Using Constructivist Instructional Design Featured in Two Online Courses: Notes From the Field

Abstract

We thought that the close integration of theory and practice offered by constructivism promises unique opportunities to maximize learning in online courses using interactive software as the primary medium of communication. The purpose of this paper, therefore, is to examine the ‘goodness of fit’ between principles drawn from constructivist theories and the design and implementation of the interactive online course.     

Deaf students’ metacognitive awareness during language comprehension

This study explored deaf and hearing university students’ metacognitive awareness with regard to comprehension difficulties during reading and classroom instruction. Utilising the Reading Awareness Inventory (Milholic, V. 1994. An inventory to pique students’ metacognitive awareness of reading strategies. Journal of Reading 38: 84–6), parallel inventories were created to tap metacognitive awareness during comprehension of sign language (deaf students) and spoken language (hearing students). Overall, both deaf and hearing students appeared to have greater metacognitive awareness of ongoing comprehension and repair strategies during reading than during instruction in the classroom, but deaf students scored lower than hearing students in both modalities. Deaf students were no more likely than hearing students to report adopting inappropriate strategies, but both groups indicated they were more likely to do so in classroom contexts than during reading.     

Teacher preparation to proficiency and beyond: exploring the landscape

Concerns around the provision and retention of quality teachers are global. Amongst these concerns are the preparedness of graduate teachers and the quality and nature of teacher education. The purpose of the article is to focus questions of teacher preparedness and education within a wider discussion around the professional life-cycle of teachers. Initial teacher education is viewed as the first phase of the professional life-cycle of a teacher; part of a professional continuum of learning and expertise, rather than a distinct preparatory phase. We do not present a detailed model for this continuum; believing there is still significant work to be done on defining and delineating the levels of expertise. Such work is beyond the scope of this paper. We do provide a starting point for further consideration. Further, we suggest a scaffolded transition, determined by the learning needs of teachers, between initial teacher education and induction, moving to in-service learning, with closer connections between providers and schools to mitigate against a disconnect between these phases of development. The potential role of professional standards in supporting teacher learning across the professional life-cycle is also discussed.     

Sustaining advocacy and action on women��s participation and gender equality in adult education

This article gives an overview of the development of gender equality and women??s participation in adult learning and education in the history of the International Conferences on Adult Education (CONFINTEA). Though the equality of rights was highlighted throughout the various conferences, the first Global Report on Adult Learning and Education (GRALE) observed that a gender gap in the participation in adult learning and education still persisted in 2009. This is especially remarkable with regard to the impact of CONFINTEA V in 1997, because it focused on the issue of women??s participation and gender equality. A review of the CONFINTEA VI programme elements and the national reports prepared by UNESCO Member States in 2008 reveals that gender issues have to some extent moved from the centre of attention to the periphery. This article therefore tries to explore how gender principles are acknowledged in CONFINTEA VI and its follow-up.     

Disseminating the Positively Aging® Teaching Materials: Results of a Controlled Trial

ABSTRACT

This study tested the effectiveness of 2 dissemination methods for the Positively Aging® teaching materials. In San Antonio, Texas, 4 middle schools participated in a 3-year controlled trial of dissemination via distance electronic support alone (control) compared to distance electronic support plus in-school support from study staff (intervention). Web site and classroom utilization of lessons were tracked. The results demonstrated that in-school staff support was necessary to disseminate these materials. Potential dissemination barriers included competition for instructional time with other curricula, teacher variability in teacher computer use, teacher and student turnover, and the effects of mandatory testing on the educational process.     

Hematological Changes Elicited by Prolonged Intermittent Aerobic Exercise

Abstract

The purpose of this study was to compare the acute and chronic effects of a strenuous work task, in a moderately high heat stress environment, upon selected hematological components. Twenty experienced long-distance runners competed in a 24-hr relay, running approximately one mile each hour in relay fashion. Food and fluid intake was allowed ad libitum during rest intervals. Blood samples were secured three times: (T1) within 1 hr prior to the start; (T2) approximately 10 min after the first mile run; and (T3) approximately 10 min after each subject completed his last mile run. Main blood variables of interest were Hb, Hct, total protein, albumin, WBC diff, Na⁺, K⁺, Cl^?, Ca⁺⁺, glucose, cholesterol, T-bilirubin, LDH, SGOT, CPK, BUN, uric acid, and creatinine. Within the limitations of this study, the following main conclusions appear warranted: (a) hemoconcentration changes between T1 and T2 may be the causative factor underlying the moderate, but significant, increases in the majority of other hematological components between T1 and T2. As hemoconcentration did not appear to increase further between T2 and T3, component changes between T2 and T3 may be due to other causative factors; (b) the data from LDH, CPK, SGOT, BUN, uric acid and bilirubin is suggestive of muscle tissue damage and hemolysis.