72,683 research outputs found

    Measuring measuring: Toward a theory of proficiency with the Constructing Measures framework

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    This paper is relevant to measurement educators who are interested in the variability of understanding and use of the four building blocks in the Constructing Measures framework (Wilson, 2005). It proposes a uni-dimensional structure for understanding Wilson’s framework, and explores the evidence for and against this conceptualization. Constructed and fixed choice response items are utilized to collect responses from 72 participants who range in experience and expertise with constructing measures. The data was scored by two raters and was analyzed with the Rasch partial credit model using ConQuest (1998). Guided by the 1999 Testing Standards, analyses of validity and reliability evidence provide support for the construct theory and limited uses of the instrument pending item design modifications

    Exploring Current Practice of Using Technology to Support Collaborative Argumentation in Science Classrooms

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    The purpose of this qualitative study was to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employed qualitative case study and drew on data sources of interviews and observations. This study identified two themes. Six teachers regarded scientific argumentation as an important science practice, but five of them integrated this practice into their science class without formally introducing it. All teachers integrated different forms of technology to engage students in scientific argumentation. In this study, the findings suggested there is a need to provide professional development for teachers to learn about scientific argumentation. The findings can be used as a basis for the design and development of professional development training experiences for in-servic

    Collaboration in the Semantic Grid: a Basis for e-Learning

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    The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

    Exploring The Impact Of Configuration And Mode Of Input On Group Dynamics In Computing

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    Objectives: Large displays and new technologies for interacting with computers offer a rich area for the development of new tools to facilitate collaborative concept mapping activities. In this thesis, WiiConcept is described as a tool designed to allow the use of multiple WiiRemotes for the collaborative creation of concept maps, with and without gestures. Subsequent investigation of participants' use of the system considers the effect of single and multiple input streams when using the software with and without gestures and the impact upon group concept mapping process outcomes and interactions when using a large display. Methods: Data is presented from an exploratory study of twenty two students who have used the tool. Half of the pairs used two WiiRemotes, while the remainder used one WiiRemote. All pairs created one map without gestures and one map with gestures. Data about their maps, interactions and responses to the tool were collected. Results: Analysis of coded transcripts indicates that one-controller afforded higher levels of interaction, with the use of gestures also increasing the number of interactions seen. Additionally, the result indicated that there were significantly more interactions of the 'shows solidarity', 'gives orientation', and 'gives opinion' categories (defined by the Bales' interaction processes assessment), when using one-controller as opposed to two. Furthermore, there were more interactions for the 'shows solidarity', 'tension release', 'gives orientation' and 'shows tension' categories when using gestures as opposed to the non-use of gestures. Additionally, there were no significant differences in the perceived dominance of individuals, as measured on the social dominance scales, for the amount of interaction displayed, however, there was a significant main effect of group conversational control score on the 'gives orientation' construct, with a higher number of interactions for low, mixed and high scores of this type when dyads had one-controller as opposed to two-controllers. There was also a significant interaction effect of group conversational control score on the 'shows solidarity' construct with a higher number of interactions for all scores of this type when dyads had one-controller as opposed to two-controllers. The results also indicate that for the WiiConcept there was no difference between number of controllers in the detail in the maps, and that all users found the tool to be useful for the collaborative creation of concept maps. At the same time, engaging in disagreement was related to the amount of nodes created with disagreement leading to more nodes being created. Conclusions: Use of one-controller afforded higher levels of interaction, with gestures also increasing the number of interactions seen. If a particular type of interaction is associated with more nodes, there might also be some argument for only using one-controller with gestures enabled to promote cognitive conflict within groups. All participants responded that the tool was relatively easy to use and engaging, which suggests that this tool could be integrated into collaborative concept mapping activities, allowing for greater collaborative knowledge building and sharing of knowledge, due to the increased levels of interaction for one-controller. As research has shown concept mapping can be useful for promoting the understanding of complex ideas, therefore the adoption of the WiiConcept tool as part of a small group learning activity may lead to deeper levels of understanding. Additionally, the use of gestures suggests that this mode of input does not affect the amount of words, nodes, and edges created in a concept map. Further research, over a longer period of time, may see improvement with this form of interaction, with increased mastery of gestural movement leading to greater detail of conceptual mapping

    Preservice Teachers Respond to And Tango Makes Three: Deconstructing Disciplinary Power and the Heteronormative in Teacher Education

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    This study employs Foucauldian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing ‘homosexuality,’ ‘education’ and ‘teacher’ in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses found in newspaper stories involving teachers and public schools that address conflicting views of homosexuality. The macro context analysis indicates two binary teacher subject positions: martyred (unemployed) teacher/silent (employed) teacher and sophisticated teacher/unsophisticated teacher. The micro context analysis is of preservice teachers\u27 responses to And Tango Makes Three, a picture book by Richardson and Parnell. This analysis demonstrates how preservice teachers take up and negotiate teacher subject positions found in the macro analysis. Combined, the analyses allow the researchers to consider how preservice teachers\u27 performances of teacher subjectivity open up possibilities for re-imagining new teacher subject positions and what this might mean for the practice of teacher educators
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