A curriculum can mean a lot of different things to different people involved in education. The standard definition is a collection of lessons, assessments, and other academic content that’s taught in a school, program, or class by a teacher.

Specifically, the current study sought to develop a catalog of activities and issues that faculty senate leaders perceive to be important in helping colleges and universities provide community support and service.

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EDF 411 Comparative Education Notes-1-1

INSTRUCTIONAL TECHNOLOGYANDDISTANCE LEARNING

The author's research method is based on a comparative analysis of educational environments based on Virtual Reality (VR) and respectively on Augmented Reality (AR)/Mixed Reality (MR) as particular immersive environments for developing student's 3D spatial skills, their cultural awareness and also for enabling self-training and social and professional collaboration.

However, Sykes et al. (2008) considered that the above two types of VR were originally developed for commercial and business use. In contrast, an SIE emphasizes its educational objectives by carefully incorporating pedagogy into the immersive spaces. Regardless of the original purposes for which VLEs were designed, researchers in the computer-assisted language learning (CALL) field have tried to employ pedagogical principles and practices that are innovative and theoretically grounded to understand the pedagogical values of VLEs in language learning.

Another approach, however, can dramatically impact the effectiveness of blended learning professional development.

Significantandlong‐lastingchangesoccurwhenaschool’s“policies,practices,culture,andfunding”arestructuredtofacilitatetheintegrationofeducationaltechnology.Successfulchangeintheclassroommustbesupportedatthebuildinganddistrictlevels.Ifaccesstoanduseoftechnologyarenotcontinuousfromyear‐to‐year,itisdifficulttoeffectmeaningfulchangeinpedagogy

Why not let teachers take the lead? Through the formation of teacher-led professional learning communities, teachers can create and discuss instructional techniques within an environment characterized by ongoing supportive mentorship and turn the single session workshop into a powerhouse for instructional improvement.

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“The schools that do it well tie professional development around technology into a larger framework of learning goals and the mission of the school,” says Inman. “They’re looking for growth over time as technology is integrated into the classroom. They don’t look at it short-term, even if they’re training for a specific tool.”

As with many teaching strategies, there are common methods in usingtechnology that can be applied across various academic disciplines and grade levels.

When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool -- it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Even though features of effective PD for technology integration have been identified in research studies (e.g., O’Hara, Pritchard, Huang, & Pella, 2013; Smolin & Lawless, 2011), teachers continue to report technology PD as not effective to support their use of technology in classrooms

Successful schools create “learning communities that are committed to continuous improvement, collective responsibility, and goal alignment” (Learning Forward, 2015a, para. 1), and instructional coaching offers one model of professional development that is focused on improvement through learning communities.

Understanding how people learn, then, should inform the process by which we support learners, both teachers and students, in moving toward that goal.

Reflection is well suited to situations where students are on placements, internships or otherwise in the workplace. This is because a formal reflection process helps the students to take time to think about what they have learned in their working environment, perhaps with little conscious thought, and how it fits with their existing knowledge from their studies and past experience. The reflections can also help serve as a record of learning that can be drawn upon in later assessments.

9 themes to explore the multiple ways that Pockets of Innovation are developed and adopted for each of these applications and link to examples from Ontario, Canada and around the world.

Today's students grew up in a world where technology is a natural part of their environment. Their expectation is that technology is used whenever appropriate to help them learn, develop essential informational and technological literacy skills, and master the fluency necessary in their specific subject domain.

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Both of these learning theories have a place in the spectrum of adult learning for the next generation of learners, however, with the increasing influence of social media and other connecting forces, and with the advent of Smartphone technology, communities are emerging where a clustering occurs of similar affinities (areas of interest), coupled with technology that is allowing an open environment of interaction, sharing, dialoguing and thinking together (Siemens, 2005).

“when their (adults) attention is gained and fixed, they soon learn: their age makes no great difference, if they are able, by the help of glasses, to see the letters” (Pole, 1968, p. 3).

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The key to teaching adults is understanding how they learn. Focus your attention on the group’s special characteristics. Don’t ignore adults’ needs, insights and skills when planning an educational experience

As technology becomes integrated into the teaching/learning process, the role of the classroom teacherchanges noticeably. Classroom teachers become facilitators who assist students in constructing their own understandings and capabilities in carrying out tasks on computer technologies. The shift from lecture and recitation, which often still occurs in secondary classrooms, to coaching automatically supports a constructivist approach to learning; computer encourages the teacher to play the role of a coach (Collins 1991).

In other words, learning in context is paying attention to theinteraction and intersection among people, tools, and context within alearning situation. More important, for adult educators who plan and teach,it is understanding how to plan and design programs for adult learners thatwill profoundly shape learning.

learning theories are considered a source of verifying instructional strategies as well as a foundation for the selection of specific strategies. The theories provide information about the relationships among strategies, context, and learner characteristics for better integration, and, most importantly, learning theories allow for reliable prediction of the effectiveness of the selected instructional strategies.

These changes will create a worldwide need for a reexamination of the way in which education is delivered to students (Wagner, Hassanein & Head, 2008).

To be effective, teachers must not only demonstrate a knowledge of how to integrate content or concepts within a particular discipline, but they must justify that this method is having a positive effect in their classroom as evidenced through student learning. Integration can only be justified when students’ understanding of the content is enhanced (Lonning, 1997).

Research about adults as learners can inform the design of effective digital learning experiences.

9OFFICE OFEducational TechnologyThe Role of Technology in Designing a Student-Centered Approach to Higher EducationJust as rapidly changing technology has created new and constantly evolving job types and com-petencies requiring new skills, it has facilitated significant progress in accommodating the needs of a broader range of students. It can also revolutionize the delivery of education, allowing access to higher education for greater numbers of students at lower cost and with more flexibility.

Current technology takes this a step further as modern annotation tools combine, in one platform, both the social sharing/dialogue and the ability to engage in ways beyond the text.

In a visual arts classroom,a teacher can photograph current student work and communicate “I CAN”statements and current learning targets to parents and students(see Table 2).Veteran teacher, art education blogger and curriculum developer Heather Crockett explains(2013):In a nutshell, I CAN statements are simple sentences designed by the teacheror the department.(Secondary folks often choose something a little different, such as “As an artist, I will...)Either way, these statements are based off the power standards or learning objectives from the curriculum, but they are writteninstudent-friendlylanguage.I CAN statements break down lofty objectives into learning targets students can read and understand.They cover specific learning for each lesson, and there can be more than one I CAN statement for eachPowerStandard.The neat thing about I CAN statements is that if they are used consistently and accurately, they can help students become more responsible for their learning and more reflective of their own work.I CAN statements also easily transition into assessments and allow for students and teachers to have a better discussion of their work

more than 1,000 U.S. college students, show an overwhelming majority of students feel digital learning technology has positively affected their schoolwork – aiding concept retention and improving grades – and that more than half (53 percent) of students prefer classes that use such tools.

Some of the problems with e-learning can be solved through engaging users in a more creative and motivational way.

There are many different theories of adult learning, including: andragogy, neuroscience, experiential learning, self-directed learning, and transformational learning. All these theories have one goal: they help you create effective learning experiences for the adult corporate learner. 

Success in online learning comes about by understanding the needs as well as the readiness of major players in the online learning environment.

Adaptive learning provides methods and learning paths that are unique to each learner. Furthermore, through inbuilt efficiencies, adaptive learning helps the organizations to meet their business and training goals.

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