Rich environments for active learning: a definition

Rich Environments for Active Learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. REALs provide learning activities that engage students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, REALs are a response to educational practices that promote the development of inert knowledge, such as conventional teacher-to-student knowledge-transfer activities. In this article, we describe and organize the shared elements of REALs, including the theoretical foundations and instructional strategies to provide a common ground for discussion. We compare existing assumptions underlying education with new assumptions that promote problem-solving and higher-level thinking. Next, we examine the theoretical foundation that supports these new assumptions. Finally, we describe how REALs promote these new assumptions within a constructivist framework, defining each REAL attribute and providing supporting examples of REAL strategies in action

S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts

Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The approach of a platform-independent description language for scripts that allows for easy implementation of the same script on different platforms has not succeeded yet in making the transfer of scripts feasible. We present an alternative solution that treats the problem as a special case of providing support on top of diverse Web pages: In this case, the challenge is to trigger support based on the recognition of a Web page as belonging to a specific type of functionally equivalent pages such as the search query form or the results page of a search engine. The solution suggested has been implemented by means of a tool called S-COL (Scripting for Collaborative Online Learning) and allows for the sustainable development of scripts and scaffolds that can be used with a broad variety of content and platforms. The tool’s functions are described. In order to demonstrate the feasibility and ease of script reuse with S-COL, we describe the flexible re-implementation of a collaboration script for argumentation in S-COL and its adaptation to different learning platforms. To demonstrate that a collaboration script implemented in S-COL can actually foster learning, an empirical study about the effects of a specific script for collaborative online search on learning activities is presented. The further potentials and the limitations of the S-COL approach are discussed

The effects of scffolding strategy in online social-collaborative learning environment on engineering students knowledge construction level: a literature review

Engineering students show very little gains in high knowledge construction level that allow them to integrate and apply real world situations especially to develop the competence and expertise in the engineering field (Streveler et al., 2008). In order to achieve the complex skills of the engineering students, scaffolding strategy needs to embark on the learning process. Scaffolding is a key strategy in cognitive apprenticeship, in which students can learn by taking increasing responsibility in complex problem solving with the guidance of more knowledgeable mentors or teachers (Collins, Brown, and Newman, 1986). This study will provide some useful insight for the scaffolding strategy used towards knowledge construction process in an online socialcollaborative learning environment. The findings of this study will clarify the scaffolding types versus knowledge construction level in online social collaborative learning environment.. The knowledge construction processes as defined by the scaffolding strategy factors will assist curricula designers or lecturers to redefine the roles and metacognitive activities of the lectures and students in order to make the learning process in the online social-collaborative learning environment more efficient, meaningful, and can improve engineering students’ knowledge construction process as well as innovative and creative thinking. The findings of this study could be used as a basis for further research in online social-collaborative learning environment

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

Learning requirements engineering within an engineering ethos

An interest in educating software developers within an engineering ethos may not align well with the characteristics of the discipline, nor address the underlying concerns of software practitioners. Education for software development needs to focus on creativity, adaptability and the ability to transfer knowledge. A change in the way learning is undertaken in a core Software Engineering unit within a university's engineering program demonstrates one attempt to provide students with a solid foundation in subject matter while at the same time exposing them to these real-world characteristics. It provides students with a process to deal with problems within a metacognitive-rich framework that makes complexity apparent and lets students deal with it adaptively. The results indicate that, while the approach is appropriate, student-learning characteristics need to be investigated further, so that the two aspects of learning may be aligned more closely

TOWARDS OPTIMAL SCAFFOLDING OF LOW ACHIEVERS’ LEARNING : combining intertwined, dynamic, and multi-domain perspectives

This dissertation aims to contribute to the optimal scaffolding of low achievers’ learning. Scaffolding research has traditionally concentrated on teachers’ short-term support and, thus, has not scrutinized the calibration of long-term support for students’ learning. The aim of this dissertation is to theoretically and empirically deepen our understanding of scaffolding and learning as intertwined, dynamic, and multi-domain processes. Methodologically, the aim is to develop tools to systematically analyze intertwined multi-domain scaffolding and learning dynamics. With these tools, the opportunities created and taken up during interactions by both low achievers and their teachers are scrutinized and integrated to unveil both low achievers’ readiness for challenges and teachers’ flexibility in calibrating scaffolding to students’ needs. On a practical level, by developing and identifying scaffolding practices, this dissertation aims to promote and explore teachers’ professional development in optimal scaffolding. To achieve these aims, this dissertation comprises four intervention studies. The mixed methods approach, including carefully designed tests, quasi-experimental and single-subject designs, and longitudinal in-depth case studies with systematic interaction video-observations, was used in the studies. In Study I, the aim was to determine the effectiveness of multi-domain scaffolding in supporting low achievers’ learning. We designed an intervention to develop the cognitive–metacognitive and motivational–emotional domains needed in mathematical word problem solving. To overcome challenges reported in earlier studies on scaffolding low achievers’ complex skills, our intervention combined teacher scaffolding with word problems embedded in a computer-supported adventure game. During the instructional discussions, the students were scaffolded to become active, strategic, and motivated problem solvers. Altogether, 429 general education fourth grade 10-year-old students participated. Intervention students (n = 8) and two pairwise-matched controls for each intervention student (n = 16) were selected from the lowachievers in word problem solving among the total sample. Intervention students participated in the intervention in pairs during 14 game lessons. Each lesson lasted approximately 45 minutes. At the group level, some positive and lasting effects for the intervention group’s word problem solving were indicated by the statistical test results and effect sizes from the pre-test, post-test, and follow-up test comparisons. After the intervention, the intervention group’s word problem solving skills no longer differed from those of the other students (n = 405), who served as a comparison group to establish the typical skill level of the age group. By contrast, the control groups’ skills still were below the typical level. When the individual learning dynamics behind the group level were scrutinized, large intra- and inter-individual variability were identified. Observations showed the power of the innovative learning environment in deepening students’ engagement in problem solving, but also the challenges in scaffolding low achievers’ complex skills. It was concluded that low achievers’ word problem solving skills progress when they are given intensive and systematic multi-domain teacher scaffolding in a carefully designed computer-supported learning environment. The interesting variability in the low achievers’ development and the vital role of the instructional discussion between the low achievers and the teacher highlighted the importance of in-depth analysis of multi-domain scaffolding interactions to deepen our understanding of the most optimal ways to scaffold low achievers and formed the basis of Studies II to IV. In Study II, the aim was to establish the potential of dynamic interaction analysis to study scaffolding. We introduced an educational application of the State Space Grid (SSG) method for analyzing teachers’ scaffolding in relation to students’ learning in real time. We also built a theoretically integrated optimal scaffolding model that uses concepts of interpersonal positioning, creation, and the take-up of opportunities to interpret interactions illustrated with SSGs. Based on the optimal scaffolding model, during scaffolding, students are positioned by moment-to-moment opportunities to participate in particular ways. Over time, these interpersonal positions establish diverse learning trajectories. To successfully support learning in the cognitive–metacognitive domain, scaffolding was supposed to include both dynamic matches between opportunities created by the teacher and taken up by the students and opportunities created by the teacher at a higher level than the students’ following participation. Methodological illustrations were produced by analysing from videotapes the strategic levels of opportunities created and taken up between a special education teacher and three fourth-grade low achievers during three lessons in a multi-domain small-group reading comprehension intervention. The results showed that teacher domination and interaction at low matched levels were very typical. Interactions at high levels were rare. Missed opportunities were observed when the teacher created high-level opportunities, but faced challenges in pulling low achievers to this level or failed to take up opportunities created by the low achievers. These missed opportunities showed that the teacher had difficulties calibrating her level of scaffolding to pull the lowachievers toward new levels of independent activity. With these methodological illustrations, we established the power of SSGs for representing and analyzing instructional match and mismatch in the cognitive–metacognitive domain. We also showed that studying scaffolding interactions has great potential for understanding teachers’ expertise and the dynamics behind resistance and resilience to learning. The methodological and theoretical progress made in Study II formed the basis for scrutinizing long-term scaffolding interactions with more cases in Study III. In Study III, the aim was to deepen understanding of the intertwined and dynamic nature of evolving scaffolding patterns in the cognitive–metacognitive domain. We further developed the optimal scaffolding model and applications of the SSG method for studying long-term scaffolding. To capture opportunities created and taken up during extended processes, all intervention lessons in two small groups were analyzed from videotapes (19 lessons/group, altogether 21,428 contributions). Both groups participated in the reading comprehension intervention developed in Study II, and interactions were analysed in the same way as in Study II. The results demonstrated that low-level matches were too typical and high-level matches too rare also during long-term scaffolding. Based on the optimal scaffolding model, we expected an increase in high-level matches and a decrease in low-level matches during the intervention. However, there were no linear changes in the matched interactions. The most promising but, unfortunately, frequently missed potential emerged when the teacher or the low achievers created opportunities by participating at a higher level than the other participant. We expected an increase in opportunities created by the teacher during the intervention. However, one of the two teachers did not increase and the other even decreased high-level opportunities. Interestingly, there was a linear increase in the high-level opportunities created by the low achievers in both groups. Unfortunately, the teachers did not flexibly take up the low achievers’ increasing readiness for high-level participation. Interesting group differences, fluctuations and non-linear developments were also found. This study deepened our understanding of the intertwined and dynamic nature of cognitive–metacognitive scaffolding and emphasized the need to continue developing collaborations between researchers and teachers to increase optimal scaffolding. Future research was challenged to understand the scaffolding in both the cognitive–metacognitive and the motivational–emotional domains to deepen the understanding of the systemic formation and maintenance of learning dynamics. In Study IV, we took the next step towards this grand goal by scrutinizing teachers’ emotional scaffolding. In Study IV, the aim was to gain insight into the nature and evolution of scaffolding in the motivational–emotional domain. We developed a systematical observation method to deepen the understanding of teachers’ emotional scaffolding and its variation during interaction processes. Methodological illustrations were produced by analysing from videotapes the teachers’ emotional support in a multi-domain dialogic story readingintervention. Videos from four preschool teachers were used to develop emotional support categories based on the Classroom Assessment Scoring System. Using the developed categories, we observed the positive, neutral, and negative emotional support of the other two preschool teachers, called here Petra and Leena, developmentally across the intervention during three sessions, variation of emotional support during single reading sessions and typical expressions of emotional support. The results showed that both preschool teachers provided mainly positive or neutral emotional support and seldom negative emotional support. Leena provided more positive emotional support and had more and longer consistent phases in her emotional support than Petra, whose emotional support was mainly neutral. However, Leena’s emotional support showed more inter-session variation than Petra’s. Consistent, harmful-to-learning phases (variations between negative and neutral emotional support) were observed in Petra’s mainly neutral emotional support in each session. Positive emotional support typically manifested as engaged reading, positive feedback, and encouraging facial expressions. Negative emotional support was typically shown by insensitivity and inflexibility to the children’s perspectives. With the help of the systematic observation method, it was possible to scrutinize the differences between the cases and both the stability and the variability of emotional support. The developed emotional support classification offers an in-depth method for recognizing the strengths and weaknesses of emotional support. Applying this classification to other kinds of interaction contexts, skill levels, and age groups would increase the understanding of emotional support in different contexts. In the future, emotional interaction could also be investigated from the perspective of the children to deepen the understanding of the complex systemic nature of emotional interactions by showing how children’s participation is intertwined with emotional support. Taken together, the four studies demonstrated that, to progress towards optimal scaffolding of low achievers’ learning, scaffolding needs to be scrutinized not only theoretically, but also empirically by combining intertwined, dynamic, and multi-domain perspectives. Variability of learning dynamics within and between students emphasizes that the careful, on-going calibration of the multi-domain support from the teacher and the learning environment are vital in optimally scaffolding each student’s progress towards learning goals during long-term interventions. New methods developed to systematically analyze and represent educationally meaningful multi-domain interaction patterns revealed several challenges in scaffolding low achievers. Low-level matches were too typical and high-level matches too rare. This highlights a need to strengthen teachers’ skills in scaffolding students’ take-up of high-level opportunities, which are pivotal for their learning of complex cognitive–metacognitive skills. Teachers should also sensitively listen to and flexibly follow up on opportunities created by their students by joining them in interactions directed towards the learning goals. The scaffolding interactions did not gradually move towards high levels even though it was expected to happen during the long-term intervention. The low achieversshowed increasing readiness for high-level participation; however, unfortunately, this was not flexibly taken up by the teachers. Based on the findings of this dissertation, we need to carefully consider how to optimally spend the precious time we can afford for scaffolding low achievers. The scaffolding interactions should focus on or at least gradually move towards focusing on high strategic and meta-strategic levels during long-term processes. To construct optimal cognitive–metacognitive scaffolding backed by consistent positive emotional support, we also need to pay greater attention to emotional support. Otherwise, the limited resources are non-optimally used for supporting low achievers’ learning of complex skills.KOHTI OPPIMISVAIKEUSOPPILAIDEN OPPIMISEN OPTIMAALISTA OHJAUSTA: Yhteenkietoutuneisuuden, dynaamisuuden ja moniulotteisuuden näkökulmia yhdistellen Tämä väitöskirja pyrkii edistämään oppimisvaikeusoppilaiden oppimisen optimaalista ohjaamista. Ohjausvuorovaikutustutkimus on perinteisesti keskittynyt opettajien lyhytkestoiseen tukeen eikä ole huolellisesti tarkastellut ohjauksen yhteensovittumista oppilaiden oppimisen kanssa pitkäkestoisissa prosesseissa. Tämän väitöskirjan tavoitteena on teoreettisesti ja empiirisesti syventää ymmärrystämme ohjauksesta ja oppimisesta yhteenkietoutuneina, kehityksellisesti vaihtelevina ja moniulotteisina prosesseina. Menetelmällisesti tavoitteena on kehittää välineitä systemaattisesti analysoida ohjauksen ja oppimisen yhteenkietoutunutta moniulotteista dynamiikkaa. Näiden välineiden avulla tarkastellaan ja integroidaan sekä oppimisvaikeusoppilaiden että opettajien luomia ja toteuttamia mahdollisuuksia. Näin voidaan selvittää sekä oppimisvaikeusoppilaiden valmiutta tarttua haasteisiin että opettajien joustavuutta sovittaa ohjaustaan oppilaiden oppimistarpeisiin. Käytännön tavoitteena on edistää opettajien ammatillista kehittymistä optimaalisen ohjausvuorovaikutuksen toteuttamisessa tunnistamalla ja kehittämällä oppimisen ohjaustapoja. Näiden tavoitteiden saavuttamiseksi väitöskirja koostuu neljästä opetuskokeilututkimuksesta, joissa käytettiin monimenetelmäistä lähestymistapaa. Menetelmällisiin ratkaisuihin sisältyi huolellisesti suunniteltuja testejä, näennäiskokeellinen asetelma, yksittäistapaus-tutkimusasetelma sekä syvälle luotaavia pitkittäistapaustutkimuksia, joissa vuorovaikutusta havainnointiin systemaattisesti videoilta. Tutkimuksessa I tavoitteena oli arvioida moniulotteisen ohjauksen tehokkuutta oppimisvaikeusoppilaiden oppimisen tukemisessa. Suunnittelimme opetuskokeilun kehittämään matemaattisessa ongelmanratkaisussa tarvittavia kognitiivis–metakognitiivisia ja motivationaalis–emotionaalisia ulottuvuuksia. Opetuskokeilussamme opettajan ohjaus yhdistettiin seikkailulliseen tietokonepeliin sijoitettuihin sanallisiin ongelmanratkaisutehtäviin, jotta voitiin yrittää vastata aikaisemmissa tutkimuksissaesille nostettuihin haasteisiin oppimisvaikeusoppilaiden oppimisen ohjaamisessa. Opetuskeskusteluissa oppilaita ohjattiin aktiivisiksi, strategisiksi ja motivoituneiksi ongelmanratkaisijoiksi. Tutkimukseen osallistui 429 yleisopetuksen 4. luokkalaista. Opetuskokeiluun osallistuvat oppilaat (n = 8) ja jokaiselle kaksi mahdollisimman soveltuvaa vertailuoppilasta (n = 16) valittiin sellaisista tutkimukseen osallistuneista oppilaista, joilla oli vaikeuksia sanallisten ongelmien ratkaisemisessa. Oppilaat osallistuivat opetuskokeiluun pareittain neljällätoista noin 45 minuutin pelikerralla. Myönteisiä ja pysyviä vaikutuksia opetuskokeiluun osallistuneiden ongelman-ratkaisutaitoihin havaittiin ryhmätasolla alku- ja loppumittauksen sekä viivästetyn mittauksen tilastollisten testausten ja vaikutusten kokojen perusteella. Opetuskokeilun jälkeen siihen osallistuneen ryhmän ongelmanratkaisutaidot eivät enää eronneet ikäryhmän tyypillisestä tasosta (n = 405), mutta kontrolliryhmien taidot olivat edelleen tyypillistä tasoa alhaisemmat. Tarkasteltaessa yksilöiden kehitystä ryhmätason taustalla havaittiin suurta yksilöiden välistä ja sisäistä vaihtelua. Opetuskokeilun aikaiset havainnot osoittivat innovatiivisen oppimisympäristön voiman oppilaiden syvälliseen ongelmanratkaisuun sitoutumisen lisäämisessä, mutta myös haasteita oppimisvaikeusoppilaiden monimutkaisten taitojen oppimisen ohjaamisessa. Tulosten perusteella oppimisvaikeusoppilaat kehittyvät sanallisessa ongelmanratkaisussa, kunhan tarjotaan intensiivistä, systemaattista ja moniulotteista opettajan ohjausta huolellisesti suunnitellussa tietokoneavusteisessa oppimisympäristössä. Oppilaiden kehityserot ja opetuskeskustelun keskeisyys korostivat ohjausvuorovaikutuksen huolellisen analysoinnin tärkeyttä pyrkiessämme syventämään ymmärrystä optimaalisimmista tavoista ohjata oppimisvaikeusoppilaiden oppimista sekä muodostivat pohjan tutkimuksille II-IV. Tutkimuksessa II tavoitteena oli osoittaa kehitykselliseen tarkasteluun soveltuvan vuorovaikutusanalyysin mahdollisuudet ohjausvuorovaikutuksen tutkimisessa. Esittelimme opetuksellisen sovelluksen vuorovaikutusruudukosta (State Space Grid), jolla voidaan tutkia opettajan ohjausta suhteessa oppilaiden osallistumisiin reaaliajassa. Kehitimme myös teoreettisesti integroidun lähestymistavan, joka käyttää käsitteitä yksilöiden välinen asemointi sekä mahdollisuuksien luominen ja toteutuminen tulkitessaan vuorovaikutusruudukkoa. Lähestymistapamme perusteella ohjausvuorovaikutuksessa hetki-hetkeltä luodut mahdollisuudet asemoivat oppilaita osallistumaan tietyin tavoin. Ajan kuluessa yksilöiden väliset asemat vakiintuvat muodostaen erilaisia oppimispolkuja. Onnistunut kognitiivis–metakognitiivinen ohjausvuorovaikutus edellyttää sekä jatkuvasti uudelleen määrittyvää yhteensopivuutta opettajan luomien mahdollisuuksien ja oppilaiden toteumien välillä että opettajan luomia mahdollisuuksia, jotka ovat korkeammalla tasolla kuin oppilaiden sen hetkinen osallistuminen. Menetelmällisiä esimerkkikuvauksia tuotettiin analysoimalla videoilta erityisopettajan ja kolmen 4. luokkalaisen oppimisvaikeusoppilaan luomien ja toteuttamien mahdollisuuksien strategisia tasoja. Analyysi kohdistui kolmeen pienryhmässä toteutettuun moniulotteisen luetun ymmärtämisen opetuskokeilunoppituntiin. Tulokset osoittivat, että opettajan dominointi sekä opettajan ja oppimisvaikeusoppilaiden vuorovaikutus samalla alhaisella tasolla olivat erittäin tyypillisiä. Vuorovaikutus korkeilla tasoilla sen sijaan oli harvinaista. Menetettyjä mahdollisuuksia havaittiin, kun opettaja loi mahdollisuuksia korkealla tasolla, mutta ei saanut oppimisvaikeusoppilaita tälle tasolle tai epäonnistui oppilaiden luomiin mahdollisuuksiin tarttumisessa. Menetetyt mahdollisuudet osoittivat, että opettajalla oli vaikeuksia johdonmukaisesti nostaa ohjaustasoaan kohti oppimisvaikeusoppilaiden uusia itsenäisen toiminnan tasoja. Menetelmällisten kuvausten avulla osoitimme vuorovaikutusruudukoiden voiman kognitiivis–metakognitiivisen ohjausvuorovaikutuksen osallistumisten yhteensopivuuden ja -sopimattomuuden kuvaamisessa ja analysoinnissa. Osoitimme myös, että ohjausvuorovaikutusten tutkiminen tarjoaa mahdollisuuden ymmärtää paremmin opettajan asiantuntijuutta sekä oppimisen onnistumisiin ja haasteisiin liittyvää ohjausvuorovaikutusta. Tutkimuksen menetelmälliset ja teoreettiset edistysaskeleet muodostivat perustan ohjausvuorovaikutusten entistä systemaattisemmalle tutkimiselle pidempien vuorovaikutusprosessien aikana useammissa esimerkkitapauksissa tutkimuksessa III. Tutkimuksessa III tavoitteena oli syventää ymmärrystä kognitiivis–metakognitiivisten ohjausvuorovaikutuksen yhteenkietoutuneesta ja kehityksellisesti vaihtelevasta luonteesta. Kehitimme edelleen teoreettista malliamme optimaalisesta