IDEA: Identifying design principles in educational applets

The Internet is increasingly being used as a medium for educational software in the form of miniature applications (e.g., applets) to explore concepts in a domain. One such effort in mathematics education, the Educational Software Components of Tomorrow (ESCOT) project, created 42 miniature applications each consisting of a context, a set of questions, and one or more interactive applets to help students explore a mathematical concept. They were designed by experts in interface design, educational technology, and classroom teaching. However, some applications were more successful for fostering student problem-solving than others. This article describes the method used to mine a subset (25) of these applets for design principles that describe successful learner-centered design by drawing on such data as videos of students using the software and summaries of written student work. Twenty-one design principles were identified, falling into the categories of motivation, presentation, and support for problem solving. The main purpose of this article is to operationalize a method for post hoc extraction of design principles from an existing library of educational software, although readers may also find the design principles themselves to be useful. This project was funded by a seed grant from the Center for Innovative Learning Technologies funded by the National Science Foundation (REC # 9720384), and was partially supported by Educational Testing Service. Any opinions expressed in this publication are those of the authors and not necesarily of Educational Testing Service.     

Local Journalism and the Information Needs of Local Communities

This paper presents a three-level conceptual and methodological framework for assessing local journalism and the extent to which it meets community information needs. This research grows from frequent calls from policymakers, foundations, and advocacy groups for methods and measures to facilitate comparative analyses of the state of local journalism in different communities. Further, the goal here is to develop a methodological approach that can be realistically scaled to large numbers of communities in order to facilitate analysis of both the factors that affect the state of local journalism and the ways local journalism may affect the state of local communities. The methodological approach presented here focuses on infrastructure (the availability of journalistic sources), output (the quantity of journalistic output from these sources), and performance (the extent to which this output is original, is about the local community, and addresses critical information needs). An exploratory application of this methodological approach is then presented for three communities. The results indicate substantial differences in the journalism infrastructure, output, and performance across these communities and suggest possible points of focus for future research.     

Motivation and learning in an online, unmoderated, mathematics workshop for teachers

As hypermedia, online teacher professional development (TPD) should ideally support diverse learners to work with online content effectively because it involves multiple representations and a nonlinear format. Differences among participants in motivation and learning provide challenges for design. The present study is a use-inspired, mixed-method study of 164 teachers’ motivation and learning in an unmoderated online workshop. It addresses participants’ demographic and motivational profiles, participation in this type of workshop (e.g., the frequency, duration, and focus, as well as their work with technology-enhanced, nonroutine challenge problems and journal assignments), the predictive value of the initial questionnaire, and implications for design. Findings indicate that while three clusters of motivational profiles could be identified (low interest, low self-efficacy, and less math; low interest, high self-efficacy, and more math; high interest, high self-efficacy, and more math), whether the teachers continue to participate appears to be related to the structure and content of the workshop, not just these profiles. Findings are interpreted as suggesting that the potential of hypermedia lies in its designers’ abilities to support participant stake by providing for multiple ways into thinking and working with disciplinary content—design that both accommodates and supports those with differing strengths and needs. Implications for studying motivation and learning online are also discussed.     

Studying Triggers for Interest and Engagement Using Observational Methods

In this article, we discuss the contribution of observational methods to understanding the processes involved in triggering interest and establishing engagement. We begin by reviewing the literatures on interest and engagement, noting their similarities, differences, and the utility to each of better understanding the triggering process. We then provide background information about observational methods and a case illustration of their use in a post hoc analysis of observation records collected during an out-of-school biology workshop. In conclusion, we consider the advantages and limitations of observational methods. We suggest that they can offer unique insight into the triggering process. In the post hoc analysis, this includes information about multiple, co-occurring triggers for interest and variation in responses to triggers based on learner characteristics. It is acknowledged that observational methods are not sufficient, but they are necessary; they provide essential detail, especially for understanding the triggering process.     

Rethinking employability: how students build on interest in a subject to plan a career

Higher Education - An entrepreneurship movement has advanced into higher education. There is a growing expectation that universities demonstrate an economic contribution to the public good by...