Your search found 256 results.

Descriptors:
Adult Education; Informal Education; Independent Study; Self Efficacy; Activities; Communities of Practice; Power Structure; Political Attitudes; Ideology; Activism; Teaching Models; Teaching Methods; Cooperative Learning; Participation; Open Source Technology; Educational Practices; Life Style; Quality of Life; Sharing Behavior; Skills

Abstract:
This study explored innovative alternative processes of living, learning, and knowledge sharing of a loosely knit community of anarchist, anticapitalist "Do-It-Yourself" (DIY) activists. Generated through participant observation and interviews, findings reinforced adult education theories--that adults can diagnose their own learning needs and carry out appropriate learning activities. Participants also critiqued prevailing educational practices, suggesting alternatives such as autonomy, choice, critical thinking, cooperative learning, and deconstructing hierarchy. In particularly promising findings, the DIY activists described radical alternative channels for knowledge sharing: piracy, skillshares, Internet/open source media, the streets, and zines. Employing older and newer technologies, and legal and illegal methods, these modalities embodied in powerful ways the participants' radical political commitments. The DIY activists also gave cause to reflect on the nature of cultural dialogism, community, and communities of practice as they struggled with the nature of their own identities, ideologies, and desires to broaden outreach beyond their immediate community. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Multimedia Instruction; Computer Software; Computer Simulation; Educational Games; Computer Assisted Instruction; Computer System Design; Program Descriptions; Class Activities; Learning Activities; Teaching Methods; Astronomy; Lesson Plans; Elementary School Curriculum; State Standards; Core Curriculum; Informal Education; Science Instruction; Open Source Technology; Electronic Learning; Instructional Design; Space Exploration; Space Sciences

Abstract:
Exploring the Solar System in the elementary school curriculum has traditionally involved activities, such as building scale models, to help students visualize the vastness of space and the relative size of the planets and their orbits. Today, numerous websites provide a wealth of information about the sun and the planets, combining text, photos, and graphics, and even interactive models. Some sites also include lesson plans and suggested classroom activities. Yet none of these resources allow for development of a lesson plan interactively, or offer tracking of student performance. Many lesson plans also have materials or space requirements that are impractical for some schools. SpaceSafari is an interactive multimedia software program for learning about the solar system that integrates information, exploration, and instruction. It employs a real-time 3D space for navigation, a module for learning about the planets, and an administrative interface for creating activities and tracking student progress. The design of the software resembles a first-person adventure game: a treasure hunt through the solar system in which the missions are created by the teacher. SpaceSafari was developed for both the formal (classroom) and informal (home) learning spaces, with a choice of input modes and display options. This integrated solution for teaching elementary Astronomy using personal computers poses an intriguing research question: "What is the impact of game mechanics, combined with an immersive, kinesthetic, 3D interface, on learning outcomes about the solar system?" (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Electronic Learning; Online Courses; Mass Instruction; Large Group Instruction; Educational Trends; Educational Policy; Educational Change; Influence of Technology; Open Source Technology; Web Based Instruction; Internet; College Instruction; Program Effectiveness

Abstract:
The Internet has disrupted or threatened to disrupt the traditional business models in many different areas, including publishing, record companies, retail sales, motion pictures, and advertising. One potential source of disruption for higher education is online learning, especially the recent focus on Massive Open Online Courses (MOOCs). Can MOOCs provide a less expensive substitute for face-to-face instruction, and will MOOCs represent such a major change in the learning process that they will be disruptive, eventually replacing traditional education methods? How should colleges and universities respond to online learning in general and MOOCs in particular? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Evaluation Methods; Mentors; Science Laboratories; Student Development; International Education; Summer Programs; Health Sciences; Science Careers; Disproportionate Representation; Minority Group Students; Student Research; Undergraduate Students; Student Attitudes; Program Effectiveness; Program Evaluation; Followup Studies; Student Surveys; Attitude Measures; Outcomes of Education; Outcome Measures; Integrated Learning Systems; Open Source Technology; Computer Uses in Education; Neurosciences; Federal Programs; STEM Education; Evaluation Criteria; Alignment (Education)

Abstract:
The Old Westbury Neuroscience International Research Program (OWNIP) encourages undergraduate students from health disparities populations and underrepresented minorities to pursue careers in basic science, biomedical, clinical, and behavioral health research fields. To evaluate this program, several measures were used tracked through an online learning management system (ModdleMentors and Angel), including: science related perceptions by students; student program assessments; laboratory performance of students evaluated by mentors; and (since 2011) student performance of weekly and biweekly online deliverables, a journal entry, and a research report. Herein we describe our more broad-based approach to program evaluations of this type, including the articulation of a full program model linking key program elements with priority outcomes, and the reporting of findings from the first and second cohort of students who participated in the summers of 2010 and 2011 and the tracking of students who have participated since the inception of the program in 1994. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Libraries; Research Libraries; Management Systems; Higher Education; Computer Software; Open Source Technology; Databases; Electronic Libraries; Web Sites

Abstract:
In 2010, after two previous unsuccessful attempts at electronic resources management system (ERMS) implementation, Texas A&M University (TAMU) Libraries set out once again to find an ERMS that would fit its needs. After surveying the field, TAMU Libraries selected the University of Notre Dame Hesburgh Libraries-developed, open-source ERMS, CORAL (Centralized Online Resources Acquisitions and Licensing). This article documents the selection, planning, and implementation of CORAL at the Texas A&M University Libraries as well as future plans for the system. (Contains 8 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Electronic Learning; Computer Assisted Instruction; Web 2.0 Technologies; Web Sites; Social Networks; Instructional Design; Computer Software; Computer Assisted Testing; Computer Mediated Communication; Integrated Learning Systems; Educational Assessment; Second Language Instruction; Second Language Learning; Intercultural Communication; Cooperative Learning; Scaffolding (Teaching Technique); Communities of Practice; Student Attitudes; Teacher Attitudes; College Instruction; Comparative Analysis; Chinese; Student Characteristics; Case Studies; Adult Education; French; Learner Engagement; Personal Autonomy; Interaction; Pronunciation Instruction; Program Development; Program Implementation; Teacher Education; Open Source Technology; Virtual Classrooms

Abstract:
Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic scholars, language teachers, students, and policymakers a better understanding of the importance and influence of e-learning in second language acquisition. Contents include: (1) A Wiki Platform for Language and Intercultural Communication (Minjie Xing, Bin Zou, and Dongshuo Wang); (2) Engendering Interaction, Collaboration, and Reflection in the Design of Online Assessment in Language Learning: A Reflection from the Course Designers (Yuping Wang and Nian-Shing Chen); (3) Practising Language Interaction via Social Networking Sites: The Expert Student's Perspective on Personalized Language Learning (Marina Orsini-Jones, Billy Brick, and Laura Pibworth); (4) Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy: Possibilities and Challenges (Ke Zhao); (5) Language Economy in Computer-Mediated Communication: Learner Autonomy in a Community of Practice (Jonathan R. White); (6) Facebook Comparison Research: Faculty and Student Perceptions of Social Media for Foreign Language Courses (Joseph M. Terantino); (7) Learner Engagement in Computer-Mediated Chinese Learning (Zhiyan Guo and Zhizhuo Guo); (8) Students in the New Millennium: How Much do We Know about Them? (Jianxiong Wu); (9) Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students (Eoin Jordan and Mark Coyle); (10) Developing and Implementing an Online Chinese Program: A Case Study (Mingyu Sun, Yea-Fen Chen, and Andrew Olson); (11) Design of Language Learning Software (Vehbi Turel and Peter McKenna); (12) Getting Smart about Split Attention (Rae Lynne Mancilla); (13) Computer-Based Perceptual Training as a Major Component of Adult Instruction in a Foreign Language (Charles S. Watson and James D. Miller); (14) e-Assessment for Learning: Gaining Insight in Language Learning with Online Assessment Environments (Jan Van Maele, Lut Baten, Ana Beaven, and Kamakshi Rajagopal); (15) The Use of VLE for Monitoring Independent Language Learning in Large Cohort Provision: The Case of French Studies at the University of Manchester (Catherine Franc and Annie Morton); and (16) Computer-Assisted Pronunciation Training and Assessment (CAPTA) Programs: Requirements, the Current State of Affairs, and Challenges for the Future (Chiharu Tsurutani). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
English (Second Language); Language Proficiency; Learning Experience; Linguistic Input; Open Source Technology; Lecture Method; Vocabulary Development; Courseware; College Students; Second Language Learning; Second Language Instruction; Pretests Posttests; Listening Comprehension; Teaching Methods; Foreign Countries

Abstract:
Open source lectures not only provide knowledge-seekers with convenient ways to obtain knowledge and information, they also serve as potential language learning resources that provide extensive language input and repeated exposure to vocabulary within specific topics or disciplines. This current study aims to examine the relationship between English proficiency, lecture comprehension, and the acquisition of vocabulary through viewing OpenCourseWare (OCW) lectures on the Internet. Data was drawn from a pool of 65 college-level students learning English as a foreign language. Three open source lectures were selected from OCW lectures at MIT and Yale University. The participants' English proficiency and general comprehension of the three lectures were measured through pre- and post-testing to examine the effects of the lectures on vocabulary acquisition. The results of the study indicate that the learners with better English proficiency and better content comprehension acquired more vocabulary from viewing OCW lectures. Overall, learners were satisfied with the learning experience provided by the OCW lectures and considered the OCW lectures to be beneficial for learning English. (Contains 9 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Video Technology; Multimedia Materials; Multimedia Instruction; Web Sites; Web Based Instruction; Navigation (Information Systems); Open Source Technology; Integrated Learning Systems; Second Language Instruction; College Students; College Instruction; Case Studies; Student Surveys; Qualitative Research; Statistical Analysis; Cultural Awareness; Preferences; Notetaking; Cognitive Processes; Difficulty Level; Introductory Courses; Advance Organizers; Writing Assignments; Portuguese

Abstract:
This study examines student preferences and behavior when navigating online multimedia modules dedicated to teaching cultural aspects associated with an L2, and the contribution of the online multimedia format of the modules to raising interest in these cultural topics. It focuses on student options regarding reading texts on the modules' main pages and/or in versions with glossary annotations, and it analyzes student preferences regarding the articulation of audio/video and writing assignments. Students enrolled in five sections of first-year Portuguese classes completed five modules as well as surveys expressing their preferences with regards to the navigation features. A qualitative and quantitative analysis of their replies showed that students prefer not to navigate away from main web pages of modules to read exclusively annotated versions of texts on separate web pages, and that students read both the texts on the main web pages and on the annotated versions when texts are more demanding. Students rely less on an annotated version when a video advance organizer is provided. The study also showed that when prompted to perform writing activities about audio or video, the majority of students take notes while listening to the audio or watching the video and prefer to ease cognitive load by replaying the audio/video files. Finally, student answers demonstrated that the multimedia format of the modules contributed to stimulating interest in the cultural topics studied. (Contains 6 tables and 13 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

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

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Credentials; Certification; Recognition (Achievement); Skill Analysis; Outcome Measures; Student Evaluation; Open Source Technology; Academic Achievement; Outcomes of Education; Educational Certificates; Portfolios (Background Materials); Electronic Publishing

Abstract:
As changing student demographics make it harder for today's learners to earn a four-year degree, educators are experimenting with smaller credentialing steps, such as digital badges. Mark Milliron, chancellor of Western Governors University Texas, advocates the creation of a "family of credentials," ranging from digital badges to certifications, that provide steppingstones for students to advance their education--all the way to advanced degrees in many cases--without forfeiting everything if they need to drop out. Secretary of Education Arne Duncan has hailed badges as "a game-changing strategy," particularly for veterans returning to civilian life with skills and accomplishments that do not appear on their resumes. While industry certifications are already highly valued in business, there is a lot more uncertainty about how digital badges will fit into the larger marketplace of credentials. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website