59,082 research outputs found
Analytic frameworks for assessing dialogic argumentation in online learning environments
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchersâ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation
A quartet in E : investigating collaborative learning and tutoring as knowledge creation processes
This paper is a short report of a continuing international study that is investigating networked collaborative learning among an advanced community of learners engaged in a masterâs programme in e-learning. The study is undertaking empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The first two methods are employed in the work reported in this paper. We are particularly interested in knowledge creation among the participants as they engage in action research for their masterâs work. At the same time, another underlying aim of the main study is to develop methodology, enrich theory and explore the ways in which praxis (theory informed tutoring and learning on the programme) and theory interact as we try to understand the complex processes of tutoring and learning. The paper reports some of the current findings of this work and discusses future prospects
Social and interactional practices for disseminating current awareness information in an organisational setting.
Current awareness services are designed to keep users informed about recent developments based around user need profiles. In organisational settings, they may operate through both electronic and social interactions aimed at delivering information that is relevant, pertinent and current. Understanding these interactions can reveal the tensions in current awareness dissemination and help inform ways of making services more effective and efficient. We report an in-depth, observational study of electronic current awareness use within a large London law firm. The study found that selection, re-aggregation and forwarding of information by multiple actors gives rise to a complex sociotechnical distribution network. Knowledge management staff act as a layer of âintelligent filtersâ sensitive to complex, local information needs; their distribution decisions address multiple situational relevance factors in a situation fraught with information overload and restrictive time-pressures. Their decisions aim to optimise conflicting constraints of recall, precision and information quantity. Critical to this is the use of dynamic profile updates which propagate back through the network through formal and informal social interactions. This supports changes to situational relevance judgements and so allows the network to âself-tuneâ. These findings lead to design requirements, including that systems should support rapid assessment of information items against an individualâs interests; that it should be possible to organise information for different subsequent uses; and that there should be back-propagation from information consumers to providers, to tune the understanding of their information needs
How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?
There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for uptake of games and simulations particularly in formal learning contexts. This paper aims to address this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation- based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice
Analysis domain model for shared virtual environments
The field of shared virtual environments, which also
encompasses online games and social 3D environments, has a
system landscape consisting of multiple solutions that share great functional overlap. However, there is little system interoperability between the different solutions. A shared virtual environment has an associated problem domain that is highly complex raising difficult challenges to the development process, starting with the architectural design of the underlying system. This paper has two main contributions. The first contribution is a broad domain analysis of shared virtual environments, which enables developers to have a better understanding of the whole rather than the part(s). The second contribution is a reference domain model for discussing and describing solutions - the Analysis Domain Model
Engaging the 'Xbox generation of learners' in Higher Education
The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform studentsâ engagement in learning with technology in the Higher Education sector.
Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schoolsâ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event.
In addition, data was collected on studentsâ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments.
University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning
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
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