Verification of Theory Based Design Features for Designing Online Instruction for Students with Learning Disabilities and Other Struggling Learners

This study involved a comprehensive review of the literature on multimedia design to identify theory based design principles applicable to online instruction. Seven theories were reviewed. They included Cultural Historical Activity Theory (CHAT), Human Computer Interaction (HCI), Cognitive Theory of Multimedia Learning (CTML), Cognitive Load Theory (CLT), Universal Design for Learning (UDL), Kosslyns's (2007) eight Psychological Principles, and Wicken's (1999) thirteen Principles of Display Design. The focus was on all learners including those with disabilities. Forty theory based design principles, supported by research, were verified through Q methodology model (Brown, 1980; McKeown & Thomas, 1988). Three panels of experts in 1) multimedia theory, 2) design/development of online instruction for all K-12, and 3) design/development of online instruction for students with learning disabilities rated the importance of each principle. The Q-sort involved sorting along the dimensions of a quasi-normal distribution scale. This prevented the experts from placing a disproportionate number of principles in any single category. The response rate for experts was 81.1%. An Analysis of Variance was carried out to ascertain differences among the rating of expert by group and in combination and followed by a Post-Hoc Test. The result showed that only one principle had the p value = .042 between Group 1 Multimedia and Group 2 All K-12 Learners at the p < .05 significant level. The implications are that there was little differentiation between the focus on all students and the focus on students with learning disabilities. A correlation analysis was conducted with the correlation matrix indicating only six observed relationships were very strong. There were three principles with the most positive correlation coefficients ranging from r =.529 to r =.554. In contrast, there were three negative correlations coefficient between principles, ranging from r =.462 to r =.503. These results imply that there was considerable independence among the principles. The factor analysis resulted in five factors being identified i.e., Factor 1: Learner variability, Factor 2: Cognitive strategies, Factor 3: Prerequisites for teaching/learning, Factor 4: Context for learning, and Factor 5: Media presentation

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

New Kids on the Net. Deutschsprachige Philosophie elektronisch\ud

Mailing lists tend to be shaped by core groups of dedicated participants, developing their interests and opinions in front of a predominantly receptive audience of subscribers. A new kind of communicative praxis is established on top of some guidelines on how computers should exchange data: participation in quasi-instantaneous, globally distributed, non-hierarchical discursive interchange. Computer networks, as is well known, are not confined by any historical or geographical borders. As a consequence, the cultural impact of the technical devices seems to affect arbitrary collections of users availing themselves of the necessary equipment and know-how. One of the most dazzling experiences of communication on the net, it has correctly been pointed\ud out, is its global egalitarianism. While it is true that large parts of the planet are still excluded and the predominance of the English language imposes important\ud constraints on the participants, it is difficult to avoid an initial euphoria, a cosmopolitan state of mind, as one becomes familiar with a machinery that can support spatially unlimited cooperation between equals with a minimum of\ud administrative overhead

Adolescent Literacy and Textbooks: An Annotated Bibliography

A companion report to Carnegie's Time to Act, provides an annotated bibliography of research on textbook design and reading comprehension for fourth through twelfth grade, arranged by topic. Calls for a dialogue between publishers and researchers

Evaluating university teaching and learning / Patricia J. Rogers

This paper discusses ways to evaluate university teaching and learning in ways that improve the human capital of teachers and students. While evaluation of teaching and learning often focuses only on gathering and using student feedback with evaluation, there is of course a wide array of literally dozens of evaluation models, approaches and tools. These many alternatives offer the opportunity to match each particular situation with the most appropriate approach, providing there is some way of reviewing options and selecting the most relevant one. This paper sets out some of these different approaches to evaluation, and a guide to selecting which approach to evaluation should be used when, and how these might be useful not only to judge the quality of teaching and learning but to actually improve it

Attitudes Towards Use of Hypermedia in Hearing Impaired Students’ Pedagogy

This study investigated the attitudes on use of hypermedia based on constructivist learning context. Traditional methods and tools applied in classrooms are not found to be attractive or thrilling resulting to boredom, fatigue and negative attitude towards learning. New technologies such as hypermedia proved to be successful for improving the ability of deaf children in pedagogical process promoting attention, interest and attitude. While using hypermedia can be viewed as a new platform for delivery, there are still many teachers who look to hypermedia as a replacement of their current teaching methods. The objectives of the study were to; investigate students’ attitude towards the use of hypermedia and establish teachers’ attitude on use of hypermedia. The study was informed by constructivist theory emphasizes learner-centered learning. The study assumed a pragmatic research paradigm adopting mixed methods using quasi experimental approach involving Solomon four nonequivalent control group design.  The sample size consisted of 79 students and 10 teachers. Data instrument was questionnaire. Data were analyzed through inferential statistic chi- square and descriptive include; tables, mean, frequency, percentage and standard deviation. The results indicate that hypermedia impact positively; students were positive and satisfied with hypermedia because it is found to be enjoyable, motivating, interactive, promotes understanding, encourages autonomy and foster learning than traditional learning. Teachers agreed that hypermedia leads to greater understanding of abstract topics. The findings of this study may create awareness and need for integrating hypermedia in pedagogy to improve attitude, thus helping learners to focus attention that promotes teachers’ instructional technique. Keywords: Hypermedia, Attitude, Pedagogy, Hearing Impaired, Geomorpholog

Adobe Youth Voices Literature Review

Education Development Center, Inc. (EDC) received a grant from Adobe to conduct an evaluation of the Adobe Youth Voices (AYV) program. As part of the evaluation, EDC conducted a review of relevant literature to situate AYV in a broader context, provide stakeholders with a framework for understanding goals and outcomes, and frame and inform the evaluation questions. EDC reviewed scholarly articles, program reports and evaluations, and research studies that addressed youth media programs, youth development, teacher professional development, and other areas related to AYV's goals.Among the findings, the literature review includes 6 key points that speak to the AYV program:1. The goals of youth media programs most commonly cited can be grouped into several categories: Youth voice -- the capacity for self-expression Youth development -- the process of developing the skills and personal attributes that enable young people to become successful adults Media literacy -- the ability to analyze, evaluate and produce information in a variety of media forms Skill development -- such as communication, critical thinking, technology, and media production skills Social action or civic engagement 2. Outcomes and impacts on participants of youth media programs commonly found in the literature include: Improved skills Improved community perception of youth Positive youth development Increased social action and civic engagement 3. Outcomes and impacts on participants of youth development programs frequently cited include:Improved communication, critical thinking, and related skills Increased self-esteem More positive attitudes towards school and their futures 4. There is broad agreement that traditional educational approaches do not adequately address 21st century skills. Education must adapt to be more compatible with the ways in which young people think and learn, as well as the tools and media that are part of their environment.5. Student engagement in education has been associated with positive youth development and 21st century skills. Engaging instruction often includes inquiry- or project-based, multidisciplinary, and authentic learning activities.6. Educator professional development is believed to be a key step toward improving student outcomes. While there is little research that can demonstrate this connection, there is new focus on evaluating the effectiveness of professional development activities. Elements of effective professional development include learning communities and collaboration, ongoing support and assistance, and active or applied learning

The Communication of Design to Non-Experts: An Investigation Into Effective Methods of Communicating Design Through Drawing Styles

Communication between designers and their client has always been an essential element in the design of buildings and interior spaces. This communication occurs in various different ways, but the key method of a designer communicating their space is through their drawings. Clients come from many different backgrounds and many may not have the training or experience that allows them to fully understand what they are seeing in the drawings being presented and as such can be considered non-experts. A majority of drawings are typically presented and developed in two-dimensions which can be confusing for non-experts to understand since they rarely experience a space in two-dimensions. In establishing this research two main questions were developed to focus the study. Firstly, how do designers use drawings to communicate design intent and spatial elements? Secondly, how do non-experts interpret these drawings into perceiving a space that they can occupy? This research will assist designers with insight into how non-experts translate drawings in their minds to create a mental perception of a space. The research will also provide information on elements in drawings that communicate effectively in helping people perceive a space. Finally, the research will delve into if a particular style of drawing, two-dimensional, three-dimensional or a combination of both, communicates with higher accuracy the elements of design that assist people in perceiving a space. Understanding how drawings can effectively communicate design to assist non-experts in perceiving space is a critical part of a designer\u27s role. Advisor: Timothy Hemsat

A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature