Search results for author:"Lara Luetkehans"
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Northern Illinois University
World Conference on Educational Media and Technology 2002 (2002) pp. 1190–1191
This presentation will describe and report the findings from two offerings of a new online course on "engaged learning with technology" delivered to K12 inservice teachers. The course emerged as a university-business partnership activity. An...
Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT] 1999 (February 1999)
This case study examined the ways a groupware tool, TWISTER (Talking - Writing - Information access - Solving problems with Technology for Education and Research), was used to create a learner-centered distance learning environment in a...
World Conference on Educational Media and Technology 2002 (2002) pp. 1596–1597
This presentation reports the results of a study that explored instructor and learner perceptions and attitudes toward interaction in online courses. Participants included faculty and learners involved with an online course as well as other faculty ...
A case study of using a computer-supported collaborative learning tool to supplement a distance learning course in educational telecommunications
(1998) pp. 1–215
This case study examined the ways a CSCL tool, TWISTER, was used to create a learner-centered distance learning environment. Specific questions guiding the research considered participant use of TWISTER, characteristics of the participants and...
EdMedia + Innovate Learning 1999 (1999) pp. 1123–1127
Exceedingly, today's educators are expected to adapt teaching and facilitation techniques to new and emerging delivery systems. The number of educational courses and training programs migrating to the World-Wide-Web, the Internet, and corporate...
Longitudinal Design Case of a University Preservice Technology Integration Curriculum Shaped By Its Sociopolitical Context
International Journal of Designs for Learning Vol. 5, No. 1 (Jun 09, 2014)
This design case describes the work of two designers related to a longitudinal university preservice technology integration course series. We anchored the discussion of our case with various design values that we shared and took a critical role in...
TechTrends: Linking Research and Practice to Improve Learning Vol. 46, No. 5 (2002) pp. 13–17
Describes reforms in the teacher preparation program at Northern Illinois University to include state and national standards; school district/university partnerships for teacher and faculty development opportunities regarding technology integration; ...
Transforming disruptive technology into sustainable technology: understanding the front-end design of an online program at a brick-and-mortar university
Internet and Higher Education Vol. 26, No. 1 (July 2015) pp. 10–18
This article examines design processes that a team of instructional technology faculty and administrators experienced related to an online instructional technology graduate program at a large Midwestern university. This qualitative development...
Quarterly Review of Distance Education Vol. 10, No. 1 (2009) pp. 1–8
Within the online environment, social interactivity is a necessity to the formation of knowledge. Learning, in order to be truly effective, must embody a social element that nurtures an individual through the multi-intelligences of a group while it...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 3129–3136
Software technology tools such as Course Management Systems (CMS) have helped to facilitate e-learning pedagogy by incorporating instructional features such as course-related announcements, course syllabi, course outlines, projects, messages,...
Learning in 3‐D multiuser virtual environments: Exploring the use of unique 3‐D attributes for online problem‐based learning
British Journal of Educational Technology Vol. 40, No. 3 (May 2009) pp. 480–495
The purpose of this article is to present the results of a study conducted to investigate how the attributes of 3‐D technology such as avatars, 3‐D space, and comic style bubble dialogue boxes affect participants' social, cognitive, and teaching...