Self-regulated learning: Implications for the design of instructional media

This paper describes the implications of principles derived from cognitive social learning theory and Vygotsky's socially oriented developmental perspective for the design of technology-based instructional materials. Vygotsky's ideas about the kinds of experience that facilitate intellectual growth in the “zone of proximal development” suggest that contemporary mathematics instruction (usually characterized by presentations to large groups, or by individualized instruction dominated by worksheets) deny students opportunities for individual interaction with and supportive guidance by adult experts or competent peers. It is proposed that such instruction fails to support the transfer of regulatory responsibility from teacher to student. The derivation of design specifications for the use of instructional technologies to overcome these limitations of contemporary instruction in mathematics is described. Instructional materials designed to promote self-regulation strategies as well as procedural and declarative knowledge in mathematics are presented.     

Prenatal Antecedents of Newborn Neurological Maturation

Fetal neurobehavioral development was modeled longitudinally using data collected at weekly intervals from 24 to 38 weeks gestation in a sample of 112 healthy pregnancies. Predictive associations between 3 measures of fetal neurobehavioral functioning and their developmental trajectories to neurological maturation in the first weeks after birth were examined. Prenatal measures included fetal heart rate (FHR) variability, fetal movement, and coupling between fetal motor activity and heart rate patterning; neonatal outcomes include a standard neurologic examination ( n  =   97) and brainstem auditory evoked potential (BAEP; n  =   47). Optimality in newborn motor activity and reflexes was predicted by fetal motor activity, FHR variability, and somatic–cardiac coupling predicted BAEP parameters. Maternal pregnancy-specific psychological stress was associated with accelerated neurologic maturation.     

Age and directed-participation variables influencing the effectiveness of televised instruction in concrete operational behaviors

Head Start preschoolers on an isolated Papago reservation in southern Arizona were subjects of two studies of the effects of televised instruction and directed participation on teaching enumeration and conservation skills. Television instruction was most effective when used with active, directed participation and corrective feedback, but this, as well as amount and skills learned, varied with age. The televised segments used linear sequencing rather than the fragmented approach of Sesame Street. This research was supported in part by grant OCD-CB-479 from the Children’s Bureau, Office of Child Development, U.S. Office of Education. The authors appreciate the cooperation and participation of the Papago Tribe and the staffs of Head Start centers at San Xavier, Sells, and Pisinimo, Arizona. Special thanks are extended to Thora Schultz, who facilitated liaison on the Papago Reservation, and Margie Francisco, Elizabeth Siqueros, Edith Manuel, Pat Mendez, Elaine Williams, and Irma Dean Edmund, who contributed to instructional development and data collection.     

Contextualizing learning in the World Wide Web: accounting for the impact of culture

There is a developing urgency about how Australian universities should best make use of the World Wide Web (WWW) to meet the needs of culturally diverse students, especially those of Asian origin. This urgency is the result of both global and internal pressures, some political, (consider the imminence of the 'Hanson movement' against a multicultural Australia), some economic, some social. Moreover, to miss the current opportunity to exploit WWW technologies to design, implement and market effective instructional courses will only work to disadvantage Australia in a growing but globally competitive educational market. One of the most pressing problems in this context is how to provide instructional materials in a model of teaching and learning that is cost-effective, makes extensive use of WWW technologies to provide for flexibility in learning, and that is culturally appropriate. This paper outlines an approach and model for investigating and developing culturally appropriate instructional materials. It is hoped that through publication, we might obtain feedback on the validity of this model and also widen the potential of its scope beyond its immediate application to the Australian context. The following hypotheses are central to our work: (1) Existing cultural influences in instructional materials designed and delivered on the WWW by Australian universities, and intended for use by culturally diverse students, are minimal and ineffective. (2) The efficacy of learning based in the use of the WWW for instructional purposes can be improved by the adoption of a culturally appropriate model of instructional design. (3) Culture is a significant factor in determining the effectiveness of learning materials created in the WWW and intended for use by culturally diverse students. In testing these hypotheses, we intend to provide the empirical research to help determine the most appropriate ways of using the WWW to stimulate effective learning at tertiary level for all learners, whatever their cultural heritage or perspectives