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Pedagogic strategies supporting the use 普通类
Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory.
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Pedagogic strategies supporting 普通类
Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory.
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Editorial 普通类
Members of the BJET Editorial Board and the Reviewer Panel will (or should!) recall that in May and June 2009 I sent out an invitation to participate in a survey of reviewers. My aim as editor was to find out more about the composition of the Reviewer Panel and what members liked—and disliked—about reviewing for BJET.
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School-based research 普通类
Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
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Action learning for managers 普通类
Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
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Blogs, wikis, podcasts 普通类
Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
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Crossing the divide 普通类
Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
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Cool, calm and collected 普通类
Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
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Effective teacher education and mentoring 普通类
Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
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Teaching ICT 普通类
Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.