Empowering learners with personalised learning approaches? Agency,equity and transparency in the context of learning analytics     

Yi-Shan Tsai  Carlo Perrotta  Dragan Gašević 《Assessment & Evaluation in Higher Education》2020,45(4):554-567

Abstract

The emergence of personalised data technologies such as learning analytics is framed as a solution to manage the needs of higher education student populations that are growing ever more diverse and larger in size. However, the current approach to learning analytics presents tensions between increasing student agency in making learning-related decisions and ‘datafying’ students in the process of collecting, analysing and interpreting data. This article presents a study that explores staff and student experience of agency, equity and transparency in existing data practices and expectations towards learning analytics in a UK university. The results show a number of intertwined factors that have contributed to the tensions between enhancing a learner’s control of their studies and, at the same time, diminishing their autonomy as an active agent in the process of learning analytics. This article argues that learner empowerment should not be automatically assumed to have taken place as part of the adoption of learning analytics. Instead, the interwoven power relationships in a complex educational system and the interactions between humans and machines need to be taken into consideration when presenting learning analytics as an equitable process to enhance student agency and educational equity.  相似文献   

‘Everywhere they say that it’s harmful but they don’t say how,so I’m asking here’: young people,pornography and negotiations with notions of risk and harm     

Sanna Spišák 《Sex education》2016,16(2):130-142

Debate about pornography and minors has mainly centred on questions of control, regulation and media policy; the urge to protect children from dangers of sexually explicit content being the primary motivator of these conversations. Instead of discussing the use of pornography by minors in the light of relevant research findings, public discourse on these issues is more usually shaped by views of sexual cultures as inherently dangerous to minors, and young people as vulnerable, easily harmed, and endangered by the media. This paper builds on data consisting of 4212 questions about sexuality that were sent by young people in Finland to experts on sexual health. Only 64 (1.5%) of these contributions explicitly focused on pornography. The small number of porn-related submissions suggests that for young people there are other more important concerns in the field of sexuality than pornography, on which adult guidance is sought. This paper argues that young people’s perceptions of pornography are more diverse than is typically assumed in public debate. Young people challenge risk talk by constantly referring to the vagueness of the alleged harm that characterises the discourse of danger that can be found in much public discussion. According to the findings of this study, blurry notions of harm bother young people more than the actual pornographic content they encounter.  相似文献   

Emotional Behavior Problems,Parent Emotion Socialization,and Gender as Determinants of Teacher–Child Closeness     

Sarah Bardack  Jelena Obradović 《Early education and development》2017,28(5):507-524

Research Findings: Drawing from a diverse community sample of 89 children, ages 4–6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children. Parents and teachers reported on children’s emotional behavior problems, as indexed by overanxious behavior, overt, and relational aggression. Regression models revealed that higher relational aggression related to closer teacher-child relationships for all children of parents who employed minimization as an emotion socialization practice. Similarly, higher overt aggression related to closer teacher-child relationships for girls who experienced parent minimization. An analogous pattern of results emerged, such that lower parent emotional support buffered girls against the negative effects of higher relational aggression on teacher-child closeness, whereas higher parent emotional support related to lower levels of closeness for these girls. These findings contradict prior research linking supportive emotion socialization practices (e.g., empathy, comforting) to socioemotional competence and unsupportive practices (e.g., minimization, punishment) to poor school adjustment. Practice or Policy: Findings have implications for improving children’s classroom experience by identifying parent emotion socialization and gender as contexts for understanding child emotional behavior problems in relation to teacher-child closeness.  相似文献   

Trying to Include but Supporting Exclusion Instead? Constructing the Roma in Slovak Educational Policies     

Jozef Miškolci  Lucia Kováčová  Martina Kubánová 《欧洲教育》2017,49(1):71-88

Based on a social constructivist theoretical framework, this research study examines how the design of proinclusive educational policies and the general public construct the Roma students and parents in Slovakia. For this purpose, data from two selected educational policies and five focus groups conducted in five regions in Slovakia were analyzed. The findings demonstrate that the Roma are constructed negatively as irresponsible dependents and deviants not valuing education and incapable of making wise decisions about their lives. These findings can be considered relevant for policy formulation processes because proinclusive policies may sabotage their own goals if negative social constructions of a certain societal group are embedded in them.  相似文献   

Lies,damned lies,and the Web     

Petar Jandrić 《Educational Philosophy and Theory》2017,49(6):578-579

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Simulated learning for generic communication competency development: a case study of Australian post-graduate pharmacy students     

Michelle Barker  Jasmina Fejzic  Anita S. Mak 《高等教育研究与发展》2018,37(6):1109-1123

Authentic workplace experience is becoming increasingly challenging to provide for students. Simulation represents an effective pedagogical strategy for communication competency development in preparation for, or in lieu of clinical placements/practicums. The case study represents an innovative approach to simulating aspects of a pharmacy practice when insufficient placements were available. Prior to undertaking a three-week placement, a cohort of Master of Pharmacy (MPharm) students (N?=?95) completed two four-hour simulated learning modules (SLMs). Each of the six SLMs addressed interpersonally challenging, commonly experienced pharmacy practice scenarios generated by pharmacists/pharmacy educators. Scenarios, underpinned by the Excellence in Cultural Experiential Learning and Leadership (EXCELL) model, included schemas called Social Interaction Maps (SIMs), and involved interacting with trained actors. EXCELL is an evidence-based, professional development resource centred on learning generic social competencies including participating in a team, refusing a request and giving feedback. Evaluations comprised students’ survey responses collected before, during and after SLM workshops and pharmacy placements, and reflections from workshop facilitators. Students reported significant improvements in their overall communication competencies post-workshops and post-placement. Facilitators rated SLMs as a useful strategy to improve students’ communication competence and workplace readiness. Future curriculum development could benefit from including discipline-specific, interpersonally challenging SLMs using SIMs and actors (where possible) to simulate workplace interactions.  相似文献   

On some difference sequence spaces defined by a sequence of Orlicz functions     

ASMA BEKTAS Cigdem 《浙江大学学报(A卷英文版)》2006,7(12):2093-2096

INTRODUCTION Let w be the set of all sequences of real or com- plex numbers and R∞, c and c0 be the sequence spaces of bounded, convergent and null sequences x=(xk), respectively. A sequence x∈R∞ is said to be almost convergent (Lorentz, 1948) if all Banach limits of x coincide. Lorentz (1948) proved that 1 c? = ??? x =( xk ) :linm 1n ∑kn= xk s exists, uniformly in s???. Maddox (1967; 1978) has defined x to be strongly almost convergent to a number L if 1 linm 1n ∑k n= xk s? L=0,…  相似文献   

Das Volksbildungswesen der Sowjetunion (UDSSR)     

Aleksej I. Markuševič 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):381-384

Ohne Zusammenfassung  相似文献   

Inclusive practices at the teacher and class level: the experts’ view     

Edvina Bešić  Lisa Paleczek  Mathias Krammer  Barbara Gasteiger-Klicpera 《欧洲特需教育杂志》2017,32(3):329-345

One concern for teachers and schools is how to implement inclusion. This paper examines its implementation at the teacher and class level in Styria, (a state in Austria). To do so, a qualitative study with expert interviews was conducted. Twenty-five experts from seven schools and four Centres for Inclusion and Special Education were interviewed. This paper highlights four areas: (1) teachers’ attitudes; (2) co-teaching; (3) individualised instruction; and (4) classroom composition. The results showed that for the inclusion process to be successful, positive attitudes towards inclusion of children with special educational needs are critical. Furthermore, negative attitudes towards inclusion can change if resources and support systems are available. Like every change process, high reliability is necessary to promote inclusion. The special education teacher was seen as an important resource, thus meaningful cooperation between the general and special education teacher was considered as a first step in implementing inclusive education. The use of differentiated teaching methods, along with individual initiatives, were other indispensable practices. According to the experts, these differentiated teaching instructions are implemented better in heterogeneous classrooms, meaning that a classroom composition that corresponds to the normal heterogeneity of the student population is seen as an essential part of teaching.  相似文献   

The influence of experience on pre-service and novice teachers – the Croatian perspective     

Alma Škugor  Marija Sablić 《欧洲师范教育杂志》2018,41(2):157-168

This paper researches students’ and teacher trainees’ personal experience of student-centred teaching during their education in grades 1–4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The research results show that students do not have sufficient prior experience that they could use as inspiration in their future teaching practice and that in the course of their education they were mainly exposed to traditional approach to teaching. The majority of teacher trainees are aware of the importance of student-centred teaching although they cannot fully give up the control of students and educational process. This research opens up the issue of a paradigm change within the teaching system and education in Croatia as well as the issue of changes within education and professional development of teachers.  相似文献