Posted by admin @ 5:27 pm, October 24th, 2007
| Artist |
Yu Feng, Indiana University Bloomington |
| Event |
AECT 2006 Convention Podcasts |
| Description |
Teachers as interpretive curricular enactors have complex cognition. In the context of profeesional development interventions involving innovative curricula, design-based research (DBR) offers facilitators a practical collaborative tool to capture the complexities of teachers’ evolving pedagogical models as well as supporting teachers’ learning, following an agenda that links theory with practice. This presentation reflects on the lessons learned from a grant project and proposes a design experiment in the light of the DBR principles and challenges. |
| Length |
30:50 |
Using Design-Based Research to Study K-12 Teachers' Evolving Pedagogical Models in Technology-Supported Inquiry Classrooms [30:50m]:
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Posted by admin @ 6:14 am, October 24th, 2007
| Artist |
Yakut Gazi, Texas A&M University; Susan Pedersen, Texas A&M University; Karen Murphy, Western New Mexico University |
| Event |
AECT 2006 Convention Podcasts |
| Description |
Researchers and practitioners need to know how people from different cultures communicate in online courses in order to design environments that serve the needs of these diverse students. This case study of a graduate level online course analyzed the online communication to identify the discourse indicators that would point to the creation of a polycentric or third culture among the students and the instructor. The design features that may have facilitated the emergence of this polycentric/third culture are discussed. |
| Length |
34:25 |
Discourse Indicators of Emergence of a Third Culture in Online Courses [34:25m]:
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Posted by admin @ 5:42 am, October 24th, 2007
| Artist |
Douglas Williams, University of Louisiana; Yuxin Ma, University of Louisiana; Steven Feist, University of Louisiana
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| Event |
AECT 2006 Convention Podcasts |
| Description |
This presentation will share the design, rationale, and prototype of an analogical encoding tool for use in problem-based learning and game environments. Research on analogical encoding (i.e. learning by comparing two cases) suggests that teaching students to compare cases side-by-side improves knowledge acquisition and transfer. Analogical encoding aids students in attending to the deep underlying structures (i.e. principles) of cases thereby reducing potential distraction of surface features. |
| Length |
21:15 |
The Design of an Analogical Encoding Tool for Problem-based Learning and Game Environments [21:15m]:
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Posted by admin @ 5:05 am, October 24th, 2007
| Artist |
David Klein, University of Iowa; Kenneth Thompson; University of Iowa
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| Event |
AECT 2006 Convention Podcasts |
| Description |
Successful web-based video represents decisions made by the producers, videographers, editors, compressors, application developers, and web designers based on a complex set of choices. To put video on your website, some decisions may be made for you, some may be based on your own practice and on exemplar sites, and some might be wild guesses. This interactive presentation will discuss some guidelines for critical decisions about preproduction, shooting, editing, and preparing archived, web-based video presentations.
http://disability.law.uiowa.edu/lhpdc/publications/kleinpubs.html |
| Length |
19:35 |
Guidelines for Presenting Archived Video on the Web: An Overview [19:35m]:
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Posted by admin @ 11:27 pm, October 23rd, 2007
| Artist |
Drew Polly, University of Georgia; Clif Mims, University of Memphis; Craig Shepher, University of Georgia; Fethi Inan, University of Memphis
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| Event |
AECT 2006 Convention Podcasts |
| Description |
The Preparing Tomorrow’s Teacher to Use Technology (PT3) initiative provided millions of dollars to transform pre-service teachers’ experiences with technology in both their technology courses and field experiences (USDoE, 2004). The researchers have recently completed a critical analysis of PT3 projects in this area. This session will allow both the presenters and the audience to share and comment on the findings of the critical synthesis, the influence of these PT3 projects on teacher education and implications for further research. |
| Length |
40:00 |
Transforming Teacher Education: Examining PT3 Project's Influence on Methods Courses and Field Experiences [40:00m]:
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Posted by admin @ 11:18 pm, October 23rd, 2007
| Artist |
John Curry, Oklahoma State University; Susan Stansberry, Oklahoma State University
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| Event |
AECT 2006 Convention Podcasts |
| Description |
This presentation detail the experience of a large Midwestern university’s challenge in merging a thriving School Library Media program with the revival of an Educational Technology program. The presentation focuses on two main issues: alignment of the International Society for Technology in Education (ISTE) standards and the School Media and Education Technology Specialists (SMETS) standards, and a comparison of the existing educational technology programs. Milestones, challenges and administrative issues will be chronicled and discussed. |
| Length |
26:50 |
Merging a School Library Media Program with an Educational Technology Program: Aligning Standards and Comparing Existing Programs [26:50m]:
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Posted by admin @ 11:11 pm, October 23rd, 2007
| Artist |
Jonwhi Park, McGill University
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| Event |
AECT 2006 Convention Podcasts |
| Description |
This paper reviews key elements that contribute to the successful integration of technologies and constructivist pedagogical activities in K-12 settings. Theoretical constructs of constructivism were identified based on literature about constructivist theories. These constructs were compared with constructs in selected empirical studies. The main finding suggested that insufficient elaboration of constructivist theoretical constructs in empirical studies resulted in poor results or no significant effects on constructivist learning. |
| Length |
27:55 |
Reconsidering Constructivism in Theory and Practice: Implications for the Effective Integration of Techologies into Constructivist Classrooms [27:55m]:
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Posted by admin @ 10:58 pm, October 23rd, 2007
| Artist |
James Hogg, University of Central Florida; Nan Schultz, University of Central Florida; Atsusi Hirumi, University of Central Florida; Huei-Hsuan Yang, University of Central Florida
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| Event |
AECT 2006 Convention Podcasts |
| Description |
Serious games need serious software. A variety of software tools already exist in the world of entertainment and many can be used to create serious games as well. But how do you choose the right one? What differentiates one from another? The presenters have analyzed over 30 commercially available game design engines based on cost, technical requirements, end-user requirements, pre-requisite development skills, and product support. Analysis, findings, and discussion of further research will be presented. |
| Length |
48:10 |
Standard Podcast [48:10m]:
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Posted by admin @ 2:23 pm, October 9th, 2007
| Artist |
Jongpil Cheon, University of Memphis; Michael Grant, University of Memphis
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| Event |
AECT 2006 Convention Podcasts |
| Description |
This paper designs a Learning Content Markup Language (LCML) based on XML structure. LCML focuses on developing effective structure of learning objects called learning content for the adaptive learning system, Matching Learning Objects to Individual Differences (MLOID) proposed at the AECT conference in 2005. Learning content includes descriptive metadata, which is pedagogical information and properties related to individual differences, and links to material source. The learning content written by LCML will be a basis of complete learning units in the adaptive learning system. |
| Length |
30:41 |
Developing Learning Content Markup Language (LCML) for Personalized Instruction in the Adaptive Learning System [30:41m]:
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Posted by admin @ 1:42 pm, October 9th, 2007
| Artist |
William Sugar, East Carolina University; Anthony Betrus, SUNY Postdam; Celina Byers, Bloomsburg University
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| Event |
AECT 2006 Convention Podcasts |
| Description |
Three graduate Instructional Design and Technology classes played The Many Hats of an Instructional Designer game. During this presentation, we report upon the results of these graduate students’ interactions with this game and their respective reflections. The purpose of our study will evaluate the effectiveness of this instructional design card game by addressing the impact of this game upon Instructional Design and Technology students’ knowledge of the roles of an instructional designer. |
| Length |
35:09 |
Examining the Effectiveness of The Many Hats of an Instructional Designer Game [35:09m]:
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