This chapter discusses the changed nature of literacy within new communication contexts, the literacy that is needed for reading, viewing, responding to and producing multimodal and digital texts. Potentials for redesigning literacy pedagogy within new modes of communication are demonstrated for educational contexts. As a basis for this discussion, the author analyses classroom evidence using e...

This study investigates the preferences of instructors and students for design and pedagogy features of online instruction at the post-secondary level. Participants included 60 instructors and 200 students at a comprehensive research university. Correlation coefficients of .95 on the design item rankings and .87 on the pedagogy item rankings were found between instructors and students. An indep...

One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into traditional classrooms, thus, increasing faculty and student teaching and learning opportunities. This “hybrid” or “blended” teaching has emerged largely due to a desire to widen access to educational opportunities, continuing education, and university ...

The indent of this study is in progress of comprehensive security related pedagogy in the forms of nationalinternational information sharing and knowledge management with the shared policy developing, collaboration in externally funded research consortiums, structures of security and safety organisations, and integration of strategic research and development (R&D) agenda with higher education f...

The use of virtual and digital technological resources is a phenomenon that crosses humanity in such an intense way it often interferes with the existential naturalness individuals allows to launch world, even if subtle gradual way, relationship mastery machine mankind. work aims make reader aware problem human-machine bring paths reflections based on perspective studies debates field Philosoph...

In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective t...

One goal of the VaNTH Engineering Research Center is to estimate the effects of the “value added” to bioengineering student learning as a result of “How People Learn” (HPL) framework interventions. A necessary step in that process is to assess pedagogical differences in both lecture-based and HPL-oriented courses. Data from 28 bioengineering courses, over five semesters, were analyzed using a n...

This paper will share the results of research assessing the outcomes of teaching toward an ethnorelative worldview through psychology study abroad. Action research assessing the efficacy of intercultural pedagogy integrating psychology and the Developmental Model of Intercultural Sensitivity (DMIS, Bennett,1986) using the Intercultural Development Inventory (IDI, Hammer & Bennett, 1998, 2002) w...