Rethinking Instructional Technology to Improve Pedagogy for Digital Literacy: A Design Case in a Graduate Early Childhood Education Course

Langub, Lee; Lokey-Vega, Anissa

doi:10.1007/s11528-017-0185-1

Cited by 23 publications

(19 citation statements)

References 6 publications

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“…Due to the constantly-evolving nature of the higher education open research environment, we identified the need to use a connectivist model of learning, which enables learners to recognise when new information alters the landscape and adapt their knowledge to remain current in their field (Siemens, 2005). The course was designed using a backwards design framework (Langub & Lokey-Vega, 2017;Wiggins, Wiggins, & McTighe, 2005). The three points of consideration in the backwards design framework are (Wiggins et al, 2005):…”

Section: Goals and Frameworkmentioning

confidence: 99%

Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

Montague-Hellen,

Ranger

2019

Preprint

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Introduction Research Data Management is growing in importance as a field as the amount of data which researchers must manage increases. It is important to ensure that postgraduate researchers are trained through engaging courses which practically prepare them to fulfil the data management requirements of funders and Universities, and to carry out their research in a transparent and effective manner. Description of program We present a case study of the development and delivery of a new Research Data Management (RDM) online course for postgraduates and early career researchers. The course implements pedagogical theory and a reverse design paradigm in the development of library training provision enabling the creation of a course vastly more relevant to academic research practice than our previous offering. The course uses a simplified Data Management Plan to introduce students toResearch Data Management Concepts, and by asking them to apply this knowledge, lifts the course from one which simply asks students to remember knowledge to one which shows them how to apply this knowledge in a way that is applicable to their own research. The course has been evaluated for effectiveness and student engagement at 3 months. Next steps Although some analysis of the effectiveness of the new course has been undertaken, the course will continue to be evaluated. Although the course was developed for PGRs it has been popular with ECRs and Professional support staff and we will investigate how we can further meet the needs of these groups. The platform used will allow for the topics most often accessed to be identified and the course, and the University's training provision will be adjusted based on this evidence. We hope that other institutions will be able to learn from our experience and implement similar courses.

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Section: Goals and Frameworkmentioning

confidence: 99%

Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

Montague-Hellen,

Ranger

2019

Preprint

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“…Digital literacy is an important aspect to consider in teacher education as a way to meet the needs of XXI century learners, especially in the context of early childhood where developmental issues must be paramount in making instructional design decisions [12]. The influence of digital technologies on literacy practices of the XXI century may influence the types of literacy young children observe and use to read, write, and communicate [1].…”

Section: B Digital Pedagogy Skillsmentioning

confidence: 99%

Instructional Design using Blogs for Improving Learning Interactivity: A Design Case in Early Childhood Teacher Education Program

Rahmi

Syafril

Azman³

et al. 2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

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Abstract-This manuscript is a design case in early childhood education program in using blogs to improve learning interactivity. The Optimize using of blogs in instructional design provides an extensive opportunity for early childhood education teachers to interact with lecturer, students and learning materials. The goals of instructional design by using blog is to develop the digital pedagogy skills of early childhood teacher candidate, because this is one of the important competencies developed among other competencies such as professional, social, and individual competencies. The teacher candidate who are on pre-service training are now prepared to deal with students who are familiar with technology, which means that the teachers must be able to adapt the progress that has been made so that their digital pedagogy skills can be accepted by students. Therefore, the teachers' candidate need to be prepared carefully. In this case, the learning designer is responsible for providing space for prospective teachers to be actively involved and familiar with technology.

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“…In this case, we will first explore the use of the PEF to guide the design process for an online course to prepare PSTs for online teaching. As part of evaluating and reflecting on the course, we will also examine participants’ experiences and perceptions of the resulting product: the course and its modules (Howard et al, 2012 ; Langub & Lokey-Vega, 2017 ). Aligning with recent work on learners’ experiences in online environments, our overarching questions focused on learners’ (1) satisfaction with the overall design, (2) learning experiences in the course and PEF phases, and (3) perceptions of their preparedness for virtual student teaching (Ritzhaupt et al, 2020 ).…”

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confidence: 99%

Preparing for Virtual Student Teaching: a Presence + Experience Design Case

2021

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As online classrooms become more commonplace in K-12 education, teacher education programs seek to better prepare candidates for these contexts and are considering ways to address this additional preparation within their curricula. This article presents a design case of a 2-credit, 10-day, online course that was created to prepare 237 pre-service teachers for student teaching in online environments during the Fall 2020 semester. The Presence + Experience framework guided the design process in this case as designers sought to build a community of online learners within a highly experiential learning environment. This article details the design process with this framework along with its challenges, designers’ experiences, and the resulting product.

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Rethinking Instructional Technology to Improve Pedagogy for Digital Literacy: A Design Case in a Graduate Early Childhood Education Course

Cited by 23 publications

References 6 publications

Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

Instructional Design using Blogs for Improving Learning Interactivity: A Design Case in Early Childhood Teacher Education Program

Preparing for Virtual Student Teaching: a Presence + Experience Design Case

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