Nussli, Natalie

Profilbild
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Nussli
Vorname
Natalie
Name
Nussli, Natalie

Filter

2014 - 2019142020 - 20213
Filter zurücksetzen

Einstellungen

Dateien dazu vorhanden?: Nein × Institut: Institut Primarstufe ×

Suchergebnisse

Gerade angezeigt 1 - 10 von 17
  • Vorschaubild nicht verfügbar
    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
  • Vorschaubild nicht verfügbar
    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
  • Vorschaubild nicht verfügbar
    Publikation
    Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT
    (IGI Global, 07/2020) Nussli, Natalie; Oh, Kevin; Inoue-Smith, Yukiko; McVey, Troy [in: Optimizing Higher Education Learning Through Activities and Assessments]
    The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning.
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    Lectures and discussions in semi-immersive virtual reality learning environments: the effect of communication modality on learner satisfaction and mental effort
    (IGI Global, 04/2019) Nussli, Natalie; Oh, Kevin; Cuadro, Nicole Michele; Kaye, Melisa; Yang, Kenneth C. C. [in: Cases on Immersive Virtual Reality Techniques]
    This chapter describes a study that was conducted in a semi-immersive desktop virtual reality environment. The study investigated teacher trainees' perceptions of their mental effort in Second Life, their satisfaction with the communication modalities, and their perceived social behavioral changes. In the first event, only the instructor (host) used voice to communicate while all participants as well as the in-text facilitator (co-host) used text chat only. In the second event, not only did both hosts use voice, but the participants also had the option to use voice rather than text. The majority of teacher trainees appreciated the freedom to choose either modality. The integration of voice was perceived as humanizing the discussion, increasing the flow, and making the conversation more engaging. However, the addition of multiple voices was believed to increase their mental effort. While some teacher trainees felt more relaxed and more open in a virtual discussion, others reported a lack of attention and honesty as well as a tendency to ignore social conventions.
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    Strategies to support teachers in designing culturally responsive curricula in online learning environments
    (IGI Global, 04/2019) Nussli, Natalie; Guan, Yu; Oh, Kevin; Kyei-Blankson, Lydia; Blankson, Joseph; Ntuli, Esther [in: Care and Culturally Responsive Pedagogy in Online Settings]
    The purpose of this theoretical chapter is to identify strategies that help educators develop online learning curricula to meet the needs of culturally diverse students. The first part of this chapter offers insights into culturally responsive teaching (CRT) from multiple perspectives. Specifically, the authors explore the importance of CRT in teacher education programs, how to evaluate teachers' cultural competencies, how to initiate the transformation process into culturally responsive educators, how teachers perceive the value of CRT programs, what pre-service and novice teachers typically struggle with in their attempts to teach diverse student populations, and how students perceive cultural diversity. The second part of the chapter is dedicated to an in-depth discussion of practical approaches to developing culturally responsive online curricula for both 2D and 3D learning environments, how to prepare faculty to meet the needs of diverse students in online courses, and how to stimulate pre-service teachers' reflections on CRT.
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    Avatar-based group discussions in virtual worlds: Facilitation, communication modalities, & benefits of participation (Book Chapter Enhancement)
    (IGI Global, 07/2018) Nussli, Natalie; Oh, Kevin [in: International Journal of Virtual and Personal Learning Environments]
    This article focuses on developing guidelines for the effective facilitation of avatar-based group discussions. This qualitative inquiry is guided by an investigation of (1) social affordances of avatar-based discussions, with an emphasis on social and physical presence, (2) strategies to help establish rapport with other avatars, and (3) the complexities of communication modalities (voice vs. text) in avatar-based discussions. Guidelines for the effective moderation of avatar-based discussion groups are presented throughout the chapter, such as, creating a feeling of acceptance and non-judgment, communicating synchronously to support immediacy, demonstrating virtual sharing acts, using voice for humanized communication, showing social emotionality, and observing real-life social norms.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Using video-aided self-reflection to prepare novice special education teachers: Meeting the diverse needs of students
    (IGI Global, 08/2017) Davis, Jason P.; Oh, Kevin; Nussli, Natalie; Djoub, Zineb [in: Fostering reflective teaching practice in pre-service education]
    The growing diversity of America’s public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and pre-service teachers’ ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers’ reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    An international immersion into co-teaching: A wake-up call for teacher candidates in general and special education
    (24.07.2017) Oh, Kevin; Murawski, Wendy; Nussli, Natalie [in: The Journal of Special Education Apprenticeship]
    This case study explored the short-term international co-teaching experience of pre-service general education teachers who were paired up with intern special education teachers (N = 8) to provide English language instruction to students in South Korea. Pre-, during-, and post-data were collected to investigate how the participants experienced their co-teaching. The narratives of two participants were chosen for phenomenological analysis, reflecting an overwhelmingly positive and a rather negative co-teaching experience. The key ingredients to a successful partnership were identified as open communication, the willingness to accept both positive and negative feedback, the willingness to learn from or get inspired by someone who may have less teaching experience, mutual respect and trust, compatibility of personal characteristics, and frequent check-ins. The potential threats to a positive relationship were identified as mismatched personalities, incompatible teaching goals, the lack of co-planning, conflicting approaches to lesson planning, unequal roles, infrequent check-ins, and lack of trust and respect. Despite these challenges, the findings indicate that immersing teacher candidates in co-teaching experiences resulted in positive perceptions of co-teaching and increased the participants’ skills related to collaborative teaching for all but one candidate. The findings have led to recommendations for the successful set-up of co-teaching experiences.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Field research in Second Life: Strategies for discussion group facilitation and benefits of participation
    (IGI Global, 07/2017) Nussli, Natalie; Oh, Kevin; Panconesi, Gianni; Guida, Maria [in: Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments]
    This chapter explores the educational potential of discussion groups situated in three-dimensional (3D) virtual worlds. Virtual discussion groups are examined from the following perspectives: the benefits and challenges of participation and the best practices in terms of effective discussion group moderation. The authors start by describing the benefits of online discussion groups and continue by identifying strategies on how to facilitate such meetings effectively, with a focus on techniques promoting a sense of community. The authors will discuss the major themes that emerged from the content analysis of field notes, an ethnographic journal, and interviews with a discussion group member after immersion in various discussion groups in Second Life. An understanding of the communication modalities (voice and text-chat) and the principles of social interaction may help educators use virtual learning environments effectively. Guidelines for discussion group moderation are presented throughout the chapter.
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    A systematic, inquiry-based 7-Step Virtual Worlds Teacher Training
    (SAGE, 10/2016) Nussli, Natalie; Oh, Kevin [in: E-Learning and Digital Media]
    Eighteen special education teachers explored one prominent example of three-dimensional virtual worlds, namely Second Life. This study aimed to (a) determine their perception of the effectiveness of a systematic 7-Step Virtual Worlds Teacher Training workshop in terms of enabling them to make informed decisions about the usability of virtual worlds for students with social skills challenges and (b) determine whether there was a teacher change of attitude resulting from engagement in this systematic workshop. The seven steps are described in detail. The teachers’ change of attitude was statistically significant with a large effect size. The teachers’ feedback on the effectiveness of the training program resulted in 14 practical guidelines, which informed the revised 4-Step VirtualWorlds Teacher Training model that can be used both in general and special education with minor adjustments depending on the teacher and student population.
    01A - Beitrag in wissenschaftlicher Zeitschrift