Teaching, Pedagogy, and Learning: Fertile Ground for Campus and Community Innovations brings together narratives of pedagogical innovation aimed at increasing student engagement and performance and bolstering faculty teaching effectiveness and satisfaction. These trans-disciplinary, trans-pedagogical essays all emerged from faculty experiences at the annual Institute for Pedagogy in the Liberal Arts (IPLA), offered by Oxford College of Emory University. The book spotlights two significant points: first, faculty need pioneering, supportive contexts within which they can conceive, develop, revise, and publish innovative teaching experiments using the same principles of experiential and active learning that have become the foundation of learning for student success; and, second, strong institutional partnership with faculty development affords one way to achieve this outcome. The seven essays in this book are written by seventeen diverse scholar-teachers across eleven academic disciplines and nine institutions-from K-12 schools to small liberal arts colleges to tier-one research institutions-for whom the IPLA experience at Oxford spring-boarded significant pedagogical growth.

This book focuses on approaches to teaching and learning that integrate emerging technologies to enhance the quality of education. It brings together conceptual and empirical insights to elaborate on the design of effective programs, educational policies and educational administration requirements. The chapters cover topics such as social media's use in learning, virtual learning, innovative pedagogy, data mining, massive open online courses (MOOCs) and sustainable education. Special emphasis is placed on virtual and augmented reality (VR/AR), and the use of electronic devices such as tablets and smartphones in the classroom. The authors explore how advances in information and communication technology (ICT) can improve opportunities through education for all. It presents an international perspective, with authors from Europe, Asia, the Middle East, and North and South America.

The book explores the potential of learning outside the traditional classroom when students gain real-world experiences in a variety of contexts and public spaces such as built, natural and virtual landscapes, museums, heritage sites, science centres and community venues. The authors of the book promote and put the flexible and 'plastic' concept of a place of learning into action by including physical geographical location, digital, virtual and textual spaces into the analysis. The book illuminates the importance of innovative educational strategies in connecting formal, non-formal and informal education - experiential learning in museums, heritage places and communities, inquiry-based pedagogy, digital storytelling, environmental online games, narrative geographies, and the use of geospatial technologies.

The author is a leading expert on teaching history with games and on historical games studies It offers very practical and specific suggestions and insights It includes a number of templates for worskheets, analytical questions and rubrics Updated and added talking points for the value of historical video games in education for colleagues, administrators, parents, and students A new cutting-edge exploration of the features of historical games including the author's Historical Problem Space framework for historical game analysis. Extensive discussion of how to use the Historical Problem Space framework to study games and guide students in game analysis. A new cutting-edge investigation of the main genres of historical games and how those genres address history and academic history content Revised and expanded updated lesson and unit structures, for introducing students to historical games through video clips, whole class play, and individual gameplay Revised and expanded activities and assessments using current games as examples A fully updated appendix with a current list of most available history games and the academic standards they address

The author is a leading expert on teaching history with games and on historical games studies It offers very practical and specific suggestions and insights It includes a number of templates for worskheets, analytical questions and rubrics Updated and added talking points for the value of historical video games in education for colleagues, administrators, parents, and students A new cutting-edge exploration of the features of historical games including the author's Historical Problem Space framework for historical game analysis. Extensive discussion of how to use the Historical Problem Space framework to study games and guide students in game analysis. A new cutting-edge investigation of the main genres of historical games and how those genres address history and academic history content Revised and expanded updated lesson and unit structures, for introducing students to historical games through video clips, whole class play, and individual gameplay Revised and expanded activities and assessments using current games as examples A fully updated appendix with a current list of most available history games and the academic standards they address

This book explores the concepts of innovation and entrepreneurship through multiple lenses in the context of education. Mixing equal parts of theory and practice, this volume takes a closer look on how innovation and entrepreneurship are approached around the globe as disciplines, methods, and mindsets. Focusing on ubiquitous learning and transcending the borders of formal, informal, and non-formal learning, the book presents theoretical models and case studies of initiatives, practices, and projects on how innovative pedagogies and ICT could support the development of innovation and entrepreneurial skills for business and everyday life. Featured examples illustrate how emerging learning theories and technology could become powerful agents in nurturing creativity, self-efficacy, problem-solving, social connectedness, and inclusion. The book provides a glimpse at the state-of-the-art in innovation and entrepreneurship in education as seen through the latest academic studies and business currents.

The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge-the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.

This book illustrates the problems of using eye tracking technology and other bio-measurements in science education research. It examines the application of bio-measurements in researching cognitive processes, motivation for learning science concepts, and solving science problems. Most chapters of this book use the eye-tracking method, which enables following the focus of the students' attention and drawing conclusions about the strategies they used to solve the problem. This book consists of a total of fifteen chapters. Authors from eight countries emphasise the same trends despite their cultural and educational differences. The book begins with general chapters describing cognitive processes and how these processes are measured using eye-tracking methods and other psychophysiology parameters and motivation. Finally, the book concludes the chapters presenting studies in specific scientific fields from chemistry, biology, physics and geology.

Harnessing Formative Data for K-12 Teachers prepares teachers to apply real-time formative data to classroom instruction amid the expansion of online and blended learning in schools. In today's changing, technology-enhanced educational landscape, teachers must rethink how to generate and use formative data to inform planning and develop systems that lead to all students' success. This book's strategic insights into actionable formative data use will yield differentiated supports for students, helping teachers to foster greater academic outcomes, independent self-monitoring, and readiness for college, career, and lifelong learning. Each chapter includes connections to social justice, best practices for applying data points and field-tested tips for technology integration, and a host of interactive planning guides to support implementation.

Harnessing Formative Data for K-12 Teachers prepares teachers to apply real-time formative data to classroom instruction amid the expansion of online and blended learning in schools. In today's changing, technology-enhanced educational landscape, teachers must rethink how to generate and use formative data to inform planning and develop systems that lead to all students' success. This book's strategic insights into actionable formative data use will yield differentiated supports for students, helping teachers to foster greater academic outcomes, independent self-monitoring, and readiness for college, career, and lifelong learning. Each chapter includes connections to social justice, best practices for applying data points and field-tested tips for technology integration, and a host of interactive planning guides to support implementation.

This integrated collection of perspectives on the spaces of teaching and learning uses 'learning space' to place educational practice in context. It considers the complex relationships involved in the design, management and use of contemporary learning spaces. It sheds light on some of the problems of connecting the characteristics of spaces to the practices and outcomes of teaching and learning. The contributions show how research into learning spaces can inform broader educational practices and how the practices of teaching, learning and design can inform research. The selection of chapters demonstrates the value of gathering together multiple sources of evidence, viewed through different epistemological lenses in order to push the field forward in a timely fashion. The book provides both a broad review of current practices as well as a deep-dive into particular educational and epistemological challenges that the various approaches adopted entail. Contrasts and commonalities between the different approaches emphasise the importance of developing a broad, robust evidence-base for practice in context. This is the inaugural book in the series Understanding Teaching-Learning Practice.

This book examines new forms of representation that have changed our perception and interpretation of the humanities in an Asian, and digital, context. In analyzing written and visual texts, such as the use of digital technology and animation in different works of art originating from Asia, the authors demonstrate how literature, history, and culture are being redefined in spatialized relations amid the trend of digitization. Research studies on Asian animation are in short supply, and so this volume provides new and much needed insights into how art, literature, history, and culture can be presented in innovative ways in the Asian digital world. The first section of this volume focuses on the new conceptualization of the digital humanities in art and film studies, looking at the integration of digital technologies in museum narration and cinematic production. The second section of the volume addresses the importance of framing these discussions within the context of gender issues in the digital world, discussing how women are represented in different forms of social media. The third and final section of the book explores the digital world's impacts on people's lives through different forms of digital media, from the electromagnetic unconscious to digital storytelling and digital online games. This book presents a novel contribution to the burgeoning field of the digital humanities by informing new forms of representation and interpretations, and demonstrating how digitization can influence and change cultural practices in Asia, and globally. It will be of interest to students and scholars interested in digitization from the full spectrum of humanities disciplines, including art, literature, film, music, visual culture, media, and animation, gaming, and Internet culture. "This is a well-written book, and I enjoyed reading it. The first impression of the book is that it is very innovative - a down-to-the-earth academic volume that discusses digital culture." - Professor Anthony Fung, Professor, Director, School of Journalism and Communication, The Chinese University of Hong Kong "This book has contributed to the existing field of humanities by informing new forms of representation and interpretations, and how digitization may change cultural practices. There is comprehensive information on how the humanities in the digital age can be applied to a wide range of subjects including art, literature, film, pop music, music videos, television, animation, games, and internet culture." - Dr Samuel Chu, Associate Professor, The Faculty of Education, The University of Hong Kong

This collection of papers presents a comprehensive overview of the concerns and developments in the use of Information and Communication Technologies that are currently of relevance to educators and educational policymakers across the globe. This book is one of the outcomes of the Working Conference on "ICT and the Teacher of the Future," (Melbourne, Australia, January 2003).

Successful use of information and communication technologies depends on usable designs that do not require expensive training, accommodate the needs of diverse users and are low cost. There is a growing demand and increasing pressure for adopting innovative approaches to the design and delivery of education, hence, the use of online learning (also called E-learning) as a mode of study. This is partly due to the increasing number of learners and the limited resources available to meet a wide range of various needs, backgrounds, expectations, skills, levels, ages, abilities and disabilities. The advances of new technology and communications (WWW, Human Computer Interaction and Multimedia) have made it possible to reach out to a bigger audience around the globe. By focusing on the issues that have impact on the usability of online learning programs and their implementation, this specifically fills-in a gap in this area, which is particularly invaluable to practitioners.

It is estimated that up to sixty-five percent of children entering grade school this year will end up working in careers that have yet to be created. This is a result, in part, of the rapid advances in technology that have occurred since Apple introduced the iPhone just ten years ago. This technology is not only impacting the way that we learn or the jobs that we will hold in the future, but it is literally changing the way that we think. As modern technologies are introduced during formative periods of brain development, they are having an impact on traditionally linear patterns of thought. Today's youth no longer process information in the same linear fashion as past generations. This is creating confusion in educational settings that are specifically designed to meet the needs of linear thinkers. Administrators, educators, and parents must learn to better understand these changes in order to create models that will be viable for 21st century learners. We must work together to create systems that will both support and encourage children who literally think differently than those who teach them. The Rise of the Human Digital Brain: How Multidirectional Thinking is Changing the Way We Learn contains information about the history of education, the changes in the systems of education over the years, and the impact of technology on learning for 21st century students. It also contains the results of a unique study regarding the impact of iPad instruction on literacy attainment for struggling readers. The hope is that the information contained in this book will cause administrators, educators, parents, and developers of new technologies to take a moment to step back and envision a new model that will revolutionize education across the world.

This edited volume sets the stage for discussion on Education 4.0, with a focus on applied degree education and the future of work. Education 4.0 refers to the shifts in the education sector in response to Industry 4.0 where digital transformation is impacting the ways in which the world of work and our everyday lives are becoming increasingly automated. In the applied degree sector, significant change and transformation is occurring as leaders, educators and partners evolve smart campus environments to include blended learning, artificial intelligence, data analytics, BYOD devices, process automation and engage in curriculum renewal for and with industries and professions. This volume aims to profile and enhance the contribution of applied educational practice and research particularly in the applied degree sector and includes contributions that show case real world outcomes with students and industry as partners. This edited volume includes a wide range of topics, such as rethinking the role of education and educators; curriculum and the future of work; industrial partnership, collaboration and work integrated learning; vocational and professional practices; students, industry and professions as partners; employability skills and qualities for the 21st century world of work; innovative pedagogy and instructional design; adaptive learning technologies; and data analytics, assessment and feedback. The contributors come from different parts of the world in higher education, including, Canada, China, Finland, Germany, Hong Kong, Italy, Macau, Singapore and the United Kingdom.

This book explores the use of mobile devices for teaching and learning language and literacies, investigating the ways in which these technologies open up new educational possibilities. Pegrum builds up a rich picture of contemporary mobile learning and outlines of likely future developments.

This book brings together various studies that assume phenomenology to analyze how mathematics education is affected by the experience of being in the cyberspace. The authors of the chapters included in this contributed volume work with the theoretical framework developed by authors such as Edmund Husserl, Martin Heidegger and Maurice Merleau-Ponty to investigate how mathematics is produced and comprehended in a new way of being in the world, with digital technologies. The aim of this book is not to explain the tools used and how one works with them in the cyberspace, aiming at better teaching and learning mathematics. Its purpose is to present philosophical investigations that contribute to the understanding of the complexity of the world in which we are being researchers and mathematics teachers. By doing so, Constitution and Production of Mathematics in the Cyberspace - A Phenomenological Approach will help researchers and mathematics teachers understand their role in a world in which the experience of teaching and learning mathematics is being radically changed by new technologies and new ways of being in this world.

This fourth volume in the Current Perspectives on School/University/Community Research series brings together the perspectives of authors who are deeply committed to the integration of digital technology with teaching and learning. Authors were invited to discuss either a completed project, a work-in-progress, or a theoretical approach which aligned with one of the trends highlighted by the New Media Consortium's NMC/CoSN Horizon Report: 2017 K-12 Edition, or to consider how the confluence of interest and action (Thompson, Martinez, Clinton, & Diaz, 2017) among school-university-community collaborative partners in the digital technology in education space resulted in improved outcomes for all-where "all" is broadly conceived and consists of the primary beneficiaries (the students) as well as the providers of the educational opportunities and various subsets of the community in which the integrative endeavors are enacted. The chapters in this volume are grouped into four sections: Section 1 includes two chapters that focus on computational thinking/coding in the arts (music and visual arts); Section 2 includes three chapters that focus on the instructor in the classroom, preservice teacher preparation, and pedagogy; Section 3 includes four chapters that focus on building the academic proficiency of students; and Section 4 includes two chapters that focus on the design and benefits of school-university-community collaboration.

Given how educators have come to rely on online modes of teaching and learning over the past two years, this handbook is a timely and much-needed exploration of how media educators are coping with changes in an online learning environment It showcases how educators and practitioners around the world adapted their routine media pedagogies to meet the challenges of the COVID-19 pandemic, which often led to significant social, economic, and cultural hardships The book combines an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework It focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward The book covers vast-ranging topics, such as fighting disinformation, how vulnerable communities cope with disadvantages using media, transforming educational T.V. or YouTube to reach larger audiences, supporting students' wellbeing through various online strategies, examining early childhood, parents, and media mentoring using digital tools, reflecting on educators' intersectionality on video platforms, youth produced-media to fight injustice, teaching remotely and providing low tech solutions to address the digital divide, and searching for solutions collaboratively using social media It offers a unique and broad multicultural perspective on how we can learn from the challenges of addressing varied pedagogical issues that have arisen in the context of the pandemic It will allow researchers, educators, practitioners, institution leaders and graduate students to explore how media education evolved during 2020 and 2021, and how these experiences can shape the future direction of media education

This volume takes a look at the emergence of open education as a concept, a production process and a delivery preference in the world of education and learning. Drawing on early lessons from around the globe the book lays out how formal education, workplace learning and lifelong learning have been impacted so far by open education and how they stand to be further impacted by a landscape that is still changing. The book examines the social and economic consequences of open education and provide an insight into the way open education could contribute to a higher level of digital inclusion and to the establishment of new and innovative services of high social and economic merit. Featuring case studies of initiatives, practices and projects this volume illustrates theoretical concepts and emerging models of open education in the context of the latest academic studies and entrepreneurial innovation.

This proposed volume will profile research projects and methods that are at the top of the innovation curve in terms of their implications for teaching and teacher education. Chapters included in this volume include profiles of cutting edge work on methodological possibilities of studying diversity in online settings, engaging diverse adolescents and their parents in online coursework, working effectively with adolescents in need of credit recovery, pre-empting failure with the practical use of blended coursework for young children, supporting students with various types of disabilities in online settings, problematizing and unpacking the work of teachers in online settings as they plan for and attend to the needs of students who have not succeeded in traditional school situations, examining issues of glocality and ecosophia as pedagogical stances, and framing the work of teacher educators as they conceptualize curriculum to meet the needs of diverse students in taking online courses and thriving in virtual learning environments.

This book examines networked science and the pedagogy of tele-proximity, a paradigm that integrates eLearning theories, information technology, and visual media competencies. The book conceptualises the idea of tele-proximity as a means to foster diversity and human-to-human contact online. It uses the lens of Social Physics and considers how to bridge the distance in eLearning, examining social connections, collective intelligence, and personal well-being. The book draws on qualitative and quantitative research in higher education to form fine-tuned eLearning networks that achieve demosophia, the core of democracy. It charts the progress of technology-enhanced learning approaches and shows the need for a sound pedagogical framework that is holistic and sustainable to promote mindful presence. Contributing to the literature on eLearning, this timely book will be of great interest to educational philosophers, policymakers, educators, researchers, and students in the field of distance education.