EFFA (Ecole de Formation Funeraire Alyscamps), through a seven years development plan, introduced an offer including blended learning, 100% e-learning solutions, and virtual classroom. Our happy st...
通过一项为期7年的发展计划，埃利斯坎普殡葬学院(Ecole de Formation funeral)推出了混合学习、100%电子学习解决方案和虚拟教室等课程。我们幸福的…
{"title":"How a Vocational Center Changed its Way to Train Adults: A Case Study on Computer-Based Learning and Vocational Training","authors":"MessierYves","doi":"10.1145/3417161.3421470","DOIUrl":"https://doi.org/10.1145/3417161.3421470","url":null,"abstract":"EFFA (Ecole de Formation Funeraire Alyscamps), through a seven years development plan, introduced an offer including blended learning, 100% e-learning solutions, and virtual classroom. Our happy st...","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85092891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Running synchronous online office hours in a predominantly asynchronous classroom environment presents challenges to the learner as well as to the instructor. Establishing a process, and planning to overcome barriers from both sides, can be broken into a three-step process, which should help teachers, and students operationalize this powerful strategy.
{"title":"Three Things to Consider Before You Kick Off Synchronous Office Hours in Online Classes","authors":"Nate Pritts","doi":"10.1145/3417161.3417105","DOIUrl":"https://doi.org/10.1145/3417161.3417105","url":null,"abstract":"Running synchronous online office hours in a predominantly asynchronous classroom environment presents challenges to the learner as well as to the instructor. Establishing a process, and planning to overcome barriers from both sides, can be broken into a three-step process, which should help teachers, and students operationalize this powerful strategy.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77877017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the past three years, eLearn Magazine has reached several milestones placing the publication at the intersection of elearning research and practice. This editorial provides an overview of these accomplishments and a plan for the next three years.
{"title":"eLearn Magazine: Three-years in Review and Beyond","authors":"Simone C. O. Conceição","doi":"10.1145/3417161.3417104","DOIUrl":"https://doi.org/10.1145/3417161.3417104","url":null,"abstract":"In the past three years, eLearn Magazine has reached several milestones placing the publication at the intersection of elearning research and practice. This editorial provides an overview of these accomplishments and a plan for the next three years.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88685554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Designing Successful ePortfolio Practices","authors":"A. Samuel","doi":"10.1145/3411560.3403402","DOIUrl":"https://doi.org/10.1145/3411560.3403402","url":null,"abstract":"This article reviews Eynon and Gambino's book High-impact ePortfolio Practice: A catalyst for student, faculty, and institutional learning .","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72808263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This project used blended learning and virtual connections to infuse global perspectives in U.S. curriculum by preparing pre-service teachers with intercultural competence, understanding of global issues from diverse viewpoints, and the ability to use online technologies to develop critical thinking and digital literacy. Global themes were addressed in online synchronous sessions with teachers in other countries and purposefully combined with pre-readings and online and classroom discussions.
{"title":"Internationalizing Teacher Education through Virtual Connections and Blended Learning","authors":"Mary E. Risner, Swapna Kumar","doi":"10.1145/3411560.3403401","DOIUrl":"https://doi.org/10.1145/3411560.3403401","url":null,"abstract":"This project used blended learning and virtual connections to infuse global perspectives in U.S. curriculum by preparing pre-service teachers with intercultural competence, understanding of global issues from diverse viewpoints, and the ability to use online technologies to develop critical thinking and digital literacy. Global themes were addressed in online synchronous sessions with teachers in other countries and purposefully combined with pre-readings and online and classroom discussions.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82968075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work reports on an international virtual exchange experience based on a digital health discipline that embedded a shared module with curricula addressing mobile communications to face health crises. This course took place in the context of COIL through a partnership between the Federal University of Pernambuco and the SUNY Downstate School of Public Health. The purpose of the experience was for students to develop skills to collaborate in teams made up of health professionals from different countries. The students were able to analyze specific population contexts concerning their communication resources and propose mobile communication strategies to face health crises.
{"title":"Facing Global Health Crises Using Mobile Communications: An international virtual exchange experience","authors":"R. Belian, L. S. Leite, J. L. Lima-Filho, L. Geer","doi":"10.1145/3411560.3412835","DOIUrl":"https://doi.org/10.1145/3411560.3412835","url":null,"abstract":"This work reports on an international virtual exchange experience based on a digital health discipline that embedded a shared module with curricula addressing mobile communications to face health crises. This course took place in the context of COIL through a partnership between the Federal University of Pernambuco and the SUNY Downstate School of Public Health. The purpose of the experience was for students to develop skills to collaborate in teams made up of health professionals from different countries. The students were able to analyze specific population contexts concerning their communication resources and propose mobile communication strategies to face health crises.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75460314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After a decade of struggle to help students install and launch machine virtual machines in the cloud, the author migrated his computer science course to the Gigantum data science platform, which automates the delivery of complex software configurations. The goal was to make it easier for students to complete projects so that they could focus on programming rather than system administration. In the process, lectures were redesigned into an active learning experience in Jupyter notebooks in which students run and modify examples as they are presented and can reproduce exactly all work that they have done or has been demonstrated.
{"title":"Creating an Active Learning Environment using Reproducible Data Science Tools","authors":"R. Burns","doi":"10.1145/3409311.3403400","DOIUrl":"https://doi.org/10.1145/3409311.3403400","url":null,"abstract":"After a decade of struggle to help students install and launch machine virtual machines in the cloud, the author migrated his computer science course to the Gigantum data science platform, which automates the delivery of complex software configurations. The goal was to make it easier for students to complete projects so that they could focus on programming rather than system administration. In the process, lectures were redesigned into an active learning experience in Jupyter notebooks in which students run and modify examples as they are presented and can reproduce exactly all work that they have done or has been demonstrated.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77575161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The problem with many assessments is they impose barriers for students with learning disabilities who struggle with memory and information processing. Traditional assessments often present multiple pieces of information at one time through written text, which can challenge students who have difficulty processing, storing, and integrating multiple pieces of information simultaneously. Simple text-to-speech or computerized read-aloud accommodation cannot address these issues. This is unfair to these students and doesn?t provide an accurate measurement of their knowledge. Therefore, alternative measures that are accessible to students with learning disabilities must be developed. This article will highlight best practices and challenges in creating a video-based, universally designed assessment. Readers will be introduced to ways to incorporate universal design for learning principles to assessments through an example video-based assessment on scientific reasoning.
{"title":"Helping Students with Learning Disabilities Through Video-Based, Universally Designed Assessment","authors":"J. Zydney, Casey Hord, K. Koenig","doi":"10.1145/3403395.3397820","DOIUrl":"https://doi.org/10.1145/3403395.3397820","url":null,"abstract":"The problem with many assessments is they impose barriers for students with learning disabilities who struggle with memory and information processing. Traditional assessments often present multiple pieces of information at one time through written text, which can challenge students who have difficulty processing, storing, and integrating multiple pieces of information simultaneously. Simple text-to-speech or computerized read-aloud accommodation cannot address these issues. This is unfair to these students and doesn?t provide an accurate measurement of their knowledge. Therefore, alternative measures that are accessible to students with learning disabilities must be developed. This article will highlight best practices and challenges in creating a video-based, universally designed assessment. Readers will be introduced to ways to incorporate universal design for learning principles to assessments through an example video-based assessment on scientific reasoning.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76646721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this interview Dr. Janet Zadina discusses her work as an educational neuroscientist bridging brain research and pedagogy. She provides insights and advice on how instructors can design more learner-centered course experiences and use online technologies more effectively through a better understanding of neuroscience research related to learning. This interview spans a range of topics including contributions of brain research to learning science, common neuromyths, emotions and learning and how the digital information environment is impacting our brains and learning.
{"title":"Interview with Dr. Janet Zadina: Applying educational neuroscience research to instruction and elearning","authors":"L. Howles","doi":"10.1145/3403395.3403583","DOIUrl":"https://doi.org/10.1145/3403395.3403583","url":null,"abstract":"In this interview Dr. Janet Zadina discusses her work as an educational neuroscientist bridging brain research and pedagogy. She provides insights and advice on how instructors can design more learner-centered course experiences and use online technologies more effectively through a better understanding of neuroscience research related to learning. This interview spans a range of topics including contributions of brain research to learning science, common neuromyths, emotions and learning and how the digital information environment is impacting our brains and learning.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83676228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author presents research-based principles that can improve the recall of factual subject matter using existing features in LMS tools, apps, and other methods to meet targeted learning goals.
{"title":"Helping learners as they construct knowledge: How can instructors leverage research findings","authors":"Viswa Viswanathan","doi":"10.1145/3397817.3369843","DOIUrl":"https://doi.org/10.1145/3397817.3369843","url":null,"abstract":"The author presents research-based principles that can improve the recall of factual subject matter using existing features in LMS tools, apps, and other methods to meet targeted learning goals.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78403217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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