Technology in Transformative Learning Environments

Abstract

including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.Library of Congress Cataloging-in-Publication Data British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.Transformative curriculum design in health sciences education / Colleen Halupa, editor. pages cm Includes bibliographical references and index. Summary: "This book provides information for faculty to learn how to translate technical competencies in medicine and healthcare into the development of both traditional and online learning environments"--Provided by publisher. ISBN 978-1-4666-8571-0 (hardcover) --ISBN 978-1-4666-8572-7 (ebook) 1. Medical education. 2. Medical education--Technological innovations. 3. Curriculum planning. 4. Medicine--Study and teaching (Continuing education) I. Halupa, Colleen. R735.T73 2015 610.71--dc23 2015012038 This book is published in the IGI Global book series Advances in Higher Education and Professional Development (AHEPD) (ABSTRACT Health science educators are increasingly bombarded with proposals to integrate instructional technology into the curriculum to enhance learning. While it may be that providing more options for delivering instruction in different formats provide instructional benefit for educators, the unique nature and goals of health science education require a systematic and integrative approach when instructional technology is introduced into the curriculum. Providing support for transformative learning pedagogies and high-level learning that assists students in developing a reflective professional identity should be a major goal of instructional technology adoption. This chapter develops a framework that health care educators can use to guide the integration of instructional technology in a manner that provides instructional affordances for transformative learning and supports instruction that produces reflective practitioners.

A cross-case analysis of ICT courses in teacher training programmes for special needs: Technology affordances and Universal Design for Learning

“…and representational modalities (annotated text, audio comments, etc.). Online environments and digital tools can become catalysts for change in the educational process (Laurillard, 2009) and embrace the requirements of Universal Design for Learning (UDL) (Evmenova, 2018;Hamlin, 2015;Morra, & Reynolds, 2010).…”

The Application of the Learning Sciences to the Design of Business Education Cases

“…Thus far, the main elements of a situated learning environment have been identified and rationales have been offered as to their importance. To assist business educators who would like to implement these elements in a technology assisted situated-learning environment, a design model will be introduced which was developed originally to guide general educational technology planning and implementation (Hamlin, Griffy-Brown and Goodrich 2003), but was adapted later (Hamlin, 2015) to aid in the planning and implementation of technology assisted situated learning environments. The elements that need to be accounted for in the design of case-based cognitive apprenticeship include:…”

“…Integrated technology-based models such as the Robust Learning Model by Neumann & Neumann (2010) and the classroom technology implementation model (Hamlin, Griffy-Brown & Goodrich, 2003;Hamlin, 2015) have defined critical factors needed for developing and delivering instructional technology with the aim of creating a high-level learning environment. Education in the professions that capitalizes on situated learning principles requires teaching methods that integrate technology, cognitive apprenticeships and supports transformative learning methods with the goal of creating reflective practitioners.…”

Student Run Biology Workshop: An Educational and Transformative Experience in Biosciences

“…They argued that engagement in cross-disciplinary collaboration within a project produces disorienting dilemmas that initiate transformative learning. Such an education focuses on critical approaches, authentic learning experiences, multiple ways to think and the formation of the professional identity of a scientist (Hamlin, 2015). However, Bissell and Lemons (2006) argue that in the field of Biosciences, higher education studies do not always encourage students to think critically.…”