Self-Regulation in a Web-Based Course: A Case Study

Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the students’ reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy use—self-efficacy, goal orientation, interest, and attributions—were shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered

Components Interoperability through Mediating Connector Patterns

A key objective for ubiquitous environments is to enable system interoperability between system's components that are highly heterogeneous. In particular, the challenge is to embed in the system architecture the necessary support to cope with behavioral diversity in order to allow components to coordinate and communicate. The continuously evolving environment further asks for an automated and on-the-fly approach. In this paper we present the design building blocks for the dynamic and on-the-fly interoperability between heterogeneous components. Specifically, we describe an Architectural Pattern called Mediating Connector, that is the key enabler for communication. In addition, we present a set of Basic Mediator Patterns, that describe the basic mismatches which can occur when components try to interact, and their corresponding solutions.Comment: In Proceedings WCSI 2010, arXiv:1010.233

A comparative study of the function of heterospecific vocal mimicry in European passerines

Although heterospecific vocal imitation is well documented in passerines, the evolutionary correlates of this phenomenon are poorly known. Here, we studied interspecific variation in vocal mimicry in a comparative study of 241 European songbirds. We tested whether vocal mimicry is a mode of repertoire acquisition or whether it resulted from imperfect song learning. We also investigated the effect of the degree of contact with the vocal environment (with species having larger ranges, abundance, or being long lived having a higher degree of mimicry) and a possible link with cognitive capacity (an overall larger brain in species with mimicry). Finally, we determined the potential evolutionary role of vocal mimicry in different interspecific contexts, predicting that mimicry may affect the intensity of brood parasitism, predation, or degree of hybridization. While controlling for research effort and phylogenetic relationships among taxa, we found that effect sizes for intersong interval, brain size, breeding dispersal, abundance, age-dependent expression of repertoires, and predation risk reached a level that may indicate evolutionary importance. Vocal mimicry seems to be a consequence of song continuity rather than song complexity, may partially have some cognitive component but may also be dependent on the vocal environment, and may attract the attention of predators. However, estimates of sexual selection and interspecific contacts due to brood parasitism and hybridization varied independently of vocal mimicry. Therefore, mimicry may have no function in female choice for complex songs and may be weakly selected via interspecific associations. These findings provide little evidence for vocal mimicry having evolved to serve important functions in most birds

Use of the Pyramid Model for Supporting Preschool Refugees

Response to Intervention (RtI) is being applied to early childhood settings for the support of positive behavior and social development through the Pyramid Model (Fox, Carta, Strain, Dunlap & Hemmeter, 2010). This qualitative study assessed the use of the Pyramid Model for preschool aged refugee children living in a refugee resettlement community. Many young refugee children have experienced trauma (George, 2010) and some experience behavior and social challenges (Almqvist & Brandell-Forsberg, 1997). Twenty-five preschool service providers were interviewed about their use of the Pyramid Model for the support of preschool refugee students. Themes to be shared include how ECEs are implementing the practices outlined in the Pyramid Model along with strategies for adapting recommended practices to meet the needs of refugee families

The role of human factors in stereotyping behavior and perception of digital library users: A robust clustering approach

To deliver effective personalization for digital library users, it is necessary to identify which human factors are most relevant in determining the behavior and perception of these users. This paper examines three key human factors: cognitive styles, levels of expertise and gender differences, and utilizes three individual clustering techniques: k-means, hierarchical clustering and fuzzy clustering to understand user behavior and perception. Moreover, robust clustering, capable of correcting the bias of individual clustering techniques, is used to obtain a deeper understanding. The robust clustering approach produced results that highlighted the relevance of cognitive style for user behavior, i.e., cognitive style dominates and justifies each of the robust clusters created. We also found that perception was mainly determined by the level of expertise of a user. We conclude that robust clustering is an effective technique to analyze user behavior and perception

Language design for a personal learning environment design language

Approaching technology-enhanced learning from the perspective of a learner, we foster the idea of learning environment design, learner interactions, and tool interoperability. In this paper, we shortly summarize the motivation for our personal learning environment approach and describe the development of a domain-specific language for this purpose as well as its realization in practice. Consequently, we examine our learning environment design language according to its lexis and syntax, the semantics behind it, and pragmatical aspects within a first prototypic implementation. Finally, we discuss strengths, problematic aspects, and open issues of our approach

Behavior Management

Behavior management strategies are extremely influential in a successful classroom setting. Curriculum is obviously a major concern of education reform, but can students really learn the curriculum in a classroom that is not well managed? Having a classroom that is well managed allows for students to take the risks they need to in order to access new knowledge and grow as citizens of our communities. Carefully designed survey questions were distributed to multiple educators in a school of poverty to gauge the feelings of those working in the classroom on the successes and hardships of behavior management programs. Data collection occurred anonymously. Completed surveys were then analyzed for common themes of successful strategies found among educators of students living in poverty. Keywords: behavior management, poverty, Positive Behavior Management Strategies, PBI