![]() Matthew comes to OU from the private sector IT world, where he managed IT support teams and was responsible for all aspects of technical support for his clients, including routine helpdesk functions, server administration, hardware implementation, and software training.ĭavid Zhu serves as the Database Administrator for Oakland University William Beaumont School of Medicine. A Michigan Native, Matthew is a graduate of the University of Michigan – Dearborn with a Bachelor of Arts degree in Economics and also has an M.B.A from Ashford University. Matthew Holtz serves as a Helpdesk Technician for Oakland University William Beaumont School of Medicine. ![]() Fred comes to OU with 15 years experience as a Data Specialist, Helpdesk Technician and a Macintosh Workstation Manager. A Michigan native, Fred is a graduate of Eastern Michigan University where he earned his Bachelor of Science degree in Communication Technology. Prior to that Dawn worked as a data processing manager and technical support liaison for Electronic Data Systems and a data processing clerk for Ford Motor Company.įred Haydon serves as the Helpdesk Technician for Oakland University William Beaumont School of Medicine. Her experience includes computer hardware and peripheral support, webpage design and maintenance and application support and training. Dawn came to OU after providing technical support in a K-12 educational environment for ten years. His interests include medical education, instructional technology, and medical cognition.ĭawn Gorris serves as a Helpdesk Technician for Oakland University William Beaumont School of Medicine. He most recently served as a member of the AAMC Group on Informational Resources steering committee. McAuley has an extensive and diverse work history at the University of Illinois at Chicago, serving as Chief Information Officer, Adjunct Assistant Professor, Associate Dean for Informational Resources, and Assistant Dean. Robert McAuley is the Associate Dean for Educational Information Technology and Clinical Assistant Professor of Biomedical Science. 140).Associate Dean for Institutional Effectiveness and TechnologyĪssistant Professor of Biomedical Sciences In summary, the learner-centered i 2Flex instructional methodology, grounded on social constructivism, and reflecting a more inclusive conceptualization of the K-12 blended learning landscape, facilitates and promotes instructional blends with the purpose of independent, inquiry-based learning, and is defined by a dynamic, thus constantly evolving interaction among such elements as time, pace, place, and mode within a flexible learning design framework (Avgerinou & Gialamas, 2016, p. It is evident in the instructional design of the physical classroom, the delivery of the lesson, the process of investigation and discovery in the learning process, the developed printed material to name a few of the parameters (Avgerinou & Gialamas, 2016). ![]() The i 2Flex methodology is thus manifested in all areas, resources and designs used in the instruction and is not limited to technological integration. These personalized learning opportunities reach out to all students and learning styles and technology is present to aid in the process (Avgerinou, Gialamas, & Tsoukia, 2014). The school mission statement clearly states that “ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and ethically - to thrive as responsible global citizens” (School Website). The goal of the i 2Flex methodology is to keep students at the center of learning both in and out of the classroom. Other unique elements of i 2Flex are the notion of Blendedness, as well as that of educational technology and media. student degree of readiness, nature of content, learning goals, other class logistics), and are conducted under the close monitoring of faculty face-to-face, and/or online” (Avgerinou & Gialamas, 2016, p. “In an i 2Flex context, such learning experiences are dependent on instructional design decisions that consider specific criteria (e.g. The i 2Flex instructional methodology is a student-centered methodology, firmly grounded on constructivism, and blends independent and inquiry-based learning that is guided by face-to-face and flexible technology-supported learning (Avgerinou & Gialamas, 2016). ![]()
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