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Nov 24, 2024
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Assignment
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Question one
The COVID-19 epidemic posed enormous economic, social, and political difficulties
worldwide. It has led to an educational crisis in addition to a health crisis. Over 1.52 billion
students were absent from classes and other educational facilities during quarantines and
lockdowns, affecting 87% of the global student population. Due to COVID-19's suddenness,
ambiguity, and volatility, the educational system was forced to act quickly to adapt to the
evolving nature of learning (Dayagbil et al., 2021). Due to its significant magnitude, universities
were forced to respond quickly to the COVID-19 interruption of the educational system. Higher
education institutions were urged to create resilient learning systems using data that relies on
needs analysis and empirical research to implement timely and proactive solutions. The transition
to hybrid or online instructional concepts is vital in education. A thorough professional
development training strategy is essential for successfully transforming an educational institution
through training. The main objective of this plan is to provide academic staff with the abilities,
expertise, and best practices required to provide curriculum and instruction that is both efficient
and successful when using modern online instructional techniques.
A needs analysis is the initial stage in creating the professional development training plan.
This examination entails learning about the current expertise, learning gaps, and problems of
faculty members regarding online instruction and curriculum. The structure for this crucial
quality is the needs analysis and goal-setting in educational settings for online course
development. Participants' personal needs must be acknowledged when developing personalized
learning goals for their work-related training plan (Johnson et al., 2019). A detailed planning
process for the beginning of the professional development training, including interviews and the
team's in-person session, may be used to evaluate their needs. The interviews should be recorded
and transcribed as part of the data collection. Some of the questions in the plan for the faculty
members include:
"Explain how you came to work in higher education teaching." This is to investigate the
background, driving forces, and presumptions that influenced their employment choice.
"What incidents and life experiences shaped you into the teacher you are today?" This
question aims to investigate the varied impacts on their teaching methods.
"Tell me more about your students." "Explain your teaching methods to me." These
inquiries will be utilized to learn more about their teaching-related presumptions and
beliefs and to provide a basic understanding of their existing teaching strategies.
"Explain your feelings regarding online teaching." This inquiry will be utilized to
discover their concerns and informational requirements regarding online instruction.
For the purpose of facilitating an effective shift, the assessment's findings will be used as the
basis for developing specialized training programs, materials, and support systems. The next step
in creating the professional development training plan would be technology training for the
faculty members.
Technology training is critical in providing instructors with the expertise to use internet-
based resources and sites for online instruction properly. The implementation of appropriate an
appropriate methodology for online education relies on the knowledge and experience that
educators and students have with the use of ICT (Pokhrel & Chhetri, 2021). The teachers can
design courses in education, classroom instruction, and skill development initiatives using
several of the digital tools now in use, such as Google Classroom, Canvas, Microsoft Teams, and
Blackboard (Petrie, 2020). They offer features like office chat, video meetings, and storage for
files to make classes structured and simple to work in. They frequently enable the exchange of a
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wide range of content, such as Excel, Word, PDF, and audio and video files. Using quizzes and
evaluating submitted tasks using a rubric also enable the monitoring of student learning. The
flipped learning environment is a straightforward method for giving students access to learning
materials before class, such as documents, recorded films, and YouTube links. Following that,
the time spent in the online classroom is used for further learning through interaction with
instructors and classmates (Doucet et al., 2020). This is a highly efficient method for fostering
abilities like solving issues, critical thinking, and independent learning. The videoconferencing
tools used in virtual classrooms, such as Google Hangouts, Slack, Zoom, Cisco, and WebEx, and
the adaptable online educational management systems, such as Moodle, Elias, and Skype, are
used in a big way. In addition to improving the quality of online courses, technology training,
and usage help faculty members advance their careers in the field of technology-enhanced
instruction. Moreover, Institutions can encourage a culture of constant advancement and
creativity in online instruction by implementing incentives and acknowledgment strategies.
Faculty members may be rewarded and encouraged for the raised workload and
additional efforts involved in adjusting to and mastering new technology and online instruction
methods. Faculty will be inspired to teach and create excellent courses for learners on the
Internet if administrators acknowledge the importance of online teaching (Johnson et al., 2019).
According to research, teachers' favorable views and opinions toward technology play a
significant role in the extent to which technology integration occurs. As a result, motivation is
crucial for the growth of teachers' digital expertise, skills, and technology usage (Beardsley et al.,
2021). First, financial rewards can be given to educators who participate in the training program
and are dedicated to developing their online teaching abilities. These could be benefits or grants
for participating in training sessions or creating excellent online courses. Secondly, it should
offer faculty members chances for career advancement. To do this, meetings, seminars, or
webinars devoted to online learning and instruction are sponsored for faculty members to attend.
Thirdly, consistent feedback and evaluation procedures act as a way to acknowledge faculty
members' development and advancement in online instruction. Institutions give faculty members
online instruction helpful criticism that identifies their abilities and development fields. Faculties
are further encouraged to improve their online instructional practices by being made aware of
their efforts to integrate student feedback and improve their courses. Finally, institutions must
establish platforms to showcase outstanding online courses faculty members create. These
exhibits can be available to administrators, potential students, and the larger academic
community. The educators who have their courses chosen for the showcase will be publicly
recognized and thanked for their efforts in developing cutting-edge and successful online
learning experiences. Because of this, organizational support is a crucial motivator for faculty
members to continue committing to online teaching.
Question two
Technobiographies provide effective study conduct and a teaching method for exploring
personal technological encounters and understanding how these incidents affect one's online
usage habits. Technobiographies assist teachers in fostering reflective and indicative thinking in
the classroom, assist learners in becoming more conscious of their technology use, and assist
learners in understanding the social and individual effects of their use of technology (Qureshi et
al., 2021). Teachers must incorporate technology into their methods of instruction due to the
rapid growth of information and communication technologies (ICTs), which have turned students
into digital students. The effectiveness of this integration depends heavily on the teachers' views,
technological expertise, and abilities.
Making lessons more interesting within digital learning is one method for incorporating
techno biographies in the learning environment. Digital education has made classroom
instruction more engaging and interactive. It is becoming increasingly apparent to kids, allowing
visual instruction (Haleem et al., 2022). Through engaging online presentations, the lesson
material in virtual classrooms enables pupils to consider the details more closely. The use of
modern technology in schools has given students more choices and influence over their learning
processes. Due to educational technologies, academics now have more freedom to offer classes
or virtual labs. Students who cannot join an actual class may view video recordings on their own
time by tuning in for online lectures at a specific time. Online real-time courses attract students
with more compelling interests. Additionally, educators must guarantee social learning.
Although many schools now provide students with personal devices, social learning
should continue because they do. It is crucial to find digital tools and teaching methods that
enable students to have two-way discussions about their work and learning (Camilleri &
Camilleri, 2022). Teachers can incorporate socialization into the use of technology in several
different ways. Search for software like Scratchwork that enables simultaneous feedback and
cooperation. These resources help educators and learners collaborate on documents, edit them
together, and give each other immediate feedback. Furthermore, instructors can incorporate
social education strategies into instances where students use technology, like turn talking, think-
pair-share, intentionally partnering students, and question techniques. An illustration of a social
learning lesson using technology:
Students writing arguments in Google Docs whereby they are
encouraged to make the most of Google Docs' synchrony by reviewing their partner's work and
providing real-time opinions through the feedback feature. The students can participate in their
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education by using technology to collaborate on writing projects. Furthermore, a teacher should
also make sure that learning is done creatively.
Despite the evolution of the education sector, digital technology has changed how
students learn in the classroom. Students are given digital literacy lessons and urged to bring
laptops to school in order to be able to access a range of resources. Through instructional apps
and programs, learners can discover knowledge in new and captivating ways (Zawacki-Richter,
2021). Instructors may present and reinforce subject expertise while modifying their teaching
strategies using digital whiteboards. Instead of producing actual evaluations to be sent home after
a term, reporting and assignment oversight have significantly changed. Instructors can now use
specific educational management systems to allocate, collect, and rate work while keeping
learners and their parents updated on their advancement. To create constant education that aligns
with new situations, digital skills play a critical role (Cabero-Almenara et al., 2021). The barriers
that technology constantly presents should be met by learners and educators from all areas of
study. The concept of "digital competence of educators" (DCE) encompasses a set of expertise,
skills, and capabilities about ICT that are relevant to the field of teaching and that may be used to
assist educators in resolving professional and pedagogical issues that arise in the modern
knowledge-based society. Additionally, teachers should influence accountability through
technological learning.
Importantly, asking students to integrate version control and group communication
methods into the task's process entails building a specific lesson—that working together is about
accountability—into the assignment. For example, teams must complete a Developer Document
before starting their designing prototypes tasks in seriousness. The document separates prototype
development work into five categories (Visual Designer, Data Modeller, UX Designer, UI
Designer, and Creative Director) and requests groups to explain how they will deliver for a
particular position required assets generated by another (Roth & Christie, 2019). The division of
job responsibilities indicates communication difficulties. Teams quickly realize that some project
components cannot be finished until other components are ready, which causes a variety of teams
to experience communication and workflow issues that reveal deficiencies in their preexisting
understanding of how working together is accomplished. In their last pitches to the classroom,
several groups can discuss the value of team working, whether this reflection encompassed
successful group workflows or acknowledging that drained conduct had not produced the
anticipated outcomes. Students can recognize and visualize relationships and communication
mistakes when teachers use formalized platforms for collaboration-oriented work, such as
Discord and SVN. This is because the team's advancement relies on learners using the platform
to send information to their teammates. Early in the program, providing students with low-stakes
environments to learn from these failures helps them better deal with or avoid similar high-stakes
failures in their online education.
Question three
A pedagogical strategy known as place-based education (PBE) emphasizes the
relationship between an instructional method and the actual location of both instructors and
pupils. It considers the significance and events of place in education and instruction that can go
beyond the confines of the classroom. When the COVID-19 pandemic broke out in early 2020, it
compelled rapid implementation of other educational environments, such as teaching and
learning outside of the classroom and studying from home. It resulted in widespread school
closures worldwide (
Yemini et al., 2023). One well-known theorist who is connected to place-
based learning is David Sobel. He has written widely, arguing to incorporate the community,
culture, and surroundings into the educational process. Gregory Smith emphasizes the inclusion
of environmental and social problems in the curriculum, which has helped foster the
advancement of place-based learning theory.
On the other hand, case-based learning (CBL) is a well-known method that is applied
across fields and encourages students to use their understanding of real-world situations.
Learners usually work collectively on case studies, narratives with a few individuals, and
situations in CBL classrooms. The scenarios present a disciplinary issue or issues, and learners
must come up with remedies while being guided by their teacher (
Hoffer, 2020). CBL is widely
used in higher education, especially for pre-professional fields and science, and has proven
effectiveness in law, business, and healthcare institutions. This approach uses guided research
and is based on the theory of constructivism, in which students create imaginative meanings by
engaging with their surroundings and existing knowledge. The development of this strategy has
been influenced by Joseph Schwab's work on the use of cases in education, even though it is not
solely related to case-based learning theory. He emphasized the importance of bridging theory
and practice with cases. The contributions of Howard S. Barrows to problem-based learning
(PBL), a strategy that resembles case-based learning, are well known. Case-Based Learning
Theory was developed as a result of his PBL research.
Tenets of the theories
PBE pedagogy has five distinct characteristics. First, learners acquire knowledge about
broader and farther-reaching fields of study by emphasizing learning on a particular problem in a
particular location. Second, in a conventional classroom, pupils are knowledge consumers;
however, in PBE models, they are information creators (
Carter-Guyette, 2019). Third, the
position of the instructor shifts from conventional teaching by leading the material to be
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addressed and how to tackle that material to direction learning, where the material to be learned
is decided by learners themselves (Wooltorton et al., 2020). It should also be noted that a teacher
now serves as an interpreter, storyteller, and intermediary between the learners and the
environment, in addition to other roles. Fourth and continuing the theme of the teacher's evolving
role in PBE pedagogy, learner preferences and inquiries impact the covered subject matter.
Finally, the primary goal of PBE's educational approaches is to blur the lines between the
learning environment and the outside world. Community members can actively participate in
school settings, and learners can actively participate in the wider community.
The foundation of case-based teaching is the effective fusion of pedagogical components,
such as content, context, ideas, and method. The information in this first category defines a case
or circumstance. An example of a written document that fits this description would be an
organization case, newspaper article, medical record, or legal case. The content could also offer
the event through audio or video rather than a written piece. Diagrammatic or quantitative
components that explain physical, academic, or financial variables may be incorporated into the
content (
James et al., 2022). Academics might curate this content. Students may be given a
choice of cases to choose from and allowed to do so based on their interests. Students may also
be asked to present an instance or writing that exemplifies the subject to the class. The content
must clarify if the scenario it indicates is speculative or real. A formal task might outline the
outcome specifications that incorporate course material and data into a case reaction, including a
scholarly document, a PowerPoint deck, a video, an idea, or a design. Due to this opportunity,
students can now relate their own experiences and viewpoints to the delivery. The relationship
between the case and pertinent ideas should be made clear, including the repetition of essential
theories or models to help students make distinctions between abstract ideas and real-life
scenarios outlined in the case (
Sapeni & Said, 2020). Faculty members should create discussion
strategies and formal inquiries encouraging students to think through potential solutions and
drawbacks, look for pertinent information in exhibits, make accurate evaluations and answers,
and create lasting discoveries.
Example of a technology-rich instructional setting
A virtual reality (VR) encounter that enables learners to engage with a particular place or
environment could illustrate how Place-Based Learning can be implemented in an environment
of technology. VR headsets allow Learners to tour a nearby cultural center or nature reserve
virtually. Using technology, learners can participate in deep learning activities and work together
on assignments that deal with regional social or ecological concerns. The role of the instructor
would be to lead learners’ research, encourage class discussions, and assist them in drawing
relations between the simulations and their immediate surroundings. On the other hand,
technological devices case studies might be used as a demonstration in a Case-Based Learning
educational environment of technology. Students would use technological tools to investigate the
case, learn more, examine the evidence, and develop possible answers. The teacher would be a
facilitator, directing the students' evaluation and promoting intellectual curiosity.
References
Question 1
Beardsley, M., Albó, L., Aragón, P., & Hernández‐Leo, D. (2021). Emergency education affects
teacher abilities and motivation to use digital technologies.
British Journal of
Educational Technology
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52
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https://doi.org/10.1111/bjet.13101
Dayagbil, F. T., Palompon, D. R., Garcia, L. L., & Olvido, M. M. J. (2021, July). Teaching and
learning continuity amid and beyond the pandemic. In
Frontiers in Education
(Vol. 6, p.
678692). Frontiers Media SA.
https://doi.org/10.3389/feduc.2021.678692
Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about pedagogy in an
unfolding pandemic.
Work of Education International and UNESCO
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https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
Johnson, K. R., Hewapathirana, G. I., Bowen, M. M. (2019). Faculty development for online
teaching. (pp-40-55) In J. S. Keengwe (eds) Handbook of Research on Virtual Training
and Mentoring of Online Instructors. IGI Global, ISBN13: 9781522563228 URL:
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Petrie, C. (2020). Spotlight: Quality education for all during the COVID-19 crisis (hundrED
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https://hundred.org/en/collections/qualityeducation-for-all-during-coronavirus
Pokhrel, S., & Chhetri, R. (2021). A literature review on the impact of the COVID-19 pandemic
on teaching and learning.
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Question 2
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Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital
technologies in education: A review.
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https://doi.org/10.1016/j.susoc.2022.05.004
Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital Technologies in
Education 4.0. Does it Enhance the Effectiveness of Learning?
https://doi.org/10.3991/ijim.v15i04.20291
Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., & Palacios-Rodríguez, A. (2021).
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Tagged technobiography
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jitp.
https://jitp.commons.gc.cuny.edu/tag/technobiography/
Question 3
Carter-Guyette, M. (2019). Place-Based learning is an effective methodology for developing
self-efficacy skills in students with learning disabilities.
https://dune.une.edu/cgi/viewcontent.cgi?article=1243&context=theses
Hoffer, E. R. (2020). Case-Based Teaching: Using Stories for Engagement and
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Collaborative case-based learning with programmatic team-based assessment: a novel
methodology for developing advanced skills in early-years medical students.
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indigenous methodology and learnings.
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