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Students’ appraisal of emotional 普通类
The impacts that the lack of physical cues and non-verbal cues of emotional expression has on the student learning experience in text based online environments were targeted separately in this study. A questionnaire was constructed with separate items for non-verbal cues of emotional expression and cues to physical identity. The survey also included questions about students’ previous experience with technology and collaboration, and their motivations for undertaking the course. Views about their interactions with other students were also sought. The responses of 256 students who had undertaken a text based online course where collaboration was a mandatory requirement were collected and subsequently analysed using cluster analysis. Four distinct cohorts of students were identified. Using a conceptual approach borrowed from neuroscience, modularity, it has been possible to encapsulate the effects of three distinct aspects of collaborating in text based online contexts, lack of cues to physical identity, lack of cues to emotional expression and interaction experience. These aspects were analysed alongside the student profiles for each of the four cohorts. The findings indicate that the external factors that an individual student brings to a learning context can impact on the learning experience. Neuroscientifically based knowledge that is relevant for the findings of the survey are identified and considered in terms of the questions raised from an interdisciplinary perspective.
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Mediating Media Studies – Stimulating 普通类
Second Life has become increasingly popular with educators and educational institutions, because of the educational possibilities it seems to offer. While there has been a lot of hype and academic publications about educational design or the theoretical framing of teaching in virtual environments, there have been few publications focussing on actual teaching and learning experiences of lecturers and students in Higher Education institutions. This article uses practical examples from an introductory course on Media studies taught at the Hong Kong Polytechnic University to demonstrate that even simple tasks in Second Life can be used to great effect if properly contextualised into the course being taught. High levels of technical skills, or extraordinary educational designs are less important to employing Second Life successfully in a Higher Education environment, than a proper evaluation of student learning outcomes, and teaching goals.
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Pedagogical-research designs 普通类
This paper argues that if new communications technologies and online spaces are to yield ‘new relationship[s] with learners’ (DfES, 2005, p. 11) then research that is tuned to recognize, capture and explain the pedagogical processes at the centre of such interactions is vital. This has implications for the design of pedagogical activities within Initial Teacher Education (ITE) intended to develop student teachers’ professional knowledge and understanding of e-learning strategies. A case study is presented of an intervention, which attempted to synthesize a face-to-face and online school-based experience with University-based lectures, in order to develop student teachers’ capacity to theorize and reflect upon the development of their online pedagogical practice. Theory that focuses on the complex and symbiotic nature of professional knowledge and learning was developed to analyse data in the form of interviews with student teachers and archived extracts from their online interactions with the children. The aim was to evaluate the effectiveness of a pedagogical-research design based upon the authentic and situated use of e-learning strategies and technologies for developing student teachers’ professional knowledge and understanding of online pedagogy. Ultimately the paper concludes that, from the perspective of a dynamic conceptualisation of e-learning as continuously emerging (Andrews & Haythornthwaite, 2007) then a pedagogical-research design that develops and captures student teachers’ capacity to reflect upon the development of their own online pedagogy and professional knowledge and understanding in relation to e-learning is vital.
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Get out of MySpace 普通类
To understand the student experience on social software, the research aims to explore the disruptive nature and opportunity of social networking for higher education. Taking four universities, the research: (1) identifies the distinction between the students’ current usage of social software; (2) reports on the students’ experience on opportunities and challenges of learning with social software; and (3) introduces principles as a guideline in using social software for learning. Quantitative research methods (web-based questionnaires) were incorporated to investigate the pattern of learners’ usage. Qualitative methods (student interviews) were adopted to clarify and further inform this relationship and their attitudes towards social software for learning. The results demonstrate a massive use of educational technology with distinct divide between the learning space and personal space. Student voices reveal that the central problem of such divide is due to the contrast perception and experience of ‘learning/studying and social life’. We argue that online learning and social personas may overlap but that learning needs to be designed so that it addresses the individual preferences to combine or separate the two domains. The paper concludes with a few principles of learning with social software grounded in students’ experience and Vygotsky’s paradigm.
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Personalising learning through 普通类
In March 2005, the Department for Education and Skills published its e-strategy, Harnessing Technology (DfES, 2005, Harnessing technology: Transforming Learning and Children’s Services). Within this, two of its key objectives were: firstly to transform teaching and learning, and help to improve outcomes for children and young people, through shared ideas, more exciting lessons, and online help for professionals. Secondly, to engage ‘hard to reach’ learners, with special needs support, in more motivating ways of learning, and give them more choice about how and when they learn. This paper reports findings from a research project, funded by Becta, which formed part of Becta’s broader role in shaping and delivering the government’s Harnessing Technology e-strategy. The project ran for 7 months, from September 2007 to March 2008. It aimed to find out how learners and their representatives have influenced schools’ decisions to introduce, support and grow opportunities for personalising learning through the use of technology. The paper focuses specifically on the key facilitators and barriers, from both staff and learners’ perspectives, which influence the level of personalised learning activities using digital technology in schools. Article Outline
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Interactivity in the classroom and its impact 普通类
The term ‘interactive’ appears in two distinct strands of educational research discourse: one concerning pedagogy and the other concerning new technologies in education. As new technology increasingly pervades most classrooms in the UK, it seems likely that it would be fruitful to explore, both theoretically and empirically, links between the concepts of ‘interactive teaching’ and ‘interactive technology’. Previous reviews of the literature concerning interactive teaching have revealed a variety of ideas which are considered to be involved, with a number of common elements suggesting a scale of interactivity ranging from ‘authoritative’ to ‘dialogic’. There was a consistent suggestion in the literature that shifting the balance of interaction in classrooms towards the dialogic end of the scale would bring improvements to the learning process and consequently to attainment outcomes. However, current analysis focuses on whole-class teaching, which is only one mode of class organisation. This paper explores the literature on interactivity in group and individual work with ICT, and characterises categories of interactivity for these forms of activity organisation. A framework is presented which relates these categories to those previously devised and to the ways in which teachers and learners orchestrate the features of their classroom environment and interact with ICT to support action towards learning goals. The paper argues that a shift towards a greater role for learners in orchestrating resources in the classroom will be valuable and concludes that there is potential for ICT to support more dialogic and synergistic approaches in group and individual activity than is seen at present. It also identifies the potential for using the framework in future research concerning the effects of technological developments on learning in classroom settings.
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Lessons learned from the UK 普通类
This paper compares and contrasts two projects in order to better understand the complex issues surrounding the use of technology to support parental involvement with schools and their children’s learning. The Becta-funded ICT Test Bed evaluation (2002–2006) had the intention of saturating schools (in three areas of social deprivation) with a range of technologies, including 23 elementary schools. The ESRC/EPSRC/DTI-funded Homework project (2003–2006) used participatory design methods to develop and evaluate technology to link home and school in a elementary school in the South East. Both projects shared a common theoretical foundation, that of socio-cultural theory. The theory influenced the evaluation methodology employed in both projects and in the Homework project it additionally influenced the design of the technology intervention. Findings suggest that technologies with readily accessible and interactive resources that are flexible can help develop parental engagement. However, simpler and less resource hungry solutions such as the use of websites and email can provide opportunities for quick wins. In relation to transporting technology between home and school, there are issues for both staff and parents. Without purposeful use, these challenges act as a barrier once they outweigh the novelty effect. We conclude that parental needs are complex and that engagement needs to be sensitively scaffolded rather than focussing on the technology. Participatory design offers an effective means of addressing this and should be the starting point. The technology should facilitate independence and mediate access to a shared space for collaborative activity. The content and guidance needs to be purposeful and relevant, offering a means to integrate learning across the learner’s broader context, including school and home seamlessly.
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Interactive video technology 普通类
Abstract The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to live interaction with schools. This paper presents some of the findings of a 2 year evaluation of InSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes, however, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. InSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to InSTEP-type activities having the potential to enhance the development of trainees’ observation skills, develop reflective thinking, to provide authentic illustrations of classroom practice, enable remote observation and facilitate the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with data generated by semi-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. Our main findings point to InSTEP enhancing and accelerating the growth of trainee teachers’ professional knowledge through enabling reflective practice, facilitating collaborative learning and supporting the development of the language of pedagogy
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Development and evaluation 普通类
Information technology (IT) has the potential to improve the clinical learning environment. The extent to which IT enhances or detracts from healthcare professionals’ role performance can be expected to affect both student learning and patient outcomes. This study evaluated nursing students’ satisfaction with a novel compartmental Picture Archiving and Communications System (PACS) for the automatic object-oriented integration and visualization of heterogeneous biomedical data. The compartmental PACS was specially designed to support client assessment and clinical education in the integrative health clinic of a university, which is run by a multidisciplinary service team. The sample was 63 nursing students, who were asked to complete a series of realistic tasks using the compartmental PACS. Upon completing the tasks, the Computer System Usability Questionnaire (CSUQ) was administered to assess their satisfaction with the system. Results from data analysis showed that nursing students who completed the evaluation had a satisfactory experience with the system. The Information Quality subscale mean was the highest mean of the CSUQ subscales. This is an important finding as the multidisciplinary data visualization feature of the system provides a technology-enhanced learning environment that can support nursing students’ efforts to both organize and represent knowledge. Through the compartmental PACS, students are assisted in connecting relevant knowledge via various representations of medical data for the clinical conditions under study.
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Net generation or Digital Natives 普通类
This article reports key findings from the first phase of a research project investigating Net generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct generation which has been described using various terms including Net generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single generation. The authors find that the generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net generation age band. Article Outline