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1.
This commentary first summarizes and discusses the analysis of the two translation processes described in the Oliveira, Colak,
and Akerson article and the inferences these researchers make based on their research. In the second part of the commentary,
we describe procedures and criteria used in adapting tests into different languages and how they may apply to adaptation of
instructional materials. The authors provide a good theoretical analysis of what took place in two translation instances and
make an important contribution by taking the first step in providing a systematic discussion of adaptation of instructional
materials. Our discussion proposes procedures for adapting instructional materials for examining equivalence of source and
target versions of adapted instructional materials. We highlight that many of the procedures and criteria used in examining
comparability of educational tests is missing in this emerging research of area.
相似文献
Kadriye ErcikanEmail: |
2.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
Eric L. DeyEmail: |
3.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
Angela Calabrese BartonEmail: |
4.
This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory
biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was
evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation
order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference
by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative
to traditional instructional practices by combining virtual and hands-on inquiry learning.
相似文献
Lisa R. LudvicoEmail: |
5.
Katy Campbell Richard A. Schwier Richard F. Kenny 《Educational technology research and development : ETR & D》2009,57(5):645-663
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the
transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities
revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change
at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect
the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher
learning.
Katy Campbell is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada. 相似文献
Richard F. KennyEmail: |
Katy Campbell is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada. 相似文献
6.
We empirically explored whether academics from pure/soft and pure/hard fields engage in reflective practice on teaching differently
and, if so, whether these differences could be partially explained by the epistemological structure of their discipline. Interview
data from academics in pure/hard (N = 30) and pure/soft fields (N = 10) were deductively analyzed according to different types and domains of reflection as well as the nature of learning
underlying these reflections. The greatest differences between the two groups were found with respect to reflection on core
beliefs as well as within the domain of educational goals and purposes, both being more common in soft fields. Soft and hard
fields engaged in instrumental, communicative as well as emancipatory learning about teaching but to different degrees. We
propose that teaching expertise requires a disposition to engage in reflection on core beliefs, particularly but not exclusively
within the domain of goals and purposes, the latter involving both communicative and emancipatory learning. The theoretical
and practical implications of the study are discussed.
相似文献
Carolin KreberEmail:
7.
Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
相似文献
Claire Howell MajorEmail: |
8.
Ikseon Choi Kyunghwa Lee 《Educational technology research and development : ETR & D》2009,57(1):99-129
This design-based research study is aimed at two goals: (1) developing a feasible case-based instructional model that could
enhance college students’ ill-structured problem solving abilities, while (2) implementing the model to improve teacher education
students’ real-world problem solving abilities to deal with dilemmas faced by practicing teachers in elementary classrooms.
To achieve these goals, an online case-based learning environment for classroom management problem solving (CBL-CMPS) was
developed based on Jonassen’s (in: Reigeluth (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 1999) constructivist learning environment model and the general process of ill-structured problem solving (1997). Two successive
studies, in which the effectiveness of the CBL-CMPS was tested while the CBL-CMPS was revised, showed that the individual
components of the CBL-CMPS promoted ill-structured problem solving abilities respectively, and that the CBL-CMPS as a whole
learning environment was effective to a degree for the transfer of learning in ill-structured problem solving. The potential,
challenge, and implications of the CBL-CMPS are discussed.
相似文献
Ikseon ChoiEmail: |
9.
Monica W. Tracey 《Educational technology research and development : ETR & D》2009,57(4):553-571
This is a report of one case of a design and development research study that aimed to validate an overlay instructional design
model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review
model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was
tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated
measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned
in conducting design and development research on model validation. The procedures and findings have implications for the processes
involved in instructional design model validation through designer use and program implementation.
相似文献
Monica W. TraceyEmail: |
10.
In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
相似文献
Pascal W. M. Van GervenEmail: |
11.
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology 总被引:3,自引:3,他引:0
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and
pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational
research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and
help teachers “bridge the gap” between educational research findings and practical, flexible classroom strategies for science
instruction.
相似文献
Ian D. BeattyEmail: |
12.
Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers 总被引:1,自引:1,他引:1
Shari L. Stockero 《Journal of Mathematics Teacher Education》2008,11(5):373-394
Although video cases are increasingly being used in teacher education as a means of situating learning and developing habits
of reflection, there has been little evidence of the outcomes of such use. This study investigates the effects of using a
coherent video-case curriculum in a university mathematics methods course by addressing two issues: (1) how the use of a video-case
curriculum affects the reflective stance of prospective teachers (PTs); and (2) the extent to which a reflective stance developed
while reflecting on other teachers’ practice transfers for reflecting on one’s own practice. Data sources include videotapes
of course sessions and PTs’ written work from a middle school mathematics methods course that used a video-case curriculum
as a major instructional tool. Both qualitative and quantitative analytical methods were used, including comparative and chi-square
contingency table analyses. The PTs in this study showed changes in their level of reflection, their tendency to ground their
analyses in evidence, and their focus on student thinking. In particular, they began to analyze teaching in terms of how it
affects student thinking, to consider multiple interpretations of student thinking, and to develop a more tentative stance
of inquiry. More significantly, the reflective stance developed via the video curriculum transferred to the PTs’ self-reflection
in a course field experience. The results of this study speak to the power of using a video-case curriculum as a means of
developing a reflective stance in prospective mathematics teachers.
相似文献
Shari L. StockeroEmail: |
13.
Fengfeng Ke Christopher Hoadley 《Educational technology research and development : ETR & D》2009,57(4):487-510
This article reviews recent evaluation studies of online learning communities to provide a systematic understanding of how
such communities are evaluated. Forty-two representative studies were selected and categorized into a newly developed taxonomy
of online learning community evaluations. This taxonomy is divided into four components: evaluation purpose, evaluation approach,
measures for evaluation, and evaluation techniques. The findings suggest that it is inappropriate to conceptualize evaluation
of such communities as a one-size-fits-all, generalizable measure of “good” or “bad.” Instead, we recommend a comprehensive,
on-going, diagnostic approach to measuring clusters of indicators, or syndromes, of a particular OLC and examining the causal relation assumed by the evaluators between what is measured and the success
of OLC as an imputed outcome.
Fengfeng Ke is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning. 相似文献
Christopher HoadleyEmail: |
Fengfeng Ke is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning. 相似文献
14.
Conceptual change: a discussion of theoretical, methodological and practical challenges for science education 总被引:2,自引:0,他引:2
Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played
a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important
issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that
students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview
on the development of conceptual change perspectives. In sections two to six, we examine the different ways that researchers
have facilitated the collection of data and empirically evaluated learning as conceptual change based on these different theoretical
perspectives. In section seven, we identify key issues of conceptual change with a deliberate emphasis on their contribution
to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical
levels. We contend that conceptual change perspectives still have the potential to significantly improve instructional practice.
However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change
of this practice will be a rather difficult and long-lasting process.
相似文献
Reinders DuitEmail: |
15.
Janis Dawson 《Children‘s Literature in Education》2007,38(2):141-152
This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which
the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced
adventure with the bildungsroman.
相似文献
Janis DawsonEmail: |
16.
The d’Arbeloff Interactive Mathematics Project or d’AIMP is an initiative that seeks to enhance and ultimately transform the
teaching and learning of introductory mathematics at the Massachusetts Institute of Technology. A result of this project is
a suite of “mathlets,” a carefully developed set of dynamic computer applets for use in the university’s ordinary differential
equations course. In this paper, we present the rationale for such computer innovations, the philosophy behind their design,
as well as a discussion of their careful development and implementation. Survey results are reported which yielded positive
student feedback and suggestions for improvement.
相似文献
Haynes R. MillerEmail: |
17.
18.
As an innovative model for diversity education, Dickinson College designed the Crossing Borders program to encourage culturally diverse students to live, work, and study together in multiple contexts both within the United States and abroad. Envisioning a series of crossings, the program brings together up to 20 students from Dickinson College, a predominantly White Institution, and Xavier University, Dillard College, and Spelman College, three Historically Black Colleges/Universities, to spend 4 weeks studying together in Cameroon. West Africa. Students then study at Dickinson for one semester and at one of the Historically Black Colleges/Universities for one semester.
相似文献
Joyce Bylander (Corresponding author)Email: |
19.
Annalisa Sannino 《Journal of Educational Change》2008,9(4):329-338
This article examines why an initially successful innovative pedagogical practice was not sustained. The innovative practice
was a computer-mediated activity known as Fifth Dimension (5D) within a collaborative project between a university and a local
elementary school. The analysis identifies conflicts and transitional actions which prevented participants from continuing
the 5D and yet reveal that the 5D had an impact on the participants’ dominant activities. The analysis provides grounds for
rethinking the sustainability of innovations in school as a process of interplay between dominant and non-dominant activities
which includes conflicts and almost unnoticeable transitional actions.
相似文献
Annalisa SanninoEmail: |
20.
Thomas F. Patterson Jr. 《Innovative Higher Education》2007,32(2):71-84
From 1980 to 1995, the University of Western Sydney at Hawkesbury (formerly Hawkesbury Agricultural College) in Richmond,
New South Wales, Australia, pioneered an innovative undergraduate degree in Systems Agriculture based on experiential education,
systems thinking, and adult learning theory. Today this program is in trouble and has reverted back to a more traditional
teacher-directed approach. This article discusses the rise of the innovative education paradigm at Hawkesbury, the unique
Systems Agriculture program itself, and its eventual decline. Reasons for both the shift to innovative education and its eventual
downfall are explored. Implications for institutions of higher education contemplating innovative educational approaches are
suggested.
相似文献
Thomas F. Patterson Jr.Email: |