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1.
The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the active role that data analytics can play in supporting design for learning. This paper builds on previous research to propose a framework (analytics layers for learning design) that articulates three layers of data analytics—learning analytics, design analytics and community analytics—to support informed decision-making in learning design. Additionally, a set of tools and experiences are described to illustrate how the different data analytics perspectives proposed by the framework can support learning design processes.  相似文献   

2.
Abstract

The use of technology to support learning is becoming ubiquitous in Africa. However, technology is more often used to distribute information rather than as a tool to mediate learning. The work presented here on a programme for Zambian community school teachers (non-traditional students) illustrates how learning design allied to appropriate theoretical concepts make use of technology to mediate learning. The objective of this course was to support Zambian community school teachers, with little formal teacher education, to use interactive methods to support their teaching practices. The research makes use of a constructivist-hermeneutic-interpretivist-qualitative paradigm to critically evaluate the learning design by experts. A social constructivist framework for learning design and technology mediation was used to create and evaluate learning resources. The work illustrates how a distance education paper-based course design is enhanced by the use of contemporary learning theory and digital technology to model good interactive classroom practice.  相似文献   

3.
Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning. Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching strategies in terms of mastery of course objectives. Enter the course evaluation, often a standardized tool that yields little practical information for an instructor, but is nonetheless utilized in making high-level career decisions, such as tenure and monetary awards to faculty. The present researchers have developed a new instrument to measure teaching and learning quality (TALQ). In the current study of 464 students in 12 courses, if students agreed that their instructors used First Principles of Instruction and also agreed that they experienced academic learning time (ALT), then students were about 5 times more likely to achieve high levels of mastery of course objectives and 26 times less likely to achieve low levels of mastery, according to independent instructor assessments. TALQ can measure improvements in use of First Principles in teaching and course design. The feedback from this instrument can assist teachers who wish to implement the recommendation made by Kuh et al. (2007) that universities and colleges should focus their assessment efforts on factors that influence student success.  相似文献   

4.
ABSTRACT

A narrative case study exploring the course design and implementation of a capstone undergraduate course for future teachers taught with a lens of pedagogical intersectionality, an integration of K-12 history-social science content, advocating for students, and technology. Four undergraduate students’ perspectives on the taught concepts of culturally sustaining pedagogies, universal design for learning and social justice through multimodal approaches resulting in the creation and facilitation of a digital one-day lesson (DODL) that incorporates course tenets and use of technology. Data was collected from course surveys, reflections, DODL lesson plan, and DODL Post microteaching reflections. Themes generated from the data sources were personal learning experiences, cultural respect and acknowledgement, pedagogical growing pains, fatigue, and synthesis occurring in DODL. Collaborators responded to student comments and reflected on course design and goals to foster independent learning of course tenets. Future research will involve additional analysis of subsequent sections of the course based on feedback and reflective modifications learned through this project.  相似文献   

5.
Abstract

Up to 30 per cent of gifted students display a learning disability, with 10 per cent reading at two or more years below their grade level. They are referred to as being ‐gifted learning disabled’ or as having the dual exceptionalities of giftedness and learning disabilities. For these students, their learning disability is more likely to be recognised and targeted in teaching than their gifted ability.

The present study reviews their learning characteristics and explains these in terms of an information processing model of learning. Nine characteristics are addressed: their superior general intellectual ability in at least some domains of knowledge, a global wholistic preference in thinking, a negative academic self‐concept, low resilience in learning, patterns in motivation to learn orientation, their use of metacognifion, their ability to show what they know, their uneven rates of development, their high standards and goals, and the quality of their interpersonal interactions.

The paper uses these characteristics to recommend a set of procedures for identifying these students. It examines the influence that a learning disability can have on the display of gifted knowledge and describes how dynamic assessment procedures can be used to obtain a more accurate diagnosis. It describes the two main types of general ability profiles that emerge. Procedures for assessing creativity and divergent thinking, a learning disability, aptitude in particular areas, an intrinsic motivation to learn, self‐concept, metacognition and self management of learning are discussed.

To his teachers, Adam was a conundrum. He was a very quick thinker, but not in the ways that would help him excel academically. He had excellent knowledge of a range of subjects but this didn't seem to help him achieve academic success. His answers to questions were unexpected, although, when analysed, creative. On excursions he could be relied on to see ways around obstacles that arose; his teachers valued his ‘native intelligence’ on these occasions. It was less valued in classroom contexts in which they were developing a topic with a group and Adam would interject with ideas and questions that were either ‘marginally relevant’ or ‘further down the track’. They wished he would put his energy more into improving his spelling and writing ability, that were extremely low, and bis recall of the times tables.

Ann, an eight year old, was also perplexing to her teachers. In class she was ‘off task’ and daydreamed a lot. She did not finish most tasks, frequently lost her place and made many careless errors. Her distractability meant that she was frequently disruptive. As a consequence, her level of academic achievement was low. Her teacher interpreted her inattention and impulsivity as a lack of interest in learning and her preference to avoid tasks. As well, however, her teacher noticed her comparatively high level reading ability and her advanced oral language capacity and had difficulty reconciling the two sets of observations.  相似文献   

6.
Pro Bono Publico     
Abstract

The dynamics of classroom authority are not always simple. Students come to school to increase their knowledge, and teachers presumably know more about their subject than do their students, but learning is not exclusively a one-way downward flow of information. Teachers learn from students and students often learn best when teachers do not exert their authority, at least in the conventional sense. Instructors who provoke thinking encourage students to encounter their own moments of illumination. This article presents the idea that learning through active resistance makes the information that students discover more valuable to them. Examples from the author's own classroom experiences are provided.  相似文献   

7.
ABSTRACT

Promoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N?=?16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.  相似文献   

8.
ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.  相似文献   

9.
Abstract

This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in dialogue about course content, application of content to solve problems, and use of evidence to support responses. Significant differences in favor of the treatment group on content acquisition were noted (Hedges's g =.19). Examination of differences in response to the treatment indicated groups of students classified with high or moderate pretest scores benefitted from the treatment, whereas a group of students classified with low pretest scores did not benefit from the treatment.  相似文献   

10.
Abstract

Developing effective strategies to support secondary students with learning difficulties is important because they are the most prevalent students with special educational needs in contemporary mainstream classes. A learner‐focused instructional approach that incorporates meaning‐making, student control, and acceptance of errors, combined with explicit instruction will facilitate the learning of students with learning difficulties. This approach derives from an instructional setting model of learning difficulties, as distinct from a deficit model or an inefficient learner model, and draws on principles from constructivist learning theory and whole language theory. Guided by this model and these principles, secondary teachers can design curricula and classroom environments that support the needs of all students.  相似文献   

11.
Abstract

This article reports on a project which involved enabling teachers in Hong Kong primary schools to use an online integrated learning environment (ILE) to design lesson plans to cater for students with different learning abilities. Teachers explored ways of using technology to enhance student learning. A case-study approach was used to collect data on individual teacher developments and document evolving classroom teaching strategies. The findings revealed that when using the ILE teachers were able to: 1. effectively design and create lessons which catered for different ability groups within the class; 2. employ varied teaching strategies to cater for different learning needs of students in the class; 3. shift from more traditional pedagogical approaches to embracing learner-centred principles which achieve a higher degree of classroom interaction; and 4. collaborate with others, discuss their feelings more honestly, evaluate and reflect on their own practice.  相似文献   

12.
ABSTRACT

Context-based learning (CBL) has influenced teaching and learning science in many countries over the past decades. Twelve years ago, a special issue on CBL was published in this Journal, focusing on CBL curriculum development. Seven papers in this current special issue on CBL now address the question of how a context influences the learning process. The papers focus on the stimulation of learning STEM subjects within contexts, how the learning process occurs and is enhanced, and the application of contexts in different settings. The approaches, results, and implications of the papers are located in a larger view that considers the question of what must be the case if a student not only engages in the tasks of learning but also succeeds at them. Concerning willingness and effort by learners, the papers draw conclusions about which STEM-related interests of students endure and are ephemeral across a decade, design criteria for maximising students’ situational interest, and students’ engagement with content and context simultaneously. Focusing on the opportunity to teach and learn, the papers reveal how a professional development approach functions to support STEM teachers to develop CBL materials, and how specific scaffolding acts in teaching bring students to more complex reasoning. Regarding good teaching, insights are offered on how metacognitive prompts improve teaching. Centring on the social surround that supports teaching and learning, a comparison of two contexts for teaching the same content reveals which aspects of the contexts move student learning forward. From this mapping, paths toward future research are projected.  相似文献   

13.
Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life – an aim consistent with the notion of scientific literacy.

Purpose: This paper reports Bangladeshi science teachers’ perspectives and practices in regard to the promotion of scientific literacy.

Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications.

Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers’ science lessons, interviewing them twice – once before and once after the lesson observation, and interviewing their students in focus groups.

Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students’ difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition.

Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic knowledge is also limited and consequently impacts on teachers’ ability to develop the concepts of scientific literacy and learn how to teach for its promotion.  相似文献   

14.
2001年,我国正式启动了以《基础教育课程改革纲要（试行）》为标志的新一轮基础教育课程改革。大力提倡培养学生的独立性和自主性,引导学生质疑、调查、探究。探究学习模式成为我国新一轮基础教育课程改革的重点之一。本文首先阐述了在中学体育课学习中采用探究学习模式的意义。其次,从让学生真正成为学习的主体,让学生在创造性活动中学习,加强中学体育教师素质培养等方面,对如何在中学体育教学中应用探究学习模式提出了自己的建议和看法,具有一定的参考价值。  相似文献   

15.
In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers—helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn with and about technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community.  相似文献   

16.
Abstract

One key to effective teaching is the ability to identify and understand the different ways students process information and acquire skills. The purpose of this study was to examine experienced and preservice teachers’ ability to diagnose student learning-style preferences. The subjects were 15 pairs of physical education teachers and their student teachers and 5 randomly selected students from each school site. To determine student learning styles, students completed the Canfield Learning Styles Inventory, and corresponding teachers and student teachers completed the Canfield Learning Styles Profile Assessment on each of their 5 students. The relationship between preservice/experienced teachers’ perceived scores and the students’ actual learning style scores was analyzed by the Pearson product-moment correlation technique. The results indicated that a wide variety of learning styles existed among the students and that neither experienced nor preservice teachers accurately diagnosed the learning styles of their students. The implications of this study are twofold. First, if teachers are going to make informed decisions about the teaching process, then they need to know the learning styles of their students. Second, information about learning styles should be included in the curriculum of professional preparation programs.  相似文献   

17.
Abstract

There is evidence that many students leave university without effective learning strategies and skills that would facilitate their learning in the future. For example, they can complete their university courses without developing information skills or a love of learning, with only a limited repertoire of learning strategies, and with no intention of engaging in further learning. While these findings indicate a need for universities to review the structure of courses and the way that they are taught and assessed, it is not necessary to wait for this to happen. Within existing course structures, universities can help prepare students for lifelong learning by teaching them learning strategies. This is best done if the strategies are taught by university teachers in the context of their regular coursework. We have confirmed in our research and professional development projects that this can be done. In an experimental study, we investigated the effects of explicidy teaching students learning strategies in the context of their regular coursework. This research indicated that students who were taught learning strategies in the context of their regular coursework used them effectively and achieved better results than students who were taught in the conventional way. In a professional development project, we taught university teachers from a variety of subject areas to teach learning strategies to students in their own courses. These teachers were successful in helping students develop a repertoire of effective learning strategies and display greater commitment to their learning.  相似文献   

18.

This research examines the application of mastery learning theory to the teaching of criminal justice research methods. Mastery learning has students learn each module before proceeding to the next one. Criminal justice research methods is amenable to mastery learning because the course content is cumulative; students need to know each step before proceeding to the next one. Mastery learning was implemented by having students rewrite exercises until they obtained perfect scores. It was tested in three classes taught by the same instructor. Student learning was measured by comparing the difference in scores on a pretest examination with scores on a post-test examination. The results indicated that the better students performed on the exercises, the more they improved on the final examination over the initial examination. The more students rewrote assignments, the better they performed on the assignments and subsequently, the more they improved on the final examination. Students who averaged between one and two rewrites maximized improvement on the examination. The results suggest that mastery learning theory is an effective method of teaching research methods. Although it is more time consuming than traditional methods, it is beneficial to students who are trying to learn difficult material for the first time.  相似文献   

19.
Background: Photovoice is one method that enables an educator to view an experience from a student’s perspective. This study examined how teachers might use photovoice during an informal learning experience to understand the students’ experiences and experiential gain.

Design and methods: Participants in this study consisted of six students, three male and three female, ranging from ninth through twelfth grade at a rural Ohio high school, who attended a field trip to a biological field station for a four-day immersive science experience. Students were provided cameras to photograph what they believed was important, interesting, or significant during an immersive four-day science trip to a biological field station, individualizing their observations in ways meaningful to them, and enabling them to assimilate or accommodate the experiences to their schema.

Results: Analysis identified five positive benefits to use photovoice as an evaluation tool: teachers were provided qualitative evidence to evaluate student interaction on the field trip; teachers could evaluate the students’ photographs and captions to determine if the field trip met the learning objectives; students were empowered to approach the goals and objectives of the field trip by making the field trip personally relevant; students assimilated and accommodated the new observations and experiences to their own schema; students automatically reflected upon the learning experience as they captioned the photos.

Conclusions: Through photovoice, the teachers were enabled to qualitatively assess each student’s experience and learning from the field trip by illustrating what the students experienced and thought was significant; providing the teachers a method to evaluate all participating students, including those who are secretive or do not normally contribute to class discussions.  相似文献   


20.
Abstract

There has been little research on how a content-based teacher education course can embed effective training in the use of the World Wide Web to search for information and present learning outcomes. To address this gap, the present study documents the experience of 64 pre-service and inservice teachers who completed a web-based group project in an applied linguistics course. Participants expressed general appreciation of the experience but also felt tension between technology and content learning. The study raises questions about the role of technology in knowledge construction, teachers' beliefs regarding what constitutes learning in a content-based course, and how new technology can be used to enhance the learning of content knowledge.  相似文献   

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