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1.
Mary E. Webb 《International Journal of Science Education》2013,35(6):705-735
This paper presents an analysis of how affordances of ICT‐rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT‐rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real‐world experiences; increasing students' self‐management; and facilitating data collection and presentation. ICT‐rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning. 相似文献
2.
Bronwen Maxwell 《Vocations and Learning》2010,3(3):185-202
The aim of the paper is to advance understanding of in-service learning and skills sector trainee teachers’ learning and propose
ways of improving their learning. A conceptual framework is developed by extending Billett’s (International Journal of Educational
Research 47:232–240, 2008) conceptualisation of workplace learning, as a relationally interdependent process between the opportunities workplaces afford
for activities and interactions and how individuals engage with these, to a third base of participation, the affordances of
the initial teacher education course. Hager and Hodkinson’s (British Educational Research Journal 35:619–638, 2009) metaphor of ‘learning as becoming’ is used to conceptualise the ways trainees reconstruct learning in a continuous transactional
process of boundary crossing between course and workplace. The findings of six longitudinal case studies of trainees’ development,
and evidence from other studies, illustrate the complex interrelationships between LSS workplace affordances, course affordances
and trainee characteristics and the ways in which trainees reconstruct learning in each setting. The experience of teaching
and interacting with learners, interactions with colleagues, and access to workplace resources and training are important
workplace affordances for learning. However, some trainees have limited access to these affordances. Teaching observations,
course activities and experiences as a learner are significant course affordances. Trainees’ beliefs, prior experiences and
dispositions vary and significantly influence their engagement with course and workplace affordances. It is proposed that
better integration of course and workplace learning through guided participation in an intentional workplace curriculum and
attention to the ways trainees choose to engage with this, together with the use of practical theorising has the potential
to improve trainee learning. 相似文献
3.
Brian R. Belland Joel Drake 《Educational technology research and development : ETR & D》2013,61(6):903-925
One way to help students engage in higher-order thinking is through scaffolding, which can be defined as support that allows students to participate meaningfully in and gain skill at a task that is beyond their unassisted abilities. Most research on computer-based scaffolds assesses the average impact of the tools on learning outcomes. This is problematic in that it assumes that computer-based scaffolds impact different students in the same way. In this conceptual paper, we use activity theory and the theory of affordances to build an initial theoretical framework on how and why K-12 students use computer-based scaffolds. Specifically, we argue that affordances and motives drive how and why K-12 students use computer-based scaffolds. Then we examine empirical studies to gather preliminary support for the framework. Implications for research on and the design of computer-based scaffolds are explored. 相似文献
4.
This paper focuses on dualities in both the process and outcomes of participation in work. Firstly, the process of participation in work activities and interactions draws on contributions of both individuals and the social world in ways that are variably interdependent, that is, relational. The affordances of workplaces shape the array of experiences individuals are able to access and, they in turn, elect how they engage, construe and construct what is afforded them. Both the social and individual contributions are exercisable with different degrees of intensity, focus and intentionality, thereby making the process of participation in work a relational one. Secondly, and consistent with these processes, the outcomes of workplace participation also comprise dualities. These are individuals’ learning or change, on one hand, and the remaking and transformation of cultural practice that comprises work, on the other. In illuminating and elaborating these concepts, this paper draws upon the initial findings of an inquiry that is mapping the working lives of groups of three workers in each of four workplaces. The aim is to understand how these relational interdependences shape the participation, learning and remaking of work practices in these workplaces. Further, the paper identifies the exercise of both affordances and engagement for each participant within their workplaces. The findings emphasise the distinctive bases by which the groups of workers engage with their work and construct meaning and remake practice as a result of that engagement. 相似文献
5.
Shixuan Fu Huimin Gu Bo Yang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1674-1692
Traditional educational giants and natural language processing companies have launched several artificial intelligence (AI)-enabled digital learning applications to facilitate language learning. One typical application of AI in digital language education is the automatic scoring application that provides feedback on pronunciation repeat outcomes. This research is motivated by the usage of automatic scoring-empowered digital learning tools by language learners, and set out to uncover the influencing mechanisms of AI-enabled automatic scoring application affordances on learners’ continuous learning intention. Specifically, based on affordance theory, we found several automatic scoring application affordances through in-depth interviews. Considering the current lack of investigations on the mechanisms underlying automatic scoring application and its implications for learners’ learning behaviors, we built a model to examine the role of automatic scoring application affordances on cognitive/emotional engagement and following continuous learning intention. We further examined the moderation role of in-job learners and student learners on the above relationships. The model was tested using a survey of 260 Chinese foreign language learners who used AI-empowered learning tools to facilitate their language learning practices. This study explores why learners continuously use AI-enabled automatic scoring applications by identifying the affordances that differentiate it from traditional educational technologies. Practitioners could take the identified affordances into account when designing AI-enabled language learning applications. 相似文献
6.
Olga Mantziou Nikiforos M. Papachristos Tassos A. Mikropoulos 《Education and Information Technologies》2018,23(4):1737-1765
Three Dimensional Multi-User Virtual Environments (MUVEs) are promising tools in education because of the unique affordances they offer. These learning affordances imply certain actions that in turn can lead to corresponding learning activities. There seems to be a lack of reports on which of the affordances of MUVEs for learning and teaching are used and how they are enacted by relevantly designed learning activities. This study investigates the learning activities conducted in Second Life, the most popular and widely used among the "sandbox" type MUVE platforms, as reported in 205 empirical studies, by associating them with the learning affordances they enact. As necessary step towards this goal, the study proposes a new classification of learning affordances of MUVEs and a new concrete set of learning activities based on the literature review. Learning affordances include free navigation, creation, modeling and simulation, multichannel communication, collaboration and cooperation and content presentation and/or delivery. By using the open, axial and selective coding offered by the grounded method, the learning activities that emerged from the exhaustive empirical review, are well associated with the proposed six learning affordances, validating in return the functionality of the proposed set of learning affordances. The five more general learning activities, resulting from the selective coding, are content creation, content exploration and interaction with content, social interaction, gaming, participation in representations of real life events and situations. Further research on other MUVEs is needed to establish this framework. 相似文献
7.
R. D. Ward 《Instructional Science》1989,18(1):45-61
It has often been proposed that computer programs simulating written conversation could be effective in language teaching and remediation. This paper presents a theoretical rationale for this approach, and reports empirical studies of its potential. Although the studies were concemed mainly with language-impaired children, their findings should have some relevance for the wider field of computer assisted language learning in general.Several microcomputer programs were developed to hold written dialogue with children about screen graphics. Studies of the software in use over several months by two different groups of language-impaired children produced evidence to suggest that experiences associated with the software led to improved skills in the language covered by the programs. The studies also produced new ideas about the kinds of language learning activities which might be promoted by this kind of software.The paper concludes with suggestions about how these ideas might form the basis of future intelligent tutoring systems able to prescribe a variety of language learning activities, over a range of language materials. 相似文献
8.
JERE BROPHY 《教育心理学家》2013,48(3):132-141
This article elaborates a presentation made upon reception of the E. L. Thorndike Career Achievement Award in Educational Psychology from Division 15 of the American Psychological Association. It considers how value aspects of motivation apply to efforts to develop students' appreciation for school learning. Currently, we have only limited knowledge about situations that afford opportunities for learning school content with appreciation of its value, how to exploit those affordances, or even their benefits to learners. We need to develop our theorizing about the benefits that students may derive from learning in school and determine what curriculum makers and teachers might do to foster students' appreciation for these benefits. Teaching for appreciation requires ensuring that what is taught is worth learning, explaining the value of this content and modeling its applications, and scaffolding learning by engaging students in activities that allow them to experience its valued affordances. 相似文献
9.
Tak S. Ha 《Studies in Continuing Education》2013,35(1):79-98
In the knowledge economy, many companies are well aware of the vital need to maintain the professional expertise of their workers at a high level. Though there have been a lot of research studies in the areas of professional expertise and workplace learning, few examined the learning pathways novice workers went through to become experts in their professions. Most of the research studies on expertise focused on the nature of expertise and few on its development. As for workplace learning research, most studies focused on the learning resources and methods workers used and the affordances of the workplace in making learning possible. Based on the accounts of expertise development collected from individual information technology (IT) workers in Hong Kong, this paper proposes a four-phase model of professional expertise development in the workplace and discusses its similarities to and differences from extant theories of expertise and skill development. 相似文献
10.
Navigating the current STEM agendas and debates is complex and challenging. Perspectives on the nature of STEM education and how it should be implemented without losing discipline integrity, approaches to incorporating the arts (STEAM) and how equity in access to STEM education can be increased are just a few of the many issues faced by researchers and educators. There are no straightforward answers. Opinions on how STEM education should be advanced vary across school contexts, curricula and political arenas. This position paper addresses five core issues: (a) perspectives on STEM education, (b) approaches to STEM integration, (c) STEM discipline representation, (d) equity in access to STEM education and (e) extending STEM to STEAM. A number of pedagogical affordances inherent in integrated STEM activities are examined, with the integration of modelling and engineering design presented as an example of how such learning affordances can be capitalized on. 相似文献
11.
Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning, and how students develop their science knowledge in a seamless inquiry-based learning environment supported by these apps. A variety of qualitative data were collected and analyzed. The findings show that the affordances of the apps on BYOD could help students improve their science knowledge without time and place constraints and gain a better sense of ownership in learning. 相似文献
12.
David Hung Shu-Shing Lee Kenneth Y. T. Lim 《Educational technology research and development : ETR & D》2012,60(6):1071-1091
The paper attempts to bridge informal and formal learning by leveraging on affordance structures associated with informal environments to help learners develop social, cognitive, and metacognitive dispositions that can be applied to learning in classrooms. Most studies focus on either learning in formal or informal contexts, but this study seeks to link the two. The paper proposes three tenets to augment de-contextualized learning in schools by putting back the: (a) tacit, (b) social-collective, and (c) informal. This paper seeks to advance the argument for a consideration of how formal learning might be made more authentic by leveraging the affordances of informal learning. Two case examples are illustrated. The first case shows learners operating in a virtual environment in which??through the collaborative manipulation of terrain??adopt the epistemic frame of geomorphologists. The case seeks to illustrate how the tacit and social-collective dimensions from the virtual environment might be incorporated as part of the formal geography curriculum. In the second case, interactions between members of a school bowling team highlight the contextualized and authentic metacognitive demands placed on learners/bowlers, and how these demands are re-contextualized??through metacognitive brokering??to the formal curriculum. Productive linkages are made between informal and formal learnings and anchored through learners?? authentic experiences. 相似文献
13.
Although music software has become increasingly affordable and widely adopted in today’s classrooms, concerns have been raised about a lack of consideration for users’ needs during the software development process. This paper examines intra- and inter-sectoral communication pertaining to software development and music education to shed light on the improvement of the educational affordances for music software in classroom teaching and learning. Semi-structured interviews with music software developers (n = 3) and music teachers (n = 15) are used to gain insights into how to enhance the educational affordances of music software. The findings of this study fill a gap in the literature by detailing the knowledge exchange required to effectively develop music education software. Improving the synergy between the knowledge bases of software development and music education could enhance novel educational affordances, providing music teachers with the opportunity to develop new, pedagogically sound music teaching and learning activities. 相似文献
14.
John Threlfall Peter Pool Matthew Homer Bronwen Swinnerton 《Educational Studies in Mathematics》2007,66(3):335-348
This article explores the effect on assessment of ‘translating’ paper and pencil test items into their computer equivalents.
Computer versions of a set of mathematics questions derived from the paper-based end of key stage 2 and 3 assessments in England
were administered to age appropriate pupil samples, and the outcomes compared. Although in most cases the change to the different
medium seems to make little difference, for some items the affordances of the computer profoundly affect how the question
is attempted, and therefore what is being assessed when the item is used in a test. These differences are considered in terms
of validity and legitimacy, that is whether the means used to answer a question in a particular medium are appropriate to
the assessment intention. The conclusion is not only that translating paper and pencil items into the computer format sometimes
undermines their validity as assessments, it is also that some paper and pencil items are less valid as assessments than their
computer equivalents would be. 相似文献
15.
Kirk Sullivan & Peter Czigler 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(3):333-343
New technologies afford a range of opportunities that can transform teaching techniques and offer enhanced possibilities for learning. This potential is often not grasped by the technologist or the educationalist when introducing new technologies into the learning situation and a situation arises which can be described as "New technology, no new pedagogy" This paper examines why this situation arises, before progressing to suggest a set of target areas the affordances of new technology ought to transform when introduced into the socio–cultural learning environment (Vygotsky, 1978). This set of target areas is illustrated through the presentation of a technology supported learning environment for introductory undergraduate phonetics. Each course module is discussed in relation to these targets and how the affordances of new technology are used to meet them. The student and lecturer reflections on the course indicate that the use of new technology as applied in this introductory undergraduate phonetics course was appropriate, although not always 100% successful. 相似文献
16.
We cannot really understand how to create computer support for collaborative learning without first becoming clearer about what we mean by communication, collaboration, and learning. After distinguishing several conceptions of communication, and highlighting transformative communications for learning, I consider how, via broadband telepresence, distributed multimedia learning environments may establish such communications by adequately acknowledging the social and material embeddedness of everyday communication. I then describe high-priority areas for advancing this agenda: in sociocultural theory, in examining conceptual change by means of conversational analysis, and in technically establishing affordances of tools to sustain and potentially enhance joint activity beyond the here-and-now and the face-to-face. 相似文献
17.
18.
Previous research and development with cognitive tools has been limited by an inadequate conceptualization of the complexity
underlying their nature and affordances for supporting learning and performance. This paper provides a new perspective on
cognitive tools through the lens of the theories of distributed cognition and expertise. The learner, tool, and activity form
a joint learning system, and the expertise in the world should be reflected not only in the tool but also in the learning
activity within which learners make use of the tool. This enhanced perspective is used to clarify the nature of cognitive
tools and distinguish them from other types of computer tools used in learning contexts. We have classified cognitive tools
considering how expertise is classified: domain-independent (general) cognitive tools, domain-generic cognitive tools, and
domain-specific cognitive tools. The implications are presented in reference to research, development, and practice of cognitive
tools. The capabilities of cognitive tools should be differentiated from those of the human, but regarded as part of the system
of expertise. Cognitive tools should be accompanied by appropriate learning activities, and relevant learner performance should
then be assessed in the context of tool use. 相似文献
19.
Using the example of an undergraduate unit of study that is taught both on-campus and externally, but uses Internet-based learning in both cases, we explore how social media might be used effectively in higher education. We place into question the assumption that such technologies necessarily engage students in constructivist learning; we argue that the affordances of social media must be complemented by social affordances, designed into the learning experience, which thereby generate the necessary connection between students’ motivations to study and their motivations to exploit social media. We demonstrate, via the example given, how assessment structures and strategies are the most effective focus when attempting to create the pedagogical affordances that might lead to collaborative learning. 相似文献
20.
Tine S. Prøitz 《Educational Assessment, Evaluation and Accountability》2010,22(2):119-137
This study aims to illuminate the phenomenon of learning outcomes. Although a wide range of studies in education have examined the phenomenon in various ways, few have investigated how scholars themselves conceive of it. To provide insight into this issue, the paper explores the following questions: How is the term “learning outcome” defined? By whom? When? Where? The investigation is based on a document analysis of a selection of 33 scholarly written documents in which the concept is discussed. Findings indicate that there is a dominant established definition of the term learning outcome. However, a wide range of alternative definitions are also identified. These assert that learning outcomes involve more than what can be described in pre-specified and measurable terms. 相似文献