Search results for author:"Yael Kali"
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Research in Learning Technology Vol. 23, No. 1 (2015)
The purpose of this work is to contribute to the body of knowledge on processes by which students develop interdisciplinary understanding of contents, as well as to suggest technology-enhanced means for supporting them in these processes in the...
Elementary School Journal Vol. 109, No. 2 (November 2008) pp. 181–198
Research has shown that technology-enhanced visualizations can improve inquiry learning in science when they are designed to support knowledge integration. Visualizations play an especially important role in supporting science learning at elementary ...
Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1933–1939
Our research investigated the effect of the pedagogical design of three hybrid courses on learning and assessment. The research population included about 120 undergraduate and 40 graduate students at the Technion. Data sources included class...
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 12, No. 1 (Mar 13, 2016) pp. 225–246
This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should...
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 5, No. 1 (Jan 01, 2009) pp. 307–334
The goal of this research was to design, implement, and evaluate a three-year Teacher Professional Development (TPD) model with a socio-constructivist approach, intended to support teachers to design and develop their own online activities and...
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 11, No. 1 (Jan 26, 2015) pp. 209–235
Implementing inquiry in the outdoors introduces many challenges for teachers, some of which can be dealt with using mobile technologies. For productive use of these technologies, teachers should be provided with the opportunity to develop relevant...
School Principals' Influence on Science Teachers' Technology Implementation: A Retrospective Analysis
International Journal of Leadership in Education Vol. 14, No. 2 (2011) pp. 229–245
This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on technology implementation is explored. Fourteen principals and 19 teachers who...
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 173–179
While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn...
Researching Design Practices and Design Cognition: Contexts, Experiences and Pedagogical Knowledge-in-Pieces
Learning, Media and Technology Vol. 36, No. 2 (2011) pp. 129–149
If research and development in the field of learning design is to have a serious and sustained impact on education, then technological innovation needs to be accompanied--and probably guided--by good empirical studies of the design practices and...
Adoption of Online Network Tools by Minority Students: The Case of Students of Ethiopian Origin in Israel
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 11, No. 1 (Jan 26, 2015) pp. 291–312
Students of Ethiopian origin belong to one of the weakest sectors in the Jewish population of Israel. During their studies they have to deal with social alienation, cultural gaps, economic hardships, and racial stereotypes which reduce their chances ...
Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile-assisted seamless learning
British Journal of Educational Technology Vol. 49, No. 6 (November 2018) pp. 1145–1161
Extending teaching beyond the classroom walls has been known for its potential to promote inquiry learning in various disciplinary domains. Current technologies can enhance these benefits, especially by enabling supports for seamless learning...
How Can Hybrid Courses Designed with Socio-Constructivist Design-Principles Promote Learning in Higher Education?
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6071–6078
This research explores the learning that took place in three hybrid university-level courses in education, which were designed according to three main design-principles: (a)engage learners in peer instruction, (b)involve learners in assessment...
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 283–307
Teachers often find themselves in a position in which they need to adapt technology-enhanced materials to meet the needs of their students. As new technologies--especially those not specifically designed for learning--find their way into schools,...
Teacher Design Knowledge for Technology Enhanced Learning: An Ecological Framework for Investigating Assets and Needs
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 181–202
Despite the fact that teaching is increasingly referred to as a design science, teacher education programs devote relatively little time to developing expertise in the design of instruction, beyond lesson planning. Yet today's teachers not only ...
CBE - Life Sciences Education Vol. 11, No. 4 (December 2012) pp. 402–412
This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and ...
Donatella Persico; Francesca Pozzi; Stamatina Anastopoulou; Grainne Conole; Brock Craft; Yannis Dimitriadis; Davinia Hernandez-Leo; Yael Kali; Yishay Mor; Mar Perez-Sanagustin; Helen Walmsley
Research in Learning Technology Vol. 21 (2013)
This paper presents and compares a variety of approaches that have been developed to guide the decision-making process in learning design. Together with the companion Learning Design Rashomon II (Prieto "et al.," 2013), devoted to existing ...