Browsing by Author "Lambert, Deborah"
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Item Open Access Building Digital Video Games at School: A Design-Based Study(University of Calgary, 2015-06) Lambert, Deborah; Jacobsen, Michele; Werklund School of EducationTeachers and administrators in many Canadian schools are especially concerned about developing innovative ways that can intellectually engage their students in deep learning of core curriculum content, while equipping them with 21st century competencies. In this paper, we discuss some key ideas on how an intervention, a video game design and building process, was implemented as an innovative practice in four grade 6 social studies classes at a Calgary charter school. Utilizing a design-based research approach, the research design team explored and evaluated the effectiveness of the design in addressing the intervention and learning goals, and list some key findings and implications from the study.Item Open Access Building Digital Video Games at School: A Design-Based Study of Teachers’ Design of Instruction and Learning Tasks to Promote Student Intellectual Engagement, Deep Learning and Development of 21st Century Competencies(2016-01-13) Lambert, Deborah; Jacobsen, Michele; Jacobsen, Michele; Friesen, Sharon; Kim, Beaumie; Woiceshyn, Jaana; Morrison, DirkWith the continuous impact of advancing technologies on learning environments and today’s students, one of the challenges faced by K-12 educators in some Canadian schools is to find innovative pedagogies to intellectually engage students in deep learning of curriculum content and to promote the development and use of 21st century competencies. In an attempt to address this challenge, an intervention, the design and building of digital video games, was collaboratively implemented and explored by a research design team—the researcher, two grade 6 teachers, their students (100) and a professional development leader at a charter school in Calgary, Alberta. This intervention taps into the interest that many students already have in video games and tends to support the learning styles of today’s students. Employing one macro-cycle of the design-based research process, this intervention was adopted into the educational context, explored through the implementation of three learning tasks: game concept development, storyboarding and programming, and assessed as a potential innovative pedagogy to address the problem. This study was guided by two research questions, which focused on: (1) the ways in which teachers’ design of instruction and learning tasks need to shift to implement the intervention; and (2) the impact of the intervention on students’ intellectual engagement, deep learning of curriculum content and the development and use of 21st century competencies. Findings revealed that (1) teachers needed to employ more interaction modes to collaborate and communicate during these tasks; use extensive coaching and scaffolding; continuously use various forms of assessments with feedback loops to assess students’ progress; and use extensive conceptual and divergent thinking; and (2) as students/groups participated in these tasks’ activities, the storyboarding task seemed to represent the area of deepest learning of the curriculum content and highest intellectual engagement, and students seemed to become more proficient in all the 21st century competencies. An assessment of the findings also revealed that the intervention qualifies as a potential and developing effective innovative pedagogy for deep learning, and that findings are significant for informing K-12 educators, school jurisdictions and Alberta Education on the impact and implications of game design-based learning, in school.Item Open Access Technology-Enhanced Learning Environments in Higher Education: A Review of the Literature(University of Calgary, 2013) Jacobsen, Michele; Brown, Barbara; Lambert, DeborahThe purpose of this literature review is to present a research-informed summary of the ways in which learning technologies change teaching and learning experiences in higher education. The following is necessarily a selective rather than an exhaustive review of promising learning technology designs in higher education. The rationale for this review is derived from the purpose of the Learning Technologies Task Force, which is to develop a strategic framework for high quality learning experiences at the University of Calgary that are enhanced and enabled by technology. An overview of promising and emerging practices from the research literature on using learning technologies to create outstanding learning experiences in contemporary higher education contexts is provided.Item Open Access A Three-Year Evaluation of a Graduate Student Peer Mentor Program in the Werklund School of Education (2014 – 2017)(2023-03-15) Lambert, Deborah; Jacobsen, MicheleThis technical paper reports on the evaluation of a peer mentor program designed, developed and implemented by the Werklund School of Education at the University of Calgary in Alberta. The program was evaluated, annually, for three years, since its initiation in June 2014 to assess whether it was meeting its goal, in an effort to inform its strategic decisions going forward. The goal of the Peer Mentor Program was to enhance collaborative peer learning and a community of practice among graduate students, who also included professional educators returning to school, across specializations by providing: a) intentional supports for new students as they transition to graduate student life; b) mentoring and problem-based learning opportunities for students to build leadership and mentoring competencies; c) support in building academic and social relationships; and d) experiences to develop post-secondary teaching and learning capacity. To evaluate the program, a multi-evaluative approach, including a developmental evaluation and practical participatory evaluation was employed in collaboration with the program’s primary and secondary stakeholders. Findings indicate that the program has been successful in: 1) providing strong support for new graduate students in making the transition to graduate school; 2) developing leadership and mentoring competencies of graduate students; and 3) facilitating the building of mentors’ and mentees’ social and academic relationships. Based on the findings and building upon mentors’ and mentees’ experiences in the program, recommendations are made for further improvement to better align the program’s components with its goals.