41,808 research outputs found
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Mindful Assessment in Support of Student Learning.
This article takes a critical look at inherited assessment practices,
and explores alternative, more mindful approaches. Rather than just
measure student performance levels at the end of a unit, educative
assessment should provide information that can actually help improve
student performance. Mindful assessment is an embodied, affective,
and cognitive experience that undergirds and celebrates the entire
learning process. We propose and provide examples of dialectical
evaluative practices that invite students into, guide students through,
and take students beyond learning in the classroom in ways that
honor their agency as whole persons
The vocational ID : connecting life design counselling and personality systems interaction theory
We introduce the Vocational ID that integrates linguistic and visual representations of a career counselling clientâs self. Based upon findings from the Life Design paradigm and the Personality Systems Interaction theory, the Vocational ID facilitates working on clients' vocational identity. In this article, we present the theoretical framework, its practical applications, and a case study
Review on learning orientations
The need has arises towards the consideration of individual difference to let learners engage in and responsible for their own learning, retain information longer, apply the knowledge more effectively, have positive attitudes towards the subject, have more interest in learning materials, score higher and have high intrinsic motivation level. As regard to the importance of individual differences, Martinez (2000) has grounded a new theory, which is Intentional Learning Theory that covered individual aspects of cognitive, intention, social and emotion. This theory hypothesizes that the fundamental of understanding how individual learns, interact with an environment, performs, engages in learning, experiences learning, and assimilate and accommodate the new knowledge is by understanding individualâs fundamental emotions and intentions about how to use learning, why it is important, when the suitable time, and how it can accomplish personal goals and change. The intent of this theory is to focus on emotions and intentions of an individual regarding why, when and how learning goals are organized, processed, and achieved. In conclusion, Learning Orientations introduced by this theory describes the disposition of an individual in approaching, managing and achieving their learning intentionally and differently from others
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Out there and in here: design for blended scientific inquiry learning
One of the beneïŹts of mobile technologies is to combine âthe digitalâ (e.g., data, information, photos) with âïŹeldâ experiences in novel ways that are contextualized by peopleâs current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the ïŹeld and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The ïŹrst deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two ïŹeld trials have reviewed two research questions:
1. What will enhance the learning experience for those in the ïŹeld and laboratory?
2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration?
This paper focuses on describing the iterative linked development of technologies and scientiïŹc inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to speciïŹc investigation). Middleware between tabletop âsurfaceâ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial ïŹndings reveal issues around equity, ownership and professional identity
The influence of peer group response: Building a teacher and student expertise in the writing classroom
New Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on studentsâ literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed in the USA, a team of researchers from the University of Waikato (New Zealand) and teachers from primary and secondary schools in the region collaborated to âtalkâ and âdoâ writing by building a community of practice. The effects of writing workshop experiences and the transformation this has on teachersâ professional identities, self-efficacy, and their studentsâ learning provided the research focus. This paper draws mostly on data collected during the first cycle of the two-year project. It discusses the influence of peer group response â a case study teacherâs workshop experiences that transformed her professional identity, building her confidence and deepening her understandings of self as writer and ultimately transforming this expertise into her writing classroom practice
Student profiling in a dispositional learning analytics application using formative assessment
How learning disposition data can help us translating learning feedback from a learning analytics application into actionable learning interventions, is the main focus of this empirical study. It extends previous work where the focus was on deriving timely prediction models in a data rich context, encompassing trace data from learning management systems, formative assessment data, e-tutorial trace data as well as learning dispositions. In this same educational context, the current study investigates how the application of cluster analysis based on e-tutorial trace data allows student profiling into different at-risk groups, and how these at-risk groups can be characterized with the help of learning disposition data. It is our conjecture that establishing a chain of antecedent-consequence relationships starting from learning disposition, through student activity in e-tutorials and formative assessment performance, to course performance, adds a crucial dimension to current learning analytics studies: that of profiling students with descriptors that easily lend themselves to the design of educational interventions
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Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools.
It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks whichâin turnâwould promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., âthe ability to understand the combined potential of various modes for making meaningâ (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy
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