Search results for author:"Charles Miller"
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No such thing as failure, only feedback: Designing innovative opportunities for e-assessment and technology-mediated feedback
Journal of Interactive Learning Research Vol. 21, No. 1 (January 2010) pp. 65–92
In this paper we challenge designers, researchers, teachers, students, and parents to re-assess and re-envision the value of technology-mediated feedback and e-assessment by examining the innovative roles feedback and assessment played in the design ...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4056–4061
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of this learning environment is grounded in the...
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 316–336
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and ...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2010–2013
In this brief paper we 1) present an overview of three online geography education environments (i.e. MSE, LGGT, and Geothentic) designed to help learners and instructors achieve the aforementioned instructional scenario, 2) use a lens of design...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 221–228
How should a K-12 geography teacher use a geospatial technology such as Google Earth in the classroom? Should they have students pinpoint a series of locations and measure the connecting distances, essentially using the technology as a mere digital...
Journal of Interactive Learning Research Vol. 21, No. 4 (October 2010) pp. 483–513
Adventure learning (AL) provides learners with opportunities to explore real-world issues through authentic learning experiences within collaborative online learning environments. This paper reports on an AL program, designed using Keller’s ARCS...
Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development
Journal of Educational Computing Research Vol. 41, No. 3 (2009) pp. 319–346
In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional...