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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. (…)
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 (…)
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 (…)
Teaching with Sandbox Games : Minecraft, Game-Based Learning, and 21st Century Competencies
vendredi 28 mai 2021 par Cristyne Hébert, Jennifer Jenson
In this paper, we present the findings of a research study, working with 12 educators in a large urban school board in Ontario using Minecraft for 21st century competency development. We identify a number of pedagogical moves teachers made to support 21st century learning through communication (...)
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