The Development and Implementation of a Multimedia Program that Uses Analogies in Senior High School Chemistry to Enhance Student Learning of Chemical Equilibrium

In this thesis, you will find a review the development process of a multimedia presentation designed to assist the teaching of chemical equilibrium using analogies. The objective of this thesis is to report on the process of designing animated analogies and the subsequent employment of these analogies in a teaching program for grades 11 and 12 students. This thesis describes a case study in the effective use of technology in the classroom based on established research in the field of analogical thinking. The work begins with a review of relevant literature from the fields of constructivism, collaborative learning and multimedia in education. The design phase of the research sought to discover if analogies for chemical equilibrium could be successfully transferred to a multimedia presentation on a computer. The subsequent testing of the software endeavoured to discover the most appropriate teaching strategies and if the use of such a program could enhance the learning process for students. The work resulted in a completed CDROM with full teaching program included which you will find attached to this thesis. The results indicate that the experience was a positive one and that there is some evidence to show increased ability in the students in their attempts to understand a conceptually difficult area of chemistry theory

Towards Visual Analytics for Teachers’ Dynamic Diagnostic Pedagogical Decision-Making

The focus of this paper is to delineate and discuss design considerations for supporting teachers\u27 dynamic diagnostic decision-making in classrooms of the 21st century. Based on the Next Generation Teaching Education and Learning for Life (NEXT-TELL) European Commission integrated project, we envision classrooms of the 21st century to (a) incorporate 1:1 computing, (b) provide computational as well as methodological support for teachers to design, deploy and assess learning activities and (c) immerse students in rich, personalized and varied learning activities in information ecologies resulting in high-performance, high-density, high-bandwidth, and data-rich classrooms. In contrast to existing research in educational data mining and learning analytics, our vision is to employ visual analytics techniques and tools to support teachers dynamic diagnostic pedagogical decision-making in real-time and in actual classrooms. The primary benefits of our vision is that learning analytics becomes an integral part of the teaching profession so that teachers can provide timely, meaningful, and actionable formative assessments to on-going learning activities in-situ. Integrating emerging developments in visual analytics and the established methodological approach of design-based research (DBR) in the learning sciences, we introduce a new method called Teaching Analytics and explore a triadic model of teaching analytics (TMTA). TMTA adapts and extends the Pair Analytics method in visual analytics which in turn was inspired by the pair programming model of the extreme programming paradigm. Our preliminary vision of TMTA consists of a collocated collaborative triad of a Teaching Expert (TE), a Visual Analytics Expert (VAE), and a Design-Based Research Expert (DBRE) analyzing, interpreting and acting upon real-time data being generated by students\u27 learning activities by using a range of visual analytics tools. We propose an implementation of TMTA using open learner models (OLM) and conclude with an outline of future work

Teachers' attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation

"Fifty-six teachers, from four European countries, were interviewed to ascertain their attitudes to and beliefs about the Collaborative Learning Environments (CLEs) which were designed under the Innovative Technologies for Collaborative Learning Project. Their responses were analysed using categories based on a model from cultural-historical activity theory [Engestrom, Y. (1987). Learning by expanding.- An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engestrom, Y., Engestrom, R., & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century. Oxford: Blackwell Publishers]. The teachers were positive about CLEs and their possible role in initiating pedagogical innovation and enhancing personal professional development. This positive perception held across cultures and national boundaries. Teachers were aware of the fact that demanding planning was needed for successful implementations of CLEs. However, the specific strategies through which the teachers can guide students' inquiries in CLEs and the assessment of new competencies that may characterize student performance in the CLEs were poorly represented in the teachers' reflections on CLEs. The attitudes and beliefs of the teachers from separate countries had many similarities, but there were also some clear differences, which are discussed in the article. (c) 2005 Elsevier Ltd. All rights reserved.""Fifty-six teachers, from four European countries, were interviewed to ascertain their attitudes to and beliefs about the Collaborative Learning Environments (CLEs) which were designed under the Innovative Technologies for Collaborative Learning Project. Their responses were analysed using categories based on a model from cultural-historical activity theory [Engestrom, Y. (1987). Learning by expanding.- An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engestrom, Y., Engestrom, R., & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century. Oxford: Blackwell Publishers]. The teachers were positive about CLEs and their possible role in initiating pedagogical innovation and enhancing personal professional development. This positive perception held across cultures and national boundaries. Teachers were aware of the fact that demanding planning was needed for successful implementations of CLEs. However, the specific strategies through which the teachers can guide students' inquiries in CLEs and the assessment of new competencies that may characterize student performance in the CLEs were poorly represented in the teachers' reflections on CLEs. The attitudes and beliefs of the teachers from separate countries had many similarities, but there were also some clear differences, which are discussed in the article. (c) 2005 Elsevier Ltd. All rights reserved.""Fifty-six teachers, from four European countries, were interviewed to ascertain their attitudes to and beliefs about the Collaborative Learning Environments (CLEs) which were designed under the Innovative Technologies for Collaborative Learning Project. Their responses were analysed using categories based on a model from cultural-historical activity theory [Engestrom, Y. (1987). Learning by expanding.- An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engestrom, Y., Engestrom, R., & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century. Oxford: Blackwell Publishers]. The teachers were positive about CLEs and their possible role in initiating pedagogical innovation and enhancing personal professional development. This positive perception held across cultures and national boundaries. Teachers were aware of the fact that demanding planning was needed for successful implementations of CLEs. However, the specific strategies through which the teachers can guide students' inquiries in CLEs and the assessment of new competencies that may characterize student performance in the CLEs were poorly represented in the teachers' reflections on CLEs. The attitudes and beliefs of the teachers from separate countries had many similarities, but there were also some clear differences, which are discussed in the article. (c) 2005 Elsevier Ltd. All rights reserved."Peer reviewe

COVID-19 catalyst: emergent pedagogies and a DIAgram framework

The global COVID-19 pandemic has delivered extraordinary challenges across geographies as well as practices, and clearly academia has not been spared. While the events of 2020 and 2021 have revealed some limits to teaching in the ‘old (pre-pandemic) normal’, technology-supported pedagogies have been emerging for several years. This pandemic has been a potent catalyst, not only for ad-hoc adaptation, but potentially for long-term change and improvement. The ‘old normal’ is now long passed, and approaches to learning and teaching continue to explore new ground. This article draws on the work of Built Environments Learning + Teaching (BEL+T), an academic group within the Faculty of Architecture, Building and Planning at the University of Melbourne. The BEL+T group applies creative problem-solving and design-led approaches, evidence-based research methodologies and project-focused consultancy to improve teaching quality and student engagement in built environment disciplines. The following sections introduce a learning design framework – the Delivery, Interaction, Assessment (DIA) framework – which was developed by BEL+T as a tool to communicate with and support staff throughout 2020 and 2021, and continues to be used to support teaching efforts. The translation of the elements of the DIA framework and its related ‘DIAgram’ to specific learning activities are presented in the following sections ‘on the (virtual) ground’. Some emergent pedagogies for virtual learning environments (VLEs) are outlined, exploring relationships between students, teachers, objects, sites and VLEs for learning, alongside implications for teacher presence and performance online. These key factors have influenced online approaches both before and since the onset of the pandemic. They deliver implications for emergent hybrid approaches such as dual delivery and blended synchronous learning, which are in turn driven by the needs of a still-distributed student cohort and the challenges of ongoing unpredictability

Remedial Education for Black Children in Rural South Africa: An Exploration of Success Using Evolutionary Innovation Theory

remedial, South Africa, rural

JuxtaLearn D3.2 Performance Framework

This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed

The Effects of Self-Regulated Learning Training on Teachers’ Self-Regulated Learning, Self-Efficacy for Teaching, and Perceived Instructional Effectiveness in Computer-Supported Collaborative Learning Environments

The effects of training on teachers’ self-regulated learning (SRL), self-efficacy for teaching, and perceived instructional effectiveness in computer-supported collaborative learning (CSCL) environments were investigated. Participants were 80 K-12 teachers who had recently transitioned to teaching in a CSCL environment when schools closed in response to the COVID- 19 pandemic. The researcher also explored how teachers use SRL skills in their learning and instruction. Training consisted of weekly collaborative meetings addressing pedagogy and technology connections. Participants in the treatment group received explicit training in SRL and practice applying concepts to their learning and instruction. Participants in both group conditions engaged in activities fostering reflection, goal setting, planning, monitoring, and motivation for learning and teaching in a CSCL environment. The quantitative results revealed no group differences between teachers’ SRL, self-efficacy for teaching, and perceived instructional effectiveness in CSCL. However, analyses of follow-up interviews and participants’ weekly reflections throughout the training intervention showed teachers in the treatment group more frequently and with greater specificity described their SRL skills by comparison to the teachers who did not receive explicit SRL training. These findings suggest training in SRL in CSCL environments likely contributes to teachers’ professional knowledge and skills as instructors in CSCL environments. Additionally, the granularity of measures likely impacts detection of SRL, self-efficacy for teaching, and perceived instructional effectiveness in CSCL environments

Proposed Principles for Promoting Pre-service Teacher Transfer of Group-based Learning to the Classroom: A Discussion Paper

The effective ‘transfer’ of knowledge and skills from university to the workplace is of global interest, yet this area of inquiry lacks research. Teacher educators, for example, require information on how to advance pre-service teachers’ transfer of group-based learning to the primary school classroom (Scott & Baker, 2003). Group-based learning (GBL) is a valued means of developing learners’ group work, personal attributes and interpersonal skills, and in the case pre-service teachers their professional skills.. Graduate teachers do not necessarily generalise GBL pedagogy to the classroom. This discussion paper draws from a qualitative case study that examined this pedagogy in a pre-service teacher education program at a University. The case study revealed three core GBL issues: ‘consistency and coherence’; ‘equity and fairness’; ‘pragmatism and adding value’. This paper proposes four principles of effective transfer and examines how, in relation to these three issues, these principles can promote effective transfer

A case study of developing ICT-supported pedagogy through a collegial practice transfer process

Peer reviewe

Investigation 7. Instrumental genesis in technology mediated learning : From double stimulation to expansive knowledge practices

The purpose of the present paper is to examine the sociocultural foundations of technology-mediated collaborative learning. Toward that end, we discuss the role of artifacts in knowledge-creating inquiry, relying on the theoretical ideas of Carl Bereiter, Merlin Donald, Pierre Rabardel, Keith Sawyer, and L. S. Vygotsky. We argue that epistemic mediation triggers expanded inquiry and plays a crucial role in knowledge creation; such mediation involves using CSCL technologies to create epistemic artifacts for crystallizing cognitive processes, remediating subsequent activity, and building an evolving body of knowledge. Productive integration of CSCL technologies as instruments of learning and instruction is a developmental process: it requires iterative efforts across extended periods of time. Going through such a process of instrumental genesis requires transforming a cognitive-cultural operating system of activity, thus “reformatting” the brain and the mind. Because of the required profound personal and social transformations, one sees that innovative knowledge-building practices emerge, socially, through extended expansive learning cycles.Peer reviewe