Self Organising Wayfinding Support for Lifelong Learners     

Colin Tattersall  Jocelyn Manderveld  Bert van den Berg  René van Es  José Janssen  Rob Koper 《Education and Information Technologies》2005,10(1-2):111-123

Lifelong learning puts learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling. The article concludes with a discussion of the questions being addressed in our ongoing research.  相似文献   

Evaluating faculty performance under the equal pay for equal work doctrine     

Bert Carl Buzan  Thomas Lynn Hunt 《Research in higher education》1976,5(2):113-123

The issue of sex discrimination in faculty employment has become a prominent legal and political concern, necessitating the development of objective empirical methods to determine the existence of patterns of discriminatory treatment. In this study, regression techniques are employed to apply the equal pay for equal work interpretation of the fair employment doctrine. Specifically, faculty promotion and salary policies at the University of Texas at Austin are analyzed to determine whether male and female faculty members are rewarded equally for equal academic qualifications and performances. This regression analysis tends to support the discrimination hypothesis with respect to both promotion and salary policies.  相似文献   

Developing the ability to recontextualise cellular respiration: an explorative study in recontextualising biological concepts     

Menno Wierdsma  Kerst Th. Boersma  Marie-Christine Knippels  Bert van Oers 《International Journal of Science Education》2016,38(15):2388-2413

In many science education practices, students are expected to develop an understanding of scientific knowledge without being allowed a view of the practices and cultures that have developed and use this knowledge. Therefore, students should be allowed to develop scientific concepts in relation to the contexts in which those concepts are used. Since many concepts are used in a variety of contexts, students need to be able to recontextualise and transfer their understanding of a concept from one context to another. This study aims to develop a learning and teaching strategy for recontextualising cellular respiration. This article focuses on students’ ability to recontextualise cellular respiration. The strategy allowed students to develop their understanding of cellular respiration by exploring its use and meaning in different contexts. A pre- and post-test design was used to test students’ understanding of cellular respiration. The results indicate that while students did develop an acceptable understanding of cellular respiration, they still had difficulty with recontextualising the concept to other contexts. Possible explanations for this ack of understanding are students’ familiarity with the biological object of focus in a context, the manner in which this object is used in a context and students’ understanding of specific elements of cellular respiration during the lessons. Although students did develop an adequate understanding of the concept, they do need more opportunities to practice recontextualising the concept in different contexts. Further research should focus on improving the strategy presented here and developing strategies for other core concepts in science.  相似文献   

A Method for Studying Differential Distractor Functioning     

Bert F. Green  Carolyn R. Crone  Valerie Greaud Folk 《Journal of Educational Measurement》1989,26(2):147-160

A method of analyzing test item responses is advocated to examine differential item functioning through distractor choices of those who answer an item incorrectly. The analysis, called Differential Distractor Functioning, uses log-linear models of a three-way contingency table to examine whether there is an interaction of population subgroup and option choice when ability is held constant. The analysis is explained and is exemplified in an analysis of the Verbal portion of a recent Scholastic Aptitude Test.  相似文献   

The influence of prior knowledge and viewing repertoire on learning from video     

Jelle de Boer  Piet A. M. Kommers  Bert de Brock  Jos Tolboom 《Education and Information Technologies》2016,21(5):1135-1151

Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students’ viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study.  相似文献   

AI in computer‐based training*     

Bert Camstra 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):297-303

In this paper, intelligent approaches to CBT are put into several perspectives in an attempt to elucidate the concepts and give them a more realistic (and not only glamorous) footing. The role of expert systems in training is explored and possible routes towards intelligent CBT are outlined.  相似文献   

The (non)effect of Joint Construction in a genre-based approach to teaching writing     

Carina Hermansson  Bert Jonsson  Maria Levlin  Anna Lindhé  Berit Lundgren  Annika Norlund Shaswar 《The Journal of educational research》2019,112(4):483-494

This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students’ narrative writing achievements and is a result of six teachers’ action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the genre pedagogical model of the Sydney School known as the Teaching and Learning Cycle, in which teachers and students work together to co-construct texts. Joint Construction has been put forward as the most powerful part of the Teaching and Learning Cycle. The authors challenge this argument, presenting findings that are inconsistent with this widely held belief. Using a pretest-posttest control group design, the study shows that the Joint Construction stage did not significantly improve the quality of students’ narrative writing or increase the text length of their writings.  相似文献   

Numerical Magnitude Representations and Individual Differences in Children's Arithmetic Strategy Use   总被引：1，自引：0，他引：1  

Kiran Vanbinst  Pol Ghesquière  Bert De Smedt 《Mind, Brain, and Education》2012,6(3):129-136

Against the background of neuroimaging studies on how the brain processes numbers, there is now converging evidence that numerical magnitude representations are crucial for successful mathematics achievement. One major drawback of this research is that it mainly investigated mathematics performance as measured through general standardized achievement tests. We extended this research by investigating the association between numerical magnitude representations and children's strategy use during single‐digit arithmetic. Our findings reveal that children's symbolic but not nonsymbolic numerical magnitude processing skills are associated with individual differences in arithmetic. Children with better access to magnitude representations from symbolic digits retrieve more facts from their memory and are faster in executing fact retrieval as well as procedural strategies. These associations remain even when intellectual ability, digit naming, and general mathematics achievement are additionally controlled for. All this indicates that particularly the access to numerical meaning from Arabic symbols is key for children's arithmetic strategy development, which suggests that educators and remedial teachers should focus on connecting Arabic symbols to the quantities they represent.  相似文献   

Effects of cooperation and feedback by fellow-pupils on spelling-achievement     

Jan Pieter van Oudenhoven  Bert Wiersema  Nico van Yperen 《European Journal of Psychology of Education - EJPE》1987,2(1):83-91

In a field experiment among third grade pupils from 15 primary schools, three instruction methods were compared. At five schools (control condition) pupils did spelling exercises as usual, i. e. individually; at five other schools the pupils also worked individually, but checked each other’s work after which they had the opportunity to correct their own mistakes. At another five schools pupils worked in pairs. Each pupil had to check the other pupil’s work and discuss the mistakes. For the low achievers cooperation led to higher achievement than the individual working method. Pupils who checked each other’s work but did not cooperate did not show any more improvement than pupils who worked individually.  相似文献   

Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families     

Yvonne van Rijk  Langha de Mey  Dorian de Haan  Bert van Oers  Monique Volman 《School Effectiveness & School Improvement》2018,29(2):285-307

The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.  相似文献