Nussli, Natalie

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Natalie
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Nussli, Natalie

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20212
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    Publikation
    Culturally responsive pedagogy, Universal Design for Learning, ubiquitous learning, and seamless learning. How these paradigms inform the intentional design of learner-centered online learning environments
    (IGI Global, 02/2021) Nussli, Natalie; Oh, Kevin; Panconesi, Gianni; Guida, Maria [in: Handbook of Research on Teaching with Virtual Environments and AI]
    The purpose of this theoretical chapter is to develop a one-stop checklist that assists educators in providing online teaching grounded in the principles of culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), ubiquitous learning (u-learning), and seamless learning. The authors explore how these paradigms inform the intentional design of learner-centered approaches in online learning environments and what an integrated approach could look like. This chapter will be relevant for faculty in higher education aiming to offer online curricula that emphasize active, collaborative, constructive, authentic, and goal-directed learning.
    04A - Beitrag Sammelband
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    Publikation
    Facilitation strategies to moderate synchronous virtual discussion groups in teacher training
    (IGI Global, 2021) Oh, Kevin; Nussli, Natalie; Kaye, Melisa; Cuadro, Nicole Michele; Choi, Dong Hwa; Dailey-Hebert, Amber; Simmons Estes, Judi [in: Current and Prospective Applications of Virtual Reality in Higher Education]
    This chapter reports on an exploratory case study investigating strategies to facilitate group discussions in Second Life, a three-dimensional virtual world. The purpose was to identify best practices for discussion facilitation in-world from the perspective of a virtual host and a discussion facilitator. A host and a facilitator moderated four virtual group discussions with 16 in-service teachers enrolled in a graduate technology class. The chapter discusses several themes that emerged from the host’s and the facilitator’s debriefings. Key themes include the need for a careful selection of the communication modality (text or voice or a combination), strategies to promote interactivity among the participants, the critical need for at least one facilitator in addition to the host, the need for clear ground rules for the participants, and clear guidelines for the host and the facilitator. Several challenges experienced during the process of facilitating these virtual events are discussed and recommendations are made to address these difficulties. This chapter is of interest to educators who are planning to substitute in-class group discussions with synchronous group discussions in-world.
    04A - Beitrag Sammelband