Perspectives On Digitally Mediated Team Learning
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Perspectives on Digitally-Mediated Team Learning
Author: Laurie O. Campbell
language: en
Publisher: Springer Nature
Release Date: 2021-11-08
This book explores technology-supported andragogical and pedagogical approaches that facilitate teamwork, collaboration, communication, and problem-solving opportunities in diverse disciplines. Collaboration and communication skills are not typically developed in traditional STEM instructional practices. The purpose of the book includes expanding the learning science research base regarding how learning principles and strategies, including structured, collaborative, active, contextual, and engaging instructional settings, can support foundational STEM instruction and improve student interest and achievement. The chapters are classified into three categories: (a) empirical studies exploring the manner in which technology-enabled pedagogical principles and practices facilitate student interest in STEM courses, (b) exploration of logistical factors associated with revisioning STEM education and (c) theoretical underpinnings and literature review of digitally-mediated team learning. The book showcases full-length manuscripts advancing transformative approaches for technology-enhanced team learning within STEM disciplines. Contributions have been sought from interdisciplinary researchers, developers, and educators who engage in the research, development, and practice of adaptable digital environments for highly-effective, rewarding, and scalable team-based and collaborative learning. These include such topics as real-time tools for teams in classroom settings; learning analytics; effective technology-enabled pedagogies; and technology-enabled, collaborative, pedagogical approaches to broaden participation in STEM disciplines. Promising approaches and technologies to advance digitally-mediated team and collaborative learning are explored including learning analytics to form effective learning teams. Further, innovative cyber-assisted observation approaches for diagnostic/assessment observation and interaction with student teams, educational data mining of large volumes of collected data, and leveraging. The book will be of interest to Higher Education Faculty in STEM, Learning Scientist, and K-12 educators and learning coaches.
Language Education in Digital Spaces: Perspectives on Autonomy and Interaction
This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995). The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts. The volume foregrounds the concepts of critical digital literacy and social justice in relation to language learner and teacher autonomy and illustrates how this approach may contribute to institutional objectives for equality, diversity and inclusion in higher education around the world and will be useful for researchers and teachers alike.
Digital Transformation, Perspective Development, and Value Creation
Author: Małgorzata Pańkowska
language: en
Publisher: Taylor & Francis
Release Date: 2023-10-02
This edited collection aims to provide relevant theoretical frameworks and the latest empirical research findings in the area of business management. It covers case studies provided by teachers visiting the University of Economics in Katowice, Poland, within Erasmus and CEEPUS Programmes. Over 12 years, approximately 25 teachers have been coming year by year to Katowice, presenting their monographic lectures and participating in seminars on their research results and educational achievements. This book contains descriptions of case studies, elaborated by Erasmus and CEEPUS teachers, illustrating that the case study is a method of research as well as a method applied in education and emphasizing the value of qualitative methods by example of case studies. The key benefit of qualitative research is that it allows a researcher to perceive and understand context within which decisions and actions take place. Hence, to understand peoples’ motivations, their reasons, their actions, and the context for their beliefs and actions, qualitative research is the best route. Assuming that business organizations as well as individuals are entirely linked together via the Internet, a new approach to business communication and marketing, business modelling and management are developed to reveal an increase of business synergy effects, the alignment of information and communication technologies (ICT) and business and social value creation, as well as sustainability and environment protection. Through this book, readers have an opportunity to learn about relevance and rigor in qualitative research and how the case study can be applied in various organizational contexts.