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Descriptors:
Feedback (Response); Video Technology; Preservice Teachers; Microteaching; Educational Practices; Instructional Improvement; Teacher Improvement; Educational Methods; Vignettes; Educational Strategies; Lesson Plans; Material Development; Change Strategies; Praxis; Theory Practice Relationship

Abstract:
When teacher preparation is disconnected from classroom practice, preservice teachers are left to try to make this connection without the guidance and support of skilled mentors. Practicum or field experiences are essential for effective personnel preparation. Practicum experiences can provide situated learning for preservice teachers to "practice" newly acquired skills and apply new knowledge in real-life settings (Macy, Squires, & Barton, 2009). However, a fundamental disconnect often exists between what happens in early childhood field placements and what happens in college classrooms. Microteaching is one way to bridge this gap. The purpose of this article is to introduce microteach lessons as a powerful teaching tool for early childhood personnel preparation and to share the authors' experiences using microteach lessons within early childhood special education (ECSE) preservice training at the University of Illinois at Urbana-Champaign (UIUC). The authors begin with a vignette followed by a description of microteach lessons and a brief review of literature on the use of these lessons in personnel preparation. Then, they share information about how the use of microteach lessons evolved at UIUC and provide a detailed description of the steps they follow when incorporating these lessons during ECSE preservice personnel preparation. They conclude with implications for practice. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interdisciplinary Approach; Applied Linguistics; Journal Articles; Audiences; Biochemistry; Flow Charts; English for Special Purposes; Language Styles; Text Structure; Teaching Methods; Comparative Analysis; Second Language Instruction; Second Language Learning; Material Development

Abstract:
This article highlights aspects of an interdisciplinary (chemistry-applied linguistics) English for Specific Purposes (ESP) course- and materials-development project. The project was aimed at raising genre awareness among chemistry students and faculty, in addition to improving students' disciplinary reading and writing. As part of the project, full-length chemistry journal articles were analyzed. We describe select results of this analysis and the prominent role played by chemists in the process. Emphasis is placed on the organizational structure of chemistry journal articles, focusing on the Abstract, Introduction, Methods, Results, Discussion, and Conclusion (A-IMRDC) sections. Two predominant organizational patterns emerged from our analyses, specifically A-IMR[DC] and A-IM[R(DC)], with brackets signifying sections merged under one major heading. Move-analysis findings are converted into easy-to-interpret instructional tools labeled "move structures akin to flow charts" for two target audiences (chemistry students and faculty). The rhetorical structure of the chemistry journal article is then compared to journal articles published in biochemistry, an overlapping discipline. The article concludes with pedagogical implications and suggestions for ESP professionals engaged in genre analysis. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Program Descriptions; Number Concepts; Numbers; Number Systems; Instructional Materials; Material Development; Indigenous Populations; Elementary School Teachers; Instructional Design; Indigenous Personnel; American Indians; American Indian Languages; American Indian Education; Native Language; Ethnology; Mathematics

Abstract:
Results from a project conducted in Mexico are discussed, in which a group of 17 indigenous teachers analyzed the numeration systems of their first language. The main goal of the project is to develop resources that help teachers in supporting students' understanding of the systems. In the first phase of the project, the central organizing ideas of 14 numeration systems were specified. Each system belonged to a different Mesoamerican language. Three aspects of the systems were identified that would have to be accounted for in instructional design. They include using 20 as a multiplicative base. Examples are presented of the instructional resources that indigenous teachers could use to help their students understand the quantitative rationales of the systems. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Sciences; Conflict; Role Theory; Vignettes; Game Theory; Controversial Issues (Course Content); Design Requirements; Educational Games; Material Development; Change Strategies; Simulation; Peace; Learning Activities; Creative Activities

Abstract:
Attentiveness to and transparency about the methodological implications of the level of analysis selected for peace and conflict exercises constitute essential elements of good game design. The article explores the impact of level of analysis choices in the context of two key portions of exercises, scenario construction and role specification. It weighs the consequences of these choices in terms of the differing conclusions one can draw from exercises and potential pitfalls of careless choices. Finally, it argues that level of analysis considerations in game design parallels specific debates within segments of the social science literature, connections that are also explored in this article for their relevance to game design. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Plate Tectonics; Computer Uses in Education; Web Sites; Mass Media Role; Mass Media Use; Learning Activities; Science Activities; Global Approach; Earth Science; Science Course Improvement Projects; Instructional Design; Material Development; Educational Technology; Educational Equipment

Abstract:
The website "Earthlearningidea" was developed for the International Year of Planet Earth in 2007 and continues with one new activity per fortnight. Activities are devised to catch the attention of students and to enable them to enjoy the science of the Earth. Many activities require minimal equipment, for schools in developing countries, but there is plenty to enhance the teaching of topics such as plate tectonics where some apparatus is needed. An example of a complete activity illustrates the format. The latest uptake across the world is reviewed, including translations into eight languages. Readers are encouraged to take part themselves. (Contains 5 figures and 7 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Educational Resources; Program Implementation; Open Source Technology; Material Development; Change Strategies; Instructional Design

Abstract:
Digital text, changes in textbook adoptions, 1-to-1 computing, Common Core standards, the rise in digital learning objects and online curricula, the push for personalized learning--all of these and other factors are part of an ongoing drama in education today that puts the future of curriculum materials very much in play. But thanks to open educational resources (OER), districts do not have to sit on the sidelines as non-participants in the game. Schools all over the country are taking their curriculum in hand and using OER sources to create their own course materials. Open educational resources provide benefits beyond cost savings, including the ability to differentiate the learning experience. The author presents some essential elements of a successful OER implementation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Drama; Television; Programming (Broadcast); Material Development; English (Second Language); Second Language Learning; Second Language Instruction; Classification; Computational Linguistics; Interpersonal Communication; Discourse Analysis

Abstract:
Television shows, especially soap operas and sitcoms, are usually considered by English as a second language practitioners as a source of authentic spoken conversational materials presumably because they reflect the linguistic features of natural conversation. However, practitioners are faced with the dilemma of how to assess whether such conversational materials reflect the linguistic characteristics of natural ones. Previous classifications were based on practitioners' personal impressions and intuitions. The present study shows that this subjective approach is problematic and instead adopts a corpus-based register analysis tool to investigate the extent to which soap opera, compared to sitcom, reflects the linguistic representation of natural conversation. The tool is the multidimensional analysis developed by Biber (1988). Findings indicate that sitcom captures the linguistic features of natural conversation more than soap opera does. Implications for research, teaching, and teaching materials development are discussed. (Contains 6 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Instructional Materials; Material Development; Journal Writing; Diaries; Interviews; College Faculty; Graduate Students; Teaching Assistants; Graduate Study; Technology Integration; Handheld Devices; Educational Technology; Guidelines; College Instruction; Layout (Publications); Electronic Publishing; Computer Software; Programming Languages; Qualitative Research; Observation; Program Descriptions

Abstract:
This study explores how to make diverse learning/instructional materials compatible with e-readers when the instructor pioneered to adopt e-readers into a course of the graduate level. What problems did the instructor encounter when she used the e-readers as a major tool to deliver learning contents, such as the process of converting the traditional instructional materials into the adequate file formats compatible with e-readers? Was it easy or challenging? What converting tools should be used? What additional efforts were required? To shed light on appropriately adopting e-readers as a learning tool in the classroom, the authors conducted this study on making various instructional materials for those popular e-readers in the market, Kindle and iPad. The study focuses on the following three aspects: (1) the process of learning materials design and file conversion; (2) the efforts and time spent on design; and (3) the principles of digitalizing materials before conversion. This study concludes that it is challenging but feasible to make diverse learning materials compatible with e-readers integrated into a classroom setting given the current situation that instructors often use a variety of learning materials from different resources as indicated in this study. Importantly, the instructor and teaching assistants had tackled the big fundamental issue, the file conversion. However, through this study, some ideal converting tools were identified as a better solution. However, additional time and efforts were required from the instructor and teaching assistants. The results of this study indicate that to make the best use of e-reader, converting to specific formats, EPUB and AZW, is necessary as the critical initial step. However, it is evident that the diversity of layout in the original PDF file makes conversion work time-consuming. To shorten working time, some principles of digitalizing material before conversion are suggested as guidelines: (1) Principle 1: Change multicolumn layout to one-column layout; (2) Principle 2: Delete unnecessary header, footer and page number; (3) Principle 3: Save table and chart as graph; (4) Principle 4: Avoid paragraph and graph display side by side; and (5) Principle 5: Do not use PNG format graph (It will become the black background). (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Open Universities; Online Courses; Teacher Collaboration; Facilitators (Individuals); Teacher Role; Systems Approach; Student Needs; Learning Activities; Program Descriptions; Material Development; Instructional Materials; Faculty Development; College Faculty; Intellectual Disciplines; Web Based Instruction; Integrated Learning Systems; Instructional Design; Educational Technology; Blended Learning; College Instruction; Demonstrations (Educational); Teleconferencing; Audiovisual Communications; Multimedia Instruction; Synchronous Communication; Case Studies

Abstract:
The introduction of new online technologies in Higher Education brings many challenges for staff, not only in learning new functionality, but in deciding how to use tools in pedagogically effective ways. This case study describes an initiative at the Open University (UK), which set out to provide professional development in the use of an online synchronous tool. It focuses on the teaching potential in a number of different disciplines. The account describes the development of this resource, together with the perspectives of those engaged in producing it. We have illustrated a systematic approach to activity design inspired by threshold concepts and troublesome knowledge. We found that the demonstrators appreciated both the approach and the peer support available. The approach helped with identification of appropriate areas for intervention as well as in the design of activities and authentic use of tools. We suggest that the protocol adopted here is of great relevance to those adopting a blended approach, when deciding what tutor-student interventions should take place, and when. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Games; Simulation; Video Games; Computer Games; Computer Simulation; Computer Assisted Instruction; Educational Technology; Instructional Design; Thinking Skills; Lifelong Learning; Expertise; Literature Reviews; Selection Criteria; Design Requirements; Open Universities; Instructional Materials; Computer System Design; Computer Software; Material Development; Guidelines; Data Analysis

Abstract:
Multiuser immersive learning scenarios hold strong potential for lifelong learning as they can support the acquisition of higher order skills in an effective, efficient, and attractive way. Existing virtual worlds, game development platforms, and game engines only partly cater for the proliferation of such learning scenarios as they are often inadequately tuned for learning. First, this study aims to identify architectures that more effectively support the development of multiuser immersive learning scenarios. Second, this study takes up the challenge to define and assemble more flexible architectures that cater for fast and easy development, which will become important in the current period of economic breakdown. Third, this study describes how such architectures should enable research into guidelines for multiuser immersive learning scenario design and development. This study outlines a method for defining and setting up such architectures by using experts and existing literature. (Contains 2 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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