A Pedagogy for Original Synners

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis essay begins by speculating about the learning environment of the class of 2020. It takes place entirely in a virtual world, populated by simulated avatars, managed through the pedagogy of gaming. Based on this projected version of a future-now-in-formation, the authors consider the implications of the current paradigm shift that is happening at the edges of institutions of higher education. From the development of programs in multimedia literacy to the focus on the creation of hybrid learning spaces (that combine the use of virtual worlds, social networking applications, and classroom activities), the scene of learning as well as the subjects of education are changing. The figure of the Original Synner is a projection of the student-of-the-future whose foundational literacy is grounded in their ability to synthesize information from multiple information streams

The Effects of Goal Orientation and Feedback on the Notetaking Habits and Performance of College Students

Notetaking is viewed by high school and college students as a tool to help them record and organize information presented by their instructors in lecture format. Research has shown that students who take notes consistently outperform students who do not use this strategy on tests of their knowledge. Although previous studies have identified factors contributing to individual differences in notetaking, these works have largely focused on cognitive skills while neglecting to consider the role that a students' motivation may play in their notetaking habits. The current study is an extension of lecture notetaking research (Peverly et al, 2007; Peverly et al., 2010; Reddington, 2011) that applies principles of Elliot's trichotomous goal orientation theory to investigate the question of student motivation. Specifically, this dissertation's primary purpose was to determine if goal orientation and feedback affect students' notetaking habits or performance on measures of their knowledge. Hypotheses related to the established relationships between gender and notetaking and notetaking and performance were also explored. This dissertation is unique in that it is the only study to examine the effects of goal orientation on the specific strategy of notetaking through the use of an experimental design. A sample of 231 undergraduate students participated in the two-phase experiment. In phase I, participants were randomly assigned to one of three goal orientation groups, asked to listen to a videotaped lecture and to write a detailed summary of what they had learned. In phase II, participants were randomly assigned to receive contrived feedback stating that their phase I written summary was either above or below an arbitrary performance standard. After reviewing their feedback, participants were again asked to listen to a videotaped lecture and write a detailed summary of what they had learned. Independent variables included gender, goal orientation, and feedback. Dependent variables included quantity of idea units in students' notes and quantity of idea units in students' written summaries. Results indicated that factors related to goal orientation, feedback, and gender did impact students' notetaking quantity and performance. Note quantity was predicted by gender, goal orientation, the gender x goal orientation interaction, and the feedback x goal orientation interaction. Quantity of idea units in written summary was predicted by note quantity, the gender x goal orientation interaction, and the note quantity x goal orientation interaction. Future research should continue to examine the specific impact of goal orientation and feedback on notetaking habits

The effect of typewriting vs. handwriting lecture notes on learning: a systematic review and meta-analysis.

This study is a systematic review and meta-analysis of studies examining the effect of note-taking modality during lecture, that is, taking notes by hand using pen and paper vs. taking notes using a keyboard and computer, on learning among secondary and postsecondary students. I begin with a review of the literature and theoretical introduction to the theories and terms used. From a theoretical standpoint, there are strong reasons to believe that taking notes by hand might offer recall benefits relative to taking notes using a computer and keyboard. At the same time, I point out that one problem, which I term the “fundamental problem of modality research”, is that when researchers randomly assign participants to a note-taking modality they are also, indirectly, assigning them to a note-taking style. Furthermore, most studies do not consider factors such as participant transcription capacity that might serve as theoretically important moderators. I then describe the methods used for the systematic review and meta-analysis. These included a robust literature search, double screening of all potentially eligible studies, and double coding of all eligible studies. The meta-analytic methods involved multilevel applications of standard meta-analytic methods. The systematic review resulted in identification of 33 eligible reports containing 42 independent samples and 88 effect sizes, all evaluating whether there are recall differences — almost always operationalized as scores on a quiz given after exposure to lecture material — between participants taking notes by handwriting vs. typewriting, that is, the modality effect. A statistically significant overall meta-analytic average was found g = +0.144 [0.023, 0.265], p = .021, benefiting handwriters over typewriters. This is a small effect; on average, in the typical study typewriters scored about 50% on the recall quiz. The effect size of g = +0.14 translates into an average percent correct of about 57% in the handwriting group. There is some evidence that providing participants with an opportunity to review their notes might substantially reduce the observed advantage for handwriters

Taming technology: harnessing the power of computers in the ministry of the church

https://place.asburyseminary.edu/ecommonsatsdissertations/1441/thumbnail.jp

We Observe, We Reflect, We Research: Data-Driven, Job-Embedded Science Professional Development with Early Head Start Teachers

abstract: The purpose of this action research was to understand how reflective, job-embedded early childhood science professional learning and development (PLD) impacted Early Head Start (EHS) teacher learning and their perceptions toward science with toddlers. Limited content knowledge and lack of formal preparation impact teachers’ understanding of developmentally appropriate science and their capacity to support children to develop science skills. In Arizona, limited availability of early childhood science coursework and no science-related PLD for toddler teachers showed the need for this project. Four literature themes were reviewed: teacher as researcher, how people learn, reflective PLD, and how young children develop scientific thinking skills. The participants were nine EHS teachers who worked at the same Head Start program in five different classrooms in Arizona. The innovation included early childhood science workshops, collaboration and reflecting meetings (CPRM), and electronic correspondence. These were job-embedded, meaning they related to the teachers’ day-to-day work with toddlers. Qualitative data were collected through CPRM transcripts, pre/post-project interviews, and researcher journal entries. Data were analyzed using constant comparative method and grounded theory through open, focused, and selective coding. Results showed that teachers learned about their pedagogy and the capacities of toddlers in their classrooms. Through reflective PLD meetings, teachers developed an understanding of toddlers’ abilities to engage with science. Teachers acquired and implemented teacher research skills and utilized the study of documentation to better understand children’s interests and abilities. They recognized the role of the teacher to provide open-ended materials and time. Moreover, teachers improved their comfort with science and enhanced their observational skills. The teachers then saw their role in supporting science as more active. The researcher concluded that the project helped address the problem of practice. Future research should consider job-embedded PLD as an important approach to supporting data-driven instructional practices and reflection about children’s capabilities and competencies. Keywords: action research, Arizona Early Childhood Workforce Knowledge and Competencies, Arizona’s Infant and Toddler Developmental Guidelines (ITDG), documentation, early childhood science, Early Head Start (EHS), Head Start Early Learning Outcomes Framework (ELOF), inquiry, job-embedded, pedagogy, professional development (PD), reflective professional development, teacher as researcher, teacher research, toddler scienceDissertation/ThesisDoctoral Dissertation Leadership and Innovation 201

An investigation of students' computer-based learning strategies

In recent decades, there has been a significant increase in the development and use of computer based learning technology in tertiary education. At the same time, researchers in the field of education have begun to develop an understanding of student learning in terms of learning strategies. Such constructs represent motives, behaviours and thought processes adopted by the student that are believed to mediate learning. This thesis investigates the learning strategies adopted by students using a computer-assisted learning system as part of their studies. Furthermore, the thesis examines the extent to which these computer-based strategies differ from learning strategies related to traditional teaching methods and tools. The computer-based learning strategies of a population of distance education students were investigated using a CD-ROM. The students were studying the course Biology, Brain and Behaviour at the Open University and the Human Brain CD-ROM was an optional component of their learning materials. Data collected from questionnaires, interviews and observations over four studies led to the proposal of a framework of computei-based strategies. This framework comprises ten strategies that cover motivation, information processing and management of resources on the CD-ROM. When these strategies were compared to a framework of strategies related to the study of traditional teaching materials a number of differences emerged between the strategies used in the computer and traditional learning contexts

Thinking while drawing and drawing to think: Exploring ‘reflective doodling’ as a critical reflective practice in design for transitions

This paper attempts to articulate what is typically tacit within the process of ‘reflective doodling’. By dissecting different types of artefacts created during reflective doodling, the paper demonstrates how this critical reflective practice creates a synergy between design research and design practice. The nuances of reflective doodling are unpacked and its relevance to complex problems is explored through the emergent practice of ‘design for transitions’. Discussion reveals the importance of external inputs into the process and explores how the layers of thinking and action embedded in its processes expand the dynamic interplay between research and practice