Perspectives on Digitally-Mediated Team Learning / Educational Communications and Technology: Issues and Innovations (PDF)
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The purpose of the book includes expanding the learning science research base regarding how learning principles and strategies, including structured, collaborative, active, contextual, and engaging instructional settings, can support foundational STEM instruction and improve student interest and achievement. The chapters are classified into three categories: (a) empirical studies exploring the manner in which technology-enabled pedagogical principles and practices facilitate student interest in STEM courses, (b) exploration of logistical factors associated with revisioning STEM education and (c) theoretical underpinnings and literature review of digitally-mediated team learning.
The book showcases full-length manuscripts advancing transformative approaches for technology-enhanced team learning within STEM disciplines. Contributions have been sought from interdisciplinary researchers, developers, and educators who engage in the research, development, and practice of adaptable digital environments for highly-effective, rewarding, and scalable team-based and collaborative learning. These include such topics as real-time tools for teams in classroom settings; learning analytics; effective technology-enabled pedagogies; and technology-enabled, collaborative, pedagogical approaches to broaden participation in STEM disciplines.
Promising approaches and technologies to advance digitally-mediated team and collaborative learning are explored including learning analytics to form effective learning teams. Further, innovative cyber-assisted observation approaches for diagnostic/assessment observation and interaction with student teams, educational data mining of large volumes of collected data, and leveraging.
The book will be of interest to Higher Education Faculty in STEM, Learning Scientist, and K-12 educators and learning coaches.
Ronald F. DeMara is a Pegasus Professor in the Department of Electrical and Computer Engineering at UCF where he has been a faculty member since 1993. His educational research interests focus on classroom instructional technologies and the digitization of STEM assessments. He was Principal Investigator of the NSF Workshop on Digitally-Mediated Team Learning held in 2019. He has created a series of faculty development courses on Assessment Digitization for engineering curricula and on workshops on Virtualized Active Learning. He has completed over 300 technical and educational
Laurie O. Campbell is an Associate Professor in the Department of Learning Sciences and Educational Research at the University of Central Florida. As an interdisciplinary educational researcher her interests include personalized and active learning to support underserved and underrepresented populations. Within STEM, she is most concerned with designing sustainable educational opportunities that build individuals' capacity for positive STEM identity and equity. Finally, her research encompasses the development of safe learning environments. Specifically, she has published in the area of academic civility, bullying, and cyberbullying. She is a co-principal investigator of two National Science Foundation (NSF) grants and another private foundation grant. Currently, her disciplinary instructional field includes graduate courses in Instructional Design and Technology. Her national service includes being the current chair of the AERA Sig. 022. Computer and Internet Applications in Education which promotes research and evaluation of computer-based instruction, assessment, and practices. She can be reached at locampbell@ucf.edu- ORCID: 0000-0001-7313-5457
- 2021, 1st ed. 2021, 220 Seiten, Englisch
- Herausgegeben: Laurie O. Campbell, Richard Hartshorne, Ronald F. DeMara
- Verlag: Springer International Publishing
- ISBN-10: 303077614X
- ISBN-13: 9783030776145
- Erscheinungsdatum: 08.11.2021
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- Größe: 6.66 MB
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