Virtual,augmented and mixed reality in K–12 education: a review of the literature     

Melanie J. Maas  Janette M. Hughes 《Technology, Pedagogy and Education》2020,29(2):231-249

ABSTRACT

This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies in the instruction of students in elementary, middle or high school. The literature revealed common themes including collaboration, communication, critical thinking, attitude, engagement, learning, motivation, performance or achievement, and technology (used or proposed). This literature review will contribute to the field by providing clarity on definitions for VR, AR and MR technologies in consideration of educational use, present an overview of the existing research on VR, AR and MR specific to K–12 educational environments and identify future research needs and directions.  相似文献   

Conflict Resolution in Japanese Social Interactions     

Melanie Killen  Lina Sueyoshi 《Early education and development》1995,6(4):317-334

The aim of this study was to examine Japanese preschool children's social conflicts and methods of conflict resolution in order to shed light on existing cultural characterizations of Japanese preschool education and social development. Japanese preschool-age children were observed during school-time free-play and they and their mothers were interviewed about teacher methods of conflict resolution in the preschool setting. The results showed that Japanese children's conflicts stemmed from a wide range of issues, including concerns about justice, rights, and fairness. Moreover, teachers encouraged children to work out conflicts on their own, stressing self-reliance and autonomy. Japanese children and mothers chose resolution choices which pertained to the intrinsic consequences of the acts. Japanese children and mothers, however, preferred teacher-directed nonintervention over punishment as a form of teacher response. This was in contrast to previous research which has shown that American children and mothers prefer punishment over nonintervention. The results indicated that issues of independence (e.g., autonomy) and interdependence (e.g., group orientations) were both present in Japanese children's social interactions and in children's and mothers' judgments about teacher methods of conflict resolution.  相似文献   

Anonymous versus public student feedback systems: metacognition and achievement with graduate learners     

Brady  Melanie  Rosenthal  Jane L.  Forest  Christopher P.  Hocevar  Dennis 《Educational technology research and development : ETR & D》2020,68(6):2853-2872

Educational technology research and development - The aim of this repeated measures study was to examine an anonymous student feedback system (delivered using clickers) versus a public student...  相似文献   

Developing science process skills in special schools in South Africa     

Sally Johnson  Melanie Sadeck  Merle Hodges 《Journal of Research in Special Educational Needs》2002,2(1)

This paper describes research conducted alongside the implementation of 'Translation Activities' to teach science process skills in three Schools for Children with Special Educational Needs (known as special schools) in the Western Cape, South Africa. Teachers were interviewed about the differences of teaching science to their learners in the context of the new Outcomes Based Education Curriculum. They were then trained in the strategy and observed while they started to implement it in their classrooms. Further interviews were conducted over the period of a year to discover how this particular teaching innovation fitted with the special conditions. The case studies explain how pupils were able to spend a greater proportion of time working in groups, learning from the activities, and attempt to throw light on how access to science might be facilitated in a future system characterised by inclusion.  相似文献   

Battleship and the negative hypergeometric distribution     

Melanie A. Autin  Natasha E. Gerstenschlager 《Teaching Statistics》2019,41(1):3-7

The negative hypergeometric distribution is often not formally studied in secondary or collegiate statistics in contexts other than drawing cards without replacement. We present a different context with the potential of engaging students in simulating and exploring data.  相似文献   

Shifting expectations: Revisiting core concepts of academic librarianship in undergraduate classes with a digital humanities focus     

Melanie Griffin  Tomaro I. Taylor 《College & Undergraduate Libraries》2017,24(2-4):452-466

ABSTRACT

This article explores best practices for supporting digital humanities (DH) activity and pedagogy in the undergraduate classroom on campuses without a DH center in the library. By examining specific aspects of librarians' curricular engagements, with a particular focus on reference and instructional activity, we discuss how reenvisioning these services aids in the development of effective support for both faculty and students engaged in DH. An included case study illustrates how redefining “traditional” librarian liaison roles and shifting expectations of faculty from one-shot instruction sessions to embedded librarianship models can be put into practice in undergraduate classrooms with a DH focus. The article concludes with a discussion of the librarian as digital humanist and how this role can positively impact undergraduate curricula.  相似文献   

STEM Bridges: Evolution of an Academic Library STEM Outreach Program     

Kenya Flash  Melanie Allen  Kristina Clement 《图书馆管理杂志》2017,57(8):879-890

Big Orange STEM Saturday (BOSS) is a sustainable model of outreach that fosters the STEM cycle of discovery and learning experiences. Through this program, the library creates and reinforces a bridge between secondary educational experiences and higher education that facilitates the transfer of knowledge from the classroom to the world. Local high school students are able to engage with experts in several different ways to explore what STEM has to offer and to look beyond their current experiences. This approach creates a venue for STEM teaching spaces outside the school classroom for enrichment and innovation. Over the past 5 years, the variety of experiences offered at BOSS have expanded and the reputation of the program has grown. This article explores the challenges, lessons, and impact that this program has had on its constituents, with a particular focus on the impact the library can have when exploring nontraditional areas of support and outreach.  相似文献   

Critical Literacy for Information Professionals edited by Sarah McNichol     

Melanie L. Freese 《Public Services Quarterly》2016,12(4):302-303

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Improving Communication Between Postgraduate Researchers and the University Library: A Case Study at De Montfort University Library and Learning Services     

Melanie Petch  Katie Fraser  Alan Cope  Julie Lowe 《New Review of Academic Librarianship》2016,22(2-3):268-281

ABSTRACT

A well-established postgraduate researcher development program has existed at De Montfort University for many years. Library and Learning Services include modules on literature searching skills and critical appraisal. However, we recognized that researchers seemed to be disengaged with the services on offer. This concern informed a research project that considered the ways we could communicate better with researchers based on their needs. This paper explores the essential components of successful communication, such as context, timeliness and communication channels. An action-research approach was taken including focus groups and online surveys. The outcomes highlighted three significant crisis points, emphasizing the key times when researchers might need some intervention. The findings of this research identified the distinct needs of Postgraduate Researchers (PGRs) and how relevant and timely communication from the library can meet these needs. It also considers the impact of how communication has improved with researchers as a result of some of our interventions.  相似文献   

The impact of parental young onset dementia on children and young people's educational careers          下载免费PDF全文

Pat Sikes  Melanie Hall 《British Educational Research Journal》2018,44(4):593-607

It is well established that having a parent with any illness or disability can have an adverse effect on individuals’ experiences of education and on their educational progress. Advances in medical knowledge are leading to more people under 65 being diagnosed with young onset dementias and, concomitantly, to more children and young people who are in education having a parent with this diagnosis. Hardly any research has asked these young people directly about their experiences, but the limited evidence suggests that there will likely be significant emotional, mental and psychological damage with enduring impact on their lives. This article, drawing on findings from a unique narrative, auto/biographical study involving 24 British 6 to 31‐year‐olds, focuses on the consequences of parental young onset dementia for educational careers. These dementias are untimely progressive terminal illnesses with unpredictable trajectories and timelines, throughout the course of which physical, cognitive and emotional functions and abilities are inexorably lost. Participants’ experiences show that living with a parent with young onset dementia, whilst negotiating the education system, can be extremely hard. Difficulties are exacerbated by the condition's distinctive characteristics, the current lack of any cure and anticipatory, pre‐death grief. Lack of public awareness and understanding, both of young onset dementias and of dedicated resources and support services, also result in many feeling isolated and ignored. We make suggestions for positive provision and actions that educational institutions can make to begin to meet the particular needs of these young people.  相似文献