12,657 research outputs found
Rich environments for active learning in action: Problemâbased learning
Rich Environments for Active Learning (REALs) are comprehensive instructional systems that are consistent with constructivist theories. They promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higherâorder thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learningâtoâlearn within authentic contexts using realistic tasks and performances. ProblemâBased Learning (PBL) is an instructional methodology that can be used to create REALs. PBL's studentâcentred approach engages students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, PBL and REALs are a response to teacherâcentred educational practices that promote the development of inert knowledge, such as conventional teacherâtoâstudent knowledge dissemination activities. In this article, we compare existing assumptions underlying teacherâdirected educational practice with new assumptions that promote problem solving and higherâlevel thinking by putting students at the centre of learning activities. We also examine the theoretical foundation that supports these new assumptions and the need for REALs. Finally, we describe each REAL characteristic and provide supporting examples of REALs in action using PB
Designing for interaction
At present, the design of computer-supported group-based learning (CS)GBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as âcooperative learningâ and âcollaborative learningâ. Critical review reveals these concepts as insufficiently substantial to serve as a basis for (CS)GBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing (CS)GBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to (CS)GBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster (CS)GBL design that focuses on the heart of the matter: interaction
Learning recursively: integrating PBL as an authentic problem experience [Plenary presentation]
[Abstract]:
Problem based learning (PBL) is widely recognised as a desirable approach to education of future professionals. One strong basis for its appeal is the use of authentic problems of practice, which make the relevance of what is being learned apparent to the learners and encourage development of attitudes and skills that will be central to continuing professional growth beyond graduation. However, the change from traditional lecture-based courses to PBL presents challenges to educators and the institutions in which they work. In many respects, the implementation of PBL can be itself an experience in PBL for the educator. This presentation will address some of the challenges associated with integrating PBL in a university setting from the perspective of those who design and teach courses using PBL, which will be understood as a spectrum of practices rather than a single approach that must be replicated in every instance
THE EFFECTS OF EMBEDDING FORMATIVE ASSESSMENT MEASURES IN A PROBLEM--BASED LEARNING MATHEMATICS CURRICULUM FOR MIDDLE SCHOOL STUDENTS
Student performance in the area of mathematics is a topic of national concern in the United States, with several reports documenting the need for effective instruction to boost student achievement. However, what type of math instruction will most effectively raise student achievement for students with disabilities (SWD) remains a matter of debate. Problem-based learning (PBL) is a promising methodology for engaging and motivating studentsâ learning while increasing their math skills. Enhanced Anchored Instruction (EAI) is a form of problem-based learning, rooted in a constructivist framework, which guides students through complex problems through video anchors and context rich environments that has been shown to significantly improve math performance of SWD. Assessing student performance during PBL units is often difficult. Formative assessments supplement curriculum by allowing teachers to gather information and assess student learning during the course of instruction. However, despite the rise in formative assessment use, the effects of formative assessment in PBL curricula are rarely addressed. This study examined the effect of embedding formative assessments in the EAI curriculum on academic outcomes in middle school math classrooms. Results showed that problem solving performance did not improve with the addition of formative assessment and gains on computation performance were mixed
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'Democracy begins in conversationâ: the phenomenology of problem-based learning and legal education
Learning is complex for any number of reasons. One of these is that it doesnât take
place in a laboratory: it happens in real places, within and between real people, and
as a consequence it takes place in multi-factorial environments. At every stage of
learning in Higher Education (HE), from student choice of institution and programme,
to the transfer of learning from theory to practice, to a single institutionâs
or a teacherâs evaluation of teaching and learning, there are many causal factors that
affect educational process and outcome. The complexities and variables created by the
interaction of such multiple factors, well known in the field of education, make learning
a highly complex phenomenon to analyse and understand
SAPS and Digital Games: Improving Mathematics Transfer and Attitudes in Schools
Many suggest that digital games are a way to address problems with schools, yet research on their ability to promote problem solving, critical thinking, and twenty-first century skill sets appears to be mixed. In this chapter, I suggest that the problem lies not with digital games, but with our conceptualization of what it means to promote problem solving and critical thinking, and how transfer of such skills works in general and, specifically, with games. The power of digital games lies not in some magical power of the medium, but from embedded theories (e.g., situated learning and problem-centered instruction) and from good instructional design (the principles of learning and teaching to which all good instruction must adhere). This chapter describes situated, authentic problem solving (SAPS): a model to explain how digital games can promote transfer and improve attitudes toward mathematics. By examining research on the instructional practices (situated learning) and outcomes (transfer, problem solving, attitudes) that lie at the heart of SAPS, we can chart a path forward for best practices of digital games in mathematics education
Anchored Asynchronous Online Discussions: Supporting Learning Conceptions
Online discussions show promise for improving studentsâ learning. We conducted two case studies to explore the potential benefits of using anchoring in asynchronous online discussions. We compared anchored asynchronous online discussions (AAODs) with standard asynchronous online discussions (AODs) on studentsâ experience and learning in a blended environment. Qualitative data were obtained from students based on a âtake-homeâ essay. The studentsâ answers were coded and analyzed for differences using open, axial, and selective methods. We found that AAODs were more likely to be perceived as helping improve understanding, problem solving, comprehension, and social learning. AAOD students reported more enjoyable and positive experiences with AAODs. Overall, a significantly higher number of AAOD undergraduate students stated that they would like to use online discussions in future courses. The implications for this study are notable for theory and practice. AAODs can increase sharing of ideas, perspectives, and support learning conceptions
Self-regulation and computer based learning
In recent years, interest in self-regulated learning has risen considerably. While self-regulatory activities are controlled cognitively, they encompass more than the monitoring of cognitive activities. Motivational and emotional processes are also important in learning and they too need to be regulated. At the same time, multimedia computer programs and theInternet have come to play un important role in present day 's learning environments. The question therefore arises as to what extent these new technologies facilitate the acquisition and improvement of self-regulated learning strategies. In the present article, we first explore the field of self-regulated learning and then try to come up with un answer to the question posed.En los Ășltimos años, el interĂ©s por el aprendizaje autorregulado se ha desarrollado considerablemente. Aunque las actividades autorreguladas son controladas cognitivamente, abarcan mĂĄs que el control de las actividades cognitivas. Los procesos motivacionales y emocionales tambiĂ©n son importantes en el aprendizaje y tambiĂ©n requieren ser controlados. Al mismo tiempo los programas multimedia e Internet han logrado unpapel importante en los entornos de aprendizaje y se presenta la pregunta de si las nuevas tecnologĂas facilitan la adquisiciĂłn y el perfeccionamiento de las estrategias autorregulativas. En este articulo exploramos primero el campo de aprendizaje autorregulado y despuĂ©s tratamos de dar una respuesta a la pregunta planteada
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