An Academic Program Profile: Purdue University     

Marisa Exter  James Lehman 《Performance Improvement》2016,55(5):14-33

Located in Lafayette, Indiana, Purdue University has a well‐established history as a land‐grant university with strong science, technology, engineering, and math (STEM) programs. Purdue’s learning design and technology (LDT) program resides in the Department of Curriculum and Instruction within the College of Education. Residential PhD and master’s programs as well as fully available online master’s programs are provided. The LDT program has specialized offerings in a corporate or education track for their master’s students, embracing various needs and interest in corporate, government, and non‐profit settings as well as K‐12 and higher education settings, respectively. The LDT program has 10 full‐time well‐established faculty members, and they are actively involved in research and development activities, often involving students. The program is working on developing the knowledge and skills of the program’s graduates by incorporating innovative approaches such as competency‐based programs, badging, and portfolios. –Yeol Huh, PhD, and Sung “Pil” Kang, PhD, column editors  相似文献   

Teaching ‘community engagement’ in engineering education for international development: Integration of an interdisciplinary social work curriculum     

Dorie J. Gilbert  Mary Lehman Held  Janet L. Ellzey  William T. Bailey  Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266

This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects.  相似文献   

Improving the Measurement of Cognitive Skills Through Automated Conversations     

G. Tanner Jackson  Katherine E. Castellano  Debra Brockway  Blair Lehman 《Journal of Research on Technology in Education》2018,50(3):226-240

Open-ended, short-answer questions, referred to as constructed responses (CR), allow students to express knowledge and skills through their own words. While CRs can reduce the likelihood of guessing correct answers, they also enable students to provide errant responses due to a lack of knowledge or a misunderstanding of the question. Conversation-based assessments (CBAs) require constructing responses to open-ended prompts (similar to CRs), but also leverage natural-language processing to provide adaptive follow-up prompts that target particular information. This work describes an investigation into potential benefits of CBAs as they are compared to a CR approach. Results from 632 middle schoolers indicate that, when compared to CRs, the CBA items allowed 41% of students to provide a more complete response and improve their score.  相似文献   

Response to Dr. smith's comments and criticisms concerning “identification of student misconceptions in genetics problem solving via computer program”     

Mark Browning  James D. Lehman 《科学教学研究杂志》1991,28(4):385-386

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Conditioning and Learning     

Hugh Lehman 《Educational theory》1974,24(2):161-169

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The relative effects of pre- and postattention directing devices on learning from a “walk-through” museum exhibit     

John J. Koran  Jeffrey R. Lehman  Lynn D. Shafer  Mary Lou Koran 《科学教学研究杂志》1983,20(4):341-346

Twenty-eight seventh and eighth grade students were randomly assigned to two treatments and a control as they entered the Florida State Museum. All subjects were given set induction materials saying in effect: (1) Treatment-Study the wall panel which is part of the cave exhibit and describes the many biologic relationships and organisms in the cave at the cave entrance. Continue into the cave and study the habitat. When you exit the cave you will be given a test to see how much you learned; (2) Treatment II-Enter the cave and study that habitat. When you exit at the other end, study the wall panel which is part of the cave exit and describes the many biologic relationships and organisms in the cave. After studying this panel you will be given a test to see how much you learned; (3) Control-You will take a walk through exhibits depicting a variety of Florida Habitats and later see a film on the Habitats of Florida that are represented in the museum. Then you will be given a test to determine how much you know about one type of habitat. Both treatments and the control spent equivalent time at their tasks and were confronted with either the cave exhibit as described or the equivalent control experiences. A 25 item criterion test was designed to measure the acquisition of conceptual and factual knowledge and specific attentional factors relative to both the cave and the instructional panel. A Kr-20 indicated that this instrument had a reliability coefficient of 0.80. It was anticipated that the panel, used as an attention directing and controlling device prior to entering the cave (Treatment I) or upon exiting the cave (Treatment II), would function as a forward-shaping or backward review prompting adjunct, hence both should be significantly more effective than the control. This was confirmed (df 2,28; F 8.09) p < 0.01. It was also expected that the forward shaping panel would be more effective than the backward review panel in the tradition of inserted questions in prose research. Although the differences were in this direction, they were not significant (p≤ 0.10).  相似文献   

Increasing Situational Interest in the Classroom   总被引：4，自引：0，他引：4  

Gregory Schraw  Terri Flowerday  Stephen Lehman 《Educational Psychology Review》2001,13(3):211-224

This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom.  相似文献   

Editorial team report to the NARST community     

William C. Kyle  Sandra K. Abell  George M. Bodner  David C. Eichinger  Gerald H. Krockover  James D. Lehman  Mary B. Nakhleh  Daniel P. Shepardson  Mark J. Volkmann 《科学教学研究杂志》1999,36(5):515-519

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How Video Games Impact Players: The Pitfalls and Benefits of a Gaming Society     

Reviewed by Christopher D. Lehman  Nicholas J. Rowland 《The Information Society》2017,33(3):172-173

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The effect of causal diagrams on text learning     

Matthew T. McCrudden  Gregory Schraw  Stephen Lehman  Anne Poliquin 《Contemporary educational psychology》2007

We examined the effect of studying a causal diagram on comprehension of causal relationships from an expository science text. A causal diagram is a type of visual display that explicitly represents cause-effect relationships. In Experiment 1, readers between conditions did not differ with respect to memory for main ideas, but the readers who studied the causal diagram while reading the text understood better the five causal sequences in the text even when study time was controlled. Participants in Experiment 2 studied only the causal diagram or only the text. There were no differences in memory for main ideas or the causal sequences between these groups. Results indicate that causal diagrams are not merely redundant with text and that causal diagrams affect understanding of causal relationships in the absence of a text. These findings supported the causal explication hypothesis, which states that causal diagrams improve comprehension by explicitly representing the implicit causal structure of the text in a visual format.  相似文献