Disruptive Innovation in Active Activity-Based Learning Methodologies through Digital Transformation (original) (raw)
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2014
Those of us who teach at institutions of higher learning are living in the midst of a technological paradigm shift as we contemplate the move from an educational world once dominated by chalk and talk to one now becoming immersed in a mosaic of Emerging Technologies (ET). Examples of these technologies include Facebook, Google Hangouts, Twitter and a myriad of other digital tools that our students, the new digital citizens, understand and use with better comprehension and facility than we traditional educators do. In addition to this ever widening digital communication divide between teachers and learners comes pressure from school administrators to adapt teaching methods to the variegated needs of World Wide Web enlightened students. Added to all of this come university budgetary pressures with the mantra of faster, better, cheaper, and higher productivity. As a result of such technological, social and economic changes, higher education institutions are calling for more and better use of new learning tools for the curriculum. Most professors are masters of their teaching craft be it in accounting, medicine, botany or topology, but much less so masters of newer instructional methods and emerging technologies, and it is this
Active Methodologies and Digital Technologies
International Journal of Innovation Education and Research
The aim of this article is to explore how active methodologies and digital technologies can foster a more active participation of students in their learning process and suggests possible changes in pedagogical practices. Blended learning, conceived in a stricter sense as the mix of face-to-face and online activities, and in a broader sense as the mix of different methodologies and spaces, is considered the future of educational activities. The following methodologies are discussed: flipped classroom, peer instruction, problem-based learning, project-based learning, and game-based learning. Research shows that these methodologies, when adequately combined with information and communication technologies, result in greater motivation and involvement of the students. Although these strategies do not generate improvement in immediate retention of knowledge, more complex skills are developed when compared to traditional education methods, such as: problem solving, the transfer of knowledg...
EMERGING TECHNOLOGY IN REDEFINING THE ROLE OF TEACHERS
The advent of Information and Communication Technology (ICT) has brought out many paradigm shifts in the Teaching-learning process. But the approach taken by many teachers in universities today is simply a result of the way they were taught. Typically university education has been a place to learn theoretical knowledge devoid of context. The roles which are expected to be played by teachers are The Process Facilitator, The Advisor-Counselor, The Assessor, The Researcher, The Manager-Administrator, The Designer, The Technologist And The Content Facilitator. Teachers should promote active learning thus Numerous instructional strategies may be considered when implementing the principles of active learning and these are Anchored Instruction, Collaborative learning, Problem-based learning, Cognitive apprenticeships and Case-based instruction. The university teacher can no longer confine his attention to his own private study and to the narrow world of his own student. With the new conception of the wider duties and responsibilities, the duties and responsibilities of university teacher have also expanded
Technology as the Enabler of a New Wave of Active Learning
Journal of Management Education, 2012
Education has always been slow on the uptake of new technology. As instructors, we have established, time-worn methods of teaching, and the performance nature of the job puts an emphasis on reliability and predictability. The last thing an instructor wants to be doing is fumbling around trying to make something work in front of an audience of 200 undergraduates. Although LCD projectors and whiteboards have made purely blackboard-based teaching less common, instructors have resisted more complicated and exotic forms of teaching technology. The bandwidth was not there, the technology was hard to understand and use, and the supporting technology was not robust enough to ensure a reliable, positive learning experience.
Technology-Mediated Active Learning: Concept, Perspectives and Challenges
2017
Active learning, described as learning through the active participation of students, has received considerable attention in recent decades. The term broadly describes a student centered approach, in which the responsibility for learning is placed upon the student, often working in collaboration with their peers (group assignments, discussions, think pairs, etc). The pedagogical merits of active learning for universities have long been acknowledged, as well as its challenges. Active learning can increase student achievement and create positive relationships among students. Nonetheless, for many educators there remain questions about what active learning is and how it can be effectively implemented. Technology can further enhance the advantages of active learning, providing significant improvements with regards to the structure and nature of teacher-student, student-student and teacher-teacher collaboration within and between universities and enable a variety of formal and informal le...
Experiences in education innovation: developing tools in support of active learning
European Journal of Engineering Education, 2006
The paper focuses on educational projects developed in the ETSII (Escuela Técnica Superior de Ingenieros Industriales) of the Polytechnic University of Madrid during the past few years. These projects were developed as new tools for enhancing the active role of students, for improving practical teaching, especially by means of virtual laboratories and different sets of problems and exercises, and for promoting self-learning. The paper analyses the use of ICT in teaching, with the case of a developed e-learning platform as a tracking system for subjects. The paper concludes by discussing the new educational trends in the Centre, devoted to develop an active role of students by activities such as peer mentoring and laboratory monitors programs, and competitions for achieving multidisciplinary engineering challenges.
Emerging Technologies for transformation in Education Domain
Educational innovations are essential, and would be more effective if they are research-based and included with technology of education (i.e. systematic approach to the process of teachinglearning ); and technology in education(use of software’s and related hardware’s). It’s my pleasure to present this paper which talks about emerging technologies in education. Let’s have an overview to improve higher education and enhance student learning. this paper include, Computerized Grading, Electronic books, Simulation Technology, Gamification, Flipped Classrooms, Active Learning Classrooms, Open Online Courses, Distance Learning or online learning Environments, the Active Learning and Learning Management Systems
Enhanced Student Engagement through Active Learning and Emerging Technologies
Handbook of Research on Educational Technology Integration and Active Learning
Active learning and emerging technologies are enhancing student learning though an explicit intentional educational design such as Flipping the Classroom and Project Based Learning to empower students. In this chapter, the authors describe an active learning classroom and emerging technologies that support learning for the 21st century. Using vignettes, the authors model how the metacognitive teacher supports the use of emerging technologies for active learning using the Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Finally, the authors describe Blooms Taxonomy (Bloom et al., 1956) for active learning and make connections to emerging technologies and the level of integration using the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).