Designing Problem Driven Instruction With Online Social Media

Designing Problem-Driven Instruction with Online Social Media has the capacity to transform an educator’s teaching style by presenting innovative ways to empower problem-based instruction with online social media. Knowing that not all instructors are comfortable in this area, this book provides clear, systematic design approaches for instructors who may be hesitant to explore unchartered waters and offers practical examples of how successful implementations can happen. Furthermore, it is a reference for instructors who need to solve issues that occur when developing a class utilizing problem-driven instruction with online social media. With the recent exponential growth of Twitter and Facebook, the potential for social media as an educational venue brings an urgent call for researchers to increase their concentration in this area to investigate further the educational possibilities of this format. These factors combined illustrate the mission of this book that is to enable instructors in the areas of instructional design, multimedia, information science, technology, and distance learning to have an evidence-based resource for this underexplored niche in instruction.

Designing Problem-Driven Instruction with Online Social Media has the capacity to transform an educator s teaching style by presenting innovative ways to empower problem-based instruction with online social media. Knowing that not all instructors are comfortable in this area, this book provides clear, systematic design approaches for instructors who may be hesitant to explore unchartered waters and offers practical examples of how successful implementations can happen. Furthermore, it is a reference for instructors who need to solve issues that occur when developing a class utilizing problem-driven instruction with online social media. With the recent exponential growth of Twitter and Facebook, the potential for social media as an educational venue brings an urgent call for researchers to increase their concentration in this area to investigate further the educational possibilities of this format. These factors combined illustrate the mission of this book that is to enable instructors in the areas of instructional design, multimedia, information science, technology, and distance learning to have an evidence-based resource for this underexplored niche in instruction."

From statistical databases to story archives, from fan sites to the real-time reactions of Twitter-empowered athletes, the digital communication revolution has changed the way sports fans relate to their favorite teams. In this volume, contributors from Australia, Ireland, New Zealand, the United Kingdom, and the United States analyze the parallel transformation in the field of sport history, showing the ways powerful digital tools raise vital philosophical, epistemological, ontological, methodological, and ethical questions for scholars and students alike. Chapters consider how the philosophical and theoretical understanding of the meaning of history influence a willingness to engage with digital history, and conceptualize the relationship between history making and the digital era. As the writers show, digital media's mostly untapped potential for studying the recent past via blogs, chat rooms, gambling sites, and the like forge a symbiosis between sports and the internet, and offer historians new vistas to explore and utilize. Sport History in the Digital Era also shows how the best digital history goes beyond a static cache of curated documents. Instead, it becomes a truly public history that serves as a dynamic site of enquiry and discussion. In such places, scholars enter into a give-and-take with individuals while inviting the audience to grapple with, rather than passively absorb, the evidence being offered. Timely and provocative, Sport History in the Digital Era affirms how the information revolution has transformed sport and sport history--and shows the road ahead. Contributors include Douglas Booth, Mike Cronin, Martin Johnes, Matthew Klugman, Geoffery Z. Kohe, Tara Magdalinski, Fiona McLachlan, Bob Nicholson, Rebecca Olive, Gary Osmond, Murray G. Phillips, Stephen Robertson, Synthia Sydnor, Holly Thorpe, and Wayne Wilson.

In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.

Uses case studies, surveys, and literature reviews to critically examine how these technologies are being used to improve writing and publishing skills, and literacy create engaging communities of practice, and as experiential learning tools. This volume discusses frameworks for deploying and assessing the effectiveness of these technologies.

Service learning can help students develop a sense of civic responsibility and commitment, often while addressing pressing community needs. One goal of literary studies is to understand the ethical dimensions of the world, and thus service learning, by broadening the environments students consider, is well suited to the literature classroom. Whether through a public literacy project that demonstrates the relevance of literary study or community-based research that brings literary theory to life, student collaboration with community partners brings social awareness to the study of literary texts and helps students and teachers engage literature in new ways. In their introduction, the volume editors trace the history of service learning in the United States, including the debate about literature's role, and outline the best practices of the pedagogy. The essays that follow cover American, English, and world literature; creative nonfiction and memoir; literature-based writing; and cross-disciplinary studies. Contributors describe a wide variety of service-learning projects, including a course on the Harlem Renaissance in which students lead a community writing workshop, an English capstone seminar in which seniors design programs for public libraries, and a creative nonfiction course in which first-year students work with elderly community members to craft life narratives. The volume closes with a list of resources for practitioners and researchers in the field.

This book collects case studies in design and application of technology-mediated case-based learning models in higher education. It provides a much-needed, updated synthesis of recent research and application of technology-mediated case-based learning across disciplines within higher education. The book does not only provide a broad perspective and deep understanding on the designs and instructional applications of technology-mediated case-based learning models, but also inspire more interest in adopting or inventing new situated case-based learning models in the context of higher education.

Recently, there has been an increase in businesses and schools that are using some form of problem-based learning daily. By educating undergraduate and graduate students using this service delivery model, they will be better prepared to enter the workforce and increase their marketability. Further study is required to ensure students and faculty utilize this model to its full potential. Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms: Design, Implementation, and Evaluation provides college and university faculty with ways to establish, use, and evaluate a successful problem-based undergraduate or graduate program. Covering key topics such as peer tutors, evaluation, technology, and project-based learning, this reference work is ideal for higher education faculty, teachers, instructional designers, curriculum developers, school administrators, university leaders, researchers, practitioners, and students.