Web-enhanced case-based activity in teacher education: a case study

Recent work in case-based reasoning (CBR) reinforces the importance of situated learning, expert cases, and authentic tasks and activities for novice learners. As novices engage CBR environments, they apprentice in the experts’ practices while developing the understanding, knowledge and skill of a given community. This study examined how prospective teachers, as novices in a semester-long course, engaged and developed expert-like practices using the case knowledge of experienced teachers who teach with technology. By engaging experienced teachers’ knowledge and skill via Web-enhanced cases, prospective teachers refined their understanding of teaching culture and teaching with technology as they transitioned to the teaching community.     

基于事例推理的夹具设计研究与应用

根据基于事例的设计方法,提出采用工序件的特征信息和夹具的结构特征信息来描述夹具的相似性,并建立了包括这2方面主要特征信息为基础的事例索引码,设计了事例库的结构形式,创建了层次化的事例组织方式;同时,提出了基于知识引导的夹具事例检索算法,以及事例的修改和采用同族事例码进行相似事例的存贮,形成了基于事例推理的夹具设计.所开发的原型系统在型号工程夹具设计等项目的设计过程中得到了应用,并取得了令人满意的使用效果.     

The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments

Studies examining students’ achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the conclusions that can be drawn. We employed a behavioral approach instead and assessed learning processes by logging learners’ behaviors as they used educational technology. We examined the relationship between achievement goals, strategy use, and comprehension scores of 160 undergraduates who studied a hypertext passage in a technology-enhanced learning environment (TELE) equipped with tools that support learning behaviors including highlighting, taking notes, review of annotations, seeking additional information and monitoring understanding. Results of a path analysis indicated that higher mastery goals predicted more information-seeking and note-taking and marginally more monitoring of learning. Performance avoidance goals negatively predicted note-taking and information-seeking. Performance approach goals did not predict the behaviors we traced. Of the behaviors we traced, highlighting and monitoring predicted increases in comprehension scores. A behavioral approach to assessing learning processes confirmed only a subset of paths from achievement goals to learning processes to learning outcomes originally discovered with self-report data.     

Prompting students’ context-generating cognitive activity in ill-structured domains: does the prompting mode affect learning?

This study was designed to investigate the impact of question prompts that guide students to focus on context-related issues when learning through cases in an ill-structured domain. Three groups of undergraduate students studied cases during a lab-session time period using a web-based environment. The first group studied without any question prompts. The second group studied the same material while prompted to provide written answers to embedded questions in the cases. The third group studied while having only to think of possible answers for the question prompts. In this study, we explored how the questioning intervention affected students’ conceptual knowledge of the domain and their problem-solving ability. Post-tests did not reveal significant statistical differences in the groups’ performance, indicating that under specific study conditions the prompting impact is not traceable in the learning outcomes. This result, however, is discussed in the light of a previous study, which showed that this context-oriented prompting method had a beneficial effect on student learning in a prolonged study-time setting, where students were able to self-regulate their study activity.

Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: classroom management problems for prospective teachers

This design-based research study is aimed at two goals: (1) developing a feasible case-based instructional model that could enhance college students’ ill-structured problem solving abilities, while (2) implementing the model to improve teacher education students’ real-world problem solving abilities to deal with dilemmas faced by practicing teachers in elementary classrooms. To achieve these goals, an online case-based learning environment for classroom management problem solving (CBL-CMPS) was developed based on Jonassen’s (in: Reigeluth (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 1999) constructivist learning environment model and the general process of ill-structured problem solving (1997). Two successive studies, in which the effectiveness of the CBL-CMPS was tested while the CBL-CMPS was revised, showed that the individual components of the CBL-CMPS promoted ill-structured problem solving abilities respectively, and that the CBL-CMPS as a whole learning environment was effective to a degree for the transfer of learning in ill-structured problem solving. The potential, challenge, and implications of the CBL-CMPS are discussed.

扎根理论之于课程研究的启示

将扎根理论运用于课程研究中,有助于课程理论联系实际;有利于保证课程理论的科学性、严谨性;有助于课程研究传统与现代的整合;有助于突破西方课程论的思维模式;有助于我国课程学派的创生。但美中不足的是,运用扎根理论进行课程研究,也存在着诸如对研究者的素质要求较高;提倡的编码不易操作,带有较强的主观性;建构的理论缺少前瞻性;建构出的理论,其普适性受到一定的限制等缺陷。     

Model construction as a learning activity: a design space and review

Modeling is becoming increasingly important both as a way to learn science and mathematics, and as a useful cognitive skill. Although many learning activities qualify as “modeling”, this article focuses on activities where (1) students construct a model rather than explore a given model, (2) the model is expressed in a formal language rather than drawings, physical objects or natural language texts and (3) the model's predictions are generated by executing it on a computer. Most research on such learning activities has focused on getting students to successfully construct models, which they find very difficult to do. In the hope that new research can find ways to remove this bottleneck, this article attempts to list all the major ideas that have appeared in the literature and might be useful to those developing new learning activities involving model construction. The ideas are organized into a design space with five dimensions: (1) modeling language types, (2) ways for describing the systems that students should model, (3) instructional objectives and their corresponding assessments, (4) common student difficulties and (5) types of scaffolding.     

金融法教学引入案例教学模式的几点思考

案例教学模式是一种双向的教学形式,要提高学生在学习金融法课程上的积极性,即可利用详细规范的案例实现对抽象化的律法条目的具体阐释,从而引发学生的自主性思考,在掌握基础理论的基础上,充分培养其分析问题和解决问题的能力。在金融法教学中引入案例教学模式,是金融法教学顺应金融创新和金融法律发展的必然选择。本文就案例教学模式在金融法教学中的运用进行了浅略探讨。     

贯一学习系统设计：有效的教学、学习和技术

人们带着巨大的并且常常是盲目的热情追求着连接教学、学习和技术的理论和模式。技术的发展激发了研究者和教育者去拓展学习的概念和学习环境的设计，这引发了对不同方法的睿智性和正当性的争论。由此，需要发展一个更具原则性的方法来连接教学、学习和技术。文章提出了贯一学习系统设计的标准和理论基础，及一个理论、研究、假设和方法之间的连接试验。     

Project Selection in the Design Studio: Absence of Learning Environments

Project selection is an essential matter of design teaching. Based on observations of a specific curriculum, the author claims that a wide repertoire of subjects including offices, restaurants, hotels, and other public places are used to prepare design students, but that schools and other “learning environments/ schools” are similarly ignored. Considering this, the study unfolds reasons why interior design studios do not assign “learning environments” as design projects. Moreover, it analyzes a specific learning environment, in terms of its considerable scope and adequate complexity, as a design problem.     

论扎根理论与我国幼儿园园本课程开发的整合

幼儿园园本课程开发是幼儿园课程研究中的重要论题,其中园本课程开发的有效性与研究方法有着直接的关系。扎根理论研究法为园本课程开发提供了新的研究视角：以扎根理论建构实践经验为基础的园本课程开发理论;以扎根理论研究法建构园本课程的适应性;以扎根理论建构园本课程开发的运行模式;以扎根理论研究实现教师的课程创生。     

论基于WebX.0的网络学习环境设计

WebX.0正由连接信息的简单网页发展为连接人类智慧的愈加复杂和智能的元网络（Meta Web）,这对传统的由“教”的一方驱动的网络学习环境设计提出了挑战.对环境整体而言,环境形成良性生态循环有利于维持其可持续发展;对学习者而言,当学习者面对多种网络组成的复杂的、具有高度不确定性的学习环境时,根据自身的需求构建个人学习环境（Personal Learning Environment,PIE）是促进其学习的最有效方式.因此,WebX.0时代的网络学习环境设计应当以创设网络学习生态和利于学习者构建PLE为目标,以学习者的需求为起点,提高“以学习者为中心”、“标准化”、“一体化”、“开放化”的程度,以更好地促进学习者在复杂网络学习环境中通过构建PLE进行的有效学习.     

Self-Regulated Learning and New Literacies: an experience at the University of Barcelona

This article summarises the findings from an evaluation of a Media Literacy course at the University of Barcelona. It focuses on some aspects of Self-Regulation and on the learning environment used by students. The students' learning processes were embedded in an eLearning project, in which students analysed the representation of immigrants and ethnic minorities in the media.
Key findings are the usefulness of this particular Technology-Enhanced Learning Environment (TELE), and its specific settings regarding Self-Regulated Learning (SRL). Students self-regulated their learning processes, in that they were working in a blended learning environment. However, their acquired media literacy skills seem to be fostered by the TELE rather than by the self-regulation mechanisms.
Throughout the article, special attention is paid to the conceptual framework of digital and media literacy, and the specific competences related to them.     

Transforming the twenty-first-century campus to enhance the net-generation student learning experience: using evidence-based design to determine what works and why in virtual/physical teaching spaces

The twenty-first century has seen the rapid emergence of wireless broadband and mobile communications devices which are inexorably changing the way people communicate, collaborate, create and transfer knowledge. Yet many higher education campus learning environments were designed and built in the nineteenth and twentieth centuries prior to wireless broadband networks. Now, new learning environments are being re-engineered to meet these emerging technologies with significant challenges to existing pedagogical practices. However, these next generation learning environments (NGLEs) have not been evaluated thoroughly to see if they actually work as they are scaled up across the higher education system. Whilst there have been a range of NGLEs designed globally – with Australia leading in the past five years or so – it is timely that a more rigorous research methodology drawing from health facility evidence-based design is taken to evaluate their effectiveness in improving the student experience and learning outcomes.     

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.     

精准人脸识别及测温技术在疫情防控中的应用——普利商用精准识别技术典型案例

为了改善复杂环境下的人脸识别精度,特别是在当前疫情防控转入常态化的形势下,提升戴口罩场景下的人脸识别精度及红外测温精度至关重要。基于对场景数据的统计和分析,通过对识别参数的动态优化,提升人脸算法识别精度;基于人脸检测的戴口罩检测算法,自动识别是否戴口罩,并针对戴口罩场景采用专用的人脸识别模型,提升人脸识别性能;基于人脸检测的红外测温技术,自动识别测温区域和距离,并对测温结果进行校正,提高测温精度。结果表明,开放场景下识别准确率超过98%;人证核验场景下识别准确率超过93%,戴口罩场景下识别准确率超过92%,红外测温误差小于0.3℃。基于场景适配的参数优化策略,能够在不依赖核心算法性能提升的条件下,使得人脸算法识别性能提升7%;基于人脸检测的红外测温技术,通过温度补偿策略,使得测温误差小于0.3℃。     

The case in case-based design of educational software: A methodological interrogation

This research assessed the value of case study methodology in the design of an educational computer simulation. Three sources of knowledge were compared to assess the value of case study: practitioner and programmer knowledge, disciplinary knowledge, and knowledge obtained from a case study of teacher practice. A retrospective analysis revealed that the case study was the source of 16 out of 23 design decisions and therefore was the most significant influence on the design of the simulation. The case study was particularly effective in sensitizing the design team to the classroom context, identifying common and uncommon teacher practices, revealing unexpected dimensions of interactions in the classroom, and generating constructive changes to the design of the simulation. Case studies can significantly enrich the design of educational software and are a promising methodological choice for design teams.

"扎根"课堂:翻转课堂的扎根式教学创新

新冠肺炎疫情影响下混合式教学在中国大学校园得到广泛应用,越来越多大学教师采用翻转课堂来开展教学活动,但在如何实现以学习者为中心方面仍面临着诸多挑战,进而影响翻转课堂的教学过程与质量。为改善翻转课堂在教学活动等方面存在的不足之处,运用扎根理论来改进翻转课堂的教学模式设计,基于扎根理论研究程序开发扎根式课堂学习规范和标准,构建以个体问题导向学习、小组合作翻转研讨、集体翻转研讨等为特征的翻转学习机制,并在课程教学中进行了实践应用,检验其必要性和可行性。研究表明,对翻转课堂进行扎根式教学设计,可以更有效地实现以学习者为中心的翻转教学,为大学生从浅层学习走向深度学习提供有益帮助。     

Changing the Learning Environment to Enhance Explaining and Understanding in a Year 12 Chemistry Classroom

Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and the levels of understanding of science developed by students in such environments. Further, students have generally been found to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The majority of research on classroom environments has focused on characterising the learning environment in classrooms rather than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions. This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning and understanding that such changes facilitated. A community of learners in which students and teachers began to understand the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of the researchers with the teacher and her class of students. This revised version was published online in July 2006 with corrections to the Cover Date.