Increasing HOTS of High School Students Using Mobile Technology and Scaffolding Approach: Study on Physics Learning

Improvement, development, and growth of a country cannot be separated from the quality of its human resources. This is even more so for a country that will face a population demographic bonus like Indonesia, which requires excellent and increasing quality of human resources so that they are always able to compete. Education is one of the factors that plays an important role in advancing the quality of human resources. This study aims to develop an Android-based learning media application on simple harmonic motion physics material and is used to improve the HOTS ability of students by learning using the scaffolding approach. This study is an R&D with a 4D model consisting of the Defining, Designing, Developing, and Disseminating stages. The operational test at the Developing stage was carried out using an experiment with the Pretest-Posttest Control Group design. The product in this study is an Android-based physics learning media application on simple harmonic motion material that has been tested for its feasibility for use in physics learning. Then, the product was tested in the field by being implemented in learning. The experimental results in the experimental class using android media and the scaffolding approach and the control class using conventional learning showed a significant difference in HOTS abilities. The implementation of Android-based physics mobile learning media and the scaffolding learning approach has a positive effect on the HOTS ability of students

The learner centric ecology of resources: a framework for using technology to scaffold learning

This paper is based upon a Keynote presentation at CAL07 and extends previous introductory descriptions of the Ecology of Resources model of educational contexts. The relationships between the elements in the Ecology of Resources are a particular focus for discussion here. In particular, we consider how we might use the Ecology of Resources model to scaffold learning so that a wide range of the resources available to a learner within their context can be used to best support their learning needs. Resources here include people, technologies and artifacts. We look for ways in which they can be linked and marshaled in a learner centric manner and draw on the HOMEWORK and VeSEL projects as practical examples of the way the Ecology of Resources framework can be used

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

The Role of a Mobile App for Listening Comprehension Training in Distance Learning to Sustain Student Motivation

In this article the importance of listening comprehension for language students is discussed and the possible benefits of using a mobile app to motivate its practice and development are considered. The Audio News Trainer (ANT) is presented as an example of this type of app that uses the news domain as the source of audio recordings. Three research questions related to the use of this app are outlined regarding the effectiveness of the news domain for motivating the practice of listening comprehension, whether social media (such as Facebook) can increase the motivation, and how the students’ exposure to the target language can be prolonged here. An experiment is undertaken that provides data (obtained by interaction with the app and from pre- and post-questionnaires) which appear, based upon initial analyses, to support both the use of ANT to motivate the prolonged practice of listening comprehension and also the potential of social media-based interaction in second language learning nowadays

Using mobile media creation to structure museum interpretation with professional vision

Mobile technology plays an increasing role in museum and cultural heritage contexts. In most cases, these tools support the relatively passive consumption of expert interpretations, or the unguided generation of content by users. This paper explores the potential for technologies to help museum visitors, encountering unfamiliar objects, to engage with them as a skilled professional interpreter would, through structured mobile experiences that focus on creating multimedia content. We explore this concept in the area of artefact interpretation and specifically how to enact a structured process of interpretation, as would commonly be taught in courses dedicated to the analytical diagnostics of visual evidence, such as Classical Archaeology or Art History. We discuss two field trials of prototype systems through which the structured creation of multimedia forms a basis for learning to interpret historical artefacts conducted in contexts of both formal and informal learning. By describing, implementing, and evaluating this approach, we contribute understanding of a new way to conceptualise active engagement in museum contexts, through the effective use of scaffolding and user generation of multimedia. We identify issues around the properties and flexibilities of multiple media for this purpose, links between provision for procedural and factual learning, and the value of media creation-based structures in improving the skills and confidence to interpret

Emerging technologies as cognitive tools for authentic learning

Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education unit over two full iterations, using a design-based research approach. This paper describes the pedagogical context of the intervention, the methodology used, and it presents an analysis of themes emerging from the data relating to the use of emerging technologies

Designing citizen science tools for learning: lessons learnt from the iterative development of nQuire

This paper reports on a 4-year research and development case study about the design of citizen science tools for inquiry learning. It details the process of iterative pedagogy-led design and evaluation of the nQuire toolkit, a set of web-based and mobile tools scaffolding the creation of online citizen science investigations. The design involved an expert review of inquiry learning and citizen science, combined with user experience studies involving more than 200 users. These have informed a concept that we have termed ‘citizen inquiry’, which engages members of the public alongside scientists in setting up, running, managing or contributing to citizen science projects with a main aim of learning about the scientific method through doing science by interaction with others. A design-based research (DBR) methodology was adopted for the iterative design and evaluation of citizen science tools. DBR was focused on the refinement of a central concept, ‘citizen inquiry’, by exploring how it can be instantiated in educational technologies and interventions. The empirical evaluation and iteration of technologies involved three design experiments with end users, user interviews, and insights from pedagogy and user experience experts. Evidence from the iterative development of nQuire led to the production of a set of interaction design principles that aim to guide the development of online, learning-centred, citizen science projects. Eight design guidelines are proposed: users as producers of knowledge, topics before tools, mobile affordances, scaffolds to the process of scientific inquiry, learning by doing as key message, being part of a community as key message, every visit brings a reward, and value users and their time

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen