New Technologies For Learning Research Articles

Legal Education Reform in India: Dialogue Among Indian Law Teachers

This article outlines legal education reform debate occurring around the world and the developments in India and is designed to be useful to legal educators in India to respond to the NKC's recommendations. These intersecting reform trends in other parts of the world include: (1) reframing of curricular content to integrate cross-border and international dimensions of practice; (2) greater emphasis on problem-solving, negotiation, and transactional practice to balance the traditional law school curricular focus on litigation; (3) connection of theory and practice through clinical legal education; and (4) use of new technologies for learning. A pervasive theme found within the last three trends is the need to place greater emphasis on values and ethics. The article then turns to the legal education context in India, with over 900 institutions offering law courses, and highlights reforms efforts in Indian legal education. Government bodies, including the Bar Council of India, Law Commission of India, and University Grants Commission, have convened expert panels that have recommended legal education reforms, some of which have been implemented and some of which are pending. Eminent professors have admirably guided such efforts. However, it appears that greater dialogue among the vast numbers of Indian law teachers is needed: – to envision the role that lawyers can play in bringing about a more just society within India and in strengthening India as a country globally; – to identify and implement improvements needed in pedagogy and curriculum; and – to improve the infrastructure supporting legal education itself, in particular, teacher training, professional development and teaching materials, and community service materials. Sharing ideas through legal research and scholarship is important to initiate the dialogue. Specific treatment of strengthening support for law teachers for conducting legal and socio-legal research will be the subject of a subsequent article. This article poses broad questions for law teachers to consider and seeks to inspire the Indian law teachers to collaborate more closely, using new readily available technologies, to contribute more interactively to legal education reform.

A Virtual Instructor Service-Oriented Architecture for Teaching Robotics in Mixed Reality

One of the biggest challenges faced by most computer science educators is assessing whether a student comprehends programming and robotic design concepts. In this paper, we introduce the benefits of exploring new technologies for learning in the form of LEGO robotics and obtaining problem solving skills. Students use the LEGO (Mindstorms for Schools) Team Challenge kit #9790 in conjunction with a programming environment called ROBOLAB. Finally, we propose a Virtual Instructor as a mixed reality based instructional system that addresses these learning challenges and reduces the learning curve for robotics as well as enhances robotic instruction.

New technology in learning: a decade's experience in a business school

New technology in learning: a decade's experience in a business school

Encouraging Lecturers to Engage with New Technologies in Learning and Teaching in a Vocational University

Bournemouth University faces the same challenges as many other universities. These arise from the sector-wide agendas, such as widening participation, regional partnerships and international collaboration, in addition to increasing research activity and managing with reduced funding. A key priority within Bournemouth’s Learning and Teaching Strategy is to use learning technologies to address these challenges. Several incentives are being used to encourage lecturers to adopt online learning. These have as their common focus the need to value teaching activity on an equal footing with research. The strategies used include funding for learning and teaching projects, a Learning and Teaching Fellowship Scheme, the creation of a Centre for Academic Practice to focus on pedagogic research, payment for membership of the Institute for Learning and Teaching in Higher Education, and a staff development programme for Programme Leaders. These initiatives are possible because the University has take a strategic approach to using government funds for learning and teaching and human resources development (HRD) policies. However, putting in place such incentives is only worthwhile if they work, and research suggests that successful and widespread implementation of online learning depends on a number of factors (Johnston and McCormack, 1996; Steel and Hudson, 2001; Somekh, 1998; Spotts, 1999). This article presents findings from research in progress by the author which is investigating factors affecting the adoption of online learning by lecturers at Bournemouth and their motivation to change their teaching methods. The methodology used is action research and the article ends by briefly illustrating some of the issues faced by the researcher conducting research in her own organisation...

Using New Technologies for Learning

While there is strong advocacy for schools to integrate the use of new technologies across the curriculum, an extensive literature highlights challenges facing schools undertaking such an agenda. This paper reports on the planning, implementation, and evaluation of a whole-school approach to using new technologies for teaching and learning in a senior secondary school in Australia. The paper provides an analysis of crucial factors in the effective use of computers for learning across the curriculum.

Review of Druin & Hendler (2000): Robots for kids: Exploring new technologies for learning

Preview this article: Review of “Robots for Kids: Exploring New Technologies for Learning” by Allison Druin and James Hendler (eds), Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ijct.1.2.11dau-1.gif

Providing New Access to the General Curriculum

students to have access to the general curriculum—especially those who have formerly been limited to special education curriculums? How can students effectively participate and make progress in the general curriculum? What new tools, methods, and approaches are needed—and are being implemented? In our view, the answers to these questions depend on changes that we must make in the general curriculum to provide such access and participation. In so doing, we will create a curriculum that is better not just for students with disabilities but for all students. This article examines what we mean by access, participation, and progress in the general education curriculum and suggests a new framework for curriculum reform that holds promise for students with disabilities, in particular, and raises countless possibilities for all students. The article presents the Universal Design for Learning (UDL) as a framework for curriculum reform that takes advantage of new media and new technologies for learning (Hitchcock, Meyer, Rose & Jackson, 2002; Rose & Meyer, 2002; see box, “UDL Curriculum in a Nutshell”).

E‐learning and how to survive it

L.P. Hartley said, “The past is a foreign country, they do things differently there”. This is taken to mean that nothing should be taken as read, that everything must be proven, not assumed. The same sentiment should be applied to new technologies in learning and their effect on the learning process. However, this cautious stance is easy to take – that of the manager who commissions a two‐year strategy review in an industry that changes its spots every six months and is unrecognisable in 12. How can or should one proceed and proceed effectively in this brave new world?

Instructional design and emerging teaching models in higher education

Knowledge acquisition and participation are the two prominent metaphors that guide our thinking about learning and relevant instruction. The first of them represents an individual and the latter a social basis of learning. Problem-based learning, case-based teaching, learning by design and cognitive apprenticeship powerfully emphasise anticipation and participation as main goals and perspectives into learning. Those perspectives seem to be typical of all the approaches that can be related with the family of collaborative teaching models. However, the increasing popularity of the collaborative aspect in university education challenges us to develop new approaches into instructional design. In the article the four mentioned, emerging collaborative teaching models are studied and discussed from the perspective of instructional design. The challenges of integration of new technologies in learning are also shortly presented.

Du milieu favorable aux promesses des technologies de l'information et de la communication

Dans le tout recent ouvrage New Technologies for learning: contribution of ICT to innovation in education, les auteurs rapprochent les merveilles multimédiatiques du mythe de Sisyphe:“In the history of education the introduction of any new technological tool was accompanied with high expectations regarding its innovating power for learning and instruction. After a period of sporadic use, and some disappointment about the obtained learning outcomes, the arrival of any new technological tool generated a new set of expectations, limited use and resulting frustration. This is what we call the ‘Myth of Sisyphus’, the king of Corinth condemned for ever to roll his stone up a mountain in Hades only to have it roll down again when he neared the top.” (Dillemans, et al. 1998:41).

Review of New Technologies for Learning: Contribution of ICT to innovation in education. by Dillemans, R., Lowyck, J., Van der Perre, G., Claeys, C. and Elen, J.

Review of New Technologies for Learning: Contribution of ICT to innovation in education. by Dillemans, R., Lowyck, J., Van der Perre, G., Claeys, C. and Elen, J.

Investigating verbal interactions when primary chidren use computers

Abstract This paper is based upon some early results of a research project currently underway at Edith Cowan University to investigate the nature of young children's interactions centred on and around the use of new technologies for learning. The research focused on children working in dyads on a single computer‐based language task; the software used was chosen to facilitate children's talk. This paper reports a number of findings, including the difficulties of predicting the quality of children's interactions at the computer; the likely significance of a wide range of factors that influence children's interactions; and, the lack of patterns in children's interactions over time. From the analysis of the data, two categorisations are given which might be useful to guide further research into the nature of children's interactions using the computer. The first categorisation is a checklist of verbal interaction types, and the second, a checklist for metacognitive components in children's interactions.