Theoretical models of the role of visualisation in learning formal reasoning

Although there is empirical evidence that visualisation tools can help students to learn formal subjects such as logic, and although particular strategies and conceptual difficulties have been identified, it has so far proved difficult to provide a general model of learning in this context that accounts for these findings in a systematic way. In this paper, four attempts at explaining the relative difficulty of formal concepts and the role of visualisation in this learning process are presented. These explanations draw on several existing theories, including Vygotsky's Zone of Proximal Development, Green's Cognitive Dimensions, the Popper-Campbell model of conjectural learning, and cognitive complexity. The paper concludes with a comparison of the utility and applicability of the different models. It is also accompanied by a reflexive commentary[0] (linked to this paper as a hypertext) that examines the ways in which theory has been used within these arguments, and which attempts to relate these uses to the wider context of learning technology research

Teacher Evaluation: The Change We Wish to See; Improving the Formal Observation Process to Improve Student Learning

Teacher evaluation is a formal construct for improving instruction and student learning. Formal observations are a central component of that process. This change model explores the option of a videotaped observation model as an alternative to the current Illinois state-mandated in-person formal observation to increase teacher ownership, promote reflective practice and improve instructional practices. The evaluation process is a vehicle that promotes collaboration among building leaders and staff. The Illinois shift to a professional practice model provides a construct for a culture and climate that encourages reflection and promotes professional growth (Danielson, 2011; Darling-Hammond, 2013; Jay, 2003; Stuhlman, Hamre, Downer, & Pianta, n.d.). In examining practices related to evaluation and the formal observation, the idea is to build systems empowering teachers and focused on collaboration to promote reflection and professional growth (Myung & Martinez, 2013). The premise of the change model is to realize the context, culture, conditions and competencies that will reflect an effective system with a focus on student learning (Wagner & Kegan, 2006). Qualitative research methods were used to gain a deeper understanding of the teacher and administrator perceived value of the formal observation. Analyzing data from surveys and semi-structured interviews regarding the observation experience, the findings suggest that there is an opportunity to examine alternate structures for the formal observation to increase its value as a tool for professional growth. A further case study of the change model was conducted with three teachers and three administrators. Given responses to the case study coupled with the survey and interview data, I found there is merit to exploring how the videotaped alternative may contribute to an improved teacher evaluation process

23 Illinois Administrative Code 50: Redefining the Formal Observation in Teacher Evaluation; A Policy Advocacy Document

This document explores how a change in the definition of the formal observation may improve the teacher evaluation system in the state of Illinois. Currently, the formal observation must be conducted in person as defined by administrative code. In an effort to increase the value and impact of the formal observation as a tool for reflection and professional growth, this paper advocates for a videotaped alternative as an option in addition to the current in-person model. The intent of including a videotaped option is to empower the teacher in the process and increase ownership for building skills as a reflective practitioner. The videotaped model also promotes a more collaborative context for the post observation conference that may lead to a more direct impact on improving teaching and learning. The state of New York (2017) has already implemented a videotaped observation model as an alternative in the teacher evaluation process and the premise of advocating for such a policy was recently the subject of a study at The Center for Educational Policy Research at Harvard (Harvard University Center for Educational Policy Research, 2015a). This policy advocacy document discusses the context and conditions by which to operationalize a similar vision in the state of Illinois

Exploring Usage of Web Resources Through a Model of API Learning

Application programming interfaces (APIs) are essential to modern software development, and new APIs are frequently being produced. Consequently, software developers must regularly learn new APIs, which they typically do on the job from online resources rather than in a formal educational context. The Kelleher–Ichinco COIL model, an acronym for “Collection and Organization of Information for Learning,” was recently developed to model the entire API learning process, drawing from information foraging theory, cognitive load theory, and external memory research. We ran an exploratory empirical user study in which participants performed a programming task using the React API with the goal of validating and refining this model. Our results support the predictions made by the COIL model, especially the role of external memory in the API learning process. Participants extensively used browser tabs to store web resources in external memory, but their behavior suggests some inefficiencies that incur extraneous cognitive load

Increasing Educational Impact: A Multi-Method Model for Evaluating Extension Workshops

Extension professionals are increasingly being asked to account for their activities through formal program evaluation. Many models of evaluation have been developed to accomplish the goals of evaluation (judge the merit and worth of a program, improve the program, ensure oversight and compliance, or develop theory). This article presents a unique model that combines formative and summative techniques in addition to Stufflebeam\u27s Context, Input, Process, and Products model to successfully evaluate a series of Integrated Pest Management workshops presented to horticultural professionals. The evaluation process resulted in increased learning among the program providers and more educationally effective workshops for stakeholders

Training Faculty to Adopt the Ignatian Pedagogical Paradigm, IPP and its Influence on Teaching and Learning: Process and Outcomes

This is the second of two articles describing the action research undertaken by the three trainees and their trainer (author of this article). After formal training, the training team integrated the Ignatian Pedagogical Paradigm (IPP) into their undergraduate courses from fall of 2010 through May 2013 in the College of Professional Studies (CPS) at Marquette University in Milwaukee, Wisconsin. The first article was published in this journal in fall 2012 and provided a narrative describing the faculty development process, predicated on the five constructs of the IPP: Context, Experience, Reflection, Action and Evaluation. This article includes a full description of the training protocol, data collection process, and the qualitative data analysis methods. This training team used an Action Research model put forth by Reil over two years and nine months to determine the influence of the IPP on their teaching. This study seeks to provide others who teach at Jesuit Colleges and Universities a rationale for using the IPP both as pedagogy, a curriculum guide along with specific instructional practices, and learning activities. In addition, a replicable IPP training protocol is provided that is based on best practices derived from analogous research in the fields of contemporary learning, cognitive, and educational research. The study also provides the outcomes related to the impact the infusion of the IPP had on the instructors’ curricula, pedagogies, instructional strategies, learning activities, and assessment practices, as well as the student-teacher learning relationship

Developing Digital Competences. Work learn trajectories in Italian School System

The work based learning is the core European dispositions on educational and training issue and a pillar of the Europe 2020 strategy (EUCOM 2009/C119/02). Therefore, the educational system has to increase the quality of standards and learning results in order to response adequately to competence needs and to permit the successful entrance of the youth in the world of work. The SWA is a coherent reaction. Indeed, the current literature lead to reflect on the SWA as a new prospective of school and world of work relationship (Arlotti and Barberis 2015), and as a resolution for the skills mismatch (Caputo and Capecchi 2016; Froy, Giguere, Hofer, 2009; A. Green, Hasluck, Hogarth, Reynolds, 2003). In a context which needs a different school that provides different types of skills, it is desirable that a policy instrument such as the SWA – became mandatory by the reform “La Buona Scuola” (Law 107/2015) – is included in the scientific debate, especially for its potential to contribute to renewal of the school system. Many authors encourage the scientific debate regarding the question to clarify the peculiar characteristics of the SWA model in Italy and to begin effective reflection on its revolutionary impact for the school system. According to Tino and Fideli (2015), the SWA is a process, not only as an experience, a fundamental methodology to promote the knowledge of the world of work and the development of competences (professional and citizenship) thanks to the interconnection between formal-informal learning and creative combination process between theory and practice

Learning in the force protection environment between international operations : Last-minute learning

This study considers learning in international military operations. It explores these questions: What are the obstacles to learning in a military context? How did these obstacles manifest themselves in contribution made by the Royal Norwegian Air Force (RNoAF) in Mali? How effective in overcoming these obstacles were the formal and informal learning processes that took place? And what does this tell us about how learning might be improved in a military context? Norway has supported the United Nations Multidimensional Integrated Stabilization Mission in Mali (MINUSMA) since 2013. The RNoAF contribution began in January 2016 and continued periodically until May 2021. The contribution consisted of a Hercules C130 transport aircraft with crew and other support personnel. The detachment from Norway consisted of approximately 60–70 women and men with backgrounds in various fields of expertise (aviators, navigators, cargo masters, technicians, security personnel, and other support personnel) required to execute the mission. Based on in-depth interviews of key personnel, this study looks at learning that took place among the various constellations of personnel from the force protection responsible for security during the operation. Much of the learning took place through last-minute efforts because of tight schedules and other pressing tasks. The study has resulted in a conceptual model for facilitating and better supporting the acquisition of knowledge through a continuous process rather than at the last minute. This will require top-down and bottom-up processes, both formal and informalpublishedVersio

Improved genetic algorithm for the context-free grammatical inference

Inductive learning of formal languages, often called grammatical inference, is an active area inmachine learning and computational learning theory. By learning a language we understandfinding the grammar of the language when some positive (words from language) and negativeexamples (words that are not in language) are given. Learning mechanisms use the naturallanguage learning model: people master a language, used by their environment, by the analysis ofpositive and negative examples. The problem of inferring context-free languages (CFG) has boththeoretical and practical motivations. Practical applications include pattern recognition (forexample finding DTD or XML schemas for XML documents) and speech recognition (the abilityto infer context-free grammars for natural languages would enable speech recognition to modify itsinternal grammar on the fly). There were several attempts to find effective learning methods forcontext-free languages (for example [1,2,3,4,5]). In particular, Y.Sakakibara [3] introduced aninteresting method of finding a context-free grammar in the Chomsky normal form with a minimalset of nonterminals. He used the tabular representation similar to the parse table used in the CYKalgorithm, simultaneously with genetic algorithms. In this paper we present several adjustments tothe algorithm suggested by Sakakibara. The adjustments are concerned mainly with the geneticalgorithms used and are as follows:– we introduce a method of creating the initial population which makes use of characteristicfeatures of context-free grammars,– new genetic operations are used (mutation with a path added, ‘die process’, ‘war/diseaseprocess’),– different definition of the fitness function,– an effective compression of the structure of an individual in the population is suggested.These changes allow to speed up the process of grammar generation and, what is more, theyallow to infer richer grammars than considered in [3]