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1.
While current research points out that young people are developing emerging culture of learning in informal spaces, less is known about such digital literacy practices in the Asian contexts where the notion of literacy tends to refer to school literacy. Research on young people's online participatory culture continues to suggest that social media offer affinity spaces where extensive knowledge is acquired, constructed and produced outside of schools. In this paper, we use two case studies on social media as illustrative examples to understand how adolescents shape their learning online. We aim to contribute to the ongoing dialectics on social media and learning by examining how adolescents exhibit agency online. We argue that social media such as Facebook offer high learner agency environments for adolescents to participate in self‐initiated enterprise and allow them to develop personal trajectories for learning. The case studies presented in this paper suggested that the adolescents' pursuit of their passions on online affinity spaces gave rise to intellectual friendships and the development of personal pedagogies. 相似文献
2.
Lieutenant Mark S. Simpson 《Educational technology research and development : ETR & D》1994,42(1):75-81
How media affects learning and memory has not been carefully examined from the joint perspective of research in neuroscience
and mass communication. This article reviews selected literature from both neuroscience and communication and relates research
findings to interactive multimedia. It is proposed that research evidence from both fields should be used in the design and
interpretation of studies on the effects of media on learning and memory. Neurological research may also have implications
for interactive learning in classrooms and other contexts. Incorporating evidence from neurological studies of learning and
memory into multimedia research may help us better understand the effects of interactive multimedia on short-term and longer-term
student learning.
This article is based on his master's thesis in Strategic Intelligence from the Defense Intelligence College. 相似文献
3.
This paper provides a synthesis of core literature of media multitasking, attention, and learning engagement. The focus, however, is on the ecologically valid assessments examining the depth-biased or breadth-biased attention and learning engagement in the media multitasking environments. We propose novel approaches to assess media multitasking including electroencephalography and virtual reality. We conclude with suggestions for some technology-enhanced and cross-disciplinary research methods for improving studies in this area. 相似文献
4.
This chapter surveys a number of developments in media and mass communication research and presents results that are important for educational research on teaching and learning. In many European countries, disparate research areas have investigated questions which focus on learning from both mass media and ‘instructional’ media use in schools and in the community. Our emphasis in this chapter will be on current examples drawn primarily from the German context but which we feel are typical of general European perspectives on media research which is oriented toward the new ‘cognitive’ psychology of learning. After an overview that describes many directions and theories, a specific example of studies from our own laboratory will be presented. 相似文献
5.
Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning 总被引：2，自引：0，他引：2
A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection between PLE, social media, and self-regulated learning, and (c) provide a three-level pedagogical framework for using social media to create PLEs that support student self-regulated learning. Implications for future research in this area are provided. 相似文献
6.
This article suggests how we should study media and information literacies (MIL) and do so at a time, when young people nurture these literacies through multiple media practices and across spaces of learning. Our basic argument is this: in order to gain a robust knowledge base for the development of MIL we need to study literacy practices beyond print literacy and numeracy, and we need to study these practices beyond formal spaces of learning. The argument is unfolded with particular focus on ethnic minority youth since this group routinely figures as under-achieving in studies of school literacy, such as Programme for International Student Assessment. Based on a brief overview of literacy studies in view of digitization and a critical examination of recent studies of youthful media practices and ethnicity, the argument is illustrated through an empirical analysis that draws on results from a nationally representative survey of media uses among Danes aged 13–23 years. The analysis demonstrates that ethnic minority youth offer the most serious challenge to existing literacy hierarchies found in formal education. We discuss the implications of these results for educational policy-making and for future research on MIL, advocating inclusive approaches in terms of media for learning and spaces of learning. 相似文献
7.
《Early education and development》2013,24(4):355-361
For over three decades, Sesame Workshop has produced high quality educational media for young children throughout the world. The success of these productions can be attributed in large measure to the application of a systematic production model that brings together professionals from a range of backgrounds. Using examples from the six studies presented in this special issue, this paper illustrates ways in which one element of the production process - formative research - has been used to create effective educational media in the United States, South Africa, Egypt and China. Beyond the value to the production process, lessons learned from formative studies provide insights into the development of new research methodologies. In addition, such studies, when looked at in a global context, offer perspective on the knowledge and learning of children of different cultures. 相似文献
8.
Charlotte Frances Cole 《Early education and development》2002,13(4):355-361
For over three decades, Sesame Workshop has produced high quality educational media for young children throughout the world. The success of these productions can be attributed in large measure to the application of a systematic production model that brings together professionals from a range of backgrounds. Using examples from the six studies presented in this special issue, this paper illustrates ways in which one element of the production process - formative research - has been used to create effective educational media in the United States, South Africa, Egypt and China. Beyond the value to the production process, lessons learned from formative studies provide insights into the development of new research methodologies. In addition, such studies, when looked at in a global context, offer perspective on the knowledge and learning of children of different cultures. 相似文献
9.
Neuman Susan B. Flynn Rachel Wong Kevin Kaefer Tanya 《Educational technology research and development : ETR & D》2020,68(6):2913-2937
Educational technology research and development - Classic studies of educational media have demonstrated that children can engage in quick, incidental word learning on the basis of a single... 相似文献
10.
Competencies for learning design: A review of the literature and a proposed framework 总被引：1，自引：0，他引：1
Piers MacLean Bernard Scott 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):557-572
The term ‘learning design’ is used in this paper to refer to the process of designing effective learning experiences for a variety of contexts: in the classroom or laboratory, in the field, online and via standalone packages using a range of media. Learning design involves a wide set of knowledge, skills and competencies, including: learning theory and its applications, course design principles and procedures, use of media, use of different technologies, relevant business processes and so on. This paper briefly introduces a research project that investigated the field of learning design in the UK and elsewhere, and describes the production of a competency framework derived from the results of that research. 相似文献
11.
Wim Westera 《Education and Information Technologies》2012,17(3):345-360
This paper is a reflection on the history and future of educational media. Over the last century various new media technologies
were introduced in education. Most of these failed to meet the high expectations. The paper reviews the rise and fall of various
“revolutionary” learning media and analyses what went wrong. Three main driving factors are identified that influence the
educational system: 1) educational practice, 2) educational research, and 3) educational technologies. The role and position
of these factors is elaborated and critically reviewed. The paper concludes with identifying a number of relevant developments
that substantiate a favourable future outlook of media for learning. 相似文献
12.
Mary P. Sheridan Amélie Lemieux Ashley Do Nascimento Hans Christian Arnseth 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1277-1291
This paper examines what new materialist and posthumanist frameworks can offer learning science research in diverse maker learning environments. We explore what is gained by grappling with the entanglements between humans, non-humans and more-than-humans. To do this, we draw on Karen Barad's ethico-onto-epistemology and agential realism where she redefines connections to the shared world by attuning to the entangled matter that is created within intra-actions. We use this framework across four international cases: digital media camps, a university-level classroom-based makerspace, a Saturday outdoor makerspace workshop and a classroom-based museum makerspace. Each case study attends to how intra-actions enact agential forces in maker education research—forces that posthuman and new materialist frameworks help us see. In so doing, these case studies challenge many of the assumptions prevalent in the learning sciences about mattering and its implications in research sites. 相似文献
13.
Interactive Multimodal Learning Environments 总被引：5，自引：2，他引：5
What are interactive multimodal learning environments and how should they be designed to promote students’ learning? In this paper, we offer a cognitive–affective theory of learning with media from which instructional design principles are derived. Then, we review a set of experimental studies in which we found empirical support for five design principles: guided activity, reflection, feedback, control, and pretraining. Finally, we offer directions for future instructional technology research. 相似文献
14.
Erhard U. Heidt 《Instructional Science》1980,9(4):365-391
The paper takes as its starting-point the generally undisputed assumption that there are educationally relevant differences between learners and between different types of media and that an appropriate match between these fields will lead to an improvement of learning. The first section looks at how the traditional school system has attempted to tackle the problem of the individual learner and the use of media. The second section surveys different attempts to define and investigate differences between media, and considers in depth the relationship between media taxonomies and instructional media research. A similar survey is made of attempts to define differences between learners and to relate them to media; this survey centres on the field of aptitude-treatment interaction (ATI) research. The closing section focusses on the chances of the individual learner participating in controlling his own conditions of learning within institutions using media-based or media-supported instruction. 相似文献
15.
16.
Craig Locatis 《Performance Improvement Quarterly》2007,20(1):9-22
Whether media affect learning has been debated for decades. The discussion of media's effectiveness has raised questions about the usefulness of comparison studies, not only in assessing applications of technology but in other areas as well. Arguments that media do not affect learning are re‐examined and issues concerning media effects on expert performance are examined. Studies of mediated expert performance in telemedicine are used to show media affect performance and suggest media contribute to learning. Media present information crucial to performing certain tasks and the use of identical or similar media in learning these tasks should have positive effects on transfer. The usefulness of media comparison studies in telemedicine is discussed and it is argued that such studies are valuable for practical decision making regarding the deployment and application of technology in training and the workplace. 相似文献
17.
This article examines the assumptions and methods of conventional instructional media research to gauge its sufficiency as
a basis for issuing the controversial finding that media do not influence learning and as an inquiry model for documenting
media's educational effects generally. Examples of complex media effects are given and emerging media application paradigms
are identified to support the argument that both a new conceptualization of the media and learning question and new approaches
to its study are needed. An alternative values framework for guiding research on the effects of modern interactive technologies
in complex learning environments is offered. 相似文献
18.
袁松鹤 《现代远程教育研究》2012,(1):68-73
理论与实践脱节是我国远程教育领域面临的重大问题之一,立足典型远程教育机构的实践内容,有利于从实践出发完善我国远程教育领域研究的内容框架。基于中外学者从理论层面对远程教育领域研究内容框架的划分,结合2010年电大系统实践层面科研课题的统计数据,研究认为,远程教育领域研究内容框架应包括7个子领域及30个研究主题。7个子领域分别是理论研究、系统建设与运作、教学管理与质量保证、教学资源、远程教与学、学习支持服务和媒体技术。通过比较发现：学者视角的远程教育领域研究更加关注理论研究、教学管理与质量保证子领域;实践机构更加关注应用研究、远程教与学、教学资源子领域;两者在系统建设与运作、学习支持服务、媒体技术方面的关注度相当。 相似文献
19.
Christine Greenhow Jiahang Li Minhtuyen Mai 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1656-1672
As new technologies shape and are shaped by human practices, educators and researchers must consider the impact that participating in social media—to access, reflect upon, question, evaluate and disseminate scholarship—is having on their professional development and practices. This paper investigates how members of the educational research community use social media to advance professional learning and scholarship dissemination in online–offline networks. Specifically, we examine whether and how participating in the microblogging service, Twitter, as a conference backchannel, facilitated professional learning and participation in the annual meetings of American educational researchers in 2012 and 2016, respectively, and the nature of that participation. Insights from this paper will benefit educators of varying disciplines and experience levels interested in the changing nature of social media in education, scholarship, and professional learning ecologies. 相似文献