Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?

This research explores the relationships between self‐directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet‐based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet‐based learning was administered to adults enrolled in classes in community colleges in Taiwan. A total of 593 valid questionnaires were used for the structural equation modeling analysis. The findings confirmed a second‐order hierarchical factor relationship of TLT (technical, dialectical and emancipatory learning interests) from CILES. Moreover, the three domains of learning interests of transformative learning were proved to have a developmental relationship, moderated by the readiness of self‐directed learning for adult learners in Internet‐based learning.     

Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations,While on a Zoo Field Trip,Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.     

Fear of Falling and Older Adult Peer Production of Audio-Visual Discussion Material

A growing body of work suggests that negative stereotypes of, and associations between, falling, fear of falling, and ageing, may mean that older adults reject falls information and advice. Against a widely accepted backdrop of demographic ageing in Europe and that alleviating the impacts of falls and fear of falling are pressing health care matters, this is a critical issue. This paper describes a recent peer learning and sharing strategy that set out to iteratively produce a series of short audio visual discussion programs on falling and fear of falling. Key outcomes included older adults appreciating peer group sharing as an acceptable way of opening up the silence surrounding falls incidences, enjoying participating in a problem solving strategy, and emphasizing that falls prevention is not just their responsibility. Outcomes suggest that peer learning and sharing are valuable falls and fear of falling support strategies.     

Exploring the effects of talking book software in UK primary classrooms

This paper reports on an exploratory study concerning the effectiveness of specific design features in talking book software. Talking book software has the potential to complement current approaches to literacy instruction. In addition to common features such as word pronunciations, the implementation included sub‐syllabic word pronunciations, hints to encourage independent word identification and activities to reinforce specific reading skills. Two versions of the software were compared using both qualitative and quantitative methodologies. One software version had minimal functionality (‘Basic’) and the other incorporated all design features (‘Enhanced’). Each version of the software was used daily for a period of four weeks by 16 children, aged 5 to 6 years. The findings of the study were complex due to variations in learner preferences and reading abilities. Nevertheless, it seems that electronic books can complement teaching approaches in infant classrooms and can positively affect both cognitive and affective learning outcomes. It is evident that children beginning to recognise words can benefit from common features alone. Those children using the Enhanced software who had already acquired a limited sight vocabulary can benefit from exposure to reinforcement activities. Children with more advanced reading skills may benefit from hints to support independent word identification.     

导言

在2005 年题为<对图书馆和信息资源的认知>(Perceptions of Libraries and Information Resources)的环境审视报告导言中我写道:这个报告对我们所了解的图书馆功用、图书馆品牌和日益增长的网络信息服务需求,"证实多于挑战".……     

Transfer of oddity learning in the pigeon

Two pigeons were trained on a six-key modified oddity-from-sample procedure. The stimuli were olor pictures of birds, butterflies, and human faces. Initially, the third peck on the sample key which presented one of three different bird pictures) lit only one comparison key. Every three dditional pecks on the sample illuminated another comparison key. Fifteen sample pecks produced he maximum of five comparison stimuli. A peck on the comparison key that presented the non-atching bird picture produced grain. Pecks on matching keys turned off all the comparison keys nd repeated the trial. The birds learned to peck each sample until the non-matching comparison timulus was produced, and then to peck that key. After acquisition (70%–90% accuracy), the hree bird stimuli were replaced by a new set of three bird pictures. Subsequent phases provided ew sets of bird, butterfly, and human face stimuli. Both birds showed transfer of oddity learning o the novel samples. The data suggest that the birds may have been engaging in conceptual-type oddity learning, rather than learning discrete five-key discriminations or a series of two component chains.     

Precision Teaching and Direct Instruction: Measurably Superior Instructional Technology in Schools

Although educators, policy-makers, business leaders, and the general public have become increasingly concerned about the “basic skills” crisis in American schools, research-based solutions have existed for over two decades in the form of measurably superior teaching methodologies: Precision Teaching and Direct Instruction. In federally validated research, each of these instructional technologies has been shown to produce far greater achievement and self-esteem among students than more traditional teaching practices, with favorable cost-benefit ratios when implemented in schools. These results have been obtained despite adverse socio economic influences on students so of ten blamed for failure in the classroom. These methods have not been widely adopted, partly due to political and philosophical resistance to measurably superior instructional technology among educators. This article provides overviews of Precision Teaching and Direct Instruction, discusses their origins and research backgrounds, cites effec tiveness data, and describes how they can complement one another when used together. It provides sufficient references to the literature and pointers to existing programs to enable interested readers to learn more about each of these measurably superior educational solutions.