Computer-assisted language learning (CALL), British, or computer-aided instruction (CAI)/computer-aided language instruction (CALI), American, is briefly defined in a seminal work by Levy as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
Collaboration is the process of two or more people, entities or organizations working together to complete a task or achieve a goal. Collaboration is similar to cooperation. Most collaboration requires leadership, although the form of leadership can be social within a decentralized and egalitarian group. Teams that work collaboratively often access greater resources, recognition and rewards when facing competition for finite resources.
Moodle is a free and open-source learning management system written in PHP and distributed under the GNU General Public License. Moodle is used for blended learning, distance education, flipped classroom and other online learning projects in schools, universities, workplaces and other sectors.
The Graduate School and University Center of the City University of New York is a public research institution and postgraduate university in New York City. Serving as the principal doctorate-granting institution of the City University of New York (CUNY) system, The CUNY Graduate Center is classified among "R1: Doctoral Universities – Very High Research Activity". The school is located at the B. Altman and Company Building at 365 Fifth Avenue in Midtown Manhattan. The CUNY Graduate Center offers 31 doctoral programs, 14 master's programs, and 30 research centers and institutes. It employs a core faculty of approximately 140, who are supplemented by 1,800 faculty members from CUNY's eleven senior colleges and New York City's cultural and scientific institutions. As of June 2024, the Graduate Center enrolls 3,228 students, of which 2,621 or 81% are doctoral students.
Keuka College is a private college in Keuka Park, New York, situated on Keuka Lake. Founded in 1890, the college emphasizes experiential learning as well as career and pre-professional education. It is classified among "Master's Colleges and Universities (small)" and accredited by the Middle States Commission on Higher Education. The college offers both bachelor's and master's degrees on its home campus.
Project-based learning is a teaching method that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. Project-based learning contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems, or scenarios.
Olds College of Agriculture & Technology is an Alberta public post-secondary institution located in Olds, Alberta, established in 1913 as Olds Agricultural College.
Student voice is the individual and collective perspective and actions of students within the context of learning and education. It is identified in schools as both a metaphorical practice and as a pragmatic concern. Tech educator Dennis Harper noted that student voice gives students "the ability to influence learning to include policies, programs, contexts and principles."
An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking. Edublogs proliferated when blogging architecture became more simplified and teachers perceived the instructional potential of blogs as an online resource. The use of blogs has become popular in education institutions including public schools and colleges. Blogs can be useful tools for sharing information and tips among co-workers, providing information for students, or keeping in contact with parents. Common examples include blogs written by or for teachers, blogs maintained for the purpose of classroom instruction, or blogs written about educational policy. Educators who blog are sometimes called edubloggers.
Arts integration differs from traditional education by its inclusion of both the arts discipline and a traditional subject as part of learning The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts. The John F. Kennedy Center for the Performing Arts defines arts integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives in both."
OpenCourseWare (OCW) are course lessons created at universities and published for free via the Internet. OCW projects first appeared in the late 1990s, and after gaining traction in Europe and then the United States have become a worldwide means of delivering educational content.
In the history of virtual learning environments, the 1990s was a time of growth, primarily due to the advent of the affordable computer and of the Internet.
This National Conference is the biennial conference of the Australian Council for Computers in Education (ACCE). The conference opens to anyone who in interested in sharing their digital teaching experiences. The first conference took place in Melbourne, 1983. Between 1983 and 1996, the conference was held annually across Australia. After 1996, the conference became biennial. From 1994, a series of frameworks were launched in Australia to integrate Information and Communication Technology (ICT) into education. Western Australia's 2001 Competency framework for Teachers identified teachers as an important component in developing computer education. In 2010, Education Minister Julia Gillard, proposed an education agenda to provide Australia a better education system. Besides ACCE, there are many organizations and conferences supporting the development of computer education in Australia. Technology in education consists of two major approaches: Learning with technology and learning from technology. Technology in education learning and traditional classroom learning have different focuses and defining features. There are also four types of computer education: Bring your own device(BYOD), blended learning, online learning, and flipped learning.
Virtual worlds are playing an increasingly important role in education, especially in language learning. By March 2007 it was estimated that over 200 universities or academic institutions were involved in Second Life. Joe Miller, Linden Lab Vice President of Platform and Technology Development, claimed in 2009 that "Language learning is the most common education-based activity in Second Life". Many mainstream language institutes and private language schools are now using 3D virtual environments to support language learning.
A Virtual Learning Environment (VLE) is a system specifically designed to facilitate the management of educational courses by teachers for their students. It predominantly relies on computer hardware and software, enabling distance learning. In North America, this concept is commonly denoted as a "Learning Management System" (LMS).
Gleducar is a free educational project emerged in Argentina in 2002. It is also an important NGO from Argentina in the field of education and technology.
The International Network of Universities (INU) is a global consortium of higher education institutions that actively seek international partnerships and experiences, create innovative programming and delivery methods, and embrace the internationalization movement. INU activities focus on:
Global SchoolNet (GSN) is a nonprofit 501(c)(3) international educational organization that serves as a clearinghouse for collaborative educational projects, many that are based on the Constructivist Learning model. The organization coordinates projects and competitions focused on humanitarian issues, diplomacy, leadership, innovative teaching, entrepreneurship, STEM, and other academics for schools and youth organizations internationally. About 150,000 educators from 194 countries have registered as members of Global SchoolNet, and about 5.5 million students from 109 countries have participated in GSN projects as of 2020. Global SchoolNet is known for two international competitions, the International CyberFair for students in grades kindergarten through high school, and the U.S. State Department-sponsored Doors to Diplomacy for ages 12 through 19. Global SchoolNet was established in 1984 as Free Educational Mail (FrEdMail) in San Diego, California, where its headquarters still exists.
Children's rights education is the teaching and practice of children's rights in schools, educational programmes or institutions, as informed by and consistent with the United Nations Convention on the Rights of the Child. When fully implemented, a children's rights education program consists of both a curriculum to teach children their human rights, and framework to operate the school in a manner that respects children's rights. Articles 29 and 42 of the Convention on the Rights of the Child require children to be educated about their rights.
In education, authentic learning is an instructional approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner. It refers to a "wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school."
