Technology-enhanced Pedagogy
Technology-enhanced Pedagogy - Related Videos
05:59
The Costs and Benefits of Natural Pedagogy
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2023
Source: Laboratories of Nicholaus Noles, Judith Danovitch, and Asheley Landrum—University of Louisville Children have many tools they use over the course of development to learn from adults. Perhaps the earliest tool is imitation, simply copying what they see an adult do or say. However, children actually learn much more effectively than one might expect if they were only imitating. This is because, when it comes to learning and teaching, children and adults have a special relationship.
05:59
Ultra-High-Speed Western Blot using Immunoreaction Enhancing Technology
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Cited by 4 •
2020
An ultra-high-speed western blotting technique is developed by improving the kinetics of antigen-antibody binding through cyclic draining and replenishing (CDR) technology in conjunction with an immunoreaction enhancing agent.
09:17
3D Printing of Biomolecular Models for Research and Pedagogy
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Cited by 29 •
2017
Physical models of biomolecules can facilitate an understanding of their structure-function for the researcher, aid in communication between researchers, and serve as an educational tool in pedagogical endeavors. Here, we provide detailed guidance for the 3D printing of accurate models of biomolecules using fused filament fabrication desktop 3D printers.
08:13
Development and Implementation of a Multi-Disciplinary Technology Enhanced Care Pathway for Youth and Adults with Concussion
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Cited by 13 •
2019
A multidisciplinary carepath to standardize disparate concussion care was developed and implemented at the Cleveland Clinic. The Cleveland Clinic Concussion (C3) mobile application was used to enable the carepath through biomechanical outcomes characterizing cognitive and motor function. Patient outcomes improved while cost of care was reduced following implementation.
07:33
Enhancing Chimeric Antigen Receptor-Extracellular Vesicles (CAR-EV) Technology: The Future of Cancer Therapy
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2025
The therapeutic application of extracellular vesicles (EVs) has the potential to revolutionize cancer treatment and drug delivery. Chimeric antigen receptor (CAR) cell-derived EVs (CAR-EVs) isolated using ion-exchange chromatography exhibit increased cargo capacity, significantly enhancing their functional efficacy. This study further characterizes CAR-EVs to elucidate their biological activity and therapeutic potential.
FAQs
Its central mechanism connects an instructional strategy to a digital function rather than treating technology as an add-on. An interactive simulation can create a setting for observing behavioral patterns, while an adaptive activity can adjust learning tasks to individual needs. This alignment helps determine whether a tool supports the intended learning behavior and produces information that instructors can use to refine teaching.
Digital feedback matters because timing can shape how learners interpret and respond to their performance. When a platform provides a timely response, students can connect an action or decision with its outcome while the learning task remains active. In behavior-focused education, that connection supports practice with decision-making and gives instructors evidence about where additional explanation or adjustment may be needed.
Learning management systems make participation more visible by collecting activity information within the learning environment. That visibility does not by itself explain why a learner behaves in a particular way, but it gives instructors a basis for monitoring engagement and considering whether the instructional design is influencing participation. The resulting information can support more responsive, individualized teaching.
Simulated contexts are especially useful when students need to connect behavioral theory with measurable outcomes. Rather than discussing a concept only in the abstract, learners can observe patterns and practice decisions within a structured digital situation. Instructors can then evaluate how the learning environment relates to those responses, making simulation a bridge between conceptual study and behavior-focused analysis.
An effective workflow begins by selecting an instructional strategy, matching it with an appropriate digital tool, and identifying what learning or behavioral information should be observed. The instructor can then use activities, simulations, or feedback features during teaching, monitor participation, and review outcomes. This sequence keeps technology tied to instructional purpose rather than using a platform without a clear educational role.
These systems are useful when a course requires instructors to monitor engagement across ongoing learning activities. Alongside interactive or adaptive tasks, they can help organize evidence of participation and learning responses. In behavior-related study, that evidence may support evaluation of how different learning environments influence behavior and whether instruction should be tailored to individual needs.
It links instructional decisions with observable participation, responses, and outcomes. In behavior-focused education, students can examine patterns and decision-making while instructors assess engagement and the influence of the learning environment. This creates a research-informed basis for asking how teaching conditions affect behavior, and it supports revisions aimed at making instruction more responsive to learners.