Effective Use of Personal Assistants for Students With Disabilities: Lessons Learned From the 2014 Accessible Geoscience Field Trip

2017 ◽  
Vol 65 (1) ◽  
pp. 72-80 ◽  
Author(s):  
Julie E. Hendricks ◽  
Christopher L. Atchison ◽  
Anthony D. Feig
Keyword(s):  
Students With Disabilities ◽  
Field Trip ◽  
Lessons Learned ◽  
Personal Assistants ◽  
Effective Use

Getting Started

2011 ◽  
pp. 54-69
Author(s):  
Maria Elena Corbeil ◽  
Joseph Rene Corbeil
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Lessons Learned ◽  
Student Survey ◽  
Course Content ◽  
Face To Face ◽  
Mobile Assisted Language Learning ◽  
Learning Programs ◽  
Materials Used ◽  
Effective Use

Podcasting is an excellent way to engage students and to supplement the instructional materials used in face-to-face and online courses and in Mobile-Assisted Language Learning programs. A well-produced weekly podcast can enhance course content, learning activities, and student-teacher interactions, while enabling students to take their learning materials with them wherever they go, thus reinforcing and supporting language acquisition. While there are many resources that delineate how to create a podcast, few address the instructional, technological, and production factors that must be considered for the effective use of podcasting in instruction. This chapter includes a brief review of the literature that addresses the use of podcasts in language learning programs, and offers a simple guide for creating your first podcast, lessons learned, and the results of a student survey on the use of podcasts.

Audience Response Systems

2006 ◽  
pp. 26-39 ◽  
Author(s):  
Eugene Judson ◽  
Daiyo Sawada
Keyword(s):  
Student Achievement ◽  
Lessons Learned ◽  
Integrated Systems ◽  
Audience Response ◽  
Audience Response Systems ◽  
History Of ◽  
Response Systems ◽  
The 1960S ◽  
Effective Use

Surprising to many is the knowledge that audience response systems have been in use since the 1960s. Reviewing the history of their use from the early hardwired systems to today’s computer-integrated systems provides the necessary scope to reflect on how they can best be used. Research shows that the systems have had consistent effects on motivation, and varying effects on student achievement over the years. The intent of this chapter is to consider lessons learned, consider the relation of technology and pedagogy, and to highlight elements of effective use. This chapter emphasizes the crucial role of pedagogy in determining whether audience response systems can lead to greater student achievement.

Comparison of Students Using Electronic Learning Website of the University of South Africa

2020 ◽  
Vol 10 (1) ◽  
pp. 24-35
Author(s):  
Motlhabane Jacobus Maboe
Keyword(s):  
Students With Disabilities ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Electronic Learning ◽  
Academic Activities ◽  
E Learning ◽  
Learning Platforms ◽  
Effective Use ◽  
The University

It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to complete certain tasks using the University of South Africa's learning management systems (LMS). The findings of the study indicate that the time taken by students with disabilities to finish tasks is much longer compared to the students without disabilities. The study established that well-developed e-learning platforms guarantee efficient and effective use by both students with and without disabilities. The study suggests that it is significant for all LMS stakeholders to be involved in the development of e-learning websites. This is to ensure that accessibility and usability of these websites are adhered to during the development of e-learning websites.

scholarly journals Experiencing the Macromarketing Dimensions of Sustainability: Lessons Learned From Field Trips to the Ultra Novel

2021 ◽  
pp. 027347532110498
Author(s):  
Anthony Samuel ◽  
Robert J. Thomas ◽  
Cathy McGouran ◽  
Gareth R. T. White
Keyword(s):  
Business Strategy ◽  
Field Trip ◽  
Field Trips ◽  
Lessons Learned ◽  
Postgraduate Students ◽  
Marketing Education ◽  
Student Focus ◽  
Stakeholder Interactions ◽  
Business And Management ◽  
Insight Into

This paper seeks to determine the value of field trips that help establish macromarketing and sustainability scholarship in mainstream business/marketing education. It explores the experiences of postgraduate marketing and business strategy students undertaking a field trip to the “World’s Greenest Football Club,” Forest Green Rovers. It responds to the call to establish the macromarketing viewpoint within business and management education and provides contemporary insight into the hitherto unexplored use of field trips for postgraduate students. Through student focus groups, the study identifies the importance of selecting field trip locations where the complex and interwoven interplay of meso, micro, and macro activities can be critically evaluated through multiple stakeholder interactions. In addition, it points to the value of students experiencing “ultra-novel” organizations and situations to motivate learning, stimulate critical debate, and thereby facilitate cognition of macromarketing systems and sustainability.

scholarly journals Exploring how teachers suggest informing designs for learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stefan Hrastinski
Keyword(s):  
Student Perceptions ◽  
Lessons Learned ◽  
Learning Theories ◽  
Limited Attention ◽  
Content Type ◽  
Daily Work ◽  
Use Of Resources ◽  
Design For Learning ◽  
Effective Use ◽  
Practical Implications

PurposeAn issue that has received limited attention is how teachers make informed decisions when designing learning activities, which makes effective use of resources and technologies. The aim of this paper is to explore how teachers suggest informing their designs for learning.Design/methodology/approachThe study is based on documentation from workshops where adult education teachers were encouraged to suggest how a design for learning can draw on what is known, how the design can be evaluated and how the design and lessons learned can be shared. The data was analyzed using thematic analysis.FindingsMost teachers did not explicitly suggest how to inform their designs for learning, although some suggested to draw on learning theories. The teachers were able to provide many examples of how their designs for learning could be evaluated based on student perceptions and assessment. They primarily suggested to discuss and share their designs and lessons learned at the school.Practical implicationsThe workshop format could be adapted and used in practice.Originality/valueRelatively little attention has been paid to how teachers inform their designs for learning. A key challenge for teachers is to understand design for learning as an informed practice, which could be integrated as part of their daily work.

scholarly journals Achieving Inclusive Field-based Education: Results and Recommendations from an Accessible Geoscience Field Trip

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Anthony D Feig ◽  
Christopher Atchison ◽  
Alison Stokes ◽  
Brett Gilley
Keyword(s):  
Students With Disabilities ◽  
Service Providers ◽  
Learning Experience ◽  
Sound Field ◽  
Field Trip ◽  
Field Trips ◽  
Educational Process ◽  
Learning Goals ◽  
Disability Service ◽  
Disability Service Providers

Learners with disabilities are often denied field-based learning experiences in naturalistic disciplines. Geology can present substantial barriers due to rugged terrain in difficult-to-reach locations. In 2014, a field trip was executed with the dual purpose of 1) designing inclusion in field learning and 2) demonstrating to college faculty an accessible field experience. Direct observations of participants on the trip, as well as pre- and post-trip focus groups, illuminate the student and faculty field learning experience. Geoscience faculty have little guidance or support in understanding what disability is, how to reconcile accommodation with field-geology learning goals, and they cited instances where disability service providers acted as gatekeepers. The net effect of these ontologies is to reduce faculty empathy with, and thus their ability to be inclusive of, students with disabilities in field settings. Recommendations for teachers include taking campus disability-services administrators on field trips, opening and maintaining communications with disability service providers, and designing pedagogically sound field trips that align as much as possible to principles of universal design. An advocacy approach is described, which focuses on the students and the educational process, instead of on institutional compliance. Finally, geoscience faculty should conceptualize disability service providers as accessibility service providers.

How to Build Effective “Edutainment” Experiences in MUVEs

2011 ◽  
pp. 115-133 ◽  
Author(s):  
Alberto Bucciero ◽  
Nicoletta Di Blas ◽  
Luca Mainetti ◽  
Paolo Paolini ◽  
Caterina Poggi
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Formal Education ◽  
Lessons Learned ◽  
European Countries ◽  
The Usa ◽  
Effective Use

This chapter is about how to make an effective use of MUVEs (Multi-Users Virtual Environments) in formal education. It draws on the authors’ experience with four different programs deployed since 2002 involving, so far, more than 9,000 students from 18 European countries including Israel and the USA. The chapter is intended as a set of “lessons learned” on all of the relevant aspects of this kind of enterprise, from design to implementation and actual deployment. It is therefore meant as a short “users” guide for building effective and engaging edutainment experiences in virtual worlds.

Strategies for a Sustainable Enterprise

2011 ◽  
pp. 1466-1494
Author(s):  
Michael Rosen ◽  
Tamar Krichevsky ◽  
Harsh Sharma
Keyword(s):  
Social Responsibility ◽  
Enterprise Architecture ◽  
Ad Hoc ◽  
Lessons Learned ◽  
It Infrastructure ◽  
Business Goals ◽  
Operational Capabilities ◽  
Sustainability Initiatives ◽  
Effective Use

Companies with successful environmental and sustainability programs recognize the need for these programs to be enterprise-wide. Ad-hoc efforts are difficult to scale, manage, repeat, or improve upon. Just like any enterprise-wide program, the issues and requirements of a sustainability initiative are complex and multidimensional. Processes, applications, infrastructure and operations must be aligned with the business goals and requirements. Underlying all of this is the fact that both greenness and sustainability require a robust and adaptable IT infrastructure. This chapter applies the lessons learned from effective use of enterprise architecture (EA) to sustainability initiatives. In particular, it focuses on facilitating the alignment of business visions encompassing financial, environmental, and social responsibility with processes and operational capabilities. Using an architectural approach leverages the key practices that are already in place in successful organizations to drive enterprise-wide sustainability efforts.

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