ORCID Profile
0000-0002-4611-579X
Current Organisations
Lebanese University
,
University of Wollongong in Dubai
,
Victoria University
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Publisher: New Prairie Press
Date: 2019
Publisher: Springer Science and Business Media LLC
Date: 09-2015
DOI: 10.1007/BF03355289
Publisher: Informa UK Limited
Date: 18-03-2020
Publisher: Emerald Publishing Limited
Date: 28-08-2020
Publisher: Informa UK Limited
Date: 02-2012
Publisher: Hamad bin Khalifa University Press (HBKU Press)
Date: 2015
Abstract: The Technological, Pedagogical and Content Knowledge (TPACK) model is an emerging one which adds technology as a lens and context to the Pedagogical and Content Knowledge (PCK) model. Technology is no longer an ad hoc visitor, where teachers are at liberty of inviting or excluding. Hence, the TPACK model has emerged in response to the fact that teaching and learning should be viewed, conceptualised, and re-contexualised from a “21st century digital lens”. This presentation showcases a mathematics education “TPACKed course” which was delivered to education students at Victoria University, Melbourne. The course embedded ICT enriched and carefully planned activities, exemplars, and e-practices. Towards the end of the course, the students were surveyed about their TPACK experiences. The presentation will share the promising and encouraging results associated with students’ attitude towards the implemented TPACK approach. Reported concerns and challenges will also be shared. This presentation will argue that whilst the integration of technology across teaching and learning is essential, technology itself should neither become the focus of education nor a superficial mean to merely promote the “know how” capabilities. Technology should be a strategic and tactical investment into education to actively engage students, promote students’ understanding, connect to students’ experiences, and promote their “know why” conceptual understanding.
Publisher: Emerald Publishing Limited
Date: 07-11-2022
Publisher: IGI Global
Date: 2018
DOI: 10.4018/978-1-5225-2909-5.CH007
Abstract: This chapter explores prison education in the Middle East and North Africa (MENA) with a particular focus on Lebanese prisons and prison education. The chapter takes Roumieh prison in Lebanon as a case study to operationalize Knowles' theory of andragogy. The chapter discusses the nature and types of curricula, learner-facilitator relationship, educational delivery methods and security favored by Knowles' theory that can promote a fairly successful prison education practice in MENA. In particular, the chapter submits that the application of Knowles' theory to prison education in MENA would lead ultimately to prisoners grieving over lost opportunities in past years, come to terms with their present life, and become intrinsically motivated to correctly invest in their own future.
Publisher: Informa UK Limited
Date: 11-12-2015
Publisher: Emerald Publishing Limited
Date: 07-12-2021
Publisher: Emerald
Date: 21-12-2022
DOI: 10.1108/JARHE-04-2022-0125
Abstract: In a technological era driven by coding, programming and artificial intelligence (AI), there is more need than ever to develop computing skills and knowledge for non-specialist students. Nonetheless, the literature on computer science teaching methods of non-scientific majors is not as comprehensive as that of scientific ones. Pedagogically, the authors designed and implemented prototyping from John Dewey's pragmatic epistemological lens. Using a mixed methods approach, the authors tested the effectiveness and efficiency of this approach within the same course over four semesters across four academic years. As an epistemological pedagogic device, prototyping facilitated learning by doing and experimenting and stimulated graduate students' self-directed learning, engagement and their overall ownership of the learning and teaching process, changing their role from being merely passive recipients of “strange, awkward and unfamiliar” knowledge to active constructors of “relevant and exciting” content knowledge. Such a change was reflected in the significant progress students made, driven by their commitment, motivation and enthusiasm, irrespective of their prior knowledge and age (Generations X, Y and Z). Prototyping also served as an avenue for a “Deweyian Reflection”, where graduate students, after internalizing the acquired computing skills and knowledge, started transferring such skills and knowledge to their professions (journalism and public relations (PR)) and daily practices. Findings from this study will add to the literature review on this subject matter and will inform future case studies in computer science education for graduate students from non-scientific backgrounds. This paper reveals that learning by doing/experimenting needs to be accompanied by in-depth reflection to enable students to transfer the acquired knowledge and skills to other settings and contexts beyond that of the lesson, task, or project in hand. There is little research published on introductory programming courses offered to non-specialized students (i.e. students from non-scientific backgrounds). This study contributes to the body of research on how to effectively engage these students in programming courses informed by John Dewey's pragmatic lens/epistemological lens.
No related grants have been discovered for Ahmad Samarji.