Search results for author:"Leena Vainio"
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1306–1314
The production of pedagogically high quality learning objects, by production teams made up of polytechnic teachers is supported by the Finnish Virtual Polytechnic through online mentoring. This article examines the experiences during the project's...
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 2314–2321
A teacher's further development into an online teacher often begins through content production, which presents special challenges in organising content producing support. The online mentoring model at Virtual Polytechnic seeks to support the...
Evaluating the Pedagogical Quality of the Learning Objects – What Does Heuristic Evaluation Tell Us?
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 270–277
Learning objects are the primitive entities of the digital learning material that are integrated into a total learning present in web-based courses. They are not isolated particles or merely information objects that are separate of the other...
What Did the Teachers Learn in the Virtual Networking Project? - Experiences of Teacher Growth in the Content Production of the Finnish Virtual Polytechnic
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2359–2368
The Finnish Virtual Polytechnic consists of 29 universities of applied sciences. Between 2004-2006 the content producing teams produced a plenty of materials for virtual teaching while simultaneously acquiring competence for virtual networking. This ...
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2609–2618
The implementation of authentic learning elements in 12 universities of applied sciences online courses is examined in this paper. The Virtual Benchmarking Project conducted at the Finnish Virtual University of Applied Sciences in 2008 used the...
Journal of Interactive Learning Research Vol. 24, No. 1 (January 2013) pp. 53–73
Abstract: The implementation of authentic learning elements at education institutions in five countries, eight online courses in total, is examined in this paper. The International Virtual Benchmarking Project (2009-2010) applied the elements of...
Reflections on creating an international virtual benchmarking model for authentic e-learning: Crossing boundaries and breaking down barriers
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 950–959
International virtual teamwork offers new opportunities for the professional development of teachers. In this paper, we examine the initial experiences in an ongoing international virtual benchmarking project coordinated by the Finnish Online...
International E-Benchmarking: Flexible Peer Development of Authentic Learning Principles in Higher Education
Educational Media International Vol. 48, No. 3 (2011) pp. 179–191
More and more, social technologies and virtual work methods are facilitating new ways of crossing boundaries in professional development and international collaborations. This paper examines the peer development of higher education teachers through...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2410–2420
Collaborative knowledge construction and team work skills are increasingly valued in working life. However, traditional online teaching and assessment methods do not necessarily support these skills as efficiently as needed. In this article, we...
Global Learn 2011 (Mar 28, 2011) pp. 961–970
The implementation of authentic learning elements at education institutions in five countries, eight online courses in total, is examined in this paper. The International Virtual Benchmarking Project (2009-2010) applied the elements of authentic...
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1506–1507
Learner-centered teaching and learning has an impact on the learning process as a whole. The teacher’s role changes more to guiding and supporting the learning process, instead of lecturing and supplying learners with the right answers. A variety of ...
EdMedia: World Conference on Educational Media and Technology 2001 (2001) p. 1551