Informed Teaching and Learning Using Thought-Bubbles for Focusing Student Attention in Engineering Courses

Powerful learning tool or ‘cool factor’? Instructors’ perceptions of using film and video within teaching and learning

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v20i1.25093 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Elizabeth Marquis ◽

Cassia Wojcik ◽

Effie Lin ◽

Victoria McKinnon

Keyword(s):

Teaching And Learning ◽

Online Survey ◽

Future Research ◽

Process Data ◽

Learning Tool ◽

Pedagogical Tool ◽

Powerful Learning ◽

Film And Video ◽

Student Attention

This study builds upon previous research that explores the use of film and video in a pedagogical context by explicitly asking instructors about their attitudes towards and motivations for employing such texts in their teaching, as well as the challenges they face in the process. Data were gathered through an anonymous, online survey of instructors across disciplines at seven Ontario universities. Commonalities were found amongst participants in the purposes cited for using film and video as well as in the challenges that accompany use of this pedagogical tool. For example, instructors in four of our six Faculty groupings commonly noted drawing on film and video to engage student attention, and the two most frequently selected challenges in five of our six Faculty groupings were ‘technical difficulties screening films’ and ‘problems finding appropriate materials’. We consider the implications of these findings for teaching and learning and suggest areas for future research.

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Educational Technology and Its Contributions in Students’ Focus and Attention Regarding Augmented Reality Environments and the Use of Sensors

Journal of Educational Computing Research ◽

10.1177/0735633119854033 ◽

2019 ◽

Vol 57 (7) ◽

pp. 1832-1848 ◽

Cited By ~ 6

Author(s):

Andreia S. Bos ◽

Fabrício Herpich ◽

Igor Kuhn ◽

Renan L. M. Guarese ◽

Liane M. R. Tarouco ◽

...

Keyword(s):

Augmented Reality ◽

Cognitive Skills ◽

Teaching And Learning ◽

Important Variable ◽

Learning Technologies ◽

Traditional Teaching ◽

Educational Task ◽

User Attention ◽

Conventional Counterpart ◽

Student Attention

In the course of a teaching and learning process, different cognitive skills are required for a student. Attention is an important variable to be measured, since it plays a fundamental role in the accumulation of information with the stimulus of the learner’s memory in the course of the assimilation of knowledge. The purpose of this article is to demonstrate the influence of augmented reality (AR) used as a tool for educational content in student concentration when compared with the use of traditional teaching and learning technologies. User attention was monitored through an electroencephalography sensor while performing an educational task using either an AR or a traditional interface. This presented favorable results, since it was possible to identify an increase in student attention during the interaction with the AR application, as opposed to its conventional counterpart.

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Understanding How Students Learn: Preparing Students to Become Professionals

Perspectives on Issues in Higher Education ◽

10.1044/ihe12.1.16 ◽

2009 ◽

Vol 12 (1) ◽

pp. 16-23

Author(s):

Lizbeth Curme Stevens

Keyword(s):

Service Learning ◽

Teaching And Learning ◽

Communication Disorders ◽

Learning Opportunities ◽

Graduate Courses ◽

Speech Language Pathologists ◽

Community Partners ◽

Scholarship Of Teaching ◽

Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.61 ◽

2008 ◽

Vol 11 (2) ◽

pp. 61-66

Author(s):

Jennifer C. Friberg

Keyword(s):

Continuing Education ◽

Teaching And Learning ◽

Classroom Setting ◽

Educational Tool ◽

Instructional Tool ◽

Online Classroom ◽

Potential Applications ◽

Education Tool ◽

Professional Learners ◽

Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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