Canadian Review of Comparative Literature (Journal)
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1092 research outputs found
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“I don’t like hearing Angel and not seeing her! Why did we do that?” An Exploration of Students’ Media Literacy Development Through Production
No full textAbstract:
In this exploratory casestudy we look at student media production to find out what students know and have learned about the media through production work. We used a media education conceptual framework developed by Dick as a means of describing the day to day media learning of a group of ten students, four girls and six boys, producing a video documentary on rape. We found that as they worked, the students encountered most of the concepts of Dick’s framework; however, with the exception of the development of a sophisticated understanding of the documentary genre, there was little formal opportunity for the students to articulate their nascent critical consciousness about the media
Planning for Integrating Teaching Technologies
No full textTeaching technologies offer pedagogical advantages which vary with specific contexts. Successfully integrating them hinges on clearly identifying pedagogical goals, then planning for the many decisions that technological change demands. In examining different ways of organizing this process, we have applied planning tools from other domains - Fault Tree Analysis and Capability Maturity Modeling- at the school and college levels. In another approach, we have examined attempts to broadly model the integration process at the university level. Our studies demonstrate that the use of a variety of tools and techniques can render the integration of teaching technologies more systematic
Strategic Planning for Technological Innovation in Canadian Post Secondary Education
No full textIn this study, institution-wide strategic plans that were available online were examined in detail to determine how educational technology was referred to in these documents. Based on this data and the literature, a schedule of principles for supporting the implementation of educational technology in post-secondary teaching was developed. Institutions that are formatively evaluating local efforts to understand and improve technologically supported instruction can use this checklist diagnostically
Designing and Implementing Performance Technology for Teachers
No full textThis paper synthesizes research findings from a performance analysis of teacher tasks and the implementation of performance technology. These findings are aligned with design and implementation theories to provide understanding of the complex factors and events that occur during the implementation process. The article describes the necessary elements and conditions for designing and implementing performance tools in school environments that will encourage usage, efficient performance, and positive attitudes. Two models provide a visual representation of causal relationships between the implementation factors and the technology user. Although the implementation process can become complex because of the simultaneous events and phases, it can be properly managed through good communication and strategic involvement of teachers during the design and development process. The models may be able to assist technology designers and advocates with presenting innovations to teachers who are frequently asked to try technical solutions for performance support or improvement
Identifying and Measuring Ill-Structured Problem Formulation and Resolution in Online Asynchronous Discussions
No full textAbstract: This paper reports on a study involving the development and application of an instrument to identify and measure ill-structured problem formulation and resolution (PFR) in online asynchronous discussions (OADs). The instrument was developed by first determining PFR processes relevant to ill-structured problems in professional practice. The processes were derived from a conceptual framework. Further refinement of the instrument was achieved by the addition of indicators of processes. These indicators are derived through application of the instrument to an actual discussion in which the processes are operationalized. Results of the application of the instrument indicated that participants engaged more in problem resolution than in problem formulation. The instrument can be further developed and refined through its application in other contexts by researchers or practitioners interested in the design and use of OADs
Learning Design Repositories:Adapting Learning Design Specifications For Shared Instructional Knowledge
No full textThe IMS Learning Design specification provides a potential means for capturing units of instruction in a machine-readable, consistent way. However, in order for the IMS Learning Design specification to be used widely by educators and instructional designers for whom it is intended, we will need effective ways for users to contribute to, access and adapt the repositories where reusable learning designs are collected and stored. This paper describes a project conducted to develop and test a prototype search model for learning design repositories. We argue for development of a controlled vocabulary to describe and label learning designs. In this way, designs can be accessed according to a variety of pedagogical, as well as topical criteria specific to the instructional purposes and perspectives of the user
