Joanna C. Dunlap

Problem-Based Learning as an Example of Active Learning and Student Engagement

Problem-based learning (PBL) is an instructional strategy that focuses on critical reasoning to achieve a high degree of student engagement. PBL is an example of rich environments for active learning (REAL). REALs are comprehensive instructional systems that promote study and investigation within authentic contexts. encourage the growth of student engagement and responsibility, decision making, and intentional learning. cultivate collaboration among students and teachers. utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures. and, assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. In this chapter, we compare existing assumptions underlying education with new assumptions that promote problem solving and higher-level thinking.

Getting graphic about infographics: design lessons learned from popular infographics

Abstract People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 ‘liked’ infographics on a popular infographic sharing website to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.

What Sunshine Is to Flowers: A Literature Review on the Use of Emoticons to Support Online Learning

Abstract The effective use of electronically mediated communication (EMC) is fundamental to digital literacy and, therefore, a high-demand competency in professional communities of practice, business, society, and online education. However, the use of EMC can be challenging in educational contexts; given that EMC tends to rely heavily on text-based formats, meaning and intent may be lost in translation from thought to posted message. Thus, online educators value techniques that have the potential to improve the quality and effectiveness of text-based communication. One such technique is the use of emoticons to represent emotional and personality nuances present in face-to-face communication. In this chapter, we present a review of the literature on emoticons used in support of online learning—with the goal of improving future practice and research of online teaching and learning—and then provide some specific instructional recommendations for online educators.

Web resource collaboration center (WRCC): an integrated tool to support lifelong learning

Influenced by EPSS, generative learning, and intentional learning strategies, a Web-based tool -- called the Web Resource Collaboration Center (WRCC) -- was developed to support learning communities in building their own Web-based learning and performance support systems to support lifelong learning and professional development. Using various online communication and collaboration technologies, the WRCC is designed to not only enable learning communities to (1) build a learning and professional development resource that will provide them with immediate support and guidance and (2) help them develop structure, strategies, and skills for subsequent lifelong learning and professional development activities, but also (3) take responsibility for creating original resources that support lifelong learning and professional development.

Software engineers helping themselves: The web resource collaboration center

ConclusionBy implementing knowledge management features in an EPSS-like structure, the WRCC provided a more effective performance solution that was in alignment with the firm’s business objectives, making sure that both the employees’ learning and performance needs and the firm’s needs were addressed (Stone & Villachica, 2003). The activity of building a WRCC helped the software engineers learn about new tools and languages in the software engineering domain, while constructing a knowledge base to support their future learning and professional development in that domain. In addition, their work on the WRCC helped software engineers strengthen their connections to the larger software engineering communities of practice while they developed a local learning community that encouraged sharing, coaching and mentoring. Ultimately, the firm was able to reduce their reliance on conventional training by 70% - their original goal — by allowing the software engineers to create and use an on-the-job learning architecture that was more situated, social, transparent, open, flexible and respectful of their workplace learning and professional development needs.

Investigating students’ perceptions of instructional strategies to establish social presence

ABSTRACT Social presence is a popular construct used to describe how people socially interact in online courses. Online educators continue to try different ways to establish and maintain social presence in online courses. However, research to date has not identified which strategies, or types of strategies, are best for establishing social presence. We investigated student perceptions of various strategies of establishing and maintaining social presence using a mixed methods case study approach in two different fully online courses. Results suggest that students are more interested in connecting with their instructor than their peers; different students like different social presence strategies; and students have different overall social presence needs. Various strategies and implications for practice are addressed throughout.