Digital Pedagogy

Science is a body of knowledge that explains the phenomena of our world through observations and experimentation. Many nations have developed because of the attention they give, and the investment they put into science education. However, globally, students’ interest in science tends to wane and so is a drop in their numbers as they transition from elementary to secondary schools. Many factors were associated with the cause in the drop of students’ numbers and interest. Since observations and experiments are the fundamentals in science teaching, we propose the use of YouTube STEM videos as effective learning resources for the teaching of science in high schools. This approach could potentially help to bridge the gap between theory and practice and likewise help to reverse the perception about science. For instance, YouTube STEM videos could motivate students, especially those in the underprivileged schools that lack the basic science resources to take up science programs. The study ...

The article aims to address explicit lessons from a multi-disciplinarily area-based learning from three undergraduated-academic programs including the subject of architectural history/cultural heritage, of story-telling techniques in mass communication, and of digital content creation. Located at Talad Plu, Bangkok, the learning process has been conducted via a couple of actual activities by employing both physical and non-physical heritage settings to elevate cultural tourism contents. From January to April 2021, the emerged-learning platform based on participatory process portrays on 1) site survey and cultural values’ identification, 2) creative contents in promoting community tourism such as the architectural-based augmented reality items and the website to dwell historical and cultural contents and 3) the platform transmission to a local community network. The program outputs display some valuable buildings and generate a list of creative online contents Eventually, the outcomes have vividly reflected the learning achievement, which are further beyond the course anticipation.

In this episode we look at two different types of online learning environments: a centralised Learning Management System (LMS) and free, open access social media. We discuss the benefits of each and highlight some important issues that need to be considered when using each of them.

In the latter half of the 1990s the digital
image became prevalent, easy to manipulate, and consequently, easy to recontextualize,
meaning that now just about any image is available to any computer user for any occasion. To use Bolter's terminology, the "interpenetration" of textual and pictorial space in digital environments, especially on the Web, has increased
markedly, so that the predominance of the digital image now rivals that of the digital word. Indeed, a number of thinkers have noted the digital image's ascendancy in communicating
information via the computer. But how are we to think about, to analyze the rhetorical dimensions of these images? This essay focuses on using classical rhetoric 'as a way of
thinking about the persuasive power of computer-based images.

The article is devoted to the analysis of youth civic education, civic engagement, and civic competence in international and national contexts. Over the last decades these themes have acquired importance in research, policy and practice in many parts of the world, including the EU and Ukraine. Citizenship, citizen, civic virtues, civic culture, civic competence are singled out by the authors as the key concepts of the discussed phenomena. Civic competence is defined as a path for a person to be included into a certain political or social community; it is the knowledge and exercising of the rights and duties of this community; it is a civic self-identification and a quality of a personality that necessitates his/her active participation in political or public life and characterizes his/her community involvement; it is a moral value that is based on the sense of patriotism, respect for human rights, sense of duty, responsibility, tolerance, solidarity. The genesis and the formation of...

Web 2.0 tools can be useful for any situation where discussion and content sharing is desired, and where accessing current information in certain topic areas can be advantageous for learning. This case study examines how and why Lubna Alam from the University of Canberra used the Moodle Learning Management System (LMS) as a central hub that both provided her students with easy access to the class blogs, wiki and Twitter, and a place where information from the different technologies was amalgamated. The integration of web 2.0 technologies into the learning process is examined, highlighting how this can improve student engagement, communication and collaboration.

"Migration and Mobility in the Viking Age: Global Perspectives" is an intensive six-week summer course that fulfills the second part of UC Berkeley's "Reading and Composition" requirement for lower-level undergraduates. Rooted in pedagogical practices of creating authentic learning experiences for students, the course is designed to appeal to undergraduate students across a wide variety of disciplines in order to teach them college-level academic writing. The course design uses digital technologies in the classroom and historical perspectives of the Viking Age to encourage students to think critically about human migrations, both historical and modern, and to apply issues related to cross-cultural interactions, such as race, gender, religion, and agency, to their world today. This syllabus has been slightly revised from the most recently taught version of this course, in Summer 2017.

Each author acknowledges that fabrication of data is an egregious departure from the expected norms of scientific conduct, as is the selective reporting of data with the intent to mislead or deceive, as well as the theft of data or research results from others. By acknowledging these facts each author takes personal responsibility for the accuracy, credibility and authenticity of research results described in their manuscripts. All the articles are published in author's edition.

This is a document I created as a companion to my presentation at the AHA 2017 on my use of ArcGIS Story Maps as assignments in history courses.  It especially focuses on how I created the project A History of the World in 40 Objects (http://arcg.is/2aFeT95) with my Honors World History class at Auburn University.  This file includes technical instructions, assignment templates, and a rubric.

Using international case studies from art museums, this chapter examines how museum educators are integrating iPads in their programming to offer interactive learning opportunities for K-12 audiences. It argues for the importance of a digital pedagogy in museum education as well as the adoption of a new learning theory for the digital age, within a museum educator’s pedagogy. The chapter demonstrates how Siemens’ and Downes’ theory of connectivism can be applied to analyse and develop strategies that enable museum educators to embed the iPad in museum learning and support the development of General Capability and Visual Art specific skills. The strategies and challenges associated with imple- menting iPad technology in museum education are discussed within the context of the motivations and trends for digital education pedagogy, the shifting role of art museum education, and the role of the museum educator in the digital age. Findings demonstrate the applicability of connectivism in museum education and recommendations for museum educators to integrate iPads in their pedagogy.

In the digital era, institutions of vocational education and training (VET) have emerged as transformational and flexible development environments; consequently, it is important to develop digital professional learning opportunities for vocational teachers who need to meet the requirements of their working lives. More research regarding such opportunities is needed in order to find new tools for planning and conducting studies on continuing professional development and to achieve and maintain the versatile competences required in vocational teachers’ demanding careers. This study aims to fill a research gap regarding advanced competence-based professional development by investigating the process of digital open badge-driven learning in the context of professional teacher education (vocational teacher education). The research question considers how digital open badges structure the gamified competence-based learning process in the continuing professional development of vocational pre- and in-service teachers. Theoretically, this study draws attention to the motivational effects of digital badging, gamification and the competence-based approach. The research aimed to explore vocational teachers’ different ideas, views and experiences of the competence-based approach to professional development of digital pedagogical competences; it also sought to investigate the structure and process of digital open badge-driven learning. The data were collected from Finnish pre- and in-service vocational teachers (n=29) in 2016 via group online interviews (n=6) and via online questionnaires in 2017 (n=329). The study draws on descriptive mixed research methodologies: qualitative content analysis, constrained correspondence analysis (CCA) and phenomenography. All of these approaches provide researchers with deep conceptual understandings and opportunities to draw new concepts and derive implications for novel educational practices. Further, the latter two studies provide a strong underpinning for further research related to the descriptive quantitative methodology and CCA. 8 • Digital Open Badge-Driven Learning – Competence-based Professional Development for Vocational Teachers The aim of the first sub-study was to reveal what motivates students in the badge-driven learning process. The study focused on mapping students’ experiences of stimulating and supportive digital open badge-driven learning, ultimately determining motivational factors affecting the digital open badge-driven learning process. The findings present a multifaceted model of recognising competence and embracing gamified learning to encourage students’ achievement orientation and intrinsic motivation. In the second sub-study, we viewed the process from the perspective of guidance and scaffolding, asking how students experience scaffolding in badge-driven learning. The results indicate that a stage model of scaffolding and instructional badging holds value in structuring the badge-driven learning process. The third study aimed to identify students who were particularly motivated by digital open badge-driven learning. The research question sought to explore what triggers learning in the badge-driven process, with results indicating similarities and differences in experiences based on the achieved skill-set level and competence-development continuum for vocational teachers. The findings also suggest the value of applying gamification and digital badging in the professional development of both pre- and in-service teachers. Based on our findings, we propose digital open badge-driven learning triggered by flexible study options that include customising studies and learning new and up-to-date competences. The final and fourth study further describes vocational pre- and in-service teachers’ experiences of the competence-based approach in digital open badge-driven learning. By explaining different aspects of the phenomenon, the study employed both constrained correspondence analysis and phenomenography to deepen our existing knowledge of digital open badge-driven learning. The results describe the impact of the competence-based approach on teachers’ professional development during the digital open badge-driven learning process. Each of the four sub-studies contribute to answering the study’s overarching research question: how do digital open badges structure the gamified competence-based learning process in the continuing professional development of vocational pre- and in-service teachers? The primary results from the various sub-studies and theoretical approaches culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. The entity of digital open badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support. This study offers insights into the process structure and layered design for applying the competence-based approach, digital open badges and…

Like many of you, our last few months were jam-packed with learning new teaching tools, attending webinars, and designing online courses. It was and is still a time of societal and educational crisis that demands learning on-the-go. We are appreciative of the leap of faith that KPU faculty and administrators took in order to shift online and keep our commitment to our students. Three months later, it now seems that the crisis has passed its initial peak and we finally feel that we can spend some time beyond the immediate to consider the wider challenges and possibilities in moving online.

In the COVID-19 shift to online education, many teacher educators have sought out video conference technologies (such as Zoom) aiming to replicate traditional classrooms online. At face value, synchronous video appears to offer more immediate replicability of existing f2f synchronous teaching. However, moving pedagogically from one medium to another is not always a smooth transition. The COVID-19 situation has forced urgent transitions, and without adequate opportunities to design for a new medium, some instructors have struggled. We propose that Bruner's concept of folk pedago-gies is a useful theoretical position for understanding peda-gogical change in this new environment. We highlight issues and offer possible approaches and implications for teacher educators who deploy video conferencing technologies, using a rejuvenated view on folk pedagogies.

3  Abstract-Science is a body of knowledge that explains the phenomena of our world through observations and experimentation. Many nations have developed because of the attention they give, and the investment they put into science education. However, globally, students' interest in science tends to wane and so is a drop in their numbers as they transition from elementary to secondary schools. Many factors were associated with the cause in the drop of students' numbers and interest. Since observations and experiments are the fundamentals in science teaching, we propose the use of YouTube STEM videos as effective learning resources for the teaching of science in high schools. This approach could potentially help to bridge the gap between theory and practice and likewise help to reverse the perception about science. For instance, YouTube STEM videos could motivate students, especially those in the underprivileged schools that lack the basic science resources to take up science programs. The study reviewed previous studies and conducted an empirical study with selected Estonian high school teachers to have their perspectives and insights into using YouTube videos to teach STEM subjects. Interviews with open-ended questions were administered to participants to have their perspectives and insights on teaching STEM lessons with YouTube videos. Results show that all participating teachers find YouTube videos more interactive and effective for STEM teaching and learning. Hence, the increase in the frequency of its use in teaching.

While developing effective teamwork and collaboration skills are considered important to the learning process, many students find group work challenging and difficult. In this episode we explore how Internet technologies can improve the collaborative process within online teamwork, and offer some useful strategies for facilitation and assessment.

Knowing which technology to use for your online teaching can be difficult and sometimes overwhelming. This episode highlights issues you should keep in mind when making this decision. These include the importance of considering pedagogy before technology, the benefits of starting with something simple, and the need to provide adequate technical support and training for your students. To help you get started, it also includes links to a matrix guide, which outlines the educational application of different technologies in more detail.

In the digital era, institutions of vocational education and training (VET) have emerged as transformational and flexible development environments; consequently, it is important to develop digital professional learning opportunities for vocational teachers who need to meet the requirements of their working lives. More research regarding such opportunities is needed in order to find new tools for planning and conducting studies on continuing professional development and to achieve and maintain the versatile competences required in vocational teachers’ demanding careers. This study aims to fill a research gap regarding advanced competence-based professional development by investigating the process of digital open badge-driven learning in the context of professional teacher education (vocational teacher education). The research question considers how digital open badges structure the gamified competence-based learning process in the continuing professional development of vocational pre- and in-service teachers. Theoretically, this study draws attention to the motivational effects of digital badging, gamification and the competence-based approach.
The research aimed to explore vocational teachers’ different ideas, views and experiences of the competence-based approach to professional development of digital pedagogical competences; it also sought to investigate the structure and process of digital open badge-driven learning. The data were collected from Finnish pre- and in-service vocational teachers (n=29) in 2016 via group online interviews (n=6) and via online questionnaires in 2017 (n=329). The study draws on descriptive mixed research methodologies: qualitative content analysis, constrained correspondence analysis (CCA) and phenomenography. All of these approaches provide researchers with deep conceptual understandings and opportunities to draw new concepts and derive implications for novel educational practices. Further, the latter two studies provide a strong underpinning for further research related to the descriptive quantitative methodology and CCA.
8 • Digital Open Badge-Driven Learning – Competence-based Professional Development for Vocational Teachers
The aim of the first sub-study was to reveal what motivates students in the badge-driven learning process. The study focused on mapping students’ experiences of stimulating and supportive digital open badge-driven learning, ultimately determining motivational factors affecting the digital open badge-driven learning process. The findings present a multifaceted model of recognising competence and embracing gamified learning to encourage students’ achievement orientation and intrinsic motivation. In the second sub-study, we viewed the process from the perspective of guidance and scaffolding, asking how students experience scaffolding in badge-driven learning. The results indicate that a stage model of scaffolding and instructional badging holds value in structuring the badge-driven learning process. The third study aimed to identify students who were particularly motivated by digital open badge-driven learning. The research question sought to explore what triggers learning in the badge-driven process, with results indicating similarities and differences in experiences based on the achieved skill-set level and competence-development continuum for vocational teachers. The findings also suggest the value of applying gamification and digital badging in the professional development of both pre- and in-service teachers. Based on our findings, we propose digital open badge-driven learning triggered by flexible study options that include customising studies and learning new and up-to-date competences. The final and fourth study further describes vocational pre- and in-service teachers’ experiences of the competence-based approach in digital open badge-driven learning. By explaining different aspects of the phenomenon, the study employed both constrained correspondence analysis and phenomenography to deepen our existing knowledge of digital open badge-driven learning. The results describe the impact of the competence-based approach on teachers’ professional development during the digital open badge-driven learning process.
Each of the four sub-studies contribute to answering the study’s overarching research question: how do digital open badges structure the gamified competence-based learning process in the continuing professional development of vocational pre- and in-service teachers? The primary results from the various sub-studies and theoretical approaches culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. The entity of digital open badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support. This study offers insights into the process structure and layered design for applying the competence-based approach, digital open badges and gamification in professional development. Further, the process approach embodies the ideal of study path customisation and personalisation in order to meet teachers’ personal needs for their working lives.

Foreword

It is indeed timely for the Arab World English Journal (AWEJ) to dedicate a 2nd special edition to Computer-Assisted Language Learning (CALL) in July 2015.As guest editor it is my pleasure to present the Arab World English Journal 2nd special edition that is wholly devoted to CALL. The use of computers in language learning has come a long way. Technology has expanded its scope to the multifaceted domains of second language learning, requiring new knowledge and skills for those who wish to assimilate it into their professional practice or understand its impact on the language teacher and learner (Hubbard, 2009). However, the technological changes are so rapid that CALL knowledge and skills must be constantly revisited to stay abreast of the field.
Computer-Assisted Language Learning is recognized as an approach to language learning and teaching involving the active use of computers and technology.  Levy (1997:1) defines CALL briefly as "the search for and study of applications of the computer in language teaching and learning". Levy's definition is upheld by the vast majority of CALL practitioners. Chapelle ( 2001) linked the design and evaluation of CALL tasks to a set of principles derived primarily from the research base of the interactionist perspective of second language acquisition (SLA). Recent techniques in CALL reinforce more learner-centred, explorative approaches rather than traditional teacher-centred approaches. These include the rapidly growing field of online learning, computer-based assessment, teacher and learner training, and a number of emerging areas such as mobile language learning and virtual worlds. A key focus of CALL is to raise awareness of its models for language learning development. The systematic studies and understanding of the growing learning concepts can be valuable to both language learning and teaching development.
The collection of papers and research reports in the 2nd special edition covers a wide range of topics: such as the importance of cohesion in producing interactive and meaningful discourse in online discussion forums, the role of online tutorials designed for improving language proficiency in writing essays, taking advantage of the proliferation of texts or corpus in electronic forms for language teaching and learning purposes,  using a combination of e-learning and face-to-face learning (or blended learning) to design and pilot-test training programs for medical education in English , using  bibliographic research software programs in post graduate English courses for using online databases and indexes, using technology and learning resources in translation programs, using ICT tools, and the concept of using ICT in English Language Teaching, and using Digital literacy measurement tools for English-language users of the Web for the creation of interventions designed to overcome difference in digital skill levels. Each of the papers demonstrates the application of CALL in various pedagogical approaches and contexts of learning.
In the paper on the analysis of cohesive links and content, interactional quality and objective measures based on the conceptual framework of Nandi, the author underscores the analysis of cohesive links based on the discourse analysis technique and the discussions analysis based on content, and interactional quality based on the framework of Nandi (2009). The results of the analysis revealed that the discussions which are long and deep have more usage of cohesive links than surface discussions or replies.
The paper on the use of online tutorials for advancing English writing skills explores an online tutorial package specially designed for advanced level students to improve their proficiency in writing essays and investigates to what extent the technology-based online tutorial assist the tutors and the students in the teaching and learning process.
The paper on the availability and use of technology and learning resources in translation programs explored the availability and use of technology and learning resources in translation programs at Saudi universities. The data analysis shows that most participating students perceived there was a lack of translation labs, machine translations, translation software, print media, and audio and visual materials in general in universities. In addition, the findings showed a deficit in the utilization and adaption of technology and learning resources in translation programs.
The paper on the application of information and communication technology tools for English Language teaching in the context of Oman investigated facilitating the teaching and learning of listening, speaking, reading and writing skills. The article summarizes some of the merits and the demerits of the use of ICT tools, and the concept of using ICT in ELT based on the researcher’s review of recent studies and highlight findings on the effectiveness of the application of ICT tools on EFL (English as Foreign Language) writing performance of Omani EFL learners.
The paper on how learner corpora can be used in paperless classroom to promote ESL learners’ vocabulary skills looks at learner corpora and introduces methods for Malaysian English teachers to compile their students’ essays and utilize the corpus. The error analysis technique is used to identify students’ language errors and detect low frequency words and then generate lists for redrafting their essays.
The paper on testing web-based digital literacy assessment tools with Arabic speaking internet users focuses on digital literacy for using web resources effectively. The paper reports on observations of native Arabic speaker’s web searches, their Internet knowledge and their self-reported digital skill level. A quantitative regression analysis revealed that Internet knowledge is the best predictor of successful searches, although self-reported skill predicts search success. Implications for governments planning ICT development are further discussed in the paper.
The paper on the development and pilot testing of a blended learning program for medical education in English, reports on the design and pilot-testing of a training program. While the data showed that the program may be a useful starting point for future studies toward developing a revised program; the study commented that additional research would be necessary to determine the most effective type of training.
The paper on bibliographic research and data organization reports on a study conducted to investigate creating a bibliography efficiently and easily with a software package Zotero that also assist in the creation of personal databases. The paper concludes that there is an urgent needs to plan for technological tools in Algerian universities, and that presently students and teachers lack information literacy and readiness to use technology in classrooms.
Finally the paper on the educational gains derived through the use of mobile phone utilization in English Language Teaching (ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology, discusses impediments to learning while using mobile devices and methods of engaging students at pedagogical levels. The paper further explores how mobiles can be employed as language learning platforms, and presents results in support of the foundation of a multi-regional synopsis of mobile phone use in ELT. The paper highlights in particular the considerations necessary for effective future implementation of mobile learning technologies in Afro-Asian contexts, and points to areas for further research.

I am positive that this special 2nd edition of AWEJ on CALL will provide encouragement to the empirical base for CALL, and contribute meaningfully to a better understanding of current technology and computer based approaches in language learning and teaching, as well as enhance ways of working across institutions and regions leading to a community of practice.

Associate Professor Dr Beena Giridharan
Dean| Teaching and Learning
Curtin University
Malaysia


References:
Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing, and Research, Cambridge: Cambridge University Press.
Hubbard, P. (Ed.) (2009). Computer Assisted Language Learning: Vol 1 (Critical Concepts in Linguistics). London: Routledge.
Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press.

Lección Inaugural en Laura Isola (ed). Lecturas de siglo XX. Viaje, límite, umbral [ISBN 978-987-25945-4-1]. Buenos Aires, Cabiria, 2013, págs. 5-22 Cómo leemos 1 por Daniel Link UBA "Todo escritor, con el tiempo, llegará a parecerse a quienes lo mencionan" J.R.Wilcock

Digital transformation of the media ecology perceived as a paradigm shift has unleashed huge challenges for Public Service Broadcasting(PSB) worldwide with far reaching implications for its traditional mission of three-pronged Reithian aims to; educate, entertain and inform since its inception.

All broadcasters including subscription television channels are facing a decline with disappearing audience and revenue. The plight of PSB providers is relatively more critical due to financial dependencies on government grants, unprecedented competition from international television channels, emerging online video, live video streaming, IPTV and mobile television. 

This proposal paper investigates (1) the impact of digital technology and the new media on PSB, (2) its survival strategy for transformation into Public Service Media (PSM) and to reposition itself with an enlarged and dynamic future mission as a participatory and interactive media player, (3) how it solves the problem of reflecting an avalanche of user-generated-content created in the social media by massive younger audience while devising engaging plans to drive them back to the fold.

This case study aims to describe how a blog was used in one particular teaching context to promote peer- to-peer interaction, feedback and discussion. While the case study does examine one particular teaching application of a blog, the principles discussed can just as easily be applied to any teaching situation where the ability for individuals to chronologically record a learning process, collate different learning resources such
as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile.

Brief paper invited to elucidate the pandemic situation in Japan, teaching online, and how education may change after the pandemic. The author sees many current practices continuing in the form of increased blended learning and online innovations in daily life.

The paper introduces and discusses current developments in architectural discourse, design theory, digital design models and techniques and their relations to design pedagogy. The evolution of design knowledge in architectural theory and praxis is explicated and its implications for required changes in design education are presented. The theoretical influence of architectural concepts is presented through historical references in digital architecture. This structure of design concepts is proposed as a medium of design education. An experimental design studio on: 'Design as research: the exploration of digital architectural concepts' is presented as a pedagogical framework for educating the digital architect and a series of research and design programs carried out in an experimental design studio demonstrates this framework.

At the moment, it is difficult to define the borders of the academic field dedicated specifically to study of digital literature. The current research on the topic is scarce, heterogeneous and disintegrated. The thesis aimed to provide a unifying framework for this transdisciplinary area. First chapter offered the brief examination of the material; some suitable methodological tools have been listed in the second chapter, and followed by the proposition of theoretical framework in the third part. In the fourth chapter, several representative examples have been viewed from the prism of previously discussed ideas. Final chapter described the project that had been developed in accordance with the framework of this thesis.

English summary:

Multilingualism is a reality in South African classrooms. The Constitution of South Africa (Act 108 of 1996) and the national language policy recognize language rights and aims at supporting, promoting and developing the official languages. However, despite the advantages of mother tongue education, English is often chosen as language of learning and teaching at the cost of the African official languages. This study proposes the accommodation and promotion of multilingualism through blended learning.

Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with other forms of instruction such as online learning and teaching. Through a discussion of asynchronous and synchronous learning tools it was established that wikis would be used for this study. In terms of blended learning and learning theories the main emphasis in this study is on socio-constructivism as well as communal constructivism.

The empirical research in this study focused on the establishment and testing of a conceptual model for the accommodation and promotion of multilingualism through blended learning in the subject IT. The research took the form of a sequential embedded mixed methods design. Both quantitative and qualitative approaches were used. A questionnaire was used with IT teachers to investigate the language and blended learning context. This was followed up with qualitative research in the form of interviews aimed at provincial and national experts in terms of the subject IT and e-learning. Based on the literature and these two investigations, a conceptual model was developed. The conceptual model’s effectiveness was tested through a quasi-experimental study. A questionnaire was also completed by the respondents at the schools after the completion of the study. Through the testing of the effectiveness of the conceptual model it was found that multilingualism could successfully be accommodated and promoted through this conceptual model.



Afrikaans summary:

Meertaligheid is ’n werklikheid in Suid-Afrikaanse klaskamers. Die Grondwet van Suid-Afrika (Wet 108 van 1996) en die nasionale taalbeleid erken taalregte en het die ondersteuning, uitbreiding en ontwikkeling van die amptelike tale ten doel. Hierteenoor, ten spyte van die voordele van moedertaalonderwys, word Engels dikwels as taal van onderrig en leer gekies ten koste van die Afrikatale wat amptelike tale is. Hierdie studie stel die akkommodering en uitbreiding van meertaligheid deur gemengde leer voor.

Gemengde leer verwys na die mengsel van tradisionele onderrigmetodes, soos gesig-tot-gesig-onderrig, met ander vorme van onderrig soos aanlynonderrig en -leer. Deur ’n bespreking van asinchrone en sinchrone leertegnologie is bepaal dat wiki’s vir hierdie studie gebruik sal word. Met betrekking tot gemengde leer en leerteorieë was die fokus van hierdie studie op sosio-konstruktivisme sowel as gemeenskapskonstruktivisme.

Die empiriese navorsing van hierdie studie het op die daarstelling en toetsing van ’n konseptuele model vir die akkommodering en uitbreiding van meertaligheid deur gemengde leer in die vak IT gefokus. Die navorsing was in die vorm van ’n sekwensiële, insluitende gemengde metode ontwerp. Beide kwantitatiewe en kwalitatiewe benaderings is gevolg. ’n Vraelys is aan IT-onderwysers gestuur om die konteks in terme van taal en gemengde leer te bepaal. Dit is opgevolg deur kwalitatiewe navorsing in die vorm van onderhoude met die provinsiale en nasionele kenners van die vak IT en e-leer. Op grond van die literatuur en die twee ondersoeke is ’n konseptuele model ontwikkel. Die konseptuele model se effektiwiteit is gemeet deur middel van ’n kwasi-eksperimentele studie. ’n Vraelys is ook deur die respondente by die skole voltooi nadat die studie voltooi is. Daar is, na aanleiding van die toetsing van die effektiwiteit van die konseptuele model, bevind dat meertaligheid suksesvol deur die konseptuele model geakkommodeer en uitgebrei kan word.

Engaging students in online learning is critical for success. In this episode, we examine strategies for improving engagement and motivation in online learning environments. Issues such as effective facilitation, creating learning communities, strategies for motivating students, and encouraging and sustaining participation are discussed from a variety of viewpoints.

This case study aims to give you a basic understanding of the website Flickr, and how it was used to teach photography in a blended (face-to-face and online) class. It discusses the benefits of using an online community for submitting, organising and giving feedback on images, and the impact on student learning. Key issues surrounding pedagogic planning and teaching with Flickr that were encountered in this context of the case study will also be examined, highlighting the benefits and potential issues of adopting this approach.

A tutorial I created to explain the technical aspects of a digital mapping assignment I did with my students in my course on medieval travel.  It includes my methods for embedding Google Maps on a course website, allowing students to add tags to a map, and assembling multiple maps (from each week of the course) into a master map (for the full course).

The Association of Theological Schools is a membership organization of schools in the United States and Canada that conduct post-baccalaureate professional and academic degree programs to educate persons for the practice of ministry and advanced study of the theological disciplines. The Association's mission is to promote the improvement and enhancement of theological schools to the benefit of communities of faith and the broader public. The Commission on Accrediting of ATS accredits schools that are members of ATS and approves the degree programs they offer. .decades Aleshire briefly surveys the work of the Association and its member schools. related. to. race. and. ethnicity. since. the. middle. of. the. twentieth. century. and. calls. for. the. schools. to. take. a. distinctively. theological. approach. to. this work. After affirming the theological, educational, and regional virtues of.diversity,.Aleshire.calls.on.the.ecclesial.communities.represented.in.the.Association (mainline Protestant, evangelical Protestant, and Roman Catholic/ Orthodox).to.bring.their.distinctive.theological.insights.to.bear.on.the.challenges and benefits of diversity. Beginning with what has been.accomplished. during.the.past.decades,.theological.schools.should.provide.leadership.within.

Open Education explores the disruption of the traditional university as a result of the increasingly widespread provision of free online open education.

What for decades could only be dreamt of is now almost within reach: the widespread provision of free online education, regardless of a student’s geographic location, financial status or ability to access conventional institutions of learning. Yet for all the hype-cycle that has been entered into over MOOCs, TED Talks, Khan Academy, Wikiversity et al, many experiments with Open Education (OE) do not appear to be designed to challenge the becoming business of the university or alter Higher Education in any fundamental way. If anything, they seem more likely to lead to a two-tier system, in which those who can’t afford to pay (so much) to attend a traditional university, or belong to those groups who prefer not to move away from home (e.g. lower-income families), have to make do with a poor, online, second-rate alternative education produced by a global corporation.

CONTENTS
Preface/ 1 The University in the 21st Century/ 2 A Radically Different Model of Education and the University/ 3 The Educational Context/ 4 Open Education/ 5 Open Education Typologies/ 6 Towards a Philosophy of Open Education/ Conclusion: Diverse ‘disruption’/ Bibliography/Index

Typography has evolved from an environment that is mechanical, static and communication focused to one that is digital, dynamic and experienced focused. Yet we still use print derived terminology (such as x-height, counter, baseline, descender, ascender, kerning, leading, tracking, em, en, pica and points) to continually describe screen-based typography.It is no longer sufficient to continually adapt our print model for screen. Instead, it requires a complete review of how we approach, view and apply typographic knowledge.

How do we reconnect existing theoretical knowledge of typography with changing design applications across media? Exploration of this question resulted in a PhD research programme undertaken from 2002 to 2006 at Northumbria University. This research resulted in the development of a pedagogic framework that offers a new approach, structure and content for the teaching, understanding and application of typography in cross-media communication environments. The purpose of this framework is to provide guidance to graphic and multimedia design educators in the planning and delivery of typographic knowledge across different media.This paper will concentrate on introducing and describing the framework’s development, structure and content.

This case study examines the use of simple audio podcasts in a fully online distance education class, as part of the DUCKLING research project conducted by the Beyond Distance Research Alliance at the University of Leicester in the United Kingdom. It discusses the benefits of using podcasts as part of an integrated online learning strategy in a distance learning context, and gives an overview of how podcasts were used to introduce concepts, provide support for assignments, and to give students direct feedback on their work.