Sources

Veranstaltungen Bildungsserver

Kommunalpolitik unter Druck – Dialog stärken, Konflikte bewältigen

2 days 4 hours ago
Kommunalpolitische Mandatsträger/-innen müssen immer komplexere gesellschaftliche Aufgaben bewältigen. Oft werden sie auch Blitzableiter für Bürger/-innen, die ihren Frust an gesellschaftlichen Zuständen immer häufiger in Form von Anfeindungen und Aggressionen entladen. Die Fachtagung „Kommunalpolitik unter Druck – Dialog stärken, Konflikte bewältigen“ macht diese Erfahrungen sichtbar und unterstützt Mandatsträger/-innen und Kommunalpolitiker/-innen im Umgang mit kommunalen Konflikten. Im Rahmen von Diskussionsrunden und Fachforen soll mit den Teilnehmenden diskutiert werden, was es braucht, um diese gesamtgesellschaftliche Herausforderung besser zu meistern.Hierfür wird ein Blick darauf geworfen, welche Bildungs- und Beratungsangebote konkret nötig sind und wie eskalierenden kommunalen Konfliktsituationen vorgebeugt werden kann. Zudem werden staatliche und zivilgesellschaftliche Maßnahmen zur Unterstützung von Kommunalpolitiker/-innen und „Good Practices“ vorgestellt.Die Teilnahme an der Tagung ist kostenlos.

379. Kultusministerkonferenz in Berlin

2 days 5 hours ago
Am 06. und 07. Oktober 2022 tagt die 379. Kultusministerkonferenz in Berlin. Am Donnerstag findet das KMK-Plenum Hochschule statt, Freitag folgt das KMK-Plenum Schule. Den Vorsitz führt Karin Prien, Präsidentin der Kultusministerkonferenz 2022 und Ministerin für Allgemeine und Berufliche Bildung, Wissenschaft, Forschung und Kultur des Landes Schleswig-Holstein.Pressekonferenz zum KMK-Plenum Hochschule am Donnerstag, den 06.10 2022, um 16:30 Uhr, in der Taubenstraße 10, 10117 BerlinPressestatement zum KMK-Plenum Schule am Freitag, den 07.10 2022, um 11:45 Uhr, in der Taubenstraße 10, 10117 Berlin

WOMEN&WORK-Spotlight "Computer Science"

2 days 9 hours ago
Am 3. November findet die erste Zukunftskonferenz WOMEN&WORK-Spotlight mit dem Schwerpunkt Computer Science statt. Von 16-19 Uhr haben Studentinnen, Absolventinnen und (Young) Professionals die Möglichkeit, mit vier spannenden Arbeitgebern über die Zukunft zu sprechen. Die Teilnahme ist kostenfrei. Eine Anmeldung ist ab sofort möglich: https://www.womenandwork.eu/computerscience/

WUS Förderpreis "Bildung braucht Auszeichnung"

2 days 10 hours ago
Bildung braucht Auszeichnung: Die Gewinnerinnen und Gewinner des WUS-Förderpreises 2020 und 2021 werden geehrt am 18.11.2022 an der Hochschule Rhein Main Wiesbaden Der World University Service (WUS) ehrt die Gewinnerinnen und Gewinner aus den Preisjahren 2020 und 2021 . Gefragt waren Abschlussarbeiten die eines der folgenden Themen der Sustainable Development Goals (SDGs) Migration, Flucht, Menschenrecht auf Bildung, Globales Lernen oder Bildung für nachhaltige Entwicklung zum Gegenstand hatten. Der WUS-Förderpreis „SDG“ ist bundesweit der einzige derartige Preis und Teil des Beitrages des WUS zur Umsetzung des UN-Weltaktionsprogramms „Bildung für nachhaltige Entwicklung“ in Deutschland. Auf der Veranstaltung wird zudem Frau Dr. Uschi Eid zum Thema „Wasser ist Leben – Das Nachhaltigkeitsziel Nr. 6“ sprechen. Frau Dr. Eid ist die Präsidentin der Afrika Stiftung und Parlamentarische Staatssekretärin im Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung a.D. und die Afrika-Beauftrage der Bundeskanzlerin a.D.,

Hybride Tagung zum Berufsorientierungsprogramm 2022: "Neue Welten erkunden – Digitalisierung in der Beruflichen Orientierung"

3 days 2 hours ago
Unter dem Motto „Neue Welten erkunden – Digitalisierung in der Beruflichen Orientierung“ findet die diesjährige Tagung zum Berufsorientierungsprogramm (BOP) des Bundesministeriums für Bildung und Forschung am 5. und 6. Dezember in einem hybriden Format in Berlin statt. Eröffnet wird die Veranstaltung durch Frau Bundesbildungsministerin Bettina Stark-Watzinger.  Die Digitalisierung ist Teil unserer Lebens- und Arbeitswelt. Sie verändert unsere Wirtschaft, schafft neue Berufsbilder, wandelt die Anforderungen an Unternehmen und Beschäftigte. Was bedeuten diese Veränderungen für die Berufliche Orientierung? Was ist eine zeitgemäße Berufliche Orientierung? Wie digital soll sie sein – oder auch nicht? Wie fördern innovative digitale Instrumente eine gute Entscheidung bei der Berufswahl, und wie können wir das für das Berufsorientierungsprogramm nutzen? Diese Fragen sollen mit Gästen aus Wirtschaft und Wissenschaft sowie jungen Menschen diskutiert werden. Die Veranstaltung richtet sich an Fachkräfte aus dem Bildungsbereich.

Tandem-Fachforum 2022: „Demokratielernen im grenzübergreifenden Austausch“

3 days 2 hours ago
Tandem lädt alle im Austausch Aktiven und am Austausch Interessierten vom 18. bis 20. November 2022 nach Weimar ein. Die Veranstaltung richtet sich  an alle hauptberuflichen und ehrenamtlichen Fachkräfte der Jugendarbeit sowie Lehrer:innen aller Schularten aus Deutschland und Tschechien. Interessierte sind eingeladen, am grenzübergreifenden Austausch zu den Themen Demokratie und Demokratielernen teilzunehmen und mit Kolleg*innen aus dem Nachbarland ind Gespräch zu kommen und mögliche Kooperationspartner und Organisationen aus dem Arbeitsfeld kennenzulernen. Hier bietet sich die Möglichkeit, sich von den Ideen und Vorhaben anderer inspirieren zu lassen und von sden eigenen Erfahrungen und Planungen zu berichten.

Fachkonferenz #Startchancen "Fördern, wo es zählt! Neue Startchancen für Schulen in herausfordernden Lagen"

3 days 4 hours ago
„Die Schule der Nation ist die Schule“ sagte Willy Brandt vor über 50 Jahren. Ein Satz, der gerade in Zeiten von Krieg und Krise nichts von seiner Aktualität verloren hat. Umso wichtiger also, gerade jetzt den bildungspolitischen Fokus auf unsere Schulen zu richten. Denn die Herausforderungen sind groß: Die hohe Abhängigkeit des Bildungserfolgs vom Elternhaus, marode Schulgebäude, Lehrkäftemangel, Kinderarmut und eine immer diversere Schülerschaft sind dafür nur einige Beispiele.Angesichts dieser Herausforderungen hat sich die Koalition aus SPD, Grünen und FDP ehrgeizige Ziele gesetzt. Sie will, dass der Bund sich noch stärker in der Bildungspolitik engagiert. Dazu zählt gerade auch das Programm „Startchancen“, das gezielt für 4.000 allgemein- und berufsbildende Schulen mit einem hohen Anteil sozial benachteiligter Schülerinnen und Schüler in den Fokus rückt. Für die SPD-Bundestagsfraktion ist das Startchancen-Programm eines der zentralen Ziele des Koalitionsvertrags, um ebendiese Schulen bedarfsgerecht zu unterstützen.

Digitalisierung in der Lehrer:innenbildung – Corona als Katalysator?!

3 days 4 hours ago
Die Tagung will verschiedene bildungswissenschaftliche, fachdidaktische und fachliche Perspektiven auf die Herausforderungen der Digitalisierung (in der COVID-19-Pandemie) für die Lehrer:innenbildung in Rheinland-Pfalz in den Blick nehmen, erste Bilanzierungen ermöglichen und einen regen Austausch über bedeutsame Forschungsperspektiven und Lehrkonzepte zu digitalen Kompetenzen in Gang setzen. Daneben richtet die Tagung auch den Blick auf die Gestaltung des durch die Pandemie beschleunigten digitalen Wandels im Unterricht. Sie richtet damit den Fokus auf die angestoßenen Veränderungen und Innovationen in Lehr-Lernkonzepten, der Kooperation und begleitenden Forschung zur Digitalisierung in der Lehrer:innenbildung.

WorldSkills Competition 2022 Special Edition

3 days 5 hours ago
Vom 10. bis 13. Oktober 2022 wird die Disziplin Kälte- und Klimatechnik zur WorldSkills Competition 2022 Special Edition in Nürnberg auf der Chillventa, Messe Nürnberg ausgetragen. Die feierliche Eröffnung wird am 09. Oktober 2022 um 18 Uhr sein. Am 14. Oktober 2022 um 18 Uhr findet die Siegerehrung der Teilnehmer*innen statt. Mehr Infos über einen persönlichen Besuch der WorldSkills Competition 2022 Special Edition erhalten Interessierte auf der Website.

WorldSkills Competition 2022 Special Edition

3 days 5 hours ago
Vom 10. bis 15. Oktober 2022 werden die Disziplinen CNC-Drehen und CNC-Fräsen bei der WorldSkills Competition 2022 Special Edition in Leonberg in der DMG MORI Academy ausgetragen. Die feierliche Eröffnung wird am 09. Oktober 2022 um 19:30 Uhr sein. Am 16. Oktober 2022 um 18 Uhr findet die Siegerehrung der Teilnehmer*innen statt.

WorldSkills Competition 2022 Special Edition

3 days 5 hours ago
Vom 04. bis 07. Oktober 2022 werden die drei Weltmeisterschaftsdisziplinen Mechatronik, Industrie 4.0 und Water Technology zur WorldSkills Competition 2022 Special Edition 2 in Stuttgart auf der Motek, Messe Stuttgart ausgetragen. Die feierliche Eröffnung wird am 03. Oktober 2022 um 19 Uhr sein. Am 08. Oktober 2022 um 17 Uhr findet die Siegerehrung der Teilnehmer*innen statt.

WorldSkills Competition 2022 Special Edition - Additive Manufactoring

3 days 5 hours ago
WorldSkills Germany ist eine global vernetzte Organisation, mit der einzigartigen Chance, durch den internationalen Austausch die Potentiale der besten Bildungsansätze für den nationalen Markt zu prüfen. Mit innovativen Konzepten soll die Ausbildungslandschaft noch attraktiver und besser gemacht werden. Dadurch wird Unternehmen dabei geholfen, noch leistungsfähiger zu werden.Vom 13. bis 16. Oktober 2022 wird die Disziplin Additive Manufacturing zur WorldSkills Competition 2022 Special Edition in Soest in der Fachhochschule Südwestfalen ausgetragen. Die feierliche Eröffnung wird am 12. Oktober 2022 um 17 Uhr sein. Am 17. Oktober 2022 um 18 Uhr findet die Siegerehrung der Teilnehmer*innen statt.

WOMEN&WORK - Night of the CEO

1 week 2 days ago
Wie gelingt der Weg in die Vorstands- oder Geschäftsführungsebene eines Unternehmens? Welche Strategien sind zielführend – und wie haben es andere Frauen geschafft? Diese Fragen sollen hier beantwortet werden! Die WOMEN&WORK-Night of the CEO ist ein virtueller “Kamin-Abend”, zu dem Vorständinnen und/oder Geschäftsführerinnen eingeladen werden. Neben der Frage, wie es Frauen in die “C-Suite” geschafft haben, werden auch Zukunftsthemen angesprochen.

Jahrestagung BiSS-Transfer 2022 "Sprache im Fach"

1 week 2 days ago
Wie genau sprachsensibler Unterricht und alltagsintegrierte sprachliche Bildung in der Kita auszugestalten sind und wie Kinder und Jugendliche dadurch in ihrem sprachlichen und fachlichen Lernen gefördert werden können, ist Thema der Jahrestagung BiSS-Transfer 2022. Die Tagung möchte den Teilnehmerinnen und Teilnehmern Einblicke in Ansätze und Forschungsergebnisse zum sprachsensiblen (Fach-)Unterricht geben, die Bedeutung sprachsensiblen Unterrichts und alltagsintegrierter sprachlicher Bildung in der Kita aus Sicht von Praxis, Administration und Wissenschaft herausstellen, vor allem im Hinblick auf sprachliche Heterogenität und Zuwanderung. Neue und bestehende Ansätze, Materialien und Fortbildungskonzepte für den sprachsensiblen Fachunterricht werden vorgestellt und diskutiert, beispielsweise auch mit Blick auf den Einsatz digitaler Medien und Austauschmöglichkeiten für die in den Verbünden aktiven Lehrkräfte und pädagogischen Fachkräfte sowie für alle weiteren Beteiligten aus Praxis, Administration und Wissenschaftanbieten, die sich mit sprachsensiblem Fachunterricht bzw. sprachsensiblen Bildungsangeboten in der Kita befassen.

Onlinefortbildung EscapeGames in der Jugendbildung/Archiospace“ zum Thema Digitalisierung

1 week 2 days ago
On- und Offlinelernen spielerisch zu verbinden ist - unabhängig von der Pandemieentwicklung und vom Thema Digitalisierung - weiter eine spannende Herausforderung für Bildungsakteur*innen und -träger. Die Stiftung wannseeFORUM bietet daher eine Online-Fortbildung zu EscapeGames in der Jugendbildung und zu ihrem Projekt "Archiospace“ zum Thema Digitalisierung in zwei Strängen/Schwerpunkten: 1) #archiospaceNewbie: Teilnehmende haben kein oder wenig Vorwissen zu Escapegames in der Bildungsarbeit und suchen eine Einführung dazu, eine Kurzvorstellung des „Archiopaces“ oder/und Inspiration für die Erstellung von offline-Escapegames für die eigene Arbeit/ Einrichtung. 2) #archiospaceAdvanced: Teilnehmende haben Vorwissen zu Escapegames in der Bildungsarbeit und interessieren sich für das Escapegame „Archiopaces“ in Funktion und Anwendung und für dessen Weiterentwicklung auch als eigene Adaption für die eigene Arbeit/ Einrichtung. Die Veranstaltung ist kostenfrei. Hier geht es zur Anmeldung: http://archiospace.de/#blog

20. Expertenrunde Bildung

1 week 2 days ago
Hochwertige Bildung für alle – das steht bei der diesjährigen 20. Expertenrunde Bildung, am 5. Oktober 2022 im Fokus. Für einen gleichberechtigten Zugang und eine gerechte Vermittlung von Bildung werden kreative, neue methodische Ansätze und Studien zur nachhaltigen und hochwertigen Bildung vorgestellt. Dabei werden Unterrichtskonzepte, Projekte und auch Materialien wie Mysterys oder Rollenspiele präsentiert. Die Teilnahme an der Veranstaltung ist kostenlos.

Henrietta und die Schatzinsel

1 week 2 days ago
Das AOK-Präventionstheater "Henrietta und die Schatzinsel" ist Bestandteil des Präventionsprogramm "Henrietta & Co. - Gesundheit spielend lernen", das neben drei Theaterstücken auch weiterführendes, didaktisches Lern- und Spielmaterial für die teilnehmenden Grundschulen bereithält. Das multisensorische Programm widmet sich den Themenfeldern Ernährung, Bewegung und psychische Gesundheit. Das gesamte Angebot ist für die Schulen kostenfrei.

Henrietta und die Schatzinsel

1 week 2 days ago
Das AOK-Präventionstheater "Henrietta und die Schatzinsel" ist Bestandteil des Präventionsprogramm "Henrietta & Co. - Gesundheit spielend lernen", das neben drei Theaterstücken auch weiterführendes, didaktisches Lern- und Spielmaterial für die teilnehmenden Grundschulen bereithält. Das multisensorische Programm widmet sich den Themenfeldern Ernährung, Bewegung und psychische Gesundheit. Das gesamte Angebot ist für die Schulen kostenfrei.

Henrietta und die Schatzinsel

1 week 2 days ago
Das AOK-Präventionstheater "Henrietta und die Schatzinsel" ist Bestandteil des Präventionsprogramm "Henrietta & Co. - Gesundheit spielend lernen", das neben drei Theaterstücken auch weiterführendes, didaktisches Lern- und Spielmaterial für die teilnehmenden Grundschulen bereithält. Das multisensorische Programm widmet sich den Themenfeldern Ernährung, Bewegung und psychische Gesundheit. Das gesamte Angebot ist für die Schulen kostenfrei.

Henrietta und die Schatzinsel

1 week 2 days ago
Das AOK-Präventionstheater "Henrietta und die Schatzinsel" ist Bestandteil des Präventionsprogramm "Henrietta & Co. - Gesundheit spielend lernen", das neben drei Theaterstücken auch weiterführendes, didaktisches Lern- und Spielmaterial für die teilnehmenden Grundschulen bereithält. Das multisensorische Programm widmet sich den Themenfeldern Ernährung, Bewegung und psychische Gesundheit. Das gesamte Angebot ist für die Schulen kostenfrei.

AJET

BJET

Distance Education

ETR&D

Critical events and pivotal factors as tools for analyzing the sustainability of online study programs

2 days 18 hours ago
Abstract

A critical aspect of designing and running online study programs is the identification of factors and elements that could potentially threaten the continuation of studies. In this study, we first identified a set of critical events that occurred in the running of a Finnish online doctoral study program over 16 years. Next, we analyzed the events using a four-pillar sustainability model, which consisted of the economic, social, environmental, and ethical pillars. We detected several contextually relevant and dynamic pivotal factors related to each of the pillars, which had effects on the sustainability of the program at the time of the critical events. The analysis revealed that positive pivotal factors in one sustainability pillar can be used to compensate for negative pivotal factors in the other pillars. Two aspects that were crucial for the sustainability of the online doctoral study program were the resilience and shared commitment of the community involved in its activities, which helped in overcoming any challenges encountered. Based on this study, we recommended that future research should design novel solutions that help online study programs to proactively identify potential critical events and related pivotal factors. Furthermore, studies should find creative approaches for constructively coping with critical events that have been identified.

Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities

3 days 18 hours ago
Abstract

This study investigated student interaction patterns and their co-regulation practices in text-based and multimodal computer mediated collaborative (CMC) writing. To this end, 30 EFL (English as foreign language) participants’ online collaborative writing performances were analyzed. The analysis included conversation analysis on the transcription of stored conversations of multimodal Moodle and discussion logs of online text-based writing Forum. Data were coded according to Storch (Storch, Language Learning 52:119–158, 2002)’s collaboration patterns coding scheme in order to trace interactional styles (collaborative pattern, dominant/passive pattern, dominant/dominant, and expert/novice pattern). Besides, data were coded to trace co-regulation patterns (planning, executing, monitoring, evaluation, orientation and elaboration). The chi-square analysis indicated that there were significantly more collaborative patterns in multimodal and expert/novice pattern in text-based CMCs. Co-regulation practices of “Elaboration” and “evaluation” occurred more in text-based CMC whereas “monitoring” practice had the highest occurrence in multimodal CMC. “Executing”, “planning” and “orientation” indicated no significant difference of occurrence. The results also indicated that there were significant differences in interaction patterns in each co-regulation practice in text-based and multimodal CMCs. The results imply that both mediums showed benefits in preparing learners for learning process but facilitated learning in different ways and consequently, they prepared learners for distinct collaborative composing processes.

Exploring the influence of favorite projects on programming skill improvement: analyzing the longitudinal dataset of 5 years of public activity on scratch social media

4 days 18 hours ago
Abstract

Scratch is widely used as an introductory educational tool for computer programming. However, little is known about how the action of adding favorite projects on Scratch social media influences programming skill improvement. On Scratch social media, learners select personally intriguing projects to view and learn from. Favorite projects both motivate users to participate on social media and serve as scaffolding material for learners. In this study, we analyzed a dataset of 50,786 users from 5 years of longitudinal activities on Scratch social media using the Zones of Proximal Flow theory. To understand how favorite projects influence learners, we compared the frequency of social media use and programming skill improvement between users who did and did not add favorite projects, and we found a significant difference in programming skill improvement. Among users with favorite projects, there is a proximal difference of two to five Dr. Scratch scores of the favorite project above users’ capability level, which maximizes the frequency of social media use and programming skill improvement.

A case study of prevalence and causes of eye tracking data loss in a middle school classroom

4 days 18 hours ago
Abstract

Recent advances in eye-tracking technology afford the possibility to collect rich data on attentional focus in a wide variety of settings outside the lab. However, apart from anecdotal reports, it is not clear how to maximize the validity of these data and prevent data loss from tracking failures. Particularly helpful in developing these techniques would be to describe the prevalence and causes of tracking failures in authentic environments. To meet this goal, we analyzed video records aligned with eye-tracking data collected from screen-mounted eye trackers employed in a middle-school classroom. Our sample includes records from 35 students recorded during multiple eye-tracking sessions. We compared student head position, body posture, attentiveness, and social interactions for time periods associated with successful and unsuccessful eye tracking. Overall, we observed substantial data loss and found that student inattentiveness, movements toward the eye tracker, and head rotations were the most prevalent factors inducing data loss. In addition, we observed a substantial relationship between data loss and apparent low involvement in the learning task. These data suggest that eye-tracking data loss is an important problem and that it can present a threat to validity because it can bias datasets to overrepresent high involvement behaviors. Based on these findings, we present several recommendations for increasing the proportion of usable data and to counter possible biases that data loss may introduce.

Improving metacognition through self-explication in a digital self-regulated learning tool

1 week 4 days ago
Abstract

Digital support during self-regulated learning can improve metacognitive knowledge and skills in learners. Previous research has predominantly focused on embedding metacognitive support in domain-specific content. In this study, we examine a detached approach where digital metacognitive support is offered in parallel to ongoing domain-specific training via a digital tool. The primary support mechanism was self-explication, where learners are prompted to make, otherwise implicit, metacognition concrete.

In a controlled pre-test/post-test quasi-experiment, we compared domain-specific and domain-general support and assessed the effects, use, and learners' perceptions of the tool. The results showed that self-explication is an effective mechanism to support and improve metacognition during self-regulated learning. Furthermore, the results confirm the effectiveness of offering detached metacognitive support. While only domain-specific metacognitive support was found to be effective, quantitative and qualitative analysis warrant further research into domain-general and detached metacognitive support.

The results also indicated that, while students with higher metacognition found a lack of relevance of using the tool, students with lower metacognition are less likely to make (structural) use of the available support. A key challenge for future research is thus to adapt metacognitive support to learner needs, and to provide metacognitive support to those who would benefit from it the most. The paper concludes by formulating implications for future research as well as design of digital metacognitive support.

Educational quality and technological complexity on recognition of enhanced learning platform in developing countries using PLS-SEM in a post COVID era

2 weeks 6 days ago
Abstract

The e-learning platform provides a new teaching-learning channel in which instructors provide information to learners irrespective of method used to access the platform. The purpose of this study is to examine instructors’ acceptance of e-learning in Nigerian universities. The study adopted a quantitative approach, with a total of 299 questionnaires collected from instructors. The result was analyzed using PLS-SEM. The study results indicate the factors affecting instructors’ adoption of e-learning platforms and the subsequent impact on instructors’ behavioral intention, and consequenly, an impact on the acceptance of the e-learning platform in Nigeria. Based on the study, self-efficacy, educational quality, and ease of use, perceive usefulness, and behavioral intention were found to be predictors for instructors’ acceptance of the e-learning platform in Nigeria. Also, the results drawn from the study revealed that there are individual challenges that come from the use of the e-learning platform. We discussed both theoretical and educational implications.

Measuring students’ perception of an engaging online learning environment: an argument-based scale validation study

1 month ago
Abstract

Identifying characteristics of an engaging online learning environment plays a crucial role in fostering student engagement and academic development in online learning. This body of research, however, has been impeded by the fragmentation with regards to the conceptualization and measurement of students’ perception of characteristics of an engaging online learning environment. Drawing on the development-in-sociocultural context perspective of student engagement as the substantive theory and the argument-based approach to validation as the methodological theory, this study sought to develop and validate an instrument to measure students’ perception of an engaging online learning environment (CEOLE). Through two stages of articulating and empirically evaluating an interpretation and use argument for the CEOLE, a 25-item questionnare measuring seven components of CEOLE was finally derived. Backing as well as rebutting evidence for the CEOLE was discussed in light of the argument-based approach to validation which manifests itself to be a more comprehensive and practical approach to validating Likert-type scale instruments than the classic evidence-gathering approach.

Managing large classes in virtual teaching: experiences of university teachers in Ghana during COVID-19

1 month ago
Abstract

This research used the qualitative multiple case study and phenomenological designs to explore how, without training, university teachers in Ghana managed large student numbers in the virtual environment during COVID-19. The study examined further the challenges the teachers faced in their virtual instructional delivery. Twelve participants drawn purposively from four large Ghanaian universities participated in individual interviews and follow-up virtual class observations. The findings revealed that the participants employed two management techniques in their virtual teaching—regulating the behaviour of learners and controlling instructional content. The research further uncovered that, although the teachers’ complaints generally centred on environmental constraints and inadequate institutional support, those whose difficulties included using virtual tools did not have virtual teaching experience before the COVID period. The study supports the clarion call on university teachers involved in virtual teaching to personally seek a continual update of skills and competency in virtual delivery because it is an approach hinged on evolving technology.

Predicting student performance by modeling participation in asynchronous discussions in university online introductory mathematical courses

1 month ago
Abstract

This study examines how student and instructor participation in online discussions impacts students’ course performance. The context for the study is university introductory online mathematics/statistics courses, which typically have much higher failure rates than their face-to-face counterparts. Using text-mining techniques, we analyze online discussion data automatically collected by a Learning Management System across five years from 2869 students in 72 online courses, who collectively contributed 20,884 posts. These semi-automated techniques enable a broader and more scalable view of participation behaviors by investigating: (1) student posting and non-posting behaviors (called online speaking and listening, respectively), (2) the textual content of posts, and (3) instructors’ strategies for structuring discussions. Multilevel modeling results show that online listening behaviors significantly predict students’ course performance. Further, students’ posts that built on other contributions or applied new knowledge have the highest predictive value in terms of course performance. Finally, the instructors’ use of open-ended prompts is the only variable positively and significantly links to students’ course performance. Links to theory, instructional practice, and educational data mining are discussed.

First, second, and third-order barriers to information literacy and inquiry-based learning for teachers in poverty contexts

1 month 1 week ago
Abstract

This study sought to understand challenges that teachers (N = 15) in poverty settings encountered during information literacy instruction (ILI) and inquiry-based learning. First order barriers focused on insufficient support for instruction (training to align ILI in poverty settings; integrate diverse information resources/technology tools), administrative support (differing administrative priorities toward ILI); and access to technology (lack of broadband internet; paywalled information/learning resources). Second-order barriers consisted of the following: teachers’ pedagogical beliefs (empowering student IL through question-generation); teachers’ beliefs about computers/technology (challenge of misinformation and knowledge gaps); and teachers’ beliefs about students’ roles (strategies for structuring and limiting resources; addressing affective deficits due to poverty through ILI). Lastly, third-order barriers explored teachers’ design-thinking in ways that employed multiple visualizations. Implications for theory and practice are discussed.

Usability research in educational technology: a state-of-the-art systematic review

1 month 1 week ago
Abstract

This paper presents a systematic literature review characterizing the methodological properties of usability studies conducted on educational and learning technologies in the past 20 years. PRISMA guidelines were followed to identify, select, and review relevant research and report results. Our rigorous review focused on (1) categories of educational and learning technologies that have been the focus of usability evaluation, (2) specific usability evaluation methods used, (3) outcome measures, and (4) research limitations. Findings revealed a diverse range of usability evaluation methods employed for different types of educational/learning technologies and the contexts in which those methods were used, with the majority of usability studies being performed on e-learning technologies within higher education contexts. Specific methods, instrumentation, and types of usability research found to be dominant in reviewed studies were further analyzed and classified, with findings suggesting inquiry methods using questionnaires were most prevalent. Prevalent outcome measures were also synthesized, with findings suggesting that the majority of usability research focuses on issues of technological usability, with very few studies considering pedagogical and socio-cultural aspects of usability. A number of limitations were found, including conceptual and procedural flaws, fundamental misunderstanding of usability evaluation methods, and inappropriate application of usability methods, suggesting potentially problematic and unreliable results. These findings are discussed in-depth, and implications for future research are provided.

Learner-generated material: the effects of ubiquitous photography on foreign language speaking performance

1 month 3 weeks ago
Abstract

The widespread availability of mobile phones has facilitated mobile learning and ubiquitous learning in language education. Although numerous benefits have been documented, the evidence for speaking fluency enhancement is relatively scant. Firmly grounded in humans’ cognitive structure and learners’ prior knowledge, this study proposes a ubiquitous photography strategy as a form of generative learning strategy. Specifically, besides the photos in English textbooks, foreign language (FL) learners at the college level were encouraged to use their mobile phones to capture photos to practice visual prompted oral tasks. Their learning experience was measured by a self-report questionnaire, triggering their perceptions of mental effort, task complexity, and learning preferences. Their learning outcome was measured by speech analysis of their oral performance, targeting fluency, and vocabulary diversity. Data analysis revealed that ubiquitous photography induced a better learning experience and enhanced their speaking outcomes to various extents. Results contribute to the potential of integrating ubiquitous learning and generative learning strategies in FL classrooms.

The influence of external concept structures on an individual’s knowledge structures

1 month 3 weeks ago
Abstract

This experimental investigation considers how the inherent conceptual structure of external representations influences individuals' knowledge structure, and in addition proposes a measure of global collective knowledge to account for the influence of pre-existing knowledge structure. In two studies, undergraduates in a hospitality management course completed a pre-knowledge structure (pre KS) measure, a prior knowledge pretest, then read parallel versions of either a text or a table about the Internet of Things, then completed a post knowledge structure (post KS) measure, and finally completed a comprehension posttest. Analysis of the comprehension posttest data showed that the text group significantly outperformed the table group (p < .05) mainly due to performance on factual and main idea items, but not inference items. The pre- and post-KS data were analyzed as Pathfinder networks. Descriptive comparisons of between group networks (group–group) and within group networks (pre-post) showed that the table and text between-group networks were quite alike before reading and were even more alike after reading (i.e., peer convergence of local collective knowledge structure). The within-group network overlap from pre-to-post was also substantial. In addition, pre-to-post similarity with the expert shows the text group networks became more like the expert referent but the table group networks became less like the expert referent. Exploratory findings for this global collective knowledge network approach based on Google Ngram frequency dependencies were partially supported. For theory building, the results show how the influence of external representations can be framed in terms of a representation's inherent conceptual structure. For practice, this list-wise measure for eliciting knowledge structure provides a quick way to elicit individual and group-level knowledge structure networks that can be used in ordinary classrooms for formative and summative assessment.

The interaction effects of an instructor’s emotions in instructional videos and students’ emotional intelligence on L2 vocabulary learning

1 month 4 weeks ago
Abstract

Language learning has long been a topic of interest, and instructional videos which allow students to learn anywhere and anytime have become an important language learning tool. However, the emotional characteristics of both instructors and students, which have the potential to influence students’ second language learning from instructional videos, have yet to be fully explored. The current study investigated the interaction effects of an instructor’s emotions (positive vs. negative vs. neutral) and students’ emotional intelligence (low vs. high) on students’ second language vocabulary learning from instructional videos with consideration of attention paid to the learning material (i.e., average fixation time, referring to the duration of each fixation on the learning material), learning experience (i.e., motivation, engagement, interaction), and learning performance (both immediate and delayed). Results showed that (1) only the interaction effect on attention was verified, and that (2) students with high emotional intelligence showed a larger average fixation time in the positive condition than in the negative condition, while (3) students with low emotional intelligence showed a smaller average fixation time in the neutral condition than in the negative condition. Furthermore, the results verified the benefits of the instructor’s positive emotion on students’ motivation, interaction, and immediate performance. Our findings shine a light onto the influence of an instructor’s emotions and students’ emotional intelligence on second language learning, and provide practical implications for the design of instructional videos and second language learning.

Development of the Design Thinking and Instructional Lessons (DTAIL) model: a creative approach for teachers

1 month 4 weeks ago
Abstract

The educational landscape continues to become increasingly complex, which suggests a need for a teacher-driven creative approach to developing instructional lessons. This article introduces the Design Thinking and Instructional Lessons (DTAIL) model and describes its three-phase development. In Phase I, the Design Thinking literature and the first draft of the model are described. In Phase II and III, two design studies conducted with STEM K-12 public school and community college in-service teachers participating in summer research experience for teachers (RET) programs in the United States are described. In addition, during the second design study, ten teacher-participants were observed as they implemented their lessons and were interviewed concerning how and to what extent they perceived the DTAIL model to resonate with their approach to developing instructional lessons. Revisions to the model were made based on data analysis from those three design phases. Findings suggest that Design Thinking models that facilitate teacher-driven design of instructional lessons might usefully include design stages with an explicit depiction of rotation and recursiveness. In addition, Design Thinking models should also depict (1) iteration, reflection, and revision; (2) a chaotic fluctuating problem–solution space, and (3) circling backward to eventually narrow the problem space toward a satisficed solution. Furthermore, the majority of teacher-participants found the DTAIL model to resonate with their approach to developing instructional lessons.

Can videos affect learning outcomes? Evidence from an actual learning environment

1 month 4 weeks ago
Abstract

We examine the effect of an innovation in an educational context, a class of 500 + first-year economics students at a well-known Australian university. We study whether introducing content in the form of a multimedia presentation has a detectable effect on specific categories of student knowledge. The multimedia presentation has a narrator presenting concepts with images, words, and worked examples. Our key outcome measure is the probability of answering questions correctly on a mid-term test. A quasi-experimental design is followed to offer a causal interpretation of the results. We find that the multimedia presentation markedly increases students’ academic outcomes on the test compared to those that did not view the presentation, especially in regards to procedural and evaluative knowledge. An additional survey reveals gains in students’ metacognitive knowledge. These findings suggest that multimedia presentations contribute to improved student learning outcomes and offer valuable options at a time of increased online course delivery. The findings also highlight the relevance of investing in education and resources to develop the necessary design skills among academics and staff.

Empathy and empathic design for meaningful deliverables

1 month 4 weeks ago
Abstract

With the challenges of a global pandemic, political and social unrest, and the consequences these issues bring, there is a universal call for empathy as we attempt to maneuver through this tumultuous time. For instructional designers, this includes employing empathy and empathic design as they grapple with how to design instructional interventions for learners. Empathy is the first stage in the design thinking process, now a popular buzz word in design research and practice. It suggests that empathy results in a design that meets the audience needs. But how do we know if this is true? As professors of instructional design and researchers of design practice, we teach empathy for action as a means for design students to act by producing a meaningful design deliverable. Over a 15-week semester, we taught and measured designer empathy and empathic design with 31 graduate students while they worked in design teams, participating in authentic design projects with two nonprofit organizations. Results indicate that 75% of the instances of empathy were students showing sensitivity to the end-learners’ experiences and situations, 52% were directed toward identifying with the end-learners’ thoughts and feelings. This did not necessarily translate to the designed deliverables as only three of the nine student teams created final meaningful design deliverables. We report on our instructional process, our research results and provide the framework for what we believe is needed to bridge the connection of empathy, empathic design, and meaningful design deliverables.

Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game

2 months ago
Abstract

Online educational games have been widely used to support students’ mathematics learning. However, their effects largely depend on student-related factors, the most prominent being their behavioral characteristics as they play the games. In this study, we applied a set of learning analytics methods (k-means clustering, data visualization) to clickstream data from an interactive online algebra game to unpack how middle-school students’ (N = 227) behavioral patterns (i.e., the number of problems completed, resetting problems, reattempting problems, pause time before first actions) correlated with their understanding of mathematical equivalence. The k-means cluster analysis identified four groups of students based on their behavioral patterns in the game: fast progressors, intermediate progressors, slow progressors, and slow-steady progressors. The results indicated that students in these clusters, with the exception of slow progressors, showed significant increases in their understanding of mathematical equivalence. In particular, slow-steady progressors, who reattempted the same problem more often than other students, showed the largest absolute learning gains, suggesting that behavioral engagement played a significant role in learning. With data visualizations, we presented evidence of variability in students’ approaches to problem solving in the game, providing future directions for investigating how differences in student behaviors impact learning.

A teacher technology tango shows strong results on 5th graders persuasive writing

2 months ago
Abstract

A central goal of upper elementary schools is improving students’ skills to write persuasively using source materials. This study focused on three important areas of writing at the upper elementary grade levels. First, the web-based intelligent tutoring system for the text structure strategy (ITSS) was used to teach children how to read source materials, select important ideas in the text, generate main ideas, and write summaries. Second, instruction about planning and writing persuasive essays was delivered using the self-regulated strategies development (SRSD) model. Third, We Write web-based tools were used to facilitate the learning and mastery of the persuasive writing strategies taught to upper elementary grade children. The We Write computer tool is a teacher-led system choreographing the roles of the teacher and technology to achieve maximum instructional impact. Teachers received practice-based professional development with coaching and modeling to implement the intervention. In a cluster randomized trial with 12 fifth grade classrooms, this approach was effective in improving students’ writing. Results show that after 6 weeks of text structure instruction on the web using ITSS, effect sizes on writing quality and planning were 0.30 and 0.77. After an additional 12 weeks of SRSD-based writing instruction effect size on planning quality was 1.60 and writing quality 2.29. These strong results can inform the design of technology supported writing interventions for elementary grade students.

Connecting learning and playing: the effects of in-game cognitive supports on the development and transfer of computational thinking skills

2 months ago
Abstract

Prior studies on game-based learning provide limited and mixed results in the transfer of skills learned during game play to contexts outside of the game. This study tested the effects of playing a blocked-based programming educational game implemented with in-game cognitive supports on students’ ability to learn and apply computational thinking (CT) skills in near and far transfer tasks. With 79 students randomly assigned to one of two conditions, the control group received basic game supports and the treatment group received cognitive supports in addition to the basic game supports. After two hours of total gameplay over the course of four days, both groups performed equally well, and students’ CT skills were improved significantly at the near transfer level but not at the far transfer level. Students in the control condition performed significantly better on far transfer compared to the students in the treatment condition. Regression analyses indicated that the overall use of the cognitive supports was infrequent, but the amount of time spent voluntarily using cognitive supports with help on goal setting and worked examples predicted far transfer performance. How students use the cognitive supports (subverting the use of cognitive support to conscientiously learn the computational skill by using them more as game cheat sheets) might explain these findings. Design implications and directions for future research on facilitating learning transfer with in-game supports are discussed.

IEEE ToLT

Instructional Science

Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples

1 day 18 hours ago
Abstract

Successful teaching requires that student teachers acquire a conceptual understanding of teaching practices. A promising way to promote such a conceptual understanding is to provide student teachers with examples. We conducted a 3 (between-subjects factor example format: reading, generation, classification) x 4 (within-subjects factor type of knowledge: facts, concepts, principles, procedures) experiment with N = 83 student teachers to examine how different formats of learning with examples influence the acquisition of relational categories in the context of lesson planning. Classifying provided examples was more effective for conceptual learning than reading provided examples or generating new examples. At the same time, reading provided examples or generating new examples made no difference in conceptual learning. However, generating new examples resulted in overly optimistic judgments of conceptual learning whereas reading provided examples or classifying provided examples led to rather accurate judgments of conceptual learning. Regardless of example format, more complex categories were more difficult to learn than less complex categories. The findings indicate that classifying provided examples is an effective form of conceptual learning. Generating examples, however, might be detrimental to learning in early phases of concept acquisition. In addition, learning with examples should be adapted to the complexity of the covered categories.

How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems?

1 day 18 hours ago
Abstract

Presenting novices with examples and problems is an effective and efficient way to acquire new problem-solving skills. Nowadays, examples and problems are increasingly presented in computer-based learning environments, in which learners often have to self-regulate their learning (i.e., choose what type of task to work on and when). Yet, it is questionable how novices self-regulate their learning from examples and problems, and to what extent their choices match with effective principles from instructional design research. In this study, 147 higher education students had to learn how to solve problems on the trapezoidal rule. During self-regulated learning, they were free to select six tasks from a database of 45 tasks that varied in task format (video examples, worked examples, practice problems), complexity level (level 1, 2, 3), and cover story. Almost all students started with (video) example study at the lowest complexity level. The number of examples selected gradually decreased and task complexity gradually increased during the learning phase. However, examples and lowest level tasks remained relatively popular throughout the entire learning phase. There was no relation between students' total score on how well their behavior matched with the instructional design principles and learning outcomes, mental effort, and motivational variables.

Do medium and Context Matter when learning from multiple complementary Digital texts and videos?

1 day 18 hours ago
Abstract

Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs. videos) and context (less authoritative vs. more authoritative), independently and in concert, affected students’ engagement, integrated understanding, and calibration. The two mediums presented identical information on the topic of social media, which was distributed across two complementary texts in the text condition and across two complementary videos in the video condition. In the less authoritative context, the two information sources (texts or videos) were posted by a friend on Facebook; in the more authoritative context, the same information sources (texts or videos) were posted by a professor on Moodle. Results showed a main effect of medium on behavioral engagement in terms of processing time, as students used longer time watching the two videos than reading the two digital texts. No other main medium or context effects were statistically significant; nor were there any interaction effects of medium with context on any of the outcome variables. The findings are discussed in light of the alternative hypotheses that guided the study and the directions it suggests for future research.

How to assist the students while learning from text? Effects of inserting adjunct questions on text processing

1 day 18 hours ago
Abstract

This study analyzes the effect of text-inserted questions and post-text-reading questions, i.e., questions timing, on students’ processing and learning when studying challenging texts. Seventy-six freshmen read two science texts and answered ten adjunct questions with the text available, being tested on learning 5 days afterwards. Questions were presented either after reading the whole text or inserted in the text after reading the relevant information. Online processing data were recorded while reading and searching the texts, and measures of processing strategies (i.e., paraphrases, elaborations) while answering the questions were collected. Compared to students in the post-reading condition, those in the inserted condition spent more time reading the text initially, were more efficient at searching for information in the text, and produced more accurate elaborations, all of which may explain why answering inserted questions in an available text were more effective in terms of learning than answering post-reading questions. Limitations and educational implications of these results are also discussed.

Localizing, describing, interpreting: effects of different audio text structures on attributing meaning to digital pictures

1 day 18 hours ago
Abstract

Based on previous research on multimedia learning and text comprehension, an eye-tracking study was conducted to examine the influence of audio text coherence on visual attention and memory in a multimedia learning situation with a focus on picture comprehension. Audio text coherence was manipulated by the type of LDI structure, that is, whether localization, description, and interpretation followed in immediate succession for each pictorial detail or whether localizations and description of details were separated from their interpretation. Results show that with a LDI integrated structure compared to a LDI separated structure the referred-to picture elements were fixated longer during interpretation parts, and linkages between descriptions and interpretations were better recalled and recognized. The effects on recall and recognition of linkages were fully mediated by fixation times. This pattern of results can be explained by an interplay between audio text coherence and dual coding processes. It points out the importance of local coherence and the provision of localization information in audio explanations as well as visual attention to allow for dual coding processes that can be used to better attribute meaning to picture details. Practical implications for the design of educational videos, audio texts on websites, and audio guides are discussed.

Investigating factors affecting student academic achievement in mathematics and science: cognitive style, self-regulated learning and working memory

1 day 18 hours ago
Abstract

Studies indicate that learners’ cognitive style (CS), self-regulated learning (SRL), and working memory (WM) are associated with their academic performance. These studies describe the relationship of academic achievement with SRL, CS, or WM individually or pairwise relationships between SRL, CS, and WM rather than the overall relationship between academic achievement and each factor. In this study, a structural equation modelling (SEM) analysis was conducted to explore the overall theoretical relationship. We focused on academic achievements in mathematics and science (AAMS). A total of 191 sixth-grade students (male: 111, female: 80; mean age: 11.08 years, SD = 0.282) from two public elementary schools in Taiwan was selected as valid samples for this study. The findings indicated that CS, WM, and SRL individually had significant influences on AAMS, among which SRL had the largest effect, followed by WM and CS. Furthermore, we discovered that CS was significantly correlated with WM. The results of the analysis of the mediation effect demonstrated that CS both directly affected AAMS and indirectly affected AAMS through SRL. The implication of the findings and recommendations are also discussed.

Embedding self-explanation prompts to support learning via instructional video

1 day 18 hours ago
Abstract

Instructional videos have been widely used in online learning environments. Effective video learning requires self-regulation by learners, which can be facilitated by deliberate instructional design, such as through prompting. Grounded in the interactive, constructive, active, and passive (ICAP) framework, this study compared the effects of explanation prompts and explored how they affected the retention and transfer of learning. In an online experiment, 103 participants were randomly assigned to focused self-explanation, scaffolded self-explanation, and instructional explanation prompting conditions. The results indicated better retention performance from the scaffolded prompt than from the focused prompt. No differences were found in transfer performance across various forms of prompts. Regression analysis suggested that prior knowledge and cognitive load may have interacted with the effect of self-explanation prompts. Prior knowledge positively predicted transfer performance, and cognitive load negatively predicted transfer performance when focused or scaffolded prompts were implemented. Potential explanations concerning how self-explanation prompts affect learning were discussed.

Promoting teachers' in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video

2 weeks 3 days ago
Abstract

Self-regulated learning (SRL) is essential for independent active learners. Despite its importance, supporting students' SRL is often challenging for teachers who lack the necessary knowledge and skills for in-class SRL practices. Hence, there is a need to support teachers' SRL: both as learners—how to self-regulate their own learning, and as teachers—how to use practices to support students' SRL. This study proposes an innovative instructional model empowered by “Authentic Interactive Dynamic Experiences” (“AIDE”) oriented to SRL and called the SRL–AIDE model. To examine the effectiveness of the model, we designed a professional development program based on the SRL–AIDE model, called the SRL–AIDE program. It involved explicit exposure to SRL theory, beliefs in independent learning as enhancing SRL, and immersive experiences including video-based learning and simulations with live actors to stimulate motivation for SRL classroom implementation. The model’s effectiveness was evaluated using authentic methods. Seventy-six teachers participated in either the SRL–AIDE program (experimental group) or a control program focused on effective learning principles. The results indicated a shift in beliefs toward independent learning as a core behavior in enhancing SRL, and a highly significant and systematic increase among the experimental group in the lesson plan, performance, and reflection (on the performed lesson) as phases in the teaching relating to the SRL cycle, including cognitive, metacognitive, and independent learning strategies. The improvements of the SRL practices were apparent in two measurement types: explicitness level and duration. Implications for class instruction, teachers’ professional development oriented toward students’ outcomes, and authentic evaluation are discussed.

Spatial supports for comparison in educational science images

2 weeks 5 days ago
Abstract

Images, such as photographs and diagrams, play an important role in the teaching and learning of science. To optimize student learning, educational science images should be designed to facilitate the cognitive processes relevant to comprehension. One such process is comparison, which involves aligning multiple representations on the basis of their common relational structure. This structural alignment process can be facilitated by cognitive supports that are inherent to an image, including its spatial layout. Yet, little is known about the extent to which students must engage in comparison to learn from science images, and whether widely-used educational materials are conducive to structural alignment. To address these issues, we sampled multiple chapters from each of three popular U.S. middle school life science textbooks. We coded each image for the presence of prompts for comparison using cues within the images and surrounding text. For each image that prompted comparison, we coded whether its layout facilitated relevant structural alignment (direct placement of matched pairs) or obscured alignment (impeded placement). Overall, we found that comparisons were prompted for more than a third of the images. However, fewer than half of the images that required comparison had a spatial layout that provided strong support for comparison—that is, direct placement of matched objects/parts. We propose that, in concert with other cognitive supports for learning from multiple representations, spatial supports for comparison could be applied broadly to increase the effectiveness of educational science images.

Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty

1 month ago
Abstract

This study reports a field experiment investigating how instructional videos with and without background music contribute to the learning of examination techniques within a formal curriculum of medical teaching. Following a classroom teaching unit on the techniques for examining the knee and the shoulder joint, our participants (N = 175) rehearsed the studied techniques for either the knee or the shoulder joint with an instructional video with or without background music. As dependent measures, we collected a general questionnaire, a prediction of test performance, as well as performance on an exam-like knowledge test covering both joints. For both videos, the participants who had watched the particular video during rehearsal were more accurate in answering the corresponding questions than the participants who had seen the other video, signaling that instructional videos provide a useful tool for rehearsal (i.e., both groups reciprocally served as control groups). For the knee video (less difficult), we observed a detrimental effect of the background music, whereas we observed no such effect for the shoulder video (more difficult). Further explorations revealed that background music might be detrimental for learning, as it reduces the perceived demand characteristics. Because the impact of the demand characteristics might be more pronounced in less difficult instructional videos, we discuss video difficulty as a potential moderating factor. Overall, our study provides evidence that instructional videos could be usefully implemented in formal teaching curricula and that such instructional videos probably should be designed without background music.

Orchestrating the flow and advancement of knowledge artifacts in an online class

1 month ago
Abstract

This paper explores orchestration support introduced to an online class to help students operate as a knowledge community. A technological design was introduced to provide a flexible, dynamic learning environment so that ideas and knowledge artifacts can flow across time, space, and people in the community. With support from a CSCL technology named FROG, we incorporated several general-purpose tools to support a variety of collaborative activities and relied on FROG as a backbone to connect these tools and orchestrate knowledge flows among them. Through a mixed-methods case study, we investigated the ways in which the design facilitated the flow of knowledge artifacts and idea development. Detailed analysis of a rich dataset revealed multiple ways in which ideas and artifacts flowed in the community, leading to growth in both individual learning and group projects. However, these phenomena varied across groups. This paper advances the community approach to learning by devising new technological and pedagogical supports. It also highlights the prospect of bringing guidance, control, and agency—long-standing issues of CSCL—into productive dialogues.

Outside the standard test: The development of a model-based assessment and corresponding rubric

2 months ago
Abstract

Models and modeling are central to both scientific literacy and practices as demonstrated by the Next Generation Science Standards. Through a design-based research framework, we developed a model-based assessment (MBA) and associated rubric as tools for teachers to understand and support students in their conceptualization of the flow of energy and matter within ecosystems. The MBA was piloted with four middle school students (n = 4) and implemented in two sixth grade student cohorts (n = 89 & n = 98). The MBA and rubrics went through several design iterations in order to best capture student understanding of complex systems. The design of the MBA allows students to express conceptual understanding while also capturing the transformation of their understanding as they are exposed to new information and experiences within the curricular content.

Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations

2 months ago
Abstract

Our objective in this study was to investigate how the eye-movement behavior and concurrent verbal protocols of students with high-/low-prior-knowledge were reflected in the use of multiple representations for scientific argumentation. We also examined the degree of consistency between eye-fixation data and verbalization to ascertain how and when the eye-mind hypothesis (EMH) applies in this subdomain of scientific argumentation. Our results focused on fixation duration and recorded arguments from 96 college students. The high-prior-knowledge group did not present static patterns in the inspection of multiple representations, which indicates that they tended to select representations according to the contingent demands of the current task, indicating that for them, there was no “most appropriate representation”. The high-prior-knowledge group also submitted a greater number of representations and more frequently mentioned multiple representations in their verbal protocols. Finally, the students demonstrated notable discrepancies between eye-movement data and verbal protocols related to representations as well as inconsistencies with previous findings. Thus, the fact that the EMH does not always hold could perhaps be attributed to the scope of interpretation in argumentation tasks and the complexity of information related to some representations, both of which could hinder the instantaneous formation of a gist. Our findings may contribute to reducing the ambiguity and uncertainty involved in the analysis of eye-fixation data when multiple representations are employed for scientific argumentation.

The collaborative discourse characteristics of high school students during a web-based module for a socioscientific issue

2 months ago
Abstract

In order to cultivate students to be able to participate in public affairs and make decisions about socioscientific issues (SSI), a web-based module was designed for students to collaboratively engage in the decision-making (DM) process. This study attempted to identify students’ discourse characteristics that might lead to formulating an evidence-based decision on SSI. Twenty-nine Grade 10 students were randomly divided into eight groups of three or four. The transcribed data of one case from each performance level were compared to investigate the interplay between groups’ DM performances and discourse characteristics. The results showed that the group that gained a high score on the DM group worksheet engaged in the metacognitive discussion for planning procedures of the module tools and in the conceptual exchanges to accomplish the tasks. The members of this group could initiate and extend ideas, provide prompts, and confirm or reject each other’s ideas, resulting in sustained interactive dialogs that allowed them to learn from one another. This indicated that students need to be encouraged to clarify the task goals, plan procedures, monitor their performance, and exchange their ideas actively. The implications of how collaborative discourse promote students’ SSI DM performance, and the better design and enactment of SSI modules are discussed.

Enhancing computational thinking skills of students with disabilities

2 months ago
Abstract

Computational thinking (CT) and computer science (CS) are becoming more widely adopted in K-12 education. However, there is a lack of focus on CT and CS access for children with disabilities. This study investigates the effect of the robot development process at the secondary school level on the algorithmic thinking and mental rotation skills of students with learning disabilities (LD). The study was conducted with the single-subject model and as an A-B-A design. In the study, the CT skill development of four students with LD (1 female, 3 male) was monitored throughout 13 weeks with the pre-treatment sessions running from weeks 1–4, treatment sessions running from weeks 5–9, and post-treatment sessions running from weeks 10–13. During the treatment sessions, robot design and programming implementations were performed. During these 13 sessions, the observer scored participants’ both algorithmic problem-solving and mental rotation skills. These skills are also required to use some other cognitive sub-skills (i.e., selective attention, processing speed) which were defined by ten special education experts at the beginning of the study. All these skills were evaluated according to how well the students performed the following four criteria: (1) To start to perform the instructions quickly (processing speed), (2) to focus on the task by filtering out distractions (selective attention), (3) to fulfill the task without having to have the instructions repeated, (4) to perform algorithmic problem-solving/mental rotation tasks without any help. Considering the results on the participants’ algorithmic problem-solving skills, a significant improvement was obtained in their skills after the treatment process. The improvement obtained in the participants’ mental rotation skills is another important result of the study. Considering the study results from a holistic perspective, it can be concluded that the robot development implementation, as educational technology, can be used to support the cognitive development of students with learning disabilities.

Using heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary school

2 months ago
Abstract

This study examined whether learning with heuristic worked examples can improve students’ competency in solving reality-based tasks in mathematics (mathematical modeling competency). We randomly assigned 134 students in Grade 5 and 180 students in Grade 7 to one of three conditions: control condition (students worked on reality-based tasks), worked example condition (students studied worked examples representing a realistic process of problem-solving by fictitious students negotiating solutions to the tasks), and prompted worked example condition (students additionally received self-explanation prompts). In all three conditions, the students worked on the tasks individually and independently for 45 min. Dependent measures were mathematical modeling competency (number of adequate solution steps and strategies) and modeling-specific strategy knowledge. Results showed that although strategy knowledge could be improved through the intervention for fifth and seventh graders, modeling competency was improved only for seventh graders. The prompting of self-explanations had no additional effect for either fifth or seventh graders.

Concept map as a tool to assess and enhance students' system thinking skills

2 months ago
Abstract

Concept map (CM) is introduced as a useful tool for studying students’ system thinking (ST). However, it is more known to represent students’ knowledge of system components and organization and less recognized as a tool to examine and enhance students’ understanding about the underlying causal mechanisms in complex systems. In this study, through a mixed method approach, we investigated the potential of CM in demonstrating undergraduate students’ (n = 173) ST. We also conducted a comparative analysis to examine the effects of different scaffolding on developing students’ ST skills. Through a theoretical framework of causal patterns, we present a new perspective on what CM reveals about students’ ST and what are its limitations in showing system complexities. The results indicated that CM can provide a platform for students to practice causal mechanisms such as domino, mutual, relational, and cyclic causalities, and accordingly, work as a tool for teachers to examine students’ knowledge of such mechanisms. The results also showed that students improved in demonstrating ST by CM when they were scaffolded for showing causal mechanisms and building CM. Eventually, this study concludes that the CM is a highly relevant tool to increase and examine students’ ST skills. To this end, we found it is important to explicitly teach students about causal patterns and guide them to construct CM with an emphasis on showing the interconnection among concepts.

A framework for supporting systems thinking and computational thinking through constructing models

2 months 1 week ago
Abstract

We face complex global issues such as climate change that challenge our ability as humans to manage them. Models have been used as a pivotal science and engineering tool to investigate, represent, explain, and predict phenomena or solve problems that involve multi-faceted systems across many fields. To fully explain complex phenomena or solve problems using models requires both systems thinking (ST) and computational thinking (CT). This study proposes a theoretical framework that uses modeling as a way to integrate ST and CT. We developed a framework to guide the complex process of developing curriculum, learning tools, support strategies, and assessments for engaging learners in ST and CT in the context of modeling. The framework includes essential aspects of ST and CT based on selected literature, and illustrates how each modeling practice draws upon aspects of both ST and CT to support explaining phenomena and solving problems. We use computational models to show how these ST and CT aspects are manifested in modeling.

Interactive Learning Environments

International Journal of Computer-Supported Collaborative Learning

Implementing learning analytics in wiki-supported collaborative learning in secondary education: A framework-motivated empirical study

3 weeks 4 days ago
Abstract

Learning analytics (LA) and group awareness tools are regarded as top priorities for research in the field of computer-supported collaborative learning. As such, this study investigated whether LA-enabled group awareness information facilitates wiki-supported collaborative learning in secondary education. We proposed an analytic framework of measures for assessing collaboration quality in a wiki-based collaborative learning environment, covering student contribution, participation, transactivity, and social dynamics. Based on this framework, we designed an LA-enabled group awareness tool, Wikiglass, for use by both teachers and students in K-12 schools for visualizing statistics of students’ input and interactions on wikis at the class, group, and individual levels. Adopting a naturalistic design, this study allowed teachers and students to decide whether and how often to use the tool. System logs from wikis and Wikiglass and interview data were collected from 440 students and six teachers involved in semester-long wiki-supported group inquiry projects in a secondary school. Regression analyses of quantitative data and thematic content analysis of interview responses showed relationships between the frequencies of teachers’ and students’ use of Wikiglass and measures of students’ collaboration quality at both the individual and group levels. These results indicate that teachers’ scaffolding, students’ collaboration styles, and ethical issues must all be considered when implementing collaborative learning approaches for secondary education. We also discuss the implications of our results for research and practice in the application of LA and group awareness tools for enhancing wiki-supported collaborative learning in K-12 education.

Shared meaning-making in online intergroup discussions around sensitive topics

3 weeks 4 days ago
Abstract

Shared meaning-making across differences in today’s polarized society requires a socio-political perspective toward conceptualizing and operationalizing collaborative competence. Thus, there is a pressing need for socio-political pedagogies and designs in CSCL to empower students as cultural-historical agents who can communicate and work effectively across different communities. As the initial steps of our larger efforts to conceptualize and operationalize a model of multicultural collaborative competence (MCC), we explore communication patterns associated with productive and dysfunctional shared meaning-making around difficult topics related to identity (e.g., race, gender) during intergroup dialogues in a CSCL context. We also examine how our preexisting, general model of collaborative competence (GCC) aligns with these communication patterns to explore (1) whether GCC is robust enough to capture the socio-political dynamics of difficult dialogues and (2) the ways in which we could modify it to better address the tensions between GCC and MCC goals. We collected the discussion transcripts of four three-person teams over two-time points from an undergraduate Multicultural Psychology course. We first conducted thematic and cross-case analyses to identify the communication patterns and behaviors associated with productive and dysfunctional shared meaning-making processes in the context of difficult dialogues (i.e., MCC). We then employed another set of cross-case analyses to examine the relationship between the multicultural collaborative competencies (MCC) and general collaborative competencies (GCC). We found four main communication patterns associated with MCC: (1) grounding with narratives and aims, (2) exploring differences and commonalities of narratives/perspectives, (3) critical reflection of diverse narratives/perspectives, and (4) providing emotional support to team members. We also found that although the GCC does not cover these communication patterns and associated behaviors, there were some overlaps between the sophistication of multiculturally competent communication patterns and collaboration quality as defined by the GCC.

Fostering growth orientations in students’ identities as knowledge builders

3 weeks 5 days ago
Abstract

Fast-moving changes to society as part of the digital age are posing new educational challenges that require students to be flexible, adaptive, and growth-oriented. Humanistic knowledge building communities (HKBCs) are a growth promoting pedagogy, suitable to address these challenges. Yet, the way that students’ identities as knowledge builders are transformed remains undertheorized. In this study, we rise above existing frameworks of fixedness versus fluidity to elucidate how students develop growth orientations. Using a grounded approach, we examined a graduate course, coding 322 relevant utterances that were expressed by the course participants over the semester. This resulted in a five dimensional framework of fixedness versus growth that was used to describe the personal transformation of students within the HKBC. The changes that students made over time were shown to occur at statistically significant levels. This study suggests that learning communities should focus on the complementary nature of collective idea-advancement and personal growth promotion if they are to address the challenges of preparing students for life in a rapidly changing world.

iTalk–iSee: A participatory visual learning analytical tool for productive peer talk

1 month ago
Abstract

Productive peer talk moves have a fundamental role in structuring group discussions and promoting peer interactions. However, there is a lack of comprehensive technical support for developing young learners’ skills in using productive peer talk moves. To address this, we designed iTalk–iSee, a participatory visual learning analytical tool that supports students’ learning and their use of productive peer talk moves in dialogic collaborative problem-solving (DCPS). This paper discusses aspects of the design of iTalk–iSee, including its underlying theoretical framework, visualization, and the learner agency it affords. Informed by the theory of Bakhtinian dialogism, iTalk–iSee maps productive peer talk moves onto learning goals in DCPS. It applies well-established visualization design principles to connect with students, hold and direct their attention, and enhance their understanding. It also follows a three-step (code → visualize → reflect) macro-script to strengthen students’ agency in analyzing and interpreting their talk. This paper also discusses the progressive modifications of iTalk–iSee and evaluates its usability in a field study. We present the implications of essential design features of iTalk–iSee and the challenges of using it (relating to, for example, teacher guidance, data collection, transcription, and coding). We also provide suggestions and directions for future research.