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25 Years of Ed Tech, 2020 By Martin Weller. Athabasca University Press.
lundi 9 août 2021 par Brenna Clarke Gray
Martin Weller’s 25 Years of Ed Tech is a necessary – and surprisingly fun! – review of the technologies, practices, pedagogies, and historical amnesias that have created (and plagued) the field of educational technologies for the last two and a half decades. In tracing the major technological (...)
Sequences of Change of University Trainers in Intersectoral Training on Digital Competence in Education
lundi 9 août 2021 par Florian Meyer, Clara Dyan-Charles, Caroline Pelletier, Guillaume Laporte, Félix Arguin
The ACTION training (Attestation des Compétences en Technopédagogie et en Intégration des Outils Numériques) was held in the fall of 2019. It was offered to university trainers and some of their Bachelor of Education students. This unique model was aimed at developing the digital competence of (...)
Pedagogical Design : Bridging Learning Theory and Learning Analytics
lundi 9 août 2021 par Seyyed Kazem Banihashem, Leah P. Macfadyen
Which learning analytics (LA) approach might be the best choice for your teaching and learning context? Learning analytics as a field of research and application seeks to collect, analyze, report, and interpret educational data with the goal of improving teaching and learning. But hasty (...)
Educational Technology Competency Framework : Defining a Community of Practice Across Canada
lundi 9 août 2021 par Lyn K. Sonnenberg, Arif Onan, Douglas Archibald
Post-secondary institutions need clarity regarding what their educational technology teams can offer. Educational technology is not simply a hammer that can be quickly utilized, but rather an instrument that needs to be tuned for each unique learning context. Using a modified Delphi approach, (...)
Boundary Crossing between Formal and Informal Learning Opportunities : A Pathway for Advancing e-Learning Sustainability
vendredi 28 mai 2021 par Kathlyn Bradshaw, Jennifer Lock, Gale Parchoma
In this article, third generation cultural historical activity theory (CHAT) (Engeström, 2011) will be the means for analyzing tensions and contradictions between formal and informal learning within a MOOC design. This article builds on previous work (Bradshaw, Parchoma & Lock, 2017) wherein (…)
MOOCs and Open Education in the Global South : A Review
vendredi 28 mai 2021 par Christopher Devers
This timely and eye-opening book from Ke Zhang, Curt Bonk, Tom Reeves, and Tom Reynolds, MOOCs and Open Education in the Global South (Zhang, Bonk, Reeves, & Reynolds, 2020), provides 28 chapters that describe the challenges, successes, and opportunities of MOOCs and open education from the (…)
Editorial
vendredi 28 mai 2021 par Martha Cleveland-Innes; Sawsen Lakhal
More than one year after the beginning of the Covid-19 pandemic, we release a delayed Issue #3, Fall 2020, of CJLT. As an education journal, we were not immune to the effects of the pandemic. Most authors and reviewers work in some sector of education, as does the editorial team of the journal. (…)
Teachers' TPACK Professional Kowledge Mastering : The case of computer simulation integration in Cameroonian technical education in electronics programs
vendredi 28 mai 2021 par Georges Modeste Dabove-Foueko, Raquel Becerril Ortega
This contribution proposes a classification of the status of mastery of professional knowledge activated in the teaching of a course using computer simulation. The assessment of knowledge domains carried out is based on the TPACK categorization of (Mishra and Koehler, 2006) and involves 40 high (…)
The Role of Video in the Flipped Language Classroom
vendredi 28 mai 2021 par Angelika Verch, Elke Nissen
Flipped classrooms have become a widespread form of teaching. Yet, there is no consensus on how to define flipped (language) learning. Several authors consider the use of videos that prepares in-class activities as an essential principle. The article presents a study which examined the actual (...)
Editorial
vendredi 28 mai 2021 par Martha Cleveland-Innes; Sawsen Lakhal
More than one year after the beginning of the Covid-19 pandemic, we release a delayed Issue #3, Fall 2020, of CJLT. As an education journal, we were not immune to the effects of the pandemic. Most authors and reviewers work in some sector of education, as does the editorial team of the journal. (…)
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