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Open Educational Practices Advocacy : The Instructional Designer Experience
lundi 6 avril 2020 par Michelle Harrison, Irwin DeVries
Instructional designers are in a unique position to provide leadership and support for advancement of new technologies and practices. There is a paucity of research on current and potential roles of Instructional designers in incorporating and advocating for open educational practices at their (...)
Differences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode
lundi 6 avril 2020 par Anne-Marie Lafortune, Sawsen Lakhal
As more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was (...)
Computational Thinking in Classrooms : A Study of a Professional Development for STEM Teachers in High Needs Schools
lundi 6 avril 2020 par Qing Li, Laila Richman, Sarah Haines, Scot McNary
This study explores the influence of a professional development (PD) model aiming to build teacher capacities for K-12 schools. It examines the impact of this PD on teachers’ learning of content and pedagogical knowledge related to computational thinking. It also investigates the lessons learned (…)
At the Edge of the Internet : Teaching Coding and Sustainability to Himalayan Girls
lundi 6 avril 2020 par Frances Garrett, Matt Price, Laila Strazds, Dawn Walker
This report introduces a two-week workshop on web coding and environmental sustainability at a school for girls in northeastern India. Our discussion of this teaching project reviews issues that shaped the project’s development, outlines resources required for implementation, and summarizes the (…)
Design of a Private Online Course on Hybrid Training for College Teaching Staff Based on the Universal Concept of Learning : Case Study and Practical Considerations
mercredi 11 mars 2020 par Nathalie Marceau, Sawsen Lakhal, Aude Séguin
Universal design for learning is used to design face-to-face and online courses, from elementary to graduate studies (Bergeron, Rousseau and Leclerc, 2011; Tremblay and Loiselle, 2016). However, the continuing education of the teaching staff of Quebec college education (teachers and pedagogical (…)
Validation of a Questionnaire Assessing Students’ Self-Directed and Collaborative Learning With and Without Technology in Canadian Middle School Classrooms
vendredi 4 octobre 2019 par Chantal Labonté, Veronica R. Smith
In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item (...)
Assessing Smart Glasses-based Foodservice Training : An Embodied Learning Theory Approach
vendredi 4 octobre 2019 par Jeffrey Clark, Philip G. Crandall, Robert Pellegrino, Jessica Shabatura
The present study evaluated simulated, hands on foodservice training delivered through smart glasses compared to passive, strictly video-based training. Handwashing performance variables, including frequency and efficacy, were measured along with post-training reactions. Participants in the (...)
Les déterminants technologiques de la persévérance des étudiants dans les cours à distance de niveau collégial : Les modalités de cours jouent-elles un rôle ?
lundi 23 septembre 2019 par Sawsen Lakhal
L’objectif de cette étude est d’identifier et d’analyser les déterminants technologiques de la persévérance dans les cours à distance de niveau collégial (n=61), issus du modèle Unified theory of acceptance and use of technology (UTAUT). Les résultats des analyses par équations structurelles (…)
Le développement de compétences numériques dans des environnements d'apprentissage riches en technologies
lundi 23 septembre 2019 par Caitlin Furlong, Michel Léger, Viktor Freiman
Au 21e siècle, l'acquisition de compétences numériques est importante afin de rester à jour avec les avancements technologiques qui affectent la vie quotidienne. Cherchant à mieux comprendre l'acquisition des compétences numériques, ce projet de recherche vise les environnements d’apprentissage (…)
From Studio Practice to Online Design Education : Can We Teach Design Online ? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?
vendredi 19 avril 2019 par Katja Fleischmann
Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide (...)
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