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Boxenstopp: Modulares Fortbildungskonzept für den Einsatz der App phyphox für Smartphone-gestützte Experimente in der Schule

2 hours 13 minutes ago
In der Auftaktveranstaltung zur Reihe Boxenstopp des Kompetenzverbunds lernen:digital stellt Prof. Dr. Heidrun Heinke ein modulares Fortbildungskonzept für den Einsatz der App phyphox für Smartphone-gestützte Experimente in der Schule vor. Im Format Boxenstopp treten Akteur:innen der Lehrkräftefortbildung, der Fachdidaktik und der Bildungswissenschaft in den Austausch, um innovative Fortbildungskonzepte zur digitalen Transformation in Schule und Unterricht sichtbar zu machen und zu teilen.

Auf in die Welt – die Messe für Dein Auslandsjahr und Internationale Bildung in Köln

8 hours 7 minutes ago
Die Auf in die Welt - Messe ist eine ausgezeichnete Gelegenheit für Schüler*innen, Eltern und Pädagog*innen, die sich umfassend über Auslandsaufenthalte während und nach der Schulzeit sowie über Fördermöglichkeiten und Stipendien informieren möchten. Informiert wird über Auslandsaufenthalte in Europa und weltweit. Die Messe ist eine Initiative der gemeinnützigen Deutschen Stiftung Völkerverständigung und umfasst eine Ausstellung der führenden Austausch-Organisationen, Agenturen, internationalen Bildungseinrichtungen und Beratungsdienste. Anlässlich der Messen werden Stipendien ausgeschrieben. Der Eintritt für die Besucher ist frei. Die Messe ist von 10 bis 16 Uhr für Besucher geöffnet. Hinweise zu den Messen und Stipendien sowie weitere Informationen rund um das Thema Auslandsaufenthalte gibt die Stiftung auf Ihrer Website www.aufindiewelt.de

Auf in die Welt – die Messe für Dein Auslandsjahr und Internationale Bildung in Köln

8 hours 8 minutes ago
Die Auf in die Welt - Messe ist eine ausgezeichnete Gelegenheit für Schüler*innen, Eltern und Pädagog*innen, die sich umfassend über Auslandsaufenthalte während und nach der Schulzeit sowie über Fördermöglichkeiten und Stipendien informieren möchten. Informiert wird über Auslandsaufenthalte in Europa und weltweit. Die Messe ist eine Initiative der gemeinnützigen Deutschen Stiftung Völkerverständigung und umfasst eine Ausstellung der führenden Austausch-Organisationen, Agenturen, internationalen Bildungseinrichtungen und Beratungsdienste. Anlässlich der Messen werden Stipendien ausgeschrieben. Der Eintritt für die Besucher ist frei. Die Messe ist von 10 bis 16 Uhr für Besucher geöffnet. Hinweise zu den Messen und Stipendien sowie weitere Informationen rund um das Thema Auslandsaufenthalte gibt die Stiftung auf Ihrer Website www.aufindiewelt.de

„Die anderen dürfen auch!“ Wege zu einer gesunden Medien-Balance

1 day 4 hours ago
Eltern und Bildungseinrichtungen können jeweils für sich und vor allem gemeinsam Vieles tun, um zu einer gesunden Medien-Balance bei Kindern beizutragen. Das bedeutet auch, beide Ziele gleichzeitig im Blick zu haben: den Schutz vor Digital-Risiken und die altersgemäße Förderung von Medienkompetenz und so genannter informatischer Bildung. Im Vortrag werden einerseits Strategien zum Umgang mit typischen Alltagshürden in Familien angesprochen, wie dem sozialen Druck („Alle anderen dürfen…“). Andererseits geht es um Medienbildung „unplugged“, also die Förderung von „21st century skills“ ohne Einsatz digitaler Bildschirmmedien. In ihrem Vortrag beleuchtet die Medienpädagogin Prof. Dr. Paula Bleckmann dieses Thema aus verschiedenen Blickwinkeln und gibt praktische Anregungen zum pädagogischen Handeln.Die Veranstaltung ist für alle Interessierten auch außerhalb der Hochschule geöffnet. Der Eintritt ist frei!

„Wie tickst Du eigentlich?“ Erziehungsherausforderungen in der Pubertät

1 day 4 hours ago
Der sechste und letzte Termin der Ringvorlesung „Kind im Glück“ beschäftigt sich mit einem Impulsvortrag zum Thema „Wie tickst Du eigentlich?“ Erziehungsherausforderungen in der Pubertät von Jost Schieren, Professor für Waldorfpädagogik und Dekan des Fachbereiches Bildungswissenschaft an der Alanus Hochschule. Die Veranstaltung ist für alle Interessierten auch außerhalb der Hochschule geöffnet. Der Eintritt ist frei! Worum geht es? Kaum eine  Entwicklungszeit erleben wir intensiver und bewusster als die Pubertät. Dies gilt allerdings nicht nur für die Jugendlichen, die diese Phase durchlaufen, sondern meist auch für die begleitenden Eltern und Pädagog:innen. In seinem Vortrag beleuchtet Prof. Dr. Jost Schieren die inneren Motive dieses prägenden Lebensabschnitts und befragt die erzieherischen Herausforderungen und Orientierungsmöglichkeiten.

Antirassismus-Training. Diskriminierungskritische Zivilgesellschaft gestalten. Einführungsseminar

1 day 5 hours ago
Rassismus und Diskriminierung sind für viele Menschen in Deutschland Lebensrealität und Alltag. Auch die Zivilgesellschaft und das Engagement müssen dabei inklusiver werden und im Einsatz für Gerechtigkeit und Demokratie diskriminierungskritisch denken und handeln lernen. Was kann die Zivilgesellschaft – und jeder Einzelne – tun, um gegen Rassismus und Diskriminierung und für eine gleichberechtigte Teilhabe einzutreten? Um heutige Dynamiken besser verstehen zu können, wirft das Online-Seminar einen Blick auf die Kolonialismus- und Rassismus-Geschichte Deutschlands, bevor aktuelle Bezüge hergestellt und analysiert werden.Das Seminar ist ein Einführungsseminar und zielt darauf ab, Impulse für antirassistisches Denken und Handeln zu setzen. Dabei stehen vor allem die kritische Selbstreflexion sowie die Entwicklung von Handlungsansätzen im Fokus. 

Kompetenztraining Social Media - Basismodul: Social Media strategisch nutzen

1 day 6 hours ago
Soziale Medien werden auch in der ehrenamtlichen Arbeit immer wichtiger um Kontakte zu aktivieren oder neue Menschen zu erreichen. Viele Vereine und Initiativen nutzen sie bereits oder denken darüber nach. Damit sich der Einsatz von sozialen Medien für Organisationen lohnt, gilt es ihre grundsätzliche Funktionsweise zu nutzen und sie strategisch in der Kommunikation einzusetzen. Die Teilnehmenden erhalten eine Einführung zur allgemeinen Funktionsweise von sozialen Medien und erfahren mehr über Anwendungsfälle in der Öffentlichkeitsarbeit von Vereinen und Initiativen. Das Training vermittelt eine Übersicht über die verschiedenen sozialen Netzwerke, ihre jeweiligen Vor- und Nachteile und ihre Einsatzmöglichkeiten. Der Schwerpunkt liegt auf der Strategieentwicklung, um Vereine und Initiativen dabei zu unterstützen, die sozialen Medien professionell und wirksam zu nutzen.

Kant 300 Jahre. Zur Einführung-Wissen, Wille, Werte

1 day 6 hours ago
Sei es Kants Erkenntnistheorie oder sein kategorischer Imperativ (Ethik), er ist ein Klassiker, den es sich immer wieder neu zu lesen lohnt. Anlässlich seines 300. Geburtstags beginnen wir eine Reihe von Vorträgen mit einer Einführung, die den philosophischen Bogen spannt, aber auch das eine oder andere thematische Schlaglicht werfen will, um weiterführende Diskussionen, z.B. auch mit Blick auf die kritische Theorie anzuregen, die im Lauf des Jahres mit eigenen Vorträgen aufgenommen und vertieft werden.

Die distanzierte Mitte. Rechtsextreme und demokratiegefährdende Einstellungen in Deutschland

1 day 6 hours ago
Die Pandemiefolgen sind noch nicht bewältigt, die Inflation hoch, die Klimakrise immer virulenter, da entstehen mit dem Angriffskrieg Russlands auf die Ukraine und dessen Folgen für Sicherheit und Energieversorgung weitere Herausforderungen für die Mitte der Gesellschaft. Unsicherheiten und Verteilungskonflikte bieten das Einfallstor für antidemokratische Positionen und rechtsextreme Ideologien, wie auch zur Abwertung der Anderen. Die Demokratie, ihre Grundprinzipien, Abläufe und Institutionen werden von einigen zunehmend mit Distanz betrachtet. Zugleich geht eine demokratiefeste Mitte auf klare Distanz zu den Feinden der Demokratie. Will und kann sie diese Distanz überbrücken? Die aktuelle Mitte-Studie 2022/23 der Friedrich-Ebert-Stiftung beleuchtet rechtsextreme und demokratiegefährdende Einstellungen und Hintergründe und regt zur Debatte an.

40. Gesprächskreis zur Sozialen Inklusion: Rechte Stimmungsmache gegen Inklusion

1 day 6 hours ago
In einem einleitenden Vortrag wird diese Entwicklung beleuchtet und aufgezeigt werden, wie sich verschiedene rechte Narrative ergänzen und als Sprache bzw. ideologischen Versatzstücke in weite Teile der Bevölkerung vordringen können bzw. bereits vorgedrungen sind. Ausgehend von den grundlegenden Thesen des einleitenden Vortrags und der Statements unserer weiteren Gäste wird angestrebt, u.a. folgende Aspekte an diesem Abend zu diskutieren:• die typischen Argumentationsfiguren und -strategien rechter Inklusionsgegner;• die Gefährdung des gesellschaftlichen Zusammenhalts, der Solidarität und der Demokratie durch die Verbreitung von generalisierenden Abwertungen.

Damit Schule gelingt - Lehrkräftebildung neu denken

1 day 6 hours ago
Angesichts sich wandelnder Anforderungen an schulisches Lernen und Lehren ist die Lehrkräftebildung in den Fokus der (fach-)öffentlichen Debatte gerückt. Wachsende Ansprüche an die Aus- und Weiterbildung von Lehrpersonen beziehen sich u.a. auf den pädagogisch reflektierten Einsatz digitaler Technologien, die Weiterentwicklung der Unterrichtsqualität und die erfolgreiche Gestaltung von Schulentwicklungsprozessen. Gefordert sind darüber hinaus aber auch neue und zeitgemäße Ansätze mit Blick auf bestehende Herausforderung wie die Reduzierung von Bildungsbenachteiligung, den Umgang mit Heterogenität und Inklusion und die Stärkung von Demokratieerziehung.Um diesen Anforderungen in einem zunehmend komplexen Umfeld pädagogisch sinnvoll begegnen zu können, müssen Lehrkräfte in der ersten und zweiten Phase ihrer Ausbildung ausreichend qualifiziert werden und durch fortführende Angebote kontinuierlich weiter- und fortgebildet werden. Angesichts des gravierenden Lehrkräftemangel wird es auf absehbare Zeit darüber hinaus auch zusätzlicher Wege ins Lehramt bedürfen, die mit Blick auf Professionalisierung und Qualifizierung weiter ausgestaltet werden müssen.Auf dem Prüfstand stehen vor diesem Hintergrund sowohl die Struktur als auch zentrale Inhalte der Lehrkräftebildung. In welchem Verhältnis sollten Theorie und Praxis in den ersten Phasen der Lehrkräfteausbildung stehen? Benötigen angehende Lehrpersonen mehr und frühere Praxiserfahrungen? Wie kann eine Ausbildung aus einem Guss gestaltet werden und wie kann der phasenübergreifende Kompetenzaufbau gelingen? Welche alternativen Wege ins Lehramt erscheinen sinnvoll und wie sollten Seiten- und Quereinsteiger qualifiziert werden? Und nicht zuletzt: Wie sollten Angebote der Fort- und Weiterbildung für Lehrkräfte weiterentwickelt werden?

Ausstellung: Demokratie stärken - Rechtsextremismus verhindern

1 day 6 hours ago
Rechtsextremismus hat viele Facetten und reicht von akzeptierten Vorurteilen bis hin zu Gewalttaten. Die Akzeptanz rechtsextremen Gedankenguts selbst in der Mitte der Gesellschaft macht deutlich, dass Rechtsextremismus ein vielschichtiges und ernst zunehmendes Problem ist und unsere Demokratie gefährdet.Auch bei jungen Menschen fallen menschenverachtende und rechtsgerichtet Inhalte zunehmend auf fruchtbaren Boden. Hier setzt die Ausstellung der Friedrich-Ebert-Stiftung „Demokratie stärken – Rechtsextremismus bekämpfen“ an.Sie ist speziell für Jugendliche konzipiert und sensibilisiert für die Gefahr, die von Rechtsextremismus und Rechtspopulismus ausgehen. Dabei werden nicht nur die Grundlagen für / von rechtsextremem Verhalten verdeutlicht. Dargelegt wird auch, welche Formen rechtsextreme Weltbilder annehmen können und welcher Argumentationsweise sich ihre Anhänger bedienen. Die Wanderausstellung hat zudem einen speziell auf das Land Brandenburg ausgerichteten Lokalteil.Ziel der Ausstellung ist es, junge Menschen für diese Herausforderung unserer Demokratie zu sensibilisieren. Die Schüler wurden im Vorfeld durch Referent:innen der RAA Brandenburg pädagogisch gezielt vorbereitet. Anschließend führen sie die Besucher selbstständig durch die Ausstellung.

Die distanzierte Mitte. Rechtsextreme und demokratiegefährdende Einstellungen in Deutschland 2022/23

1 day 7 hours ago
Die Pandemiefolgen sind noch nicht bewältigt, die Inflation hat das Leben verteuert, die Klimakrise wird immer akuter, da entstehen mit dem Angriffskrieg Russlands auf die Ukraine und dessen Folgen für Sicherheit und Energieversorgung weitere Herausforderungen für die »Mitte«. Unsicherheiten und Verteilungskonflikte bieten das Einfallstor für antidemokratische Positionen und rechtsextreme Ideologien, wie auch zur Abwertung der »Anderen«Die Demokratie, ihre Grundprinzipien, Abläufe und Institutionen werden von einigen zunehmend mit Distanz betrachtet. Zugleich geht eine demokratiefeste »Mitte« auf klare Distanz zu den Feinden der Demokratie. Will und kann sie diese Distanz überbrücken?Die neue FES-»Mitte-Studie« 2022/23 beleuchtet rechtsextreme und demokratiegefährdende Einstellungen und Hintergründe und regt zur Debatte an. Der Abend dient zugleich als Auftakt der Veranstaltungsreihe „Geschichtspolitik und der Aufstieg der Neuen Rechten“ und führt in den breiteren Kontext der Thematik ein

ZUKUNFT DER DEMOKRATISCHEN LINKEN - Sozialdemokratische Erzählung auf der Höhe der Zeit

1 day 7 hours ago
Die vor kurzem veröffentlichen Correctiv-Recherchen zum Geheimtreffen in Potsdam haben nicht nur die Gefahren der international vernetzen extremen Rechten und des in Deutschland erstarkenden Rechtsextremismus deutlich werden lassen. Auch demonstrierten im Anschluss weit mehr als eine Million Menschen aus Sorge vor dem Rechtsruck in Deutschland und Europa. Über wehrhafte Demokratie, aber auch darüber, was die Bundesregierung, was Parteien und was insbesondere auch die politische Linke anders machen müsste, wird seitdem debattiert. Mit den notwendigen – und partiell verlorengegangenen – positiven Erzählungen auf Seiten der demokratischen Linken wird sich diese Tagung beschäftigen. Welche sozialdemokratischen Antworten sollte es also auf die Gefährdung der Demokratie geben? Mit welcher Programmatik erreicht die politische Linke Wähler,  die sich von ihr abgewandt haben? Sicherheit, Freiheit und Frieden? Gleichheits- und Gerechtigkeitsfragen? Solidarität und Demokratie? Sozial-ökologische Transformation? Gar: Demokratischer Sozialismus? Wie also könnte eine linke Erzählung auf Höhe der Zeit aussehen?

Die Möglichkeit von Glück

1 day 7 hours ago
In der DDR geboren, im wiedervereinigten Deutschland aufgewachsen. Als die Mauer fällt, ist Stine gerade einmal drei Jahre alt. Doch die Familie ist tief verstrickt. In ein System, von dem sie nicht lassen kann, und in den Glauben, das richtige Leben gelebt zu haben. Stine kommt Mitte der 80er Jahre in einer Kleinstadt an der ostdeutschen Ostsee zur Welt. Sie ist ein Kind der Wende. Um den Systemwechsel in der DDR zu begreifen, ist sie zu jung, doch die vielschichtigen ideologischen Prägungen ihrer Familie schreiben sich in die heranwachsende Generation fort. Während ihre Verwandten die untergegangene Welt hinter einem undurchdringlichen Schweigen verstecken, brechen bei Stine Fragen auf, die sich nicht länger verdrängen lassen.  Anne Rabe hat ein ebenso hellsichtiges wie aufwühlendes Buch von literarischer Wucht geschrieben. Sie geht den Verwundungen einer Generation nach, die zwischen Diktatur und Demokratie aufgewachsen ist, und fragt nach den Ursprüngen von Rassismus und Gewalt. Bestechend klar und kühn erzählt Anne Rabe von einer Generation, deren Herkunft eine Leerstelle ist und liefert einen wichtigen Beitrag zur noch heute kaum aufgearbeiteten politischen Alltagskultur der DDR.

DIE NEUE RECHTE - Anecken, Ausgrenzen, Aufräumen - Strategien des jungen Rechtsaußenspektrums

1 day 7 hours ago
Die extreme Rechte hat eine lange Tradition, gleichzeitig wandeln sich ihre Ausdrucksformen. Junge Rechtsextreme organisieren sich in neuartigen Bewegungen und bedienen sich eines kreativ-hippen, junge Menschen ansprechenden Stils. Mit welchen Strategien werben junge Rechtsextreme heutzutage für ihre menschenverachtenden Ideologien? Welche rhetorischen Mittel setzen sie ein, um ihre Positionen unter jungen Menschen zu verbreiten? Diese und ähnliche Fragen beleuchtet das Web-Seminar „Anecken, Ausgrenzen, Aufräumen“ am Bei-spiel zweier Rechtsaußenjugendorganisationen. Das Online-Seminar wird von Dozenten: Dr. Vincent Knopp, Sozialwissenschaftler durchgeführt.Das Online-Seminar wird von Dr. Vincent Knopp, Sozialwissenschaftler, durchgeführt. Dr. Vincent Knopp studierte Sozialwissenschaften und Jura an der Universität Bielefeld, arbeitete im Jugendverbandsbereich. Er ist wissenschaftlicher Mitarbeiter. Seit 2014 engagiert er sich als freiberuflicher Referent. Seine Themen sind der Wandel des Kapitalismus, soziale Ungleichheit und Rechtsaußenspektren.

Mehr Zuversicht wagen. Wie wir von einer sozialen und demokratischen Zukunft erzählen können

1 day 7 hours ago
In seinem ebenso erhellenden wie Hoffnung stiftenden Buch erzählt Carsten Brosda auf kluge und persönliche Weise, warum eine gute Zukunft trotz aller gegenwärtigen Krisen und Konflikte noch immer möglich ist.Plausible Gründe für das Gelingen einer besseren Gesellschaft entdeckt er unter anderem in den Songtexten von Bruce Springsteen, in Filmen wie Nomadland und auch in Büchern oder in Theaterstücken.Sie sind nicht bloß Versuche, eine chaotische Welt zu ordnen und besser zu verstehen. Carsten Brosda findet darin reiche Quellen politischer Zuversicht. Sie sind Ausdruck einer tieferen Vernunft und unabdingbare Voraussetzung dafür, künftig freier, gerechter und solidarischer zusammenzuleben. Ein faszinierendes Buch, das Politik nicht nur überraschend verständlich macht, sondern auch einen überzeugenden Gegenentwurf zum um sich greifenden Fatalismus liefert.

I'm a Scientist - Live-Chats mit Wissenschaftler*innen zum Thema KI kreativ

1 day 9 hours ago
Das Schulprojekt I’m a Scientist ist ein Onlineangebot, das sich an Lehrkräfte und ihre Klassen richtet. Auf der Website wirde den Schüler*innen der direkte und niedrigschwellige schriftliche Austausch mit Wissenschaftler*innen aus den verschiedensten Forschungsbereichen ermöglicht. In der Themenrunde KI kreativ beschäftigen sich die Teilnehmenden mit dem Einfluss von Künstlicher Intelligenz auf Kunst, Kultur und Medien. Dabei werden sie beispielsweise Fragen nachgehen, wie KI kreative Produktionsprozesse beeinflusst, ob von KI-Bildgeneratoren erstellte Bilder Kunst sind oder ob Kunst von Menschen erschaffen sein muss und was die Kategorien „Fake“ und „Echt“ in diesem Zusammenhang bedeuten. Darüber hinaus beantworten die Forschenden Fragen zu ihrem Arbeitsalltag und berichten aus ihrem Leben und Werdegang. Vom 17. bis zum 21. Juni 2024 sind Schüler*innen herzlich eingeladen, sich mit Wissenschaftler*innen zu diesem Thema schriftlich in Live-Chats auszutauschen. Alle Lehrkräfte sind herzlich dazu eingeladen, ihre Klassen (ab Jahrgangsstufe 7, alle Schulformen) über das Anmeldeformular auf der Website des Veranstalters bis zum 26. Mai 2024 anzumelden. Die Teilnahme ist kostenfrei. Die Schüler*innen benötigen für die Teilnahme Internetzugang und einen Computer oder ein Tablet. Das Angebot findet in Kooperation mit dem RHET AI Center und unter der Förderung der VolkswagenStiftung statt.

Kompaktkurs Didaktik des Globalen Lernens

1 day 9 hours ago
In einem dreitägigen Seminar vom 12. bis 14. April, von 9 bis 17 Uhr und Sonntag 9 bis 15 Uhr, werden in Saarbrücken Methoden, Didaktik und Inhalte des Globalen Lernens vorgestellt. Von der Theorie geht es an diesem Wochenende zur Praxis und die Methoden können direkt erprobt werden – von der Konzeption einer Bildungseinheit über die Durchführung bis zur Nachbereitung. Expert:innen aus der Bildungsarbeit des Netzwerk Entwicklungspolitik im Saarland (NES) e.V. leiten die Teilnehmenden an. Ziel der Fortbildung ist, methodische Ideen und praktische Tipps für die eigene Bildungsarbeit zu erhalten und optional zukünftig auch Bildungseinsätze für das NES übernehmen zu können. Mit dem Globalen Lernen vermittelt der entwicklungspolitische Verein eine international verbreitete Methode, die Menschen zum Perspektivwechsel, zur Offenheit und Toleranz und zur Empathiefähigkeit ermutigen soll: die Grundlage für ein friedliches und nachhaltiges Beisammensein auf unserem Planeten. Das Wochenende wird als "Veranstaltung der politischen Weiterbildung" im Beruf anerkannt und es kann für die Teilnahme eine Bildungsfreistellung (Bildungsurlaub) beim Arbeitgeber beantragt werden. Das Modul schließt die Fortbildungsreihe „Go Global“ ab und kann einzeln besucht werden. Veranstaltungsort ist das „Globale Klassenzimmer“ des NES e.V., Evangelisch-Kirch-Str. 27 in 66111 Saarbrücken. Für Raum und Verpflegung fällt eine Kostenbeteiligung von 60 Euro (Für NES-Mitglieder/Studierende 30 Euro) an. Weitere Infos und Anmeldung auf www.nes-web.de/goglobal

Online Teachers Seminar: Global (In) Security: The U.S. and Germany in Times of Crisis

2 days 1 hour ago
War, climate change, political upheaval, and protest – the news are seemingly dominated by different types of crisis and challenges and there seems no end in sight. With each new event comes a new layer of complexity and information which can be challenging for adults and young people alike. In this teacher seminar, we want to take an in-depth look at two currently unfolding wars that are deeply connected to the policies of the United States and Germany: Russia’s war against Ukraine and Israel’s war against Hamas. What is currently happening in both countries and how do the United States and Germany respond? Can we trace similarities and differences in their policy responses? And what role might the U.S. elections play in all of this? As a final input, we will discuss climate change and the question of sustainability. Which new developments can be detected on both sides of the Atlantic and what are some promising developments?Participants will discuss these and many more questions with experts.

AJET

BJET

Cognition and Instruction

Distance Education

Universal design in online education: A systematic review

2 months 2 weeks ago
Volume 45, Issue 1, February 2024, Page 23-59
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Mohan YangMohammad Shams Ud DuhaBreanne A. KirschNoah GlaserHelen CromptonTian Luoa Educational Foundations & Leadership, Old Dominion University, Norfolk, VA, United States of Americab Curriculum and Instruction, Purdue University, West Lafayette, IN,…

Longitudinal changes of student engagement in social annotation

2 months 2 weeks ago
Volume 45, Issue 1, February 2024, Page 103-121
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Lijia LinShan LiXiaoshan HuangFu Chena Faculty of Education, University of Macau, Macau, Chinab College of Health, Lehigh University, Bethlehem, PA, United States of Americac Department of Educational and Counselling Psychology, McGill University,…

ETR&D

Teachers’ use of data from digital learning platforms for instructional design: a systematic review

1 week 1 day ago
Abstract

Data-based decision-making is a well-established field of research in education. In particular, the potential of data use for addressing heterogeneous learning needs is emphasized. With data collected during the learning process of students, teachers gain insight into the performance, strengths, and weaknesses of their students and are potentially able to adjust their teaching accordingly. Digital media are becoming increasingly important for the use of learning data. Students can use digital learning platforms to work on exercises and receive direct feedback, while teachers gain data on the students’ learning processes. Although both data-based decision-making and the use of digital media in schools are already widely studied, there is little evidence on the combination of the two issues. This systematic review aims to answer to what extent the connection between data-based decision-making and the use of digital learning platforms has already been researched in terms of using digital learning data for further instructional design. The analysis of n = 11 studies revealed that the use of data from digital learning platforms for instructional design has so far been researched exploratively. Nevertheless, we gained initial insights into which digital learning platforms teachers use, which data they can obtain from them, and how they further use these data.

Unlocking the Everdoor: analyzing the serious game Spiritfarer

1 week 1 day ago
Abstract

This qualitative research study aims to examine the potential of the commercially available serious game, Spiritfarer. The study focuses on the game's unique approach to serious themes and its ability to facilitate discussions about grief. A grounded theory approach was used to analyze lived experience descriptions from 54 participants. Findings indicate that Spiritfarer can impact gamers' outlook, knowledge, and behaviors, particularly related to grief, empathy, and loss management. The game achieves this through effective game design principles that generate emotional reactions and establish a connection between the narrative, characters, and players.

Instructional design students’ design judgment development

1 week 1 day ago
Abstract

This qualitative multi-case study explores the exercise and development of the design judgment of eight instructional design (ID) students working on design projects over one semester in graduate programs at four different institutions in the USA. Their design processes were explored through interviews and their design documents using the concepts of design judgment as reported by Nelson and Stolterman (The design way: Intentional change in an unpredictable world, MIT Press, Cambridge, 2012) and reflection-in-action as reported by Schön (The reflective practitioner: How professionals think in action, Basic Books, New York, 1983) to characterize the exercise and development of their design judgment across the semester. Findings reveal that these ID students make multiple design judgments concurrently and constantly. Their prior design experience, the course requirements and their design practice in class influence both the exercise and development of their design judgment. Lastly, the development of their design judgment is both perceptible and personal. In light of these findings, recommendations are made for how to support the development of ID students’ design judgment.

Virtual reality and gamification in education: a systematic review

1 week 2 days ago
Abstract

This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamification elements and mechanisms. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type of study, subject, and publication year. The related articles were retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, and Web of Science). A total of 112 articles were included, 16 research questions were explored, and a thematic analysis was conducted. To evaluate the quality of the articles included, the Mixed Methods Appraisal Tool (MMAT) was used. According to the findings, gamification and virtual reality support several pedagogical theories and approaches. Their adoption to and integration into education can enrich and transform traditional teaching and learning and were assessed positively by students and teachers. Gamification elements significantly affected students’ achievements. In comparison to traditional learning environments, gamified virtual reality learning environments were more motivating, engaging, and interactive and offered more opportunities for personalized and collaborative learning. Through the realistic and interactive experiences offered, students’ immersion and social presence can be enhanced, knowledge acquisition can be improved, and material comprehension can be facilitated. Positive changes in student attitude, behavior, and mentality as well as improved cognitive, physical, and social–emotional development were observed. When using learning environments that integrate both virtual reality and gamification, students’ learning outcomes, motivation, engagement, and self-efficacy were increased. Additionally, students’ academic performance, active involvement, and satisfaction were improved. Students’ curiosity, imagination, focus, and interest were enhanced and their skills and competences were developed. Finally, gamified virtual reality emerged as an effective educational tool that can improve learning at all educational levels, subjects, and contexts.

A systematic review of educational online peer-review and assessment systems: charting the landscape

1 week 2 days ago
Abstract

Over the past two decades, there has been an explosion of innovation in software tools that encapsulate and expand the capabilities of the widely used student peer assessment. While the affordances and pedagogical impacts of traditional in-person, “paper-and-pencil” peer assessment have been studied extensively and are relatively well understood, computerized (online) peer assessment introduced not only shifts in scalability and efficiency, but also entirely new capabilities and forms of social learning interactions, instructor leverage, and distributed cognition, that still need to be researched and systematized. Despite the ample research on traditional peer assessment and evidence of its efficacy, common vocabulary and shared understanding of online peer-assessment system design, including the variety of methods, techniques, and implementations, is still missing. We present key findings of a comprehensive survey based on a systematic research framework for examining and generalizing affordances and constraints of online peer-assessment systems. This framework (a) provides a foundation of a design-science metatheory of online peer assessment, (b) helps structure the discussion of user needs and design options, and (c) informs educators and system design practitioners. We identified two major themes in existing and potential research—orientation towards scaffolded learning vs. exploratory learning and system maturity. We also outlined an agenda for future studies.

Effects of robot-based multiple low-stakes assessments on students’ oral presentation performance, collective efficacy, and learning attitude

1 week 2 days ago
Abstract

Low-stakes assessment has gained attention in recent years due to its link to enhancing learning effects and its essential role in learning evaluation. Unlike high-stakes assessments, low-stakes assessments have little or no consequences for learners’ academic performance, and are designed to support the feedback-oriented learning process. Providing multiple low-stakes assessments to students yields significantly greater long-term retention of knowledge and skills. However, learners may not give their best efforts when taking low-stakes assessments, which could lead to poorer learning outcomes. Using emerging technologies such as social robots in the learning environment could foster interactive learning, engagement, and motivation for learning assessments. Therefore, integrating low-stakes assessments and robots might encourage students to exert greater effort while performing learning tasks. This study aimed to discover the impacts of robot-based multiple low-stakes assessments on students’ oral presentation performance, collective efficacy, and learning attitude. A quasi-experiment was conducted in two sixth-grade classes of elementary students. The Robot-based Multiple Low-Stakes Assessment (Robot-MLSA) was randomly assigned to one class, while the Computer-based Multiple Low-Stakes Assessment (C-MLSA) was assigned to another class. The findings showed that the Robot-MLSA could enhance students’ oral presentation performance, support their collective efficacy, and improve their learning attitude toward robots. Furthermore, an in-depth discussion of students’ learning perceptions and experience is provided to explore the effectiveness of the Robot-MLSA.

Effects of a concept mapping-guided virtual laboratory learning approach on students’ science process skills and behavioral patterns

1 week 3 days ago
Abstract

Laboratory courses can help students learn in a meaningful way. In the past, students encountered difficulties in chemistry laboratory courses due to limited access to equipment and space for practicing experimental operations. In recent years, virtual laboratories have allowed students to repeatedly practice in order to achieve their experimental goals. However, even when students follow the experimental protocol, some still cannot fully understand the principles and meaning of the experimental procedures. Therefore, when they encounter unexpected situations in experiments, they may not know how to handle them. Thus, this study incorporated a concept mapping-guided learning approach to facilitate students' understanding of the concepts of the experimental process and the relationship between experimental procedures before virtual laboratory practice. Using a quasi-experimental approach, 51 middle school students aged 12 to 13 years were assigned to an experimental group (M = 12, F = 14) using the concept mapping-guided virtual laboratory learning approach, and a control group (M = 12, F = 13) using the conventional virtual laboratory learning approach. The experimental group improved their science process skills, problem-solving awareness, and creative thinking tendency. Teachers can employ guided virtual laboratory learning approaches to help students experiment and understand concepts.

A meta-analysis of technology-delivered literacy instruction for elementary students

1 week 3 days ago
Abstract

Technology to support student learning has become increasingly prevalent in schools and homes during the last few decades. Several recent reviews have examined aspects of technology-based literacy instruction, but they have not focused on the full array of literacy skills that can be addressed during technology-delivered instruction for elementary students, nor have they utilized meta-analytic methods to rigorously examine effects of such instruction. Therefore, the purpose of this meta-analysis was to describe and evaluate recent research on technology-delivered literacy instruction for students in Grades K-5. A total of 53 experimental or quasi-experimental studies were analyzed. Results demonstrated a statistically significant main effect of instruction on norm- or criterion-referenced literacy outcomes (g = 0.24, p < .001), indicating that elementary students are likely to benefit from technology-delivered literacy instruction. Although the effects of several moderator variables representing study, participant, instruction, and outcome characteristics were explored, analyses revealed no statistically significant moderators of effects of instruction. Overall, findings indicate that further research on technology-based literacy instruction is needed to determine what works for whom and under what conditions.

Improving part-time instructors’ student failure rate with an educational engagement information system

2 weeks ago
Abstract

Higher education institutions rely on part-time faculty to teach a large percentage of courses in a range of disciplines. Existing research indicates that instruction by part-time faculty can negatively impact academic outcomes, student retention, and subsequent interest in a field of study. This study investigates if using a motivational information system can help close this performance gap. It introduces a type of motivational information system called an educational engagement information system (EEIS). EEISs draw on principles of behavioral economics, motivation theory, and learning cognition theory to help students want to improve their performance. The study compared student failure status in course sections taught by part- and full-time instructors both with and without an EEIS. Results suggest that using an EEIS can help improve student failure rates in courses taught by part-time faculty members and bring students’ performance to parity with the performance of students taught by a full-time instructor. Features of an EEIS, such as the additional structure, grade and outcome trackers, and motivational elements, can augment a part-time instructor’s approach and may compensate for limitations sometimes associated with part-time instruction including limitations of expertise, time, or rewards that can have a negative impact on students’ academic outcomes. As a result, students can experience higher completion rates and better performance.

How do Canadian faculty members imagine future teaching and learning modalities?

2 weeks 1 day ago
Abstract

This study, originally prompted by the impact of the COVID-19 pandemic on educational practices, examined Canadian faculty members’ expectations of teaching and learning modalities in the year 2026. Employing a speculative methodology and thematic analysis, interview responses of 34 faculty members led to the construction of three hypothetical scenarios for future teaching and learning modalities: a hybrid work model, a high tech and flexible learning model, and a pre-pandemic status quo model. In contrast to radical education futures described in the literature, the findings do not depart significantly from dominant modes of teaching and learning. Nevertheless, these findings offer insights into the expectations that Canadian faculty members have with respect to future teaching and learning modalities, the contextual issues and concerns that they face, the use of speculative methodologies in educational technology research, and the potential impacts remote learning trends have on the future of higher education in Canada.

Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design

2 weeks 3 days ago
Abstract

This paper explores the adoption of an entangled eclecticism perspective in Learning Experience Design (LXD), integrating a sociotechnical-pedagogical systems approach. It emphasizes the significance of considering the sociocultural, technological, and pedagogical dimensions of learning as a cohesive, interconnected ecology to design effective learning experiences. The authors discuss the implications of this perspective on learning outcomes, methodologies, and the selection of relevant theories for design. The aim is to guide the creation of learning experiences that are not only effective, efficient, and appealing but also deeply empathetic, culturally sensitive, and responsive to the evolving dynamics of learning environments. Concluding that LXD is a complementary approach to traditional learning design, the paper underscores its evolution, drawing from multiple traditions to offer a holistic framework for educational design and technology. This approach strives for learning experiences that are not just effective and efficient, but also culturally sensitive and empathetic, adapting to the dynamic nature of learning environments. Broader implications of this approach and directions for future research are discussed.

What I think I learned

3 weeks ago
Abstract

A retrospective review of 50 years of research and development experience showing the connectedness of the author’s theoretical ideas to practical application. An effort to show designers how over the span of a career new ideas begin as work-related insights and discoveries that by problem solving flow together to create a unique personal view of design and designing. Encouragement for individual designers to be willing to experiment with new ideas that may step beyond received practice and to learn from those experiences, even to the extent of testing and adopting new worldviews that may differ from the general view. Encouragement for revisiting foundational documents of the field of educational and instructional technology to examine the intent of the founders and to build possible alternative interpretations of their meaning. A recommendation of topics the field should consider to maintain relevance within a rapidly changing theoretical and technical landscape.

Investigating the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform

3 weeks 3 days ago
Abstract

Although user-generated microgames, defined as very simple games made by non-professionals on open platforms, are popular and appear to have considerable advantages in facilitating learning, further exploration is needed to establish their potential in instructional practices. The present study investigates the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform. Through an exploratory experiment research method, four elementary school teachers designed and implemented microgame-based learning utilising these very small games on GeoGebra Classroom attended by 129 students. Data were gathered from lesson plans, classroom activity records and self-reflection questionnaires. This study revealed that teachers designed learning with various user-generated microgames and debriefing methods respecting learning content, but they shared comparatively similar scenarios by inserting microgame-based learning into the middle of the main session. The completion rate for the debriefing activity is minimum although the total joining times overshoot the number of students. Teachers found that user-generated microgames are acceptable to orchestrate short serious gaming sessions even though they are limited to one player with basic interfaces. Notwithstanding several disadvantages of these microgames recognised by students, such as missing learning instructions and inadequate interfaces, they so far enjoy learning by playing the games. The most critical implication of this study is to provide sufficient instructions and additional time for microgaming sessions in elementary schools to ensure sustainable completion of the briefing, playing and debriefing activities.

Making for science: a framework for the design of physical materials for science learning

1 month ago
Abstract

Recent work in science education has emphasized the importance of the conceptual, social, and epistemic dimensions in science learning. But what about the material dimension—the actual physical materials that students use? The way their characteristics and affordances limit or determine instruction has thus far not been as thoroughly explored. Despite the vast body of work that exists on science and engineering practices, there are relatively few examples of how physical science materials are linked to and can support engagement with such practices for sensemaking. In this paper, we propose a framework for analyzing the design of these physical materials and the activities associated with them that can serve as lenses for educators and researchers to consider when planning and reflecting on classroom instruction. To validate our framework, we apply it to analyze activities developed and implemented by teachers during a four-year research-practice partnership project conducted in a city in Brazil, and investigate potential connections between the design of physical materials and students’ epistemic agency. We conclude with recommendations for the development of physical resources in labs and makerspaces for science learning.

Sparring with technology: collaborating with coaches, mentors, and academic staff to develop culturally responsive computing education for a youth boxing program

1 month ago
Abstract

In the United States, culturally responsive computing is a framework that aims to support broadening the participation of racially and linguistically diverse children in computing and technology education through bottom-up interventions that are community-oriented, technology rich, and culturally dynamic. Despite the important role that youth sports play in many local neighborhoods and communities across demographic groups there is only a small amount of research on developing culturally responsive computing education that incorporates these activities. We report findings from a culturally responsive computing collaboration between computing education researchers and coaches, mentors, and academic staff who ran a youth boxing program that predominantly served African American children. The purpose of the collaboration was to learn about and represent the adults’ expertise and knowledge in the co-development of culturally responsive computing activities. Using an emergent mixed methods research design, we collected qualitative data (i.e., interviews and group discussions) and quantitative data (i.e., pre- and post-surveys) throughout the collaboration. We analyzed these data to study how coaches, mentors, and staff members brought their knowledge and expertise to bear on the co-development of culturally responsive computing activities for the youth boxing program. Our findings show how the coaches, mentors, and academic staff used their expertise and knowledge in ways that leveraged boxing culture to go beyond boxing itself in the co-development of the activities. In addition, even when connections between computing and boxing did not appear authentically motivated this did not negate the adults’ engagement with the culturally responsive computing project. These findings have implications for anti-deficit theorizing about authenticity and inauthenticity in the co-development of culturally responsive computing in youth sports contexts. The construction of authenticity in culturally responsive computing might be less understood as a direct translation from community into education and more so as a negotiation between locally defined demarcations of what is considered authentic and inauthentic.

Impact of an instructional guide and examples on the quality of feedback: insights from a randomised controlled study

1 month ago
Abstract

While the provision of peer feedback has been widely recommended to enhance learning, many students are inexperienced in this area and would benefit from guidance. This study therefore examines the impact of instructions and examples on the quality of feedback provided by students on peer-developed learning resources produced via an online system, RiPPLE. A randomised controlled experiment with 195 students was conducted to investigate the efficacy of the approach. While the treatment group had access to instructions and examples to support their provision of feedback, the control group had no such assistance. Students’ feedback comments were coded using an adaptation of the S.P.A.R.K. (Specific, Prescriptive, Actionable, Referenced, Kind) model. The results indicate that the instructional guide and examples led to students writing more comprehensive comments. The intervention notably enhanced the presence of feedback traits matching the S.P.A.R.K. model and increased instances where multiple traits of quality were observed in a single comment. However, despite the guide’s impact, the students’ ability to provide actionable feedback was limited. These findings demonstrate the potential of developing and integrating structured guidance and examples into online peer feedback platforms.

Taking adaptive learning in educational settings to the next level: leveraging natural language processing for improved personalization

1 month 1 week ago
Abstract

Educational technology plays an increasingly significant role in supporting Self-Regulated Learning (SRL), while the importance of Adaptive Learning Technology (ALT) grows due to its ability to provide personalized support for learners. Despite recognizing the potential of ALT to be influential in SRL, effectively addressing pedagogical concerns about using ALT to enhance students’ SRL remains an ongoing challenge. Consequently, learners can develop perceptions that ALT is not customized to their specific needs, resulting in critical or dismissive attitudes towards such systems. This study therefore explores the potential of combining Natural Language Processing (NLP) to enhance real-time contextual adaptive learning within an ALT to support learners’ SRL. In addressing this question, our approach consisted of two steps. Initially, we focused on developing an ALT that incorporates learners’ needs. Subsequently, we explored the potential of NLP to capture pertinent learner information essential for providing adaptive support in SRL. In order to ensure direct applicability to pedagogical practice, we engaged in a one-year co-design phase with a high school. Qualitative data was collected to evaluate the implementation of the ALT and to check complementary possibilities to enhance SRL by potentially adding NLP. Our findings indicate that the learning technology we developed has been well-received and implemented in practice. However, there is potential for further development, particularly in terms of providing adaptive support for students. It is evident that a meaningful integration of NLP and ALT holds substantial promise for future enhancements, enabling sustainable support for learners SRL.

Factors contributing to teachers’ acceptance intention to gamified EFL tools: a scale development study

1 month 2 weeks ago
Abstract

This study is to develop and validate a scale that measures the acceptance intention of secondary school teachers toward gamified English-as-a-foreign-language (EFL) tools. Drawing upon the technology acceptance models (TAM) and related frameworks, we synthesized a framework that includes six main factors contributing to teachers’ acceptance intention of gamified learning tools. These factors are perceived enjoyment, perceived usefulness (PU), perceived ease of use (PEoU), perceived risks, facilitating conditions, and control variables. The study involved 361 and 512 secondary school teachers who participated in qualitative interviews and quantitative surveys, respectively. Surprisingly, in the context of implementing gamified tools for the teaching of English-as-a-second-language, the results indicate that only two factors can be retained in the proposed framework (PU and PEoU). However, PU and PEoU in the current research contexts brought new connotations, which is of significance for future studies. Eventually, a five-item scale measuring PU (PU-gamification-EFL) and a six-item scale measuring PEoU (PEoU-gamification-EFL) have been validated. Implications and limitations were discussed, as well as suggestions for future studies.

Should We account for classrooms? Analyzing online experimental data with student-level randomization

1 month 3 weeks ago
Abstract

Emergent technologies present platforms for educational researchers to conduct randomized controlled trials (RCTs) and collect rich data to study students’ performance, behavior, learning processes, and outcomes in authentic learning environments. As educational research increasingly uses methods and data collection from such platforms, it is necessary to consider the most appropriate ways to analyze this data to draw causal inferences from RCTs. Here, we examine whether and how analysis results are impacted by accounting for multilevel variance in samples from RCTs with student-level randomization within one platform. We propose and demonstrate a method that leverages auxiliary non-experimental “remnant” data collected within a learning platform to inform analysis decisions. Specifically, we compare five commonly-applied analysis methods to estimate treatment effects while accounting for, or ignoring, class-level factors and observed measures of confidence and accuracy to identify best practices under real-world conditions. We find that methods that account for groups as either fixed effects or random effects consistently outperform those that ignore group-level factors, even though randomization was applied at the student level. However, we found no meaningful differences between the use of fixed or random effects as a means to account for groups. We conclude that analyses of online experiments should account for the naturally-nested structure of students within classes, despite the notion that student-level randomization may alleviate group-level differences. Further, we demonstrate how to use remnant data to identify appropriate methods for analyzing experiments. These findings provide practical guidelines for researchers conducting RCTs in similar educational technologies to make more informed decisions when approaching analyses.

Trends, tensions, and futures of maker education research: a 2025 vision for STEM+ disciplinary and transdisciplinary spaces for learning through making

1 month 3 weeks ago
Abstract

This special issue aims to sketch the present state of maker learning research, reveal possible tensions, and present future possibilities to articulate principles for learning through design in the era of maker education. The special issue was announced in 2022 in ETR&D, a leading academic journal in educational technology. Of the 50 submissions to the special issue, eighteen (18) were accepted for publication. The editors favored a robust inclusion of papers to help define the contours of the field at present. Four clusters of topics are identified in this collection of papers: (i) STEM+ disciplinary and transdisciplinary learning spaces; (ii) Digital technologies in making, opportunities and challenges; (iii) Assessment practices and frameworks; (iv) Representation, inclusion, and tensions around maker-centered initiatives and reforms. The editors of the special issue believe that these clusters reflect the current state-of-the-art in the field as well as significant questions to guide near future research. Reflecting on these papers but also the overall editorial process, the editors identified several opportunities and provide suggestions on how the field might expand moving forward.

IEEE ToLT

Instructional Science

Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers’ first- and second-order knowledge integration

1 month ago
Abstract

The conceptualization of pre-service teachers’ knowledge integration typically involves the distinction of two types: first-order knowledge integration, which includes merging domain-specific knowledge entities into a common knowledge base, and second-order knowledge integration, which refers to the integrated (simultaneous) application of knowledge from diverse domains. This study investigates the effect of instructional prompts in the form of (a) relevance instructions and (b) guiding questions on promoting pre-service teachers’ first-order knowledge integration in a reading- and writing-based learning setting with three domain-specific study texts: one text each referring to content knowledge (CK), general pedagogical knowledge (PK), or pedagogical-content knowledge (PCK). Furthermore, the study explores whether pre-service teachers’ second-order knowledge integration depends on the degree to which they engaged in first-order knowledge integration when reading and writing about different domain-specific learning contents. The study applied a three parallel group experimental design. An analysis of essays written by N = 83 German language pre-service teachers indicated positive effects of both prompts on first-order knowledge integration. Moreover, a mediation analysis showed that pre-service teachers’ second-order knowledge integration is mediated by their first-order knowledge integration. The results are discussed and integrated into the existing body of research, practical implications are presented, and limitations of the study are explained.

Using self-determination theory (SDT) to explain student STEM interest and identity development

1 month 3 weeks ago
Abstract

Students’ strongly positive STEM interest and identity predict their future study and career choices in a STEM field. STEM education studies addressing multiple disciplines together are insufficient, as they have produced mixed findings and inadequate direction for advancing integrated STEM education. Self-determination theory (SDT) provides an understanding of motivational processes that influence the development of STEM interest and identity. This study investigated the effectiveness of a set of proposed teacher needs-supportive strategies on student STEM interest and identity development during a proposed 12-week SDT-based STEM program. Three hundred forty-two ninth grade students were randomly assigned to SDT and non-SDT groups during the program. The results support the application of SDT in integrated STEM learning and explain how supporting student needs affects their STEM interest and identity, which is crucial in interdisciplinary learning and the development of adolescent interest and identity in K–12. Moreover, the results contribute to SDT by adding a new dimension—integrated STEM interest and identity—and presenting more evidence on how the teacher’s needs-supportive strategies foster this dimension. These results have practical implications for advancing integrated STEM education in addition to new opportunities for using fewer resources to effectively foster student interest and identity in compulsory education.

Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach

1 month 3 weeks ago
Abstract

The purpose of this research is to examine whether, and how, an asynchronous online learning community pedagogical approach can address students’ challenge of integrating disciplinary ideas into an interdisciplinary understanding. A quasi-experimental research design was conducted in which 51 undergraduate students were allocated into two groups who learned a similar asynchronous online interdisciplinary course. The two groups differed in the learning mode in which the courses were designed and taught: a learning community (LC) mode for the experimental group, versus an individual learning (IL) mode for the control group. We used a designated rubric to compare the quality of students’ interdisciplinary understanding, as expressed in a synthesis essay each student wrote. Findings show that students’ abilities to synthesize disciplinary ideas were significantly higher in the LC group. Since synthesis of disciplinary ideas is the goal and essence of interdisciplinarity, we view these findings as indicating a higher quality of interdisciplinary understanding among the LC mode students. This work demonstrates and delineates the potential of the LC approach to promote the development of interdisciplinary understanding in higher-education asynchronous online environments.

Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos

1 month 3 weeks ago
Abstract

In this study, we investigated the impact of prompting on young students’ source consideration when watching videos with conflicting information. 262 French 7th graders were shown a series of videos in which two speakers (varying in credibility) took opposite stances on the topic of organic farming. The students were either given no prompts (control group), an indirect form of prompting (watching an instructional video on the benefits of sourcing before processing the material), a direct form of prompting (filling out source credibility rating scales during the processing of the material) or a combination of direct and indirect prompting. While the impact of the instructional video on students’ source consideration proved marginal, students who had to fill in the source credibility rating scales during the processing of the material remembered the identity of the speakers better (notably in delayed posttest), were more inclined to consider the expert interviewee as more convincing and to mention interviewees’ expertise to justify their judgement. These results suggest that prompting seventh graders to evaluate the credibility of the sources during the processing of the material through the completion of credibility rating scales is an efficient method to improve their consideration of source information when watching videos.

Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses

1 month 3 weeks ago
Abstract

Computer-simulated experiments have been gaining popularity over hands-on experiments in science education, given the availability of technology and the trend of distance learning. Past studies have focused primarily on comparing the learning outcomes and user experiences of the two experiment modes. In this study, we used an eye tracker to investigate the learning processes involved in manipulating hands-on and computer-simulated experiments, and the effect of prior knowledge and experiment mode on eye movements. A total of 105 undergraduates completed either mode of experiment to learn about pulley mechanics. Participants were asked to read relevant concepts before conducting the experiments to ensure they had basic knowledge about the subject matter. Results showed that the learning outcome of experimentation was affected by prior knowledge but not experiment mode. As for eye movements, the two experiment workstations were divided into nine functional regions. The findings revealed that eye movements in most regions were affected by the experiment mode, but not prior knowledge. The simulation group had shorter total fixation durations and smaller pupil sizes than the hands-on group, implying a lower cognitive load in learning in computer-simulated experiments. Lag sequential analysis and entropy analysis were conducted on cross-regional fixation transitions. The results revealed that participants in hands-on experiments tended to make more diversified fixation transitions across regions, whereas those in simulated experiments showed a higher level of concentration in the spatial pattern of fixation transitions. While sequential analysis offers insights into important fixation transitions on a regional level, entropy analysis allows for a more macro perspective on the overall transition distribution and facilitates conventional statistical modeling that takes individual differences into account.

Examining the effects of tempo in background music on adolescent learners’ reading comprehension performance: employing a multimodal approach

1 month 3 weeks ago
Abstract

This present study examines the psycho-emotional and psychophysiological effects that variations in the tempo of background music have on learners who are completing reading comprehension tests while being monitored used multi-modal computer technology. Results of seventy-four (N = 74) participants indicated that listening to fast tempo music (150 bpm) predicted lower reading comprehension scores, increased emotional expressions of fear, joy and contempt, and higher skin conductance responses (SCRs). Results indicated that participants were more likely to produce higher scores while listening to slow tempo music (110 bpm), but such findings were not connected to significant differences in facial emotion expressions or psychophysiological responses. Contrasting these were control/no-music conditions in which participants exhibited moderated scores. Results from the fast-tempo condition can possibly be attributed in part to an affective valence of emotions and psychophysiological responses, as the multimodal data suggests that a combined regulatory mechanism may be at play while engaged in a learning task. This paper raises several questions regarding the use and effects of background music in performance-based learning settings and the role of affective-stimuli on cognitive regulation.

Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building

1 month 3 weeks ago
Abstract

Knowledge Building principles such as real ideas, authentic problems; epistemic agency; and collective responsibility for advancement of community knowledge convey ways in which Knowledge Building mirrors work in knowledge-creating communities. Previous studies suggest Metadiscourse—discourse about discourse—helps sustain and improve community knowledge. Do students’ emotions differ during metadiscourse compared to other discourse contexts? Is metadiscourse even possible in early elementary grades? If so, what emotions are associated with discourse moves requiring high-level reflection on prior discourse? Is it possible that such reflection engenders positive emotions required for sustained creative work with ideas? To address these issues, the authors engaged 22 grade 2 students (7 years old) in monthly metadiscourse sessions over four months, during which they discussed how their ideas changed, what they still wondered about, and what ideas they wanted to pursue. Video recordings of face-to-face sessions, online Knowledge Forum notes, students’ interviews, teacher’s reflections, and field notes were analyzed using discourse analysis, multi-faceted coding, and correlation analysis. The authors examined how students’ emotions and discourse moves differ in Knowledge Building discourse and metadiscourse and correlations between emotions and different discourse moves. The results show: (1) greater levels of enjoyment, reflection on previous ideas, and proposals for new directions for inquiry during metadiscourse sessions; (2) confidence positively associated with explanations and proposals for new directions for inquiry; (3) positive emotions associated with increasingly challenging cognitive work. The relationships between early elementary-grade students’ emotions and cognition during Knowledge Building is an underdeveloped area of investigation; in an effort to guide future research a model for regulating emotions in Knowledge Building is presented.

Improving multiple document comprehension with a lesson about multi-causal explanations in science

1 month 3 weeks ago
Abstract

Relying on multiple documents to answer questions is becoming common for both academic and personal inquiry tasks. These tasks often require students to explain phenomena by taking various causal factors that are mentioned separately in different documents and integrating them into a coherent multi-causal explanation of some phenomena. However, inquiry questions may not make this requirement explicit and may instead simply ask students to explain why the phenomenon occurs. This paper explores an Activity Model Hypothesis that posits students lack knowledge that their explanation should be multi-causal and how to engage in the kind of thinking needed to construct such an explanation. This experiment, conducted on a sample of eigth grade students, manipulated whether students received a short 10-min lesson on the nature of scientific explanations and multi-causal reasoning. Students who received this causal chain lesson wrote essays that were more causally complex and integrated, and subsequently performed better on an inference verification test, than students who did not receive the lesson. These results point to relatively simple changes to instructions that can provide the support students need for successful multiple-document comprehension.

Are we teaching novice instructional designers to be creative? A qualitative case study

2 months 1 week ago
Abstract

Creativity is a valuable skill for instructional designers. However, few studies have researched creativity in instructional design (ID) graduate courses. Future professionals' creative thinking is necessary to address societal, technological, and economic challenges. Developing creative thinking in novice instructional designers could allow them to generate creative solutions to ill-structured problems in real-world contexts. This multiple case study investigated the extent to which the nine core courses in an online instructional design master’s program encouraged creativity. We conducted a document analysis of course materials for each course, to analyze whether creativity indicators derived from creativity literature were present. Subsequently, a cross-case synthesis was used to identify patterns across the cases. Semi-structured interviews of the lead course instructors were conducted to evaluate the extent to which they deliberately included creativity concepts into the course design process. Results indicated core courses include learning activities and instructional strategies with the potential to foster creativity. However, explicit references mentioning creativity or being creative were only found in three courses. Lead instructors considered creativity an important aspect of teaching and learning and a concept that needs to be further developed and discussed in ID education. Implications for instructional design education are discussed.

Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations

2 months 2 weeks ago
Abstract

Teachers form expectations that can influence their students’ performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work—examples that contain basic, entry-level work and communicate low, but manageable expectations or examples that contain complex, advanced-level work and communicate high and challenging expectations. Across three semesters, 91 college students in a data management course completed a class assignment that involved exploratory coding activities. Prior to the assignment, students were randomly assigned to view basic or advanced examples of student work. Students assigned to the advanced-examples condition reported higher perceptions of task difficulty and frustration, but they also exhibited higher levels of performance in terms of the complexity of their own work. Results suggest that setting challenging expectations can create a desirable difficulty that ultimately benefits students’ performance in an authentic learning environment.

Exploring when learners become aware of their knowledge gaps: Content analyses of learner discussions

3 months 1 week ago
Abstract

This study investigates when and how awareness of knowledge gaps (AKG) manifests by observing the problem-solving phase of the educational approach known as problem-solving followed by instruction (PS-I). By comprehensively exploring cognitive and metacognitive process of learners during this phase and categorizing students’ judgements of knowledge structure in relation to AKG, it strengthens the underlying mechanisms of PS-I. With sixteen university students as participants, this study quantitatively and qualitatively analyzes conversations that take place during problem-solving activities. In the analysis, the authors suggest a total of ten cognitive and metacognitive events that occur and six judgements of knowledge structure in relation to AKG. The findings indicate that students spend most of their time solving the problem and seldom evaluate their thoughts; few express awareness of a knowledge gap. The authors discuss the relationships between the judgements of knowledge structure and consider when—and to what extent—students perceive their knowledge gaps. Lastly, the authors bring four learning behaviors (i.e., representing and reflecting on knowledge; recognizing and specifying knowledge gaps) with possible instructional strategies to promote each learning behavior.

Interactive Learning Environments

International Journal of Computer-Supported Collaborative Learning

Effects of group awareness support in CSCL on students’ learning performance: A three-level meta-analysis

3 weeks 6 days ago
Abstract

Group awareness (GA) is essential for computer-supported collaborative learning (CSCL), as it informs learners about other group members’ activities, knowledge, and emotions. A key advantage of GA support is that it can collect, process, and visualize GA information, which provides a basis for students’ reflection and adjustment during collaborative learning, thus facilitating their learning performance. However, empirical findings regarding the effectiveness of GA support have been inconsistent. The present study conducted the first three-level meta-analysis of 46 empirical studies to examine the effects of GA support on students’ learning performance and further explore the possible moderating factors that may have contributed to the inconsistencies of primary studies. The results indicated the following: (1) GA support in CSCL had a moderate significant effect on students’ learning performance (Hedges’g = 0.46, p < 0.001); (2) GA support in CSCL had the greatest influence on students’ cognitive development (Hedges’g = 0.49, p < 0.001), followed by behavioral participation (Hedges’g = 0.47, p < 0.001), and then social emotion (Hedges’g = 0.38, p < 0.001); and (3) GA support type and group size were the only two significant moderating factors. Based on these findings, we propose several theoretical and pedagogical implications.

Taking a stance in the process of learning: Developing perspectival understandings through knowledge co-construction during synchronous computer-mediated classroom discussion

3 weeks 6 days ago
Abstract

This study extends research on perspectival understanding (Greeno & van de Sande, 2007) by using Du Bois’ (2007) discourse work on stancetaking to investigate how students expressed their perspectives on course content through a variety of stances/positions as they negotiated meaning in online discussions. Participants were students in a hybrid graduate-level course with weekly synchronous computer-mediated discussions. Adapting Du Bois’ stancetaking triangle, we coded discussion transcripts for shifts in stance and for evidence of influence on students’ perspective taking as they considered course concepts. Findings were that stances and stance objects (that is, topics) were introduced as students collaborated in discussion, with an epistemic stance indicating students’ primary focus on wanting to learn and understand course concepts. Evaluative and affective stances were less frequent and most often intertwined with an epistemic stance but nevertheless important in supporting the group’s discussion. Synchronous online discussions afforded a venue for iterative discourse interactions of evaluation, positioning, and alignment and for shared knowledge co-construction and perspectival understanding.

Learning within fiber-crafted algorithms: Posthumanist perspectives for capturing human-material collaboration

3 weeks 6 days ago
Abstract

A key commitment of computer-supported collaborative learning research is to study how people learn in collaborative settings to guide development of methods for capture and design for learning. Computer-supported collaborative learning research has a tradition of studying how the physical world plays a part in collaborative learning. Within the field, a material turn is emerging that considers how digital and tangible technologies actively contribute to collaborative learning processes. Studying how tangible materials produce collaborative learning visibly and algorithmically is particularly important at a time when advanced algorithms are integrated into educational contexts in ways that are not always transparent. However, the needed methodologies for capturing how non-human agents take part in collaborative learning remains underdeveloped. The present study builds on current CSCL research that investigates materials in collaborative learning and introduces posthumanist perspectives with the aim to decenter humans methodologically and to probe empirically whether and how these perspectives contribute to empirical understanding of collaborative learning processes. Taking fiber crafts (e.g., weaving and fabric manipulation) as a context for computational learning, the present study conducted a posthumanist analysis of differences among human and non-human participants in collaboration using video data to investigate how middle school youths and fiber craft components performed algorithms over time. The findings show how both youths and craft materials actively contributed to the performance of algorithms. In weaving, algorithms became repeated youth-material movements one dimension at a time. In fabric manipulation, algorithms became a repeated confluence of component parts. Decentering humans through an analysis of differences among human and non-human introduced human-material collaboration as a productive unit of analysis for understanding how materials and people together contribute to producing what can be recognized as computational performance. The findings of this research contribute to ongoing conversations in CSCL research on how computational materials can be considered in collaborative learning and present a new approach to capture collaborative learning as physical expansion over time. The study has implications for future research on capturing collaborative computational learning and designing physical computational learning opportunities that show technology as evolving.

Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning

3 weeks 6 days ago
Abstract

By adopting a situated and interactional approach, we explore students’ immersive VR experiences as resources for collaborative meaning making and learning. We draw on data from a project in which teachers and researchers co-developed a learning design for upper secondary students involving immersive VR technology. In this learning design, students viewed a cinematic VR film where they encountered different people telling personal stories about exclusion and discrimination, followed by reflective group dialogues with their teacher about their experiences in this environment. Through a detailed interaction analysis of these dialogues, we identify four dimensions that characterize students’ meaning making: (1) the feeling of taking part in conversations, (2) attending to bodily expressions of others, (3) students’ own bodily responses, (4) teacher guidance. We discuss how the findings from our analysis contribute to the field of CSCL, and which also have implications for instructional work that includes the use of immersive VR environments.