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1.
Christina Keller 《Learning, Media and Technology》2005,30(3):299-311
Universities worldwide offer web‐based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented: implementation as technology acceptance, implementation as diffusion of innovations and implementation as a learning process. These perspectives focus on the VLE as an information system within an organization, the university. The models reviewed offer an important complementary perspective to the pedagogical view of instructional design. The three implementation perspectives are compared and a conclusion is made concerning their implications of successful use and implementation of VLEs. 相似文献
2.
Yacine Atif 《Education and Information Technologies》2011,16(3):259-279
There has been numerous developments in education disciplines, which set fundamental approaches to support experiential learning
indexes. On the other hand, learning technology research efforts have been largely focusing on containing education into reusable
templates. This paper elevates this reusability quest to map advocated patterns of learning which have proven their pedagogical
effectiveness, to guide domain learning-providers meeting dynamic learning profiles. In doing so, we identify sound techniques
for learner-profiling based on recommended standards and propose an integration of learner attributes into a learning design
model which encapsulates best practice instructional patterns. Taking their roots from behavioral learning discipline, these
learning patterns mold contents as a separate process in learning production workflows. The goal of this paper is to form
pedagogical pattern specification and design courseware by composing patterns. We suggest a semantic Web implementation of
the proposed learning design approach and evaluate its usability and learning performance based on a prototyped framework. 相似文献
3.
Kim Rickard 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):383-401
As a group, entrepreneurs and small business managers require training which is specific to their skills gaps, and takes into account that they are geographically dispersed with limited time available for such activities. They also require training which is integrated with their business activities and sufficiently flexible to incorporate into their busy and changing schedules. Email potentially provides a means of delivering a training intervention which suits the particular training and learning needs of this growing group. In spite of the growth of development and delivery of e‐mentoring programs, there is limited academic research around structured e‐mentoring generally and, in particular, around the evaluation of online programs for professionals in the micro‐business and small to medium enterprise sector. Given this lag in the academic literature, this article aims to explore how e‐mentoring programs for this target group might be usefully evaluated by drawing on pedagogical discourse. Specifically, this article proposes an adaptation to a model for evaluating computer‐based education programs and applies this intepretative framework to an e‐mentoring scheme called Mentors Online with reference to other programs aimed at similar target groups. The adaptation provides a possible framework for grounding the evaluation of e‐mentoring programs and making explicit the theoretical and pedagogical basis of much of the literature to date. The Mentors Online program was developed and delivered in 2002 by an Australian employee association with a membership of around 25,000 professionals. The Mentors Online website is available at www.apesma.asn.au/mentorsonline 相似文献
4.
Rosa Maria Bottino 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):553-567
This paper briefly outlines the evolution of ICT‐based learning environments discussing some of the main aspects that have characterised such evolution (eg, technological evolution, changed cognitive and pedagogical frameworks, changed role assigned to ICT‐based systems in education). The objective is to point out how the implementation of innovative learning environments, based on advanced technology, is the result of the strict interrelation between educational and cognitive theories, technological opportunities and teaching and learning needs. In this paper some indications for current and future evolution are evidenced. Reference is made to an ICT‐based multi‐environment system that supports teaching and learning activities in the domain of arithmetic problem solving at compulsory school level. 相似文献
5.
Victoria Stewart Matthew Campbell Amanda J. Wheeler 《Studies in Continuing Education》2016,38(3):318-333
Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for maintaining skill currency across working lives. Currently there is limited literature on pedagogical practices to support the educational and training requirements associated with development across a person's working life. This paper reports on an example of how an intervention mapping framework was used to guide the development, implementation and evaluation of a work-based praxis course for students in an interprofessional, online postgraduate mental health programme. The intervention mapping framework provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. This approach provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. While the use of the intervention mapping framework is often used within health promotion arenas, particularly for the effective design of health promotion educational programmes, it is argued that this framework can be utilised effectively when developing curriculum for use within higher education programmes. 相似文献
6.
7.
In the past ten years, the issue of inclusion has proved one of the biggest challenges facing special needs education planners and policy‐makers in developed countries. Greek educational policy has given emphasis on two points: (a) the development of new organizational structures (i.e. resource rooms, support teachers), and (b) the implementation of administrative regulations that enable mainstreaming special and ordinary education into a unified educational system (inclusion). In doing so, the content of the curriculum and the pedagogical characteristics of the educational environment were ignored. This paper reports the results of a pilot study that aimed to explore the pedagogical aspects of inclusion and integration as implemented in Greek nursery schools. More specifically, the study investigated the way special needs children participate in the learning process and their relationship with the other members of the classroom. The following hypothesis guided the study: the process of school integration of a special needs child is regulated by (a) the degree and the quality of his/her participation in the learning process, and (b) the pupil’s ability to comply with the main rules of the classroom. Data were gathered from two special needs children, their teachers and their parents through observations and interviews. Research findings seemed to reinforce the two criteria of the research hypothesis. As observation revealed, children’s actions diverged from the desired joint activity. According to research in social groups, this diversion influences the meaning classroom members attribute to ‘differences’ and causes a negative effect on children’s membership of the group. At the same time, the study points out crucial dimensions of the above criteria, particularly as regards the attitude of nursery teachers and of the other pupils towards children with special needs, an issue that needs to be further explored. 相似文献
8.
Diana Laurillard 《Learning, Media and Technology》1993,19(2):81-93
This paper outlines a ‘conversational framework’ for describing the essential elements of the learning process. The framework is used to elaborate the kinds of learning activities students need to carry out in order to arrive at a conceptual understanding of the topic they are studying. The framework is then applied to contrasting learning media: print, video, computer‐based tutorial and teacher‐student discussion, to determine which learning activities each is capable of supporting. These combinations of ‘multiple media’ are then compared with the new ‘multi‐media’ systems for their likely pedagogical benefits. 相似文献
9.
The commercialisation of education and the massive recruitment of international students across different vocational education and training (VET) systems including the US, UK, Canada and Australia have led to significant changes in the VET teaching and learning landscape. This situation compels the VET sector to design and develop new professional development programs to support the immediate and changing needs of teachers working with the diverse international student cohort. However, to date, teacher professional development in response to the growing population of international students has not been an explicit focus of empirical study and theoretical conceptualisation in VET research. This study responds to this paucity. It draws on a broader three-year research project funded by the Australian Research Council (2014–2017) that involves fieldwork, participation in and observation of staff professional development activities and interviews with 102 VET staff in Australia. It uses positioning theory as a conceptual framework to examine how VET teachers position themselves and their professional development needs in response to international students. The results call for a critical need to re-examine the focus of the current professional development programs offered for VET teachers. The current context requires teacher professional development in international VET to focus on developing teachers’ capabilities to re-examine their pedagogical beliefs and practices and to understand international students’ various needs and cultural backgrounds. The study also stresses the importance of ongoing professional learning to equip teachers with the skills and knowledge to appropriate their pedagogical practices in response to the critical need to prepare all students for the intercultural labour market and to use students’ diversity as a resource for teaching and learning. 相似文献
10.
面向教育硕士培养的个性化教育资源平台设计 总被引：1，自引：0，他引：1
教育硕士专业学位培养是提升教师专业素质的重要途径之一,系统地设计与开发教育硕士培养资源对于提高教育硕士培养质量具有重要意义。本文以辽宁师范大学在读教育硕士为研究对象,通过问卷调查了解这一特殊群体的学习需求,设计开发了面向教育硕士培养的个性化教育资源平台,并分析了平台的内容、体系结构与设计特点,以期对目前教育硕士培养资源的建设提供参考。 相似文献
11.
Gavin Ward 《Education 3-13》2013,41(6):562-585
A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In recognition of this, Veal and MaKinster's framework of general, domain and topic-specific PCK was employed to examine 12 primary school teachers' PCK of games. It was concluded that when personal experiences of pedagogy and content knowledge are unchallenged and reinforced by teachers' training and continuing professional development (CPD) programmes, very narrow topic-specific PCK results. This PCK was characterised bythe inseparable paring of constricted pedagogical strategies and limited content knowledge. When teachers do not integrate this very narrow topic-specific PCK with other types of PCK, it has significant repercussions upon the planned curriculum and learning experiences offered to pupils. 相似文献
12.
George Veletsianos Charles Miller 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):969-986
In this paper, we examine the meaning of conversing with pedagogical agents. Previous research has focused on examining cause and effect relationships, failing to take into account the meaning of the experiences individuals have when holding a dialogue with conversational agents for educational purposes. To understand these experiences, we have conducted a phenomenological examination of what it means to converse with a pedagogical agent. In phenomenological terms, findings suggest the experience is complex, engrossing, virtual yet real, human‐like, and social. Implications for the future design, implementation, and research of conversational agents in educational and other settings are discussed. 相似文献
13.
Aysu Sagun Halime Demirkan Mesut Goktepe 《The International Journal of Art & Design Education》2001,20(3):332-342
Design education should integrate design concepts and skills with practical and theoretical knowledge through collaborative learning. Computer‐mediated communication systems used in web‐based education systems are quite appropriate for this principle by enabling global access to course material as well as allowing interaction of participants at distributed learning environments at anytime. Course design broadly requires the organization of time, space and activities considering the tools and methods used. Based on these issues, this study proposes a framework for the design of a web‐based studio course with respect to the nature of the design process. An implementation of a sample web‐based course design is included to support the idea. Considering the benefits and limitations, the nature of web‐based design courses is explored first. Then, the sociological, ideological, epistemological and pedagogical aspects of a design studio are examined within the framework of objectives (why), objects (what), methodology (how) and management (who) with special emphasis given to synchronous and asynchronous communication. 相似文献
14.
This study aimed to develop, validate, and trial a rubric for evaluating the cloud-based learning designs (CBLD) that were developed by teachers using virtual learning environments. The rubric was developed using the technological pedagogical content knowledge (TPACK) framework, with rubric development including content and expert validation of its items and levels. The rubric was revised based on various types of input including content validity and expert review. After many iterations of rubric implementation using two raters, the final version of the rubric was found to be reliable with high and substantial inter-rater reliability. This study provides a methodological contribution by developing and validating a rubric for teachers' cloud-based learning designs. It also provides a useful tool for evaluating the quality of teachers' CBLD, and assessing training needs. 相似文献
15.
Tomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner. 相似文献
16.
Stefanie Xinyi Chong Chien-Sing Lee 《Educational technology research and development : ETR & D》2012,60(4):639-657
There are many evidences of motivational and educational benefits from the use of learning software. However, there is a lack of study with regards to the teaching of creative writing. This paper aims to bridge the following gaps: first, the need for a proper framework for scaffolding creative writing through learning software; second, the lack of technical scaffolding in creative writing learning software; third, the need for customizable learning software that requires little programming knowledge; and fourth, personalized learning. To develop our initial framework, Merrill??s First Principles of Instruction is used as pedagogical scaffold and story setting, characters and story structure as component-based technical scaffolds. These were tested in a low-fidelity prototype. User testing indicates an increase in creativity, improvement in story development, clarity of ideas and language skills. We also derive two design principles, i.e. identity and interactivity. Based on these findings, a high-fidelity prototype, named Storyworld, is developed. T-test analyses on results indicate significant improvement in overall creative writing skills, as well as grammar, structure and creativity. The prototype utilizes component-based design in the technical scaffolds, which is encapsulated in a tidy framework that can be personalized for individual learning needs. Our most important contribution is a proper framework combining technical scaffolds and pedagogical scaffolds that not only makes learning more effective and motivating for students, but is also cost-effective in redesigning and personalizing lessons and systems. 相似文献
17.
Kay Livingston Carolyn Hutchinson 《Assessment in Education: Principles, Policy & Practice》2017,24(2):290-307
AbstractIn a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels. 相似文献
18.
关键能力是满足终身学习与职业转换需要,实现个人职业成长与可持续发展的终身能力。通过对具代表性的国际组织和国家的关键能力内涵、框架及培养路径等进行对比分析,发现关键能力的培养被作为教育和人力资源开发的重要策略,并已具备较为成熟的培养体系。在培训内容方面都包含"硬能力"和"软能力","硬能力"主要是语言文字能力、STEM能力、信息应用能力和数字化能力;"软能力"包括学习能力、个人管理能力、沟通能力、问题解决能力、创新创业能力和公民与社会能力。在关键能力培养方面各国从人力资源主管部门和教育主管部门两个系统都进行了相应的宏观框架设计和具体落实途径,将关键能力培养作为专门的项目实施或者是将关键能力培养融入职业培训包,在工学结合的情景教学中,通过工作岗位学习培养学生的关键能力。借鉴国际经验,从国家和学校两个层面进一步探讨了关键能力培养的中国化途径。 相似文献
19.
This paper presents an anthropocentric approach in human – machine interaction in the area of self-regulated e-learning. In an attempt to enhance communication mediated through computers for pedagogical use we propose the incorporation of an intelligent emotional agent that is represented by a synthetic character with multimedia capabilities, modelled to imitate human behaviour. The agent is aiming to provide cognitive support to users with learning difficulties and attention disorders and is designed to accommodate self regulated learning elements. We review the basic principles of self regulated learning which, in turn, act as a basis for designing and implementing our system. Kolb’s learning cycle is used to provide a framework upon which agents’ pedagogical behaviour is constructed. A study between 24 students from higher education with learning difficulties and attention disorders is presented. The learning particularities of this special group that contradict with the principles of self regulated learning are reported. The study refers to students in higher education, in the domain of information technology. The analysis of results indicates that emotional agents improve communication between users of the particular learning group and learning environments by providing cognitive support through behavioural communication, compared to agents with neutral behaviour. 相似文献
20.
Saliou Sene 《European Journal of Education》2023,58(2):267-276
The education system in Senegal has become more democratic and has adopted international policies for inclusive education after decades of normative and selective practices. Advances are being made for recognising individual student needs in school facilities, pedagogy and teaching practices. This article draws on the first-hand knowledge of the context in Senegal by a current inspector and prior teacher in inclusive practices in Senegal, as well as a purposive review of relevant studies and reports. Current needs for development are identified and discussed, including the structuring of physical settings adapted to special needs learning, interaction with families, as well as communication about disabilities in local communities to reduce social stigma. Building on a review of the current context and needs, the article underscores that it is necessary to move away from superficial symptom identification. Instead, what is needed are changes in teaching and learning practices, as well as in socio-cultural and physical learning environments, to accommodate special needs students. Finally, necessary rethinking of the professional development of teaching staff in Senegal is called for. The inspiration for this development is closely tied to pedagogical responsibility, ethically based care, and the desire teachers have for succeeding in didactic action. 相似文献