Using Technology
Scholarship On Teaching - Topic: Using Technology - 27 results
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The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.
The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.
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The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.
The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.
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One page Teaching Tactic: students write tweet 140 character summaries of the week’s reading.
One page Teaching Tactic: students write tweet 140 character summaries of the week’s reading.
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One page Teaching Tactic: students write tweet 140 character summaries of the week’s reading.
One page Teaching Tactic: students write tweet 140 character summaries of the week’s reading.
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One page Teaching Tactic: using, and critiquing, social media to learn about and learn to interpret current events and the role of technology.
One page Teaching Tactic: using, and critiquing, social media to learn about and learn to interpret current events and the role of technology.
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One page Teaching Tactic: using, and critiquing, social media to learn about and learn to interpret current events and the role of technology.
One page Teaching Tactic: using, and critiquing, social media to learn about and learn to interpret current events and the role of technology.
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One page Teaching Tactic: using twitter as a tool for class discussion.
One page Teaching Tactic: using twitter as a tool for class discussion.
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One page Teaching Tactic: using twitter as a tool for class discussion.
One page Teaching Tactic: using twitter as a tool for class discussion.
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This essay describes a web site evaluation project which served as the final assignment for an undergraduate “Introduction to Religion” course. The essay discusses lessons learned from the design and implementation of this web-based research assignment over three consecutive semesters. It includes insights from an instructor and a reference librarian who collaborated on this project.
This essay describes a web site evaluation project which served as the final assignment for an undergraduate “Introduction to Religion” course. The essay discusses lessons learned from the design and implementation of this web-based research assignment over three consecutive semesters. It includes insights from an instructor and a reference librarian who collaborated on this project.
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This essay describes a web site evaluation project which served as the final assignment for an undergraduate “Introduction to Religion” course. The essay discusses lessons learned from the design and implementation of this web-based research assignment over three consecutive semesters. It includes insights from an instructor and a reference librarian who collaborated on this project.
This essay describes a web site evaluation project which served as the final assignment for an undergraduate “Introduction to Religion” course. The essay discusses lessons learned from the design and implementation of this web-based research assignment over three consecutive semesters. It includes insights from an instructor and a reference librarian who collaborated on this project.
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One page Teaching Tactic: active learning strategy in which students use e-tools to research and represent how historic religious events have been portrayed.
One page Teaching Tactic: active learning strategy in which students use e-tools to research and represent how historic religious events have been portrayed.
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One page Teaching Tactic: active learning strategy in which students use e-tools to research and represent how historic religious events have been portrayed.
One page Teaching Tactic: active learning strategy in which students use e-tools to research and represent how historic religious events have been portrayed.
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This article presents a pedagogical approach to training seminarians for faith leadership in the era of what Heidi Campbell has called “networked religion.” It argues that the increasing digital mediation of religious practice, expression, and community represents an opportunity for students to explore and inhabit ministry sites and roles from “within” the seminary classroom. Using education scholars' discussions of new digital geographies, gaming scholars' conception of game space, and reflection ...
This article presents a pedagogical approach to training seminarians for faith leadership in the era of what Heidi Campbell has called “networked religion.” It argues that the increasing digital mediation of religious practice, expression, and community represents an opportunity for students to explore and inhabit ministry sites and roles from “within” the seminary classroom. Using education scholars' discussions of new digital geographies, gaming scholars' conception of game space, and reflection ...
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This article presents a pedagogical approach to training seminarians for faith leadership in the era of what Heidi Campbell has called “networked religion.” It argues that the increasing digital mediation of religious practice, expression, and community represents an opportunity for students to explore and inhabit ministry sites and roles from “within” the seminary classroom. Using education scholars' discussions of new digital geographies, gaming scholars' conception of game space, and reflection on classroom‐tested “quick challenges,” the author presents pedagogical principles for designing authentic new media learning experiences. Such activities bridge teaching spaces and ministry spaces to promote active learning through observation and immersion, simulation and role‐playing.
This article presents a pedagogical approach to training seminarians for faith leadership in the era of what Heidi Campbell has called “networked religion.” It argues that the increasing digital mediation of religious practice, expression, and community represents an opportunity for students to explore and inhabit ministry sites and roles from “within” the seminary classroom. Using education scholars' discussions of new digital geographies, gaming scholars' conception of game space, and reflection on classroom‐tested “quick challenges,” the author presents pedagogical principles for designing authentic new media learning experiences. Such activities bridge teaching spaces and ministry spaces to promote active learning through observation and immersion, simulation and role‐playing.
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One page Teaching Tactic: using Twitter for student discussions of films outside of class, teaches them to write thoughtful and critical comments in a succinct but expressive manner.
One page Teaching Tactic: using Twitter for student discussions of films outside of class, teaches them to write thoughtful and critical comments in a succinct but expressive manner.
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One page Teaching Tactic: using Twitter for student discussions of films outside of class, teaches them to write thoughtful and critical comments in a succinct but expressive manner.
One page Teaching Tactic: using Twitter for student discussions of films outside of class, teaches them to write thoughtful and critical comments in a succinct but expressive manner.
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Grammar-translation pedagogy is the standard for biblical language instruction. Second language acquisition scholars have argued that grammar-translation is ineffective and not empirically justified. Moreover, evidence suggests most seminary graduates do not use biblical languages effectively in ministry. Task-based instruction is an important alternative pedagogy which focuses on the tasks students will be using the language for and designs the curriculum around those tasks. A task-based approach de-emphasizes translation and memorization ...
Grammar-translation pedagogy is the standard for biblical language instruction. Second language acquisition scholars have argued that grammar-translation is ineffective and not empirically justified. Moreover, evidence suggests most seminary graduates do not use biblical languages effectively in ministry. Task-based instruction is an important alternative pedagogy which focuses on the tasks students will be using the language for and designs the curriculum around those tasks. A task-based approach de-emphasizes translation and memorization ...
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Grammar-translation pedagogy is the standard for biblical language instruction. Second language acquisition scholars have argued that grammar-translation is ineffective and not empirically justified. Moreover, evidence suggests most seminary graduates do not use biblical languages effectively in ministry. Task-based instruction is an important alternative pedagogy which focuses on the tasks students will be using the language for and designs the curriculum around those tasks. A task-based approach de-emphasizes translation and memorization of forms. Instead, the emphasis from the beginning is on biblical interpretation and exposition. Available software based resources offer new possibilities for task-based teaching, as students can identify forms and vocabulary and have access to a library of resources. A task-based pedagogy using these tools enables students to quickly develop skills in biblical interpretation that are normally reserved for the third or fourth semester of study. Task-based pedagogy offers great promise for effective and efficient biblical language pedagogy.
Grammar-translation pedagogy is the standard for biblical language instruction. Second language acquisition scholars have argued that grammar-translation is ineffective and not empirically justified. Moreover, evidence suggests most seminary graduates do not use biblical languages effectively in ministry. Task-based instruction is an important alternative pedagogy which focuses on the tasks students will be using the language for and designs the curriculum around those tasks. A task-based approach de-emphasizes translation and memorization of forms. Instead, the emphasis from the beginning is on biblical interpretation and exposition. Available software based resources offer new possibilities for task-based teaching, as students can identify forms and vocabulary and have access to a library of resources. A task-based pedagogy using these tools enables students to quickly develop skills in biblical interpretation that are normally reserved for the third or fourth semester of study. Task-based pedagogy offers great promise for effective and efficient biblical language pedagogy.
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One page Teaching Tactic: providing a series of web pages for students to visit and respond to in online posts.
One page Teaching Tactic: providing a series of web pages for students to visit and respond to in online posts.
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One page Teaching Tactic: providing a series of web pages for students to visit and respond to in online posts.
One page Teaching Tactic: providing a series of web pages for students to visit and respond to in online posts.
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This article begins by recognizing the increasing use of film in Religion, Theology, and Bible courses. It contends that in many Biblical Studies (and Religious Studies and Theology) courses, students are neither taught how to view films properly, nor how to place films into constructive dialogue with biblical texts. The article argues for a specific pedagogical approach to the use of film in which students learn how to view a ...
This article begins by recognizing the increasing use of film in Religion, Theology, and Bible courses. It contends that in many Biblical Studies (and Religious Studies and Theology) courses, students are neither taught how to view films properly, nor how to place films into constructive dialogue with biblical texts. The article argues for a specific pedagogical approach to the use of film in which students learn how to view a ...
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This article begins by recognizing the increasing use of film in Religion, Theology, and Bible courses. It contends that in many Biblical Studies (and Religious Studies and Theology) courses, students are neither taught how to view films properly, nor how to place films into constructive dialogue with biblical texts. The article argues for a specific pedagogical approach to the use of film in which students learn how to view a film closely, in its entirety, on its own terms, and in its own voice. Viewing a film in this manner by attending to its aesthetic integrity is a prerequisite for constructing a fruitful dialogue between films and biblical texts. The essay concludes with three specific examples of what this approach might look like. Two responses follow the essay; Erin Runions of Pomona College considers two additional learning goals we might consider, and Richard Ascough of Queens University at Kingston helpfully distinguishes a range of possible pedagogical goals for introducing film into the Biblical Studies classroom.
This article begins by recognizing the increasing use of film in Religion, Theology, and Bible courses. It contends that in many Biblical Studies (and Religious Studies and Theology) courses, students are neither taught how to view films properly, nor how to place films into constructive dialogue with biblical texts. The article argues for a specific pedagogical approach to the use of film in which students learn how to view a film closely, in its entirety, on its own terms, and in its own voice. Viewing a film in this manner by attending to its aesthetic integrity is a prerequisite for constructing a fruitful dialogue between films and biblical texts. The essay concludes with three specific examples of what this approach might look like. Two responses follow the essay; Erin Runions of Pomona College considers two additional learning goals we might consider, and Richard Ascough of Queens University at Kingston helpfully distinguishes a range of possible pedagogical goals for introducing film into the Biblical Studies classroom.
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Many faculty members reach for powerful clips or entire films to give background information to a topic or to provoke discussion. We do this because we have a sense that such materials engage students in a way that more theoretical texts, speculative discussions, or even case studies do not. In the field of ethics, however, one meets resistance to employing narratives that are too engaging. The wary ethicist doubts that ...
Many faculty members reach for powerful clips or entire films to give background information to a topic or to provoke discussion. We do this because we have a sense that such materials engage students in a way that more theoretical texts, speculative discussions, or even case studies do not. In the field of ethics, however, one meets resistance to employing narratives that are too engaging. The wary ethicist doubts that ...
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Many faculty members reach for powerful clips or entire films to give background information to a topic or to provoke discussion. We do this because we have a sense that such materials engage students in a way that more theoretical texts, speculative discussions, or even case studies do not. In the field of ethics, however, one meets resistance to employing narratives that are too engaging. The wary ethicist doubts that a medium that manipulates the viewer, engages the emotions, and elicits a personal connection to the characters is the best resource for ethical reflection. This paper argues that film, like other narrative forms, is indeed an appropriate medium for teaching ethics and suggests methods for doing so effectively.
Many faculty members reach for powerful clips or entire films to give background information to a topic or to provoke discussion. We do this because we have a sense that such materials engage students in a way that more theoretical texts, speculative discussions, or even case studies do not. In the field of ethics, however, one meets resistance to employing narratives that are too engaging. The wary ethicist doubts that a medium that manipulates the viewer, engages the emotions, and elicits a personal connection to the characters is the best resource for ethical reflection. This paper argues that film, like other narrative forms, is indeed an appropriate medium for teaching ethics and suggests methods for doing so effectively.
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Teaching Tactic: overview and resources for creating concept maps to organize ideas.
Teaching Tactic: overview and resources for creating concept maps to organize ideas.
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Teaching Tactic: overview and resources for creating concept maps to organize ideas.
Teaching Tactic: overview and resources for creating concept maps to organize ideas.
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PowerPoint can be a genuine aid to theological education by providing a medium for employing visual art in the classroom. But PowerPoint does not and should not replace the ordinary stuff of teaching and learning theology: reading, lecturing, discussing texts, and writing papers. Like any other tool, its pedagogical benefit depends on discerning use. Particular care must be used to blunt PowerPoint's tendency to produce a disembodied, decontextualized learning environment. ...
PowerPoint can be a genuine aid to theological education by providing a medium for employing visual art in the classroom. But PowerPoint does not and should not replace the ordinary stuff of teaching and learning theology: reading, lecturing, discussing texts, and writing papers. Like any other tool, its pedagogical benefit depends on discerning use. Particular care must be used to blunt PowerPoint's tendency to produce a disembodied, decontextualized learning environment. ...
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PowerPoint can be a genuine aid to theological education by providing a medium for employing visual art in the classroom. But PowerPoint does not and should not replace the ordinary stuff of teaching and learning theology: reading, lecturing, discussing texts, and writing papers. Like any other tool, its pedagogical benefit depends on discerning use. Particular care must be used to blunt PowerPoint's tendency to produce a disembodied, decontextualized learning environment. Using PowerPoint to incorporate art into theology classes is not merely a strategy for making verbal points more powerfully. Art can sometimes go where theological words cannot.
PowerPoint can be a genuine aid to theological education by providing a medium for employing visual art in the classroom. But PowerPoint does not and should not replace the ordinary stuff of teaching and learning theology: reading, lecturing, discussing texts, and writing papers. Like any other tool, its pedagogical benefit depends on discerning use. Particular care must be used to blunt PowerPoint's tendency to produce a disembodied, decontextualized learning environment. Using PowerPoint to incorporate art into theology classes is not merely a strategy for making verbal points more powerfully. Art can sometimes go where theological words cannot.
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"Ancient Christianity, Ancient Cities – and Cyberspace?" was a teaching experiment combining the study of theology, religion, history, and new computer technologies. The course included both a regular class meeting and a concurrent digital media lab. All student assignments were digital. Students came in with a wide variety of technical knowledge and backgrounds in classical and religious studies. In addition to learning about the history and theology of early Christianity, students ...
"Ancient Christianity, Ancient Cities – and Cyberspace?" was a teaching experiment combining the study of theology, religion, history, and new computer technologies. The course included both a regular class meeting and a concurrent digital media lab. All student assignments were digital. Students came in with a wide variety of technical knowledge and backgrounds in classical and religious studies. In addition to learning about the history and theology of early Christianity, students ...
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"Ancient Christianity, Ancient Cities – and Cyberspace?" was a teaching experiment combining the study of theology, religion, history, and new computer technologies. The course included both a regular class meeting and a concurrent digital media lab. All student assignments were digital. Students came in with a wide variety of technical knowledge and backgrounds in classical and religious studies. In addition to learning about the history and theology of early Christianity, students became critical learners of technology within the ideal of a liberal arts education.
"Ancient Christianity, Ancient Cities – and Cyberspace?" was a teaching experiment combining the study of theology, religion, history, and new computer technologies. The course included both a regular class meeting and a concurrent digital media lab. All student assignments were digital. Students came in with a wide variety of technical knowledge and backgrounds in classical and religious studies. In addition to learning about the history and theology of early Christianity, students became critical learners of technology within the ideal of a liberal arts education.
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In this essay I propose that using online tools to connect geographically-separated classrooms for real-time collaborative learning experiences may effectively develop intercultural competency in the religious studies classroom. I explore personal examples from several international and inter-institutional collaborations with Jacques Derrida's reflections on hospitality to explain how using online tools in this way productively puts into question conventions about place, host, and guest. This engagement of students in collaboration with ...
In this essay I propose that using online tools to connect geographically-separated classrooms for real-time collaborative learning experiences may effectively develop intercultural competency in the religious studies classroom. I explore personal examples from several international and inter-institutional collaborations with Jacques Derrida's reflections on hospitality to explain how using online tools in this way productively puts into question conventions about place, host, and guest. This engagement of students in collaboration with ...
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In this essay I propose that using online tools to connect geographically-separated classrooms for real-time collaborative learning experiences may effectively develop intercultural competency in the religious studies classroom. I explore personal examples from several international and inter-institutional collaborations with Jacques Derrida's reflections on hospitality to explain how using online tools in this way productively puts into question conventions about place, host, and guest. This engagement of students in collaboration with others beyond their classroom is effective because it takes the focus of learning past facts students might learn towards how they are communicating to learn.
In this essay I propose that using online tools to connect geographically-separated classrooms for real-time collaborative learning experiences may effectively develop intercultural competency in the religious studies classroom. I explore personal examples from several international and inter-institutional collaborations with Jacques Derrida's reflections on hospitality to explain how using online tools in this way productively puts into question conventions about place, host, and guest. This engagement of students in collaboration with others beyond their classroom is effective because it takes the focus of learning past facts students might learn towards how they are communicating to learn.
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During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the ...
During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the ...
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During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the historical tools they learned to new situations and evidence. In 2006 and again in 2010 I overhauled the course not only to improve it, but also to figure out how my students learned history. Using a wiki exercise, I traced how students learned and then applied these insights the next time I taught the course. In this essay I report on what I learned.
During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the historical tools they learned to new situations and evidence. In 2006 and again in 2010 I overhauled the course not only to improve it, but also to figure out how my students learned history. Using a wiki exercise, I traced how students learned and then applied these insights the next time I taught the course. In this essay I report on what I learned.
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Twitter offers an engaging way to introduce students to reader-oriented interpretation of the Bible. The exercise described here introduces students to the idea that the reader has a role in the production of a text's meaning, which thus varies from reader to reader. Twitter enables us to capture the real-time thoughts of a variety of respondents to the text of Mark as it is read aloud. Students can concretely observe ...
Twitter offers an engaging way to introduce students to reader-oriented interpretation of the Bible. The exercise described here introduces students to the idea that the reader has a role in the production of a text's meaning, which thus varies from reader to reader. Twitter enables us to capture the real-time thoughts of a variety of respondents to the text of Mark as it is read aloud. Students can concretely observe ...
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Twitter offers an engaging way to introduce students to reader-oriented interpretation of the Bible. The exercise described here introduces students to the idea that the reader has a role in the production of a text's meaning, which thus varies from reader to reader. Twitter enables us to capture the real-time thoughts of a variety of respondents to the text of Mark as it is read aloud. Students can concretely observe the effects of particular textual moments on individual respondents as well as analyze their general interpretive stances with regard to the text as a whole. Students come to grasp that the meaning of the text varies depending on the reader, setting the stage for more complex theoretical discussion of reader-response theory, the reader's role in the production of meaning, the adjudication of “allowed” and “disallowed” interpretations, and the appropriateness of “reader-response” criticisms for texts that were composed to be encountered orally.
Twitter offers an engaging way to introduce students to reader-oriented interpretation of the Bible. The exercise described here introduces students to the idea that the reader has a role in the production of a text's meaning, which thus varies from reader to reader. Twitter enables us to capture the real-time thoughts of a variety of respondents to the text of Mark as it is read aloud. Students can concretely observe the effects of particular textual moments on individual respondents as well as analyze their general interpretive stances with regard to the text as a whole. Students come to grasp that the meaning of the text varies depending on the reader, setting the stage for more complex theoretical discussion of reader-response theory, the reader's role in the production of meaning, the adjudication of “allowed” and “disallowed” interpretations, and the appropriateness of “reader-response” criticisms for texts that were composed to be encountered orally.
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This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and "sedimented presuppositions" of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious ...
This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and "sedimented presuppositions" of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious ...
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This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and "sedimented presuppositions" of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious discourse, while also allowing them to explore, kinesthetically, one of Confucianism's central practices, the reading and writing of Chinese characters. Appendices providing additional materials related to the course are available online: https://www.wabashcenter.wabash.edu/journal/article2.aspx?id=14153.
This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and "sedimented presuppositions" of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious discourse, while also allowing them to explore, kinesthetically, one of Confucianism's central practices, the reading and writing of Chinese characters. Appendices providing additional materials related to the course are available online: https://www.wabashcenter.wabash.edu/journal/article2.aspx?id=14153.
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This article describes a study of the theology of Karl Barth carried out by four students at Memphis Theological Seminary who used the Internet and e-mail in addition to other means for learning. Dr. Donald K. McKim taught the class and here describes the way in which the class was structured, how students used the World Wide Web, a Newsgroup in which students participated, and their use of e-mail to ...
This article describes a study of the theology of Karl Barth carried out by four students at Memphis Theological Seminary who used the Internet and e-mail in addition to other means for learning. Dr. Donald K. McKim taught the class and here describes the way in which the class was structured, how students used the World Wide Web, a Newsgroup in which students participated, and their use of e-mail to ...
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This article describes a study of the theology of Karl Barth carried out by four students at Memphis Theological Seminary who used the Internet and e-mail in addition to other means for learning. Dr. Donald K. McKim taught the class and here describes the way in which the class was structured, how students used the World Wide Web, a Newsgroup in which students participated, and their use of e-mail to amplify discussion. McKim indicates the advantage of using these resources which introduced students to a "new world" of media and unique resources, linked them with others throughout the world who also had an interest in Barth, and provided an enhanced means of communication for the students with each other and with the professor. He also provides further reflections about the experience in relation to seminary teaching.
This article describes a study of the theology of Karl Barth carried out by four students at Memphis Theological Seminary who used the Internet and e-mail in addition to other means for learning. Dr. Donald K. McKim taught the class and here describes the way in which the class was structured, how students used the World Wide Web, a Newsgroup in which students participated, and their use of e-mail to amplify discussion. McKim indicates the advantage of using these resources which introduced students to a "new world" of media and unique resources, linked them with others throughout the world who also had an interest in Barth, and provided an enhanced means of communication for the students with each other and with the professor. He also provides further reflections about the experience in relation to seminary teaching.
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For many years now, specialists in learning have remarked that a specific method of writing is used for the elaboration of interactive multimedia systems. This method of writing, which I qualify as interactive, has a primary objective: facilitating information access for the user. In this paper I propose an analysis of the different elements that characterize this method of writing and, more specifically, the different ways in which this new ...
For many years now, specialists in learning have remarked that a specific method of writing is used for the elaboration of interactive multimedia systems. This method of writing, which I qualify as interactive, has a primary objective: facilitating information access for the user. In this paper I propose an analysis of the different elements that characterize this method of writing and, more specifically, the different ways in which this new ...
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For many years now, specialists in learning have remarked that a specific method of writing is used for the elaboration of interactive multimedia systems. This method of writing, which I qualify as interactive, has a primary objective: facilitating information access for the user. In this paper I propose an analysis of the different elements that characterize this method of writing and, more specifically, the different ways in which this new method can be integrated into the elaboration of magistral university courses without using any added computer technology. The professor would then resemble a multimedia system while the students would be the users of this system. This new method of writing and pedagogical structure would be highly propitious for the stimulation of exchange and interactivity, while leaving students the possibility to choose a structure of the presentation that best fits the group. However, for this to happen we must first envisage the possibility of adapting certain multimedia learning methods, recognized as functional, to the more conventional learning methods that the classroom represents.
For many years now, specialists in learning have remarked that a specific method of writing is used for the elaboration of interactive multimedia systems. This method of writing, which I qualify as interactive, has a primary objective: facilitating information access for the user. In this paper I propose an analysis of the different elements that characterize this method of writing and, more specifically, the different ways in which this new method can be integrated into the elaboration of magistral university courses without using any added computer technology. The professor would then resemble a multimedia system while the students would be the users of this system. This new method of writing and pedagogical structure would be highly propitious for the stimulation of exchange and interactivity, while leaving students the possibility to choose a structure of the presentation that best fits the group. However, for this to happen we must first envisage the possibility of adapting certain multimedia learning methods, recognized as functional, to the more conventional learning methods that the classroom represents.
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The advent of relatively inexpensive 360‐degree cameras and virtual reality (VR) headsets brings new possibilities to the study of religion by allowing students to become virtually immersed in distant religious environments at very little cost. These tools can serve as the basis for assignments that help to engage students and meet core learning outcomes such as empathetic understanding and ethnographic analysis of religious place, ritual, and behavior in light of ...
The advent of relatively inexpensive 360‐degree cameras and virtual reality (VR) headsets brings new possibilities to the study of religion by allowing students to become virtually immersed in distant religious environments at very little cost. These tools can serve as the basis for assignments that help to engage students and meet core learning outcomes such as empathetic understanding and ethnographic analysis of religious place, ritual, and behavior in light of ...
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The advent of relatively inexpensive 360‐degree cameras and virtual reality (VR) headsets brings new possibilities to the study of religion by allowing students to become virtually immersed in distant religious environments at very little cost. These tools can serve as the basis for assignments that help to engage students and meet core learning outcomes such as empathetic understanding and ethnographic analysis of religious place, ritual, and behavior in light of theories of religion. This article describes and reflects on the experimental incorporation of these technologies in two sections of an introductory religious studies course at a small two‐year campus in the University of Wisconsin System.
The advent of relatively inexpensive 360‐degree cameras and virtual reality (VR) headsets brings new possibilities to the study of religion by allowing students to become virtually immersed in distant religious environments at very little cost. These tools can serve as the basis for assignments that help to engage students and meet core learning outcomes such as empathetic understanding and ethnographic analysis of religious place, ritual, and behavior in light of theories of religion. This article describes and reflects on the experimental incorporation of these technologies in two sections of an introductory religious studies course at a small two‐year campus in the University of Wisconsin System.
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One page Teaching Tactic: an online platform that helps students master vocabulary terms .
One page Teaching Tactic: an online platform that helps students master vocabulary terms .
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One page Teaching Tactic: an online platform that helps students master vocabulary terms .
One page Teaching Tactic: an online platform that helps students master vocabulary terms .
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In this article, I address the challenge of fostering better student engagement with ancient material, and discuss my experience with designing a course around creative use of technology. In my recent course, “The Ancient Christian Church: 54–604 CE,” I employed several tactics to encourage student engagement with ancient and modern sources, which also promoted active participation at the level of pedagogy. By designing the classroom experience to allow for student-centered technology ...
In this article, I address the challenge of fostering better student engagement with ancient material, and discuss my experience with designing a course around creative use of technology. In my recent course, “The Ancient Christian Church: 54–604 CE,” I employed several tactics to encourage student engagement with ancient and modern sources, which also promoted active participation at the level of pedagogy. By designing the classroom experience to allow for student-centered technology ...
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In this article, I address the challenge of fostering better student engagement with ancient material, and discuss my experience with designing a course around creative use of technology. In my recent course, “The Ancient Christian Church: 54–604 CE,” I employed several tactics to encourage student engagement with ancient and modern sources, which also promoted active participation at the level of pedagogy. By designing the classroom experience to allow for student-centered technology use, students were enabled to explore the ancient world in creative ways. In the end, I noticed greater student participation and higher-quality understanding of the ancient church when compared with lecture- or seminar-focused classroom experiences.
In this article, I address the challenge of fostering better student engagement with ancient material, and discuss my experience with designing a course around creative use of technology. In my recent course, “The Ancient Christian Church: 54–604 CE,” I employed several tactics to encourage student engagement with ancient and modern sources, which also promoted active participation at the level of pedagogy. By designing the classroom experience to allow for student-centered technology use, students were enabled to explore the ancient world in creative ways. In the end, I noticed greater student participation and higher-quality understanding of the ancient church when compared with lecture- or seminar-focused classroom experiences.
Additional Info:
Games offer unique possibilities for learning, and text‐based interactive fiction (“IF”) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor‐ and learner‐built IF in any given course, whether face‐to‐face or online. A thick description of how an instructor conceived ...
Games offer unique possibilities for learning, and text‐based interactive fiction (“IF”) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor‐ and learner‐built IF in any given course, whether face‐to‐face or online. A thick description of how an instructor conceived ...
Additional Info:
Games offer unique possibilities for learning, and text‐based interactive fiction (“IF”) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor‐ and learner‐built IF in any given course, whether face‐to‐face or online. A thick description of how an instructor conceived and developed two IF games follows, explicitly tied to course‐design considerations like learning goals and assessment performances. The value of IF as a student project is explored, and finally an appendix provides resources for instructors and students to begin building their own interactive fiction.
Games offer unique possibilities for learning, and text‐based interactive fiction (“IF”) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor‐ and learner‐built IF in any given course, whether face‐to‐face or online. A thick description of how an instructor conceived and developed two IF games follows, explicitly tied to course‐design considerations like learning goals and assessment performances. The value of IF as a student project is explored, and finally an appendix provides resources for instructors and students to begin building their own interactive fiction.
Additional Info:
The author uses a variety of Internet-related technologies to support pedagogical approaches where students become conscious of their role in the production of knowledge in a public and critically collaborative environment. These approaches also seek to address theory/practice dichotomies by using the Internet to bridge academic and parish contexts. The article describes and assesses three courses utilizing web-based technology. One course features student portfolios posted on a website with ...
The author uses a variety of Internet-related technologies to support pedagogical approaches where students become conscious of their role in the production of knowledge in a public and critically collaborative environment. These approaches also seek to address theory/practice dichotomies by using the Internet to bridge academic and parish contexts. The article describes and assesses three courses utilizing web-based technology. One course features student portfolios posted on a website with ...
Additional Info:
The author uses a variety of Internet-related technologies to support pedagogical approaches where students become conscious of their role in the production of knowledge in a public and critically collaborative environment. These approaches also seek to address theory/practice dichotomies by using the Internet to bridge academic and parish contexts. The article describes and assesses three courses utilizing web-based technology. One course features student portfolios posted on a website with peer- and parish-based reviewers. A second course features student creation of the course text with contributions from external professionals. A third course features a ministry resource website created by students.
The author uses a variety of Internet-related technologies to support pedagogical approaches where students become conscious of their role in the production of knowledge in a public and critically collaborative environment. These approaches also seek to address theory/practice dichotomies by using the Internet to bridge academic and parish contexts. The article describes and assesses three courses utilizing web-based technology. One course features student portfolios posted on a website with peer- and parish-based reviewers. A second course features student creation of the course text with contributions from external professionals. A third course features a ministry resource website created by students.