How the Affordances Provided by a Technology-Enhanced Learning Intervention Can Impact the Self-Awareness and Self-Regulation of Students Taking a Community College Foundational Mathematics Course

Awareness of how one learns, and the ability to regulate one’s learning for Ontario community college students taking a foundational mathematics course can be enhanced by a learning intervention which relies on the affordances of information and communication technology (ICT). An abundance of research was found on each these aspects independently, yet a deficiency in the literature exists that intertwines these facets. This non-sequential mixed-methods study utilized the affordances provided by an investigator-designed learning intervention. Seventeen students in a Mathematics Foundations for Technology (MFT) course participated in a learning intervention which consisted of surveys, the creation of studynote and screencast artefacts, scaffolded learning materials delivered via interactive software and pen-based tablet PC computing, and coursework maintained on the learning management system (LMS). Surveys gathered information regarding demographics, learning styles, attitude towards learning mathematics with technology, and ability to self-regulate. Students had the opportunity to experience and design artefacts, which were shared and tracked through the LMS. Reflective and active learners created studynote (a one-page document) and screencast (an audio and visual recording) artefacts, respectively. Six students participated in semi-structured interviews. Little statistically significant data was obtained over the six-week intervention. Student comments illustrated that to create an artefact, they set goals and structured their environment, planned task strategies and managed their time. When artefacts were shared via the LMS, students evaluated and compared their product with others, and determined if further help should be sought. All of these elements contributed to a transformation in self-regulation skill. Findings were illustrated through a model which demonstrated how the wide scope of resources within a learning intervention, afforded through the use of ICT, can be streamlined to benefit students. This narrowing requires students to be able to identify their learning preferences to guide their choice of resource. Recommendations for future research demonstrate that a greater understanding of how students prefer to learn, and can regulate their learning while using ICT, will afford a pathway for those who are hesitant or struggle in mathematics

Investigating the Impact of Organised Technology-driven Orchestration on Teaching

Orchestration of learning involves the real-time management of activities performed by educators in learning environments, with a particular focus on the effective use of technology. While different educational settings present unique problems, the common challenges have been noted to primarily be as a result of multiple heterogeneous activities and their associated intrinsic and extrinsic constraints. In addition to these challenges, this thesis argues that the complexities of orchestration are further amplified due to the ad hoc nature of the approaches and techniques used to orchestrate learning activities. The thesis proposes a streamlined approach to technology-driven orchestration of learning, in order to address these challenges and complexities. Specifically, the thesis proposes an organised approach that focuses on three core aspects of orchestration: activity management, resource management and sequencing of learning activities. Orchestration was comprehensively explored in order to identify the core aspects essential for streamlining technology-driven orchestration. Proof-of-concept orchestration toolkits, based on the proposed orchestration approach, were implemented and evaluated in order to assess the feasibility of the approach, its effectiveness and its potential impact on the teaching experience. Comparative analysis and guided orchestration controlled studies were conducted to compare the effectiveness of ad hoc orchestration with streamlined orchestration and to measure the orchestration load, respectively. In addition, a case study of a course that employed a flipped classroom strategy was conducted to assess the feasibility of the proposed approach. The feasibility was further assessed by integrating a workflow, based on the proposed approach, that facilitates the sharing of reusable orchestration packages. The results from the studies suggest that the streamlined approach is more effective when compared to ad hoc orchestration and has a potential to provide a positive user experience. The results also indicate that the approach imposes acceptable orchestration load during scripting of learning activities. Case studies conducted in authentic educational settings suggest that the approach is feasible, and potentially applicable to useful practical usage scenarios. The long-term implications are that streamlining of technology-driven orchestration could potentially improve the effectiveness of educators when orchestrating learning activities

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Impact of Scholarship of Teaching and Learning: A guide for educators

‘A guide for educators’ is one of the key deliverables of the ‘Impact evaluation initiative of Scholarship of Teaching and Learning (SoTL)’ conducted at The Open University (OU), UK. The initiative has involved applying an Impact Evaluation Framework (IEF) to assess impact of 16 SoTL projects. The ‘guide’ details the analyses of the impact of the case studies, and provides a toolkit for planning, evaluating, and communicating impact of SoTL. Along with the guide, there are two ‘workbooks’ as supplementary resources which the SoTL community may find useful. The ‘Planning for SoTL impact workbook’ has been designed around the ‘Theory of Change’ to guide the educator to systematically plan a SoTL project for possible impact. The ‘SoTL impact evaluation workbook’ is designed around the IEF to conduct impact evaluation of SoTL projects. The other two deliverables of the impact evaluation initiative, ‘An Executive Summary’ and ‘A compendium of case studies’ are available at: https://doi.org/10.21954/ou.ro.000155bf and https://doi.org/10.21954/ou.ro.000155c0, respectively

Effects of Real-World Experiences in Active Learning (R.E.A.L.) Applied in an Information Systems Data Communication and Networking Course

The purpose of this study was to determine if the use of Real-World Experiences in Active Learning (R.E.A.L.) impacted student learning outcomes in an undergraduate information systems (IS) data communication and networking course. A quasi-experimental, quantitative approach was used to investigate whether the R.E.A.L. treatments, used as active learning strategies, significantly impacted student performance, short-term retention, long-term retention, and student engagement. The data collection was completed in one semester. Participants were students enrolled in an IS data communication and networking course during the Fall 2019 semester. The students, enrolled in the two sections of the course, were taught using a crossover design where each student received eight treatments. The researcher of the study served as the instructor for both sections. The research question and four hypotheses were analyzed using repeated measures MANCOVA and multi-level modeling (MLM). After a statistical analysis of the direct effects of the R.E.A.L. treatments on student performance, short term retention, long term retention, and engagement, none of the four hypotheses were fully supported. The results indicated that the R.E.A.L. xiii treatments did not significantly impact the student learning outcomes from the course. Research findings partially supported hypothesis H1 indicating that age, ethnicity, and major have some influence on students’ performance and age may have some influence on short-term retention. Statistically significant results were obtained for the H1a Network treatment (F(1,28) = 6.033, p = 0.021, partial η2 = 0.177), meaning that the mean for the H1a Network treatment (M = 90.842) was significantly different than the lecture mean (M = 75.533). The H1b Handshake treatment (F(1,28) = 15.405, p = .001, partial η2 = 0.355) and the H1c Wireless treatment (F(1,28) = 11.385, p = .002, partial η2 = 0.289) produced results in the reverse direction of what was hypothesized, meaning that the mean for the H1b Handshake treatment (M = 49.800) and the H1c Wireless treatment (M = 86.842) were significantly lower than the lecture means for both hypothesis tests. Research findings partially supported hypothesis H2 indicating that age may have influence on short-term retention. Statistically significant results were obtained for the H2e Network speed treatment (F(1,28) = 5.709, p = 0.024, partial η2 = 0.164) and H2f Network management treatment (F(1,28) = 5.654, p = 0.024, partial η2 = 0.163). However, findings from the MLM post hoc tests of direct, interaction, and indirect effects did show some areas for future work in certain demographics, especially gender and ethnicity. Findings of the study were not shown to be significant however, the post hoc testing revealed areas where future work could be beneficial

Developing multiliteracies with digital games and digital literature in a college-level English course with first language and second language learners

Digital technology has had an increasing presence in the lives of children and young adults over the last 20 years. The American, non-profit organization Common Sense Media claims that 89% of teens now own a cellphone while 70% use social media multiple times a day (Rideout & Robb, 2018). Similarly, in Canada, Statistics Canada reports that 96% of young people use the Internet on a daily basis or own their own smartphone (Statistics Canada, 2018, p.13). As a result of this, recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Gee & Hayes, 2011; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). Similarly, recent scholarship has discussed using digital games in language and literature courses, particularly L2 environments, demonstrating how digital games can increase motivation, vocabulary attainment, and provide other linguistic benefits (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang & Chen, 2012). Despite these claims, little research, has demonstrated the ways in which such texts can engender multiliteracies in both L1 and L2 environments. The study presented here sought to explore the multitliterate affordances when using digital literature and digital games for L1 and L2 learners at an English first language college in Quebec. 23 students participated in the qualitative, exploratory, design-based research study conducted in an English literature class. Results show that the implications of using digital games to engender multiliteracy development are substantive. Moreover, the study’s findings indicate that students were able to apply literary concepts through playing these games, as well as interrogate terms such as empathy, multimodality, and procedural rhetoric. Therefore, digital games can be understood as convergent texts (Jenkins, 2006) in that they afford a multitude of literacies, engagement, reflexivity, and lend themselves to critical, literary analysis. However, more research is needed, particularly on the specific ways these texts might be integrated into the classroom so that teachers are provided with detailed information on how to teach with them.Au cours des 20 dernières années, une présence accrue de la technologie numérique s’est manifestée dans la vie des enfants et des jeunes adultes. L'organisation à but non lucratif américaine Common Sense Media affirme que 89 % des adolescents possèdent désormais un téléphone portable, tandis que 70 % utilisent les médias sociaux plusieurs fois par jour (Rideout et Robb, 2018, p. 8). De même, au Canada, Statistique Canada rapporte que 96 % des jeunes utilisent Internet quotidiennement ou possèdent leur propre téléphone intelligent (Statistique Canada, 2018, p. 13). En conséquence, les récents appels au bénéfice d'une éducation critique en matière de médias sociaux et numériques plaident en faveur de l'importance des compétences en matière de médias et de littératies du XXIe siècle (Butler, 2017; Storksdieck, 2016). Ces appels rejoignent un groupe de chercheurs qui revendiquent depuis longtemps l'importance du développement des multilittératies en éducation (Cope et Kalantzis, 2000; Gee et Hayes, 2011; Lankshear et Knobel, 2011; New London Group, 1996). Parmi les textes qui peuvent faciliter le développement des multilittératies, les jeux numériques représentent une option possible en éducation, compte tenu de leurs possibilités de susciter la pensée critique ainsi que d’autres pratiques multilittéraires complexes (Beavis, O'Mara et McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). De même, des travaux récents ont porté sur l'utilisation de jeux numériques dans les cours de langue et de littérature, en particulier dans des situations d’apprentissages de L2, démontrant ainsi comment les jeux numériques peuvent augmenter la motivation, l'acquisition du vocabulaire et d'autres avantages linguistiques (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang et Chen, 2007, 2012). En dépit de ces affirmations, peu de recherches ont démontré la manière dont de tels textes peuvent engendrer les multilittératies dans les environnements de L1 et L2. L'étude présentée ici cherchait à explorer les avantages des multilittératies, lors de l'utilisation de la littérature numérique et des jeux numériques dans un collège anglophone au Québec. Vingt-trois étudiants ont participé à une étude qualitative, exploratoire, basée sur une recherche orientée sur la conception (design-based research) en éducation, dans un cours de littérature anglaise. Les résultats montrent que les conséquences de l’utilisation des jeux numériques pour générer un développement en multilittératie sont considérables. De plus, les conclusions des recherches indiquent que les étudiants parviennent à appliquer les concepts de littératie dans leurs jeux numériques en revisitant certains termes tels que : empathie, multimodalité et rhétorique procédurale, tout en les questionnant. Par conséquent, les jeux numériques peuvent être appréhendés comme des textes convergents (Jenkins, 2006) dans la mesure où ils permettent une multitude de littératies de même qu’un engagement et une réflexivité accrus en se prêtant à une analyse littéraire critique. Cependant, des recherches supplémentaires s’avèrent nécessaires, en particulier sur les moyens précis d’intégrer ces textes dans la classe afin que les enseignants disposent d’informations détaillées sur la manière de les utiliser dans leur enseignement

Remote access laboratories for preparing STEM teachers: A mixed methods study

Bandura’s self-efficacy theory provided the conceptual framework for this mixed methods investigation of pre-service teachers’ (PSTs) self-efficacy to teach Science, Technology, Engineering and Mathematics (STEM) subjects. The Science Teaching Efficacy Belief Instrument-B (STEBI-B) was modified to create the Technology Teaching Efficacy Belief Instrument (T-TEBI). Pre-test and post-test T-TEBI scores were measured to investigate changes in PSTs’ self-efficacy to teach technology. Interviews and reflections were used to explore the reasons for changes in pre-service teachers’ self-efficacy. This paper reports results from a pilot study using an innovative Remote Access Laboratory system with PSTs

Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices