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This book examines contexts and possibilities in Aotearoa New
Zealand education contexts arising from the international trend for
open, flexible, innovative learning environments (ILE),
specifically on the pedagogical load. The book responds to
questions such as: What does it mean to teach, learn or lead in an
innovative learning environment? What happens when teachers move
form single cell learning spaces to open, collaborative ones? The
chapters provide examples of how teaching in new spaces can be an
exciting challenge for teachers and students where they try new
ways of teaching and learning, and rethink the purposes of learning
and the implications of societal change for learning and what is
valued. Examples are drawn from pre-service teachers working in
primary and secondary schools and in-service teachers learning to
become professionals. The book offers insights into a variety of
educational contexts where teachers and students learn and adapt to
new learning spaces, and also how different teaching and learning
partnerships may be conceived, and flourish. It focuses attention
on a range of aspects that teachers, school leaders, and other
educators, and researchers may find valuable when they embark on
similar initiatives to consider issues pivotal to productive and
effective innovative learning environment design, development and
implementation.
This book explores the notion of software literacy, a key part of
digital literacy which all contemporary students and citizens need
to understand. Software literacy involves a critical understanding
of how the affordances and conceptual approaches of everything from
operating systems, creative apps and media editors, to
software-based platforms and infrastructures work to inform and
shape the ways we think and act. As a cultural artefact, programing
code plays a role in reproducing, reinforcing, and augmenting
existing cultural practices, as well as generating completely new
coded practices. A proposed three-tier framework for software
literacy is the focus for a two-year empirical investigation into
how tertiary students become more literate about the nature and
implications of software they encounter as part of their tertiary
studies. Two case studies of software learning and use in
university-level engineering and screen & media studies courses
are presented, investigating the mapping of students' trajectory of
the learning of desktop applications against this framework for
software literacy. Though the book's focus is primarily
educational, its content also has implications for any field that
makes use of software and information & communication
technology systems and applications. As such, the book will be of
interest to all readers whose work involves the challenges and
opportunities presented by software-based teaching and learning;
and to those interested in how software impacts the workplace and
leisure activities that make up our day-to-day lives.
This book examines contexts and possibilities in Aotearoa New
Zealand education contexts arising from the international trend for
open, flexible, innovative learning environments (ILE),
specifically on the pedagogical load. The book responds to
questions such as: What does it mean to teach, learn or lead in an
innovative learning environment? What happens when teachers move
form single cell learning spaces to open, collaborative ones? The
chapters provide examples of how teaching in new spaces can be an
exciting challenge for teachers and students where they try new
ways of teaching and learning, and rethink the purposes of learning
and the implications of societal change for learning and what is
valued. Examples are drawn from pre-service teachers working in
primary and secondary schools and in-service teachers learning to
become professionals. The book offers insights into a variety of
educational contexts where teachers and students learn and adapt to
new learning spaces, and also how different teaching and learning
partnerships may be conceived, and flourish. It focuses attention
on a range of aspects that teachers, school leaders, and other
educators, and researchers may find valuable when they embark on
similar initiatives to consider issues pivotal to productive and
effective innovative learning environment design, development and
implementation.
Motivation is central to all things human. Online teaching and
learning is no different. In the early years of the Web, however,
students experienced extremely dry online content, affectionately
known as "shovelware." Over time, learners were increasingly
inundated by bland content and unimaginative activities. Worse, too
often they accepted it as reality. In the process, online learning
became highly lock-step and mechanized. There was no room for
flexibility, choice, or creative expression of any kind.
Unfortunately, most online content remains lifeless today. Legions
of learners are interminably bored. Part of the reason is that
their online and blended courses fail to effectively utilize the
smartphones, tablets, and other wireless and mobile technologies
strapped to their bodies or contained in their tote bags. At this
very moment, tens of millions of learners around the planet are
navigating through seemingly endless pages of their online courses.
Unfortunately, most of these learners are swimming in this sea of
content without much hope for interaction, collaboration, or
engagement. The emergence of massive open online courses or MOOCs
with tens, or even hundreds, of thousands of learners in a single
course has made the present situation even more prominent and
precarious. We propose the TEC-VARIETY framework as a solution to
the lack of meaningful engagement. It can shift learners from
highly comatose states to extremely engaged ones. Adding some
TEC-VARIETY helps instructors to focus on how to motivate online
learners and increase learner retention. It also is a
comprehensive, one stop toolkit for online instructors to inspire
learners and renew their own passion for teaching. Using ten
theoretically-driven and proven motivational principles,
TEC-VARIETY offers over a 100 practical yet innovative ideas based
on decades of author experience teaching in a variety of
educational settings. In this book, you will discover: A wellspring
of Web resources 10 highly documented successful motivational
principles Hundreds of activities to motivate and engage online
learners Proven ideas on how to design interactive and
collaborative courses A realistic path toward meaningful and
relevant online learning Detailed risk, cost, and time guidelines
for each activity A highly researched basis for each idea and
activity Hope (yes real hope ) for engaging online learners"
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