Using observations from a medical sociology course offered in two formats, we compare how undergraduate premedical students learned to see sociologically after (1) completing a one-semester course in which theory in medical sociology and fieldwork were taught concurrently or (2) completing a two-semester course in which theory in medical sociology…

With the advancement of digital technology, the roles of teachers and students are slowly changing. The classroom is on the verge of becoming a new, more open place, one with fewer barriers to the rest of society. Our purpose in this paper is to discuss how the creation of videos with mathematical content may contribute to this process of…

A perennial problem for teachers of political thought is to decide what thinkers to include in the required course readings. In many cases, teachers have come to rely on an established Western canon as they seek to build a shared disciplinary identity, impart key theoretical insights and provide common points of reference. Increasingly, however,…

In this exercise, students were asked to devise a guerilla marketing campaign that achieved the four primary goals of guerilla marketing: message, unconventionality, hedonics, and value. Students documented their guerilla marketing event (via a video documentary) and discussed how they achieved their four objectives using the concepts and theories…

In an educational context, multimedia content can be created by the students, by the faculty, or by a third party. With the aim of improving the lab work, motivation, and active learning in introductory electronics courses, several innovative technologies and instructional strategies were considered involving these three possibilities: real-time…

Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the…

In the first piece in this series ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning"), William Hunter sought to make the case that a wide range of teaching methods (e.g., case-based teaching, problem-based learning, anchored instruction) that share an intellectual grounding in…

In contemporary educational contexts, technology, globalization, and mobility have brought about a blurring of the boundary between language learning and activation in and beyond the classroom. (We prefer the term "activation" to "use" as it has a more dynamic connotation.) This contrasts with the pre-globalized, pre-Internet…

This article examines the case of Catch Me Excel (CeMeE), an electronic feedback system developed to facilitate video, image and written feedback in the workplace to educators about pedagogical-related outcomes. It comprises a sophisticated, technological feedback system of which the resultant data can be used to enhance classroom, schools and…

This paper examines an alternate approach to the "flipped" classroom paradigm for an upper level history class using a blended on-line and in-class format. The concept of the flipped classroom has received increasing emphasis based on its potential to create a student-centered learning environment that incorporates practical instruction…

This paper describes a teacher's reflections on a technology-enhanced project-based learning approach to teaching an ESP-business lesson on product development, which is part of the curriculum for Conference English and Meetings Practice (CEMP), a business-track course for the Adult Continuing Education program at a private university in southern…

Author uses his experience leading a project-oriented special-topics course as a case study in constructivist teaching methods. Citing relevant literature from the education field, this paper considers why students chosen to work for course credit on a promotional video for a university program considered the project their greatest academic…

We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from professional practice serving as boundary objects…

This study examines technological, educational/learning, and social affordances associated with the facilitation of project-based learning and problem solving in technology-mediated distributed teams. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and…

This paper critically reviews the use of video documentaries in the assessment of human geography field courses. It aims to contribute to recent debates about the role of visual methods for developing active and deep learning in student-centred teaching. Based on four days of group work in Crete, 30 third-year students produced individual…