Interacting with Content, Pedagogy, and Technology
Stephanie Hulon, Jenelle Ouimette, University of South Alabama, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract: This paper describes an ongoing practice at a university to aid in meeting the challenge of redesigning current course curricula to meet new e-learning initiatives. Using a current model, the Technology Pedagogical Content Knowledge model, or the TPCK model by Mishra, P. & Koehler, M. J. (2006), the Online Learning Lab is designing and developing e-leader videos to provide faculty and staff with working examples of their peers successfully implementing e-learning into their courses as well as interacting with content, pedagogy, and technology. The aim of this practice is to curb the apprehension regarding technology implementation in higher education as well as provide examples of current applications that have been proven to be successful. In addition, another goal is for the eLeader video series to remove barriers in regards to technology implementation and allow faculty members to feel empowered by the modeling of their peers. This practice has only recently been developed and is still in the early design phase.
Hulon, S. & Ouimette, J. (2010). Interacting with Content, Pedagogy, and Technology. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 646-649). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).
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