Empowering learners with personalised learning approaches? Agency,equity and transparency in the context of learning analytics     

Yi-Shan Tsai  Carlo Perrotta  Dragan Gašević 《Assessment & Evaluation in Higher Education》2020,45(4):554-567

Abstract

The emergence of personalised data technologies such as learning analytics is framed as a solution to manage the needs of higher education student populations that are growing ever more diverse and larger in size. However, the current approach to learning analytics presents tensions between increasing student agency in making learning-related decisions and ‘datafying’ students in the process of collecting, analysing and interpreting data. This article presents a study that explores staff and student experience of agency, equity and transparency in existing data practices and expectations towards learning analytics in a UK university. The results show a number of intertwined factors that have contributed to the tensions between enhancing a learner’s control of their studies and, at the same time, diminishing their autonomy as an active agent in the process of learning analytics. This article argues that learner empowerment should not be automatically assumed to have taken place as part of the adoption of learning analytics. Instead, the interwoven power relationships in a complex educational system and the interactions between humans and machines need to be taken into consideration when presenting learning analytics as an equitable process to enhance student agency and educational equity.  相似文献   

‘Everywhere they say that it’s harmful but they don’t say how,so I’m asking here’: young people,pornography and negotiations with notions of risk and harm     

Sanna Spišák 《Sex education》2016,16(2):130-142

Debate about pornography and minors has mainly centred on questions of control, regulation and media policy; the urge to protect children from dangers of sexually explicit content being the primary motivator of these conversations. Instead of discussing the use of pornography by minors in the light of relevant research findings, public discourse on these issues is more usually shaped by views of sexual cultures as inherently dangerous to minors, and young people as vulnerable, easily harmed, and endangered by the media. This paper builds on data consisting of 4212 questions about sexuality that were sent by young people in Finland to experts on sexual health. Only 64 (1.5%) of these contributions explicitly focused on pornography. The small number of porn-related submissions suggests that for young people there are other more important concerns in the field of sexuality than pornography, on which adult guidance is sought. This paper argues that young people’s perceptions of pornography are more diverse than is typically assumed in public debate. Young people challenge risk talk by constantly referring to the vagueness of the alleged harm that characterises the discourse of danger that can be found in much public discussion. According to the findings of this study, blurry notions of harm bother young people more than the actual pornographic content they encounter.  相似文献   

Trying to Include but Supporting Exclusion Instead? Constructing the Roma in Slovak Educational Policies     

Jozef Miškolci  Lucia Kováčová  Martina Kubánová 《欧洲教育》2017,49(1):71-88

Based on a social constructivist theoretical framework, this research study examines how the design of proinclusive educational policies and the general public construct the Roma students and parents in Slovakia. For this purpose, data from two selected educational policies and five focus groups conducted in five regions in Slovakia were analyzed. The findings demonstrate that the Roma are constructed negatively as irresponsible dependents and deviants not valuing education and incapable of making wise decisions about their lives. These findings can be considered relevant for policy formulation processes because proinclusive policies may sabotage their own goals if negative social constructions of a certain societal group are embedded in them.  相似文献   

The problem of science teaching in school     

Josip Lukatela 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(4):481-486

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Das Volksbildungswesen der Sowjetunion (UDSSR)     

Aleksej I. Markuševič 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):381-384

Ohne Zusammenfassung  相似文献   

Inclusive practices at the teacher and class level: the experts’ view     

Edvina Bešić  Lisa Paleczek  Mathias Krammer  Barbara Gasteiger-Klicpera 《欧洲特需教育杂志》2017,32(3):329-345

One concern for teachers and schools is how to implement inclusion. This paper examines its implementation at the teacher and class level in Styria, (a state in Austria). To do so, a qualitative study with expert interviews was conducted. Twenty-five experts from seven schools and four Centres for Inclusion and Special Education were interviewed. This paper highlights four areas: (1) teachers’ attitudes; (2) co-teaching; (3) individualised instruction; and (4) classroom composition. The results showed that for the inclusion process to be successful, positive attitudes towards inclusion of children with special educational needs are critical. Furthermore, negative attitudes towards inclusion can change if resources and support systems are available. Like every change process, high reliability is necessary to promote inclusion. The special education teacher was seen as an important resource, thus meaningful cooperation between the general and special education teacher was considered as a first step in implementing inclusive education. The use of differentiated teaching methods, along with individual initiatives, were other indispensable practices. According to the experts, these differentiated teaching instructions are implemented better in heterogeneous classrooms, meaning that a classroom composition that corresponds to the normal heterogeneity of the student population is seen as an essential part of teaching.  相似文献   

Can narrative cutscenes improve home learning from a math game? An experimental study with children     

Tomáš Sýkora  Tereza Stárková  Cyril Brom 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):42-56

Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (M_age = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between-subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between-group difference was detected in pre-post learning gains, parent-reported engagement, self-reported enjoyment, time spent with the game and the number of solved in-game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.  相似文献   

Challenges in developing the academic profession in the Western Balkans     

Samo Pavlin  Zoran Sušanj 《European Journal of Education》2020,55(4):471-475

In this paper, we explore the developmental challenges facing the academic profession in Europe and especially in some Western Balkan countries, Croatia and Slovenia. First, we look at how the higher education environment determines key changes to the academic profession: expectations to demonstrate professional expertise, internationalisation, segmentation, and precarity. While these processes are mainly considered from the above perspective, we also examine the work of academics from within. Second, we discuss aspects of academic tasks, challenges of synchronising academic work with performance measures, intensification of work and expansion of bureaucratic tasks. Building on these perspectives, we introduce a qualitative pilot study that tests how these general trends described in the literature may be applied to given situations in five countries of former Yugoslavia: Slovenia, Croatia, Serbia, North Macedonia and Kosovo. Although these countries cover a relatively small geographical area, the differences among them with respect to the economy, society and politics are important. Our findings suggest that problems accumulating in academic work in Slovenia and Croatia were in almost all of the surveyed aspects less problematic than in the three other observed countries.  相似文献   

An algebraic approach to on-line signal denoising and derivatives estimation     

Josip Kasac  Dubravko Majetic  Danko Brezak 《Journal of The Franklin Institute》2018,355(15):7799-7825

In this paper, a new algebraic approach to the on-line signal derivatives estimation is proposed. The proposed approach is based on the conversion of the truncated Taylor series expansion to the set of linearly independent equations regarding the signal derivatives. The nonhomogeneous parts of the obtained set of equations are convolution integrals, which can be transformed to the stable linear state-space filter realization. The proposed algebraic estimator provides stable convergence without the need for periodic re-initialization, as in the case of the conventional algebraic estimators. In contrast to the Taylor series-based tracking differentiators, the proposed estimator also provides an estimation of the arbitrary number of the higher-order signal derivatives. In addition, the tuning of the estimator parameters does not depends on the filter dimension. The efficiency of the proposed estimator is illustrated by the simulation examples and experimental results related to the monitoring of the surgical drilling process.  相似文献   

Reliability and Validity of Finger Strength and Endurance Measurements in Rock Climbing     

Michail Lubomirov Michailov  Jiří Baláš  Stoyan Kolev Tanev  Hristo Stoyanov Andonov  Jan Kodejška  Lee Brown 《Research quarterly for exercise and sport》2018,89(2):246-254

Purpose: An advanced system for the assessment of climbing-specific performance was developed and used to: (a) investigate the effect of arm fixation (AF) on construct validity evidence and reliability of climbing-specific finger-strength measurement; (b) assess reliability of finger-strength and endurance measurements; and (c) evaluate the relationship between finger flexor all-out test scores and climbing ability. Methods: To determine the effect of AF, 22 male climbers performed 2 maximal strength and all-out tests with AF (shoulder and elbow flexed at 90°) and without AF (shoulder flexed at 180° and elbow fully extended). To determine reliability, 9 male climbers completed 2 maximal strength tests with and without AF and an all-out and intermittent test without AF. Results: The maximal strength test without AF more strongly determined climbing ability than the test with AF (r² = .48 and r² = .42 for sport climbing; r² = .66 and r² = .42 for bouldering, respectively). Force and time variables were highly reliable; the rate of force development and fatigue index had moderate and low reliability. The maximal strength test with AF provided slightly higher reliability than without AF (intraclass correlation coefficient [ICC] = 0.94, ICC = 0.88, respectively). However, smaller maximal forces were achieved during AF (484 ± 112 N) than without AF (546 ± 132 N). All-out test average force had sufficiently high reliability (ICC = 0.92) and a relationship to sport climbing (r² = .42) and bouldering ability (r² = .58). Conclusion: Finger strength and endurance measurements provided sufficient construct validity evidence and high reliability for time and force parameters. Arm fixation provides more reliable results; however, the position without AF is recommended as it is more related to climbing ability.  相似文献