Abstract

This paper presents a review of literature that introduces major concepts and issues in using avatars and pedagogical agents in first- and second-person virtual environments (VEs) for learning online. In these VEs, avatars and pedagogical agents represent self and other learners/participants or serve as personal learning “guides”. The paper offers insights into the relationship of online VEs and their components to computer games and discusses the roles of the Computer as Social Actor (CASA) paradigm, anthropomorphism, ethopoeia, and homophily in these learning environments. It defines and illustrates the terminology and conventions used in VE technology, discusses social aspects of human learning in online VEs, reviews relevant literature, introduces theories relevant to designing these environments, and suggests some models for research to advance the currently limited knowledge of how, why, when, and for whom these online learning environments may be most effective.

Abstract

One important theme in technology education is the growing need to develop the type of pedagogies that encourage pupils in authentic and meaningful learning experiences. Often, the teaching strategies of technology education are only a matter of teaching the handling of materials and tools, and the production of mere objects does not consider how to incorporate broader pedagogical connections in comprehensive school technology education.

The concept of meaningful learning has been brought into use in technology education of comprehensive school because some generic skills should also be learned in the work process. In this article, learning in technology education is approached from the point of view of meaningful learning. In addition, the realization of practicing the meaningful learning in the teaching of technology is examined.

Abstract

This paper addresses the need for educators to re-conceptualize the way we teach in an online environment. The call for this stems from a need to recognize the heterogeneous nature of the learners we engage. The online educator faces not just the challenge of meeting the needs of a multi-cultural audience and increasingly an audience of differing ages but further a group of students who are geographically and temporally diverse.

This paper will argue that online learning is both challenged by and uniquely capable of meeting the needs of this heterogeneous learning community, but not if it is simply conceptualized as a repackaging of traditional pedagogic modes of delivery in order that they operate in a virtual environment.

High initial production costs require the development of an enduring educational architecture which calls for the online educator to be both creative and aware of the unique needs of this new heterogeneous community and to develop materials that are tailored specifically to these learners. The material needs not only to cater to learners who display each of Gardner's (1983) multiple intelligences, but must also be able to adapt to the geographic and temporal differences that obtain in each learner's physical environment.

Abstract

This article outlines Canada's first web based/residential Master of Counselling program. Since the program is open to students from around the world, the program is designed to be accessible, innovative and flexible. To meet these operational goals, the program is structured around interactive online discussion forums, video web-conferencing, media clips, podcasts, Screen Flow, and Skype. This article describes how the technologies are integrated into the program by including sample e-course assignments, outlining how discussion forums are actively utilized, and highlighting the exit option of an e-portfolio. Recommendations to address online workload issues are addressed.

Abstract

This article provides an overview to a collaborative knowledge building project using iPod Touches in elementary and secondary language arts and mathematics classrooms, working with 4 teachers and over 80 students. The interactive technologies for embodied Learning in Reading and Mathematics (iteL*RM) project intends to facilitate student exploration of standards-based topics using wireless mobile technologies with instructional multimedia and communication software. Learning opportunities incorporate the same technologies and learning strategies popularized by video games, personal broadcasting, and Web 2.0. The goal of the initiative is to help children develop appropriate thinking strategies and sufficient practice to improve fundamental knowledge in target areas and increase problem-solving skills using a range of emerging technologies for communication and computing.

Abstract

Teacher has a new role in the digital age. Call him facilitator or mentor. He is expected to help learners learn at their own pace rather than push concepts and rules onto them. Though such roles have been around for years, e-learning is forcing them in letter and spirit and changing many a rules for the teacher and the taught. Profile and expectations of students have changed. They demand personalized education that matches their intellect, goals and constraints. In response to such changing needs, we observe many variants of technology based courses being adopted by educational institutes. But do these variants offer any thing different or are they old wine in new bottle? The key difference lies in the manner in which teaching and administrative processes and controls are managed while balancing student convenience with quality of learning. It needs a separate set of skills, culture and sensitivity.

This article, based on study of literature and personal experience, brings forth some critical skills that teachers need to acquire to operate in the digital and particularly in the virtual space. Such skills are also analyzed in the light of convenience versus quality.

Abstract

The emergence of technology has led to numerous changes in mathematical and statistical teaching and learning which has improved the quality of instruction and teacher/student interactions. The teaching of statistics, for example, has shifted from mathematical calculations to higher level cognitive abilities such as reasoning, interpretation, and evaluation (Ben-Zvi, 2000). Visualization is one such technological tool and can be defined as the graphical display of information. The benefit of this approach is in providing the viewer with a visual means of processing information (Segenchuk, 1997). Since the 1980's, graphical aids have been viewed as an innovative strategy in education, especially for math or science related subjects. The purpose of this study is to investigate the use of Flash applets on Pocket PCs in statistics education, specifically in the quality of instruction and teacher/student interactions. Pocket PCs and PDAs are a cheaper option than computer workstations and laptops, and easier to use in team activities. A Flash applet on sampling distributions was developed for use in a Windows Pocket PC unit, and tested using active learning activities in teaching statistical concepts. Results and suggested uses of the applet are discussed.