New Multimodal Designs for Foreign Language Learning

Semiotiske multimodale teorier taler om nye affordanser (”handlemuligheder”) i medie- og læringslandskaber, hvilket både teoretisk og empirisk møder genklang i Universal Design for Learning (UDL) -og Computer-Assisted Language Learning (CALL)-litteraturen, men pga. de to tilganges henholdsvis neurodidaktiske og teknologiske orientering mangler begge et teoretisk fundament inden for semiotisk multimodalitet og læringsøkologi. Beriget med multimodalitetsteori og økologiske perspektiver kan UDL og CALL krydsbefrugtes til at danne et multimodalt og økologisk bevidst inkluderende design for sprogindlæring. Denne hypotese undersøges teoretisk som en del af et igangværende projekt og dernæst i et empirisk undersøgelsesdesign, der udforsker digital stilladsering. Multimodale og økologiske perspektiver anvendes til at analysere affordanser og økologier i CALL- og UDL-baserede læringsdesign. På baggrund af denne analyse opbygges et principstyret UDL-CALL læringsdesign. Til den empiriske afprøvning foreslås et mixed-methods-undersøgelsesdesign, og foreløbige undersøgelsesresultater præsenteres, der antyder UDL-CALL-designets gangbarhed.Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design’s viability

Making Online Learning Personal: Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum

An online curriculum about biological evolution was designed according to the Promoting Evidentiary Reasoning and Self-regulation Online (PERSON) theoretical framework. PERSON is an attempt to develop online science instruction focused on supporting evidentiary reasoning and self-regulation. An efficacy study was conducted with 80 suburban high school biology students using a design-based research approach to develop a curriculum to promote biological evolution understandings, evidentiary reasoning, and self-regulation. Data sources and instruments included (1) the Biological Evolution Assessment Measurement (BEAM); (2) the modified Motivated Strategies for Learning Questionnaire (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) Prediction, Monitoring, and Reflection forms (PMR); (6) the Online Instruction Questionnaire; and (7) field notes. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure biological evolution content knowledge and evidentiary reasoning. Students tracked in a lower level biology course showed improvement in biological evolution understandings and evidentiary reasoning. It was found that performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. However, findings revealed that students did not meet local standards for performance on items designed to measure evidentiary reasoning. Students expressed a variety of opinions about their learning experiences with the online curriculum. Some students expressed a definite preference for traditional learning environments, while others expressed a definite preference for online learning. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support evidentiary reasoning and self-regulation are discussed

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Theoretical and Conceptual Approaches to Co-Regulation: A Theoretical Review

During the last two decades, interpersonal regulation in natural and digital learning environments has gained importance. Ever since the first conceptual and methodological precisions regarding collaborative learning were made, educational psychology has focused its interest on analyzing collective regulation of motivation, cognition, and behavior. Despite the fact that the body of research on co-regulation has grown, emerging epistemological frameworks evidence a lack of conceptual and theoretical clarity. In response to this situation, the authors propose a conceptual approach in order to address interpersonal regulation in four aspects: first, they describe three learning theories which have been used to study co-regulation. Second, the authors recommend a conceptual delimitation of terms regarding the learning theories on social regulation. Third, they highlight diffuse boundaries between theoretical approaches and terms used in the literature on co-regulation. Finally, the authors suggest some challenges the researchers in this field face

A critical analysis of technology’s impact on teacher’s views of literacy learning and teaching: A continuum of understandings

The purpose of this study was to investigate three middle school English teachers’ understandings of literacy and technology. In particular, how do they view literacy and technology learning and teaching, and how do they use (or not use) technology to enact their views of literacy in their classrooms. This narrative inquiry qualitative study consisted of three open-ended interviews, written literacy narratives, and multiple classroom observations with each participant as well as the collection of various teacher documents, such as lesson plans, presentation notes, rubrics, and student handouts. Narrative methods were used in the data analysis. Findings were organized across a continuum of literacy understandings from traditional understandings to new conceptions of literacy. Discussion and implications point to the need for an expanded definition of literacy with teachers that addresses the complexity of multiliteracies. There is also a need for extending pedagogical repertoires of teachers to recognize TPACK as a beginning to multiliteracies

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

A critical analysis of technology’s impact on teacher’s views of literacy learning and teaching: A continuum of understandings

The purpose of this study was to investigate three middle school English teachers’ understandings of literacy and technology. In particular, how do they view literacy and technology learning and teaching, and how do they use (or not use) technology to enact their views of literacy in their classrooms. This narrative inquiry qualitative study consisted of three open-ended interviews, written literacy narratives, and multiple classroom observations with each participant as well as the collection of various teacher documents, such as lesson plans, presentation notes, rubrics, and student handouts. Narrative methods were used in the data analysis. Findings were organized across a continuum of literacy understandings from traditional understandings to new conceptions of literacy. Discussion and implications point to the need for an expanded definition of literacy with teachers that addresses the complexity of multiliteracies. There is also a need for extending pedagogical repertoires of teachers to recognize TPACK as a beginning to multiliteracies

Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties

Lessons from the Pivot: Higher Education\u27s Response to the Pandemic

The intensity of major events often leads us to remember minute details of where we were and what we were doing when they occurred: what we wore as we watched the towers fall on September 11, 2001; the faces of our classmates when the space shuttle Challenger exploded on January 28, 1986; the smell in the air when we lived through a major earthquake, fire, or other personal tragedy. Similarly, faculty, staff, and students will remember the series of moments that led to the closure of their schools and universities as the 2020 COVID-19 pandemic spread throughout the world--the timeline varies, but on the East Coast of America, this occurred in early March. Unprecedented became the word of the year in our emails and texts and Zoom calls. We adjusted our expectations; we pivoted our planning, instruction, and interactions; and we continue to do so