Design of interactive visualization of models and students data

This document reports the design of the interactive visualizations of open student models that will be performed in GRAPPLE. The visualizations will be based on data stored in the domain model and student model, and aim at supporting learners to be more engaged in the learning process, and instructors in assisting the learners

Blended learning in the wake of ICT infrastructure deficiencies: The case of a Zimbabwean University

In the wake of debates between actors in the Zimbabwean higher education sector about the effectiveness of e-learning models, it is important to investigate the effectiveness of using blended learning at a time when infrastructure challenges are disrupting ICT access. This paper aims to address this quest for a deeper understanding by investigating students\u27 perceptions of blended learning at a selected Zimbabwean university. Twelve in-depth interviews were conducted with students from a Zimbabwean university that employs blended learning under an interpretivist paradigm. Vygotsky\u27s Zone of Proximal Development (ZPD) was used for conceptualising students\u27 cognitive development and Engestrom\u27s (2003) Third-generation Activity Theory(AT) as a framework for assessing the home and the university activity systems that characterise blended learning. Findings show that blended learning can be implemented in universities with poor ICT infrastructure since asynchronous blended learning using learning management systems such as Moodle allows content to be downloaded from connected areas for offline study. The study contributes to policies on the implementation of blended learning in institutions of higher learning by showing how it enables cognitive development in the ZPD

An Exploratory Study of the Factors That Impact on the Application of Online Learning at the Department of Planning and Infrastructure of Western Australia

There is a growing necessity in today\u27s globalised and dynamic business environments for learning systems to be capable of generating the continuous learning needs of the workforces within them. In adapting to their changing environments learning workers are not only required to continuously gather new information but also to transform it into understanding within their local contexts. Much praise has been placed on the capability of new learning technologies such as online learning in supporting organisations learning processes. However, relative limited research has been undertaken on how these new learning technologies support workers in learning processes, how these new learning technologies are implemented and operate within organisational contexts, and the nature of the learning subsequently generated. This study explores how workplace learning contexts mediate the processes of learning (Garrick, 1998 p.69) and improve understanding on how this affects the implementation of Online learning. Many organisations have promoted Online Learning for its capability in providing a seemingly unlimited information source; flexible access, cost effectiveness and functionality (Schreiber & Berge, 1998). This study suggests that leaning outcomes generated by online learning practices, rather than being primarily correlated with the capabilities of the technology, are mediated by organisations\u27 learning agendas, learning culture and learning context. This exploratory study acknowledges this view and focuses on how the active nature of learners\u27 constructs and the local context in which learning occurs affects the outcomes of learning generated. This study focuses upon a case study at the West Australian Department of Planning and Infrastructure of (DPI) and applies Jonassen\u27s (2000) principle, that the values and beliefs of the forces controlling the technology determines if it is used to transmit or to transform knowledge. The study\u27s parameters are guided by a theoretical framework adapted from McKenna\u27s (1999) Meta-Learning Process and a qualitative methodology protocol described by Yin (1994). The perceptions of a cross section of organisational members at the DPI are used to improve understanding of the mediating relationships involved in the dialects of learning at the DPI. The three main conclusions drawn from the research are that: first, despite the capabilities of the technology to facilitate a range of learning outcomes, the findings indicate that perceived online learning outcomes at the DPI mirror the learning goals imposed by its current organisational learning agenda. Secondly, the findings indicate that local discourses of leadership, culture, structure and strategy reinforce the learning values and beliefs imposed by the learning agenda. Thirdly, the findings indicate that the mediating relationship between learning agenda and the role of online learning technology has prioritised Compliance orientated organisational learning goals and Transmissive learning approaches. In conclusion, the study indicates that the current learning agenda is part of the cultural pattern and a prisoner of that pattern

Knowledge mentoring as a framework for designing computer-based agents for supporting musical composition learning

An approach to the design of teaching agents in problem-seeking domains - that is based on a systematic relationship between theoretical framework, analysis of empirical data, computational model and computational implementation - has been developed. The theoretical framework, called the Knowledge Mentoring framework (KMf), was developed to investigate how studies of dialogue and interaction can be exploited in a practical way by designers of computer-based teaching agents. A particular focus was the following musical education problem: when interacting with a computer-based music system, many students do not spontaneously reflect on their activity, they often need to be encouraged to do this. The KMf provides a taxonomy and definitions of the pedagogical goals involved in a 'mentoring' style of teaching. Mentoring is an approach to teaching that aims to support learners' creative, metacognitive and critical thinking, these being essential to musical composition and other open-ended, problem-seeking domains. This theoretical framework was used to guide the analysis and modelling of data produced by an empirical study of human teacher-learner interactions. Information on the temporal ordering of teacher-learner interactions was revealed (modelled as. state transition networks and a mentoring script). Findings from the analysis also included a pause taxonomy (that provided evidence of a link between pause length and learner ability) and the occurrence of reciprocal modelling (where participants in learning interactions built up models of the other participants' expectations). The theoretical framework and the analysis findings were then used to develop a computational model for teaching agents in problem-seeking domains. Aspects of our theory, analysis findings and computational model were incorporated into a computational implementation: a pre-prototype teaching agent called MetaMuse. A Cooperative Evaluation of MetaMuse with teacher-composers showed that it had the potential to promote creative reflection in learners

"Learnerships - an informal learning experience" : an inquiry into the impact of informal learning on learnerships in the footwear industry.

Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.The Skills Development Act (97 of 1988) introduced a new approach to the development of workrelated skills in South Africa. This Act provided the legal underpinnings for learnerships, which include both structured work experience (Le. a practical component) and instructional learning (i.e. a theory learning component). Learnerships are offered in an accredited workplace environment and culminate in a qualification that is registered on the National Qualifications Framework (NQF). Research studies support the view that informal learning accounts for over 75%-90% of the learning that takes place in organizations today. Although the majority of learning that occurs in the workplace is informal, little is, however, known about how such learning is best supported, encouraged and developed in a learnership programme. The impact of informal learning on learnerships must be seen as an essential ingredient for effective workplace skills programmes and the advancement of skills acquisition leading to qualifications and career planning resulting in a highly skilled workforce. This research study was prompted by the perception that the majority of workers in the footwear industry have a low formal educational level and are either non-skilled or semi-skilled, financial sustainability of the footwear industry and global competition. Learnerships are perceived to be a creative vehicle whereby workers are able to acquire basic production and manufacturing skills in the workplace through a Clothing, Textiles, Footwear and Leather (CTFL) learnership programme. This research study explores the factors in an education and training environment that enhance or inhibit informal learning opportunities and how these factors shape or impede informal learning, thus impacting on the performance of learners in a footwear learnership programme. Although no single theoretical framework of informal learning exists, this research study was informed and underpinned by the theoretical models of various experts in the field of informal 7 learning. Using an interpretivist paradigm the researcher opted to study the implementation of learnerships at one accredited training provider in the footwear industry. Data collection instruments provided rich, detailed qualitative data using semi-structured interviews, observations and document analysis within a case study approach. The findings of this study identified a number of overarching factors that enhanced or impeded informal learning in a footwear learnership programme that also impacted on the performance of learners

Improving School Improvement

PREFACEIn opening this volume, you might be thinking:Is another book on school improvement really needed?Clearly our answer is yes. Our analyses of prevailing school improvement legislation, planning, and literature indicates fundamental deficiencies, especially with respect to enhancing equity of opportunity and closing the achievement gap.Here is what our work uniquely brings to policy and planning tables:(1) An expanded framework for school improvement – We highlight that moving from a two- to a three-component policy and practice framework is essential for closing the opportunity and achievement gaps. (That is, expanding from focusing primarily on instruction and management/government concerns by establishing a third primary component to improve how schools address barriers to learning and teaching.)(2) An emphasis on integrating a deep understanding of motivation – We underscore that concerns about engagement, management of behavior, school climate, equity of opportunity, and student outcomes require an up-to-date grasp of motivation and especially intrinsic motivation.(3) Clarification of the nature and scope of personalized teaching – We define personalization as the process of matching learner motivation and capabilities and stress that it is the learner's perception that determines whether the match is a good one.(4) A reframing of remediation and special education – We formulate these processes as personalized special assistance that is applied in and out of classrooms and practiced in a sequential and hierarchical manner.(5) A prototype for transforming student and learning supports – We provide a framework for a unified, comprehensive, and equitable system designed to address barriers to learning and teaching and re-engage disconnected students and families.(6) A reworking of the leadership structure for whole school improvement --We outline how the operational infrastructure can and must be realigned in keeping with a three component school improvement framework.(7) A systemic approach to enhancing school-community collaboration – We delineate a leadership role for schools in outreaching to communities in order to work on shared concerns through a formal collaborative operational infrastructure that enables weaving together resources to advance the work.(8) An expanded framework for school accountability – We reframe school accountability to ensure a balanced approach that accounts for a shift to a three component school improvement policy.(9) Guidance for substantive, scalable, and sustainable systemic changes –We frame mechanisms and discuss lessons learned related to facilitating fundamental systemic changes and replicating and sustaining them across a district.The frameworks and practices presented are based on our many years of work in schools and from efforts to enhance school-community collaboration. We incorporate insights from various theories and the large body of relevant research and from lessons learned and shared by many school leaders and staff who strive everyday to do their best for children.Our emphasis on new directions in no way is meant to demean current efforts. We know that the demands placed on those working in schools go well beyond what anyone should be asked to do. Given the current working conditions in many schools, our intent is to help make the hard work generate better results. To this end, we highlight new directions and systemic pathways for improving school outcomes.Some of what we propose is difficult to accomplish. Hopefully, the fact that there are schools, districts, and state agencies already trailblazing the way will engender a sense of hope and encouragement to those committed to innovation.It will be obvious that our work owes much to many. We are especially grateful to those who are pioneering major systemic changes across the country. These leaders and so many in the field have generously offered their insights and wisdom. And, of course, we are indebted to hundreds of scholars whose research and writing is a shared treasure. As always, we take this opportunity to thank Perry Nelson and the host of graduate and undergraduate students at UCLA who contribute so much to our work each day, and to the many young people and their families who continue to teach us all.Respectfully submitted for your consideration,Howard Adelman & Linda Taylo

A Framework for Delivering Contextually Appropriate Opportunities for Warfighter Practice

Computer-based modeling and simulation has been a training staple in the military domain since the first aircraft simulators were adopted. More recently, virtual environments based on modeling, simulation and serious games, have introduced relatively low-cost, yet high value additions to the learning environment. As these virtual environments have proliferated, many researchers have investigated the relationship between theoretical foundations of learning, learner development and content delivery, and applied their findings in an attempt to bolster learning, yet performance deficiencies continue to exist. This study asserts that performance deficiencies exist in part because of insufficient contextually appropriate opportunities to practice. This work is multi-disciplinary in nature. Its foundation is modeling and simulation engineering; the use of technology to deliver training. Educational psychology and human factors concepts explain the theoretical basis for modeling and simulation as an effective training delivery agent. The study\u27s thesis is that a framework for delivering contextually appropriate opportunities for warfighter practice can be applied to discover whether modeling, simulation and game-based virtual environments have the potential to improve individual performance for learners beyond the Novice Stage (e.g., Competent Stage) of skills acquisition. Furthermore, this conceptually appropriate practice (CAP) framework can be used to assess the potential of low fidelity virtual environments to provide targeted practice and to improve individual performance, not only during training in high-fidelity virtual environments (near transfer) but also in the live environment (far transfer). To evaluate the thesis, this study investigates the relationship of technology and learning science, and features an empirical evaluation of training effectiveness afforded by delivering additional training repetitions using both low-fidelity virtual environment simulator systems and high-fidelity aircraft simulators

English language Proficiency in Fostering Professional and Vocational Academic Achievement: Students' Needs

Improving the quality of educational programs in vocational training courses intends to help Palestinian entrepreneurship education grow. This also underscores the Palestinian Ministry of Education's endeavors to improve English language professional competence. The Ministry provides support to English technical education learners requiring assistance in language skills especially listening and professional communication. This research delves into the requirements for English courses (ESP) for vocational learners by providing a reassessment of the purpose and learning skills. The researcher obtains the data through a questionnaire and semi-structured interviews. The outcomes of research analysis on integrated effective communication (35%), sentence construction concerns (30%), cognitive processing (20%), content complexity (10%), and composition competence (5%). The pursued themes in learning English for vocational-technical education are basic technical terms (20%), expertise in technical discipline or profession (25%), a wide spectrum of professions (20%), professional lifestyle (20%), and industry-specific competencies (15%). Interactive computer activities are the most widely utilized concerning the incorporation of advanced technologies in English classes (40%), followed by jigsaw puzzles (20 %), learning programs with a variety of choices (20 %), and fill-in-the-blanks dialogues or charts (20 %).  The interview with the English teachers reveals learners' urgent demand to develop their communicative competencies. They believe that changing the pedagogies of learning to suit the requirements of 21st-century advanced technology would help in fostering language performances. The researcher suggests conducting future studies related to course analysis to judge whether they meet the intended goals for teaching English to vocational learners.                                                                                                                                 &nbsp