42 research outputs found
Discovery of the potential role of sensors in a personal emergency response system: what can we learn from a single workshop?
Capturing knowledge from domain experts is important to effectively integrate novel technological support in existing care processes. In this paper, we present our experiences in using a specific type of workshop, which we identified as a decision-tree workshop, to determine the process and information exchange during the usage of a Personal Emergency Response System (PERS). We conducted the workshop with current and possible future users of a PERS system to investigate the potential of context-and social awareness for such a system. We discuss the workshop format as well as the results and reflection on this workshop
The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis
AbstractMobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993â2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed
Research on ICT in K-12 schools e A review of experimental and survey-based studies in computers & education 2011 to 2015
International audienceWhat is the role of a journal? Is it to follow the research or lead it? For the former, it is to serve as an archival record of the scholarship in a field. It can serve to permit the research community to engage with each other via the written record. But, for the latter, it can serve the research community by pointing out gaps in the research based on the archival record. This review is intended to do just that
A review of the types of mobile activities in mobile inquiry-based learning
Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learnersâ curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical thinkers and agentic learners. Although mobile technology is a suitable support for this learning process, there is a lack of practical strategies for educational practitioners to enact the right balance between enabling the agency and supporting the students through the mobile technology. Thus, we conducted a literature review that analyzed 62 studies on mobile inquiry- based learning. The analysis focused on the level of agency supported by mobile technology. This review study provided two main results. The first result is a two-layer classification âwith five types and twelve subtypesâ of the most common mobile activities used in inquiry-based learning. The types and subtypes are: 1) Direct instruction formed by 1a) location guidance, 1b) procedural guidance and 1c) metacognitive guidance, 2) Access to content formed by 2a) fixed and 2b) dynamic content, 3) Data collection that consists of 3a) cooperative and 3b) collaborative data collection, 4) Peer-to-peer communication formed by 4a) asynchronous and 4b) synchronous social communications and 5) Contextual support that includes 5a) augmented experience, 5b) immersive experience and 5c) adaptive feedback. The second result consists of an analytical framework âbased on six dimensionsâ to assess the level of agency supported by the different types of mobile activities. The learnersâ agency dimensions are: 1) Goals, 2) Content, 3) Actions, 4) Strategies, 5) Reflection and 6) Monitoring. Finally, the review presents insights on how this analytical framework can be used by educational practitioners to identify mobile activities that effectively balance learnersâ agency with mobile technology. http://www.sciencedirect.com/science/article/pii/S0360131517302397?via%3Dihu
Collaborative and Creative Thinking Skill Development Through the Design of Wearable Technologies
Skills inherent in the creative thinking process such as reflecting and collaborating are needed for success in many careers. However, a focus on standardized testing in K-12 schools in the United States has resulted in the restructuring, reduction, and in some cases, elimination of arts in the curriculum to the detriment of students\u27 creative thinking process. The purpose of this study was to discover whether creative thinking and collaborative skills were positive unintended consequences of a curriculum that includes the design of wearable technologies. Jonassen\u27s modeling using Mindtools for conceptual change and Rosen\u27s culture of collaboration provided the conceptual framework. This qualitative case study explored students\u27 and teachers\u27 perceptions of collaborative and creative thinking skill development while designing wearable technologies. The data analysis used interviews with 3 students and 1 teacher and an evaluation of participant wearable technology artifacts. Rich themes and patterns were determined through open coding. The themes identified to explain the perceived development of creative thinking skills were divergent thinking, stimulation of the imagination, generation of new knowledge, and creative climate. The themes identified to explain the perceived development of collaborative skills were diverse membership, culture of collaboration, and community building. The design of wearable technologies as a Mindtool showed promise as a new way to integrate art with science, technology, engineering, and math (STEM). This study may effect positive social change by informing educational policy and influencing school budgetary consideration toward including art as a value-added benefit to STEM curriculum
Responsible practices in the wild: an actor-network perspective on mobile apps in learning as translation(s)
Competence to enact responsible practices, such as recycling waste or boycotting irresponsible companies, is core to learning for responsibility. We explore the role of apps in learning such responsible practices âin the wild,â outside formal educational environments over a 3-week period. Learners maintained a daily diary in which they reflected on their learning of responsible practices with apps. Through a thematic analysis of 557 app mentions in the diaries, we identified five types of app-agency: cognitive, action, interpersonal, personal development, and material. Findings were interpreted from an actor-network perspective using the lens of âtranslation.â To understand how apps enabled the learning of responsible practices, we analyzed app agency throughout four moments of translation: problematization, interessement, enrolment, and mobilization. Based on our analysis of how studentsâ app mentions changed over time, we further theorize learning as a sequence of subtranslations that form the larger translation process: learning as translation(s). Each subtranslation cycle is centered on enrolling a different set of human and nonhuman actors, with their competence, into the network. We contribute to the learning for responsibility field by showcasing how app-enabled learning may create real-life actor networks enacting responsibility, and by priming an actor-network pedagogy for âlearning in the wild.â We also contribute to the actor-network learning discussion by conceptualizing heterogeneous humanânonhuman competence and the first processual model of learning as translation(s)
Constructive chaos : case study of student learning in a grade 5 one-to-one computing environment
Educators are being asked to transform traditional pedagogy to include strategies, resources and tools to accommodate 21st century learning (Jacobs, 2010; Stansbury, 2010; U.S. Department of Education, 2010). This thesis analyzes strategies used in a grade five one-to-one learning environment to enrich learning and accommodate 21st century skills. Analysis of qualitative data is provided through a detailed description of emergent information within a case study. Results are presented on three specific strategies used to enrich learning within the technology-based environment. The findings may be useful not only to teachers but administrators, leaders and instructional designers within the educational field.
21st Century teaching and learning presents a holistic view, combining key elements including: core subjects, learning and innovation skills, information, media and technology skills and life and career skills (Partnership for 21st Century Skills, 2004). âThe 21st Century learning model calls for significant paradigm shift in what is taught, how it is taught and how progress is assessedâ (21st Century Learning Associates Inc., 2010). The transformation to integrate technology-based learning with pedagogy, although essential to the 21st Century learning model (21st Century Learning Associates Inc., 2010), may be leaving a number of educators âstuckâ not understanding what is being asked of them or where to begin.
In an attempt to better understand instructional and learning processes used for 21st Century teaching and learning, this research study focuses on three strategies: one-to-one (1:1) computing, instructional design (ID) and differentiated instruction (DI). Strategies are analyzed on the enrichment effect each of the variables have on a grade five learning environment for the development of 21st century skills.
Qualitative participant data are presented through a case study approach. The qualitative data analysis software Nvivo9âą is used to organize and categorize jumbled results of semi-structured interviews, direct classroom observations and documentation.
Results of the research study are descriptive in nature characterizing, how each of the three strategies (1:1 computing, ID and DI) influenced teaching and learning within the grade five technology-based learning environment. Processes (instructional and learning) are highlighted as a result of the research study.
One may view this thesis as an instructional design thesis, drafting a blueprint for enriching instruction within a technology-based learning environment. Teachers, educational leaders, instructional designers and others involved with 1:1 computing, ID and DI may find the results of this thesis significant to assist with a holistic view towards 21st century teaching and learning