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2017 - Leading Learning for Change - AECT Words: 118 words || 
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1. Tu, Chih., Cornell, Richard., McIsaac, Marina S.., Doyle, Robert., Pan, Cheng Chang (Sam). and Yeh, Hsin-Te. "Using Learning Analytics, Adaptive Learning, Personalized Learning to Enhance Teaching & Learning" Paper presented at the annual meeting of the Leading Learning for Change - AECT, Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida, Nov 07, 2017 <Not Available>. 2019-04-18 <http://citation.allacademic.com/meta/p1258695_index.html>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: ICEM-USA’s 10th annual graduate student panel discussion is a collaborative session to provide graduate students from all over the world a platform to share their research and practices in emerging technologies. Learning Analytics, Adaptive Learning, and Personalized Learning has been selected as the key discussion topic for AECT 2017. Graduate students in educational technology are frequently the earliest adopters of learning technologies. Their ideas, perceptions, applications, practices, and research are valuable to share with academic communities to shed light on Learning Analytics, Adaptive Learning, and Personalized Learning. Four to six student panelists will be selected from all over the world. A facilitator and four commentators, who are ICEM-USA professional members, will comprise this panel discussion.

2016 - Association of Teacher Educators Annual Meeting Pages: unavailable || Words: unavailable || 
Info
2. Rodgers, Mary Kay., Burns, Jamey., Diaz, Raquel., Mendez-Farinas, Valerie. and Prinstein, Alex. "Improving Capacity in Early Childhood Classrooms through High Quality Professional Learning Systems: Lessons Learned from Early Learning Florida Pilot Program." Paper presented at the annual meeting of the Association of Teacher Educators Annual Meeting, Chicago Hilton, Chicago, IL, Feb 11, 2016 Online <PDF>. 2019-04-18 <http://citation.allacademic.com/meta/p1050537_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: Presenters examine an innovative early childhood professional learning system within the state of Florida. Benefits, barriers, and programmatic changes and implementation will be discussed.

2010 - ISME World Conference and Commission Seminars Words: 227 words || 
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3. Portowitz, Adena. "“Teach, Learn, Evaluate:" A Computer-Based Music-Learning Tool Designed to Foster Musical Understanding, General Learning Skills, and Cross-Cultural Understanding" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, <Not Available>. 2019-04-18 <http://citation.allacademic.com/meta/p397458_index.html>
Publication Type: Abstract
Abstract: Video games occupy a key part of children’s activity today. While these games usually remain outside of school, this paper reports on the development of a computer-based music-learning tool, “Teach, Learn, Evaluate,” designed to be used within the music education classroom. Developed by a research team at the Yehuda Amir Institute for Teaching, Learning and Social Integration, BIU, in collaboration with DP-Multimedia Information Design, the tool consists of a series of exercises, administered online in which each child is asked to complete interactive, graphically attractive music tasks. The exercises promote musical understanding and general learning skills, and offer opportunities for explicit transfer of these skills to new learning contexts (music, language, etc.).
The children’s answers are transmitted in real time over the web to a central database where they are saved in personal “accounts”, and can be coded and analyzed. Narrating the exercises, a friendly figure mediates between the child and the tasks, explaining terms, and conveying excitement and support. Teachers, as well as researchers, have access to the children’s answers, enabling them to monitor the progress and difficulties of their students. The program may function as part of an educational project or as a research tool. While the exercises are generally administered individually, they may be used in group-settings in the classroom and may also enable children who live far apart to study music together.

2012 - AECT International Convention Words: 72 words || 
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4. Watson, Sunnie. "DDL-R13 Service-Learning Goes Online: Lessons on Improving Online Learning from an Online Course Incorporating Service Learning in Students’ Communities" Paper presented at the annual meeting of the AECT International Convention, The Galt House, Louisville, KY, Oct 30, 2012 <Not Available>. 2019-04-18 <http://citation.allacademic.com/meta/p575235_index.html>
Publication Type: Roundtable
Review Method: Peer Reviewed
Abstract: Service-learning has vocal proponents and an established history in higher education. Service-learning can promote student engagement, student-directed learning, and support students in establishing meaningful connections between scholarly knowledge and practice. Much more rare, however, is the implementation of service learning in an entirely online courses. This session will discuss the lessons learned from an online course on technology policy that had students create service-centered projects to be implemented in their local communities.

2015 - Accelerate Learning: Racing into the Future - AECT Words: 72 words || 
Info
5. Shin, Suhkyung., Shin, Sungwon., Brush, Thomas. and Glazewski, Krista. "Identifying the Relationship between Group Communication Behavior and Student Learning Style in Collaborative Learning: A Case of Inquiry-Based Learning Classrooms" Paper presented at the annual meeting of the Accelerate Learning: Racing into the Future - AECT, Hyatt Regency, Indianapolis, Indiana, Nov 03, 2015 <Not Available>. 2019-04-18 <http://citation.allacademic.com/meta/p1018117_index.html>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: This study explored the relationship between group communication behavior and student learning style observed during collaborative learning activities in an inquiry-based learning environment. Six classes from a high school science course were observed, and multiple forms of data were collected to determine the learning style and group communication behavior of the students. Recommendations for designing and implementing collaboration activities in inquiry-based learning classrooms to support students’ inquiry-based learning experience will be presented.

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