Technology-mediated teaching and learning

Gamification at its core relates to applying game elements in non-game environments. To make this definition more adequate it is necessary to state that gamification does not mean changing workplace or classroom into an amusing but unproductive encounter. Adequately introduced and scaled gamified course should enhance engagement of learners, hence their motivation to participate and develop. Gamification also should not be equalised with games in education, educational games or game-based education. Although those can be mixed, each of them is a separate entity.

In a short description, gamification seems to be an extremely modern and student-centred approach which may solve many problems teachers face in the academia. Especially, when those problems encompass attention, dwindling participation, management issues, misuse of electronics, limited resources, etc. However, as most of the current solutions, there is a cost to be paid, and it is not about money. Successfully gamified courses are beneficial to teachers and students alike due to painstaking trials, plans, scaling, scaffolding, structuring, and so forth.

In the following presentation, I would like to share my experiences as a developer of game-based and gamified courses. During the presentation I will list positive and negative aspects of such classes, both from the perspective of learners and teachers. A few ready-made solutions will be presented for those interested in traditional and more digital approaches to education. On top of that one course will be described in detail so the audience may see and discuss a template, which can be easily applied in a number of classes to teach a variety of subjects.

Cell Biology is one of the difficult subjects because of its microscopic and abstract study. It requires lecturers' ability to present concepts of cell biology concretely so that students can achieve learning outcomes. Web-based media is considered appropriate to the course. This media may provide visualization of study objects through video streaming, micrograph images, or links to relevant articles. It has been conducted a descriptive research to described students' perceptions of web-based media practicality on Cell Biology course. The data obtained from questionnaires and unstructured interviews to students. Based on the research, it was known that students agreed the web-based media is practically used and able to streamline the learning time. Students believed that web-based media provides the motivational and cognitive function in learning. On the other hand, students argued that slow internet connections make it difficult for them to access video learning on the media. It can be concluded that students had positive perceptions of web-based media practicality.

The internet as a medium, the technologies that support it, the media that serve as the interface between the public and private spheres and the mobile devices that connect us and locate us within an ecosystem that is constantly being built and updated present a world of opportunities for prolific civic participation. Developing participation skills involves increasing cooperation based on (among other aspects) awareness of the role that social media play in amplifying human action, and intelligent use of networks that boosts trust in them. However, there are also many specific challenges posed by these environments, especially facing younger people.
Based on a literature review dealing with the practices of European and North American teenagers and a qualitative analysis of three focus groups of Portuguese teenagers, it has been found that young people tend to use a set of privacy control strategies, although they are weak strategies.
The study carried out also reveals a false feeling of control over privacy, with young people highlighting that the danger posed by social networks (including, for some, serious situations that cause a violation of privacy) depends largely on the choices made by those who use them and what they post on them. They therefore demonstrate a lack of awareness about invisible or imagined audiences, as well as the characteristics of social media. Finally, and in relation to the above, the idea that there is an awareness, albeit a diffuse awareness, of the risks inherent to using social networks prevails, but it does not lead people to use all the appropriate behaviour.
Based on these findings, we present a proposed syllabus for educating for privacy designed for young people in secondary education aged 13-17 with the aim of developing: i) digital literacy skills, which include knowledge about content remaining on the internet, the reality of digital footprints, the ambiguity and complexity of privacy policies, among others, and steps that include exercising critical evaluation, training economy of attention and self-regulation of learning strategies; ii) ethical and axiological skills, namely respect for oneself and for others in digital ecosystems; and iii) social skills translated into civic, responsible participation on new media. Learning focused on students will also be favoured, using strategies such as guided discovery, problem solving, case studies and cooperative learning.
What is original about this proposal is that it is part of the broader scope of education for new citizenship, understood as a process that involves the different aspects of the human person and that should tend to move towards/culminate in common, consented public action. It is not only about helping young people develop awareness about the opportunities offered by new media and the ability to deal with them in terms of exposing themselves appropriately in the public space, but also providing them with the tools to exercise their citizenship more effectively as part of their personal development.

Keywords: Privacy, Exposure, Visibility, Digital ecosystem, Digital citizenship, Development of digital literacy, Ethical and axiological and social skills.

https://www.routledge.com/Between-the-Public-and-Private-in-Mobile-Communication/Serrano-Telleria/p/book/9781138225558

La llegada de las diferentes aplicaciones móviles y plataformas en
la red suponen una oportunidad para algunas de las tareas que se dan en la
Universidad. Los estudiantes utilizan algunas de ellas de manera natural
para actividades de su vida cotidiana y algunas de ellas también las utilizan
para hacer tareas universitarias. Uno de los más importantes planteamientos
de este texto es analizar qué plataformas y aplicaciones utilizan
los estudiantes para hacer trabajos en grupo, así como las posibles diferencias
entre los estudiantes en la Universidad con modelo eLearning y
los que asisten presencialmente a clase.

The authors give the definition of "mediation"; briefly reviews the history and scope of mediation abroad and in Ukraine; prove the ineffectiveness of Technology arbitration in resolving conflicts; justify the importance of the training of social workers to use technology mediation; consider in detail the stages of mediation technology (introductory remarks intermediary; discussion of controversial issues, discuss interests, search for solutions, final negotiations) and features of the mediator on each of them; analyze the requirements for professional mediator and its competence in the context of values, knowledge and skills; described communication techniques that are used during mediatyvnyh sessions; represent goals and objectives of the course "Social mediation and facilitation" implemented by the Institute of Human Kyiv University Boris Hrichnenka.
The success of mediation is extremely high. Thus, according to statistics on average 75-80% of all disputes to be resolved through mediation, completed the transaction. But if history abroad application of this technology has for decades, leading to the creation of a number of organizations that develop and implement its (Endispute, CpR in the US; CEpR UK; WipO in Switzerland, etc.), then in the post space meditation centers are just beginning to emerge. These include, for example, the Association of Mediation Group (Ukraine), Ukrainian Mediation Center at KIS Foundation Legal Cooperation of the Belarusian Republican Union of Lawyers (Belarus), St. Petersburg center for conflict resolution (Russia)

This paper examines variability in teachers’ usage patterns as they interacted with an online teacher support tool, the Curriculum Customization Service (CCS), as part of their professional work. The CCS is a web application that supports teachers in planning, adapting, sequencing, and enacting differentiated instruction in Earth science education. By mining the usage log files of over 40 teachers who used the CCS over a yearlong period, we analyzed for variability using a framework developed in marketing research to characterize appropriation of technology. This analysis helped reveal different kinds of teachers’ patterns along two dimensions: frequency and variability of use. We then turned to qualitative records of teachers’ experiences during the year to better understand why those variations appeared.
Focusing on the experiences of several teachers, we distilled "contextual contingencies” that influenced how they chose to appropriate and use the CCS.

The present investigation examines processes and practices of technology-mediated learning i.e., Knowledge Forum. We present a case study in which an elementary-school class engaged in architectural design under guidance of their teacher and a professional interior designer. The students were engaged in taking part in all aspect of design process, such as analysing design of already existing houses, analysing the building site, determining building volume, design facades, and floor plan in teams each of which had its own house to design. The data-analysis relies on the Knowledge Forum database, consisting students’ notes, pictures, sketches and photos. The participants’ quantitative contributions to KF database was analyzed by using the Analytic ToolKit which underlies Knowledge Forum. The qualitative content analysis was performed to the KF notes produced by the student teams. The analysis was performed with some standard procedures of qualitative content analysis with the help of ATLAS/Ti software. We employed a data-driven approach to categorizing the content of the notes. The results indicated that parallel working with conceptual (design ideas, discussions) and material artefacts (architectural models, prototypes of apartments, figures) supported one another. By scanning pictures of the material artefacts and using them as background pictures of KF, it was integrated physical and virtual learning environments. Implications for designing technology-mediated collaborative design processes are discussed.

This study probes how academic staff enact personal choice over technology, means, methods and applications based on their personal bias that negates vertical hierarchical supervision. In particular, this research focuses on how this trespassing affects academic integrity, quality, accountability, and the accomplishment of the set learning outcomes. Hence, by hypothesizing that Bangladeshi universities lack the Vertical Hierarchical E-Learning Structure, this report propounds them to adapt to Vertical E-Learning Structure by delineating reasons and ways. Accordingly, this research investigates the pros and cons of both Horizontal and Vertical E-Learning Structures by evaluating administrative exercises & administered accountability; lesson and assessment delivery means and methods; faculty satisfaction and know-how; data security and access fluidity; and student satisfaction and access friendliness through investigating one control and one experimental group consisting of 150 members each over a period of one semester across 30 universities that include both private and public universities in Bangladesh. The paper concludes with findings from the two focus group studies and recommendations.

Durante la pandemia COVID-19, la didattica a distanza d’emergenza in Italia, sia a scuola sia all’università, è stata realizzata quasi esclusivamente tramite infrastrutture e piattaforme proprietarie appartenenti alle grandi multinazionali informatiche, soprattutto Google (G-Suite for Education), Microsoft (Teams), Facebook (Whatsapp) e Zoom. Questo apre problemi di tutela dei dati degli studenti ampiamente sottovalutati nel dibattito pubblico. In altri paesi, tra cui ad esempio la Francia, il Ministero dell’Istruzione ha messo a disposizione infrastrutture pubbliche e fondate su protocolli aperti. La comunità scientifica ha la responsabilità di elaborare e proporre un bilancio ragionato di quanto è avvenuto nel fuoco dell’emergenza per costruire alternative realizzabili nell’immediato del secondo anno di pandemia, e per evitare che pratiche deteriori diventino sistematiche nella formazione scolastica e universitaria del futuro. D’altra parte, è auspicabile che le istituzioni formative (MIUR, USR, Atenei e loro consorzi) si assumano la responsabilità di costruire infrastrutture per la didattica digitale che siano pubbliche, condivise e fondate su tecnologie aperte.

This article presents an exploratory research based on the virtual ethnography from an environment of research and learning including new technologies. The ethnography is a method of qualitative research of social sciences that is mainly used in the socio-cultural Anthropology, where it has its theoretical basis. The target was to explore the web 2.0 and its tools. The process of participant observation is by means of a blog, other tools and virtual communities. The result is a descriptive model of the web 2.0 based on a Personal Learning Environment which developed in the ethnographic experience.

The faculty of the Fischler School of Education were brought together to form a group of
“Champions” (a community of faculty) by the Title V-B initiative. With Title V-B support they set out to build what came to be called the Fischler School Faculty Toolbox. This “Faculty Toolbox” serves as a web repository and brought together the School of Education faculty in the hope that they would contribute to its library of shared resources. Faculty worked together and taught one another to improve their technology skills and produced reusable instructional products which adjuncts and others could use in a
variety of online and campus-based courses.

Los cursos masivos abiertos en línea (MOOC) son la llegada del aprendizaje en línea que modifica los métodos de aprendizaje tradicionales. Con la expansión de este tipo de plataformas en línea, son escasos los estudios que han investigado el origen de los factores de motivación de los alumnos de EFL en los MOOC. Por lo tanto, este estudio explora qué características de los MOOC pueden desarrollar la motivación de los participantes en el aprendizaje de idiomas en línea. Para ello, 12 estudiantes iraníes de EFL se inscribieron en dos plataformas en línea (Edmodo y Google Classroom) y respondieron a un cuestionario abierto, que se ha desarrollado sobre la base de la noción de motivación de aprendizaje de idiomas en línea por Zheng et al. (2018) a través de la metodología Delphi. El análisis de contenido puso de manifiesto las diferentes características de los MOOC que aumentan los niveles de motivación de los participantes en el aprendizaje de idiomas en línea. Los resultados revelaron que los materiales auténticos, el contexto de edutainment, el número masivo de participantes, las características de apertura, las diferentes comunidades de aprendizaje, la presencia de profesores y padres, la facilidad de uso y el uso combinado de los MOOC podrían culminar en la formación de la motivación de los estudiantes para el aprendizaje de idiomas en línea. En cuanto a las implicaciones pedagógicas, este estudio sugiere que la utilización de plataformas MOOC en las aulas de aprendizaje de idiomas puede afectar sustancialmente a los factores de motivación del aprendizaje de idiomas en línea. Además, la administración de los MOOC no debería ignorar estas características al diseñar las plataformas en línea.

Currently, studies on English for Tourism course mainly focuses on need analysis and material development. A few studies highlight the teaching methods for successful learning of the course. This study discusses the implementation of virtual exhibition simulation as a project based learning in the course of English for Tourism enrolled by students of tertiary education majoring English Literature. It aims at revealing the learning process as well as revealing the opportunities and challenges of the activity. Five lecturers and fifty students are recruited as the subject of the study. The data collected through semi structured interview for lecturers, and pre-test and post-test for students, then further qualitatively and quantitatively analysed by seeing the common and unique features. The findings suggest that the implementation of virtual exhibition project should be followed by lecturers' teaching strategies in the step of preparation, rehearsal and exhibition in order to achieve learning objectives. Despite the technical challenge on internet connection and students' reluctance that lecturers should cope with, this activity is seen as an alternative and significant method that reflect contextual learning and give students English for Tourism learning opportunity through intensive interaction, creativity and independent learning.

RESUMO: O Teletandem é modalidade da prática de aprendizagem de línguas em Tandem, que coloca aprendizes de línguas estrangeiras em pares para que conversem um com o outro usando as línguas em que são fluentes. No Teletandem, os parceiros conversam por meio de recursos que permitam o uso de câmera, microfone, mensagens instantâneas, dentre outras ferramentas. Durante os encontros, as conversas entre os participantes devem ser divididas em duas partes, de forma que ambos possam praticar sua língua-alvo. No Projeto Teletandem Brasil, além do momento de interação com o parceiro, os aprendizes brasileiros também participam de uma sessão de mediação, na qual irão relatar suas impressões a um mediador, que procurará fazer com que reflitam de acordo com o que foi falado. No Teletandem da Faculdade de Ciências e Letras da Unesp de Araraquara (UNESP/FCLAr), as sessões de mediação já foram feitas por meio de diários reflexivos e rodas de conversa. Com esses dois tipos de mediação, notou-se que há mudanças na maneira como os participantes relatam suas experiências e como pensam sobre elas. Com isso, o modo de o mediador lidar com a mediação também se modifica. Portanto, neste trabalho, procuraremos analisar como a configuração da sessão de mediação molda o jeito como os participantes fazem seus relatos, como refletem sobre eles e como o mediador lida com isso.

Mediation, collaboration and shared reflection in Teletandem: notes on the different types of mediation sessions at the Unesp/FCLAr Teletandem
ABSTRACT: Teletandem is a form of practicing and learning languages in Tandem, that pairs learners of foreign languages in order for them to talk to each other using the languages they are fluent. In Teletandem, partners talk using resources that allow using camera, microphone and instant messaging, among other tools. During the meetings, the participant's interactions must be divided in two parts, so both of them will be able to practice their target-language. In Teletandem Brasil Project, Brazilian learners have not only a moment to interact with their partners, but also a mediation session, in which they will tell their impressions to a mediator, that will try to make them reflect on what they said. In the College of Letters and Sciences of the São Paulo State University at Araraquara (Faculdade de Ciências e Letras da Unesp de Araraquara-Unesp/FCLAr), mediation sessions were already made through reflective journals and group conversations. It was noted that, with these different types of mediation, there are changes In the way the participants report their experiences and how they think about them. This also makes the mediator deal with the mediation in a different way. Therefore, this paper presents an attempt to analyse how the configuration of the session mediation shapes the way how participants make their reports, how they reflect about them and how the mediator deals with it.

The primary purpose of this study is to bridge the gap between information technology (IT) managers and the college faculty by developing a series of forms (see appendix) to be completed by both groups. The IT manager has a broad array of telecommunications resources at his or her disposal, but does not have the expertise or authority to assign those as replacements for specific classroom oriented pedagogical techniques. The faculty member understands teaching techniques in the classroom but is often wary of alternative media, fearing a compromise in quality of the open interaction with students afforded in a campus/classroom environment. The forms create an objective base of analysis. While the current literature on distance learning and associated telecommunications technologies discusses evaluation processes of existing programs, there is very little literature on developing standard techniques for transitioning courses from classroom based to distance learning based methods. The forms developed in the project categorize classroom techniques into modes of telecommunications that can be transferred to distance learning media. The telecommunications media discussed in this project are those available to small and medium sized colleges that will exchange courses over long distances within the U.S.A. or internationally, therefore broadcast TV and radio are excluded. All colleges will originate courses and host students for remote classes by providing the necessary facilities for each function.

Unbundling and rebundling are happening in different parts of college and university education, through new forms of teaching and learning provision and in different parts of the degree path, in every dimension and aspect—creating a complicated environment in an educational sector that is already in a state of disequilibrium.

ENGLISH: This study aims to understand and reflect on the experiences of the students and the teacher in the teaching and learning of music appreciation of Western music through a blog. It also aims to deepen the interactions that were raised through a blog as a mediator of learning in this field. The participants were a group of twenty students of the second half-year and their teacher in a music school in the state of Jalisco, Mexico. It was addressed from the qualitative paradigm and action research as a method. The data collection techniques were administered: in-depth interviews, focus groups, document analysis and research journals. Triangulation of sources was conducted to give reliability and validity of the study. Among some of the findings are that through the blog interactions that generate motivation, feedback and follow-up of learning are achieved.

ESPAÑOL: El presente estudio tiene como propósito conocer y reflexionar sobre las experiencias de los estudiantes y el profesor en la enseñanza y aprendizaje de la apreciación musical de la música occidental por medio de un blog. También, pretende profundizar en las interacciones que se suscitaron a través de un blog como mediador de los aprendizajes en dicha materia. Los participantes fueron un grupo de veinte alumnos del segundo semestre y su profesor, en una escuela de música del estado de Jalisco, México. Se abordó desde el paradigma cualitativo y la investigación-acción como método. Las técnicas de recolección de datos administradas fueron: entrevistas a profundidad, grupos de enfoque, análisis de documentos y diarios del investigador. Se realizó la triangulación de las fuentes para dar fiabilidad y validez al estudio. Dentro de algunas de las conclusiones se encuentran que por medio del blog se logran interacciones que generan motivación, realimentación y seguimiento de los aprendizajes.

(Authors: Roger Dawkins, George Karliychuk, Navin Doloswala.)

Research notes the pedagogical benefits of peer review. This presentation outlines the challenges involved in one implementation of peer review process in an undergraduate unit, and it makes a start on best-practice guidelines for future iterations. The implementation involved two academics and a lead educational technologist at the University. Technologies used were Blackboard, Panopto, and Turnitin PeerMark.

The peer review process examined was as follows: first, students submitted a creative work (smartphone video) for peer review; next, students were assigned two videos to review themselves; finally, students were to incorporate feedback from their peer reviews into a revised version of their creative work, and resubmit. The peer review process was at the basis of two assessment tasks: (1) the creation of a video work, and its revision, based on peer feedback; and (2) students’ own creation and submission of “quality” peer reviews.

When reflecting on the assessment tasks the challenge of accounting for late submissions is clear. PeerMark was selected because it allows for late submissions. Upon implementing, however, we felt that PeerMark was lacking clarity in this regard since it states that students who submit late "may never receive a peer review." Since we felt there was no guarantee late-submitting students would have their work reviewed we decided to disallow the late submission functionality and, instead, create separate PeerMark assignments for late submissions. The result posed new challenged: we had to manually process many submissions and we received an abundance of emails from “confused” students. Furthermore, the flow-on of delayed reviews was that the resubmission of the video assessment also needed to be delayed for some students, which created further complications. We did not anticipate these problems and future iterations need to better plan for them.

Findings from the submission phase identify the importance of underestimating students and overestimating the perceived complexity of the submission process. As a result of file-size upload limitations and playback restrictions of Turnitin, we decided to use PeerMark with Panopto. This meant the submission process involved multiple steps as students needed to move between Panopto and Turnitin. This created too many opportunities for user-error (we estimate approximately 40% of students submitted with errors). Relevant also was the problem of non-submission. Some students found themselves without any reviews at all - for example, because reviewers had withdrawn from the course. Since we disallowed late submission functionality in PeerMark, the system was prevented from dynamically re-assigning late submissions. We did not foresee this effect, and moving forward a fail safe is needed.
 
Finally, in the grading phase, the fact that multiple technologies were used in the submission process resulted in an over-complicated marking process. When tutors were grading written reviews, videos were unable to be accessed directly from the students’ reviews. The PeerMark annotation tool converts student submissions into images, disabling hyperlink functionality. Grading, then, required tutors move back and forth between the PeerMark dialog and the Panopto folder containing the videos. A solution for future iterations might involve a simple dashboard - but we are not certain of how realistic this is given current attitudes to Learning Analytics at University. Moreover, we realise the benefit of students reading instructors’ feedback about their reviews, and we advise building this into future assessment design. In addition it would also be beneficial for students to provide feedback on the peer reviews they received, in terms of their perceived usefulness. 

References
Roscoe, R. D., & Chi, M. T. H. (2007). Understanding Tutor Learning: Knowledge-building and Knowledge-telling in Peer Tutors’ Explanations and Questions. Review of Educational Research, 77(4): pp. 534–574.

Im Rahmen des vom österreichischen Fond für Wissenschaft und Forschung (FWF) geförderten Projektes Competence and Academic Orientation in History Textbooks (CAOHT) wird Geschichtsunterricht in Österreich zum ersten Mal mithilfe eines sequenziellen qualitativ-quantitativen Triangulationsdesigns großflächig empirisch erforscht. Dabei wird ein besonderer Fokus auf die Frage nach der Art und Weise der Verwendung von Medien im Geschichtsunterricht gerichtet. Es stellt sich im Speziellen die Frage, ob und wie traditionelle und neue Medien im Unterricht zur Förderung eines reflektierten und (selbst-)reflexiven Geschichtsbewusstseins und damit zur Förderung historischer Denkprozesse eingesetzt werden.
In diesem Vortrag wird die qualitativ-empirischen Studie des CAOHT-Projektes vorgestellt. Im Zuge derselben fanden ethnographisch-teilnehmende Beobachtungen in Geschichtsstunden von rund 40 verschiedenen Lehrkräften der Sekundarstufe I (Gymnasium und Neue Mittelschule/ ehem. Hauptschule) in Wien statt. Im Feld wurden darüber hinaus Geschichtsschulbücher und Hefte von Schüler/innen durchgesehen und auf diese Weise weitere für die Forschungsfragen relevante Daten erhoben. Im Anschluss an die teilnehmenden Beobachtungen wurden die Lehrer/innen in qualitativen Experteninterviews nach Bogner et al. 2014 über ihre Zugänge zu Geschichtsunterricht, historischem Denken und ihrer Verwendung von Lehr-und Lernmittel befragt. Dabei wurde auch die Nutzung neuer Medien, wie Internet, Handy etc. zum Thema gemacht.
Durch die umfassenden, im Feld erhobenen qualitativen Daten wurde, erstens, eine umfassende, präzise und gegenstandsnahe Beschreibung der Verwendung von traditionellen und digitalen Lehr- und Lernmittel im Geschichtsunterricht möglich. Im Rahmen des Vortrags werden in diesem Zusammenhang einige zentrale Befunde und Einsichten vorgestellt. Da die qualitativen Erhebungen im Rahmen eines sequenziellen Triangulationsdesigns stehen, wurden, zweitens, deren Ergebnisse auch zur Generierung von Hypothesen verwendet, die in einer nachfolgenden quantitativen Fragebogenstudie mit Lehrer/innen (n=250) und Schüler/innen (n=1.000) getestet werden. In diesem Sinne erfolgte der Vorgang der Hypothesengenerierung methodisch kontrolliert auf der Basis qualitativ empirischer Daten. Im Vortrag werden einige durch die qualitative Studie generierte Hypothesen vorgestellt und in diesem Zusammenhang auch die Frage nach dem traditionellen Schulbuch als Leitmedium des Geschichtsunterrichts thematisiert.

"You cannot teach a man anything, you can only help him find it within himself." Galileo Galilei Mass media forms thrive today. As development show itself scientifically, students experience various media forms through technologies. These flourishing materials shouldn't be ignored; it is the role of ESL teachers to keep abreast with the present day coinciding language instructions to mass media forms as springboards of originally planned language tasks in attuning the interests of students that the real-world situation is constantly exposing them. There exist a one-to-one

This study aimed to explore university instructors' perspective concerning students' media use behavior in class. Taking the three-component view of attitudes (Rosenberg & Hovland, 1960), university instructors' attitudes were investigated in implicit (cognitive + affective) and behavioral terms. A mixed methods strategy was adopted, in which data was gathered in the qualitative phase via interviews, thus informing the survey that was used as method of data collection in the quantitative phase. Findings illustrate aspects of the learning environment that instructors consider being positively and negatively impacted by students' media use behavior, showing that most instructors have favorable implicit and behavioral attitudes towards it. Regression analysis reveals that teachers' favorable behavioral attitudes were positively influenced by the perceptions that media use in class has positive impacts for both instructors and students, whilst teachers' resistant behaviors were influenced only by the perception that students' media use in class impacts negatively the instructor's job.

Download at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2167856

Interpersonal trust is a necessary element for successful negotiation and mediation process. Conducting those processes online, however, necessitates navigating an environment in which trust is significantly diminished. This chapter explores the challenges to trust in the online world, and provides guidance to negotiators and mediators for developing and maintaining interpersonal trust whilst communicating through online media.

The author provides theoretical and technical foundations for a functional definition of computer-mediated, embodied learning systems and characterizes them as “designed to work the way the mind does.” This perspective applies analogical reasoning theory to frame (a) the process of knowledge construction, (b) an approach for design of embodied learning systems targeting formal domains, such as science, and (c) an explanation of how a learner engages with such a system. Four attributes are identified as critical during design of embodied, computer-mediated learning systems. They are viable, body-syntonic alignment, goals and feedback, intrinsic legitimacy, and system dynamics. These also can be applied to evaluate the efficacy of an embodied learning system. Alignment between the to-be-learned and the learning environment is essential during design. Degree of realism, immersion, and persistence designed into the system should be determined by instructional needs. Data logs and instruments can be designed to capture learner behavior and learning environment states as measures of learning. Systems may be developed as models, simulations, cognitive tutors, virtual worlds, or digital games. The boundaries between these types of delivery systems are fuzzy, and it is reasonable to expect that systems of the future will flexibly highlight characteristics according to instructionally expediency. (Please contact me directly to request a draft copy of the entry.)

This paper follows two South African Media Studies university students and their activities as producers of online content. It considers the online publication services they chose to express media-related academic and creative interests outside of formal curriculum requirements. Through peer guidance and using online search, both students were able to access educational resources and communities of expertise relevant to varied creative production interests. These relationships supported self-directed and interest-driven learning across academic, civic and career domains. Such cross-linkages are a unique feature of the pedagogical approach of ‘Connected Learning’ (Ito et al., 2013), which knits together three crucial contexts for learning: peer- supported, interest-powered and academically-oriented. It argues that learners flourish and achieve their potential when they can connect their interests and social engagement to academic studies, civic engagement, and career opportunity. This paper shows how the varied online publication services used by both students provided them with inter-connected and relevant extramural experiences

The third Information Retrieval Education through EXperimentation track (EIREX 2012) was run at the University Carlos III of Madrid, during the 2012 spring semester. EIREX 2012 is the third in a series of experiments designed to foster new Information Retrieval (IR) education methodologies and resources, with the specific goal of teaching undergraduate IR courses from an experimental perspective. For an introduction to the motivation behind the EIREX experiments, see the first sections of [Urbano et al., 2011a]. For information on other editions of EIREX and related data, see the website at this http URL The EIREX series have the following goals: a) to help students get a view of the Information Retrieval process as they would find it in a real-world scenario, either industrial or academic; b) to make students realize the importance of laboratory experiments in Computer Science and have them initiated in their execution and analysis; c) to create a public repository of resources to teach Information Retrieval courses; d) to seek the collaboration and active participation of other Universities in this endeavor. This overview paper summarizes the results of the EIREX 2012 track, focusing on the creation of the test collection and the analysis to assess its reliability.

Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in student-centered learning, and improve the learning outcomes across the curriculum. It enhances learners motivation, provides learners with a learning environment conducive for communication, reflection, construction, and collaboration. It is a pedagogical approach that intends to provide students with the opportunities to explore, create, and evaluate their ideas both individually and collaboratively. When it is used with the latest technologies effective and efficient e-learning systems may be developed. This responds to the needs of the new generation of students, who are very familiar with the digital world. Despite the fact that many educationists have recognized the potential of digital storytelling, a well-designed framework for the same is still required.

This paper introduces a framework for advancing e-Learning systems through digital storytelling. It gives an overview of digital storytelling and the level of contemporary research and literature on the pedagogical benefits of digital storytelling. It describes the storytelling types as well as the current models of digital storytelling. Then, it explains the proposed e-Learning digital storytelling framework. It concludes with an overview of the research that needs to be conducted to test the efficacy of the proposed e-Learning digital storytelling framework on several dimensions.

Writing is viewed hugely important, yet it is a daunting task for both English as a second language (ESL) teachers and learners. With the development of different approaches to teaching in general, numerous approaches to the teaching of writing have been evolved such as product, process and post-process approaches. Although these approaches have changed the role and status of writing over the years, writing still appears as one of the difficult areas to tackle as students lack academic writing skills and they are de-motivated to write in English. In view of this, researchers show an interest in looking into the possibilities of using Information and Communication Technology (ICT) tools for language teaching and learning. This paper discusses the application of the latest ICT tool, which is known as weblog as an effective tool in ESL classrooms. The aim of this study is to explore the pedagogical potentials of weblog in developing the writing skills of ESL learners. In particular, this paper wishes to identify and discuss the characteristics of weblogs as an appropriate and effective tool in assisting the learners in various ways to improve their writing skills. This study will further highlight the benefits of web logging activities and the impacts of these activities on students’ motivation to write in English as autonomous learners.

Computer mediated communication (CMC) tends to erase power structures because such communication somehow undermines or escapes discursive limits. Online discussions seem to promote rhetorical experimentation on the part of the participants. Finding a way to explain disparities between electronic discussion and oral discussion has proven difficult. Those in composition studies have tried to theorize CMC by reference to postmodern theory, but another form of theory that might help in the investigation of the nature of online communities derives from cybernetics and from information theory. Cybernetics' wider implications have led to the advent of a second-order cybernetics or systems theory--self-organizing, self-making, or autopoietic. Reflexivity provides an implicit reason for the difficulty of controlling electronic class discussion. Third wave cybernetics can be used in conjunction with social applications of systems theory to think about what happens when machines, teachers, and students are all "spliced" into one grand system. It seems that traditional approaches to class discussion with the instructor controlling the flow and order make it natural for teachers to view electronic communities as the early cyberneticists did, as allopoietic mechanisms whose goals can be set and observed. Though control of a system with multiple, dynamic elements may be somewhat difficult, a lack of control does not, in terms of systems theory, preclude an instructor's valuable involvement in an online community.