Integrating teaching and learning principles with IT infrastructure and policy

2010 ◽  
pp. 108-128
Author(s):  
Carmel McNaught
Keyword(s):  
Teaching And Learning ◽  
It Infrastructure ◽  
Learning Principles

scholarly journals The Indirect Spaced Repetition Concept

2020 ◽  
Vol 9 (2) ◽  
pp. 9-16
Author(s):  
L Lafleur ◽  
Keyword(s):  
Performance Feedback ◽  
Teaching And Learning ◽  
Word Knowledge ◽  
It Infrastructure ◽  
Form And Function ◽  
Balanced Approach ◽  
Post Test ◽  
Prototype Software ◽  
And Function ◽  
Spaced Repetition

The main goal of this research is to systemize, build, and test prototype software to demonstrate Indirect Spaced Repetition (ISR) as a viable concept for Second Language Vocabulary Acquisition (SLVA). ISR is designed around well-founded spaced repetition and SLVA principles. Most importantly, it is based on Nation’s (2001) recommendation to consider all three tiers of word knowledge (meaning, form, and function/use) and subsequent 18 aspects of word knowledge for a more balanced approach in teaching and learning vocabulary. ISR prototype software was achieved in the conceptual phase of the research. The resulting prototype flashcard software was given an in-depth trial for a period of 2 weeks by seven university students. Participants were given a post-project survey to evaluate ISR software (ISRS) under four categories: enjoyment, usefulness, usability, and general consideration. Post-test survey findings showed above-average satisfaction and consideration to use such software in the future. However, these findings also revealed that some areas could be further improved, such as addressing some hardware/software issues (e.g., IT infrastructure problematics and lag) and integrating gamification elements (e.g., performance feedback/reports).

scholarly journals Vocabulary Teaching and Learning Principles in Classroom Practices

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Nur Salina Ismail ◽  
Safawati Basirah Zaid ◽  
Misrah Hamisah Mohamed ◽  
Nurazan Mohd Rouyan
Keyword(s):  
Teaching And Learning ◽  
Classroom Practices ◽  
Learning Methods ◽  
Future Studies ◽  
Proficiency Level ◽  
Common Practices ◽  
Data Points ◽  
The Common ◽  
Learning Principles ◽  
Effective Teaching And Learning

Vocabulary teaching and learning principles assist in providing effective teaching and learning methods, in accordance with the learners’ proficiency level. However, studies that looked into the relevancy of those principles are rather limited. Thus, this study focuses on finding the common practices of vocabulary teaching and learning principles in the classroom. Interviews involving three experts were done to determine their vocabulary teaching and learning principles application in their teaching. Based on the data analysed using Atlas t.i, out of ten Vocabulary Teaching and Learning Principles, only eight were practiced by the participants. The findings revealed that these experts, even though practice the principles, the approaches were varied. Finally, the data points to the need for future studies on the importance of having good vocabulary instructions in teaching and learning vocabulary.

scholarly journals Cloud Computing and K-12 School IT Infrastructure in Western Canada: From Challenges to Opportunities

2018 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Peter Holowka
Keyword(s):  
Cloud Computing ◽  
School Districts ◽  
Teaching And Learning ◽  
Geographical Area ◽  
Transformation Model ◽  
School Level ◽  
Western Canada ◽  
It Infrastructure ◽  
K 12 ◽  
Computing Infrastructure

This paper is based on the findings of an exhaustive study of all 75 large K-12 districts in Canada's three western-most provinces: British Columbia, Alberta, and Saskatchewan.  This study encompassed over 1.1 million students and a geographical area of 2,258,483 square kilometers.  Facilitating teaching and learning activities for so many students across such a large territory, with diverse provincial regulations, is an impressive feat achieved by the information technology leaders of the K-12 school districts.  Multiple case study analysis, followed by correlation analysis, were used to explore the nature of IT infrastructure and cloud computing use in Western Canada.  A data transformation model mixed methods triangulation design methodology was used.  This paper discusses the strategies used in Western Canada to deliver educational technology resources through to students, teachers, parents, and district staff.  The findings of this study are that cloud computing is the primary IT infrastructure in Western Canadian K-12 education.  All school districts in the three provinces studied use cloud computing for some aspects of their infrastructure.  In instances where cloud computing infrastructure is not used, school-level LAN and server infrastructure is used.  In addition to being an alternative to cloud computing, the rare instances of school-level server use are either to supplement or complement a district’s centralized cloud computing infrastructure, with cloud computing infrastructure existing in parallel.

scholarly journals Applying Massively Multiplayer Online Games (MMOGs) in EFL Teaching

2019 ◽  
Author(s):  
Hazita Azman ◽  
Nurul Farhana Dollsaid
Keyword(s):  
Teaching And Learning ◽  
Role Playing ◽  
Online Games ◽  
Language Learner ◽  
Massively Multiplayer Online Games ◽  
Multiplayer Online Games ◽  
Role Playing Games ◽  
Learning Principles ◽  
Communication Behaviours ◽  
Massively Multiplayer

This article explores the use of massively multiplayer online games (MMOGs) as a type of serious games that have English as a Foreign Language (EFL) learning potentials. It highlights evidence from a case study which investigated the effects of role-playing in MMOGs on communication behaviours among EFL game players. Additionally, findings from the study elucidate the learning principles of good games that incorporate the dynamics of gaming which induce the language learner to be active generators of information, knowledge and language. Essentially the preliminary findings reported affirm the viability of online games as a potential tool for teaching and learning in the 4.0 era, which endeavours to engage the digital natives of the 21st century. The study thus claims that MMOGs in particular the massively multiplayer online role-playing games or MMORPGs can facilitate in providing contextualized and authentic language interaction opportunities in English between online multilingual speakers.

Adult Learning Principles as the Foundation for Innovative Technology Applications in Business and Higher Education Venues

2010 ◽  
pp. 136-152
Author(s):  
Judith Parker
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Innovative Technology ◽  
Global Business ◽  
Jack Mezirow ◽  
Use Of Technology ◽  
Technology Applications ◽  
Learning Principles

As Web 2.0 surfaces as the latest trendy phrase in education and technology discussions, it is imperative that instructors not get caught up in the glamour of the latest technology and loose sight of the required andragogical underpinnings necessary for effective and efficient teaching and learning. This chapter will begin by exploring the major theories and theorists in the field of adult education and the meshing of these theories with technology applications in higher education and global business venues. While Malcolm Knowles is credited with popularizing adult learning theory in the 1970’s, Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward over the past decades. Along with this progression in theory, the use of technology has escalated in popularity creating a need to frame its application in the foundational principles of adult education; an “Andragogy 2.0” focus is required. This chapter will expand on this theoretical base by offering short case studies that are linked to the theories as examples of innovative strategic approaches in the use of technology in adult teaching and learning.

scholarly journals Integrating andragogical philosophy with Indigenous teaching and learning

2020 ◽  
pp. 135050762097252
Author(s):  
Annette Gainsford ◽  
Michelle Evans
Keyword(s):  
Learning Environment ◽  
Business Education ◽  
Teaching And Learning ◽  
Indigenous Australian ◽  
Effective Learning ◽  
Business Acumen ◽  
Indigenous Entrepreneurs ◽  
Learning Principles ◽  
Evidence Based Model ◽  
Education Business

Recent Australian research has identified that the success of an Indigenous business greatly relies on the business acumen of its owner. Whilst business education offered through Business Schools is seemingly open to all, Indigenous Australian participation in these educational offerings have been low. In contrast the number of Indigenous businesses emerging in Australia over the past decade is building a demand for Indigenous specific business education offerings. The MURRA Indigenous Business Master Class at Melbourne Business School is such an example of an Indigenous business education program. We discuss how this program implements an andragogical philosophy into the Indigenous teaching and learning approach of business education to take into consideration an individual’s cultural and business knowledge to contextualise business learning. This paper identifies a framework of andragogy principles that contributes to the learning environment for Indigenous entrepreneurs. We identify four key learning principles and offer an evidence based model to progress business education. Through well designed Indigenous business education, business education can provide Indigenous entrepreneurs with an effective learning environment that integrates their cultural identity, highlights Indigenous knowledges and allows for the development of skills to support self-determination practices.

scholarly journals Perceived challenges towards Education 4.0 implementation among academicians: A preliminary analysis

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Yunita Awang ◽  
Azuraidah Taib ◽  
Nazuha Muda
Keyword(s):  
Teaching And Learning ◽  
Industrial Revolution ◽  
Future Research ◽  
It Infrastructure ◽  
Comprehensive University ◽  
Digital Platforms ◽  
Comprehensive Universities ◽  
Main Challenge ◽  
Learning Techniques ◽  
The Relationship

The Industrial Revolution caused major changes in the economy and advancement in technology. Specifically, IR4.0 stimulates the development of Education 4.0, in which the use of information, internet and technology become part of the teaching and learning process allowing students to learn at any time through digital platforms. Promoting for Education 4.0 involved challenges particularly constant changes in the teaching and learning techniques, and the facilities to cater to the technology demands. This study attempts to assess perceived challenges towards Education 4.0 implementation among the academicians at a comprehensive university and to explore the relationship between gender and perceived challenges among them. Based on purposive sampling, online questionnaires were distributed via google form to a population of 352 academicians in the selected comprehensive university. Data gathered from 127 responses were analysed using SPSS. The findings indicate the majority of the respondents perceived IT infrastructure as the main challenge, while the skills of individuals are the least challenges towards Education 4.0 implementation. However, there is no evidence of a significant association between gender and any of the perceived challenges items. Thus, regardless of male or female academicians, they have a similar perception of the challenges towards Education 4.0 implementation. The findings assist the Education 4.0 stakeholders to look into those perceived challenges and take necessary actions such as increasing budget allocation for IT facilities, as a support towards the success of Education 4.0 implementation. Future research may be undertaken to examine more specific infrastructure challenges in implementing education 4.0 at other comprehensive universities as well as at research universities and focused universities. Keywords: IR4.0, Education 4.0, Academicians, Challenges, Gender

scholarly journals Professional Training of Modern Engineer-Pedagogue in the Field of Food Technologies in the System of Competenсy Approach’s Pedagogical Categories

2018 ◽  
pp. 27-44
Author(s):  
Natalііa Volkova
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Professional Training ◽  
Education Institution ◽  
Educational Process ◽  
Professional Orientation ◽  
Knowledge Based ◽  
Educational Paradigm ◽  
Learning Principles ◽  
The Given

The presented publication substantiates the peculiarities of the proffesional training of modern engineer-pedagogues in the field of food technologies in the system of competenсy approach’s pedagogical categories. The benefits of this study are the regularities of the given process, analyzed by the author of the article. Moreover, the author has identified these regularities as the following: the correspondence of the learning process, the interconnection and interdependence of teaching and learning, the construction of the training’s content in accordance with the objectives, the provision of interdisciplinary connections between different educational subjects, the unity of education and upbringing. The problem of designing the content part of education is revealed and the main positions in methodological concepts are singled out in the article. It is also noted by the author of the article that the educational process in the higher education institution should be directed to fixed laws and principles. With regard to higher pedagogical education, some knowledge-based learning principles are defined in the article; the author noted that they form a certain system of initial requirements, the observance of which ensure the necessary effectiveness of the educational process. Accordingly, the main principles for the proffesional training of future engineer-pedagogies in the field of food technologies on the basis of a competency approach are defined by the author as: the principle of training’s professional orientation, the principle of scientificity, the principle of systemicity and consistency, the principle of directing the learning process on the personality of the learning’s subject, the principle of consciencity and creative activity of the person in the learning process. The requirements for the engineer-pedagogies of the XXI century are also quite widely presented in the article by the author. In the author’s opinion, these requirements’ condition is the transformation of the vector of pedagogical staff’s vocational training, based on a competence-oriented approach, involving the reorientation of the educational paradigm from a predominantly broadcast of knowledge to the formation of professionally relevant skills and competences for future engineer-pedagogies in the field of food technologies.

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