Hillen / Landis / Wolcott Digital Media in Teaching and its Added Value

1. Auflage 2015
ISBN: 978-3-8309-8287-6
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 236 Seiten

This book project was initiated in fall 2013 at the University of Nebraska at Omaha (UNO), Nebraska during a Global Engagement Research and Teaching Workshop between faculty from UNO and the University of Agder (UiA), Norway.
The anthology presents articles that center on the application of digital technologies that add value to the teaching and learning process in a globalized context. The unique focus of the book is the intersection between pedagogy and technology, specifically the innovative use of technology to improve higher education teaching and learning. With the increased mobility of faculty and students, more diversity among our students and faculty, increased cross-disciplinary designs, alternative environments enabled by technology, and greater demand from the millennial generation for increased access and flexibility, it is important to share accounts where technology has made a positive impact on the instructional process.
Topics that are discussed are local studies with implications for the global environment and the innovative use of technology to improve higher education teaching and learning.
The target audiences for the book are researchers, teachers and stakeholders in learning organizations interested in using IT for teaching and learning.

Autoren/Hrsg.

Hillen, Stefanie

Landis, Melodee

Wolcott, Peter

Inhaltsverzeichnis

1;Buchtitel;1
1.1;Contents;5
1.2;Preface;7
2;The Value of Investigating Information Technology Applications for Teaching and Learning Purposes (David F. Conway, Melodee Landis, Stefanie A. Hillen, Mary T. Schlegelmilch and Peter Wolcott);11
2.1;1. Overview on the Value of Investigating Information Technology Applications for Teaching and Learning Purposes;11
2.1.1;1.1 IT-Pedagogy in Education;11
2.1.2;1.2 Theoretical Frameworks;12
2.2;2. The Volume’s Discussions in Detail;13
2.2.1;2.1 Instruction in Higher Education;14
2.2.2;2.2 Education and Training;15
2.2.3;2.3 Globalization and Social Media;15
2.3;3. Challenges Made Visible, Preliminary Overarching Findings and Outlook;16
2.4;References;17
3;Adding Value with Constructivism – Using a Constructivist Model to Expand Teachers’ Uses of Digital Technology (Melodee Landis);21
3.1;Abstract;21
3.2;1. Using a Constructivist Model to Expand Teachers’ Uses of Digital Technology;21
3.3;2. Procedure;22
3.4;3. The Model;23
3.5;4. The Study;24
3.6;5. Results;25
3.7;6. Conclusion;31
3.8;References;32
4;Towards a Contingency Theory of eLearning (Deepak Khazanchi, Bjørn Erik Munkvold and Aleksandra Lazareva);35
4.1;Abstract;35
4.2;1. Background and Purpose;35
4.3;2. Theory Development;36
4.4;3. Discussion and an Illustration;42
4.5;4. Implications and Concluding Remarks;47
4.6;References;48
5;Collaborative Technologies and Digital Media in Teaching and Learning: Starting Small and Learning Along the Way (Jeanne L. Surface, Mary T. Schlegelmilch and Phyllis Adcock);52
5.1;Abstract;52
5.2;1. Introduction – Starting Small;52
5.3;2. Purpose;53
5.4;3. Research Design;53
5.5;4. Challenges, Discoveries and Experiences Made;55
5.5.1;4.1 Jeanne’s Journey;55
5.5.2;4.2 Phyllis’s Journey;58
5.5.3;4.3 Mary’s Journey;61
5.6;5. Conclusions;65
5.7;Outlook;66
5.8;References;66
6;IT-Integrated Approaches in Everyday Teaching in Higher Education: Supporting Interaction and Communication in High Enrollment Classes (Stefanie A. Hillen);67
6.1;Abstract;67
6.2;Introduction;67
6.3;1. Learning with IT-Tools: Theoretical Platform and Research Objective;68
6.4;2. Applied Tools and their Organizational and Educational Functions for Teaching and Learning;69
6.4.1;2.1 Baseline for Feedback and Formative Assessment;69
6.4.2;2.2 Tools Applied to Lectures, Seminars and Accompanying Learning Activities;70
6.5;3. Analysis on the ICT Integrated Course and Students Results;76
6.5.1;3.1 Descriptive Quantitative Results – Distribution and Correlation;76
6.5.2;3.2 Students’ Perceptions and Students’ Data;78
6.6;4. On the Educational Added Value of the IT Application and Requirements for Its Use;80
6.7;References;81
7;Information Technology for Development: Service Learning from Classroom to Community and Back Again (Peter Wolcott and R. J. Redden);85
7.1;Abstract;85
7.2;1. Introduction;85
7.2.1;1.1 From Classroom;86
7.2.2;1.2 To Community;87
7.3;2. Methods and Techniques Applied;88
7.3.1;2.1 Agile Training;88
7.3.2;2.2 Pair Training;91
7.3.3;2.3 Parallel Tracks;91
7.3.4;2.4 Refocus on the User;92
7.3.5;2.5 The OODA Loop;92
7.3.6;2.6 Demonstrationless Training;93
7.4;3. Agile Training Process;94
7.5;4. Measuring Impact;94
7.6;5. And Back Again;96
7.7;6. Summary and Conclusions;97
7.8;References;98
8;Educating Programming Students for the Industry (Morten Goodwin, Christian Auby, Rune Andersen and Vera Barstad);100
8.1;Abstract;100
8.2;1. Introduction;100
8.3;2. Motivation;101
8.3.1;2.1 Business Environments;101
8.3.2;2.2 Immediate Feedback;102
8.3.3;2.3 Peer Review;103
8.4;3. Design of Study;103
8.4.1;3.1 Prototype;104
8.4.2;3.2 Version Control;106
8.4.3;3.3 Build and Test Environment;106
8.4.4;3.4 Build Plan;107
8.4.5;3.5 Student Activities;108
8.4.6;3.6 Peer Review;109
8.5;4. Test Case – Basic Programming;110
8.5.1;4.1 Usage – Commits;110
8.5.2;4.2 Assignment and Feedback;111
8.6;5. Discussion;113
8.6.1;5.1 Typical Student Mistakes;113
8.6.2;5.2 Cursing over Version Control;114
8.6.3;5.3 Unforeseen Advantages;114
8.6.4;5.4 Possibilities of Cheating;114
8.6.5;5.5 Tests which are not Passed in the Automatic Testing;115
8.6.6;5.6 Learning Outcome;115
8.7;6. Conclusion;115
8.8;Acknowledgement;116
8.9;References;116
9;The World Needs More Computer Science! What to do? (Victor Winter);119
9.1;1. Introduction: Computer Science Education;119
9.2;2. The Bricklayer System;121
9.2.1;2.1 Target Audience;121
9.2.2;2.2 System Components;123
9.2.3;2.3 System Requirements;124
9.3;3. Method: The “Vitruvia Way”;125
9.3.1;3.1 Vitruvia Basics – Before Coding;125
9.3.2;3.2 Vitruvia Level 1 Coding;129
9.3.3;3.3 Vitruvia Level 2 Coding;131
9.3.4;3.4 Vitruvia Level 3 Coding;132
9.3.5;3.5 Vitruvia Level 4 Coding;134
9.3.6;3.6 Vitruvia Level 5 Coding;134
9.4;4. Future Work – Level 6 and Beyond;136
9.5;5. Summary and Conclusion;140
9.6;References;140
10;Building an Online Systems Development Course – Experiences with Content and Interaction Design (Paul J. A. van Vliet);142
10.1;Abstract;142
10.2;1. Introduction;142
10.3;2. The Systems Development Courses: An Overview;142
10.4;3. A Pedagogical Basis for Course Redevelopment;144
10.5;4. Course Redevelopment Initiation;144
10.6;5. Online Course Content Development;145
10.7;6. Online Course Content Delivery;147
10.8;7. Software Development Tools for Online Students;147
10.9;8. Online Collaboration Tools and Usage;148
10.10;9. Lessons Learned from the Course Redevelopment Effort;150
10.10.1;9.1 Today’s Students and Their Expectations;150
10.10.2;9.2 Establishing a Course Rhythm;151
10.10.3;9.3 The Value of Preparation;151
10.10.4;9.4 The Value of Media Flexibility;152
10.10.5;9.5 The Value of Collaboration Platform Flexibility;153
10.10.6;9.6 Establishing Collaboration Protocols;153
10.10.7;9.7 The Instructor’s Role(s);154
10.10.8;9.8 Course Redevelopment Effort Summary;155
10.11;10. Conclusion;156
10.12;References;157
11;How to Teach Habits? (Rune Andersen, Andreas Prinz and Halvard Øysæd);159
11.1;Abstract;159
11.2;1. Introduction;159
11.3;2. Background: Changes in Project Management;160
11.3.1;2.1 Changes in National Engineering Curriculum;160
11.3.2;2.2 The Industry;161
11.3.3;2.3 Learning Outcomes for Project Management;161
11.4;3. Theory: Habits related to Bloom’s Taxonomy;162
11.4.1;3.1 Bloom’s taxonomy;162
11.4.1.1;3.1.1 The Cognitive Domain;162
11.4.1.2;3.1.2 The Affective Domain;163
11.4.1.3;3.1.3 The Psychomotor Domain;163
11.4.2;3.2 Learning by Doing;164
11.4.3;3.3 Transfer of Learning;165
11.5;4. Experiment;165
11.5.1;4.1 Learning Outcomes for Project Management;165
11.5.2;4.2 Experiment Description;166
11.5.3;4.3 Experiment Results;166
11.5.4;4.4 Conclusions from the Experiment;167
11.6;5. Discussion;167
11.6.1;5.1 Habits in Bloom’s Taxonomy;168
11.6.2;5.2 Teaching Habits;169
11.6.3;5.3 The Role of Digital Media in Teaching Habits;170
11.7;6. Summary;171
11.8;Acknowledgments;171
11.9;References;172
12;Education for Sustainable Development Going Online (Sven Åke Bjørke);177
12.1;Abstract;177
12.2;1. Introduction;177
12.3;2. Towards Constructivism in Education for Sustainable Development;178
12.4;3. ICT-Supported Learning and Education for Sustainable Development;179
12.5;4. Holistic Education Promoted by ICT and Education for Sustainable Development;180
12.6;5. Online Education in Developing Countries?;181
12.7;6. ICT and E-Pedagogy;183
12.8;7. Conclusion;188
12.9;References;189
13;Social Media Communication in the Classroom: A Pedagogical Case Study of Social Network Analysis (Jeremy Harris Lipschultz);191
13.1;Abstract;191
13.2;Introduction;191
13.3;CMC: Identity, Interaction and Community;191
13.4;Social Media Communication (SMC) Academic Disruption;192
13.5;SNA Network Context and Research Framework;193
13.6;Case Study: #Milk4Kids Twitter Hashtag;195
13.7;Conclusion;204
13.8;References;205
14;Online Learning Needs Assessment in Uganda (Godfrey Mayende, Paul B. Muyinda, Andreas Prinz, Ghislain Maurice N. Isabwe and Dianah Nampijja);208
14.1;Abstract;208
14.2;1. Introduction;208
14.3;2. Methodology;210
14.4;3. Findings;211
14.4.1;3.1 Social Demographic Characteristics;211
14.4.2;3.2 ICT Infrastructures in the Higher Education Institutions in Uganda;212
14.4.3;3.3 Modes of Delivery of Distance Learning in Higher Education Institutions in Uganda;217
14.4.4;3.4 ICT Integration in the Teaching and Learning;218
14.4.5;3.5 Awareness of Learning Management System (LMS);219
14.4.6;3.6 Opportunities for Capacity Building;219
14.4.7;3.7 Challenges and suggestions in the use of ICT in teaching and learning;220
14.5;4. Discussion;221
14.6;5. Summary and Conclusion;222
14.7;6. Acknowledgements;223
14.8;References;223
15;About the authors;225
16;Matrix of digital themes;234