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한국교육공학회> 한국교육공학회 학술대회발표자료집> Web-based Technologies for the Flipped College Classroom

Web-based Technologies for the Flipped College Classroom

Lucy Green
  • : 한국교육공학회
  • : 한국교육공학회 학술대회발표자료집 2016권1호
  • : 프로시딩
  • : 2016년 04월
  • : 8-8(1pages)

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Flipped classrooms present new opportunities for enhanced instruction that deepens critical thinking and creativity including authentic, discovery, and problem-based learning, team-driven collaboration, in-time assessment and real-time feedback, as well as personalized learning experiences. However, the implementation of this teaching structure comes with its own set of unique instructional considerations, including the organization of curriculum, design of learning activities and assessments in and outside the classroom, technology for course delivery and student learning, and both the accommodations and modifications to meet learners`` needs - all considerations that impact the role technology plays and which tools to select for flipping. While the most prevalent role of technology is in the creation and delivery of online presentations (i.e. the "lecture" and/or instructional material provided to students between one class and the next), other key roles are technology``s ability to bridge the online and classroom experiences, conduct formative and summative assessments, and enhance the classroom active learning experience. In this workshop, participants will explore free and open source webbased technologies that can be used to support both the online and the classroom components of a flipped classroom. Technologies will be selected from the American Association for School Librarians`` Best Websites for Teaching and Learning Award Winners, a list annually developed by an appointed committee of school librarians and university faculty. These free and open source web-based tools represent five broad categories: media sharing, digital storytelling, management & organization, social networking & communications, content resources, and curriculum collaboration.

UCI(KEPA)

I410-ECN-0102-2017-370-000330181

간행물정보

  • : 사회과학분야  > 교육
  • :
  • :
  • : 기타
  • :
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  • : 학술지
  • : 프로시딩
  • : 2012-2017
  • : 473


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1Neuroscience-based Learning and Instructional Design

저자 : Doo Hun Lim

발행기관 : 한국교육공학회 간행물 : 한국교육공학회 학술대회발표자료집 2016권 1호 발행 연도 : 2016 페이지 : pp. 7-7 (1 pages)

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Objective: This pre-workshop is intended to provide participants with an overview of various upto- date theories and research findings about human brain functions and neuroscience based principles for cognition and learning. The Intended Audience: The target audiences are the pre-workshop are teachers, instructional designers, training program administrators, and evaluation specialists within the school and public and private sector organizational settings. Major Emphasis: The pre-workshop will focus on explaining how human beings undertake the sub/unconscious process of brain functions and understanding the effect of past memory, subliminal cognition, and emotion on individual learning and self-development. Key differences between the traditional cognitive, behavioral, and neuroscience-based orientation of learning will be compared. Workshop Activities: Participants will use several brain-based measurement tools for assessing individual``s brain styles. Also, findings of neuroscience-based research will be illustrated to apply to learning motivation augmentation, better memory processing for learning, and selection of effective instructional techniques for improved learning. Utilizing experiential learning approach, the workshop will illustrate and experiment with various neuroscience based coping strategies against brain aging so participants can apply them in real life settings for healthy adulthood and personal development. Pre-Workshop Topical Outline: Comparison of traditional learning theories with brain-based learning theory Basic functions of brain domains Types of memory and cognition Brain style assessment Different types of hormones influencing brain functions Obstacles inhibiting brain processing and cognition Functions of emotional brain Influence of emotional brain on learning and cognition Six principles of learning based on neuroscience findings Techniques to reduce brain fatigue and revive brain power Action plan for learning application Future implications for neuroscience-based learning and instruction

2Web-based Technologies for the Flipped College Classroom

저자 : Lucy Green

발행기관 : 한국교육공학회 간행물 : 한국교육공학회 학술대회발표자료집 2016권 1호 발행 연도 : 2016 페이지 : pp. 8-8 (1 pages)

다운로드

(기관인증 필요)

키워드 보기
초록보기

Flipped classrooms present new opportunities for enhanced instruction that deepens critical thinking and creativity including authentic, discovery, and problem-based learning, team-driven collaboration, in-time assessment and real-time feedback, as well as personalized learning experiences. However, the implementation of this teaching structure comes with its own set of unique instructional considerations, including the organization of curriculum, design of learning activities and assessments in and outside the classroom, technology for course delivery and student learning, and both the accommodations and modifications to meet learners`` needs - all considerations that impact the role technology plays and which tools to select for flipping. While the most prevalent role of technology is in the creation and delivery of online presentations (i.e. the "lecture" and/or instructional material provided to students between one class and the next), other key roles are technology``s ability to bridge the online and classroom experiences, conduct formative and summative assessments, and enhance the classroom active learning experience. In this workshop, participants will explore free and open source webbased technologies that can be used to support both the online and the classroom components of a flipped classroom. Technologies will be selected from the American Association for School Librarians`` Best Websites for Teaching and Learning Award Winners, a list annually developed by an appointed committee of school librarians and university faculty. These free and open source web-based tools represent five broad categories: media sharing, digital storytelling, management & organization, social networking & communications, content resources, and curriculum collaboration.

3Learning 3.0 - What Must We Teach Our Learners When They Are Already Producers of Knowledge?

저자 : Johannes Cronje

발행기관 : 한국교육공학회 간행물 : 한국교육공학회 학술대회발표자료집 2016권 1호 발행 연도 : 2016 페이지 : pp. 11-11 (1 pages)

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In a Web 3.0 environment everybody is a producer of knowledge. This means that our learners are automatically also producers of knowledge. In the age of smart devices many of the skills we have been expecting learners to know, have become automated or obsolete. Google Translate means that it is no longer necessary to learn a foreign language before you travel. Google maps means you no longer need to read an atlas. So, as our devices are becoming smarter, we need to re-define what it means to learn. This presentation will consider the use of Rhizome Theory to explore the multiple faces of learning in the 21st Century. The talk will take the form of a BYOD (Bring your own device) interactive presentation where the audience will contribute to the building of knowledge.

4Building Relatedness Through Hashtags: Social Influence and Motivation Within Social Media-Based Online Discussion Forums

저자 : Lucas John Jensen

발행기관 : 한국교육공학회 간행물 : 한국교육공학회 학술대회발표자료집 2016권 1호 발행 연도 : 2016 페이지 : pp. 15-15 (1 pages)

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In the last two decades, the mainstream growth of the Internet has led to transformative change in education, particularly higher education, as the Internet has provided new opportunities for learning online and at a distance (Allen & Seaman, 2010, Shea & Bidjerano, 2010). Commensurate with this has been a rise in the sphere of online activity known as social media - networks of users tied together via Web 2.0-based applications that offer users an opportunity to generate and share content of their own (Kaplan & Haenlein, 2010). A recent development in the world of social media is the introduction of so-called "hashtags," represented symbolically by the "#" or "pound sign" symbol, joining use together, even if they don``t know each other (Ebner, Beham, Costa, & Reinhardt, 2009, Page, 2012). Easy to create, hashtags have become a unique way to experience global events, have political debates, or meet people with similar interests. For some time, online discussion forums have been a preferred pedagogical method of generating and facilitating discussion in online education and classrooms with online components (Mazzolini & Maddison, 2003, Rossman, 1999). Online discussion forums are typically administered through the built-in tools of a Learning Management System (LMS). Although LMSs offer basic tools for class instruction and management, there is debate as to the limits of their pedagogical value (Hong, 2008, Martindale & Wiley, 2004). The pedagogical concept of Personal Learning Environments (PLEs) challenges the dominance of LMS usage in online courses, bringing a student-centered and bottom-up perspective to online education. The thinking behind PLEs is that instruction should be situated in an environment more congruent with the learners`` typical technology usage for their personal lives, such as social media (Attwell, 2007). The purpose of this presentation is to share the research results of a study investigating the motivation of student``s participation in an online discussion forum when moved from an LMS to a class Twitter hashtag group. Twitter activity was analyzed, and respondents were surveyed on their intrinsic motivation in online discussions, social influences on their social media choice, and if their previous experience with social media affected motivation.

5The Effect of 3D Immersive Virtual Reality on Virtual Presence and Perceived Usefulness in Machining Center Learning for Hearing Impaired Learners

저자 : Jiheon Ryu , Minjeong Kim , Seungyeon Han , Insook Han , Jungo Yoon , Dongyeon Choi , Seungbum Ryu

발행기관 : 한국교육공학회 간행물 : 한국교육공학회 학술대회발표자료집 2016권 1호 발행 연도 : 2016 페이지 : pp. 16-17 (2 pages)

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Deaf and hard-of-hearing learners have unusual difficulty in their reasoning and abstract thinking due to hearing loss. In regard of spatial reasoning, in particular, even with enhanced visual imagery abilities, deaf and hard-of-hearing learners are not necessarily capable of conducting inductive reasoning about spatial structure. It is also reported that deaf and hard-of-hearing learners produce greatly less visual-spatial schematic representation depicting the relationship between objects than the hearing counterparts when they solve abstract cognitive task. Based on the promises of virtual reality technologies as an instructional and training tool for hearing learners`` spatial rotation, efforts have been made to develop and use 3D virtual reality games to improve the induction of spatial structure among deaf and hard-of-hearing learners. However, these studies mainly examined the effectiveness of 3D virtual training compared to 2D and did not include emerging current technologies that provide learners with hearing impairment with more engaging visual representation and enhanced interactivity. In fact, there are many developmental studies that used head mounted display for more engaging and immersive virtual experiences and more recent technological advances enable free hand interaction in touchless NUI for using gestures in 3D virtual spaces. In this respects, the purpose of this study was to develop a 3D virtual environment to improve spatial reasoning ability of hearing impaired learners in machine operating learning. We developed the 3D virtual environment with head mounted display (Oculus Rift) and touchless NUI (Leap Motion sensor). To test the usability of this system, 18 hearing impaired students who were different in the level of prerequisite learning, experience of virtual reality, and 3D immersive game participated for the usability test of 3D virtual space. The exploring of 3D immersive virtual space was divided into two sessions. In the first session, there were three steps such as information desk, watching how to use user interfaces, and studying in the tool room. And for the second session, exploring in the machine room was put into practice. Same experimental protocol was applied to all procedures of usability test. After the participants explored the 3D virtual space, an survey for virtual presence and interview were conducted with a hearing impaired students. The usability test results revealed that the 3D virtual environment with emerging technologies has a potential to help hearing impaired learners by providing realistic and immersive experiences with concrete 3D virtual objects. However, there were significant difference in the expectation and application of 3D virtual environment, depending on learners`` level of prerequisite learning and experience of 3D virtual game. For the effectiveness of learning, virtual environment was more effective on visual-related learning contents than those of text-based learning materials. The results also indicated that certain portion of specific areas that are impossible for safety reasons was appropriate for applying 3D virtual environment to. Further revision of the system is needed by considering both learners`` physical and cognitive characteristics.

6Development of e-Learning Content Based on SAM for corporate Learners

저자 : Hyojung Jung , Hyejeong Lee , Yoonhee Shin , Younglong Kim

발행기관 : 한국교육공학회 간행물 : 한국교육공학회 학술대회발표자료집 2016권 1호 발행 연도 : 2016 페이지 : pp. 18-18 (1 pages)

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In this study, e-learning content was developed based on the SAM (Successive Approximation Model) to suggest a new e-learning model for employees. SAM is a method for creative resolution of problems through the iterative processes of design, develop, evaluate. By analyzing employees`` experience and perception of e-learning, coupled with analyses of current trends in HRD and technology, various insights and ideas for the design and development of e-learning content was elicited. The final content was completed through three steps of prototyping and feedback from learners and experts. The strategies for designing and developing e-learning content used in this study are: (1) to thoroughly scope the learning experience and develop it with minimal costs (2) to present the proper amount of learning content for a reduce cognitive load in e-learning, so that learners can process information more effectively (3) to produce a video lecture with byte size for updating new content directly (4) to develop content using HTML5 for easier accessibility with pc, mobile, and other devices. The usability test results obtained from learners and experts show that this content is better than the previous content in terms of effectiveness, aesthetic impression, efficiency, presentation strategy, content structure, engagement, and accessibility.

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Instructor presence and interaction with students has a large impact on student learning. Nevertheless, compared to face-to-face classrooms, it is believed that instructor presence is limited in a fully online course due to the nature of the learning environment. The purpose of this action research is to explore the strategies for enhancing instructor presence and promoting meaningful learner engagement. The course ETEC 512 (Applications of Learning Theories to the Analysis of Instructional Settings) in the University of British Columbia was designed and delivered with aims to enhance instructor presence and learner engagement. Through student feedback and instructor``s on-going reflective activities, this study provides strategies for best practices. The strategies indicate four key components: course design, instructor``s tone and agile approach, instructor``s instructional strength and skills, and appropriate technology selection.

8The Effects of the Online Ideation Tool on the Creative Potential and Ideation Process

저자 : Hyojung Jung , Younglong Kim , Dongsik Kim

발행기관 : 한국교육공학회 간행물 : 한국교육공학회 학술대회발표자료집 2016권 1호 발행 연도 : 2016 페이지 : pp. 20-20 (1 pages)

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Ever since the recent creative economy era has come into being, the country has been actively discussing ways to foster creative human resources. In the past, creativity was thought to be lofty, intelligent, and something out of the ordinary. However, recent research finds that creativity comes in much simpler forms and that education can be used to promote the development of creativity. Society can no longer rely solely on problem solving abilities, and must now look to evolve towards creative problem solving abilities. For these reasons, the development of creative human resources will be an essential topic in the current era of the creative economy. Unfortunately, only temporary training programs are implemented in learning creative thinking techniques, and it is also far from a real-life context. This is because there is a misunderstanding of the concept of ``Creativity`` and creativity education is considered with only introducing creative thinking techniques. There are new definitions for creativity, creative ideas for daily life, social life, process, and so on. Accordingly, proper creative education systems and support are required to foster creative human resources. This research suggests that the new online ideation tool contributes to developing creative competency. While learners were using this tool, they created more ideas than before about the given subject and it stimulated the learner``s creative potential and ideation process.

9The Need and Possibility of Learner-Based Credit System

저자 : Eunhye Lee , Gayoung Yoon , Innwoo Park

발행기관 : 한국교육공학회 간행물 : 한국교육공학회 학술대회발표자료집 2016권 1호 발행 연도 : 2016 페이지 : pp. 21-21 (1 pages)

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Currently, Korean credit system in Universities is based on lecture hours per week by each subject, but this credit system has a couple of problems. First, it doesn``t recognize the student workload required to complete all learning activities such as attending lectures, private study, preparation of projects and taking examination by each learner to complete a subject. Second, in spite of the same subject name and credit, there can be a wide variation in learning workload according to the instructional design and assessment method. Third, in this credit system, it is hard to ensure that the quality of the program, because credits aren``t express clear information concerning the level, volume and outcomes of learning. To solve these problems, it should be improved to a learner-based credit system on the basis of workload and learning outcome. This article will explore the need and possibility to implement the learning-based credit system ECTS to Korean universities. We will identify through simple interviews how big the workload gap is among multiple courses with the same credits, and examine the difference from actual credits when converted to the current ECTS. Furthermore, we will examine other issues of the current credit system in Korea, and explore whether it would be possible to implement the learning-based credit system in Korean universities by suggesting required studies for the future.

10For the Right Time: Monitoring Weekly Changes of Prediction Power in Video-based Learning Environment

저자 : Yeonjeong Park , Jihyun Yu , Il Hyun Jo

발행기관 : 한국교육공학회 간행물 : 한국교육공학회 학술대회발표자료집 2016권 1호 발행 연도 : 2016 페이지 : pp. 25-25 (1 pages)

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Time is a very important and useful measurement unit in the field of learning analytics. It implies not only physical time spent on a specific learning activity but also time measuring how frequently specific learning-related actions had occurred, it can be further extended to conceptualize how regularly one``s behaviors occurred. Moreover, it is a pivotal consideration when providing students with feedback as a type of learning facilitation. By reviewing these diverse perspectives encompassing "time", this study focused on the prediction of time throughout observable time-related variables. In other words, this study aimed to find the best time to predict students`` learning performance over a period of 15 weeks. For this purpose, we monitored 380 online students`` weekly learning behavioral patterns with their time stamps remaining in the video-based learning environment. There were a total of 16 accumulated weekly variables including three kinds of time-related concepts, duration, frequency, and regularity inserted to generate 15 weekly prediction models for one semester. The changes of prediction power measured by an adjusted R2 score and significant independent variables to contribute the model were observed in two cases dealing with the same subject matter. Findings allow audiences to discuss what might be the right time and feedback to inform students the results of learning analytics.

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