From design to narrative: the development of inquiry-based learning models

The University of Nottingham and the Open University are partners in a ca. £1.2m project to help school students learn the skills of modern science. The three-year project, Personal Inquiry (PI) (funded by the UK ESRC and EPSRC research councils), is developing a new approach of 'scripted inquiry learning', where children investigate a science topic with classmates by carrying out explorations between their classroom, homes and discovery centres, guided by a personal computer. This paper describes our progress to date on the development of four models for inquiry-based learning, as part of the PI project. These are being used as the basis for the development of educational scenarios and associated scripts to explore the use of mobile technologies in supporting an inquiry-based approach to teaching Scientific thinking across formal and informal learning

Use of Metacognitive Techniques in Occupational Therapy Education: A Scoping Review

Efficient and effective occupational therapy curricular and course design is essential to develop competent and reflective practitioners. The intentional use of metacognitive strategies could improve the development of higher-order thinking and learning outcomes. The study explored the use of metacognitive strategies to improve learning and higher-order thinking in students within occupational therapy higher education. A targeted search for occupational therapy journals only was the primary method to identify studies. Arskey and O’Malley’s (2005) five-stage framework guided this scoping review. All studies demonstrated some aspects of metacognition, this included thinking about their learning, reflection, self-assessment, or sense-making. Through the PRISMA process, the initial search yielded 260 studies; 27 duplicates were removed for a remaining total of 233 studies. Thirteen articles were included in the final study. The identification of the studies’ purpose, pedagogy, metacognitive strategies, and the level of Bloom’s taxonomy for the strategies was included in the analysis. Written reflection, peer-to-peer debate, self-directed learning, critical thinking, self-assessment, and reflection observation were the metacognitive strategies described in the articles. The metacognitive strategies were not specific to a pedagogy. Rather the strategies varied in use; however, all focused on learning outcomes to develop higher-order thinking skills and life-long learners. The selected studies reported improved learning outcomes and described metacognitive strategies. Transparency and intentionality in occupational therapy higher education related to metacognition may improve learning outcomes leading to practitioners whose self-reflection and critical thinking improve client and system outcomes

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments.

Recent reform in K-12 science advocates for fostering a new type of integrated knowledge, where disciplinary ideas are learned through the practices of scientists and engineers. Moreover, when fostering this knowledge, the reform emphasizes the need to illuminate to students the practices of scientists and engineers and to promote learning by making learning relevant to students’ lives. This dissertation addresses the reform’s vision in the context of classroom formative assessments. An online assessment called the 4R Activity was designed and embedded in a middle school climate change curriculum. Similar to scientists and engineers, students in the 4R Activity built knowledge products by receiving and providing double-blinded reviews and using the reviews to revise their products. A mixed-methods approach was adopted to investigate: (a) students’ achievement outcomes before and after participating in the 4R Activity; (b) the quality of the products generated during the 4R Activity; and (c) students’ perspectives on different aspects of the 4R Activity. A fixed effects regression model was estimated to compare the achievement outcomes of the 4R Activity participants (N=173, intervention) to those who used a conventional formative assessment (N=226, control) within the same curriculum. The 4R Activity participants demonstrated achievement gains that were, on average, 2.2 times higher than that of the control group. Furthermore, in the 4R Activity the achievement gains were highest for traditionally underrepresented groups in the sciences (e.g., females, African Americans). Next, qualitative techniques were used to examine the patterns and characteristics of students’ artifacts (e.g., revised products, peer review) over three 4R Activity cycles. Findings revealed that over time students incorporated feedback to construct high quality knowledge products and provided comprehensive peer reviews. Twenty-two students’ perspectives on the 4R Activity were documented through semi-structured interviews. Students’ accounts revealed their awareness of connections between aspects of the 4R Activity and their interests (e.g., playing sports) as well as connections between the activity and the work of scientists and engineers. Together the studies showcase how a formative assessment resource can be used to promote learning, engage students in the practices of professionals and elicit students’ interests and experiences to inform further learning.PhDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/120773/1/sania_1.pd