金钱的数字化未来

The future of money is increasingly digital,likely virtual,and possibly universal.A globally accepted networkedcurrency would reduce costs and alleviate many prob-lems,such as the money hundering(洗黑钱)that sup-ports terrorists,but there are still many obstacles to sucha system,reports the Organization for Economic Cooperationand Development(OECD).金钱数字化的必要     

Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning processes, (5) engage in co-construction, (6) monitor and regulate collaborative learning, and (7) find and build groups and communities. We elaborate our framework using in-depth explorations of how technologies are actually used to support collaborative learning in CSCL research and identify representative design strategies and technology examples. While technology can play an important role in addressing the demands of collaborative learning, it needs to be considered in conjunction with pedagogical strategies and other social and cultural supports for collaborative learning. The supports also need to remain at an appropriate level so as not to interfere with long-term learning goals.     

The impact of professional learning on in-service teachers’ pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S

ABSTRACT

Research in the United States show that professional learning (PL) can improve classroom instruction. However, teachers, especially educators in the content areas, receive insufficient training specific to meeting the language and academic needs of English learners (ELs). The purpose of the current randomized controlled trial (RCT) study was to introduce a high-quality PL program for supporting middle school teachers in teaching science to ELs through classroom observations, so as to evaluate whether in-service science teachers’ instructional delivery can be shaped by intensive, structured, and ongoing PL. Results indicated that after receiving PL, treatment teachers allocated a significantly higher portion of their instructional time in teaching content language, developing students’ expressive language skills, small group and pair activities, implementing strategies evidenced to effective with ELs, and providing more opportunities for students to participate in hands-on activities that were content-related and grade-appropriate. Practical implications for PL were discussed for an international audience.     

What Do Learning Scientists Do? A Survey of the ISLS Membership

This study responds to a question that people working in the field of learning sciences get asked regularly: What do learning scientists do? Earlier attempts to answer this question came from a need to define a new field of educational research. Now that the International Society of the Learning Sciences (ISLS) has grown into a robust and productive society, it is time to gain a more nuanced understanding of learning sciences research and practices—including where it takes place, for whom, and in what form—as defined by members of the learning sciences community. Here we report on the responses of 253 ISLS members to a survey conducted in 2014. We discuss implications of the findings in terms of the type of impact learning scientists have. We also discuss how these results might be used to advise prospective students and to create a vision for our future.     

Ethical disobedience

The heated rhetoric surroundingdigital copyright in general, and peer-to-peerfile sharing in particular, has inspired greatconfusion about what the copyright law does anddoes not prohibit. Most of the key legalquestions are still unsettled, in part becausecopyright defendants have run out of money andgone out of business before their cases couldgo to trial. In that vacuum, some copyrightowners are claiming that their preferred rulesof conduct are well-established legalrequirements. But those claims are strategic;those rules have never been endorsed by thecourts. They are made-up rules. There's adifference between our obligation to followreal rules, and our obligation to followmade-up ones. There may be an ethicalobligation to follow real rules, even when theyseem unreasonable. But we don't have anyethical obligation to follow made-up ones. Indeed, in this context, we may have an ethicalobligation to resist them. Some copyrightowners believe the law ought to enable them tocontrol essentially all significant uses oftheir works. The law has never said that, butit gets closer and closer every day. If webehave as though the made-up rules wereactually the law, we will make that day comemuch sooner.     

Factors promoting and hindering data-based decision making in schools

Although data-based decision making can lead to improved student achievement, data are often not used effectively in schools. This paper therefore focuses on conditions for effective data use. We studied the extent to which school organizational characteristics, data characteristics, user characteristics, and collaboration influenced data use for (1) accountability, (2) school development, and (3) instruction. The results of our hierarchical linear modeling (HLM) analysis from this large-scale quantitative study (N = 1073) show that, on average, teachers appear to score relatively high on data use for accountability and school development. Regarding instruction, however, several data sources are used only on a yearly basis. Among the factors investigated, school organizational characteristics and collaboration have the greatest influence on teachers’ data use in schools.     

A theory-driven approach to assessing the cognitive effects of PBL

Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning.     

Young Children's Knowledge Building and Literacy Development Through Knowledge Forum®

This study examined how the use of Knowledge Forum (KF)®, a networked, Internet-based learning environment, was related to the literacy development of 4-year-old children in a laboratory school affiliated with the University of Toronto. Over the course of the year, children participated in a longitudinal photo journal project. With adult support, children posted their photo journals and ideas to KF® in the form of electronic “notes”, which allowed children to view each other's work and to build on ideas by posting their responses and comments. A comparison group employed a paper-only format to write notes about their photos. Results showed that children were motivated to read others' notes and to respond using invented spelling. There were gender differences in the number of notes posted. Implications of the study are discussed regarding the motivation for literacy among boys and girls and the benefits of having electronic archives of literacy development.     

Dragons,Ladybugs, and Softballs: Girls’ STEM Engagement with Human-Centered Robotics

Journal of Science Education and Technology - Early experiences in science, technology, engineering, and math (STEM) are important for getting youth interested in STEM fields, particularly for...     

Young Children's Exposure to Mathematics: The Child Care Context

Four preschool teachers from two preschool settings were observed to explore the contribution of child care experiences on the development of young children's understanding of mathematics. Teachers were also interviewed regarding their attitudes and beliefs about the importance of early education, children's understanding of mathematics prior to formal schooling, and their role in facilitating mathematical knowledge. Although the programs and teachers differed in terms of program orientation, teaching style, student participation, and interactions with students, the programs did not differ in terms of the amount or content of mathematics presented to children. During the classroom observations that were conducted, very little mathematics was presented in any of the classrooms either directly or indirectly to students. In contrast, teachers said that they believed that mathematics was important and that they engaged in mathematical discussions in their classroom interactions. Discussion of the lack of math presented in the classroom and the discrepancy of teachers' beliefs and teaching behaviors are discussed.