Framing the features of good quality knowledge for teachers and students

Article reproduced here with permission from the publisher.In this paper we have two concerns. First we consider the features used to describe good quality learning actions and knowledge representations. Our second concern is the need to develop students’ knowledge of how to act, during teaching-learning transactions, in order to generate good quality knowledge representations. There is a convergence of views, at a broad level, about the character of good quality knowledge. Although there are frequent specifications of the features of good quality learning these discussions mostly do not build on one another so that a coherent representation of such learning is built up. There is therefore a need to consider further the characteristics of learning that are regarded as being of good quality. For this purpose we set out a framework based around six dimensions of good quality knowledge, namely, extent, well-foundedness, structure, complexity, generativity, and variety of representational format. In the final section of the chapter we advance arguments that point to the need to attend to the state of students’ and teachers’ knowledge about how to act, in strategic cognitive and metacognitive ways, in order to generate good quality knowledge representations

The Effects of Elaborative Interrogation and Summarization on Student Comprehension, Retention, and Satisfaction in Online, Self-Paced Instruction

The purpose of this study was to investigate the effects of two elaboration strategies, elaborative interrogation questioning (EIQ) and summarization, on student comprehension, retention, and satisfaction in a self-paced online environment. There were four treatment groups: (a) Control (no treatment); (b) EIQ only; (c) Summarization only; and (d) EIQ and Summarization. Both undergraduate and graduate students (mean age = 25.84 years) volunteered and completed the study (N=191). Results revealed a significant interaction between strategy type and age on comprehension. Older participants in the Control and EIQ/Summarization strategy groups comprehended more than the younger participants, and the younger participants in the EIQ and the Summarization groups comprehended more than the older participants. Retention was tested one month later and was significantly affected by prior knowledge. Those with more prior knowledge had higher mean scores ( M=63.89) than those with less prior knowledge (M=58.03). Both the EIQ and summarization strategies—alone and in combination—while effective when tested immediately following module completion, were evidently not effective one month later. Learners with more prior knowledge of the to-be-learned material retained more information than those with less prior knowledge. Lastly, satisfaction results revealed a significant interaction between age and gender and strategy type and age. As age increased, females were more satisfied than males, however as age decreased, females were less satisfied than males in the online instruction module. Furthermore, younger participants were more satisfied in the EIQ group than older participants, and younger participants were less satisfied in the Summarization group than older participants. Specifically, participants using the EIQ strategy were 87 percent satisfied with this learning strategy, 86 percent were satisfied with the Summarization strategy, and 81 percent were satisfied using the combination of EIQ/Summarization strategies. Overall, 93 percent of the participants were satisfied with this self-paced online module

Endüstri mühendisliğinde bilgisayar destekli öğrenme uygulaması

Text in English ; Abstract: English and TurkishIncludes bibliographical references (leaves 63-66)xi, 96 leavesLearning is the most central process in education where it's essential outcome being the assimilation of new skills, abilities, perspectives, attitudes, and knowledge. Learning is a life-long quest that is vital in today's information based economy. Educational institutions, though not exclusively, play a significant role in an individual's learning journey. Over the last two decades there has been significant research and development in methods of learning and teaching mostly spearheaded by institutions of higher education. At the core of these R&D efforts lie the need for improving the effectiveness of traditional methods of learning and teaching. Motivated by this need we designed and report here a computer aided learning application that helps better teach and learn some of the topics in inventory control and production planning in the discipline of industrial engineering. Computer aided learning environment provides time and location flexibility, enables asynchronicity, self-pacing, and experiential self-learning, extensively utilizes multi-media, and supports multiple types of learning styles. We designed our application in order to take advantage of all the benefits of this environment to reinforce the learning goals associated with our application area. Our application is a learning tool named WashMac Game. The game has three levels that are aligned with the progress of the student. Each level aims to simulate the production and sales process and teaching to calculate the product amounts. There are animations for teaching and understanding more easily and accurate.Öğrenme kelimesi, bilgi edinmek, yetenek ve beceri kazanmak anlamlarına gelmektedir. Öğrenme işi sonucunda yeni yetenekler, davranışlar kazanılır ve bilgi öğrenimi gerçekleşmektedir. Eğitim kurumlarının bilgiye ek olarak kişisel öğrenme üzerinde de etkin bir rolü vardır. Son 20 yılda öğrenme ile ilgili önemli araştırmalar ve gelişimler yaşanmıştır. Klasik öğrenme olarak ifade edilen öğrenme çeşidinde araştırma geliştirmeler sonucunda ilerlediğini ve yerini elektronik öğrenmeye bırakmaya başladığını görüyoruz. Bu araştırmalara istinaden endüstri mühendisliği için bilgisayar destekli öğrenme üzerine bir çalışma yaptık. Envanter kontrolü ve üretim planlama konularını kapsayan bir tasarım hazırladık. Bilgisayar destekli eğitim sayesinde, kullanıcılar zaman ve yer konularında esneklik kazanılabilmektedir. Bir diğer faydası ise kullanıcılar başka bir insana, öğretmene ayrıca ihtiyaç duymadan öğrenim görebilmektedir. Tasarladığımız uygulamanın ismi WashMac Game olup toplamda 3 seviyeden oluşmaktadır. Basitten başlayarak üretim ve satış süreçlerinde üretilecek miktarları hesaplamayı, envanteri takip etmeyi öğretmeyi hedefliyoruz. Öğrenme stillerini baz alarak animasyonlar kullandık. Kullanıcının dikkati çekebilen bir oyun olmasına dikkat ederek tasarımı hazırladık.IntroductionMotivationContributionsOutlineLearning TheoryTypes of IntelligenceTypes of LearningBloom’s TaxonomyBloom's Revised TaxonomyLearning StylesTradional LearningE-LearningProject Based LearningComputer Aided LearningLearning by DoingNew LearningOnline Learning CommunitiesLearning Objectives and Learning OutcomesY & Z GenerationIndustrial EngineersLiterature ReviewVisual Matrix Calculator for Undergraduate StudentsGeogebraThe Virtual CompanySupply Chain SimulatorThe Poker Chip GameImplementationsBeer GamePrisoner’s DilemmaTaxonomiesTaxonomy of Inventory Control PoliciesTaxonomy of Production ModesTaxonomy of Facility Layout TypesTaxonomy of Mathematical ModelsWashMac Learning GameWelcome ScreenFirst Level (Easy)TermsThe Second Level (Medium)EOQ Model(r,Q), (s,S) policiesThe Third Level (Hard)QuizzesAssembly LineConclusio

Collaborative learning utilizing a domain-based shared data repository to enhance learning outcomes

A number of learning paradigms have postulated that knowledge formation is a dynamic process where learners actively construct a representation of concepts integrating information from multiple sources. Current teaching strategies utilize a compartmentalized approach where individual courses contain a small subset of the knowledge required for a discipline. The intent of this research is to provide a framework to integrate the components of a discipline into a cohesive whole and accelerate the integration of concepts enhancing the learning process. The components utilized to accomplish these goals include two new knowledge integration models; a Knowledge Weighting Model (KWM) and the Aggregate-Integrate-Master (AIM) model. Semantic Web design principles utilizing a Resource Description Framework (RDF) schema and Web Ontology Language (OWL) will be used to define concepts and relationships for this knowledge domain that can then be extended for other domains. Lastly, a Design Research paradigm will be utilized to analyze the IT artifact, the Constructivist Unifying Baccalaureate Epistemology (CUBE) knowledge repository that was designed to validate this research. The prototype testing population utilized sixty students spanning five classes, in the fall 2007, following IRB approved protocols. Data was gathered using a Constructivist Multimedia Learning Survey (CMLES), focus groups and semi-structured interviews. This preliminary data supported the hypotheses that students using the Integrated Knowledge Repository will first; have a more positive perception of the learning process than those who use conventional single course teaching paradigms and second; students utilizing the IKR will develop a more complex understanding of the interconnected nature of the materials linking a discipline than those who take conventional single topic courses. Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The goal is to develop a knowledge structure that is capable of facilitating the integration of conceptual development in a field of study

How Does Obstetric Simulation Impact Undergraduate Pre-licensure BSN Student’s Clinical Judgement Related To Using and Understanding Fetal Monitoring?

Obstetric simulation can impact undergraduate prelicensure Bachelor of Science in nursing (BSN) students’ clinical judgment related to using and understanding fetal monitoring. The purpose of this study aimed to determine if a relationship exists between a student\u27s obstetrical simulation practice and increased knowledge gained for fetal monitoring interpretation. Simulation practice provides a tangible way to test knowledge and competency, but is there an effect on student learning with the knowledge and understanding of fetal monitoring, and can simulation practice create that knowledge? A purposive sample of 24 undergraduate prelicensure BSN nursing students, within their obstetrical course, with the intent to determine if a significant relationship exists between the students\u27 perceived self-efficacy of clinical reasoning with fetal monitoring pre- and post-simulation practice. A one-group pre-survey and post-simulation survey design study, collected by pre-and post-survey questions and with self-reflection journaling, did determine the relationship between students\u27 perceived knowledge and understanding of fetal monitoring compared to knowledge and understanding acquired with simulation practice with the use of paired sample t tests, dependent t test, and ANOVA. Statistical results noted that the p values was \u3c .001. Structured journaling questions will use coding that will capture the clinical reasoning and judgment during and after the simulation. The results concluded that simulation within the curriculum will significantly impact students\u27 knowledge and understanding of fetal monitoring. Future research is needed on this topic as there are few articles on this, they are outdated, and to reflect how simulation can increase knowledge and understanding of fetal monitoring

Teachers\u27 Beliefs and Practices Regarding Homework: An Examination of the Cognitive Domain Embedded in Third Grade Mathematics Homework

The purpose of this phenomenological study was to gain a better understanding of third grade math teachers\u27\u27beliefs and practices regarding homework, to explain how teachers\u27\u27beliefs and practices regarding homework aligned to the framework of the Revised Bloom\u27s\u27Taxonomy Cognitive Domain, and to determine the administrative influences on homework practices. The data were collected during October and November 2013. Six third grade math teachers (primary unit of analysis) and four principals (secondary unit of analysis) were interviewed from Dell School District. Each participant (teacher and principal) was interviewed for approximately one hour. A second meeting was set at a later time with the teachers. This second meeting was arranged in order to ask additional questions based on the interviewees\u27\u27responses from the initial interview and also to collect homework samples. The follow-up-meetings varied between 10 to 15 minutes. The interview transcripts were then transcribed. The data were analyzed to determine the themes: teachers\u27\u27beliefs and practices of homework, alignment of homework items to the Revised Bloom\u27s\u27Taxonomy, and administrative influences on homework. Three major themes emerged regarding teachers\u27 \u27beliefs about homework-- -extra repetition of practice, connection between home and school, and building responsibility. Four major themes related to teachers\u27 \u27homework practices were found-- -quantity of homework, type of homework, source of homework, and differentiation of homework. Overall, the majority of homework items, across all cognitive domain levels, were aligned to a low category (remembering, 68%); remembering however, there were some variations among the distributions of homework. In comparing what teachers espoused about homework practices and what was actually assigned, the majority were aligned. Four major themes emerged from the principals\u27\u27 comments--- school-wide expectations for homework, complaints about homework, principals\u27\u27 beliefs and value about homework, and cognitive domain of homework. The four major findings of the study included: homework was used primarily for low-level-practice, more so than high-level- thinking; teachers\u27\u27 homework practices were not part of the principals\u27\u27 leadership agenda, because principals took a hands-off approach to homework; teachers assigned low-level- homework with little attention to Bloom\u27s\u27 Taxonomy cognitive domain, because this allowed students to be successful and responsible for completing their homework and; homework was a lost art, because principals did not utilize the opportunity to talk with teachers about using homework more effectively to promote students\u27\u27 learning; therefore, teachers continued implementing their same homework practices from the past

Genres of search: A concept for understanding successive search behaviour

The paper presents Genres of Search, a concept that contributes to our understanding of the successive search phenomenon. The concept is explained in the context of a case study that used naturalistic methods to explore the information-seeking behaviour of 10 participants, aged 16 to 18, as they searched for, selected, and used information for a school-based inquiry project on a topic related to the history of Western civilization. The study found an array of sub-searches, or Genres of Search, embedded within the information problem solving process, each genre representing a distinct information need. The Genres of Search concept is useful for mapping irregularities in successive searching and provides insight into the nature of the tasks involved in the search process

An investigation into internetworking education

Computer network technology and the Internet grew rapidly in recent years. Their growth created a large demand from industry for the development of IT and internetworking professionals. These professionals need to be equipped with both technical hands-on skills and non-technical or soft skills. In order to supply new professionals to the industry, educational institutions need to address these skills training in their curricula. Technical hands-on skills in internetworking education can be emphasised through the practical use of equipment in classrooms. The provision of the networking equipment to the internetworking students is a challenge. Particularly, university students in developing countries may find that this equipment is ineffectively provided by their teaching institutions, because of the expense. Modern online learning tools, such as remote access laboratories, may be used to address this need. However, the provision of such tools will also need to concentrate upon the pedagogical values. In addition, traditional remote access laboratories provide only text-based access, which was originally designed for highly professional use. Novice students may struggle with learning in these virtual environments, especially when the physical equipment is not available locally. Furthermore, non-technical skills or soft skills are social skills that should not be neglected in graduates’ future workplaces. A traditional model of developing soft skills that was used in face-to-face classroom may not be as effective when applied in an online classroom. Research on students’ opinions about their soft skills development during attending internetworking courses is needed to be conducted. In order to address both research needs, this study was focused on two research aspects related to online learning in internetworking education. The first focus was on research into providing a suitable technical learning environment to distance internetworking students. The second focus was on the students’ opinions about their non-technical skills development. To provide a close equivalent of a face-to-face internetworking learning environment to remote students in Thailand, a transformation of a local internetworking laboratory was conducted. A new multimedia online learning environment integrated pedagogically-rich tools such as state model diagrams (SMDs), a real-time video streaming of equipment and a voice communication tool. Mixed research data were gathered from remote online and local student participants. The remote online participants were invited to use the new learning environment developed in this study. Qualitative research data were collected from twelve remote online students after their trial usage. Concurrently, another set of research data were collected from local students asking their opinion about the development of soft skills in the internetworking course. There were sixty six participants in this second set of research data. Although the research data was limited, restricting the researcher’s ability to generalise, it can be concluded that the provision of multimedia tools in an online internetworking learning environment was beneficial to distant students. The superiority of the traditional physical internetworking laboratory cannot be overlooked; however, the remote laboratory could be used as a supplementary self-practice tool. A concrete learning element such as a real-time video stream and diagrams simplified students learning processes in the virtual environment. Faster communication with the remote instructors and the equipment are also critical factors for a remote access network to be successful. However, unlike the face-to-face laboratory, the future challenge of the online laboratory will creating materials which will encourage students to build soft skills in their laboratory sessions