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The Resource Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014

Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014

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Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014
Title
Competencies in Teaching, Learning and Educational Leadership in the Digital Age
Title remainder
Papers from CELDA 2014
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Language
eng
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MiAaPQ
Literary form
non fiction
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dictionaries
Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014
Label
Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014
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http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4613368
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Dedication -- Preface -- Acknowledgments -- Contents -- Contributors -- Chapter 1: Reflections on the Future of Instructional Design Research -- 1 Introduction -- 2 Instructional Design as a Technology -- 3 Instructional Disobedience or the Noncompliant Learner -- 3.1 Some studies to Illustrate Noncompliance -- 3.2 Explaining the Phenomenon -- 4 Features of Instructional Design Research -- 4.1 Issues with Respect to the Research Base -- 4.2 An Engineering Science -- 5 Conclusion -- References -- Part I: A Global Conversation About Competencies and Challenges for Twenty- First Century (Presidential Panel) -- Chapter 2: Competencies, Challenges, and Changes: A US Perspective on Preparing Twenty-First Century Teachers and Leaders -- 1 Introduction -- 2 The Human Element: Professional Development for Teachers -- 3 Student Learning, Assessments and Twenty-First Century Skills -- 3.1 One-to-One Computing -- 3.2 NCLB and Standardized Assessments -- 3.3 Leaders' Roles and Responsibilities -- 4 Conclusion -- References -- Chapter 3: Initiation and Implementation: Changes to Teacher Education in Ireland -- 1 Introduction -- 1.1 Introduction to the Irish Education System -- 1.2 Changes to the System Since 1998: The Establishment of a Teaching Council -- 1.3 Competences and the Role of Learning Outcomes -- 1.4 The PISA Effect -- 1.5 Reconfiguration of Initial Teacher Education -- 1.6 Induction in Ireland: Phase Two of the Continuum -- 1.7 In Career Development: The Third Phase of the Continuum -- 1.8 Curricular Changes and the New Junior Cycle Programme -- 2 Challenges and Opportunities for Educationalists -- 3 Thinking About the Future -- References -- Chapter 4: Digital Learners and Digital Teachers: Challenges, Changes, and Competencies -- 1 Introduction -- 2 Digital Generation of Learners -- 3 Teachers' Knowledge: From PCK to TPCK
  • 3.1 PCK and Teachers' Knowledge -- 3.2 TPCK and Teachers' Knowledge -- 3.3 TPCK for Chinese Teachers -- 4 Challenges, Changes, and Competences -- References -- Chapter 5: Pre-Service Teachers' Perceptions of School Development -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Teacher Knowledge -- 2.2 School Development -- 2.3 Research Questions and Hypotheses -- 3 Method -- 3.1 Setting -- 3.2 Participants -- 3.3 Instrument -- 3.4 Data Analysis -- 4 Results -- 4.1 Pre-Service teachers' Perception of Their Understanding of School Development -- 4.2 Strength of Relationship Between Educational Levels with Regard to School Development -- 5 Discussion -- 5.1 Practical Implications -- 5.2 Limitations and Suggestions for Future Research -- 5.3 Conclusion -- References -- Part II: Changing Learning and Instructional Paradigms -- Chapter 6: School Analytics: A Framework for Supporting School Complexity Leadership -- 1 Introduction -- 2 Background: Analytics in Education -- 2.1 Academic Analytics -- 2.1.1 Academic Analytics Definition -- 2.1.2 Academic Analytics methods and objectives -- 2.1.3 Academic Analytics systems -- 2.2 Learning Analytics -- 2.2.1 Learning Analytics Definition -- 2.2.2 Learning Analytics methods and objectives -- 2.2.3 Learning Analytics systems -- 2.3 Reflections on Academic Analytics and Learning Analytics -- 3 School Analytics: Supporting School Complexity Leadership -- 3.1 School Complexity Leadership: Concept and Core Tasks -- 3.2 School Analytics -- 3.2.1 School Analytics Definition -- 3.2.2 School Analytics Objectives and Data Types -- 4 Conclusion -- References -- Chapter 7: Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction -- 1 Introduction -- 2 SWELL and ITSS -- 2.1 SWELL Extension 1: Spanish Scaffolding for Each Lesson
  • 2.2 SWELL Extension 2: English Hybrid for Each Lesson -- 3 Results from Pilot Studies -- 4 Conclusions -- References -- Chapter 8: Teachers' Readiness, Understanding, and Workload in Implementing School Based Assessment -- 1 Introduction -- 1.1 Problem Statement -- 2 School Based Assessment -- 3 Methodology -- 4 Results -- 5 Discussion -- 6 Research Limitations -- 7 Conclusion -- References -- Chapter 9: Digital Storytelling: Emotions in Higher Education -- 1 Introduction -- 2 Getting Personal in Higher Education -- 2.1 Situating Emotion in Higher Education -- 2.2 Interpersonal Relationships in Education -- 3 The Act of Telling Stories -- 3.1 The Digital Storytelling Process -- 4 The Interconnected Threads of Digital Storytelling -- References -- Part III: Assessments and Analytics for Teachers and Decision Makers -- Chapter 10: Addressing Standardized Testing Through a Novel Assessment Model -- 1 Introduction -- 2 Save Science -- 3 Discussion -- 4 Conclusion -- References -- Chapter 11: An EVS Clicker-Based Assessment for Radical Transparency in Marking Criteria -- 1 Introduction -- 2 Theoretical Background -- 2.1 Live Feed-forward and Students' Reactions -- 3 e-Media Design Course Historically -- 3.1 Making Sense of the Data -- 4 Major Themes -- 4.1 Self-Regulation -- 4.2 Clarity of Criteria -- 4.3 Help Seeking -- 4.4 Status of Rubric -- 5 Achieving Full Cohort Coverage -- 5.1 Grading Students' Grading -- 5.2 Hybrid Assessment -- 6 Discussion -- 6.1 Clicker Technology -- 6.2 Type of Artefact Being Evaluated -- 6.3 Change of Mindset -- 7 Conclusion -- .References -- Chapter 12: Assessing the Level of Collaborative Writing in a Wiki-Based Environment: A Case Study in Teacher Education -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Collaborative Learning and Writing -- 2.2 Wiki as a Collaboration Tool -- 2.3 Wikis in Teacher Education
  • 2.4 Wiki Actions -- 3 Literature Review -- 4 Methodology -- 4.1 Aim and Research Questions -- 4.2 Participants -- 4.3 Purpose, Content, and Assessment -- 4.4 Data Collection and Analysis Methods -- 5 Results -- 5.1 Analysis of Actions in the History Log -- 5.2 Analysis of Comments Posted on the Discussion Log -- 6 Discussion -- 6.1 Summary of Results -- 6.2 Implications for Teacher Preparation and Professional Development -- 7 Future Work Directions -- 8 Limitations and Conclusions -- References -- Chapter 13: Student-Centered Analytics for Postsecondary Education -- 1 Introduction -- 1.1 Student-Centric Approaches -- 2 DIY Analytics -- 2.1 Challenges -- 2.2 Usability Concerns -- 2.3 Modelling Student-Centered Analytics -- 3 Conclusions and Future Research -- References -- Chapter 14: Computational Thinking: Toward a Unifying Definition -- 1 Introduction -- 1.1 Defining Computational Thinking -- 2 Methods -- 3 Findings: Phase II -- 4 Discussion -- References -- Part IV: Changing Tools and Learning Environments -- Chapter 15: Designing the Flipped Classroom in Higher Education -- 1 Introduction -- 2 Methods -- 3 Results -- 3.1 Composition of Classes Designed for Flipped Classroom -- 3.2 Learner Feedback on the Flipped Classroom -- 3.2.1 Prior Online Video Learning -- 3.2.2 Learning Activities During Class -- 3.2.3 Learner Feedback on After-Class Assignments -- 3.2.4 Learner Feedback on the Flipped Classroom Overall -- 4 Conclusion -- References -- Chapter 16: DSIGN4CHANGE: 4Ps for Improving Management Education -- 1 Introduction -- 2 Pedagogical Challenges -- 3 Design Thinking -- 4 Place, Platform, People, and Practice -- 4.1 The 4Ps of DSign4Change -- 4.1.1 Constructing a Holistic Approach That Focuses on Place -- 4.1.2 Developing Platforms That Elucidate the Ubiquitous Nature of Information -- 4.1.3 Developing Each Student's State of Mind (People)
  • 4.1.4 Co-Designing Learning Environments That Fosters the Development of Practice -- 5 Case Studies -- 5.1 Design Your School -- 5.2 A Multidisciplinary Foundation for Management Study -- 5.3 An Interactive Onboarding Guide -- References -- Chapter 17: Informal Learning for Possible Science Selves -- 1 Introduction -- 2 Conceptual Rationale -- 2.1 Informal Learning of Science -- 2.2 Possible Selves -- 2.3 Possible Science Selves -- 2.4 Strategic Action Possible Selves -- 3 Participants -- 4 Data Collection -- 5 Analysis and Findings -- 5.1 Science Selves: All Participants -- 5.2 PSS: By Gender -- 5.3 PSS: By Career Interest Group -- 5.4 Possible Science Selves: By Desire to be a Scientist -- 6 Discussion -- 6.1 Science Selves and Informal Science Learning -- 6.2 Technology-Mediated Possible Science Selves -- 7 Conclusion -- References -- Chapter 18: Project Flappy Crab: An Edugame for Music Learning -- 1 Introduction -- 2 Gamification, Remix, and Mashup in Education -- 2.1 Gamification and Learning -- 2.2 Remix and Mashup -- 3 The Project Flappy Crab -- 3.1 Game Mechanics, Storyboard, and Interaction -- 3.2 Game Engine -- 4 Presentation and Analysis of Preliminary Results -- 5 Conclusion -- References -- Chapter 19: Educational App Creation for the Cathedral in Freiberg -- 1 Introduction -- 2 Educational Principles -- 2.1 Teaching Approaches -- 2.1.1 Project-Based Learning -- 2.1.2 Team Teaching -- 2.2 Learning Conception -- 2.2.1 Gain Experience -- 2.2.2 Development of Teamwork-Related Competencies -- 2.2.3 Enhance Abilities for Interdisciplinary Communication -- 2.2.4 Enable Competencies to Create Knowledge Media -- 3 Layout of the Project -- 3.1 Role of the Teachers and Research Assistants -- 3.2 Role of the Students and Student Teams -- 3.3 Courses -- 3.4 Study Trips -- 3.5 Evaluation and Feedback -- 4 Discussion and Results
  • 4.1 The Visitor App
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1 online resource (374 pages)
Form of item
online
Isbn
9783319302959
Media category
computer
Media MARC source
rdamedia
Media type code
c
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remote

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