Embedding cooperative learning into the design of integrated learning systems: Rationale and guidelines

An Integrated Learning System (ILS) is an advanced computer-based instructional system, generally consisting of a set of computerized courseware covering several grade levels and content areas, and complex classroom management and reporting features. Although ILSs have become increasingly popular in schools over the past five to ten years, they introduce several potential factors that could have negative effects on students' academic and social growth. These factors include: (a) de-emphasis of affective outcomes and increased student isolation, (b) lack of teacher involvement in curriculum planning and delivery, and (c) disparate effects on student achievement based on students' academic level. One possible strategy for addressing these concerns is integrating cooperative learning with ILS instruction. This paper will examine the research dealing with integrating cooperative learning strategies and computer-based instruction and provide guidelines and strategies for designing ILS instruction that enhances opportunities for cooperative learning.Thomas A. Brush is Assistant Professor of Educational Technology at Arizona State University where he can be reached at Educational Media and Computers, Arizona State U., Box 870111, Tempe, AZ 85287-0111     

Laboratory learning: Addressing a neglected dimension of science teacher education

Conclusions Almost all teachers recognize the value of hands-on science instruction in the laboratory setting. Many will even recommend that instruction should be not only hands-on, but also cognitively challenging. Moving from recognition of the need for enhanced laboratory instruction to implementation, however, is more effective with guidance. Formal schemes such as Laboratory Learning: An Inservice Institute provide this guidance by employing the most powerful teaching strategy available—modelling. In the workshop, participating teachers and their peers demonstrated effective practices, then analyzed and discussed the behaviors making those practices useful. If participant attitudes measure a workshop’s success, then peer modelling is clearly a powerful approach to instruction. Modelling, small-group work, cooperative learning activities, and theoretical and research-based suggestions for enhancement all targeting a single element of science teaching were blended together to produce Laboratory Learning: An Inservice Institute. This material is based upon work supported in part by a grant from the Eisenhower Mathematics and Science Education Act (Grant No. S164B 10015-12) through the Iowa State Board of Regents. Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the Eisenhower Mathematics and Science Education Act or the Regents.     

寓知识素质能力培养于课程建设和课堂教学之中

“知识、素质、能力”是现代大学人才培养的三大核心要素,寓知识素质能力培养于课程建设和课堂教学之中,须让课程走向全面综合化,让课堂焕发出生命力。     

在互动教学中启迪创造性思维——五邑大学首届思维导图展

《导学》课和《学习论》课程是教改的姐妹课,在这两门课中教学生掌握世界前沿的思维方法和学习技术,两年来我们在教学中找到了任务驱动的切入点,通过校际思维导图比赛,举办思维导图作品展览的教学活动,受到学生们的欢迎,同时也得到学校领导的肯定和全国著名教育专家的好评。本文介绍了这一实践活动的内容,总结了在互动教学中启迪创造性思维的经验,与广大读者交流。     

研究性学习实施论纲

在课程改革中,研究性学习可以表现出技术性、政治性与文化性三种实施取向。我们可以从课程结构与教学实践两个层面上考虑研究性学习的实施策略。要成功地实施研究性学习,就应该加强校长的课程领导职能、建立自然合作的教师文化、发展积极的家庭与学校伙伴关系,以及改善研究性学习的资源支持。     

Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism

Constructivism has been embraced by many in the field of instructional design and technology (IDT), but its advocates have struggled to move beyond theory to practice or to empirically demonstrate the effectiveness of their approach. As an alternative to constructivism, a new perspective emerging in psychology, known as functional contextualism, is presented. Like constructivism, functional contextualism also rejects objectivist epistemology, but provides a much more coherent philosophical basis on which to build an empirical science of learning and instruction. The philosophical worldview known as contextualism is reviewed to outline the similarities and differences between constructivism and functional contextualism, and the key characteristics of functional contextualism and the science it supports, behavior analysis, are described. Implications of functional contextualism for research and practice in IDT are then explored. Eric Fox [eric.fox@wmich.edu] is an assistant professor in the Department of Psychology at Western Michigan University. This article was written while he was a doctoral student in the Learning & Instructional Technology program at Arizona State University.     

Issues in learning management systems implementation: A comparison of research perspectives between Australia and China

Education and Information Technologies - Australian post-secondary institutions have embraced the incorporation of Learning Management Systems (LMSs) into traditional classroom-based instruction...     

建构主义学习理论与英语写作教学

本文通过详细阐述建构主义学习理论和分析英语写作教学现状 ,探讨该理论对改变英语写作教学现状 ,提高英语写作教学水平的作用。     

学习机会视角下的问题提出教学意蕴与实施路径

学生学习发展很大程度上取决并受限于学生所获得的学习机会,学习机会大小是影响教育质量的重要因素。问题提出教学是培养学生思维能力、创新能力、学习能力的重要途径。学习机会是问题提出教学的重要基础与独特价值。学习机会视角下,问题提出教学意蕴是指在学习机会公平化的前提下,促进每位学生学习机会的最大化与多元化,以保障个体未来社会生活中学习机会的再创造与学习发展。为促进问题提出教学的有效落实,教师在问题提出任务设计中应结合学生学习目标创设适切的任务,在教学过程中注重学生课堂参与和社会互动,尽可能创造更多高质量的学习机会;在机会分配过程中采用"风险公平"原则,以扩大学生的整体性"收益";注重多元课堂教学评价方式,努力让每个学生都有出彩的机会。     

E-learning并不能完全取代传统教学

通过对E-Learning与传统教学的理论依据、优缺点的比较,论证了E-Learning并不能完全取代传统教学,二者应该取长补短,才能使教学收到良好的效果.     

也谈“先学后教”

"先学后教"是江苏省泰兴市洋思中学所提倡的一种教学新模式."先学"是指学生在教师的指导下有目的有计划地自学的过程."后教"是教师在学生"先学"的基础上,而进行的教学过程."先学"与"后教"是辩证统一的关系,两者相辅相承.实施"先学后教"必须彻底改变教师的角色观;必须遵循循序渐进的原则;必须善于激发学生思维.     

Teachers’ learning in a learning study

The point of departure in this study is the question: do teachers who develop theoretical knowledge of the variation theory change the way(s) they offer their pupils the object of learning due to the theoretical framework. The aim of the study is to describe this development, i.e. to find if and how teachers developed theoretical knowledge when planning instruction, and in what way(s) this has an impact on the pupils’ learning outcome when using contrasts in the instruction. The theoretical framework is strongly content related, and by analysing the learning object’s critical aspects the teachers are guided to focus on the content in this particular way. The question “what does it take to develop knowledge about the object of learning?” has to be answered by the teachers before choice of teaching method is made. The research method used is Learning Study, a fusion between lesson study and design experiment. The teachers (6) have carried out nine research lessons in three Learning Study cycles (containing three lessons each). The pupils belong to three different classes and are between 9 and 11 years old. The result shows how the teachers gradually use the variation theory when planning instruction and how the learning outcomes shown by the pupils improve. The developed theoretical insight seems to affect the teachers’ ways of seeing the object of learning, such as subtle changes of how to organize the critical features of the learning object, are discerned. In every learning study cycle contrasts are used in one lesson, and in the analysis of the effect of the contrasts, the two remaining lessons are used as control groups. The results show the impact of contrasts in the pupils’ learning outcomes. The need to complement a lesson study with a theoretical perspective on learning is that the teachers are then given the opportunity to make use of the theory when planning instruction individually, not only in a lesson study. There again, the Learning Study model seems to be a powerful model with which to develop teachers’ understanding of the theoretical framework.     

We Don't Say “H” Here

This article is focused on building interdependence among diverse learners through four specific engagements in the art room: Friend/Family Involvement, Team-Building, Leadership Habits, and Service Learning. These strategies have been beneficial to the author in creating a sustainable model for high-quality visual arts instruction.     

自主学习模式下的网络环境设计

网络发展促进了新的教学模式的出现,网络环境下的自主学习随之成为一种主导性的教学改革模式。在该模式下,教师与教学环境设计者在角色定位上是相同的,因而教师对环境设计的理解和把握直接关系到教学成败,理解网络自主学习和网络环境设计的意义,掌握设计原则和方法成为亟需。     

情境认知论与高校现代汉语教学改革

情境认知论提出的"学习是在特定情境中对知识的建构"的先进理念,对高校现代汉语教学改革具有启示意义和指导作用。遵循知识习得规律,高校现代汉语教学必须从教学理念到考核方式进行全方位的情境化改革,才能走出困境,重获生机。     

Individualizing instruction in higher education: A review

The salient characteristics of a variety of approaches to individualizing instruction are described and their respective merits with regard to higher education discussed. The review includes: programmed instruction, computer-assisted instruction and -management, information retrieval systems, audio-tutorial and modular instruction, contingency management and contracting, and personalized and individually prescribed instruction. While these approaches differ from each other in some respects, they all share an overriding concern for individual differences among students and seek to better adapt instruction to the learner.A section on general issues regarding the degree of individualisation, the role of the professor, institutional support for improving instruction, the role of the student, content and method, evaluation, and the future of individualized instruction concludes the review.Formerly, Centre for Learning and Development, McGill University, Montreal, Quebec, Canada.     

开放教育英语口语教学中合作学习实施的策略

合作学习是目前国内外普遍采用的一种极富实效性的教学理论与策略。然而,在实际的教学活动过程中,由于教师不注重小组成员的搭配,忽视对学生活动的指导,不重视发挥评价的作用等,造成合作学习流于形式。本文根据开放教育学生的学习特点,就英语口语教学中合作学习实施存在的问题,提出在合作学习过程中实施的策略。     

The adult learner and performance in introductory economics,a personalized system of instruction

The primary goal of this study is to determine the effectiveness of the personalized system of instruction format which is currently utilized in the introductory economics course at Empire State College, State University of New York. It will attempt to determine if adult students working in a personalized instruction system can learn as much as students in conventional settings. The study will also explore the broader objective of explaining and predicting adult student performance in the introductory economics course. In addition, an analysis will be made of any patterns which have emerged in the level of learning and the types of competencies aquired by students.     

认知教学设计理论比较框架

认知领域的学习一直是教育研究的热点，不断有新的教学设计理论和模型出现。该提出了一个比较认知教学设计模型的框架，包含学习类型、学习控制、学习焦点、学习分组、学习交互、学习支持几个维度，可以用来作为理解各种教学设计模型的工具.     

我国网上学习社区研究现状——基于中国期刊网的分析

近年来,人们对网上教学的理解逐渐从借助网络平台传递教学资源,到强调促进师生和生生之间互动与交流,促使学习社区的形成,而使网上学习社区的理论和实践研究日趋成为一个热门课题。然而研究现状如何,如何提高现有研究水平,未来研究的趋势和方向是什么,是我们不得不考虑的几个问题。本文以2000-2007年8月期间中国期刊网数据库中的网上学习社区相关论文为研究对象,采用内容分析法,从论文主题、研究方法和研究类型三个方面进行统计分析,旨在得出我国网上学习社区研究的现状和趋势,并对未来的研究提出了相关建议,以期对网上学习社区的研究者和实践者提供一定的参考。