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Service
Digital Media in Teaching and its Added Value
von: David F. Conway, Stefanie Hillen, Melodee Landis, Mary T. Schlegelmilch, Peter Wolcott
Waxmann Verlag GmbH, 2015
ISBN: 9783830982876 , 236 Seiten
Format: PDF, OL
Kopierschutz: frei
Preis: 30,99 EUR
Buchtitel
1
Contents
5
Preface
7
The Value of Investigating Information Technology Applications for Teaching and Learning Purposes (David F. Conway, Melodee Landis, Stefanie A. Hillen, Mary T. Schlegelmilch and Peter Wolcott)
11
1. Overview on the Value of Investigating Information Technology Applications for Teaching and Learning Purposes
11
1.1 IT-Pedagogy in Education
11
1.2 Theoretical Frameworks
12
2. The Volume’s Discussions in Detail
13
2.1 Instruction in Higher Education
14
2.2 Education and Training
15
2.3 Globalization and Social Media
15
3. Challenges Made Visible, Preliminary Overarching Findings and Outlook
16
References
17
Adding Value with Constructivism – Using a Constructivist Model to Expand Teachers’ Uses of Digital Technology (Melodee Landis)
21
Abstract
21
1. Using a Constructivist Model to Expand Teachers’ Uses of Digital Technology
21
2. Procedure
22
3. The Model
23
4. The Study
24
5. Results
25
6. Conclusion
31
References
32
Towards a Contingency Theory of eLearning (Deepak Khazanchi, Bjørn Erik Munkvold and Aleksandra Lazareva)
35
Abstract
35
1. Background and Purpose
35
2. Theory Development
36
3. Discussion and an Illustration
42
4. Implications and Concluding Remarks
47
References
48
Collaborative Technologies and Digital Media in Teaching and Learning: Starting Small and Learning Along the Way (Jeanne L. Surface, Mary T. Schlegelmilch and Phyllis Adcock)
52
Abstract
52
1. Introduction – Starting Small
52
2. Purpose
53
3. Research Design
53
4. Challenges, Discoveries and Experiences Made
55
4.1 Jeanne’s Journey
55
4.2 Phyllis’s Journey
58
4.3 Mary’s Journey
61
5. Conclusions
65
Outlook
66
References
66
IT-Integrated Approaches in Everyday Teaching in Higher Education: Supporting Interaction and Communication in High Enrollment Classes (Stefanie A. Hillen)
67
Abstract
67
Introduction
67
1. Learning with IT-Tools: Theoretical Platform and Research Objective
68
2. Applied Tools and their Organizational and Educational Functions for Teaching and Learning
69
2.1 Baseline for Feedback and Formative Assessment
69
2.2 Tools Applied to Lectures, Seminars and Accompanying Learning Activities
70
3. Analysis on the ICT Integrated Course and Students Results
76
3.1 Descriptive Quantitative Results – Distribution and Correlation
76
3.2 Students’ Perceptions and Students’ Data
78
4. On the Educational Added Value of the IT Application and Requirements for Its Use
80
References
81
Information Technology for Development: Service Learning from Classroom to Community and Back Again (Peter Wolcott and R. J. Redden)
85
Abstract
85
1. Introduction
85
1.1 From Classroom
86
1.2 To Community
87
2. Methods and Techniques Applied
88
2.1 Agile Training
88
2.2 Pair Training
91
2.3 Parallel Tracks
91
2.4 Refocus on the User
92
2.5 The OODA Loop
92
2.6 Demonstrationless Training
93
3. Agile Training Process
94
4. Measuring Impact
94
5. And Back Again
96
6. Summary and Conclusions
97
References
98
Educating Programming Students for the Industry (Morten Goodwin, Christian Auby, Rune Andersen and Vera Barstad)
100
Abstract
100
1. Introduction
100
2. Motivation
101
2.1 Business Environments
101
2.2 Immediate Feedback
102
2.3 Peer Review
103
3. Design of Study
103
3.1 Prototype
104
3.2 Version Control
106
3.3 Build and Test Environment
106
3.4 Build Plan
107
3.5 Student Activities
108
3.6 Peer Review
109
4. Test Case – Basic Programming
110
4.1 Usage – Commits
110
4.2 Assignment and Feedback
111
5. Discussion
113
5.1 Typical Student Mistakes
113
5.2 Cursing over Version Control
114
5.3 Unforeseen Advantages
114
5.4 Possibilities of Cheating
114
5.5 Tests which are not Passed in the Automatic Testing
115
5.6 Learning Outcome
115
6. Conclusion
115
Acknowledgement
116
References
116
The World Needs More Computer Science! What to do? (Victor Winter)
119
1. Introduction: Computer Science Education
119
2. The Bricklayer System
121
2.1 Target Audience
121
2.2 System Components
123
2.3 System Requirements
124
3. Method: The “Vitruvia Way”
125
3.1 Vitruvia Basics – Before Coding
125
3.2 Vitruvia Level 1 Coding
129
3.3 Vitruvia Level 2 Coding
131
3.4 Vitruvia Level 3 Coding
132
3.5 Vitruvia Level 4 Coding
134
3.6 Vitruvia Level 5 Coding
134
4. Future Work – Level 6 and Beyond
136
5. Summary and Conclusion
140
References
140
Building an Online Systems Development Course – Experiences with Content and Interaction Design (Paul J. A. van Vliet)
142
Abstract
142
1. Introduction
142
2. The Systems Development Courses: An Overview
142
3. A Pedagogical Basis for Course Redevelopment
144
4. Course Redevelopment Initiation
144
5. Online Course Content Development
145
6. Online Course Content Delivery
147
7. Software Development Tools for Online Students
147
8. Online Collaboration Tools and Usage
148
9. Lessons Learned from the Course Redevelopment Effort
150
9.1 Today’s Students and Their Expectations
150
9.2 Establishing a Course Rhythm
151
9.3 The Value of Preparation
151
9.4 The Value of Media Flexibility
152
9.5 The Value of Collaboration Platform Flexibility
153
9.6 Establishing Collaboration Protocols
153
9.7 The Instructor’s Role(s)
154
9.8 Course Redevelopment Effort Summary
155
10. Conclusion
156
References
157
How to Teach Habits? (Rune Andersen, Andreas Prinz and Halvard Øysæd)
159
Abstract
159
1. Introduction
159
2. Background: Changes in Project Management
160
2.1 Changes in National Engineering Curriculum
160
2.2 The Industry
161
2.3 Learning Outcomes for Project Management
161
3. Theory: Habits related to Bloom’s Taxonomy
162
3.1 Bloom’s taxonomy
162
3.1.1 The Cognitive Domain
162
3.1.2 The Affective Domain
163
3.1.3 The Psychomotor Domain
163
3.2 Learning by Doing
164
3.3 Transfer of Learning
165
4. Experiment
165
4.1 Learning Outcomes for Project Management
165
4.2 Experiment Description
166
4.3 Experiment Results
166
4.4 Conclusions from the Experiment
167
5. Discussion
167
5.1 Habits in Bloom’s Taxonomy
168
5.2 Teaching Habits
169
5.3 The Role of Digital Media in Teaching Habits
170
6. Summary
171
Acknowledgments
171
References
172
Education for Sustainable Development Going Online (Sven Åke Bjørke)
177
Abstract
177
1. Introduction
177
2. Towards Constructivism in Education for Sustainable Development
178
3. ICT-Supported Learning and Education for Sustainable Development
179
4. Holistic Education Promoted by ICT and Education for Sustainable Development
180
5. Online Education in Developing Countries?
181
6. ICT and E-Pedagogy
183
7. Conclusion
188
References
189
Social Media Communication in the Classroom: A Pedagogical Case Study of Social Network Analysis (Jeremy Harris Lipschultz)
191
Abstract
191
Introduction
191
CMC: Identity, Interaction and Community
191
Social Media Communication (SMC) Academic Disruption
192
SNA Network Context and Research Framework
193
Case Study: #Milk4Kids Twitter Hashtag
195
Conclusion
204
References
205
Online Learning Needs Assessment in Uganda (Godfrey Mayende, Paul B. Muyinda, Andreas Prinz, Ghislain Maurice N. Isabwe and Dianah Nampijja)
208
Abstract
208
1. Introduction
208
2. Methodology
210
3. Findings
211
3.1 Social Demographic Characteristics
211
3.2 ICT Infrastructures in the Higher Education Institutions in Uganda
212
3.3 Modes of Delivery of Distance Learning in Higher Education Institutions in Uganda
217
3.4 ICT Integration in the Teaching and Learning
218
3.5 Awareness of Learning Management System (LMS)
219
3.6 Opportunities for Capacity Building
219
3.7 Challenges and suggestions in the use of ICT in teaching and learning
220
4. Discussion
221
5. Summary and Conclusion
222
6. Acknowledgements
223
References
223
About the authors
225
Matrix of digital themes
234
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