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Journal Issue
Volume 12 Issue 2, ECEL / May 2014  pp126‑226

Editor: Mélanie Ciussi

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Editorial for the Special ECEL Issue of EJEL  pp126‑127

Mélanie Ciussi

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Empowering Knowledge‑Building Pedagogy in Online Environments: Creating Digital Moments to Transform Practice:  pp128‑137

Wendy Barber, Stacey Taylor, Sylvia Buchanan

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Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing  pp138‑148

Diana Blom, Jennifer Rowley, Dawn Bennett et al

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Wiki Based Collaborative Learning in Interuniversity Scenarios  pp149‑160

Elisabeth Katzlinger, Michael A. Herzog

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Designing for Quality: The Understanding Dementia MOOC  pp161‑171

Carolyn King, Jo-Anne Kelder, Kathleen Doherty et al

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Use of Adaptive Study Material in Education in E‑learning Environment  pp172‑182

Kateřina Kostolányová, Jana Šarmanová

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Blending the Community of Inquiry Framework with Learning by Design: Towards a Synthesis for Blended Learning in Teacher Training  pp183‑194

Katerina Makri, Kyparisia Papanikolaou, Athanasia Tsakiri et al

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Abstract

Abstract: As e‑learning is evolving into a mainstream, widespread practice, adopted by higher education institutions worldwide, much effort is geared towards the articulation of models and strategies for implementing e‑learning in formal education setting s. In the field of pre‑service teacher education, a rising challenge is to equip the ⠜21st century teacher⠀ with the necessary toolset of skills and competencies to grapple with the idiosyncrasies of the new generation of ⠜millenials⠀. To this pur pose, what still remains an open issue is the degree of innovation afforded by specific e‑learning designs, in a field where traditional teacher training pedagogies co‑exist with e‑learning‑specific ones. This article proposes a synthesis of two models, t he Community of Inquiry (COI) model, based on the Practical Inquiry model introduced by Garrison, Anderson, & Archer (2000) and the Learning by Design framework (LbyD), based on the conceptualization of â New Learning⠒, articulated by Kalantzis & Cope (2012). Both models were invented with new learning styles and circumstances in mind. The proposed synthesis guided the design of the six‑month introductory course in Technology Enhanced Learning by the School of Pedagogical and Technological Edu cation (ASPETE) research team (located in Athens) and implemented with 18 pre service student‑teachers at the Higher Education Technological Institute (TEI) of Lamia, located in another geographical area of Greece. In this context, elements of the C OI framework were employed as tools both for designing and for evaluating the contents, structure and activities of the e‑learning course. Two elements of the framework, teaching and cognitive presence were the axes supporting the course structure, whilst the kinds of activities most promoted were discussion, collaboration and reflection. The LbyD framework functioned as an awareness enhancement mechanism for trainee teachers to formulate, collaboratively negotiate and finally articulate and support pedag ogical scenarios integrating the meaningful use of technol 

 

Keywords: Keywords: Community of Inquiry, blended learning, learning design, online teacher training, course design

 

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A Cross‑Modal Analysis of Learning Experience from a Learners Perspective  pp195‑205

Bernard Nkuyubwatsi

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E‑Learning in Poly‑Topic Settings  pp206‑214

Anne-Mette Nortvig

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The Global Classroom Model Simultaneous campus‑ and home‑based education using videoconferencing  pp215‑226

Charlotte Lærke Weitze, Rikke Ørngreen

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