E-PADAGOGY: Project Based Learning

1. E-PADAGOGY:Project Based Learning Assist. Prof. Dr. JintaveeKhlaisang

2. Grounded Theory: Progressive Education & Experiential Learning “belief of LIFE LONG LEARNING” Project Based Learning Inquiry mind | Thinking process | Problem solving skill

3. From Project Based Learning toE-Project Based Learning Case study: International Society for Technology in Education (ISTE) & Microsoft • Learning ICT with Project Based Learning • Space Exploration, Discovery and Change, Heroes and Leaders, Our Environment ICT-Assisted Project-Based Learning "I hear and I forget. I see and I remember. I do and I understand." (Confucius)

12. Use of Web 2.0as E-Learning tools Web application tools i.e. Google doc, blog, feed Communication tools i.e. chat Instant Message, Desktop video conference & Podcast File sharing tools i.e. Photo sharing, Video sharing, Music sharing, & Document sharing Community tools i.e. Webboard,Wiki& Social Networking

13. Use of Web 3.0as E-Learning tools 13

16. http://opensimulator.org/wiki/Main_Page

17. Grounded theory of media selection..

18. Roles of Instructor& Learner…

19. Recommendation for onlineself-paced learning • ผู้เรียนสามารถพัฒนางานที่บูรณาการความรู้และทักษะจากสาขาวิชาต่างๆ เข้าด้วยกันในบริบทสภาพจริง • ใช้ทักษะการทำงานร่วมกันเป็นกลุ่ม ทักษะการแก้ปัญหา ทักษะการต่อรอง และทักษะระหว่างบุคคล • จัดให้มีการประเมินตามสภาพจริงโดยทุกส่วนฝ่ายที่เกี่ยวข้อง ไม่ว่าจะเป็นตนเอง เพื่อน ผู้สอน และชุมชน โดยที่การประเมินจะเน้นที่ทั้งผลจากคุณภาพของผลงาน (Outcome) และกระบวนการในการดำเนินการโครงการเป็นระยะๆ (Process)

20. Let’sBRAINSTROMING…

21. Reflection in a social space: Can blogging support reflective practice for beginning teachers?. (2010) • This study reports on an investigation on the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. A pilot study using web logs (blogs) was initiated with newly qualified teachers (NQTs). Mixed methods were used to investigate participants' use of an electronic personal reflective diary. Results show little evidence of the development of a more reflective approach attributable to the maintenance of a blog. However review of earlier postings led to some reflective personal and group dialogue. The findings of this study are of interest in that they provide indicators that concern the broader area of collaboration within professional development. Reprinted by permission of the publisher.

22. Weblog-based electronic portfolios for student teachers in Taiwan. (2010) • This paper explored how the use of weblogs within the portfolio framework affected portfolio production and development for student teachers, and how the weblog-based electronic portfolio (WBEP) shaped student teachers’ reflective practice during the student teaching practicum. The individuals participating in this study consisted of 31 elementary school student teachers from a national university’s teacher education program in Taiwan. Qualitativedata analysis revealed that about half the participants’ WBEP maturation level were at Level 2, the Curriculum Vitae WBEP. The two most prominent features of the WBEP platform on participants’ reflective practice were personal editorship and dialogues with others. Additionally, blog publicity promoted mandated dossier-like portfolios with which to evaluate performance with respect to external evaluation requirements. Thus, the reflective themes of most WBEP contents were rather uniform in the study.

23. Going Hybrid: Where's a Newbie to Start? (2010) • Web 2.0 technologies can be used for blended learning, as they place learners at the center of online activities and assist in new forms of information sharing and collaboration. The writer recommends four steps for educators with minimal knowledge of blended learning: These steps involve watching videos, joining social networking groups, reading blogs,and using new Web resources.

24. The Digital Imperative: Making the Case for a 21st-Century Pedagogy (2010) • In our nascent digital culture, the traditional essayistic literacy still dominates composition classes is outmoded and needs to be replaced by an international pedagogy of digital rhetoric which emphasizes the civic importance of education, the cultural and social imperative of “the now” and the “cultural software” that engages students in the interactivity, collaboration, ownership, authority, and malleability of texts. My readings of Yancey, Balkin, Vaidyanathan, Lanham, and Gee have enabled me to reconfigure my compositions classroom as an emerging space for digital rhetoric. Though the calculated and sequenced introduction of ePortolios, digital stories, on line games, Second Life, and blogs, all which create a new digital infrastructure for my course and assignments, I am working to create a set of practices that work together to explore the ways in which writing instruction can change to meet a new digital imperative; as such, I attempt to use technology in my course to re-create the contemporary words of writing that our students encounter everyday.

25. Question? E-PADAGOGY:Project Based Learning Assist. Prof. Dr. JintaveeKhlaisang