Using scenarios to design complex technology-enhanced learning environments     

Ton de Jong  Armin Weinberger  Isabelle Girault  Anders Kluge  Ard W. Lazonder  Margus Pedaste  Sten Ludvigsen  Muriel Ney  Barbara Wasson  Astrid Wichmann  Caspar Geraedts  Adam Giemza  Tasos Hovardas  Rachel Julien  Wouter R. van Joolingen  Anne Lejeune  Constantinos C. Manoli  Yuri Matteman  Tago Sarapuu  Alex Verkade  Vibeke Vold  Zacharias C. Zacharia 《Educational technology research and development : ETR & D》2012,60(5):883-901

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments.  相似文献   

An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education     

Alex Kumi-Yeboah  Samuel Amponsah 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):878-897

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Association of Gestational Diabetes Mellitus and Perinatal Maternal Depression with Early Childhood Behavioral Problems: An Environmental Influences on Child Health Outcomes (ECHO) Study     

Lauren C. Shuffrey  Santiago Morales  Melanie H. Jacobson  Michelle Bosquet Enlow  Akhgar Ghassabian  Amy E. Margolis  Maristella Lucchini  Kecia N. Carroll  Rosa M. Crum  Dana Dabelea  Arielle Deutsch  William P. Fifer  Brandon Goldson  Christine W. Hockett  W. Alex Mason  Lisette T. Jacobson  Thomas G. O'Connor  Nicolò Pini  Yael Rayport  Ayesha Sania  Leonardo Trasande  Rosalind J. Wright  Seonjoo Lee  Catherine Monk  program collaborators for Environmental influences on Child Health Outcomes 《Child development》2023,94(6):1595-1609

This study examined the association of gestational diabetes mellitus (GDM), prenatal, and postnatal maternal depressive symptoms with externalizing, internalizing, and autism spectrum problems on the Preschool Child Behavior Checklist in 2379 children aged 4.12 ± 0.60 (48% female; 47% White, 32% Black, 15% Mixed Race, 4% Asian, <2% American Indian/Alaskan Native, <2% Native Hawaiian; 23% Hispanic). Data were collected from the NIH Environmental influences on Child Health Outcomes (ECHO) Program from 2009-2021. GDM, prenatal, and postnatal maternal depressive symptoms were each associated with increased child externalizing and internalizing problems. GDM was associated with increased autism behaviors only among children exposed to perinatal maternal depressive symptoms above the median level. Stratified analyses revealed a relation between GDM and child outcomes in males only.  相似文献   

Introduction     

Alex Romiszowski 《Performance Improvement Quarterly》1991,4(1):3-4

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