共查询到20条相似文献，搜索用时 62 毫秒
1.
Alex Mottus Kinshuk Nian-Shing Chen Sabine Graf Ahmed Aldraiweesh 《Technology, Pedagogy and Education》2013,22(5):549-570
ABSTRACTTeacher support for students in ubiquitous learning environments is challenging owing to physical distance and a lack of reliable real-time multimedia-rich communication. This is further complicated because the learning process is dynamic and problems need quick resolution. Given these challenges, this study proposes an architecture for a teacher facilitation support system. The system was implemented in the form of an interactive teacher dashboard. The interface also generates possible solutions to learning challenges while leaving the ultimate decision up to the teacher. The system feasibility was tested by work-through scenarios designed and validated by two experts. The system usability was evaluated using the System Usability Scale by 40 potential users. The ?ndings revealed that the dashboard has good feasibility and usability for providing teachers relevant information about their students’ learning progress in ubiquitous learning environments. It also enabled opportunity for pedagogical intervention when needed. 相似文献
2.
Jennifer S. Groff 《European Journal of Education》2018,53(2):188-201
In the last two decades, game-based learning environments have evolved into powerful learning tools. With the growth and evolution in complexity of these innovations, complementary work in game-based assessment design has also begun to take shape and has generated considerable interest among a variety of education stakeholders. This is in part due to their ability to offer real-time, adaptive and integrated formative feedback. As the use of digital devices and digital learning tools continues to expand in schools, the potential for harnessing learning data becomes increasingly possible and powerful. Yet there are inherent tensions and challenges in the nature of collecting assessment data inside a game-based learning environment which confront our foundational premises of what makes for a good assessment. In this article, we explore the evolution and opportunities of the emerging field of game-based assessment, the challenges and tensions these innovations present and how we may be able to collectively advance this work to benefit everyday classrooms. 相似文献
3.
Design-based research and technology-enhanced learning environments 总被引：12，自引：0，他引：12
Feng Wang Michael J. Hannafin 《Educational technology research and development : ETR & D》2005,53(4):5-23
During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and
design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based
research, describe the importance of design-based research for the development of TELEs, propose principles for implementing
design-based research with TELEs, and discuss future challenges of using this methodology.
More informationa about their work can be found at: http://lpsl.coe.uga.edu. 相似文献
4.
As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting ‘learning in the natural environment’ across the region. This research paper examines qualitative data obtained from case study visits to 12 of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum. 相似文献
5.
Richard E. Mayer 《Educational technology research and development : ETR & D》2011,59(2):301-308
This commentary reviews seven papers that study motivation with new media, contained in this special issue of Educational Technology Research & Development edited by Ruth Small. For each paper, this commentary summarizes exemplary contributions, offers an assessment of what is
exciting, and suggests directions for future research. Some exciting contributions include using new media in an attempt to
promote motivation such as game-making, collaborative wiki construction, and interaction with onscreen agents. Some important
challenges for future research on motivation with new media are to develop testable theories and to collect evidence based
on rigorous methodologies including evidence concerning the relation between motivation and learning outcomes 相似文献
6.
Little research has examined the school experiences of lesbian/gay (LG) parent families or adoptive parent families. The current exploratory study examined the experiences of 79 lesbian, 75 gay male, and 112 heterosexual adoptive parents of preschool-age children with respect to their (a) level of disclosure regarding their LG parent and adoptive family status at their children's schools; (b) perceived challenges in navigating the preschool environment and advocating on behalf of their children and families; and (c) recommendations to teachers and schools about how to create affirming school environments with respect to family structure, adoption, and race/ethnicity. Findings revealed that the majority of parents were open about their LG and adoptive family status, and had not encountered challenges related to family diversity. Those parents who did experience challenges tended to describe implicit forms of marginalization, such as insensitive language and school assignments. Recommendations for teachers included discussing and reading books about diverse families, tailoring assignments to meet the needs of diverse families, and offering school community-building activities and events to help bridge differences across families. 相似文献
7.
Nicola Carr 《Educational Media International》2016,53(2):103-117
Increasingly, school teachers are expected to be able to teach about and across cultures, as well as teach in digitally enriched classrooms. Teacher educators are expected to prepare their teaching students for such challenges. One university designed the eTutor online environment to enhance and support the development of pre-service teachers’ (PSTs) intercultural capability, as well as enhance their capability to use digital technologies in their own teaching practices. Over 450 PSTs and school students from eight schools across four countries interacted with each other online for a 14-week period. Participants posted blogs, comments, wall posts and shared images and videos centred on cultural exchange. Despite the challenges of access to technology and conflicting calendars, eTutor was seen by participating schools as a potentially useful way to engage their students in intercultural learning. The experience of interacting with children from multiple cultures in an online environment contributed positively to a shift, for the majority of PSTs, from an ethnocentric to a more ethnorelative worldview. However, PSTs found establishing relationships with students in the online environment challenging. 相似文献
8.
One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public sector to examine how school teachers are handling this challenge. The study uses these interviews to establish a model for the creation of culturally responsive environments that may help to improve the academic performance and promote the personal growth of students in Hong Kong's secondary schools. Five aspects of cultural responsiveness are identified: conceptualising cosmopolitanism, raising sensitivity to “minor acts of racism”, managing the diverse learning needs of students, promoting a deep understanding of cultural values and helping students deal with the challenges of trilingualism. This study argues that ethnic minority teachers are engaged in a continuing cross-cultural process through which they make sense of the cultural diversity of students and re-learn their own beliefs and practices. The implications for the creation of a culturally responsive environment are also presented. 相似文献
9.
Theoretical foundations for enhancing social connectedness in online learning environments 总被引：2，自引：0，他引：2
Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face‐to‐face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning environments, however, negotiating social information and maintaining social connectedness can pose challenges for participants. Nonverbal strategies one typically uses for enhancing communication and overcoming ambiguity – such as an approving smile or a questioning brow – must be approached differently while learning online where fewer sensory communication channels are typically available. We present the theoretical foundation for how social information processing and group structure theories may be combined to assist instructional designers in further examining the social system perceived by the online learner. We propose a framework for thinking more systematically about the development of group social structure in online learning environments. 相似文献
10.
Creating next generation blended learning environments using mixed reality,Video Games and Simulations 总被引：1，自引：1，他引：1
Summary The goal of this article has been to discuss next generation learning environments and next generation training technologies
as well as the learning and design challenges faced in using these. Specifically, we discuss theoretical and design principles
of constructivist learning environments and how advanced technologies can potentially support meeting these principles as
well as the challenges they may pose to various types of designers, instructional, game, graphic and programming. To address
methods for designing complex environments, we also address the use of methodologies and authoring systems with various tools
to support the design process. In this context, to illustrate how tools can be used to help instructional design teams manage
the complexities of developing for these environments. As an example, we discuss one tool,IIPI CREATE, that supports this process and organizes the development process 相似文献
11.
Teaching and learning in digital environments: The resurgence of resource-based learning 总被引：4，自引：0，他引：4
Janette R. Hill Michael J. Hannafin 《Educational technology research and development : ETR & D》2001,49(3):37-52
The digital age has not simply changed the nature of resources and information; it has transformed several basic social and
economic enterprises. Contemporary society—the settings where we live, work, and learn—has likewise changed dramatically.
Both the amount of information and access to it have grown exponentially; a significant potential for using varied resources
in numerous ways for instruction and learning has emerged. However, several issues related to the educational uses of varied
resources (e.g., people, place, things, ideas) must be addressed if we are successfully to implement resource-based learning
environments. In this paper, we trace the changing nature of resources and perspectives in their use for learning in the digital
age, describe the overarching structures of resource-based learning environments, and identify key challenges to be addressed. 相似文献
12.
13.
Heather Bell 《Journal of Further & Higher Education》2018,42(5):649-661
This article details an approach to teaching entrepreneurship to Higher National Diploma (HND) students that combines lecture-based and experiential learning processes to increase student learning, comprehension, and entrepreneurial skills. A UK university redesigned an entrepreneurship course to have students design and implement business plans for a pop-up shop and an event in the local community, while working closely with instructors and outside stakeholders. The lectures used in the lessons were designed to complement the enterprise activities and be immediately applied in group work settings. Data were collected from student reflections and analysed against instructor reflections to highlight both the success and challenges of this approach, as well as any areas of dissonance between student and instructor observations. While the benefits of active and experiential learning processes are highlighted in the literature, this article examines these teaching methods specifically in a HND context, an area in which research on the benefits of these teaching methods for developing entrepreneurial students and for developing students prepared for undergraduate education has been limited. 相似文献
14.
Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n?=?95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners’ self-regulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners’ self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments. 相似文献
15.
Amaël Arguel Lori Lockyer Gregor Kennedy Jason M. Lodge Mariya Pachman 《Interactive Learning Environments》2019,27(2):200-210
Emotions play a significant part in students’ learning experiences within complex educational environments. However, the impact of emotional experiences on effective learning is not straightforward. For example, being confused during learning may be perceived as an adverse event. There is, however, considerable research evidence suggesting that confusion can also be a productive aspect of a student's learning processes. Despite this, research also suggests that when confusion is persistent it can become harmful, promoting learner frustration or boredom. Key challenges for the design of interactive digital learning environments (IDLEs) are to detect and assess students’ emotions and to tailor the environment accordingly. In this paper we examine, from a review of the literature, the implications of learners’ confusion that can occur in IDLEs. Strategies for managing students’ confusion will then be discussed and examples of features enhancing learning in IDLEs will be suggested. 相似文献
16.
Maija Hirvonen 《Journal of Research in Special Educational Needs》2011,11(2):141-148
This paper describes the development of education of students with special needs in vocational education. The paper is based on a case study research conducted in 2001–2005 in Jyväskylä Municipal Federation of Vocational Education in Central Finland. The study consisted of two parts: firstly of the historical analysis of special educational stages, and secondly of the contemporary analysis of special educational challenges in the research target. The Developmental Work Research model was used in attempting to get a systemic view of different factors affecting a special educational entity. The study showed the importance of a holistic view. The special educational system in the research target seems to be strongly linked to the general structure of vocational education, its goals, learning principles, legislation and personnel structure. The development of vocational special education in Jyväskylä followed the strongly regulated national guidelines set for vocational special education until the end of the 1990s. At that time new legislation, structural reforms and the change from norm‐based towards an autonomous information‐based self‐government opened doors for new special educational implementation. From the perspective of teachers specialized in special educational needs (SEN‐teachers) a clear change can be seen from an autonomous, defined work towards a loss of an expertise position. However, the strong linkage between general and special education in vocational education offers possibilities for inclusive education. In order to face the new challenges, the work of SEN‐teachers has to be redefined to clearly broaden the perspective from teaching towards new expertise in each educational establishment. 相似文献
17.
Miriam B. Larson 《TechTrends》2005,49(6):22-32
Conclusions This survey explored practitioners’ perceptions and opinions about the match between their academic preparation program and
the demands and challenges of their practice, as well as their opinions of exemplary programs for preparing graduates for
professional practice in their career environment. Since the data collected were opinions and perceptions of participants
and not observed behaviors, caution should be used in the interpretation and application of the results. In addition, the
small and diverse sample compromises the generalizability of the findings. However, the survey provides a picture of the success
of IDT programs in contextualizing the preparation of instructional designers and suggests several topics, like flexibility
of program offerings and coverage of cultural workplace aspects, that represent areas for potential program improvement. The
results of this study should serve to encourage IDT program administrators to survey their own graduates for valuable data
on program strengths and weaknesses. 相似文献
18.
Catherine Burke 《Paedagogica Historica: International Journal of the History of Education》2013,49(6):813-827
This article reports on the opening up of a new, rich seam of interdisciplinary research that brings together historians of education with historians of art and architecture to examine the meaning and incidence of “The Decorated School”. It examines the origins of the idea of art as educator in the nineteenth century and discusses how ideas about the education of taste accompanied the establishment of mass education in industrialised nations during the early part of the twentieth century. Some examples of Decorated Schools in Britain and Europe are discussed with reference to the nature of the international and interdisciplinary interpretation made possible by the research network. Finally, some of the challenges of interdisciplinary research in this area are presented, as well as rich opportunities for further exploration. The article concludes that in order to come closer to a realisation of how pupils might have experienced The Decorated School in the past, we need to incorporate histories of children’s play-worlds in our project. 相似文献
19.
While critical realist (CR) ontological and epistemological perspectives and research approaches are becoming more widely adopted by higher education researchers, the scope of research is relatively limited, and novice researchers in the area still struggle to create rich, in-depth, and critical accounts of these approaches ‘in action’. This article provides an account of teacher-researchers’ exploration of these perspectives in the context of an important aspect their everyday teaching practice – the design of effective curricula and learning environments. The context is research that focused on the design, evaluation, and enhancement of learning environments intended to facilitate students’ development of design thinking expertise. The article outlines the researchers’ CR paradigm positioning and implications for methodologies used to gather, analyse, and theorise data about the response of design and business students to three iterations of a design thinking learning environment. The research involved action research that integrated survey, case study, and theorising methodologies. Examples of data, analyses, and explanatory theory are provided to give insights into specific research tasks and their outcomes. Possible explanations for the findings and their implications for attempts to enhance the learning environment are considered from a CR perspective along with challenges that deploying these approaches may entail. 相似文献
20.
John W. Saye Thomas Brush 《Educational technology research and development : ETR & D》2002,50(3):77-96
This article advances a continuing line of research that investigates the potential of hypermedia resources and scaffolding
for supporting problem-based social studies and developing critical reasoning. Our line of inquiry consists of a series of
generative design experiments that informs problem-based curriculum development. Our findings suggest that expert guidance
may be embedded into the learning environment to give students conceptual and strategic road maps that assist them in understanding
the process of disciplined inquiry. However, our results also emphasize the difficulties in managing the cognitive challenges
posed by ill-structured social problems and suggest limits to the embedded support that can be provided for complex thinking.
Complex conceptual tasks may require spontaneous support that can only be provided by a skilled teacher. We suggest that embedded
scaffolds may be used to support teachers by reducing the amount of spontaneous scaffolding they must do in an ill-structured
environment and discuss other steps that might be taken to encourage problem-based inquiry.
Support for this research has been provided by the Corporation for Public Broadcasting, Auburn University College of Education,
and Auburn City Schools. 相似文献