Multimedia Learning Gets Medieval

Williams, Tara

doi:10.1215/15314200-2008-018

Cited by 8 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educators demonstrated the pedagogical value of technology-based instruction in terms of student content mastery: audio engineering (Cochrane 2007); history (Williams 2009); management (Passerini 2007); chemistry (Lee 2007a;Su 2008); elementary science (Zheng et al 2008); and physics (Stelzer et al 2009). Specifically, researchers demonstrated the efficacy of web-based instructional delivery for engineering ethics on a retention test administered during the course of the instruction (Chung and Alfred 2009;Cummings 2005).…”

Section: Designing Effective Online Learning Materialsmentioning

confidence: 99%

Developing and designing online engineering ethics instruction for international graduate students

et al. 2011

View full text Add to dashboard Cite

The present project embarked on an educational intervention, consisting of a series of online ethics learning modules, to aid international graduate students in overcoming the acculturation barriers to understanding and inculcating normative ethical obligations associated with engineering practice and research in the United States. A fundamental initial step in the process of helping international, as well as domestic, engineering graduate students embrace ethical obligations is to provide clear instruction on fundamental engineering ethical principles and values relevant in the United States. Most institutes of higher education do not have a cohesive approach to basic graduate engineering ethics instruction, much less materials that have been calibrated for international students (National Science Foundation, http://www.nspe.org/Ethics/index.html, 2009). Herein the authors describe our instructional intervention, as well as to document the development, design, and assessment of the learning modules intended to provide students with a framework for learning ethical precepts and applying them in the engineering field. Think-Aloud Protocol and Cognitive Task Analysis results were used to improve the content modules and learning experience. Initial pilot findings indicate that the content modules increased student knowledge acquisition compared to pre-test performance, indicating a step-forward in the formulation of a useful learning tool for graduate engineering ethics instruction.

show abstract

Section: Designing Effective Online Learning Materialsmentioning

confidence: 99%

Developing and designing online engineering ethics instruction for international graduate students

et al. 2011

View full text Add to dashboard Cite

show abstract

“…Two of the most productive topics over the last ten years deal, not surprisingly, with the opportunities and threats of teaching English in a globalized, digitized world. The journal has featured pieces on online identity (DeVoss and Selfe 2002;Lenard 2005); hypertext (McDonald 2002); the use of digital archives and tools (Flanders 2002;Rice 2005;DigiRhet.org 2006;Jones 2007;Norcia 2008, Pennell 2008and Tara Williams 2009); and how the pedagogical, technological, ethical, and rhetorical intersect (see esp. Weinstock 2004;Purdy 2005;and Ritter 2006).…”

mentioning

confidence: 99%

Editors' Introduction

Holberg¹,

Taylor²

2010

Pedagogy

View full text Add to dashboard Cite

When we were still graduate students and began to consider founding the journal that would become Pedagogy, we little thought about what shape the university would take over a decade hence. But we were concerned, even then, with what the discipline seemed to value, with the rather uneven weighting of the reward system given the hours of our day. Ten years into Pedagogy's publication and writing now as tenured professors, we find that though much has changed, much of what has appeared in these pages still resonates. Indeed, in the very first issue of Pedagogy, George Levine's (2001: 7) commentary argued that English studies is "a nation divided" between our work as teachers and our work as scholars. His description of our dilemma remains remarkably accurate. "My work" usually means research and writing as opposed to work in the classroom or service to department or university. But what is most remarkable about this obvious fact of university life is that despite professional devaluing and recent years of attack on the professoriate for not caring about teaching, "my work" normally waits in second place after dedicated, even passionate commitment to students and teaching. Even those who measure academic success, as most do, by the number of course releases they get and the number of competitive leaves they can win tend on the whole to take teaching very seriously. That's lucky. Since 2001 Pedagogy has sought to broaden and redefine "our work," and this special anniversary issue celebrates both where we have come from and where we currently are-at a pivotal point in the history of higher education.

show abstract

Eye Movement

Biele

2021

Studies in Computational Intelligence

View full text Add to dashboard Cite

Multimedia Learning Gets Medieval

Cited by 8 publications

References 14 publications

Developing and designing online engineering ethics instruction for international graduate students

Developing and designing online engineering ethics instruction for international graduate students

Editors' Introduction

Eye Movement

Contact Info

Product

Resources

About