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Browsing by Subject "Educational technology"
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Item Aplicaciones de la teoría de la actividad a la enseñanza de Español mediante proyectos(2014) Schroeder, Stephanie G.; Antón, Marta; Tezanos-Pinto, Rosa; Torijano, J. Agustín, 1963-Es obvio que nuestro mundo ha cambiado mucho en las últimas tres décadas. Los métodos antiguos de enseñanza servían su función en las aulas y en el sistema educativo de aquella época los alumnos iban a la escuela, se sentaban delante del maestro y lo escuchaban para aprender el contenido; con estos cambios algunos maestros todavía esperan que sus estudiantes aprendan de la misma manera que en años anteriores. Todavía existe la mentalidad de que los estudiantes entran en un aula, se sientan y escuchan a su maestro. Este trabajo propone una forma de desarrollar proyectos desde la perspectiva de la teoría de actividad. Para entender mejor la teoría de actividad y su uso en el aprendizaje basado en los proyectos, empezaremos con una revisión de la historia de la teoría, una explicación de sus principios y luego presentaremos un ejemplo en un aula donde un maestro inculca confianza en los estudiantes y les da la oportunidad de hacer actividades para mostrar sus habilidades, todo guiado por la teoría de actividad.Item Development and Implementation of a Quick Response (QR) Code System to Streamline the Process for Fellows’ Evaluation in the Pediatric Intensive Care Unit (PICU) and the Neonatal Intensive Care Unit (NICU) at a Large Academic Center(Springer Nature, 2023-10-22) Kane, Sara K.; Wetzel, Elizabeth A.; Niehaus, Jason Z.; Abu-Sultaneh, Samer; Beardsly, Andrew; Bales, Melissa; Parsons, Deb; Rowan, Courtney M.; Pediatrics, School of MedicineBackground/objective: Useful feedback and evaluation are critical to a medical trainee's development. While most academic physicians understand that giving feedback to learners is essential, many do not consider the components of feedback to be truly useful, and there are barriers to implementation. We sought to use a quick reader (QR) system to solicit feedback for trainees in two pediatric subspecialties (pediatric critical care and neonatal-perinatal medicine) at one institution to increase the quality and quantity of feedback received. Methods: New valuations were modified from the existing evaluations and imported into online systems with QR code capability. Each fellow was given a QR code linking to evaluations and encouraged to solicit feedback and evaluations in a variety of clinical settings and scenarios. Evaluation numbers and quality of evaluations were assessed and compared both pre- and post-intervention. Results: There were increases in the number of evaluations completed for both the pediatric critical care fellows and the neonatal-perinatal medicine fellows. There was no overall change in the quality of written evaluations received. Satisfaction with the evaluation system improved for both faculty and fellows of both training programs. Conclusion: In our critical care units, we were successfully able to implement a QR code-driven evaluation for our fellows that improved access for the faculty and offered the ability of the learner to solicit evaluations, without compromising the number or quality of evaluations. What's new: Quick reader (QR) codes can be used by learners to solicit evaluations and feedback from faculty. They can increase the quantity of written evaluations received without affecting their quality.Item Do Clickers Improve Library Instruction? Lock in your Answers Now.(Elsevier, 2008-10-09T17:08:01Z) Dill, EmilyThis study assesses the effect of clickers on retention of library instruction material. A comparison of quiz results of students who utilized clickers during instruction versus students who did not showed no gain in retention. Libraries are encouraged to consider pedagogical implications before applying novel technologies to instruction programs.Item Evaluating Approaches to Faculty Development in the Use of Learning Technologies(2004) Chism, Nancy Van NoteAs campus developers attempt to engage faculty members in the use of learning technologies, they often use change strategies that rest on unexamined assumptions about their appropriateness. These different approaches can be successful under specific conditions and with specific faculty, yet in order to maximize the effectiveness of development work in the arena of instructional technology, developers will benefit from exploring how their approaches fit with what is known about faculty change in teaching.Item A Picture is Worth 150 Words: Using Wordle to Assess Library Instruction(Pierian Press, 2011) Huisman, Rhonda K.; Hanna, Kathleen A.Making library instruction interactive and engaging is no easy feat, and assessment of the standard one-shot visit can be difficult. Librarians need a simple and fast method for evaluation of learning. The one-minute paper is an effective way to generate immediate feedback from students, but student responses often consist of “everything seemed clear” or other vague statements. We decided to try to repurpose this widely-used technique by incorporating a visual imagery tool. Wordle (http://www.wordle.net) offered an active and entertaining method for soliciting responses from students and assessing what they learned during library instruction sessions by the creation of word clouds.Item Teaching EAP Through Distance Education: An Analysis of an Online Writing Course(2010-07-19T15:52:46Z) El-adawy, Rasha Mahmoud; Upton, Thomas A. (Thomas Albin); Belz, Julie A. (Julie Anne); Beck, M. CatherineThe application of advanced communication technology holds promise for distance learning in general and language distance learning in particular. Technology has allowed second and foreign language programs to be included in many distance learning programs worldwide. The purpose of this study was to provide an overall evaluation of an EAP writing course, taught via distance, and the technologies used in it as well as challenges and issues that could be accompanied by using these technologies. Data was collected for an EAP writing course and from a MBA course using the same technology for comparison. Interviews were conducted with instructors and students to get their feedback and help assess the course. Results indicated that there are other elements besides technology that have to be taken into account to assure the proper use of the available technology by the instructors and the students.Item Transformative Praxis: A Critical Design Framework for Inclusion in Technology-Rich Learning Spaces(Indiana University Press, 2023) Price, Jeremy; Smith, Je' Nobia; Fox, AlexandriaDrawing on transformative, critical, and culturally responsive and sustaining traditions of pedagogy and instructional design, we present a technology-focused framework for decentering normative forces along the lines of race, ethnicity, class, language, religion, ability, sex, and gender in online higher education learning spaces that honors each participant for who they are with respect to their identity markers and their intersectional community memberships to promote inclusion and belonging. These normative forces—which simultaneously crowd out and make hypervisible diverse identities—predispose the ends and processes of teaching and learning and structure the nature of academic disciplines. This is particularly apparent online where engagement is decoupled from traditional anchors of relationships and influenced by difference-blind neoliberal perspectives. In response, we provide a framework for inclusion and belonging along two vectors. The first vector is a critical design process inspired by backward design principles: inquiring, translating, activating, and reflecting. The second is a set of inclusive considerations grounded in culturally relevant and responsive pedagogy and the Universal Design for Learning framework: asset-based frames, authentic multiple modes, and mixed mirrors and windows. This process includes an opportunity to interrogate the role of technology as a mediator of learning and teaching for belonging. We further assert that the instructor also needs to engage in identity work to interrogate their positionality in online environments with respect to not only observable and cultural identity markers but also academic disciplinary identity. To illustrate our framework, we provide reflections on the design and enactment of online and technology-rich activity structures that promote inclusion and belonging.Item UITS Communications & Planning Office: 2002-2003 Year in Review Portfolio(2005-07-21T20:40:15Z) Hoffman, James C.This is an interactive portfolio showcasing the work of the UITS Communications & Planning Office. The portfolio presents a sampling of projects completed during the 2002-2003 fiscal year.