An Architecture for Case-based Learning

We report on the design, development, implementation, and evaluation of a case-based instructional environment designed for learning network engineering skills for cybersecurity. We describe the societal problem addressed, the theory-based solution, and the preliminary testing and evaluation of that solution. We identify an architecture for scaffolding case-based learning for problem-solving to inform design of case-based learning environments.     

Learning to Troubleshoot: A New Theory-Based Design Architecture

Troubleshooting is a common form of problem solving. Technicians (e.g., automotive mechanics, electricians) and professionals (physician, therapists, ombudspersons) diagnose faulty systems and take direct, corrective action to eliminate any faults in order to return the systems to their normal states. Traditional approaches to troubleshooting instruction have emphasized either theoretical or domain knowledge about the system or specific troubleshooting procedures. These methods have failed to develop transferable troubleshooting skills in learners. In this article, we propose an architecture for designing learning environments for troubleshooting. The architecture integrates experiential, domain, and device knowledge in a learning system that enables learners to generate and test hypotheses for every action they take, relate every action to a conceptual model of the system, and query experienced troubleshooters about what they would do. The architecture includes three essential components: A multi-layered conceptual model of the system that includes topographic, function, strategic, and procedural representations; a simulator that requires the learner to generate hypotheses, reconcile the hypotheses to the system mode, test the hypotheses, and interpret the results from the test; and a case library that uses a case-based reasoning engine to access relevant stories of troubleshooting experiences as advice for the learner. This novel architecture can be used to develop learning environments for different kinds of troubleshooting.     

社会性软件在教学中的应用研究

社会性软件的存在使教学过程与学习资源建设产生了深刻变化,社会性软件可以创建新的教学与学习环境,增强教学平台的开放性,为教师专业化发展和自身教学技能的提高提供了技术支持,使教学与学习在空间和时间上得到了拓展,教与学的过程和学习资源得到了优化,通过任务驱动、学生参与营造平等协商的对话环境、营造科学管理知识的氛围等策略,使得社会性软件的教学功能最大化。从而深化学习者的信息素养和教师从业技能的提升。     

DIE SOKRATISCHE LEHRSTRATEGIE UND IHRE RELEVANZ FÜR DIE HEUTIGE DIDAKTIK

Socrates (469–399 B.C.) formulated a unique method of teaching, of which the main characteristic is dialogue. We have no authentic record, but Plato has preserved the "Socratic conversations" in his dialogues. In the first part of this study, the Socratic strategy is examined through a comparative analysis of the early Platonic dialogues with the theories of critical rationalism and the cognitive theories based on motivation for achievement and learning. In the dialogues, Socrates invites his interlocutors to express their opinions, professing himself ignorant of the matter under discussion, but gradually challenges their certainties and moves from the particular and the egocentric to the general concept, using concrete examples. The second part of this study gives a detailed presentation of the elements of the Socratic strategy of teaching and learning: conversation, the exploitation of errors in teaching, aporia (confused doubt), critical reflection and intellectual honesty, and tolerance. These continue to be of relevance today and are timely in the context of shifting values and the need for a critical approach to knowledge.     

Platonic Dialogue, Maieutic Method and Critical Thinking

In this paper I offer a reading of one of Plato's later works, the Sophist , that reveals it to be informed by principles comparable on the face of it with those that have emerged recently in the field of critical thinking. As a development of the famous Socratic method of his teacher, I argue, Plato deployed his own pedagogical method, a 'mid-wifely' or 'maieutic' method, in the Sophist . In contrast to the Socratic method, the sole aim of this method is not to disabuse the reader or learner of her false opinions. Rather, its purpose is to supply her with the skills and dispositions as well as the claims and counter-claims she needs to critically evaluate a view, and so facilitate knowledge acquisition, for herself. But the text does not merely teach critical thinking in this indirect manner. One of the strategies its author employed was to encourage the reader/learner to consider under what conditions a claim or idea would be false. To the extent that it achieves this, the Sophist provides both a model and an application of that particular kind of critical thinking in the learning environment that Jonathan Baron has described as 'active open-mindedness'.     

Investigating students' beliefs about their preferred role as learners

Secondary school students were asked to state their preference for an objectivist or a constructivist learning environment and consider the consequent implications for their role as a learner. They did this by identifying with the dialogue depicted in two concept cartoons. Results indicate an overwhelming preference among students for a constructivist learning environment. This suggests not only that students would be receptive to moves by teachers towards more constructivist principles in the classroom, but also that a failure to promote such a transition may contribute to an epistemological gap between teaching and learning styles that will be an impediment to meaningful learning. Students anticipated constructivist learning environments would be more interesting, more effective at developing students' understanding and would permit them to take greater ownership of their learning. Some limitations of the study are described.     

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。     

Wirkungen des Lernens mit Videofällen bei Lehrkräften

Case-based learning with videos is regarded as a promising way to promote the analytical abilities of teaching staff as a basis for their professional actions. For that purpose, the competence to assess and diagnose situations of learning and instruction is crucial, i.e., especially the ability to apply conceptual knowledge to pedagogical cases and to take teacher as well as learner perspectives into account. The article reports on the results of an experimental field intervention study aimed to convey this competence effectively by providing different forms of instructional support to over 100 students of English Studies (2?×?2 design, conceptual knowledge: present/not present; teacher and learner perspectives: present/not present). The central focus is on identifying further effects that personal characteristics (individual learning conditions, e.g., prior knowledge, tolerance of ambiguity) and process characteristics (cognitive load; cognitive, emotional, and motivational activation) have on the development of this competence, and how strong these effects are. Multiple linear regression analyses show that this type of learning with case-based videos places less demand on personal factors, and that the quality of the learning process plays a decisive role.     

用苏格拉底教学法激活思政课课堂教学

苏格拉底将哲学家的思维与教育家的责任恰当地融合在一起,创立了自己独特的教学方法,即“苏格拉底法”。苏格拉底教学法是一种问答式、对话式的教学方法,他用启发式的教学理念,引导学生批判性思考,激发学生寻找真理的热情与欲望。用苏格拉底教学法激活思想政治理论课课堂教学,倡导做一名苏格拉底式的教师,将讨论、辩论引入课堂教学,尊重学生的主体地位,调动课堂的学习气氛,使其摆脱面临的困境,进而增强思政课课堂教学的实效性。     

彝族“克智”辩证实践:作为一项公共教育活动

彝族"克智"辩证实践是辩手与群众的互动过程。克智论辩具有传授知识、发展思维、学习历史、培育人文等四个方面的公共教育特性。这种苏格拉底式的对话教育对公共文化空间建设有重要意义。     

校园网络教学系统的研究与实践

校园网络教学系统是在校园网的主环境中建立一个虚拟的教学环境,在这个环境中,可以实现远程教学、VOD教学内容点播、教师授课、学生自主学习,师生交流、教师答疑、师生作业的互传以及网上考试等教学环节。本文根据作者近几年来在此方面的探索,结合具体的实践经验介绍该系统的体系结构与实践方案。     

Bridging the implementation gap: a teacher‐as‐learner approach to teaching and learning policy

A major dilemma facing higher educational institutions around the world is how to achieve quality outcomes for students in an increasingly internationalised and competitive environment. To effect change in teaching and learning, we advocate a teacher‐as‐learner approach to the implementation of teaching and learning policy. Our approach has been influenced by approaches to change management as well as contemporary educational theories, such as constructive alignment and deep and surface approaches to learning. In this paper we use these approaches to evaluate the success of a policy initiative designed to encourage subject coordinators to use a faculty‐endorsed template to embed graduate attributes into their subject outlines. The difficulties experienced by teachers at the disciplinary level in using the subject outline template illustrate how a seemingly positive and well‐intentioned initiative can have a potentially minimal effect on teaching and learning practice and, as a consequence, student learning. We suggest that the Course Experience Questionnaire provides a useful model for evaluating not only teaching but also the management of teaching. As teachers responsible for the implementation of teaching and learning policies, we hope our views will provide a more integrated approach to teaching and learning changes in the higher educational context.     

Simulating variation in order to learn classroom management

Classroom management is an important part of learning to be a teacher. The variation theory of learning provides the insight that it is important to vary the critical aspects of any task or subject that is to be learned. Simulation technology is useful in order to provide a controlled environment for that variation, and text as a medium gives the opportunity to control exactly what aspects are presented to the learner. This study shows that text-based simulation has the potential to help the learner discern critical aspects of classroom management.     

In-service and pre-service teachers' perceptions of a web-based,case-based learning environment

Abstract

Understanding teachers' perceptions of a web-based, case-based learning environment provides insight into the effective development and deployment of such conditions for preparing educators. CaseNET–a web-based, case-method teaching environment for professional educators–serves as both a source of information as well as a space for inservice and preservice teachers to interact with one another and to contemplate current educational issues as they relate to real-world teaching. A qualitative analysis of over 400 participants was conducted and results provided. Participants perceived CaseNETas an opportunity to engage in professional development via exploration, reflection, collaboration, and hands-on interactions with authentic teaching tasks. Results suggest that the combination of cases and technology provides a valued opportunity to engage developing teachers in professional behaviors.     

Andragogy in blended learning contexts: effective tutoring of adult learners studying part-time,vocationally relevant degrees at a distance

The article proposes a new way of analysing and understanding blended learning and contributes to current debates about adult learner motivations for study. It argues that, whilst the validity of the Andragogical Model has been criticised, it has provided a useful framework of analysis in the context of blended learning to meet the needs of adult learners studying part-time, vocationally relevant degrees at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice. The article argues that the predominant approaches to teaching and assessment adopted by tutors were mainly congruent with the Andragogical Model’s core principles, which was in part due to the structured, assessment driven learning environment, but particularly the type of problem and case-based assessments undertaken by learners on the courses investigated. The Andragogical Model offered an analytical lens that was valuable as it provided a number of actions appearing to influence learner perceptions of quality, which can support practice for tutors and HE institutions in similar contexts. Further, this analysis highlighted the importance to tutors of providing extrinsic motivators and suggests an addition to the Andragogical Model to accommodate this.     

Dynamic Assessment of Proficiency for Solving Procedural Knowledge Tasks

Computer-coached practice environments can serve two purposes: to instruct and to assess. Sherlock I is a computer-coached practice environment for teaching avionics troubleshooting skills. Instruction is based on the dynamic assessment of the learner in the context of a troubleshooting problem. A cognitive task analysis of troubleshooting proficiency was used to develop Sherlock's instructional and assessment goals. As a learner works through a problem, Sherlock assesses the quality of his or her decisions and uses that information to provide the level of hint explicitness necessary at particular decision points in the problem. Specific competency building is situated within the troubleshooting context and is sharpened to the extent that satisfies each individual's needs. When a learning impasse is reached, Sherlock generates the appropriate level of feedback to the trainee based on his or her prior performance. Sherlock's hinting structure challenges trainees with learning opportunities that would be just beyond their reach without coaching. This form of dynamic assessment is based on patterns of student performance that reflect the processes of learning rather than simply the products of learning. Sherlock provides an example of how intelligent tutoring systems can change the nature of assessment by addressing dimensions of proficiency.     

Communication in a web-based conferencing system: the quality of computer-mediated interactions

Time constraints and teaching in crowded classrooms restrict in-depth dialogical interaction in teaching and learning. Electronic conferencing systems, however, have the potential to foster online discussions beyond class time. Case-based instruction also constitutes a promising approach in fostering learners' participation and reflection. The purpose of this study was to investigate (a) the extent to which an electronic conferencing system, named COW (“Conferencing on the Web”), facilitates pre-service teachers' communication outside their classroom, when discussing teaching cases from their field experiences, and (b) the potential of COW and case-based instruction to foster quality discourse and promote students' critical-thinking skills. The results showed that students' online discourse was mostly an exchange of personal experiences and did not reflect well-supported reasoning. Future research on the issue of interactivity should address motivational and affective variables related to the implementation of distance-education methods, variations in pedagogical activity and task structure, and the readiness of mentors and learners.     

在线学习管理系统中本科生与研究生交互比较研究(英文)

学习者与在线内容的交互被认为是决定网络教学和学习有效性的重要因素之一.学习环境中的任何事情总是一触即发,支持学习者与在线内容进行交互.当学习者与内容交互时,内部的反思性思考与对话发生了.本研究试图比较在线学习管理系统中研究生课程和本科课程中学习者交互之间的差别.基于所提出的研究学习者与在线内容交互的框架,研究者收集了学习管理系统日志和学习活动数据库中的相关数据;基于学习者与在线课程内容的交互模式和行为对收集到的数据进行了分析;并对教师和学习者在在线论坛中的讨论和交流的内容进行分析,尤其调查了已发生的交流的维度、深度和分类.基于上述研究成果.研究者认为应该加强网络内容的设计和传输,从而提升开放远程学习中在线学习环境的有效性.     

CSCL中促进协作知识建构的策略

计算机支持的协作学习（CSCL）是近年来教育技术和学习科学研究的热点,协作知识建构是CSCL的主要学习方式和学习目标,如何支持和促进协作知识建构是教育研究者和实践者关注的焦点问题之一。在社会建构主义和对话学习理论基础上建立的基于对话的教学设计和基于研究与实践的协作学习过程模型可以作为一种系统的教学模式,引入到CSCL学习环境中来支持协作知识建构。网络环境下协作学习困难和问题调查,以及CSCL课程实践证明：旨在提高学生对话能力,促进学生不同类型对话产生和发展,培养学生批判性思维能力的促进协作知识建构的教学设计和实施策略是有效的,学生在协作学习中能掌握并运用这些策略来促进协作学习。实现知识建构的目标。     

教学认知能力：教师专业发展核心力

教师教学认知能力是以教学系统为认知对象,对教学目标、学习任务、学习者特点、教学策略与方法以及教学情境等进行分析判断的能力,关系到教师专业的发展和有效教学的实现。厘清教师教学认知能力的意涵,关注教师教学认知能力培养的重要性,解析教师教学认知能力的构成要素,进而探寻其形成条件,提出发展策略与实施路径,成为新时期优化与提升教师教学认知能力的重要命题。