25,241 research outputs found
How authentic should a learning context be? Using real and simulated profiles in a classroom intervention to improve safety on social network sites
With the rise of social network sites (SNSs), there is an increasing need for safety education within the current cyber society. To this end, a variety of educational materials have been developed to prepare children to be vigilant when interacting on such sites. However, little is known about the critical design aspects necessary to make these materials effective. In this study, we build on the results of two previous studies, in which we found that general instructional principles drawn from constructivism, such as collaborative learning, are not always appropriate to teach children how to behave safely online. This study therefore focuses on the importance of authentic learning and active learning as critical design features. A quasi-experimental study was conducted in secondary schools in order to compare the impact of two classroom interventions about the risks on SNSs. As part of the intervention, students were presented scaffolds towards different risks related to an SNS-profile through a series of questions. In the control condition, these questions concerned a simulated SNS-profile on paper containing signs of many risks. In the experimental condition, students had to answer the same questions about their own SNS-profile on a computer. It was hypothesized that the simulated profile would not be experienced as realistic, and that students would have difficulties identifying with it. On the other hand, teenagers were expected to be able to recognize more risks on the simulated âworst-case scenarioâ profile than on their own profile, which would facilitate the scaffolding process in the control condition. The results of the study mostly confirmed these hypotheses. Furthermore, the question arose as to whether the intervention based on the studentâs own rea listic profile was educationally more valuable than the intervention based on the simulated profile, but no such added value was found. On the contrary, the scaffolding questions about the simulated profile were found to be more effective in teaching the teenagers about the different categories of risks that were tackled. Based on these findings, the importance of an authentic setting was put into perspective. Within the context of a classroom intervention to promote safety on SNSs, the exercise based on the simulated SNS-profile is put forward as the more effective teaching strategy
Supporting community engagement through teaching, student projects and research
The Education Acts statutory obligations for ITPs are not supported by the Crown funding model. Part of the statutory role of an ITP is â... promotes community learning and by research, particularly applied and technological research ...â [The education act 1989]. In relation to this a 2017 TEC report highlighted impaired business models and an excessive administrative burden as restrictive and impeding success. Further restrictions are seen when considering ITPs attract < 3 % of the available TEC funding for research, and ~ 20 % available TEC funding for teaching, despite having overall student efts of ~ 26 % nationally.
An attempt to improve performance and engage through collaboration (community, industry, tertiary) at our institution is proving successful. The cross-disciplinary approach provides students high level experience and the technical stretch needed to be successful engineers, technologists and technicians.
This study presents one of the methods we use to collaborate externally through teaching, student projects and research
The 'Virtual Language Lab' Virtually Painless, Simply Real
This paper discusses the technology that has inspired and guided the design of a âvirtual language center,â within the context of a major urban college. Specifically, a number of mobile and cloud-based resources will be proposed and discussed such as: Asynchronous writing computer-mediated communication; Collaborative publishing; Textbook specific technological assistance; Video interface; Virtual realities and cyber-real estate; social networking tools; and communication tools that function in tandem with other technologies. The present paper provides a detailed assessment of the implementation of a virtual language learning center at one institution alongside suggestions for implementing a host of similar technologies at other schools. The paper argues that portable technology in the language classroom is particularly beneficial to the student and the instructor, and how it brings the language classroom and curriculum into the realm of best practices for 21st-Century Learning
Website Blocked: Filtering Technology in Schools and School Libraries
This paper investigates the impact of filtering software in K-12 schools and school libraries. The Children\u27s Internet Protection Act, or CIPA, requires that public schools and school libraries use filtering technology in order to receive discounted rates on technology. As a result, nearly all public elementary and secondary schools today use filtering technology. While the provisions of CIPA narrowly define the content to be blocked, filters are often set to block much more than is required. Filtering technology is often ineffective, and many unobjectionable sites end up being blocked, including Web 2.0 sites and tools needed to educate students in a 21st century learning environment. Filtering software raises other issues as well, such as First Amendment implications, a possible digital divide between students that have unfiltered access to online content at home and those that do not, and the loss of opportunity to educate students on how to be good digital citizens. These issues should be acknowledged and addressed. There are many options available to librarians, educators, administrators, and other stakeholders that can increase students\u27 access to online information and educational tools while still protecting children from inappropriate online content and complying with the requirements of CIPA
Developing educational materials about risks on social network sites: a design based research approach
Nearly all of todayâs Western teenagers have a profile on a social network site (SNS). As many risks have been reported, researchers and governments have emphasized the role of school education to teach teenagers how to deal safely with SNSs. However, little is known about the specific characteristics which would make interventions effective. Therefore, the overall objective of this research aims to propose a list of validated theoretical design principles for future development of educational materials about risks on SNSs. This research goal was pursued through a design-based research procedure. Thereby targeting teenagers of secondary education in 8 separate studies, the different steps of the design-based research procedure have iteratively been completed. Firstly, a problem analysis was executed through 3 explorative studies, including an observational study, a theoretical evaluation of existing materials and a survey study. Secondly, initial solutions were developed and evaluated in practice through 5 quasi-experimental intervention studies. Thirdly, we reflected upon all the previous results to produce design principles. Finally, we conclude with an analysis of the design-based research methodology
Science Hackathons for Cyberphysical System Security Research: Putting CPS testbed platforms to good use
A challenge is to develop cyber-physical system scenarios that reflect the
diversity and complexity of real-life cyber-physical systems in the research
questions that they address. Time-bounded collaborative events, such as
hackathons, jams and sprints, are increasingly used as a means of bringing
groups of individuals together, in order to explore challenges and develop
solutions. This paper describes our experiences, using a science hackathon to
bring individual researchers together, in order to develop a common use-case
implemented on a shared CPS testbed platform that embodies the diversity in
their own security research questions. A qualitative study of the event was
conducted, in order to evaluate the success of the process, with a view to
improving future similar events
Design thinking and innovation: synthesising concepts of knowledge co-creation in spaces of professional development
This paper explores how design thinking connects to concepts of knowledge creation and innovation. A case study of a knowledge sharing network in the social services sector is used to illustrate how design thinking supports Ba, the spaces for knowledge creation. Further exploration of the four enabling conditions for Ba resulted in delineation of two distinct types: relational and structural. Relational enablers support three groups of enabling conditions: interaction, shared values and communication. It is proposed that design thinking aligns well with relational enabling conditions for Ba to create the ideal spaces for knowledge creation. The group of structural enablers can assist or obstruct change and relate to the culture and management approaches of an organization, which may or may not be assisted by design thinking. However, to ensure that design thinking is not undermined, and innovation is achieved, the presence of an appropriate structural enabler is critical for success
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Who makes better use of technology for learning in D&T? Schools or university?
University teacher training departments have many functions in their role as Schools for Initial Teacher Education (ITE), these include accrediting qualified teacher status, teaching subject knowledge and pedagogy, and influencing change in a school subject's content and pedagogy. This paper discusses this latter area. It can be easy for teacher training in universities to become ivory towers, modelling new ideas for curriculum delivery and content in a 'bubble' away from the real world of the school classroom. A centre of design and technology (D&T) education at an English university has undertaken research-led developments in the use of web 2.0 technologies and technology enhanced learning (TEL), modelling how they can be used in the classroom. The research examined in this paper is the next stage of the centre's curriculum development to ensure the relevance of the university curriculum content and practices. Anecdotal evidence suggests that the use of TEL in secondary schools is inconsistent and sporadic with D&T teachers using TEL, with minimal awareness of research available, which could inform their practice. This impacts on the centre's trainee teachers as they begin teaching in schools during their final year of the course, with a possible unrealistic expectation of how TEL is used in schools, based on their university experiences
If itâs about me, why do it without me? : genuine student engagement in school cyberbullying education
This study reports on a three-year group randomized controlled trial, the Cyber Friendly
Schools Project (CFSP), aimed to reduce cyberbullying among grade 8 students during
2010-2012. In each year, 14-15 year old student âcyberâ leaders acted as catalysts to
develop and implement whole-school activities to reduce cyberbullying-related harms.
This paper examines studentsâ leadership experiences and the effectiveness of their
training and intervention efforts. A mixed methods research design comprising
interviews and questionnaires was used to collect data from 225 grade 10 students at the
end of their leadership years (2010 & 2011). Four to six cyber leaders were recruited
from each of the 19 intervention schools involved in each year of the study. The cyber
leaders reported high self-efficacy post-training, felt their intervention efforts made a
difference, and experienced a sense of agency, belonging and competence when given
opportunities for authentic leadership. They identified key barriers and enablers to
achieving desired outcomes. Students greatly valued having their voices heard. Their
engagement in the development and delivery of whole-school strategies allowed them to
contribute to and enhance efforts to promote their peersâ mental health and wellbeing.
However, a lack of support from school staff limits studentsâ effectiveness as changeenablers.peer-reviewe
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