notes and other learning material, including the recordings of lectures. This is in addition to the fact that online classes allow students to attend from anywhere and conveniently access course material anytime and anywhere. Students, however, have listed some concerns associated with online learning including the inadequate time provided for online exams and the unfair evaluation and assessment of students’ work. This is in addition to the technical problems frequently encountered during online classes and exams and the absence of an efficient technical support system and a clear policy related to this relatively new delivery method. The results also revealed that around 62% of the surveyed students indicated that blended learning, a combination of online learning and traditional face-to-face lecturing, can be useful and recommended using it in future course delivery. Instructors, on the other hand, indicated that, despite the several benefits of online learning, the engagement of students was minimal, and the online learning infrastructure and learning management system need to be improved. Finally, recommendations and lessons learned from the online learning experience are presented.
... Menurut Gatewood (2014), definisi yang jelas tentang sifat pendidikan jarak jauh tidak hanya penting untuk mengarahkan debat dan penelitian pedagogi yang bermakna tetapi juga bermanfaat bagi pemangku kepentingan, termasuk guru dan siswa. Namun, konsensus mengenai definisi dan terminologi dilapangan belum tercapai (Lowenthal & Wilson, 2010). Kurangnya konsensus ini telah dikaitkan dengan transformasi PJJ yang cepat, dari pendidikan melalui korespondensi dengan pembelajaran yang dimediasi teknologi, dan dengan cepat perkembangan teknologi pembelajaran dan bidang terkait (Moore, Dickson-Deane & Galyen, 2011). ...
Information communication technology (ICT) continues to increase human activities. Higher Education Institutions around the world have used this technology to enhance learning experiences and overcome geographic barriers in the creation and delivery of educational knowledge. In this context, online distance education (PJJ) has become popular in Higher Education as an educational process that can help them achieve international prestige as well as increase their student numbers through ICT-based learning. Including in the current Covid-19 pandemic era, the PJJ method is the only solution in this pandemic. However, the successful implementation of PJJ using ICT presents a number of challenges. This paper explores institutional, technological, cultural and learner challenges, the manifestation of which can vary from country to country using Checkland's Soft System Methodology (SSM) as a learning methodology. We present an empirical examination of the challenges of PJJ in the context of Saudi culture during the COVID-19 pandemic.
... The language used to describe a profession reflects the knowledge, skills, and capabilities of that profession (Lowenthal & Wilson, 2010). Almost three decades have passed since ASCA made an official statement supporting the change in title from guidance counselor to school counselor, yet confusion and division remain. ...
School counselors are one of the few professions that remain split on their professional title. We replicated a previous study to determine whether the results of the original study measuring the impact of language on perceptions of school counselors’ competency were replicable by surveying a sample of the general population. Participants who completed the surveys with the term “guidance counselor” were statistically less likely to believe that school counselors were able to perform the 25 tasks assessed on the survey. Results suggest that the title impacted participants’ perceptions of the competence of school counselors.
... Shifts in definitions and names for the field have accompanied changes in the conception of the scope of the field as well. These changes affect how external audiences view the field and eventually may confuse its practitioners (Lowenthal & Wilson, 2010). ...
... [2] It denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning". [3][4] [5] As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. Educational technology is the process of integrating technology into education in a positive manner that promotes a more diverse learning environment and a way for students to learn how to use technology as well as their common assignments. ...
... … the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. (2012, p. 5) Today practice in this area comes under different names, including e-learning and learning design, with related work in distance and online learning, media design, and workplace learning and performance support (Lowenthal and Wilson 2010;Reiser 2012). The interventionist tone of 'instruction' can be problematic, especially when translated into other languages and cultures where the word carries a connotation of heavily didactic teaching and pedagogical control. ...
How do people come to think of themselves as instructional designers? This is partly a matter of acquiring expertise, e.g., the knowledge and skill sets found in professional standards, e.g., those of IBSTPI or AECT. But identity also involves adoption of new professional roles and affiliation and active engagement with professional communities. IDT academic programs facilitate and sport student in their induction into the field, but not always in a systematic, intentional way. Indeed in today’s world, IDT professionals may identify with different fields and roles depending on situation and context. This article explores these issues and provides a conceptual framework for understanding how people take on new IDT identities and the role played by academic programs in that process. The framework consists of a set of guiding principles and processes, A set of recommendations is then offered for IDT academic programs to begin seeing professional identity as a learning outcome and supporting students along that important journey.
In this chapter, we reflect on transdisciplinary learning design through a collaborative autoethnography approach. We share our professional journey, detailing how we are climbing the ladder of design expertise that allowed us to move gradually from disciplinary to interdisciplinary and to transdisciplinary design practice. We also share two abbreviated design cases from our recent work to demonstrate how we are operating in the transdisciplinary learning space. We conclude this chapter with a call of action to learning design educators, practitioners, and scholars on the importance of synergies in learning design to push the boundaries of innovation.
From all indications, e-learning has become an essential part of higher education institutions around the world as a result of the response to the Covid-19 pandemic and the associated lockdowns. Despite this, there is a great deal of concern from various stakeholders regarding the quality of e-learning programmes. This is why monitoring and evaluation systems are so important to ensure the quality and standards of e-learning. However, ensuring quality in e-learning is a challenge, especially in under-developed areas, such as Africa, because of issues such as the high cost of required infrastructure, the technical expertise required for successful e-learning, and the ever-evolving nature of technology, a key component of e-learning. Based on a thorough review of the existing literature, the aim of this chapter is to analyse the challenge of maintaining quality assurance in e-learning and how it impacts learning experiences and curriculum development. Furthermore, strategies and processes of the e-learning system are discussed. In this chapter, it is concluded that African governments must invest in the necessary infrastructure and expertise in order to ensure successful e-learning, and to restore public confidence in its offerings.
This paper examined the level of usage of emerging technologies in the teaching and learning of Social Studies in secondary schools in Ogoja Education Zone of Cross River State, Nigeria. The paper maintained that teaching and learning are crucial in any educational endeavour, and Social Studies is an indispensable component of the school curriculum that requires the best, modern technological approach in its pedagogical process. The study was anchored on Bruner's theory of instruction and survey research design. The population comprised all Social Studies teachers in public secondary schools in Ogoja Education Zone of Cross River State. This amounted to 234 teachers and 1855 students in five local government education authorities (LGEA). Using stratified and simple random sampling technique, three LGEAs were selected from which 72 teachers and 282 students were chosen for the study. A structured and validated questionnaire was the major instrument for data collection. Data was analysed using simple percentages, mean and standard deviation. Result showed that only very few teachers and students were aware emerging technologies and the utilisation in the study area. The major challenge in the use of emerging technologies is unavailability and inaccessibility of resources to procure and operate the technologies. It was recommended that faculties and colleges of education should provide adequate teacher-education training to enhance teachers' capacity to use emerging technologies in schools.
The article focused on the educational technology instructor as a contributor to economic development. it based the discussion the the Human Capital Theory which opines that the youth of a country are the most important area of focus for workforce development.
This study aimed to investigate the perceptions of counseling psychologists and the general public regarding the proposed psychology and counseling-related bills in 2022. Specifically, the study examined their preferences for the name, scope, and tasks of psychology and counseling services. Data collected from 882 counseling psychologists affiliated with the Korean Counseling Psychological Association and 799 ordinary adults indicated that both groups preferred the terms “psychological counseling” and “psychological counselor” as the names for the service and the national certificate, respectively. Counseling psychologists recognized that marriage and family counseling, as well as art, play, and music therapies, could be included, while the general public believed that most fields other than religious counseling could be considered professional services. Both groups considered psychological counseling and treatment the most important task, followed by psychological testing and evaluation. Based on these findings, directions for reaching a consensus on the legislation was discussed.
Learning situations where learners take independent responsibility for what is learnt, with or without the assistance of others, can be described as self-directed learning (SDL). This therefore enables them to diagnose their learning needs, formulate their learning goals, and identify human and material resources useful for their learning. They also decide on their choice of appropriate learning strategies and evaluate learning outcomes that they can benefit from. Going by the above, SDL is a type of learning that is learner centred and as such, effectiveness of teaching learning is enhanced. Therefore, effective use of educational technology (Edtech) principles is very germane. This is because Edtech has contributed immensely to the teaching and learning of curriculum contents via electronic mediums and platforms using appropriate gadgets and tools. Consideration was done regarding its strengths and weaknesses, and the chapter concluded that effective use of Edtech in higher education could facilitate effective learning.
This mixed-method investigation proposes and empirically tests a human-Artificial Intelligence (AI) relationship development model in the context of social chatbots. Utilizing data from representative populations and employing method triangulation, the study uniquely combines existing human-computer interaction theoretical concepts (Computers are Social Actors, Perceived Social Presence, and Parasocial Interaction) with interpersonal relationship theories (Social Penetration and Attachment Theories) to advance an explanatory model of human – AI relationship development mechanism. We identify AI Anthropomorphism and AI Authenticity as antecedents, AI Social Interaction as a mediator, and Attachment to AI as an outcome of this process, moderated by the AI usage motivations. Meaningful theoretical, managerial, and societal implications, as well as suggestions for chatbot designers and future research are provided.
The educational/instructional technology field has used several names throughout its history in an effort to communicate the focus of teaching and scholarship in the field. This qualitative study explored the thought process of four faculty members whose programs adopted the name “Learning, Design, and Technology.” Findings indicate the meaning, order, and grouping of words was the subject of careful thought, with an overarching goal of communicating the values and identity of their programs and the wider field.
2020 yılı itibariyla çevrimiçi uzaktan eğitime ilgi ve talebin sürekli artarak devam ettiği görülmektedir. Çevrimiçi eğitimin zamandan ve mekândan bağımsız öğrenme ortamları sunması, gelişen teknoloji ile birlikte farklı öğrenme deneyimleri sağlaması gibi birçok etken bu artan ilginin sebepleri arasında gösterilebilir. Ayrıca yaşanan Covid-19 salgını bağlamında çevrimiçi eğitim veren kurumların ve bu kurumlarda öğrenim gören öğrenenlerin sayısındaki artışın sonucunda nitelikli çevrimiçi eğitim ihtiyacı sıkça gündeme gelmektedir. Kaliteli bir çevrimiçi eğitim verebilmek için öğrenen destek hizmetlerinde de niteliğin artırılması önem arz etmektedir. Bu bağlamda ilgili tez çalışmasının amacını; çevrimiçi eğitimde öğrenen destek hizmetlerinin kalite boyutlarını belirlemek ve bu boyutların ölçümünü sağlayacak bir ölçme aracı geliştirmek oluşturmaktadır. Çalışmada; amaca uygunluk açısından karma araştırma yöntemlerinden keşfedici sıralı desen seçilmiştir. Araştırmanın ilk bölümü olan nitel kısımda detaylı alanyazın taraması ve belge inceleme tekniği ile elde edilen dokümanlar, mevcut uygulamalar, alanyazına bireysel katkı sunanların çalışmaları taranarak içerik analizine tabi tutulmuştur. Bu sayede çevrimiçi eğitimde öğrenen desteğinin kalitesinin 5 alt boyutu ve alt kategoriler belirlenmiştir. Elde edilen kategori ve alt kategorilere yönelik alan uzmanlarının görüşleri ile birlikte 100 maddelik madde havuzu oluşturulmuştur. Araştırmanın nicel aşamasında kapsam geçerliğinden başlayarak pilot uygulama ve nihai uygulamalarla birlikte ölçek geliştirmeye yönelik istatistiki işlemler uygulanmıştır. Analizler sonucunda; 5 alt boyut ve 33 maddeden oluşan çevrimiçi eğitimde öğrenen destek hizmetleri kalite ölçeği (ÇEDKÖ) geçerli ve güvenilir bir ölçek olarak geliştirilmiştir. Çalışmanın sonucunda belirlenen çevrimiçi eğitimde öğrenen destek hizmetleri kalite boyutlarının alanyazına yeni bir çerçeve sunduğu görülmektedir. Çevrimiçi eğitim veren kurum ve kuruluşların mevcut yapılarını belirlenen çerçeveye göre yapılandırmaları tavsiye edilmektedir. Son olarak çalışma kapsamında geliştirilen ölçeğin uygulanması önerilmektedir.
This book contains the Proceeding of research papers presented at the 1st International
Conference of the IEEE Nigeria Computer Chapter (IEEEnigComputConf’16), held between Wednesday, 23rd November, 2016 and Saturday, 26th November, 2016 at the University of Ilorin, Ilorin, Kwara State, Nigeria.
The conference was organized by the IEEE Nigeria Computer Chapter (http://www.ieee.org/go/nigeriacomputerchapter) in collaboration with the Department of Computer Science, Faculty of Communication and Information Sciences, University of Ilorin. The Department of Computer Engineering, Faculty of Engineering and Technology of the same institution also served as a technical co-sponsor.
In all, a total of over sixty (60) papers were submitted as at the time of going to the press. Apart from Nigeria, submissions were received from such countries as Malaysia, South Africa and Pakistan. The papers were subjected to a referee process with respect to the actual content and the level of originality. The thirty eight (38) papers which appear in this Proceeding were those that substantially met the set acceptance criteria.
Images can improve learning and performance. However, research suggests that many online educators and instructional designers lack the knowledge, skills, and abilities to effectively create and use images when designing online courses and instructional materials. Given this problem, we conducted a qualitative content analysis of images used within 20 different college courses to better understand how images are used in online courses. After creating a new image categorization, we coded 232 images. Results found that while only 27% of images in online courses were educational, other types of images can still serve important roles in online courses. The results were used to create a new framework for image use in online learning. We conclude the paper with recommendations that can help online educators and instructional designers select images for the online courses they design and teach.
The aim of the study was to critically analyse teachers pedagogical approaches and how voice technology was used by students as a more knowledgeable other and the extent to which it affected students’ epistemic curiosity.
Using an exploratory ethnographic approach, Amazon’s Echo Dot voice technology was studied in lessons at Hillview School. Data was collected through participant observation, informal interviews and recordings of students’ interactions with ‘Alexa’. Students asked questions to Alexa in large numbers. Alexa was asked 87 questions during two lessons suggesting that Alexa was a digital more knowledgeable other. Types of questions asked to Alexa, such as ‘Can fish see water?’, were epistemic questions and suggestive of epistemic curiosity. Teachers used the Echo Dots infrequently and in a limited number of ways. Teachers relied upon a pedagogical approach and talk oriented around performance which overlooked students’ learning talk. The answer to why students might not be curious was not found. However, evidence to understand how and why they might appear not curious was revealed.
The study makes contributions to knowledge through the novel use of the Echo Dots to collect data and through a new data visualisation technique called ‘heatmaps’. The study contributes to knowledge by proposing three tentative notions that emerged inductively from the research: ‘performance-oriented talk’, ‘metricalisation’ and ‘regulativity’. The study aims to make a further contribution to knowledge by suggesting evidence of a ‘pedagogy of performance’. The study recommends ‘learning-oriented talk’ and development of Alexa ‘Skills’ as a way to disrupt the pedagogy of performance and as an area for further research.
This chapter highlights the need for greater semantic and conceptual clarity around the emerging phenomenon of learner experience (LX) that increasingly is gaining prominence in the field of learning design and technology (LDT). The increasing application of user-centered design (UCD) and user experience design (UXD) methods in learning design contexts signals a shift in LDT. Amidst this transition, loose usage of related terminology and concepts by LDT practitioners and researchers frustrates efforts to situate and connect established traditions of our field with UCD and UXD methods and processes. In this chapter, we seek to approach this need by analyzing the language that LX researchers use and how they characterize LX. To this end, we performed a content analysis of 15 book chapters from the recently published edited volume Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology (Schmidt et al., 2020b). Our aim was to explicate how the 50 contributing authors conceived of LX as evidenced by the definitions, characteristics, parameters, and contexts found in their book chapters. Analysis of key terminology provides insight into the lexicon of prominent nomenclature used by this segment of the LX discourse community. Discussion is provided regarding the character of LX as a human-centric, theoretically grounded, and socioculturally sensitive approach to learning design that is informed by user experience (UX) methods. Findings may serve as a signpost for future researchers toward better conceptually defining and operationalizing LX, as well as better locating LX within the theoretical foundations of LDT.
The background of the problem is whether online learning for physical education subjects in elementary school can run effectively, physical learning is dominant by doing a lot of movement activities that must be followed by students, considering that in physical education learning motion learning must also be followed by supporting tools in practice. The Covid 19 pandemic changes face-to-face learning processes into a network, all processes are carried out without face to face directly. This underlies this research to determine whether physical education learning during the pandemic can be effective in delivering material. The research method was descriptive qualitative in which to obtain the data used a survey tool via google form which was distributed to elementary school physical education teachers in Petarukan sub-district, the number of primary schools taken for the study was 23 elementary schools and the sample of teachers in filling out google form was 27 PJOK teachers. The results showed that online physical education learning runs effectively, the level of effectiveness is influenced by the availability of internet networks, the knowledge of teachers and students in operating the learning system online through applications provided in online learning (WhatsApp, google meet), and students have the communication tools used. in online learning.
Biology education research (BER) is a recently emerging field mainly focused on the learning and teaching of biology in postsecondary education. As BER continues to grow, exploring what goals, questions, and scholarship the field encompasses will provide an opportunity for the community to reflect on what new lines of inquiry could be pursued in the future. There have been top-down approaches at characterizing BER, such as aims and scope provided by professional societies or peer-reviewed journals, and literature analyses with evidence for current and historical research trends. However, there have not been previous attempts with a bottom-up approach at characterizing BER by directly surveying practitioners and scholars in the field. Here, we share survey results that asked participants at the Society for the Advancement of Biology Education Research (SABER) annual meeting what they perceive as current scholarship in BER as well as what areas of inquiry in the field that they would like to see pursued in the future. These survey responses provide us with information directly from BER practitioners and scholars, and we invite colleagues to reflect on how we can collectively and collaboratively continue to promote BER as a field.
Ce projet de recherche examine les pratiques des apprenants dans un espace pédagogique qui implique l’intégration des technologies de l’information et de la communication pour l’enseignement. Il s’agit en effet d’un environnement en ligne d’enseignement-apprentissage du français langue étrangère mis en place en tant qu’élément d’accompagnement de cours de FLE dans une université nigériane. Notre étude vient en réponse à un besoin institutionnel dans le cadre des pratiques de FLE en contexte universitaire au Nigéria. Il s’agit en effet, de trouver des moyens pour améliorer la capacité des apprenants inscrits en Français Lettres Modernes à acquérir des compétences leur permettant de mieux s’exprimer en français. Dans le cadre de cette recherche et afin d’essayer de répondre à ce besoin, nous avons conçu un environnement numérique de l’enseignement-apprentissage du français langue étrangère, basé sur Moodle. Une expérimentation a donc été menée auprès des étudiants. Pour ce faire, deux enquêtes ont été administrées auprès des utilisateurs, c’est-à-dire les étudiants de français inscrits en deuxième année de licence en Français Lettres Modernes : une au début de l’expérience et une après l’expérience. Une démarche d’observation a permis de vérifier leur utilisation de l’environnement en question ainsi que leur réaction par rapport à cette pratique numérique qui leur est nouvelle. Cette étude cherche à comprendre comment la mise en place d’un complément du cours, sous forme virtuelle, peut améliorer l’acquisition du français des étudiants universitaires du contexte de cette thèse, le Nigeria. Il est également question de voir si ce type de pratiques est compatible avec l’approche pédagogique qui est en pratique sur place. L’occasion d’avoir accès à une formation complémentaire de français, en plus de leur formation habituelle, permet aux étudiants d’acquérir des compétences dans la langue de leur formation. Ils pourront ainsi améliorer leur capacité à travailler avec efficacité et à être plus productifs dans leur discipline, Français Lettres Modernes. De plus, le fait d’avoir vécu l’expérience et d’être sensibilisés aux pratiques pédagogiques numériques, aussi bien dans un contexte formel que dans un contexte informel, les étudiants s’engagent désormais dans une démarche pour : améliorer leur acquisition du français grâce à l’accès au complément de cours ; renforcer leur engagement dans leur formation ; se doter de la motivation pour la gestion de problèmes ; améliorer leur autonomie en ce qui concerne la répartition des tâches entre les pairs en cas de travail collaboratif ; augmenter leur détermination pour réussir en se fixant des objectifs pédagogiques personnels en vue de maximiser l’opportunité d’acquérir toutes les compétences nécessaires pour bien s’exprimer en français et ainsi réussir ses études universitaires.
In Transnational Journal of Business-A reflective essay on the author's persistence during the COVID crisis as part of the DBA/HR Program at Northcentral University, USA.
Transnational Journal of Business, Fall Special Issue: 9-13.
In January 2019, a novel coronavirus (SARS-CoV2) emerged in Wuhan, China, starting COVID-19 epidemic outbreak of unknown etiology around the world. The World Health Organization (WHO) declared this outbreak a public health emergency of international concern on January 30, 2020 and announced it a pandemic on March 11, 2020 (World Health Organization, 2020a). This pandemic represents a massive impact on public health, causing sudden lifestyle changes, social distancing, shelter in place, and corresponding social and economic consequences. In this paper, the authors share the results of an exploratory survey of student experiences related to COVID-19 pandemic at a midwestern university in the United States.
This chapter will explore the process of scenario design. Scenario design is perhaps the most important yet difficult phase of implementing a simulation curriculum, regardless of whether that curriculum is delivered in a high-fidelity simulation center or via a mobile training session. Scenarios should be developed using educationally-sound practices, driven by a needs assessment and the learning objectives of the simulation. The choice of formative versus summative assessment will also be determined by the needs of the participants.
The international context and the fundamentally multidisciplinary nature of Technology Enhanced Learning (TEL) research raise problems of inter-comprehension between disciplines, between different languages through the filter of a common working language - English. Beyond problems with the translation of words, what is in question is a shared understanding of concepts. After a presentation of the main features of these problems, this paper presents the project of a dictionary of TEL research terms and expressions and describes its current state of realization.
Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.
DEVELOPING ADVANCED LITERACY IN FIRST AND SECOND LANGUAGES: MEANING WITH POWER. Mary J. Schleppegrell and M. Cecilia Colombi (Eds.). Mahwah, NJ: Erlbaum, 2002. Pp. x + 274. 29.95 paper.
This volume is an edited collection of essays that was based on a conference organized at the University of California, Davis in 2000. It consists of a preface and 13 chapters. The editors have managed to assemble a respectable and versatile group of contributors: Celce-Murcia, Baugh, Gee, García, Lemke, Martin, Christie, Merino and Hammond, Ramanathan, and Scarcella. These contributors, because of their varied backgrounds, guarantee a well-rounded account of literacy development from the viewpoints of functional linguistics, sociocultural theory, and SLA.
Educational technology seems to be suffering from an identity crisis. Many exciting things are happening in the field, but increasingly we educational technologists find ourselves on the sidelines in our own ballgame. People from other disciplines are taking an interest in educational technology, but they show little interest in our knowledge base (often even little awareness that it exists!) and little interest in our professional organizations and publications. Why is this happening? What can we do about it? To what extent might our mindset be the problem? What new directions do we need to pursue to improve the health and value of our field? These are the central issues which this article discusses.
The now-classic Metaphors We Live By changed our understanding of metaphor and its role in language and the mind. Metaphor, the authors explain, is a fundamental mechanism of mind, one that allows us to use what we know about our physical and social experience to provide understanding of countless other subjects. Because such metaphors structure our most basic understandings of our experience, they are "metaphors we live by"--metaphors that can shape our perceptions and actions without our ever noticing them.
In this updated edition of Lakoff and Johnson's influential book, the authors supply an afterword surveying how their theory of metaphor has developed within the cognitive sciences to become central to the contemporary understanding of how we think and how we express our thoughts in language.
Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. Learning architectures 11. Organizations 12. Education Epilogue.
John Hartley: Before Ongism: "To become what we want to be, we have to decide what we were" Orality & Literacy: The Technologization Of The Word Introduction Part 1: The orality of language 1. The literate mind and the oral past 2. Did you say 'oral literature'? Part 2: The modern discovery of primary oral cultures 1. Early awareness of oral tradition 2. The Homeric question 3. Milman Parry's discovery 4. Consequent and related work Part 3: Some psychodynamics of orality 1. Sounded word as power and action 2. You know what you can recall: mnemonics and formulas 3. Further characteristics of orally based thought and expression 4. Additive rather than subordinative 5. Aggregative rather than analytic 6. Redundant or 'copious' 7. Conservative or traditionalist 8. Close to the human lifeworld 9. Agonistically toned 10. Empathetic and participatory rather than objectively distanced 11. Homeostatic 12. Situational rather than abstract 13. Oral memorization 14. Verbomotor lifestyle 15. The noetic role of heroic 'heavy' figures and of the bizarre 16. The interiority of sound 17. Orality, community and the sacral 18. Words are not signs Part 4: Writing restructures consciousness 1. The new world of autonomous discourse 2. Plato, writing and computers 3. Writing is a technology 4. What is 'writing' or 'script'? 5. Many scripts but only one alphabet 6. The onset of literacy 7. From memory to written records 8. Some dynamics of textuality 9. Distance, precision, grapholects and magnavocabularies 10. Interactions: rhetoric and the places 11. Interactions: learned languages 12. Tenaciousness of orality Part 5: Print, space and closure 1. Hearing-dominance yields to sight-dominance 2. Space and meaning 3. Indexes 4. Books, contents and labels 5. Meaningful surface 6. Typographic space 7. More diffuse effects 8. Print and closure: intertextuality 9. Post-typography: electronics Part 6: Oral memory, the story line and characterization 1. The primacy of the story line 2. Narrative and oral cultures 3. Oral memory and the story line 4. Closure of plot: travelogue to detective story 5. The 'round' character, writing and print Part 7: Some theorems 1. Literary history 2. New Criticism and Formalism 3. Structuralism 4. Textualists and deconstructionists 5. Speech-act and reader-response theory 6. Social sciences, philosophy, biblical studies 7. Orality, writing and being human 8. 'Media' versus human communication 9. The inward turn: consciousness and the text John Hartley: After Ongism: The Evolution of Networked Intelligence
This is the 10th ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information
Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to
a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under
government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view
or opinions do not necessarily represent the official view or opinion of the NIE. - Ed.
Soviet psychologists' views of the relationship between psychology and Pavlovian psychophysiology (or the study of higher nervous activity, as it is referred to in the Soviet literature) has long been a matter of curiosity and concern in the United States. Not accidentally, it has also been a matter of concern and dispute within the USSR. The following is an excerpt from a work by one of the Soviet Union's most seminal psychological theorists on this issue. Written in the late 1920s, this essay remains a classic statement of Soviet psychology's commitment to both a historical, materialistic science of the mind and the study of the unique characteristics of human psychological processes.
Since it was introduced to the English-speaking world in 1962, Lev Vygotsky's Thought and Language has become recognized as a classic foundational work of cognitive science. Its 1962 English translation must certainly be considered one of the most important and influential books ever published by the MIT Press. In this highly original exploration of human mental development, Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought. In 1986, the MIT Press published a new edition of the original translation by Eugenia Hanfmann and Gertrude Vakar, edited by Vygotsky scholar Alex Kozulin, that restored the work's complete text and added materials to help readers better understand Vygotsky's thought. Kozulin also contributed an introductory essay that offered new insight into Vygotsky's life, intellectual milieu, and research methods. This expanded edition offers Vygotsky's text, Kozulin's essay, a subject index, and a new foreword by Kozulin that maps the ever-growing influence of Vygotsky's ideas.
Incluye bibliografía e índice
First publ.in French,Paris,Ed.de Minuit,1970,La Réproduction: éléments pour une théorie du système d'enseignement.Incl.bibl., index,app., glossaire
Stories pervade our daily lives, from human interest news items, to a business strategy described to a colleague, to daydreams between chores. Stories are what we use to make sense of the world. But how does this work? In Making Stories , the eminent psychologist Jerome Bruner examines this pervasive human habit and suggests new and deeper ways to think about how we use stories to make sense of lives and the great moral and psychological problems that animate them. Looking at legal cases and autobiography as well as literature, Bruner warns us not to be seduced by overly tidy stories and shows how doubt and double meaning can lie beneath the most seemingly simple case.
Table of Contents:
Preface
1. The Uses of the Story
2. The Legal and the Literary
3. The Narrative Creation of Self
4. So Why Narrative?
Notes
Index
Reviews of this book:
The best books have the capacity to change lives, sometimes by the sheer force of ideas communicated with felicity and grace. Bruner's short, compelling work Making Stories is just such a book. Bruner [makes] sharply visible what otherwise could be only indistinctly felt. He trains his searchlight on the complex and diverse uses not only of the conventional, easily recognized stories of myth and literature, but also of obscure stories, those found...buried within our culture, our institutions and ourselves.
--Los Angeles Times Book Review
The now-classic Metaphors We Live By changed our understanding of metaphor and its role in language and the mind. Metaphor, the authors explain, is a fundamental mechanism of mind, one that allows us to use what we know about our physical and social experience to provide understanding of countless other subjects. Because such metaphors structure our most basic understandings of our experience, they are "metaphors we live by"âmetaphors that can shape our perceptions and actions without our ever noticing them. In this updated edition of Lakoff and Johnson's influential book, the authors supply an afterword surveying how their theory of metaphor has developed within the cognitive sciences to become central to the contemporary understanding of how we think and how we express our thoughts in language.
Estudio de los factores culturales, históricos e institucionales que moldean el funcionamiento de la mente. El autor llega a formular los significados mediacionales, en especial el lenguaje, y cómo surgen en la historia social y organizan las bases de la socialización.
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Quinn, C. (2007, May 14). RE: What's in a name? [Electronic mailing list message]. Retrieved from http://
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ucdenver.edu
Reigeluth, C. M. (1989). Educational technology at the
crossroads: New mindsets and new
directions. Educational Technology Research and Development, 37(1), 67-80.
Online: http://www.iste.org/ Content Educational technology: A definition with commentary
ISTE Annual Report (2008). Online: http://www.iste.org/
Content/NavigationMenu/AboutISTE/
AnnualReports2/08_AnnualReport.pdf
Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. Mahwah, NJ:
Lawrence Erlbaum Associates.
Trends & issues in educational technology
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Instructional technology: A history
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