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1.
Clare Delany Lachlan Doughney Lilon Bandler Louise Harms Shawana Andrews Patricia Nicholson Louisa Remedios Wendy Edmondson Lauren Kosta Shaun Ewen 《Higher Education》2018,75(2):255-270
In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. 相似文献
2.
Our everyday life is influenced by an overproduction of images and by an iconogenic surplus that is connected to the proliferation of media. These contribute to both the quality and quantity of communication, but simultaneously amplify the knowledge gap between an audience that is able to critically process messages and another that is affected uncritically by prejudices and stereotypes. Bellino argues for a critical media education to address this gap by encouraging the development of students' critical thinking and social awareness. In this article we will discuss the results of a research‐driven design project in which visual communication design students engaged with theories of cultural stereotypes and critiqued the role of media in their perpetuation. We adopted Kolb's model of experiential learning as recent published research demonstrates that art and design students have difficulties in conventional academic approaches to learning theory. In this regard students learned theories of stereotype through doing and making and embodied this learning in their critical project outcomes. 相似文献
3.
This article indicates how the application of a simplified version of the analytical abstraction method (AAM) was used in curriculum development for consumer learning at one higher education institution in South Africa. We used a case study design and qualitative research methodology to generate data through semi‐structured interviews with eight learning facilitators at the Cape Peninsula University of Technology. This data set forms the basis of the reported research. Application of basic‐ and higher‐level analysis resulted in the identification of patterns that confirmed the need for consumer learning and informed the situation analysis with regard to a ‘readiness climate’ at the institution. We also gained insight into aspects that need to be considered during curriculum development for consumer learning as the AAM has proved to be a useful guiding tool in developing a structured explanatory framework for curriculum development. The article concludes with the view that the promotion of consumer learning in university curricula has been under‐researched and that, despite current efforts, university curricula are slow to adopt consumer learning as a critical learning outcome. We suggest several possibilities that might assist in overcoming this inertia. 相似文献
4.
Sunyoung Park Ingu Kang Taryn R. Valencic Yonjoo Cho 《Action Learning: Research and Practice》2013,10(1):4-24
The purpose of this study was to examine the contexts in which action learning has been used and provide implications for the design of action learning programmes. We performed a content analysis of 127 articles (case studies and case reports included) published in Action Learning: Research and Practice between 2004 and 2012. In this study, we address the following research questions: (a) In what contexts has action learning been used? (b) What are the distinctive features of cases identified? (c) What are the implications for the design of action learning programmes? The results showed that the UK and European countries have most frequently used action learning, and the most dominant purposes for action learning were leadership development, organization development, and professional development. We also elaborated on design considerations and implications for action learning research and practice. 相似文献
5.
Jan Herrington Ron Oliver 《Educational technology research and development : ETR & D》2000,48(3):23-48
The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework,
a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning
that has the capacity to promote authentic learning is that of situated learning.
The purpose of this three-part study was first, to identify critical characteristics of a situated learning environment from
the extensive literature base on the subject; second, to operationalize the critical characteristics of a situated learning
environment by designing a multimedia program that incorporated the identified characteristics; and third, to investigate
students' perceptions of their experiences using a multimedia package based on a situated learning framework.
The learning environment, for preservice teachers, comprised a multimedia program on assessment in mathematics together with
recommended implementation conditions for the classroom. Eight students were observed and interviewed to explore their perceptions
of the situated learning environment. Findings suggest that the use of the situated learning framework provided effective
instructional design guidelines for the design of an environment for the acquisition of advanced knowledge.
Since 1992, as a Senior Instructional Designer, she has worked principally in multimedia and Web-based projects.
He has been teaching with, and researching innovative uses of, instructional technologies in secondary schools and universities
for the past 20 years.
The authors would like to thank Professor Tom Reeves for his encouragement and support, and to acknowledge the significant
role he has played in the development of our ideas and research direction. 相似文献
6.
In this article, we address the methodological implications of analysing online discussion boards with a focus on participants' changing identities. More specifically, we propose the use of a Communities of Practice framework as a heuristic method for considering how participants' contributions to online discussion play a role in changing who they become, as opposed to what they learn. We argue that many analyses of online communication fail to take account of learning as a change in identity – what/who the learner is (becoming) – and focus mainly on the opportunity for cognitive development – what they know. In doing so, we use a single case study from a discussion board for secondary-aged students of mathematics which acts as a ‘telling case’ before demonstrating what this might say about other contexts for online learning. We argue that this has important implications for both research into, and the design of, online education. 相似文献
7.
In this opening commentary, we highlight the development of the teaching and learning of Chinese as a second or foreign language (CSL/CFL), which has attracted much attention from researchers, language educators, and other stakeholders worldwide. To contribute to this ongoing examination and discussion, this special issue documents the collective efforts of scholars in different educational contexts to review six critical issues in teaching and learning CSL/CFL: learning and instruction of reading Chinese as an additional language, Chinese character teaching and learning, learner identity in CSL/CFL education, teaching and learning Chinese through immersion, technology assisted CSL/CFL teaching and learning, and mobile assisted learning CFL. We contend that all efforts to address these critical issues require constant examination to facilitate further development in CSL/CFL education around the world. 相似文献
8.
Melody M. Terras Elizabeth A. Boyle 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1049-1059
Although the Education sector has pioneered the use of technology, the pace of technological change has outstripped the slower processes of theoretical development and critical reflection, so the field is highly fragmented and lacks a comprehensive evidence base to support future development. In this paper, we consider how the insights offered by games and a psychological perspective can address the current challenges. Both games and e-learning specialists are facing similar challenges and would therefore benefit from adopting a more integrated approach in the future. We demonstrate how this integration can best be achieved by viewing the challenges through a psychological lens which informs theory, research and practice in user-centred design, supports the development of more widely applicable theories of learning and pedagogy, recognises of the complexity of the contexts in which learning occurs and offers an established evidence-based framework to aid integration at the theoretical level. This emphasises the continued importance of classic concepts such as transfer, cognitive load and the increasing blurred boundaries between formal and informal learning, but also in terms of methodology and as a catalyst for future debate and discussion. 相似文献
9.
Demystifying the Millennial student: a reassessment in measures of character and engagement in professional education 总被引：1，自引：0，他引：1
The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners. 相似文献
10.
The recruitment of sufficient numbers of suitably qualified teachers into headship is an international issue and to address this in Scotland alternative headship preparation programmes were trialled to provide greater flexibility in order to better match the individual development needs and circumstances of the aspirant head teachers. Drawing from the evaluation data of one of these programmes, the National Flexible Routes to Headship, the article analyses the key learning processes critical for the design of individualised leadership development programmes. The article begins with the policy context from which the proposal for the alternative headship preparation programmes emerged. 相似文献
11.
Georgeta Ion Angelina Sánchez Martí Ingrid Agud Morell 《Assessment & Evaluation in Higher Education》2019,44(1):124-138
Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students’ development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, the students perceived a better learning experience and an increased sense of commitment to their own learning and their colleagues’ progress. A key finding from this study was the role of students in their own learning. As most participants recognised, providing feedback helped them improve their learning, which is a clear indicator that students want to adopt an active role in their own learning and consider their involvement critical in the design of teaching and learning experiences. To achieve the greatest advantages, feedback must be accompanied by tutoring and mentoring to ensure positive connections with the task, address doubts and clarify the comments received. 相似文献
12.
Vincent Donche Liesje Coertjens Peter Van Petegem 《Learning and individual differences》2010,20(3):256-259
Research on learning pattern development in higher education contexts is scarce. This longitudinal study seeks to address this issue by analysing the development of students' learning patterns throughout University College. Vermunts' Inventory of Learning Styles was used to assess individual differences in learning conceptions and learning strategies. By examining intra-individual changes in learning patterns we expected to find developmental trends within learning patterns. Results show that meaning oriented learning increases over time and undirected learning decreases. Some learning patterns are however more subject to change than others. The development of learning patterns was found to be relative and dependent on the learning pattern which students have already acquired in the first-year of University College. 相似文献
13.
Julie Bowe 《Teachers and Teaching》2017,23(3):352-366
Conventional professional development, while still in full swing in many places, has been widely maligned for its passive approach to learning, its failure to address local differences, and its often single-event format. While the corrective move to more collaborative models of professional learning has been heralded, few empirical studies to date have demonstrated impact on classroom practice or student learning outcomes. What is missing in both approaches, we argue, is a focus on pedagogy that guides teachers’ efforts at improvement. To address this absence, we elaborate our ‘reassembled’ approach to professional development, Quality Teaching Rounds. We argue that bringing together approaches to teacher development that privilege collaboration, community, and context with a substantive pedagogical framework will deliver more powerful professional development that makes a substantial impact on practice and produces measurable effects. 相似文献
14.
Eileen Carnell 《Curriculum Journal》2013,24(3):363-389
ABSTRACT Design and technology is a relatively new subject in the National Curriculum for England and Wales. This paper presents a theoretical consideration of design and technology and argues that it has the potential to provide a classroom context which encourages critical thinking and analytical competence in pupils. This claim is based on the view that design and technology requires a type of classroom interaction that is different from that most commonly practised in our schools, both primary and secondary. Learning in design and technology depends upon collaboration between teacher and pupils, and between the pupils themselves, and as such is ideally suited to the development of collaborative learning, a method of learning which encourages decision making after a period of critical enquiry and experimentation. We further argue that the successful implementation of the design and technology curriculum hinges upon the development of classroom talk, because talk plays the central role in the development of critical thinking, reflection and evaluation, all important features of design and technology. 相似文献
15.
Developing a Web 2.0-based system with user-authored content for community use and teacher education
Lauren Cifuentes Amy Sharp Sanser Bulu Mike Benz Laura M. Stough 《Educational technology research and development : ETR & D》2010,58(4):377-398
We report on an investigation into the design, development, implementation, and evaluation of an informational and instructional
Website in order to generate guidelines for instructional designers of read/write Web environments. We describe the process
of design and development research, the problem addressed, the theory-based solution, and the evaluation and testing of that
solution. Based on our experience, we then identify sixteen guidelines for future designers and developers of read/write Web-based
learning environments. The study demonstrates how read/write Web technologies can be used to address general problems that
have intrinsic societal importance; examines implementation of a read/write technology in a real-life context, thereby testing
distributed cognitions learning theory; informs the design of similar environments; and provides grounded theory for the design
and development of read/write Web learning environments. 相似文献
16.
17.
Philippa Gerbic 《Educational Media International》2013,50(3):221-234
Teaching using a blended approach is a complex undertaking, where teachers have to address varied discipline and professional learning outcomes, different student capabilities and institutional conditions as well as creating an effective pedagogy by using the strengths of face-to-face and online settings in an integrated fashion. There is now a sizeable literature on student accounts of learning in blended environments; however, much less is known about teacher perspectives on blended teaching and that is the focus of this review. A critical analysis of the literature indicated two areas of development: (1) teacher conceptions and beliefs about blended teaching and (2) changing teacher roles, especially around course design and pedagogy. 相似文献
18.
Michael Shevlin Mairin Kenny Andrew Loxley 《Journal of Research in Special Educational Needs》2008,8(3):141-152
Special educational provision in the Republic of Ireland has experienced significant changes in the past decade. A combination of interrelated factors including litigation, legislation, parental advocacy and international developments has radically altered the landscape of special education. As a result of these changes the move towards establishing inclusive learning environments appears irreversible though many critical issues remain to be addressed at this time of transition. This study examines how key stakeholders in primary education perceive the challenge of responding appropriately to increased diversity. The results indicate that many barriers remain in the development of inclusive learning environments. The conceptual understanding of special educational needs (SEN) was seriously deficient and this affected the coherence of policy and service delivery. The system lacked strategic leadership, according to participants, and this restricted the capacity to support schools. School capacity to deliver quality education for children with SEN was constrained by the serious shortfall in the range and level of skills required and opportunities for professional development available. There was strong support for the principle of inclusion into mainstream though this was principally perceived in terms of the development of socialisation skills. It was concluded that in this transition phase schools required strategic leadership from policy‐makers to address the many challenges that remain in the establishment of inclusive learning environments. 相似文献
19.
Charlotte N． Gunawardena 《开放教育研究》2005,11(5):54-60
With the rapid global proliferation of the Internet and telecommunication networks , online education , one form of distance education is currently becoming the fastest growing trend of domestic and international education. A major challenge to designing online learning is the development of appropriate means to facilitate the social environment that is critical for higher order learning in many disciplines. In many online learning designs, the majority of resources are channeled to web interface design and technology, while little or no resources are devoted to facilitating the teaching and learning process, the negotiation of meaning and the validation of knowledge among peers and instructors that depends on a conducive socio-cultural environment and adequate learner support. 相似文献
20.
Although the work of learning scientists and instructional designers has brought about countless curricula, designs, and theoretical claims, the community has been less active in communicating the explicit and implicit critical social agendas that result (or could result) from their work. It is our belief that the community of learning scientists is well positioned to build transformative models of what could be, to develop learning and teaching interventions that have impact, and to advance theory that will prove valuable to others. This potential, we argue, would be significantly heightened if we as a community embrace the critical agendas that are central to so many discussions in anthropology, philosophy, or even curriculum development more generally. Instead of simply building an artifact to help individuals accomplish a particular task, or to meet a specific standard, the focus of critical design work is to develop sociotechnical structures that facilitate individuals in critiquing and improving themselves and the societies in which they function, and then we use our understanding of participation with these structures to advance theory. As an example of critical design work, we describe the Quest Atlantis project and the methodology used in its creation. The philosophers have only interpreted the world, in various ways; the point is to change it. (Karl Marx, 1845/1998) 相似文献