Empirical modelling as a new paradigm for educational technology

Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated

Constructionism through construal by computer

Traditional computer programming is not well-aligned to the needs of constructionism. Orthodox programming principles are oriented towards prescribing processes that address clearly specified uses. Functional specification and optimised execution do not encourage interactive exploration and open-ended interpretation. We propose making construals by computer using Empirical Modelling principles as an alternative to conventional computer programming. The merits of this approach are discussed and illustrated using construals for Sudoku solving. Our Sudoku solving construals are made up of definitions that express dependencies between observables. Many kinds of human agency can be expressed through modifying the current set of definitions. The construal serves as a shared artefact with which developers, teachers and pupils can all interact concurrently in essentially the same way, each according to their role and experience. Our preliminary experiments with schoolchildren highlight potential for rich and radically new kinds of learning experience and unprecedented scope for recording, monitoring and intervening in support of constructionist learning. Further empirical study is a vital next step

Empirical modelling as a new paradigm for educational technology

Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Improving the levels of professionalism of trainers within the South African Police Service

The study aimed to identify factors that cause unprofessional conduct among trainers at the training establishments in the Northern Cape Province of the South African Police Service. The researcher focused on the status of trainers in the SAPS and aimed to determine whether In-Service Education and Training can assist in enhancing trainers’ professional status. The aim of this study was to identify how the levels of trainer professionalism within the South African Police Service could be improved. The objectives of the study were to: identify the expected levels of trainer professionalism within the South African Police Service describe the current levels of trainer professionalism within the South African Police Service and make recommendations for improving the levels of professionalism within the South African Police Service. A literature review on adult learning, training and development, as well as SAPS professionalism, was conducted. The literature review subscribes to the premise that if effective facilitation methods are implemented in adult learning centres, the attempt to motivate adults to participate in learning programmes could be successful. The qualitative research methodology that was conducted involved both one-on-one and focus-group interviews with senior management, middle management and trainers. Three themes were identified from the research question and sub-questions of the study and are discussed in detail. After the empirical data were analysed, the results of the empirical evidence were interpreted. Findings revealed that there are trainers in the SAPS whose behaviour is severely lacking in professionalism. Trainers do not exhibit appropriate ethical conduct towards their adult learners and do not follow the code of conduct as prescribed for division training as is the norm. Finally, based on the research, both future studies and improved trainer professionalism programmes with specific reference to the SAPS are recommended.Educational Leadership and ManagementD. Ed. (Educational Management

What is mLearning and how can it be used to support learning and teaching in Econometrics?

This research project analyzed the integration of mobile learning technologies in a postgraduate course in Finance (MSc in Finance) at Dublin Institute of Technology, where econometrics is an important course component. Previous experience with students undertaking econometrics modules supported this analysis, where the researcher detected a clear need for learning support. Econometrics courses are heavily supported by the use of sophisticated statistical software, the availability of which is normally restricted to designated labs in the college. As a result, this project has developed an application that facilitates students’ access to econometrics course work, where a mobile device was used. The main objective of the project was to enable students to bring their course material home with them and use it anywhere, at any time, so that the basic material covered in class could be consulted and reviewed as many times as the students need. The results of this project are very encouraging, as evidence suggests mobile technologies can play a positive role in improving students’ learning experience. Teachers should consider using mobile technologies to support their work in the classroom. In this context, smart phones and PC tablets, the devices used during this study, have proved to be particularly effective.DOI: 10.18870/hlrc.v3i1.6

Experimenting with computing

AbstractWe distinguish two kinds of experimental activity: post-theory and exploratory. Post-theory experiment enjoys computer support that is well-aligned to the classical theory of computation. Exploratory experiment, in contrast, arguably demands a broader conception of computing. Empirical Modelling (EM) is proposed as a more appropriate conceptual framework in which to provide computational support for exploratory experiment. In the process, it promises to provide integrated computational support for both exploratory and post-theory experiment. We first sketch the motivation for EM and illustrate its potential for supporting experimentation, then briefly highlight the semantic challenge it poses and the philosophical implications

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth-century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self-regulated and furthermore, self-determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context

Konstruktivismus und Erziehungswissenschaft

Konstruktivizam kao teorija o znanju i učenju predmet je mnogih teorijskih i empirijskih istraživanja u socijalnim znanstvenim disciplinama iz različitih perspektiva: od zagovaranja do opovrgavanja. Na primjeru radikalnog i socijalnog konstruktivizma u radu su predstavljena različita „lica” konstruktivizma, epistemologija konstruktivizma, dosezi i kontradikcije u njegovu tumačenju te pedagoške implikacije. Konstruktivizam se razmatra u kontekstu pedagogije, cjeloživotnog učenja, aktualnih obrazovnih politika i održivog razvoja uz upozoravanje na nužnost njegova znanstvenog promišljanja i kritičkog propitivanja. Posebna pozornost usmjerena je na učenje i poučavanje u svjetlu konstruktivizma te na koncept„konstruktivističke pedagogije”.Constructivism, as a theory of knowledge and learning, has been the subject of much theoretical and empirical research in social scientific disciplines and, as such, it has been treated differently: some have advocated it, some have rejected it. Using the example of radical social constructivism, the paper focuses on various aspects of constructivism, its epistemology, achievements, contradictory interpretations and pedagogical implications. Constructivism is viewed in the context of pedagogy, lifelong learning, contemporary educational policies and sustainable development. The paper also stresses that constructivism should be explored scientifically and questioned critically. Special attention is given to learning and teaching in the light of constructivism and to the concept of constructivist pedagogy.Der Konstruktivismus als eine Wissens-und Lerntheorie ist Gegenstand vieler theoretischer und empirischer Forschungen in den geisteswissenschaftlichen Disziplinen, die ihn aus verschiedenen Perspektiven betrachten: von der Befürwortung bis zur Widerlegung. Am Beispiel des radikalen sozialen Konstruktivismus werden in der Arbeit verschiedene „Gesichter” des Konstruktivismus, konstruktivistische Epistemologie sowie Errungenschaften und Widersprüche in seiner Deutung und seine pädagogischen Implikationen dargelegt. Der Konstruktivismus wird im Kontext der Erziehungswissenschaft sowie des lebenslangen Lernens, aktueller Bildungspolitik und erhaltbarer Entwicklung erörtert mit dem Hinweis auf die Notwendigkeit seiner wissenschaftlichen Reflexion und kritischen Hinterfragung. Eine besondere Aufmerksamkeit wird dem Lernen und Lehren im Lichte des Konstruktivismus sowie dem Konzept einer «konstruktivistischen Pädagogik» gewidmet

How Do Students Learn Together?

Recent years have seen a shift in engineering education as universities seek to produce engineers capable of dealing with the complex challenges facing society. When facing these challenges, engineers will not only need to rely on technical knowledge and skills but will also be expected to collaborate with others from different fields and backgrounds. Engineers will also need to be aware of the impacts their solutions will have on society and in terms of sustainability. In response, an increasing number of universities are turning to programs based on project-based learning, where groups of students from different disciplines work on complex real-world problems.Existing research tends to view such programs through the lens of learning outcomes and benefits rather than through the students’ experiences and their process of learning. There is a lack of studies that address the social aspects of project-based learning, in particular how groups engage in the social regulation of learning over the length of a project in interdisciplinary groups. This thesis aims to address these gaps in the research by examining collaborative learning and the regulation of learning in student groups taking part in project-based interdisciplinary groupwork at Chalmers University of Technology.Two papers are incorporated within this thesis. The first paper analyses reflective writings by students to examine the challenges groups faced when taking part in undergraduate research and the coping strategies they employed in response. This revealed the actions and processes the groups engaged in during collaborative learning. The second paper uses qualitative interviews with students to investigate how groups regulate their learning as a group in interdisciplinary, project-based courses. The findings identify the different kinds of social regulation of learning employed by the student groups during the different phases of the project and factors that affected their regulation. When looked at together, the papers show the impact that desirable challenges, uncertainty, autonomy, and group composition have on both collaborative learning and social regulation of learning.The thesis concludes with a discussion of how groups’ learning, and regulation of learning can benefit from scaffolding and the introduction of suitable coping strategies while maintaining the groups’ autonomy

Towards a digital learning ecosystem within a community of inquiry : design-based research in ICT engineering education

Yhteiskunnan lisääntyvä digitalisaatio on muuttanut oppimistapojamme ja työskentelyämme merkittävästi. Tieto- ja viestintätekniikan insinöörikoulutuksen alalla uusien digitaalisten teknologioiden ilmaantuminen ja teollisuuden vallankumous ovat synnyttäneet tarpeen kehittää uusia pedagogisia lähestymistapoja, jotka integroituvat saumattomasti alan menetelmiin ja käytäntöihin. Tämä väitöskirja keskittyy digitaalisen oppimisen ekosysteemin suunnittelukehyksen sekä sitä tukevien suunnitteluperiaatteiden luomiseen, missä verkko-oppiminen integroidaan insinöörikoulutukseen huomioiden sekä koulutuspoliittiset näkökulmat että yhteisön sidosryhmien kokemukset ja odotukset. Sidosryhmiksi tässä tutkimuksessa käsitetään opiskelijoiden lisäksi teollisuuden edustajat, sekä ohjaajina tieto- ja viestintätekniikan insinöörikoulutuksen opettajat ja yksikön tutkimus- ja kehityshanketoiminnan henkilöstö. Tutkimus sijoittuu Lapin ammattikorkeakoulun tieto- ja viestintätekniikan insinöörikoulutukseen. Tutkimuksen tavoitteena on varmistaa opiskeluun sitouttavan ja mielenkiintoa ylläpitävän ekosysteemin toteutuminen, jotta opiskelijoille tarjoutuu mahdollisuus hankkia tarvittavat tiedot ja taidot todellisten ongelmien ratkaisemiseen sekä valmistautumiseen digitalisoituvaan elinkeinoelämään ja teollisuuteen. Design-tutkimuksen tarkoituksena on syventää tietämystä alan tekniikan koulutuksen suunnittelusta sekä toteutuksen vaatimuksista ja toimintaperiaatteista. Tavoitteiden saavuttamiseksi päätutkimusongelmaa: Mitkä ovat digitaalisen oppimisen ekosysteemin suunnitteluperiaatteet ja ominaisuudet, jotka vastaavat sidosryhmien tarpeisiin ja tieto- ja viestintätekniikan insinöörikoulutuksen linjauksiin sekä ohjaaviin asiakirjoihin? lähestytään tässä tutkimuksessa kaikkiaan kolmen osatutkimuksen avulla, joista kukin on raportoitu omana artikkelinaan. Ensimmäiset kaksi osatutkimusta kattavat design-tutkimuksen ensimmäisen syklin ja kolmas osatutkimus kattaa toisen syklin. Ensimmäisessä osatutkimuksessa tutkittiin tietoja viestintätekniikan insinöörikoulutuksen sen hetkisen oppimisen ekosysteemin sidosryhmien ajatuksia ja kokemuksia. Laadullisen tutkimuksen aineisto koostui opiskelijoiden haastatteluista sekä ohjaajilta että teollisuuden ja elinkeinoelämän edustajilta kerätyistä web-kyselyn vastauksista. Tulokset analysoitiin laadullisella sisällönanalyysilla. Toisessa osatutkimuksessa pilotoitiin tiimiyhteistyöalustaa hyödyntävää projektiperustaista oppimista integroidussa opetussuunnitelmassa, käyttäen sulautettua oppimista tutkivan yhteisön (Community of Inquiry, CoI) kontekstissa. Opiskelijoiden kokemuksia arvioitiin CoI-kyselytutkimuksella ja tiimityöalustan käyttöä analysoitiin palvelimen logitietojen perusteella. Kolmas osatutkimus keskittyi opiskelijoiden oppimiskokemuksiin verkossa hyödyntäen myös CoI-instrumenttia. Sekä toisen että kolmannen osatutkimuksen CoI-kyselyn vastausten analyysimenetelmänä oli Rasch Rating Scale Model -malli. Syvemmän ymmärryksen saavuttamiseksi kolmannessa osatutkimuksessa opiskelijoilta pyydettiin myös sanallisia kokemuksia ja ajatuksia. Kunkin osatutkimuksen tulokset muodostivat perustan seuraavien vaiheiden suunnittelulle ja interventioille, tukien design-tutkimuksen etenemistä ja syventäen ymmärrystä. Tämän väitöstutkimuksen tuloksena ehdotetaan digitaalisen oppimisen ekosysteemin suunnittelukehystä tieto- ja viestintätekniikan insinöörikoulutukselle. Kehystä tukevat seuraavat suunnitteluperiaatteet: 1) tiimiyhteistyöalustan käyttöönotto, 2) kaikkien sidosryhmien aktiivinen osallistuminen yhteistyöhön, 3) ekosysteemin kulttuurin luominen, 4) sulautetun oppimisen hyödyntäminen, 5) ohjaajatiimin perustaminen, 6) online-resurssipoolin luominen, 7) projektiperustaisen oppimisen soveltaminen ja 8) toimialakohtaisten menetelmien ja konseptien hyödyntäminen. Nämä suunnitteluperiaatteet voidaan edelleen tiivistää suunnittelukehyksen ominaisuuksiksi, joita ovat: 1) koheesio, 2) yhteistyö, 3) jakaminen, 4) virtuaalisuus, 5) integrointi, 6) työkalut, 7) ongelmanratkaisu ja 8) teknologia. Tämän insinööritieteitä ja kasvatustiedettä yhdistävän tutkimuksen tulokset ovat laajentaneet insinöörikoulutuksen tietämystä ja tuottaneet teoreettisesti ja empiirisesti perustellun uuden suunnittelukehyksen ICT-insinöörikoulutuksen digitaalisen oppimisen ekosysteemin suunnittelulle. Tämä tutkimus paikkaa aukon kansainvälisessä tutkimuskentässä ja luo vankan perustan jatkokeskusteluille, tutkimushankkeille ja edistysaskeleille globaalissa digitaalisessa muutoksessa. Lisäksi se edistää korkeakoulujen ja teollisuuden välistä yhteistyötä, mahdollistaen tiedon ja asiantuntemuksen vaihdon tällä nopeasti kehittyvällä alalla.The increasing digitalisation of society has significantly transformed our learning methods and work processes. In the field of information and communication technology (ICT) engineering education, the emergence of new digital technologies and the industrial revolution have created a need to develop new pedagogical approaches that seamlessly integrate with industry methods and practices. This dissertation focuses on creating a design framework for a digital learning ecosystem and supporting design principles that integrate online learning with engineering education, taking into account both educational policy perspectives and the experiences and expectations of community stakeholders. In this research, stakeholders include students, industry representatives, instructors in ICT engineering education and personnel involved in research and development projects in the ICT unit. The research is situated in the context of ICT engineering education at Lapland University of Applied Sciences. This study aims to ensure the realisation of an engaging and meaningful digital learning ecosystem, providing students with the opportunity to acquire the necessary skills and knowledge to solve real-world problems and prepare for the digitising industry. The purpose of this design-based research (DBR) is to deepen our understanding of the design and implementation requirements and principles of ICT engineering education. To achieve the research goals of this study, which addresses the main research question, ‘What are the design principles and characteristics of a digital learning ecosystem that align with the needs of stakeholders and the policies in ICT engineering education?’, three sub-studies were conducted, each reported as a separate article. The first two sub-studies covered the first cycle of the DBR, and the third sub-study covered the second cycle. In the first sub-study, the thoughts and experiences of stakeholders within the current learning ecosystem of ICT engineering education were investigated. The qualitative research data consisted of interviews with students and web survey responses collected from instructors and industry representatives. The results were analysed using content analysis. The second sub-study piloted project-based learning supported by a team collaboration platform in an integrated curriculum, utilising blended learning in the context of a community of inquiry (CoI). The students’ experiences were assessed through a CoI survey, and the usage of the team collaboration platform was analysed based on server log data. The focus of the third sub-study was on students’ experiences in a fully online environment, which were examined using the CoI instrument. The results of the CoI instrument in the second and third sub-studies were analysed using the Rasch rating scale analysis method. To gain a deeper understanding, the students were also asked to provide verbal accounts of their experiences and thoughts in the third sub-study. The results of each sub-study served as a basis for planning subsequent phases and interventions, supporting the progress of the DBR and enhancing the understanding of the topic. As a result of this doctoral research, a design framework for a digital learning ecosystem is proposed for ICT engineering education. The framework is supported by the following design principles: 1) adoption of a team collaboration platform, 2) active participation of all stakeholders in collaboration, 3) creation of an ecosystem culture, 4) utilisation of blended learning methods, 5) establishment of an instructor team, 6) creation of an online resource pool, 7) application of project-based learning methods, and 8) utilisation of industry-specific methods and concepts. These design principles can be further condensed into the characteristics of the design framework, which establishes a connection between the framework and the emerging ideologies of the present era. The characteristics of the framework include 1) cohesion, 2) collaboration, 3) sharing, 4) virtual, 5) integration, 6) tools, 7) problem-solving, and 8) technology. The results of this research, which combines the disciplines of engineering and educational sciences, have expanded the new knowledge of engineering education and generated a theoretically and empirically justified design framework for a digital learning ecosystem in ICT engineering education. This research is significant because it fills a gap in the international research landscape and provides a solid foundation for further discussions, research projects, and advancements in the global digital transformation. In addition, it promotes collaboration between higher education institutions and industry, enabling the exchange of knowledge and expertise in this rapidly evolving field