MAGIS: mobile augmented-reality games for instructional support

ABSTRACT

We present Mobile Augmented-Reality Games for Instructional Support (MAGIS), a framework for the development of mobile augmented-reality (AR) games for education. The framework supports off-the-shelf, state-of-the-art technologies that enable AR tracking and rendering on consumer-level mobile devices, and integrates these technologies with content-generation tools that simplify the development of educational AR games, especially those that extensively use narrative-based game design and player-location tracking such as location-based historical or museum adventure games. We use Igpaw: Intramuros, a proof-of-concept game developed using MAGIS, to help describe the current state of the framework and to show its efficacy for implementing outdoor location-based educational games, and we briefly outline future development plans to improve MAGIS’ AR support (especially those involving indoor scenarios) as well as to improve the instructional design and authoring phases of AR applications written using this framework.     

Toward a theoretical framework for community EE

Given the growing attention to community environmental education (CEE), this study develops a theoretical heuristic for this approach through a retroductive process by (1) examining theories appropriate for a CEE conceptual framework; (2) testing this framework in diverse contexts to determine its viability, and (3) reconceptualizing the framework. The framework hypothesizes that a community of practice focused on improving the conditions of local natural resources will exemplify transformative learning and empowerment if the community of practice is successful. Initial testing involved case studies of two groups from diverse contexts. Results indicated both groups organized as communities of practice. However, evidence showing improved local natural resources, transformative learning, and empowerment was lacking. Instead, there was evidence of enhanced agency and self-efficacy, requiring a reconceptualized framework.     

基于平板电脑的学习资源设计框架和要点分析

平板电脑是近几年兴起的一种便携式移动设备,相对于手机,具有屏幕大、操控性好、沉浸性好的优势。随着平板电脑的普及,基于平板电脑的学习资源的设计和开发也成为移动学习的关注重点之一。研究从文献分析入手,调查了平板电脑上学习资源设计和开发的现状,分析了手机、平板电脑和桌面电脑在硬件特征、使用习惯和用户体验上的差异,介绍了平板电脑在移动学习中的应用场景。还通过两个实际案例剖析了平板电脑上内容类应用程序的特点,并总结了基于平板电脑的资源设计的框架和设计要点,以期为以后同类研究提供指导原则和决策参考。     

Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past

This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students’ thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources, contextualization, argumentation, using substantive concepts, and using meta-concepts. Each component is discussed and illustrated by examples from our own research. The article concludes with suggestions on how to use the framework both in future research and in educational practice.     

A framework for revitalisation of rural education and training systems in sub-Saharan Africa: Strengthening the human resource base for food security and sustainable livelihoods

Recent studies of the current state of rural education and training (RET) systems in sub-Saharan Africa have assessed their ability to provide for the learning needs essential for more knowledgeable and productive small-scale rural households. These are most necessary if the endemic causes of rural poverty (poor nutrition, lack of sustainable livelihoods, etc.) are to be overcome. A brief historical background and analysis of the major current constraints to improvement in the sector are discussed. Paramount among those factors leading to its present ‘malaise’ is the lack of a whole-systems perspective and the absence of any coherent policy framework in most countries. There is evidence of some recent innovations, both in the public sector and through the work of non-governmental organisations (NGOs), civil society organisations (CSOs) and other private bodies. These provide hope of a new sense of direction that could lead towards meaningful ‘revitalisation’ of the sector. A suggested framework offers 10 key steps which, it is argued, could largely be achieved with modest internal resources and very little external support, provided that the necessary leadership and managerial capacities are in place.     

企业数字化学习资源建设研究

文章对学习资源建设相关文献进行了梳理,分析了学习资源建设流程和框架,以成人学习理论为支撑,结合大型企业学习资源建设经验与教训,对企业数字化学习资源建设进行了初步研究,构建了企业数字化学习资源建设框架(833框架),并对其中的需求、规划、分析、设计、开发、审核、应用、评价8个环节进行了阐述。     

中小企业管理和创新领域远程学习材料的设计与开发

本文主要阐述了当代远程学习的变化特征,其中包括学习的情境化、学习共同体与实践者共同体的结合、混合培训的运用等;同时,本文还对传统远程学习和现代在线学习环境下的课程设计和开发的各种模式进行了介绍.本案例中,学习资源的设计主要分为三个模块,即存在的技能、持续性的更新,以及全球化技能的发展.结合中小企业本身特点以及上述所提及的方面,为我们发展和清晰地表达一个中小企业持续性专业发展的框架奠定了基础.通过这个框架,在线学习共同体与离线的实践者共同体相结合,可以促进在某一特定文化背景下人们专业认同度和实践水平的提高.     

Using log variables in a learning management system to evaluate learning activity using the lens of activity theory

As the advance of learning technologies and analytics tools continues, learning management systems (LMSs) have been required to fulfil the growing expectations for smart learning. However, the reality regarding the level of technology integration in higher education differs considerably from such expectations or the speed of advances in educational technologies. This research aimed to evaluate the current activation levels and usage patterns of a LMS. A large data-set was analysed, which included the online activity information from 7940 courses. Through data pre-processing, general indicators reflecting login frequencies of the virtual campus and activity-based indicators presenting the activation patterns of diverse functions provided by Moodle were derived. Activity theory was applied to interpret the results of analysis, since it has been recognised as a powerful framework to understand phenomena encompassing interactive systems. Further, time-series investigation over three consecutive semesters allowed observation of historical changes. The results revealed considerably low use of the virtual campus with only slight changes, as well as significantly different activity patterns across course attributes and colleges. Contradictions among components in the activity system are discussed, along with the implications for improving teaching and learning with LMS in higher education.     

传播学视域下社区老年教育数字化学习资源建设研究

数字化学习资源建设对于推动老年教育事业高质量发展具有重要作用,“积极老龄化”发展思路为老年教育发展提供了较好的借鉴。对国内外老年教育理论研究做了简要回顾,分析了社区老年教育数字化学习资源类型及特点,在此基础上,总结社区老年教育数字化学习资源建设理论研究和实体资源建设现状,基于“5W”模式,进一步对社区老年教育数字化学习资源建设进行传播学分析考量,并给出了社区老年教育数字化学习资源建设的传播学架构。     

Alienation and engagement: development of an alternative theoretical framework for understanding student learning

In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for characterising the student experience of learning in higher education, compared to current dominant perspectives such as that offered by approaches to learning and related concepts. A conceptual and historical background of the concept of alienation is presented, followed by an overview of some contemporary perspectives. Drawing on this literature, a framework is then developed for characterising student learning. It comprises three categories, referring to the alienation resulting from 1. entering the higher education community, 2. fitting into the higher education community, and 3. staying in the higher education community. Each category has an associated set of theoretical tools that can be drawn upon in analysing this aspect of the student experience.     

Re-mediating knowledge infrastructures: a site for innovation in teacher education

ABSTRACT

The article outlines a framework for studying and organizing infrastructure, social and material to advance consequential knowledge. To demonstrate the utility of the framework, three examples of innovation in teacher education are presented that involve re-mediating infrastructure to imagine equity-oriented teacher learning. The first case focuses on re-mediating social resources to create new pathways for knowledge and expertise to flow between a school and a university teacher education programme. The second case considers how re-mediating social and material resources, specifically who is involved in designing the goals of a teacher education programme, expanded conceptions of the valued outcomes of teacher preparation. The third case addresses the impact of an innovation that re-mediated technical and social resources to support teachers’ professional judgment in classroom interactions. As teacher educators, we need to be open to shifting our purposes and our designs in response to changing institutional, political, and practical circumstances. This framework for organizing and re-mediating infrastructure provides a means of doing this work in principled and responsible ways.     

A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning

This paper presents a framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (1) vision and philosophy; (2) program; (3) professional learning of deans, teacher educators and support staff; (4) ICT plan, infrastructure, resources and support; (5) communications and partnerships; and (6) research and evaluation. This paper describes each of these six strategic dimensions and synthesizes these in the overall framework for developing pre‐service teachers’ competencies in generating technology‐enhanced teaching and learning.     

基于学习分析的在线学习用户画像研究

画像技术在当前精准营销中的应用非常广泛,而其在教育领域尤其是在线学习者的特征识别方面研究较少。文章从学习者的一般特征、学习准备、学习风格、行为特征四个方面对学习者进行分析,提出在线学习者画像描述的总体框架。同时,通过机器学习对在线学习行为数据进行挖掘,文章分别从以上四个方面对学习者画像进行建模研究,重点讨论了学习风格的建模过程,并通过对在线学习者个案分析,阐述了学习者画像在指导学习资源精准推荐、评估在线学习者学业失败或退出风险等方面的应用,为个性化教育实施提供了实践案例。     

基于学习者学习风格资源库的构建策略

学习者是学习的主体,不同的学习者在学习过程中呈现不同的学习风格．对于不同学习风格的学生,要使他们获得最佳的学习效果,应该有与之学习风格匹配的学习资源库．现在的学习资源库大部分是从传授者角度建构的,从学习者角度构建的比较少,本文在阐述学习资源库管理与现状的基础上,讨论构建从学习者角度进行学习资源库的方法．     

English as a Medium of Teaching and Learning in a Resource-Poor Country: The Case of Malawi’s New Language Policy

Abstract

This article discusses the resource implications of Malawi’s new language-in-education policy. Whilst previous publications on the English as a medium of teaching and learning policy, which was announced in Malawi in 2014, have sharply criticised and dismissed the new language policy from pedagogical and other educational grounds, the current article is the first to dwell exclusively on the resource implications of the new language policy. The qualitative study reported on, which utilised Barron’s learning ecologies framework, was based on information drawn from one key informant; readers’ comments extracted from a Malawian online newspaper; and some scholarly publications. The article argues that the available resources are too inadequate to lead to a successful implementation of English as a medium of teaching and learning in the non-English-dominant Malawi. The article recommends that Malawi should return to the previous language policy, which was UNESCO compliant, and that adequate and enabling resources be channelled to improving the teaching and learning of English as a subject. Resources should also be injected into the professional development of teachers in order to capacitate them to effectively handle English as a medium of teaching and learning from Grade 5 onwards.     

参与式学习和网络教学法

人们对新学习机会的需求持续增长以及新的信息系统和通讯技术不断涌现,使得在线学习成为了教育实践中的中心话题。我们有必要建立一个框架,使那些有着不同文化、语言背景的远程学生产生有意义参与学习的经验。我们使用新术语“Cybergogy“来描述建立在线参与式学习所采用的策略,描述了为不同背景的远程学生创设认知、社会和情感三方面的学习经验。Cybergogy的核心是参与式学习,在参与式学习中学生自己确立学习目标、探索适当的资源、与其他人进行小组协作并以有意义的方式建构知识。我们所建立的“参与式学习的cybergogy模型“包括三个相互重叠/交叉的域:认知域、情感域和社会域。这一模型综合了当前的思想、观念和理论框架,它们是关于学生参与在线学习的这三个域上的程度和性质的。教师可以利用这一模型来描述每个学习者,然后设计针对每个人的策略,我们称这一过程为“customized engagement“。这样,学生不仅有机会实现自己的学习目标,而且将积极地参与学习过程。     

Making learning support contextually responsive

Abstract

Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. The Western Cape Education Department (WCED) implemented a learning support model, designed to systemically deal with barriers to learning in some primary schools in the province. An evaluation of the WCED model established that this learning support model is not completely contextually responsive to the South African context with specific reference to resources, both human and physical. Although the WCED endeavours to distribute resources more even-handedly across schools in the Western Cape Province, there is still a general lack of resources and institutional capacity which hampers the successful implementation of inclusive education. This situation creates specific barriers that are responsible for the gap between current educational policies and the implementation thereof in schools.     

古建筑旅游资源信息系统的研建

古建筑是文化的载体,是重要的旅游资源.利用现代信息技术创建古建筑旅游资源信息系统,不仅利于旅游管理者开发与保护,也便于旅游者有关查询分析旅游服务信息.系统创建以地理信息系统为基本平台,在对系统进行分析之后,给出目标定位,提出基本框架和开发思路,设计数据表结构并阐述系统实现的方法,说明古建筑旅游资源信息查询、空间分析、信息输出等方面的应用.     

Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development

ABSTRACT

Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff.     

泛在学习的内容个性化推荐模型设计——以“学习元”平台为例

泛在学习中资源海量化和快速获取个性化资源之间的矛盾对资源个性化推荐提出了要求。文章在当前个性化资源推荐的基础上,结合泛在学习的需求,以泛在学习资源——"学习元"为例,提出了一种针对泛在学习的内容个性化推荐模型。该模型从用户兴趣、学习偏好和知识模型三个角度出发,利用泛在学习资源的语义描述、KNS网络、生成性信息和学习活动等方面的特性,针对结构化泛在学习资源进行综合推荐。望对未来泛在学习资源推荐研究起借鉴作用。