The synthesis of a unified pedagogy for the design and evaluation of e-learning software for high-school computing

In recent decades, several countries have applied a resurgent focus to high-school computer science in the hope that it will provide the foundations for strong and innovative national IT sectors. The UK is one example undertaking this transition, and experiencing the associated challenges placed on the teaching community. In parallel, recent years have seen a trend towards enriching education with digital resources, specifically e-learning software. This study offers a practical contribution to the computer science teaching community by supporting the provision of e-learning software, and hence the increased use of e-learning in high-school teaching. However, it recognises that there remains a concern over the inconsistent pedagogical quality of many e-learning implementations. To safeguard the pedagogical quality of e-learning software, this study offers a research contribution by defining: (1) a comprehensive set of pedagogical heuristics to inform the design of e-learning software; (2) an associated e-learning evaluation protocol to guide the evaluation and selection of e-learning software for use in schools; and in doing so, (3) contributes to the under-researched area of high- school computing pedagogy. The proposed pedagogy synthesises a vast body of knowledge on learning theories into a comprehensive, yet accessible, set of heuristics. These heuristics supplement existing literature by focusing more tightly and in depth on pedagogy, rather than usability. The pedagogy synthesises the following learning theories: constructivism, social constructivism, connectivism, and cognitive load, and additionally gives pedagogical focus to VARK learning styles, ARCS motivational design, collaborative learning, gamification, and computational thinking. The e-learning evaluation protocol builds upon existing best practice in evaluation procedures but is unique in its characteristics and focus. The study follows a rigorous three phase mixed methods exploratory design in which the e-learning pedagogy and evaluation protocol were explored and iteratively developed in concert with input and evaluation from education experts and teachers. In parallel, practice-based input was secured via student usage of prototype e-learning software designed in adherence to the pedagogy. The findings of this research offer preliminary validation of the appropriateness and comprehensiveness of the e- learning pedagogy, and the final phase demonstrates statistically significant learning increases based on student usage of the e-learning software prototype. Additionally, this research offers preliminary validation of the reliability and validity of the evaluation protocol. Building on the findings of this research, several possibilities are outlined to further empirically establish this research, or develop it further into new avenues

Principles in Patterns (PiP) : Project Evaluation Synthesis

Evaluation activity found the technology-supported approach to curriculum design and approval developed by PiP to demonstrate high levels of user acceptance, promote improvements to the quality of curriculum designs, render more transparent and efficient aspects of the curriculum approval and quality monitoring process, demonstrate process efficacy and resolve a number of chronic information management difficulties which pervaded the previous state. The creation of a central repository of curriculum designs as the basis for their management as "knowledge assets", thus facilitating re-use and sharing of designs and exposure of tacit curriculum design practice, was also found to be highly advantageous. However, further process improvements remain possible and evidence of system resistance was found in some stakeholder groups. Recommendations arising from the findings and conclusions include the need to improve data collection surrounding the curriculum approval process so that the process and human impact of C-CAP can be monitored and observed. Strategies for improving C-CAP acceptance among the "late majority", the need for C-CAP best practice guidance, and suggested protocols on the knowledge management of curriculum designs are proposed. Opportunities for further process improvements in institutional curriculum approval, including a re-engineering of post-faculty approval processes, are also recommended

A portal of educational resources: providing evidence for matching pedagogy with technology

The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge) are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end) and a portal (front-end) of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’) and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology) supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection), teachers (looking for inspiration in their daily jobs) and decision makers (making decisions about the introduction of technology into schools)

Ontology-based IT pedagogical knowledge framework

Prospective students often have trouble differentiating between many computer-related programs of study such as computer science (CS), information systems (IS), information engineering (IE), software engineering (SE), information technology (IT), electronic commerce (EC), computer engineering (CE), etc. To compound the problem many institutions offer programs with similar names but with different content, or programs with different names but with similar content. The extensive overlap in course content in many computing-focused disciplines has even created confusion among academics. This paper first reviews relevant literature on the topic and then presents a high-level view of an Information Technology (IT) Pedagogical Knowledge framework from an ontological point of view

From flowers to palms: 40 years of policy for online learning

This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom. The publication of this paper represented the beginning of the field of learning technology research and practice in higher education. In the past 40 years, policy has at various points drawn from different communities and provided the roots for a diverse field of learning technology researchers and practitioners. This paper presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Conclusions drawn from the review of 40 years of learning technology policy suggest that there are few challenges that have not been faced before as well as a potential return to individual innovation

Number sense educational game design for dyscalculia and low numeracy children

Dyscalculia is a specific educational difficulty which affects an individual’s acquisition of basic concepts of numbers and prevents them to understand and apply number facts. Dyscalculia can effect on different aspects of learning and performance mathematical skills, but number sense is the most affected issue by Dyscalculia. Studies indicate that approximately 5–8% of school-aged children experience difficulties to understand number sense. Mobile devices with installed educational games help these individuals feel more comfortable and relaxed doing and understanding mathematical skills. The main objective of this study to propose an effective educational game design guideline for learning number sense for Dyscalculia and low numeracy children. The methodology of this study has five stages which are: awareness of problem, suggestion, development, evaluation and conclusion. Every stage involves activities and output. This study also describes the design, implementation, and evaluation of the 123GO app a mobile educational app that is designed and developed based on the guideline. The principle design of 123GO app based on used the interaction design (IxD) that allowed to identify and apply for an educational game app that can be used by children that have difficulties with low numeracy and thus number sense problem. The evaluation of the app suggests that it is useful and easy-to-use. In conclusion, based on the evaluation results, it is found that the 123GO app is effective in helping Dyscalculia children with number sense difficulties

The Impact of 1:1 Technology Initiatives on New Literacy in the Secondary ELAR Classroom: A Metasynthesis

Guided by socio-cultural learning theories of Vygotsky’s (1979) social-constructivism and cultural-historical activity theory (Engeström, 2014), the researcher of this study formed three research questions regarding the emergent research trends on 1:1 technology initiatives in the secondary ELAR classroom and new literacy. In response, a meta-synthesis of relevant studies was conducted. To provide an initial framework for the synthesis, the researcher provided conceptual definitions and backgrounds of 1:1 technology initiatives, socio-cultural learning theories, and new literacy, supported by the history of literacy movements that led to this new model of literacy. Utilizing narrowed inclusion and exclusion criteria, the research yielded six journal articles and dissertations that served as participants for this study. In a second phase of data analysis, the researcher established the emergent themes across all studies included topics on the impact of 1:1 on new literacy acquisition, the changing role of the teacher in 1:1 settings, the deictic nature of literacy, and common challenges that impede technology integration. In a third and final phase of this meta-synthesis, the researcher utilized the original theoretical framework and research question as a lens to provide additional interpretations. The findings from this process related to a lack of unified terminology regarding the emergent form of literacy, as well as conditions for student engagement and acquisition of new literacy skills

A model for digital literacy enhancement through technology adoption in resource-constrained environments

The ubiquitous and pervasive nature of Information and Communication Technologies (ICT) fosters societies driven by knowledge rather than traditional capital and labour through the simplified socio-economic participation. No longer are individuals impacted by spatial and environmental conditions when conducting personal, community and even national obligations and duties. However, the effective use of ICT is governed by personal, interpersonal and environmental factors. Nowhere else is this impact more evident than in rural areas. Rural areas are plagued by a number of challenges which affect ICT use. Some of these challenges relate to the scarcity of income, education and infrastructure. A holistic investigation on the challenges experienced by rural areas was necessary. Based on the outcome of the investigation, rural areas were classified as resource-constrained environments. The study then set out to explore concepts that highlight the opportunities offered by ICT in rural areas and those that mitigate challenges posed by these environments on ICT use. The theoretical grounding of the concepts identified in the study firstly set out to understand and explain general ICT use, then extended this ICT use to rural areas. A conceptual model explaining challenges posed by resource constraints inherent in rural areas on ICT use was incepted. This conceptual model was empirically investigated for evaluation and validation purposes resulting in the final model of the study. The final model of the study facilitated the process of understanding and explaining the effective use of ICT in rural areas based on the inherent resource constraints in these environments. By mitigating the factors affecting ICT use in rural areas, the impact of effective ICT use can potentially be extended to resource-constrained environments, including rural areas.School of ComputingM. Sc. (Computing

Harnessing Technology: emerging technology trends, March 2009

Research to support the delivery and development of Harnessing Technology: Next Generation Learning 2008–1