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The paper criticizes the practice of providing sheltered occupational environments to severely handicapped individuals and considers ways in which public school programs and adult service systems can be arranged to maximize vocational functioning. Following an operational definition of meaningful work, the chapter analyzes reasons for the restrictive nature of sheltered vocational environments, including that work related skills are rarely required or developed, instruction is not emphasized, deviant actions are tolerated, and opportunities to benefit from interactions with nonhandicapped workers are not available. Followup data is cited to show trends toward functioning in nonsheltered vocational settings. Among reasons suggested for the growth-promoting nature of nonsheltered environments are availability of a continuous flow of meaningful work, greater opportunity to acquire and perform work related skills, and a social climate more conductive to success and personal growth. Relationships between meaningful work and pay are examined, and sheltered versus nonsheltered settings are compared in terms of cost, cost efficiency, and quality of life. Timelines for direct and indirect vocational instruction are offered. The nonsheltered vocational preparation program at the Madison (Wisconsin) Metropolitan School District is reviewed in terms of its development and its progression of services from middle schools to high schools and to post school services. Characteristics of successful delivery systems for severely handicapped adults are noted, including meaningful coordination between school and postschool agencies and instructional program emphases. (CL)

This meta-analysis will examine whether non-linguistic visual content (e.g., pictures, diagrams) combined with linguistic content (e.g., verbal or written text) in teaching materials is more effective than linguistic content alone. We will examine this in studies conducted within an educational setting (nurseries, schools and FE colleges) to ensure the analysis is ecologically valid. Our theoretical approach is based on two key theories of the cognitive science of learning: Dual Coding Theory (DCT; Paivio, 1979) and the Cognitive Theory of Multimedia Learning (CTML; Mayer, 2014).

The field of urban geography has as its prime foci the study and teaching of the spatial relationships that exist among the various structures, areas, and inhabitants within cities. The idea of a single-structure city, a building where people can live, work, and be entertained with a climatically-controlled environment is no longer a utopian vision and offers new areas for geographic study. Students may study such cognitive concepts as spatial relationships; physical structure; physical, cultural and/or economic neighborhoods; transportation; and the impact of the new single-structure cities upon human behavior. Student skill development could include the translation and application of statistical, technical, and photographic data to the aforementioned cognitive concepts. Affective activities could include a simulation where students have to decide who will be allowed entry into a limited number of domed cities when ecological catastrophe occurs in the year 2050. In a second activity students might be asked for the personal reactions to a future "ideal city." (Author/DE)

The paper examines issues involved in providing instruction to severely handicapped individuals in their natural environments. Factors that influence the arrangements made for instruction in community environments are classified according to student factors (such as chronological age, post-school projections, and unique learning and performance characteristics); activity factors (complexity level and the extent to which features of the environment can be replicated); and logistical factors (staff-to-student ratios, transportation, and cost). A model is presented to provide a systematic strategy for determining natural cues and teaching procedures. Five steps in the model are identified: (1) selecting the skills to teach, (2) deciding whether a natural consequence should serve as the sole corrective procedure, (3) selecting relevant natural cues, (4) determining the types of teaching procedures to use in community environments, and (5) determining the data collection procedures that will result in meaningful programmatic change. (CL)

While several studies focus on how students learn, very few focus on how teachers teach. It has been assumed that successful learning is judged by effective teaching. To carry out learning tasks successfully, it is important for students to have multiple learning opportunities and "style-shift" while learning. On the other hand, teachers should achieve a balance between teaching strategies and the students' unique learning styles. Thus, teachers are encouraged to adjust their teaching strategies in light of the different learning styles of the students. This is especially true in today's increasingly diverse classrooms where multiple ways of knowing, learning, and interacting have to be valued and celebrated. The purpose of this paper is to: (1) identify different learning styles of culturally and linguistically diverse students and show how they can be met in language arts instruction; (2) identify strategies for teachers to provide all students with optimal learning opportunities by valuing the learners' preferred ways of learning; and (3) provide pedagogical implications for bilingual and multicultural teachers to achieve congruence between teaching and learning styles in language arts lessons. (Contains 1 figure and 23 references.) (Author)

Teaching Health Care in Virtual Space is the first “how-to” manual for health educators on the instructional use of three-dimensional, computer-generated virtual environments, called “multi-user virtual learning environments” or MUVE. Dr. Estelle Codier has written a step-by-step handbook based on her experience supervising more than 400 learning activities in Second Life®. The book provides specific steps to assess instructional readiness and guidance for assessing student and class readiness. The text is accompanied by lively case studies of student learning illustrate the power of MUVE to transform health care education. The text includes an appendix of evaluation grids, grading matrices, syllabus descriptions, and detailed orientation materials for both faculty and students. While the sample learning activities were designed for nurses, instructors in other disciplines could easily adapt them for use in any MUVE setting.

This study examined attitudes of prospective special educators regarding urban, suburban, and rural teaching environments. A total of 588 student members of the Council for Exceptional Children representing 49 universities were surveyed. The questionnaire, composed of 67 questions, examined student reasons for being in special education. It also assessed attitudes concerning social, cultural, personal, and professional issues regarding various teaching environments. The students reported they were in special education for altruistic motives. They viewed suburban locations for teaching as the most desirable from a social, economic, and educational support perspective. Only 20 percent of students who grew up in rural areas were likely to return to rural areas to teach. Most beginning teachers are drawn to school districts that care for their students, have a high level of parental involvement, and a commitment of educational resources. These districts should have few problems in recruiting special education teachers, no matter where they are located. However, 60 percent of the total sample desired suburban placements and 23 percent desired rural placements. Socialization seems to be a major issue in preference, while salaries do not seem to be important except for those wanting to teach in an urban setting. Statistical analyses of the student questionnaire were presented in tables. The appendices include graphs illustrating the degree of interaction between student perceptions and type of environment. The student questionnaire is also included. (LP)

In times of financial restrictions, the demand for more efficiency and effectiveness in the higher education system is often connected to the potential of tele-supported university teaching. At the Institute of Law and Computer Sciences of the Saarland University, international online courses have been offered regularly since 1996. The didactic concept is communication-oriented and is based to a vast extent on discussions and group work via the exchange of electronic messages through the World Wide Web. Technical specialties, like an extensive media integration, were not incorporated and the programming was reduced to a necessary medium. Nonetheless, a vast investment of time during the development and the realization of such online courses had to be noticed mainly due to organizational and support activities. This paper looks at the design of an online learning environment, focusing on the collaborative aspects, both from an educator's viewpoint and from a student's viewpoint. The design is based on socially constructed needs with flexibility as a main concern. (Contains 10 references.) (AEF)

During the past five years there has been new research into the teaching of history to children. Many educators are advocating once again the teaching of history through concepts. This elementary school unit uses the concept approach to teaching history. The lesson examines the concept of war and wars' impact on the lives of a variety of people. The lesson's approach contrasts with and provides a balance to the fears and triumphs of leaders of nations who seek to preserve or extend their own economic and political power. The lesson provides identification with the impact of war rather than an attempt to create a set of heroes. It identifies eight knowledge objectives (such as defining war, explaining war's destruction, and making conclusions about the impact of war), four skills objectives, (including gathering and analyzing data), and four attitudinal objectives. A list of materials needed for the unit and trade books to be read is given. The lesson then presents a day-by-day description of classroom procedures and activities. It concludes with a list of formative and formal assessments. (BT)

During the past five years there has been new research into the teaching of history to children. Many educators are advocating once again the teaching of history through concepts. This elementary school unit uses the concept approach to teaching history. The lesson examines the concept of war and wars' impact on the lives of a variety of people. The lesson's approach contrasts with and provides a balance to the fears and triumphs of leaders of nations who seek to preserve or extend their own economic and political power. The lesson provides identification with the impact of war rather than an attempt to create a set of heroes. It identifies eight knowledge objectives (such as defining war, explaining war's destruction, and making conclusions about the impact of war), four skills objectives, (including gathering and analyzing data), and four attitudinal objectives. A list of materials needed for the unit and trade books to be read is given. The lesson then presents a day-by-day description of classroom procedures and activities. It concludes with a list of formative and formal assessments. (BT)

During the past five years there has been new research into the teaching of history to children. Many educators are advocating once again the teaching of history through concepts. This elementary school unit uses the concept approach to teaching history. The lesson examines the concept of war and wars' impact on the lives of a variety of people. The lesson's approach contrasts with and provides a balance to the fears and triumphs of leaders of nations who seek to preserve or extend their own economic and political power. The lesson provides identification with the impact of war rather than an attempt to create a set of heroes. It identifies eight knowledge objectives (such as defining war, explaining war's destruction, and making conclusions about the impact of war), four skills objectives, (including gathering and analyzing data), and four attitudinal objectives. A list of materials needed for the unit and trade books to be read is given. The lesson then presents a day-by-day description of classroom procedures and activities. It concludes with a list of formative and formal assessments. (BT)

Statistics forms the backbone of many undergraduate and graduate courses in education and psychology, however, many students find it difficult to master. Information technology can help these students' difficulties with statistics in two ways: it can be used to reduce the drudgery associated with large amounts of calculation; and it can be used to support the teaching of basic concepts in statistics in a more illuminating and motivating way. This paper looks at two different programs and illustrates how the use of particular computer-based activities contributed to students' understanding of statistical concepts. The paper looks at findings from evaluation studies of the systems "Link" (Morris, 1997) and "ActivStats" (Morris & Scanlon, 1999). "Link" is an application designed to address students' difficulties concerning the topic of correlation, and "ActivStats" is a multimedia learning resource for teaching statistics across a range of disciplines. Each of the cases highlights a particular feature of the program design which is likely to influence students' learning of statistics. (Contains 16 references.) (AEF)

A vast literature exists on teaching reflection and reflective practice to trainees in small groups, yet with few exceptions the literature does not address the benefits of these interactions to faculty. Like multiculturalism or cultural competency, the literature assumes that faculty have themselves "achieved" these propensities and that trainees are the only recipients of the benefits of such inquiry. One of the noticeable exceptions is Arno Kumagai and colleagues' article, "The Impact of Facilitation of Small Group Discussions on Psychosocial Topics in Medicine on Faculty Growth and Development," which found that small group teaching stimulated not only students' personal and professional growth, but also that of the faculty themselves. Our intent is to continue and enlarge the questions posed in this important article. Specifically, this inquiry focuses on the meanings that clinical faculty derive from teaching medical students in discussion- and reflection-driven small group formats. Why do faculty leave the comfort zone of clinical teaching and take time away from income-generating patient care activities? What is it about this teaching experience that calls them back each year? In answering these questions, we conducted a qualitative study consisting of interviews and focus groups with 11 clinical faculty participants who teach in Reflections on Doctoring, a required, longitudinal course for medical students. The data of our study provides insight into the thoughts, attitudes, and motives of our faculty who not only view themselves as teachers and mentors, but also as co-learners who engage personally with the medical humanities content being taught. They confront, reveal and resolve challenges presented by literary perspectives and find enjoyment and sense of purpose in teaching non-jaded medical students. Furthermore, what emerged from our study was a deeper understanding of what inspires our faculty to sacrifice their time and effort to facilitate medical humanities discussions with young medical students and how this experience contributes to the ongoing development of their own professional identities. (Contains 2 tables.)

208 p. ; 28 cm

Digital video communication suffers from a lack of interpretability of gestures and gaze, hindering the establishment of common ground. Peerscope (https://peerscope.de/) is a system that attempts to solve these problems by using the computer screen as a mirror and filming the user’s reflection in it, creating a video from the screen‘s perspective. Screen content such as instructional graphics can then be overlaid over the user’s video, creating a virtual, interactive glass screen and allowing the viewer to interpret gestures such as pointing and gaze direction. According to the concept of gaze guidance, Peerscope should enable guiding a learner’s attention through the instructors’s gaze, which should in turn improve learning outcomes.

Digital video communication suffers from a lack of interpretability of gestures and gaze, hindering the establishment of common ground. Peerscope (https://peerscope.de/) is a system that attempts to solve these problems by using the computer screen as a mirror and filming the user’s reflection in it, creating a video from the screen‘s perspective. Screen content such as instructional graphics can then be overlaid over the user’s video, creating a virtual, interactive glass screen and allowing the viewer to interpret gestures such as pointing and gaze direction. According to the concept of gaze guidance, Peerscope should enable guiding a learner’s attention through the instructors’s gaze, which should in turn improve learning outcomes.

The purpose of this study is to discuss instructional design and technology (IDT) model strategies for developing learning and teaching environments, based on philosophical approaches to educational technology theory. The study begins with a discussion of IDT models to define the history of educational technology or instructional technology theories, based on instructional strategies and improvements. In the study, authors discuss the strategies and steps that a design team should follow when designing learning environments in industry, business and military scenarios, based on the philosophy of educational technology and latest technologies, which should give way to effective learning environments. The steps include recognizing terminology in educational technology concepts, psychological and instructional foundations in instructional design (ID), as well as approaches to educational technology. To recap, our purpose is to combine necessary IDT model strategies for the pedagogical design of learning environments, with new technologies. We will also discuss powerful IDT models that aim to meet the very high expectations of digital and humanist education. To develop a high-quality learning environment, we will explain technology design steps and practice in order to improve the learning of tasks, complex cognitive skills, attitudes, motivations and competencies in the future trends of educational technology. At the end of the study, integrated technologies in e-learning were discussed and presented, based on foundations of IDT and the philosophy of educational technology. These included pedagogical, technological and organisational technologies, as well as the main barriers of implementation, which, in turn, include the perspectives of students, teachers and designers, learning materials, digital education, epistemology in educational technology, courseware design, new technologies and contextual settings.

This study assessed the role of parental teaching in improving children's memory skills. Subjects were 32 parent couples, each with a 3- or 4-year-old child. Teaching sessions consisted of each parent helping his or her child memorize a 20-item set of pictures of familiar objects for a free-recall task. Verbal communications of each parent were converted into message units, defined as single meaningful statements or questions. Four primary strategies were evident: simple naming, item elaboration, story elaboration, and grouping. Results indicated that the only strategy frequently used by both mothers and fathers was simple naming. Children achieved similar levels of reacall with both mothers and fathers serving as teachers. Recall scores increased with chronological age, and the number of items recalled at both age levels was substantially higher than the numbers reported previously by Meyers and Permutter for same-age children under self-study instructions. There was no apparent connection between any of the teaching strategies parents used and the children's ability to remember the picture names. Strategy-related message units were recoded on the basis of whether they encouraged or required the child to operate on the items (by grouping, elaborating or naming) and whether the child did so. Results indicated that less than 25% of all strategy-related communications encouraged the child to operate on an item, and of those statements, only 19% were successful. Plans for a survey to study parental emphasis on memory in the home are discussed. (Author/SB)

The Spring Symposium on Knowledge-based Environments for Teaching and Learning focused on the use of technology to facilitate learning, training, teaching, counseling, coaxing and coaching. Sixty participants from academia and industry assessed progress made to date and speculated on new tools for building second generation systems. Selection of topics and participants was motivated by a desire for ideological breadth and depth. Panel leaders included William J. Clancey and Alan Lesgold (researchers of real-world systems); Kurt VanLehn (champion of cognitive models); Beverly Woolf (defender of discourse systems); Elliot Soloway (advocate for alternative environments); and Sarah Douglas (spokeperson for supportive systems). (Author) (KR)

The State University of New York (SUNY) established the need among faculty for an Internet-based course/classroom management system (CMS) to provide the means to customize and manage the instructional process in teaching and learning and to integrate the content from a variety of sources including instructors both local and remote, students, and publishers in an asynchronous or virtual learning and/or synchronous, distance learning environment. SUNY evaluated various commercial software applications to find a product which is open standards-based, easy to use and maintain, portable, replicable, scaleable, affordable, and has a high probability of success with long-term cost effectiveness. Other specifications included: the ability to get traditional face-to-face courses online in as short a period of time as possible in order to provide universal access to the content anywhere anytime and to do it in a simple but relatively seamless manner; and to reduce the amount of time spent teaching students to use the computer-based technology to keep the main focus on course content. The software programs TopClass and LearnLinc I-Net (LLI-Net) both interface well with several well-established Web-based support utilities. A complete course can be created, online, and running in as little as 4-6 weeks, and training needed for both faculty member and student can be conducted over the Internet and telephone. Either TopClass alone or a combination of TopClass and LLI-Net provide a comprehensive CMS package with low overhead for support. (Contains 15 references.) (Author/SWC)

This paper presents teaching strategies and methods, applicable in modern blended environments for learning of programming. Given the fact that the manner of applying teaching strategies always depends on the specific requirements of a certain area of learning, the paper outlines the basic principles of teaching in programming courses, as well as the possibilities for applying modern teaching strategies in this area. Blended learning of programming is gaining dominance in higher education, through combining traditional and modern technologies and teaching methodologies in classroom and via the internet: in traditional courses--with lessons in the classroom and regular additional forms of teaching via the Internet and in distance courses--with regular lessons and additional forms of teaching in the classroom/via the internet. This paper describes teaching strategies which are implemented within the blended programming traditional and distance courses in the School of Electrical and Computer Engineering of Applied Studies in Belgrade: Programming fundamentals, Programming languages and Object oriented design. The methods recommended for carrying out teaching strategies in this area have been described: modernized teaching strategies and the increasingly popular strategies of collaborative, situated and self-directed learning. Considering all the above, this paper can in fact motivate teachers in the given area to improve their teaching and adjust it to modern generations of students. [For the complete proceedings, see ED579395.]

Education research in computer science has emphasized the research of web-based learning environments as a result of the latest technological advancement in higher education. Our research aim is to offer new insights on the different teaching strategies in programming education both from a theoretical and empirical point of view as a response to the theory-scarce nature of the subject. We have classified the teaching themes in computing education research based on the students' experience and reviewed the respective teaching methods introduced by the previous literature in the subject field. Our research results confirm that despite the benefits brought by technology to higher education and the high quality of the programming courses, there exist challenges associated with programming education environments that need to be addressed with further research. We bring up the concepts of student-centered pedagogy and personalized learning environments in response to the challenges faced by students in programming education. Specifically, we will analyze these challenges via teaching strategies and by considering the students' needs in a collaborative learning environment. Our research results are especially valuable to the understanding of the development of the programming education environment. We will open up new research opportunities in the quality management of distance learning.

This article presents the results of a research study conducted with college students at a University in Colombia that offers an online program of English as a Foreign Language. The goal of this study was to understand the students' perceptions. It mainly responded to the following research questions: Why do these students participate in an EFL online program? What are their perspectives about the methodology used in the virtual environment to learn a second language? What are their perspectives about the environmental factors involved in the learning process? And how are technical factors influencing the online learning process? This study used a qualitative research method. A questionnaire-based survey method was used for data collection. The population participating in this research was selected randomly, and the participants were promised anonymity prior to the completion of the questionnaire. It was found that online students master technology while learning in a virtual environment. In addition, students perceived that, with the activities promoted in the e-learning environments, they increased their vocabulary skills. Also their grammar and reading skills tended to improve considerably. However, students perceived that the interaction between them and their instructors should increase, so they would have the possibility of answering their questions and strengthening their speaking and writing skills.

Conventional learning guidance systems are typically automated machines for creating teaching materials: quizzes, exercises, examinations etc. In the future, systems will also offer ease of use, attention to sociality, ability to adapt to the pupil's needs and skill levels, and time savings. Ease-of-use and adaptation can be sought using systems based on Artificial Intelligence (AI). Chatbots would save teachers time by talking with students about their problems automatically. The virtual classroom would release people from the physical state and offer the opportunity to play with different roles. For the teaching of physics, the virtual classroom provides an opportunity to try out things that are not practically possible. AI could enable automatically identify students' strengths and weaknesses and utilize them. On the other hand, AI also could allow pupils to gain strength through peer learning by bringing students of the same level from all over the world to discuss their own views and could automatically filter out sub-standard and clearly false answers. AI can also be capable of automatically creating tailor-made materials based on student-level learning using deep learning. Finally, AI can also be used to treat pupils' reviews to a large extent. In this research we will evaluate how well new technology powered by AI could respond to the demands of different teaching-learning environments. We will present a learning system that is in use and discuss its differences between opportunities of Artificial Intelligence (AI) can support different teaching-learning environments and discuss little how AI could support different learning styles. [For the full proceedings, see ED619611.]

This paper describes co-teaching as a collaborative, equal relationship between a regular classroom teacher and a special educator which allows for meeting the needs of a greater number of students with disabilities within a single regular classroom program. The co-teaching relationship is thought to develop through a series of three stages: (1) the beginning stage when communication between teachers is stifled or minimal and feelings of discomfort predominate; (2) the developing stage when communication becomes more open and interactive with the rudiments of shared responsibility becoming evident; and (3) the collaborative stage when both educators openly communicate and interact, and teachers and students experience a high degree of comfort. Eight primary components comprising the co-teaching relationship are discussed, including: interpersonal communication, physical arrangement, familiarity with curriculum, curriculum goals and modifications, instructional planning, instructional presentation, behavior management, and grading/evaluation. Strategies are suggested for modifying these components to facilitate movement through the three stages. A rating form to evaluate each of the eight components for co-teaching stage is attached. (DB)

The working group Didactics of Informatics at the University of Paderborn (Germany) develops and evaluates a multimedia exploration platform for information systems (MEPIS) to the needs of teaching and learning informatics at secondary schools. This paper describes the basic ideas within a system-oriented approach of didactics of informatics and two of its most relevant ideas: the perception of a socio-technical information system and the concept of deconstruction. The pedagogical and technical requirements of developing multimedia tools and integrating them into teaching and learning processes informatics is outlined, and the demands on a multimedia-based exploration environment for the process of deconstruction is described. Finally, a concept of evaluation of teaching and learning processes in informatics under the perspective of a system-oriented didactical approach and the practical use of an exploration platform at secondary schools is presented. (Contains 11 references.) (Author/AEF)

The adoption of ICT-enabled teaching in contemporary schools has largely lagged behind despite its obvious and many benefits, mainly because teachers still hold ignorant, misinformed and highly negative attitudes towards ICT-enabled teaching. This article aimed at investigating the effect of Virtual Learning Environments (VLE) on university teachers' attitudes towards using ICT in their teaching, and to further develop a best-practice model for use by stakeholders currently interested in promoting the use of ICT in education. VLE experience can positively shape teachers' attitudes towards using ICT, which would in turn increase the adoption of ICT-aided teaching in contemporary schools. The article argues that when university teachers participate regularly in VLEs, their attitudes towards the use of ICT improves. It is thus recommended that learning institutions and universities should invest in creating productive, regular and readily accessible VLEs for their teaching staff, as an important support incentive to any ICT program deployment. (Contains 1 table.)

This study sought to determine effective instructional practices for hearing-impaired students in mainstreamed and special classes. It involved a survey of 63 secondary mathematics teachers (with an 87% response rate), teacher logs of assignments and class work, and live observations. The study found no main effect for type of classroom (mainstreamed or special), achievement level of the class, or for 10 classroom process variables (such as positive feedback, homework frequency, and degree of individualization.) There was no interaction effect for the type of placement and the level of achievement. There was an interaction between the type of placement and the process variables, but no interaction effect between process variables and achievement. It appeared that successful mainstream placement may be defined by a greater degree of oral presentation and less seatwork, while a successful special class may be defined by less teacher talk and more seatwork. It is concluded that effectiveness was not found to be identical in the two situations, but the specific differences could not be clearly established. (14 references) (JDD)

This paper presents an approach for developing flexible Hypermedia Learning Environments (HMLE) and applies this theoretical framework to the creation of a layered model of a hypermedia system, called HyperDisc, developed at the German Institute for Research on Distance Education. The first section introduces HMLE and suggests that existing hypermedia systems often suffer from theoretical, conceptual, and methodological shortcomings. The empirical background of hypermedia use and hypertext-based technologies are discussed in the second section. The next section deals with design features crucial for flexible HMLE, following a model for describing computer-based systems that comprises learner, subject matter, pedagogic-didactic, and information technology components. The fourth section presents the HyperDisc program as a prototype of HMLE intended to cope with design requirements outlined for fostering open and flexible learning; features discussed include expository learning activities, exploratory learning activities, expressive learning activities, and openness (i.e., the potential to integrate and create new contents). A figure illustrates the main screen of HyperDisc. Contains 14 references. (DLS)

Virtual learning environments (VLE) have become a standard feature of most courses in higher education, offering the potential to facilitate and improve teaching and learning. Whilst there is an implicit assumption that VLEs benefit student learning, much of the evidence originates from direct questioning of students about their satisfaction with the VLE itself. In order to establish the impact of VLEs on student satisfaction with teaching and learning in higher education, the present study gathered data from a sample of 128 undergraduate students using self-report module evaluation questionnaires (MEQs) completed before and after VLEs were introduced. MEQs were completed in relation one core (Research Methods) and one elected (Health Psychology) module. Results for the core module showed a marked increase in the percentage of students responding as "extremely" or "very satisfied" following the introduction of the VLE compared to the pre VLE period. There was also a fall in the percentage of students responding as "neither satisfied nor dissatisfied." No clear or consistent change in student satisfaction was evident for the elected module. Improved communication and greater variety of teaching methods were reported by students post VLE for both the core and the elected module. Findings provide some support for the notion that VLEs mediate increased student satisfaction with teaching and learning in higher education, but that their impact may vary according to the course and the perceived utility of the VLE, pre-existing student satisfaction and the effectiveness with which VLEs are blended with traditional approaches to meet student expectations.

This study was conducted in order to determine the impact of a 3-year, theory based, inservice training program on teaching effectiveness for classroom teachers. Feedback on observed teaching effectiveness competencies was provided for each teacher in the study sample, along with a profile of student learning styles and data on student perceptions of the classroom environment. This information provided the basis for determining each teacher's needs, upon which teaching strategies were planned. Participants included vocational high school teachers drawn from seven schools. The sample was divided into three groups: (1) two schools designated as full treatment experimental group X; (2) three schools identified as medium treatment control group A; and (3) two schools designated as a minimum treatment control group B. Teachers were told they would receive information about their teaching that would help improve their effectiveness. Results suggest that inservice programs conducted over a 3-year period had a positive outcome in increasing effectiveness for those teachers in the experimental group. The theoretical base was understood and applied by teachers, and their teaching effectiveness scores showed marked improvement as measured by three different instruments. (LL)

In this article, we briefly offer the main characteristics of a hybrid design for Face-to-Face (FtF) and online German courses in the degree of Translation and Interpreting that combines the textbook with activities moderated with technology. We particularly focus on the activities designed for practicing oral production at level A2.2., where we have included self-evaluation as a component in such a way that each activity is linked to a questionnaire of a reflective nature that enables the teacher to offer feedback on the activity carried out. FtF and online students have been sharing the same classroom and interacting with each other. Students' perception of the classroom design is positive according to the results of the submitted questionnaire. They highly value the structure of the Moodle classroom, the design of the tasks and the possibility to interact with students of the other modality, respectively. However, the analysis of the self-evaluations of oral activities shows unequal awareness of the potential significance of multimodality as well as a low conscious use of interactional strategies. [For full proceedings, see ED564162.]

Advancements in information and communication technology (ICT) allowed several tools and systems to be proposed for improving classroom experiences to both instructors and students. However, most of these tools were brand-new and stand-alone programs that require users to invest additional time and effort to become familiar with their use. This requirement could adversely affect the users' motivation on using these particular programs. However, enhancing student learning motivation and participation is crucial for the teaching and learning of new knowledge or skills since motivation would affect how instructors and students interact with learning materials. In the era of Web 2.0, both instructors and students are heavily immersed in various web applications such as SkyDrive, Evernote, DropBox, and Google Apps on a daily basis. These web applications were also well-received by both instructors and students in their daily lives. Therefore, the use of well-known web applications could be a potentially novel method to engage instructors and students in meaningful teaching and learning activities. Bearing this in mind, this study proposed a learning environment supported by well-known web applications to supplement classroom teaching and learning activities, assist instructors in facilitating student learning and participation, and help improve student learning motivation and performance. Experimental results revealed that students had higher learning motivation and participation when using the proposed web application supported learning environment during and after class as it gave them access to adequate learning support. The proposed approach also gave effective assistance to instructors and students in administering and conducting learning activities during and after class. (Contains 4 tables and 5 figures.)

Focus groups were conducted to inform and support the development of faculty, teaching assistant, and administrator training materials and strategies as part of the Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Prof project at the University of Washington, Seattle. Focus groups were conducted at the 23 postsecondary institutions in the DO-IT Prof project, which serves to improve the knowledge and skills of faculty related to the inclusion of students with disabilities. Twelve faculty focus groups involving 41 faculty members and 4 staff members examined experiences working with students with disabilities, problems, understanding of legal responsibilities, and perceptions of additional knowledge needed to serve students with disabilities. A focus group for teaching assistants (one group of four assistants) explored similar issues. Six student focus groups involving a total of 21 students with disabilities examined what students knew about existing services and their legal rights, their experiences with instructors, and other student concerns. The preliminary findings from these groups indicate that various training models are needed to meet the needs of a wide range of faculty, including workshops, reference materials, and longer seminars. Faculty and teaching assistants want information that focuses on accommodation methods rather than specific disabilities. Because of the range of student experiences and perceptions, an effective plan to institutionalize and integrate services and programs should include a needs assessment tailored for an individual campus. (Contains 19 references.) (SLD)

Previous studies report the involvement of the use of video in the frameworks of problem-based learning (PBL), case-based learning, and project-based learning. This systematic literature review, through two research questions, explores the positive influence of the use of video in those instructional methods, and, while focusing on PBL, identifies and registers the directions where the use of video improves the PBL effectiveness. The findings of this research could prove beneficial to education policy-makers; the frameworks may be more effectively placed to ensure they are used to provide the greatest advantage and benefit. The theoretical model, created and utilized for the needs of this research, resulted as a productive artifact: The positive results of its utilization were reflected mainly in relation with the ordered and grouped 16 identified directions where the use of video improves the effectiveness of PBL, according to the six core characteristics of PBL.

In light of the enormous changes unfolding in the higher education landscape, we don't have to look too far to recognize evidence of the transformation and redefinition of the construct of both teaching and learning in the information age. With a growing focus on teaching and learning at all levels of post-secondary institutions, innovation is reflective in the introduction of new learning spaces, state-of-the-art technology-enhanced education, and prominence given to discussions about adapting teaching and learning to the twenty-first century. Likewise, in this article we examine the reflections, ideas, conversations and exchanges inspired by the cohort's plenary planning discussions and the current birth of innovation in reshaping Canadian higher education.

PISA study has defined several key areas to be paid attention to by teachers. One of these areas is work with models. The term model can be understood very broadly, it can refer to a drawing of a chemical reaction, a plastic model, a permanent mount (taxidermy) to advanced 3D projections. Teachers are no longer confined to teaching materials and aids available physically at schools. Thanks to information technology, models can be included in lessons almost without any limits. However, work with models is very specific due to the simple fact that a model always differs from what it represents. Efficiency of education using ICT can be affected negatively in case that work with complex models requires high level of abstraction which pupils are not capable of (Harrison and Treagust, 2000). Jancaríková (2015) points out that--due to the demands on upper secondary pupils--children must be taught how to relate models to real objects from very early stages. Linking an object to its model--isomorphism is the basis for successful work with models. Work with models thus must be developed systematically and consistently and included into teaching of younger learners. The scope of work with models in natural sciences is gradually increasing. However, the fact that we are able to project models to pupils using information technology does not mean that pupils will be able to understand them. In this paper we want to point out that not enough attention is paid to work with models (not only in the Czech Republic)--methodology of work with models does not exist and is not taught to pre-service teachers. The paper classifies types of models we come across in lessons, describes basic differences between objects and reality they represent and proposes possible ways of systematic inclusion of models into teaching.

Earlier research has shown that an excessive workload has a substantial negative effect on students' well being. The present study examines how Finnish and Chinese university students' perceptions of workload are related to their perceptions of the teaching and learning environments (TLE). This is done in order to determine whether the perceived workload of students could be reduced by improving the quality of their TLE. Also the levels of experienced workload of Finnish and Chinese students are compared in this study. The group of participants consisted of 3035 Finnish students and 2309 Chinese students. Since this work is cross-cultural in nature, the adequacy of the level of structural equivalence of the research instrument was confirmed, and, when appropriate, the effect of different response styles on the results was taken into account. Both standard and robust statistical methods were used for the analyses. The results show that in both the Finnish and the Chinese groups the students' perceptions of their workload and TLE are significantly but rather weakly related. Furthermore, irrespectively of whether the response styles are accounted for or not, the results indicate that Chinese students perceive a heavier workload than do Finnish students.

This paper focuses on the implementation of the multiple intelligences (MI) theory in 21st century teaching and learning environment, suggesting that it offers a new tool for effective teaching and learning at all levels. The eight current MI include: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. Despite research on the effectiveness of the MI theory, traditional teaching and learning strategies of lecture still prevail in school, with the expectation that all students learn in the same way. This paper looks at the different types of intelligences, offering a definition of MI, historical developments of MI, and application of the MI into the classroom social environment. It also discusses two new candidate intelligences: spiritualist and existentialist. The paper concludes that traditional ways of understanding pedagogy, and static methods of teaching, are giving way to the new classroom examination and application of the MI. It notes that in the process of employing the MI, teachers should also consider the cognition, language, and culture of each student. (Contains 36 references.) (SM)

Three microteaching formats were compared: microteaching with peers, microteaching with university freshmen, and microteaching with high school pupils. Thirty social studies methods students were assigned to one of the three formats for six experiences. Each experience included periods of instruction and practice. Assessments were made at the end of microteaching by a panel of graduate assistants using the Illinois Teacher Performance Appraisal Scale, and at the end of student teaching by pupils using the Illinois Teacher Evaluation Questionnaire. Significant differences at the completion of microteaching favored peer teaching, but microteaching with high school pupils was associated with superior performance at the end of student teaching. It appears easier to obtain desired training effects through peer teaching, but these effects do not seem to transfer to student teaching. (Author/RT)

Three microteaching formats were compared: microteaching with peers, microteaching with university freshmen, and microteaching with high school pupils. Thirty social studies methods students were assigned to one of the three formats for six experiences. Each experience included periods of instruction and practice. Assessments were made at the end of microteaching by a panel of graduate assistants using the Illinois Teacher Performance Appraisal Scale, and at the end of student teaching by pupils using the Illinois Teacher Evaluation Questionnaire. Significant differences at the completion of microteaching favored peer teaching, but microteaching with high school pupils was associated with superior performance at the end of student teaching. It appears easier to obtain desired training effects through peer teaching, but these effects do not seem to transfer to student teaching. (Author/RT)

Three microteaching formats were compared: microteaching with peers, microteaching with university freshmen, and microteaching with high school pupils. Thirty social studies methods students were assigned to one of the three formats for six experiences. Each experience included periods of instruction and practice. Assessments were made at the end of microteaching by a panel of graduate assistants using the Illinois Teacher Performance Appraisal Scale, and at the end of student teaching by pupils using the Illinois Teacher Evaluation Questionnaire. Significant differences at the completion of microteaching favored peer teaching, but microteaching with high school pupils was associated with superior performance at the end of student teaching. It appears easier to obtain desired training effects through peer teaching, but these effects do not seem to transfer to student teaching. (Author/RT)

Based on observation, interviews, and questionnaires, the first section of this paper discusses lessons learned while watching teachers use the first set of "The Voyage of the Mini" materials (a video, computer, and print package). The focus is on the need to create an environment that will support an inquiry-based curriculum. The second section describes the design of one of the software modules, Maya Math, to address this need. A segment of the module is explained, and ways in which the materials have been designed to facilitate the discovery of specific math concepts are illustrated. Experiences of a teacher currently field testing the module are then presented. (7 references) (MES)

This paper reports on the first stage of an Italian national project, Access Thorough Text (ACT henceforth), designed to respond to issues related to reading strategies, textual barriers and online access to web texts in English in educational environments, with specific reference to English as a Foreign Language (EFL). The first stage of the work has been focused on the theoretical foundation on which the project is based, in particular giving suggestions about how digital literacy for learners aged 6-18 can be encouraged and facilitated in web-based multimodal platforms (Jones, Hafner 2012). An inventory of integrative systems has been created to account for a range of devices that help break down barriers in texts (Baldry, Gaggia, Porta, 2011; Gaggia 2012; Porta 2012). The second section of this paper presents the design and administration of a needs analysis for the identification of specific needs for the three targeted age groups of EFL learners (group 1: 6-10, group 2: 11-14; group 3: 15-18). The survey also investigates which best practices can be adopted with regard to a) ease of access; b) awareness of sociocultural and genre-related textual barriers, and c) language problems for EFL learners. This paper will focus on Group 3, i.e. learners aged 15-18, and on how New Travel websites (NTWs) can be used in educational environments through task-based activities. Preliminary findings have shown that the text barriers identified in NTW can be ascribed to different socio-semiotic, multimodal and linguistic areas. Multimodal corpora have been created and annotated for the purpose of unpacking and tackling text barriers. The rationale of corpora selection (Baldry, O'Halloran 2010), replicability of the experiment, issues in categorization and taxonomies involved in NTWs will be discussed, with the final goal of providing guidelines for teachers, parents and other stakeholders in the field of digital literacy.

This research investigates the implementation of the programming language Alice to teach computer programming logic to computer information systems students. Alice has been implemented in other university settings and has been reported to have many benefits including object-oriented concepts and an engaging and fun learning environment. In this study, students were surveyed on their opinions about the effectiveness of the Alice environment and were compared to responses of students who had been taught in a more traditional environment using flowcharts and pseudocode. Analysis of data revealed there were no statistically significant differences in responses, with both groups reporting high levels of satisfaction with their respective learning experience. Discussion includes ways to potentially improve the implementation of Alice and its benefits in the classroom. [Volume number incorrect on PDF, http://isedj.org/2011-9/index.html.]

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin studies online learning management system and a constructed virtual world in which the user's creative imagination transports them to the "other side" of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D (three dimensional) environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in students' visual journal entries and art educator observations to ascertain if an e-technology rich-augmented learning environment resulted in the establishment of more effective e-learning communities of practice. (Contains 12 figures.)

This paper reports part of a study of secondary mathematics teachers in "Technology-Rich Teaching and Learning Environment" (TRTLE's). Three TRTLE's, two year 11 and one year nine class and their teachers were the focus of the study. Seven "Teaching Roles" were identified as teachers acted to allow students to perceive and enact affordances of TRTLE's appropriate to the learning of functions. Each role is important in allowing future independent perception and enactment of affordances by students.

In the United States, visits to informal learning environments [ILEs] such as zoos, have historically been considered to be important educational experiences that promote increased student achievement in content-area subjects. Recently, however, funds are more likely to be diverted away from field trip experiences, depriving less-privileged students of opportunities to build rich background knowledge structures that could support long-term learning. This article considers the findings of a study that examined the effects of a visit to a community zoo on the science achievement of 3rd grade students. The findings suggest that although the novelty of the zoo environment may have served as a distractor in the short-term, in the long term, novel stimuli may have promoted increased learning by generating interest, increasing motivation, and providing students who had never before visited a zoo with sensory information to construct new and durable knowledge structures. Educators should therefore strive to provide less privileged students with more frequent opportunities to visit ILEs so as to expand their world knowledge. In addition, teachers are advised to consider how texts and classroom-based learning experiences can be used to complement visits to ILEs.