Student questioning : a componential analysis

This article reviews the literature on student questioning, organized through a modified version of Dillon's (1988a, 1990) componential model of questioning. Special attention is given to the properties of assumptions, questions, and answers. Each of these main elements are the result of certain actions of the questioner, which are described. Within this framework a variety of aspects of questioning are highlighted. One focus of the article is individual differences in question asking. The complex interactions between students' personal characteristics, social factors, and questioning are examined. In addition, a number of important but neglected topics for research are identified. Together, the views that are presented should deepen our understanding of student questioning

e-Learning: reflexões sobre cenários de aplicação

O e-Learning é uma temática que entrou definitivamente na agenda educativa e constitui uma alternativa válida e legalmente enquadrada nas modalidades especiais de educação escolar enunciadas na Lei de Bases do Sistema Educativo Português. Configuram-se vários cenários de e-Learning não só no âmbito da formação contínua e do ensino recorrente, mas também no contexto do ensino secundário através da modalidade Blended Learning. Por conseguinte, exige-se uma reflexão quer em torno dos conceitos de ensino a distância e de e-Learning, quer das metodologias de desenvolvimento e das modalidades de utilização. Esta comunicação apresenta as principais linhas dessa reflexão e as diferenças entre as especificações SCORM e IMS Learning Design no desenvolvimento de conteúdos de aprendizagem, ilustrando-as com a exploração de uma das plataformas de e-Learning que mais interesse tem despertado na actualidade: Moodle Course Management System

The algorithm designer project : a visual programming environment for data structure demonstration

Previous work on pedagogical tools for teaching students algorithms has focused on high level animations of the algorithms. This dissertation describes a tool that gives instructors the ability to pictorially demonstrate the implementation of algorithms at the data structure level.The Algorithm Designer Project explores the use of a computer as an electronic whiteboard for instruction of computer science. It improves upon the traditional physical blackboardenvironment by providing syntactic and semantic support for data structure design and algorithm demonstration. The ultimate goal of this project is to provide an attractive, easy to use, system through which users can demonstrate simple algorithms and data structures,such as those presented in data structures textbooks. The project consists of three components: Data Structure Designer, Algorithm Designer, and Rule Designer. DataStructure Designer allows users to design and customize the appearance of data structures that they intend to use to create visual programs. Concrete examples of these data structures can be placed into Algorithm Designer and directly manipulated to demonstrate algorithms.Visual programs are programs written using pictures instead of, or in conjunction with,text. Rule Designer allows the creation and manipulation of transition rules to define visual program scripts to act upon Algorithm Designer objects. The project was implemented using the Amulet toolkit and runs on Macintosh, Windows, and UNIX platforms.A key insight discovered during development of the Algorithm Designer Project was that although textbooks employ a wide variety of data structure visualizations, the differences between these visualizations can be grouped into a small number of categories. Two unique interface items were developed during the course of the research: 1) a color mapping widget interface item that provides an easy way for the user to associate a set of colors with a range of values in a data structure visualization and 2) seeds\u27\u27 and holes, a mechanism for visually identifying and supporting type-specific semantic behavior for edge-based data structures. Finally, this dissertation describes a novel use of imperative programming constructs within a pictorial rewrite rule-based scripting system and a novel use of these rules for teaching conventional imperative programming

Distance learning applied to control engineering education

At the College of Engineering, Oregon State University, we have successfully developed and demonstrated a distance learning application utilizing emerging communications technologies in a new way to allow control engineering teaching laboratories to be accessed remotely. Second Best to Being There (SBBT) provides the remote user with all the capabilities of a local lab user through the laboratory environment control interface. This allows the remote student to develop, compile, debug, and run controllers in real-time on the experiments in our laboratory. The students are provided with live video and audio tools, giving them the sense of presence in the laboratory, and collaboration tools, facilitating interactions among users. SBBT has been implemented by effectively interfacing the student and the laboratory to the Internet

An experimental study to develop an engaging multimedia design model for children

Multimedia has enormous potential but there is still much to learn about what works and what does not work for children. The aim of this research was to develop a model for multimedia design that gives user engagement for children . . " A preliminary scoping study showed that children did realise the potential of multimedia but did not like the design of the applications given to them. A search was made for a multimedia application that fitted the 'wish lists' of the children in the scoping study in order to identify a vehicle for. these investigations. The Sims, a popular game about Life Management, where players play a major role in the management of everyday family life (providing a place to stay, managing finance, basic needs, moods and desires), fitted this description and was selected for this purpose. Five experiments were conducted with children (9 to 14 years old) varying the use of The Sims to test what really engaged them. An Engagement Scale was created as a rating scale to measure engagement at five-minute intervals. Other data to establish the degree of engagement was gathered through video recordings and interviews. The experiments obtained high levels of engagement for some conditions, for example, simulation and construct conditions. From this the factors contributing to engagement were identified. As a result a 6-component theory of engagement was formulated as 'An Engaging Multimedia Design Model for Children'. The model proposes that children need to be able to interact with the multimedia at several levels to be engaged to it. The lowest level of interaction needs to give immediate feedback as a result of the child's actions to support physical or motor skills. The higher levels of inte,r action, however, need to support mental model skills and goal achievement. In some cases goals set by the designer are effective. In others the children need to set their own goals and levels of aspirations. If the design features in the multimedia conform to these principles the multimedia application will be engaging for children

Students' attitudes towards web-based independent learning at Bilkent University School of English Language

Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2002.Thesis (Master's) -- Bilkent University, 2002.Includes bibliographical references leaves 67-70.This study investigated students' attitudes towards web-based independent learning at Bilkent University School of English Language. Because of its flexible nature and numerous options, the internet is believed to be a beneficial tool for promoting independent and autonomous learning. However, before measuring its effectiveness as a learning tool, students' attitudes towards this medium should be investigated to form a basis for further studies. The study also investigated the issues or problems students come across while studying on the internet. Fourteen volunteer upper-intermediate level prep students from different disciplines were the participants in this study. A six-week web-based independent learning course was designed and implemented with them. The teacher of the course and the students communicated through e-mail only. To collect the data, the participants were given an attitude questionnaire at both the beginning and the end of the study to find out whether there were any changes in their attitudes. During the course, the students' e-mails to the instructor, which were composed of assignment sheets and reflective e-journals, were collected. In order to explore the issues in the reflective journals more deeply, each week two participants, selected at random, were interviewed. The pre- and post-treatment questionnaires were analyzed quantitatively through the Wilcoxon Matched Pairs Signed Ranks Test in Statistical Packages for Social Sciences (SPSS). For the reflective e-journals and the interviews, categorization was used as a qualitative technique. The comparison of the results of the initial and final questionnaires revealed that students’ attitudes towards web-based independent learning changed positively and in particular, their knowledge of how to learn on the internet increased considerably as a result of this study. The results of the interviews and reflective e-journals reveal that despite some pedagogical problems, technical frustrations, and inadequate computer skills, most of the students enjoyed studying on the internet, as they felt that their writing, reading and vocabulary skills had improved, and their motivation and self-confidence had increased as they realized that they were able to complete the tasks on their own. The flexibility and convenience of the internet were two other aspects that made students feel positive about studying on the internet independently. All the positive changes in students’ attitudes towards taking responsibility for their own learning can be interpreted as initial steps in the development of learner autonomy.Pekel, NeslihanM.S

Hypertext, navigation, and learning: a psychological perspective

Hypertext has the potential to revolutionise the way we organise and read texts. Indeed, hypertext’s non-linearity and enhanced learner control are regarded by many as being an enormous advantage over the traditional printed medium. However, there is evidence to suggest that users are unable to explore hypertext without experiencing navigational problems (Kim and Hirtle 1995).The research presented in this thesis examined some of the problems associated with navigation and learning in hypertext. As regards navigation, it was found that disorientation is a problem for hypertext users and that text structure affects navigation performance. Non-linear texts are a greater problem for users than hierarchical and mixed texts (hierarchical with a small number of cross referential links). It appears therefore, that although non-linear networks capture the real essence of hypertext, users are unable to manage the freedom they are given Disorientation also seems to be particularly marked for users who are unfamiliar with the subject matter of the text. However, the results show that the provision of localised spatial maps can minimise disorientation. As regards learning, the results showed that although non-linear texts create navigational problems and disrupt learning at acquisition, they can lead to good long-term retention. Indeed, the results suggest a dissociation between navigation and learning. That is, efficient navigation is not always a prerequisite of meaningful learning. Unfortunately, the results showed that subjects prefer linear text and believe that hypertext requires greater mental effort to understand largely because of the navigational problems it creates. One solution to this problem may be to provide some form of guidance such as a map. However, the structural information depicted in spatial maps does not appear to support learning. By contrast, a conceptual map can reduce (but not eradicate) disorientation and enhance learning at both acquisition and retention