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This study investigates the sociomaterial movements of student engagement in a school's makerspace. Here, we understand sociomaterial movements as emergent and relational, comprising complex dynamics of agency across students, teachers and materials in situated, culturally framed activities. Our study draws on data comprising 85 hours of video recordings of 9–12-year-old students' (N = 94) engagement in a technology-rich makerspace in a Finnish elementary school. The video data were transcribed and analyzed qualitatively using a multimodal interaction analysis. The sociomaterial movements were found to be displayed across a tension-laden continuum between (1) procedural activity—analysis and reflection; (2) individual activity—collaboration; (3) “doing school”—empowerment; and d) alienation—identification. Together, the study offers a potential approach for investigating and understanding the often overlooked workings of sociomateriality that constitutes students' emergent engagement and learning opportunities in science, technology, engineering and mathematics (STEAM) learning contexts.  相似文献   

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Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to develop their teaching programs. The study is qualitative and draws on teacher conversations and surveys using a community of inquiry theoretical framework to analyse the data. The results demonstrate that teacher professional development via video conferencing has both strengths and weaknesses but can support teachers through collaboration to develop their expertise in writing teaching programs.  相似文献   

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Research indicates that partner placements—pairing two preservice teachers with a mentor teacher—provide a supportive and collaborative context for learning to teach. This qualitative study examines three partner placements in a 100-hour urban field practicum to understand how preservice teachers experience and perceive partner placements, and what facilitates or inhibits collaboration. Results from two successful and one less than successful placement indicate that mutuality, scaffolding, and the appropriation of skills and resources facilitate productive collaboration and promote professional learning. However, participants revealed that partner placements are temporary scaffolding, which prepares one to become a teacher, but does not represent the “real world” of teaching. Recommendations are provided to guide the implementation or refinement of partner placements.  相似文献   

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Collis  Betty  Smith  Carmel 《Instructional Science》1997,25(6):433-462
Desktop multimedia conferencing, when two or more persons can communicate among themselves via personal computers with the opportunity to see and hear one another as well as communicate via text messages while working with commonly available stored resources, appears to have important applications to the support of collaborative learning. In this paper we explore this potential in three ways: (a) through an analysis of particular learner needs when learning and working collaboratively with others outside of face-to-face situations; (b) through an analysis of different forms of conferencing environments, including desktop multimedia environments, relative to their effectiveness in terms of meeting learner needs for distributed collaboration; and (c) through reporting the results of a formative evaluation of a prototype desktop multimedia conferencing system developed especially for the support of collaborative learning. Via these analyses, suggestions are offered relating to the functionalities of desktop multimedia conferencing systems for the support of collaborative learning, reflecting new developments in both the technologies available for such systems and in our awareness of learner needs when working collaboratively with one other outside of face-to-face situations.  相似文献   

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The establishment of cities in Canada has played a pivotal role in the displacement, dispossession, and marginalization of Indigenous peoples. Yet, more than half of the Indigenous population now resides in cities, and urbanization continues to increase. This paper addresses a specific aspect of Inuit mobility—namely, migration and the dynamic use of Inuit language and knowledge in the city of Ottawa. Drawing on community-based participatory research in collaboration with an Ottawa Inuit literacy centre, we investigate a range of Inuit-led educational practices that emerged from collaborative work with a group of Inuit women. Suggested activities drew on semiotic resources—including objects and language—that involved retracing the migrational trajectories of Inuit between cities and between nonurban communities, particularly those in their Arctic “homelands.” Such practices appear to cut across the “urban-rural divide,” particularly since cities were rarely mentioned, a fact that seems to signal the irrelevance of this dichotomy for urban Inuit. In this context, the exploration of artifactual literacies—more specifically, speaker interactions that unfold around culturally meaningful objects—led to the following conclusions: (1) multilingual oracy is key to complex transcontextual meaning making; (2) spatiotemporal reference is anchored both in individual experience and in connectivity with members of a newly constituted community; and (3) there is a sharing of cross-generational horizontal knowledge, which includes the abstention from any enforcement of a linguistic norm.  相似文献   

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This article examines the degrees of collaborative language learning that were supported in cyber face-to-face interaction. The concept of “cyber face-to-face” is used here to encapsulate the kind of environment in which a combination of real-time oral/aural, visual, and text-based interaction happens simultaneously via the various features in an advanced Synchronous Learning Management System (SLMS). The study discusses the results of an evaluation of the five features, namely, the interactive whiteboard, the text chat, the group cyber face-to-face classrooms, the audio, and the video, in an SLMS called 3C. Thirty-three students from an online Chinese/English interpreting course participated in this study. Survey data indicate that collaborative learning can be effectively facilitated in a cyber face-to-face environment, although the degrees of collaboration vary among the five features evaluated. Recommendations for maximizing the collaborative learning potentials of a cyber face-to-face environment are also put forward.  相似文献   

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Complex, multimedia software such as educational videogames offer a wide range of elements to modify learner behavior. The adjustment of such software might support learning, especially in complex settings like collaborative or cooperative scenarios. Coming from a theoretical background of educational psychology, our experiment seeks to implement the “jigsaw strategy” within educational videogames. We conducted an experiment with sixty participants to compare conditions with or without increased task interdependence through the jigsaw strategy (i.e., the distribution of game elements and essential information). The participants had to rebuild a house from the 1894 novel Effi Briest within an adjusted version of the “sandbox” game Minecraft. The results show increased play performance, and learning outcomes with increased task interdependence. We conducted mediator and moderator analysis, which revealed a strong impact of play performance on learning outcomes. Additional analyses of mental effort, cognitive load, and efficiency allowed for deep insights into the playing and learning process. These insights enrich current theories about collaboration, mental strain, and the working memory effect and highlight the applicability of collaborative mechanics within educational videogames.  相似文献   

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For 3years, I have been teaching neuroscience courses by using computer conferencing to complement the traditional lectures. Typically, the conferencing involved local, on‐campus students, although one semester the class was combined from on‐campus and off‐campus students. For most of my 33‐year teaching career, I had used the teaching approach that most professors use, which is what educational theorists call “instructivist.” Critics call that “stand and deliver.” Lecturing is an efficient way to dispense organized information, but it does not ensure learning nor is it very effective in showing students how to learn on their own.

Instructivism can be enriched by complementing it with “constructivist” approaches. Constructivists argue that there is a direct relationship between the amount of learning that occurs and the extent to which the environment provides a rich source of engaging experiences in which students construct their own knowledge and understanding. I have found that such an environment is readily provided by computer conferencing.

In my teaching of neuroscience, I have used a network software system (FORUM) for small student groups to conduct a variety of constructivist learning activities. Within weekly deadlines, students worked in groups at their own pace and time of convenience. My impression of the advantages of such conferencing for constructivist activities include the promotion of socialization in “cyberspace,” providing an environment for team learning, the reduction of social problems in face‐to‐face instruction, increased teaching and learning efficiency, more comprehensive means for assessing student learning, and improved quality of student work.  相似文献   

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Authentic collaborative m-learning activities were designed, developed and implemented for a computer networking course. The effect of the activities on student engagement and motivation were analyzed using a mixed method research design. Moreover, the effect of the iterative design of the content and instructional process of authentic m-learning activities on students' engagement and motivation were analyzed in the study. The activities were implemented for two consecutive semesters and were modified based on the findings from the first semester. Student engagement survey and motivation questionnaire were used to collect quantitative data, student interview protocol was used to collect qualitative data for further investigation. The findings from the first semester indicated that the engagement categories “personal development” and “satisfaction from the course” had the highest mean scores. In the second semester, the highest mean score belonged to the “personal development” category, followed by “collaborative learning.” Comparison of the results from two semesters revealed that the improvements in the content of the activities and instructional process increased the “collaboration” among students as well as their “interaction with instructor.” Paired sample t-tests revealed a difference in indicators of student motivation within groups in both semesters. Analysis of the interview data showed that students perceived the authentic activities as an appropriate tool for enhancement in “communication” and “collaboration” opportunities.  相似文献   

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Many mathematics classrooms use cooperative learning to support equitable learning environments for all students. Past research in the field has focused primarily on increasing achievement rather than on contexts that support equitable interactions. This year-long study in 3 secondary mathematics classes compares 2 activity structures—a group quiz and a presentation—by examining group interaction within the 2 activities. The analysis shows that groups constructed a range of work practices, including a practice focused on collaboration, one focused on individual work, and one focused on “helping.” In addition, students adopted a variety of positions, including expert, novice, in-between, and facilitator. In this data corpus, experts tended to dominate interactions during group quizzes, whereas presentation preparations were more equitable, particularly when a student was positioned as a facilitator. Based on the analysis, suggestions are provided for structuring more equitable mathematics group work.  相似文献   

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The increasingly widespread use of iPads in higher education (HE) brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap of research on the instructional potential of iPads in HE. This paper describes the first stage of a research project on the use of iPads in undergraduate art and design disciplines, and is a collaboration between the research lab “Networked Learning Technologies in Art and Design” at Cyprus University of Technology, and the “Centre for Pedagogic Research” at Falmouth University in England. The participants from both institutions provided a student‐centred perspective, and the qualitative analysis (phenomenography) revealed varied perceptions. Based on the findings of this project, the implication is that there are a number of challenges and obstacles in embedding the use of iPads in art and design education. Further research in the second stage of this collaborative research will investigate the views and motivations of art and design faculty. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=ZBXnuVJ8eBY  相似文献   

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A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated in the study. Content analyses of discussion protocols were performed in terms of participation, interaction, and social presence. The results indicate that collaboration does not occur automatically in asynchronous computer conference. Collaboration requires participation because no collaboration occurred in the two groups with low student participation; however, participation does not lead to collaboration, evidenced by student postings receiving no peer responses. Collaboration requires interaction but does not end with interaction, substantiated by different levels of collaboration across different interactional patterns. Social presence helps to realise collaboration through establishing a warm and collegial learning community to encourage participate and interaction, exemplified by the contrast of the group with the highest level of social presence and the group with the lowest level of social presence. A model of understanding and assessing collaboration in online learning is recommended, consisting of participation, interaction and social presence.  相似文献   

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To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; "video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed.  相似文献   

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The ‘T‐MEDIA’ project analysed and documented how teachers exploit the use of projection technologies – data projectors and interactive whiteboards (IWBs) – to support learning in secondary‐school subject lessons. The research involved collaboration between university researchers and four pairs of UK teachers (of English, mathematics, science and history) in an intensive process of systematically analysing video recordings of classroom activity and other data in depth. Our goals were to assist teachers in articulating the pedagogical rationale underlying their practice, and uniquely, to engage them in theory building about strategic technology use. This paper reports on a follow‐up study carried out one year after the collaborative analyses in order to assess the subsequent impacts of the process of critical reflection. The eight teachers were questioned using a semi‐structured interview technique that allowed us to elicit structured and personalised accounts of impact on pedagogical thinking and practice and the supporting or constraining factors. The findings suggest that for at least some, the sociocultural theory introduced and reformulated during the analyses provided a powerful analytical lens upon emerging practices, including those not incorporating technology. All of the participants reported lasting effects upon their own thinking and, except where external constraints operated, on teaching practices. The approaches developed during T‐MEDIA had additionally been disseminated to and adapted by other subject colleagues. The study illustrates how collaborative analysis of lesson videos can be used to engage teachers in deep reflection, critique and debate. This approach supports the development of an analytical scrutiny of classroom teaching and offers a significant professional development opportunity. In particular, under conditions of sensitive support, teachers will readily accommodate theoretical constructs into specific areas of professional thinking and practice.  相似文献   

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This paper deals with the study of the outcomes and the degree of collaboration achieved in a project involving a planning group of university- and school-based participants and education students. The group was formed to consider how the practicum component of a course leading to a Graduate Diploma in Education might be improved through collaboration between university- and school-based educators. The literature on collaboration and on cultural politics comprises the conceptual framework for the analysis of the data collected. Cultural politics suggests that collaboration involves a struggle over meanings in the interest of particular groups. Based on an analysis of the events in the project, the impact of institutional arrangements and the perceptions of the participants, implications are drawn for what needs to be done to further develop collaborative work between educational institutions. It is suggested that collaboration may be the discourse for the transformation of institutional cultures and subjectivities in universities and schools, in order to attain the benefits of working together which are unavailable through traditional teacher education practices and structures.  相似文献   

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Abstract

This article will focus on the use of desktop (or personal) video conferencing to link groups of special needs children from three secondary schools in a rural area of Wales. The collaboration developed out of a Superhighways project which introduced video conferencing to a network of schools and which was aimed mainly at supporting geography teaching through the use of satellite images of the Earth. The link was used with the special needs pupils to develop communication and social skills and to overcome their relative isolation from other pupils with similar needs. The article will examine how the technology was used and identify factors that might have influenced its adoption amongst the teachers involved. (N.B. Throughout this article, the terms ‘desktop’ and ‘personal’ video conferencing refer to the same thing, i.e. a system consisting of a small video camera mounted on a desktop computer.)  相似文献   

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This study, conducted over a one-year period, examined the collaboration practices in a large-scale school-university capacity-building collaborative action research project that was designed to help English language teachers develop the skills needed to deal with the reforms to assessment practices in Hong Kong's school curriculum. The study theorized collaboration as a complex construction that must be understood in the context of the prevailing ideologies shaping professional development practices for teachers. Online data generated from the collaborative action research project were analysed to explore the discursive construction of interpersonal relationships. Critical discourse analysis was used to examine the discursive strategies that were used in the emails of two university researchers and two school teachers to negotiate and manage collaboration practices. It examined the complexities of negotiating collaboration as a social practice in institutional cultures in a non-Western sociocultural setting. The implications of the findings for policy, professional development and future research are discussed.  相似文献   

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This article examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen devices. Children's collaborative composing with a digital puppetry app on a touchscreen—with many hands all busy dragging, resizing, and animating puppet characters, and many voices making sound effects, narrating, directing, and objecting—appears aimless, chaotic, and in sharp contrast to the orderly matching activities in prevalent letter and word recognition apps that dominate early childhood educational software. The crowded collaboration around a single touchscreen looks messy but produces a complex text built with (a) touches, swipes, and other embodied actions that make up digital literacy practices; (b) sensory or multimodal layers of colorful images, dialogue, sound effects, and movement that make up animated stories; and (c) negotiation and pooling of children's individual story ideas for shared pretense that make up playful collaboration—all contained on a 9.7 inch screen.  相似文献   

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