48,833 research outputs found
Using Data in Undergraduate Science Classrooms
Provides pedagogical insight concerning the skill of using data The resource being annotated is: http://www.dlese.org/dds/catalog_DATA-CLASS-000-000-000-007.htm
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Solved! Making the case for collaborative problem-solving
This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it. Key findings Collaborative problem-solving (CPS) is an increasingly important skill to teach young people in order to prepare them for the future. Despite strong evidence for its impact, CPS is rarely taught in schools but if structured well it can reinforce knowledge and improve attainment. Significant barriers exist for teachers implementing this practice, from behaviour management to curriculum coverage, to task-design. For CPS to gain ground, a concerted shift is needed including teacher training, better resources and system level support. This report is part of Nestaâs ongoing commitment to equipping young people with the skills they need to succeed. It makes a series of recommendations on how organisations and policymakers can help support and embrace the implementation of CPS. Nesta is following this up with a series of small-scale pilots of aligned programmes in order to evaluate impact and explore how CPS can be implemented in a range of practical settings. Policy recommendations Stimulate production of quality collaborative problem-solving (CPS) resources and training, from primary education onwards. Fund existing, aligned programmes to scale and evaluate impact. Educate and involve the out-of-school learning sector and volunteer educators. Develop smarter collaborative problem-solving assessment methods. Help higher education organisations and MOOCs to track what works
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
Using Technology to Support At-Risk Students' Learning
A new report finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk
Constructing knowledge: an experience of active and collaborative learning in an ICT classroom
This paper reports on the impact of the implementation of active and collaborative practices in ICT (information
and communication technologies) classrooms. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a higher level. The question is: how do you do all that? This research describes a specific environment that makes use of collaborative tools, like wikis and forums within an e-learning platform and of specific CRM (customer relationship management) software. In order to analyze how this learning environment
gets learners actively involved in learning and working together in productive ways, students were surveyed by responding to questionnaires. Several cause-effect relations underlying the teaching-learning methodology and the studentsâ performance are discussed
Investigation into energy performance of a school building in a hot climate: Optimum of window-to-wall ratio.
Global attention is currently focussed on developing techniques to improve the thermal performance of
buildings to provide indoor comfort with minimum reliance on energy load. Several studies have investigated
building facade, materials used and other factors involved in building design. The aim of this
study is to examine the impact of thermal insulation, shading devices, window-to-wall ratio (WWR) and
a combination of these factors in a prototype school building design in the warm climate city of
Taif, Saudi Arabia. The study used various methods classified into two main phases. The first phase
involved on-site observation where both thermal imaging and regular cameras were used to examine
the influence of orientation on glazing as a baseline. The second phase involved advanced software
investigations with 2D AutoCAD, 3D Revit and computer modelling for energy evaluation and daylight
factor. A detailed framework was introduced to examine current school buildings and to improve the
future designs of prototype school buildings. The study revealed that a combination of applying thermal
insulation along with minimising WWR is required in existing buildings within hot and dry regions.
Furthermore, it was recommended that WWR should not exceed 35%, 25% and 20% for northwest,
southeast and southwest building facades, respectively
Report on the Implementation of Work Package 4 âSelection and Testing New ICT Toolsâ in the Framework of the IRNet Project
This article, prepared by an international team of authors â researchers from
different scientific areas, connected with ICT, e-learning, pedagogy, and other
related disciplines â focuses on the objectives and some results of the IRNet
international project. In particular, this article describes the research tools, methods,
and some procedures of the Work Package 4 (WP4) âSelection and Testing New ICT toolsâ: Objectives, Tasks, Deliverables, and implementation of research trips.
Researchers from partner universities have analysed the results of WP4 in the
context of the next stages and Work Packages of the IRNet project â International
Research Network
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