Scaffolding problem-based learning with CSCL tools

Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress in CSCL, educational researchers are now exploring how to design digitally-implemented scaffolding tools to facilitate medical PBL. The "deteriorating patient" (DP) role play was created as a medical simulation that extends traditional PBL and can be implemented digitally. We present a case study of classroom usage of the DP role play that examines teacher scaffolding of PBL under two conditions: using a traditional whiteboard (TW) and using an interactive whiteboard (IW). The introduction of the IW technology changed the way that the teacher scaffolded the learning. The IW showed the teacher all the information shared within the various subgroups of a class, broadening the basis for informed classroom scaffolding. The visual records of IW usage demonstrated what students understood and reduced the need to structure the task. This allowed more time for engaging students in challenging situations by increasing the complexity of the problem. Although appropriate scaffolding is still based on the teacher's domain knowledge and pedagogy experience, technology can help by expanding the scaffolding choices that an instructor can make in a medical training context. © 2010 The Author(s).published_or_final_versionSpringer Open Choice, 01 Dec 201

Software scaffolds to promote regulation during scientific inquiry learning

This research addresses issues in the design of online scaffolds for regulation within inquiry learning environments. The learning environment in this study included a physics simulation, data analysis tools, and a model editor for students to create runnable models. A regulative support tool called the Process Coordinator (PC) was designed to assist students in planning, monitoring, and evaluating their investigative efforts within this environment. In an empirical evaluation, 20 dyads received a “full” version of the PC with regulative assistance; dyads in the control group (n = 15) worked with an “empty” PC which contained minimal structures for regulative support. Results showed that both the frequency and duration of regulative tool use differed in favor of the PC+ dyads, who also wrote better lab reports. PC− dyads viewed the content helpfiles more often and produced better domain models. Implications of these differential effects are discussed and suggestions for future research are advanced

Effects of Reading Styles on African-American Preschoolers of Disadvantage.

This study investigated the effects of two styles of storybook reading within the storybook reading event (SBRE) upon African-American preschoolers of disadvantage (AAP-D). One style, performance-oriented, was thought to be closer to cultural frameworks familiar for this population. This style was contrasted with the interactive style familiar to children of middle-class. Each style was utilized with two groups of five children (ten children per condition) across three storybooks, which were each read six times. Pre- and posttesting were used to determine changes in language (semantic and discourse ability, as measured by retelling), literacy, and world knowledge. A control group of five children received only pretesting and posttesting and no storybook reading. Weekly probes further examined retelling changes and response to comprehension questions with each book, and amount of engagement within the storybook reading event. Analysis of variance was employed in this quantitative study. Subjects ranged in age from 3 years, 9 months to 4 years, 9 months. Pretest-posttest measures of literacy knowledge and world knowledge indicated reliably greater gains by the groups receiving storybook reading as compared to the control group. Differences approached significance for story retelling between experimental and control groups. Means for the interactive condition were slightly higher than for performance-oriented on all measures, but both conditions resulted in improvements in retelling, literacy, and world knowledge. These results suggest that even short-term experiences with book reading are beneficial to a range of language and literacy skills for AAP-D children. Weekly probes of retelling, comprehension, and focused engagement suggested that SBRE benefit in these areas may be affected by the structure and contents of chosen books as well as the style of engagement. Important implications of this study are that both styles of reading appear to offer benefits to AAP-D, and that style use may need to be individualized to the age, stage, and book experience of children

Developing Epistemological Values in Students using Microsoft Excel(R) as a Software-Based Support Tool

This thesis project addresses student epistemological values through technology and independent laboratories. The literature provides evidence that students show greater learning when they are prompted to reflect and develop these epistemological values (Davis, 2003 Demetriadis et al., 2011; Edelson & Kyza, 2005; Reiser & Sandoval, 2004). Furthermore, in conjunctions with research that supports prompting, other research advocates for the development and use of more modern technologies (Edelson & Kyza, 2005; Keengwe et al., 2008; Kuhn, 2001; Maddux, 1998). As such, my culmination project consists of two virtual “lab notebooks.” These notebooks are made using Microsoft Excel® and consist of several quasi-intelligent macros that not only provide instant feedback, but also help guide students through the experimental process in a way akin to inquiry. While a completed series of these notebooks would show more scaffolding as the year progressed, the two I have created represent a student’s first and last experience with these notebooks

Rethinking distance education in China: Mobile-assisted language learning designs in a blended foreign language curriculum

In recent years, China’s distance education has largely adopted a blended learning approach. However the online aspects of learning are characterized by a lack of interactivity and individualization. This could change with the advent of mobile learning. Many web 2.0 tools that allow for collaborative interactions are compatible with mobile devices, and mobile learning can engage learners by offering a rich, informal, contextualized, situated and ubiquitous learning environment. Mobile learning can also be personalized as smartphones and other devices can be customized and learning resources can be tailor-made. This is very important for Chinese distance learners who have a wide age distribution and diverse learning experiences and therefore have individual learning needs and desires. It seems an opportune moment to integrate mobile-assisted language learning (MALL) into a blended foreign language curriculum. A collaborative project between The Open University UK and the Open University of China (Nanhai) enabled exploration of how MALL could be integrated in a blended foreign language curriculum for distance learners, from a learning/instructional design perspective. Based on a literature review, knowledge of the requirements and habits of Chinese distance learners gathered via a survey, and tutor feedback from a mobile learning pilot course, we present our findings and put forward a number of design principles that can guide mobile learning designs to support transformation of distance education in China

Solving Real World Problems With Alternate Reality Gaming: Student Experiences in the Global Village Playground Capstone Course Design

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering complex problem solving, as well as critical and creative thinking. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate what aspects of this problem-based, hybrid, course design students found most and least beneficial to their learning. Findings suggest strategies for designing technology-based learning environments to support complex problem solving. Specific recommendations pertain to scaffolding team-based problem solving, particularly concept development processes, interdependence among team members, and group self-organization

Application of Social Constructivism in Medical Education

The purpose of this study is to discuss the main principles and concepts of social constructivism, examine the literature on the application of social constructivism in medical education, and explore the meaning and limitations of the utilization of social constructivism with learning theory. A literature search was carried out in two stages, utilizing PubMed, CINAHL and Education Source databases. The first search included both fields (social constructivism AND medical education), while the second search was performed by subject (Vygotsky or ZPD or zone of proximal development or scaffolding AND medical education). A total of 96 papers were found through the first and second searches, and after reviewing the abstracts of all 96 papers, 41 papers were deemed suitable for research purposes. In medical education, social constructivism is applied in areas such as (1) social and cultural behaviors (hidden curriculum), (2) social construct of “meaning” (dialogue and discourse), (3) learner’s identity transformation (expert), and (4) instructional intervention (ZPD and scaffolding). Social constructivism has provided many ideas to explore in terms of the composition of knowledge in the sociocultural context of health care, but it has not demonstrated an explicit instructional method or educational effects.ope

Challenging the nuances of pain assessment with co-designed audio-visual simulations in nursing education: A descriptive study

Background: Appropriate management of pain remains a challenging issue. Surfacing nurses’ inherent assumptions about pain may lead to better pain management. This study developed and evaluated new audio-visual (AV) simulations for nursing students showcasing patient characteristics that may influence pain assessment. Methods: Descriptive pre/post intervention study informed by the STROBE framework. Participants were drawn from two Australian universities. Three AV simulations were codesigned by clinicians, educators, and health consumers. Data included: demographics, previous experiences of pain assessment; compassion scale, feasibility, and relevance of AV simulations. Quantile regression and content analyses were applied. Results: Full data sets of 491 participants (314 from Curtin University and 177 from Queensland University of Technology) were analyzed. Cohorts were equivalent except for age, country of birth, and stage within the program of study. Participants found the AV simulations easy to understand, relevant to practice, and beneficial in prompting reflection on patients’ responses to pain and nurses’ critical thinking. Compassion scores increased significantly following the intervention. Conclusions: AV simulations triggered participants’ reflection on factors that can influence pain assessment and were considered valuable learning experiences