Facilitating knowledge construction by customized supportive services

This research is aimed to assist individual learners to construct knowledge in online learning through providing them with customized supportive services. The services go beyond simply presenting course materials, but supply a diverse range of technological facilities, tools and services to assist individual learners to progress in the learning process. In this paper, the theoretical background for facilitating construction of knowledge by individual learners is built at the first, through the review of constructivist theories for learning and the objectivist ones. Then, a general conceptual model to describe any number of practices in learning and teaching online is built. It will be used to customize online learning environments to cater for various different learning demands. The services to support the individual’s knowledge construction are identified based on the relevant theoretical background. After that, software agents are proposed to customize the supportive services for individual learners based on their particular learning characteristics. Next, the implementation of these services is investigated and a system prototype is reported. Finally the preliminary research result and the further work are presented.     

Applying self-organised learning to develop critical thinkers for learning organisations: a conversational action research project

The information explosion characteristic of a knowledge-based economy is fuelled by rapid technological changes. As technology continues to permeate our lives, there will be fresh demands upon the conduct of learning and teaching to ensure that learners are equipped with new economy skills and dispositions for creating significant and relevant meaning out of the large chunks of transmitted data. In the spirit of building learning organisations, this paper proposes that a two-pronged strategy of promoting self-organised learning (SoL) amongst educators and students be adopted. As an enabling framework based on social constructivism, the model of SoL, originally developed by Harri-Augstein & Thomas, is described and applied to an educational setting. For educators engaged in action research, SoL is suited as an approach for managing and reflecting upon change. The use of two such thinking tools, the Personal Learning Contract and the Purpose-Strategy-Outcome-Review (PSOR) reflective learning scaffolds are considered. For students who are now expected to learn independently in situations requiring problem-solving skills, much akin to real life contexts, this article also considers the application of Learning Plans as a conversational tool for personal project management. The authors conclude that SoL promotes skilful critical thinking through a systems thinking process of continuous reflective learning. It is proposed that these are essential qualities for citizens working in a technological age. Case study samples of the thinking tools used in this action research project are included as appendices and evaluated in this article.     

Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Abstract

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical model. As a result there is little evidence of impact on learning. Even fewer learning analytics tools seem to be informed by an understanding of the social context and social practices within which they would be used. As a result, there is very little evidence that learning analytics tools are actually impacting on practice. This paper draws on research in self-regulated learning and in the social practices of learning and assessment to clarify a series of design issues which should be considered by those seeking to develop learning analytics tools which are intended to improve student self-evaluation and self-regulation. It presents a case study of how these design issues influenced the development of a particular tool: the Learning Companion.     

Research results of two personal learning environments experiments in a higher education institution

This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to virtual learning environments, such as using distributed Web 2.0 tools from personal learning environments (PLEs). With that aim in mind, this paper presents an exploratory study with two different iPLE configurations, analyses how they modify the learning–teaching process, and reports their perceived usefulness from the students' point of view. These two case studies were carried out by a research group of educational technology from a Spanish university in graduate and postgraduate courses. As reported by other case studies, the results revealed that students use the environment basically in the academic context and this usage is conceived as another time and effort requiring task. This fact can be observed in the low level iPLEs customization. The overall conclusions we can extract are, on the one hand, that the new environment to integrate informal and formal learning should be flexible and adaptable to the student's needs and preferences and, on the other hand, that academic tools might someday become personal tools.     

Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom

ABSTRACT

The flipped classroom can support the implementation of a communicative, student-centered learning environment in the English as a foreign language classroom. Unfortunately, there is little research which supports the incorporation of flipped learning in the English as a foreign language classroom. Numerous studies have focused on flipped learning and other subject areas, but more research needs to be done on the English as a foreign language classroom. With this in mind, there are many effective tools available to enable teachers to create a communicative, English as a foreign language learning environment. Even though technology is constantly changing, the tools presented here will give teachers an idea of how to incorporate and use technology when developing an active, communicative learning environment.     

试论残疾儿童随班就读教育支持的组织系统

本文在分析我国残疾儿童随班就读发展状况的基础上,提出需要建立稳定的教育支持系统.该系统应包括领导组织、指导、实施三个结构层次,并应做好规划、筛查、培训等工作.同时,还应从经费投入、办好特教学校、加强宣传和注重科研四个方面积极推动该系统的运行.     

Implementing constructive alignment in higher education – cross-institutional perspectives from Australia

ABSTRACT

Constructive alignment (CA) has become internationally established as an educational approach linking strategic planning and corporate policy to discipline and course teaching and learning practice. The literature to date has focused predominantly on either single institutional or specific discipline settings and curriculum level initiatives. This research study seeks to broaden the conceptual and methodological perspective on constructive alignment with a cross-institutional study from two Australian universities. The case study learnings from a top-down institutional implementation of CA at one university and the bottom-up teaching and learning approach within the other have been jointly investigated. By mapping the implementation process of constructive alignment, the key strengths and constraints for both approaches have been identified. These findings offer new insights for institutional managers as well as academics and teaching and learning professionals. In addition, a potential ‘gap in the middle’ at faculty level is highlighted. It is within this nexus that the transitions from institutional policy and targets to successful discipline-specific teaching and learning practices and outcomes are shaped. This research seeks to raise the awareness that CA design, planning and implementation should be conceptualised from the outset as a dynamic, multi-directional and iterative process, irrespective of whether a predominantly top-down or bottom-up approach for implementation is chosen.     

基于多媒体的计算机数学远程教学一体化设计探析

远程开放教育最重要的一点就是为学生提供便于自主学习的一切学习资源和学习手段。透过对学习者的学习能力、学习习惯、学习条件、学习环境以及学习者自身的生理、心理特点等的分析,按照分层次把握、按过程设计、按对象实施、按效果落实的原则,构建多种媒体组合的、适合多个层面学习者远程学习的计算机数学课程一体化远程教学体系:教学资源建设(文字教材+网络课程)+教学模式建构+评价体系。     

基于多元智能理论的计算机基础学习评价探究

通过对多元智能理论和多种评价方式的研究,总结出计算机基础教学的六大多元化学习评价原则,经实际教学应用,最终确定了4种较为常用的学习评价工具,为建立计算机基础学习多元化评价体系提供数据支撑,有利于实施个性化教学,全面提高了学生的学习效果。     

Design principles for support in developing students’ transformative inquiry skills in Web-based learning environments

The aim of this explorative study was to find the factors limiting sixth-grade learners’ outcomes in acquiring skills related to the transformative inquiry learning processes as well as to analyse the interrelations between inquiry skills in order to develop an optimal support system for designing Web-based inquiry learning environments. A Web-based learning environment ‘Young Scientist’ was developed and applied to the domain of integrated science. The skill of identifying the correct research questions appeared to be a prerequisite for formulating research questions. When students understand how to identify the research questions correctly, there is no need for supporting formulation of research questions or hypotheses. We have found that at the stages of analysing data and inferring, students have to be provided with the tools to activate their prior knowledge, assignments help to organize their work into manageable sections, and reflective support or adaptive feedback to relate the results achieved with the process of inquiry. Our findings demonstrate that the effectiveness of inquiry learning can be strongly influenced by regulative support; however, a particular level of initial inquiry knowledge in theoretical context is also needed in order to develop inquiry skills in a situational context.     

Assessment and learning without grades? Motivations and concerns with implementing gradeless learning in higher education

The relationship between assessment and learning in higher education often comes down to a single thing: a grade. Despite widespread criticism of grades as inexact tools, whose overemphasis undermines student learning and negatively affects student well-being, they continue to be the norm in the assessment of student learning. This paper analyses an alternate form of assessment: so-called ‘gradeless learning’. This study theoretically and geographically contextualises the recent implementation of a gradeless learning policy at a large public university in Asia, and presents findings from a student opinion survey about the policy. The paper shows that respondents overwhelmingly understand and often agree with the central claims of gradeless learning, including its potential to ease students into college life, allow them to make more daring choices in their studies and even develop as lifelong learners. However, the aim of relieving stress among one group of students has increased stress for others. The study explains the circumstances that create this divergence in student stress levels, which are both locally specific and common to all gradeless systems. The paper concludes by discussing the effectiveness of the gradeless system in achieving its aims and suggesting future research avenues.     

Developing an action learning design model

As the number of organizations implementing action learning increases, both successful and failed cases also increase in action learning practice in South Korea. Existing studies on action learning have listed key success factors of action learning at the program level or at the team level but have not paid sufficient attention to the program design process itself. The purpose of this study was to show how to develop a design model of action learning that incorporates a step-by-step decision-making process and that provides design principles necessary along the way. This design model will present the importance of contextualizing the action learning process by asking ‘highly required’ questions and help raise the level of successful implementation of action learning programs.     

Faculty Response to the Implementation of an Open Source Learning Management System in Three Tertiary Institutions in New Zealand

ABSTRACT

In spite of their apparent benefits, learning management systems can be regarded as a hindrance to effective online learning. Their design, functionality, complexity, price, and value are beginning to be questioned by some users. As a new generation of Web-based tools and approaches evolves, Web-based learning management systems are becoming better suited to meet the need for dynamic online learning, interaction, collaboration, and networking. The new tools and collaborative approaches these systems provide allow learners to take proactive control of their own learning. In June 2004 a consortium of New Zealand Tertiary Institutions led by the Waikato Institute of Technology secured a one-year Ministry of Education grant to support the “Open Source Courseware Initiative New Zealand” (OSCINZ). The OSCINZ project focused on the development and implementation of “Moodle” (Modular Object-Oriented Dynamic Learning Environment) to create a uniquely New Zealand learning management system, based on quality open source code developed and tested by leading educational providers. This paper describes the response of faculty in three of the project's partner tertiary institutions to the implementation of Moodle in their institutions.     

Reframing research on learning with technology: in search of the meaning of cognitive tools

Previous research and development with cognitive tools has been limited by an inadequate conceptualization of the complexity underlying their nature and affordances for supporting learning and performance. This paper provides a new perspective on cognitive tools through the lens of the theories of distributed cognition and expertise. The learner, tool, and activity form a joint learning system, and the expertise in the world should be reflected not only in the tool but also in the learning activity within which learners make use of the tool. This enhanced perspective is used to clarify the nature of cognitive tools and distinguish them from other types of computer tools used in learning contexts. We have classified cognitive tools considering how expertise is classified: domain-independent (general) cognitive tools, domain-generic cognitive tools, and domain-specific cognitive tools. The implications are presented in reference to research, development, and practice of cognitive tools. The capabilities of cognitive tools should be differentiated from those of the human, but regarded as part of the system of expertise. Cognitive tools should be accompanied by appropriate learning activities, and relevant learner performance should then be assessed in the context of tool use.     

Perception of Science Standards’ Effectiveness and Their Implementation by Science Teachers

The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers’ perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers’ perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers’ professional development for the implementation of standards.     

混合式课堂模式在物流技能大赛培训中的应用

全国职业院校技能竞赛是高职院校最为重要的比赛,智慧物流方案设计与实施赛项也是物流管理专业每年最为重要的专业性核心竞赛,院校在比赛中取得的成绩是院校教学质量的体现与评价指标。比赛指导老师在大赛选手培训过程中会遇到各种问题,致使比赛选手训练效果不佳,比赛成绩不理想等。基于“一平三端”学习通平台的混合式教学模式不仅仅为教学提供良好的学习工具及学习方法,还可在选手选拔、选手培训过程中,为学生提供广泛的学习资源、提高学生学习兴趣、监督学生学习状态,为取得较好的比赛成绩起到促进作用。     

基于Android平台的成人移动虚拟学习社区的设计与研究

随着3G通信技术的发展和移动终端技术性能的提升,成人学习者在移动终端上开展自主学习成为了可能。基于Android平台的移动虚拟学习社区的设计与研究从学习活动设计、学习内容及学习资源设计、学习平台设计、移动终端与无线网络以及系统实现等方面入手,较好地满足了广大成人的学习需求,同时也为移动学习系统在开放教育领域的应用提供了借鉴。     

Bridging the gap: teachers cooperating together to implement cooperative learning

Cooperative learning (CL), in spite of extensive research and documented benefits, is not widely used in England. A review of the literature shows that it requires a staged and sustained approach to implementation, which has led to a gap between its potential and actual use. The case study cited here provides one example of bridging that gap through schools working together, with a community of facilitators, or experts, to provide support. As interest grows internationally into teachers cooperating in professional learning communities, this article argues that collaborative cultures provide the key to implementing and sustaining CL. In other words: teachers cooperating together also support pupils learning together.     

Study of Self: The Self as Designer in Online Teacher Education

In this article we describe our engagement in self-study as part of an examination of design-based research for education. We focus on graduate-level online teacher education as an example of how self-study provided a means of examining deeply our teaching and our roles as teacher and designer in the learning environment. We posit that online learning environments are particularly well suited for self-study to enhance design perspectives because the interactions between teacher and students are informed by personal context and mediated by technological tools. The graduate students in our courses were teacher leaders in literacy or mathematics who were learning how to support professional development for other teachers. Throughout our self-study research we found ourselves drawing upon our previous design research experiences, which aided our ability to engage in self-study: We were part of the classroom system, focusing on our roles within the teaching and learning process as designers of the online learning environment. Three key design principles resulted from our self-study process: focusing on systems of learning and teaching, designing pedagogical tools and products, and using iterative processes. Engaging in self-study enhanced our understanding and implementation of synchronous online instruction, particularly regarding our use of technological tools to enhance student learning and support learning communities.     

中小学研学旅行课程实施评价研究

中小学研学旅行作为研究性学习与旅行体验相结合的校外活动课程,在课程实施过程中容易产生“只旅不学”或“只学不旅”的问题,构建研学旅行课程实施评价指标是解决这一问题的突破口。为此,以课程要素分析为理论框架,根据我国中小学研学旅行政策文本,从准备要素、设计要素、过程要素、结果要素和反馈要素五个维度构建中小学研学旅行课程实施评价体系,为研学旅行课程设计、实施、评价提供理论和实践参考。