Why Theory Matters

Review of: Mallan, Kerry, and Clare Bradford, eds. Contemporary Children’s Literature and Film: Engaging with Theory. Basingstoke: Palgrave, 2011.   DOI: 10.1353/jeu.2012.001

Unravelling the dynamics of learning design within and between disciplines in higher education using learning analytics

Designing effective learning experience in virtual learning environment (VLE) can be supported by learning analytics (LA) through explicit feedback on how learning design (LD) influences students’ engagement, satisfaction and performance. Marrying LA with LD not only puts existing pedagogical theories in instructional design to the test with actual learning data, but also provides the context of learning which helps educators translate established LA findings to direct interventions. My dissertation aims at unpacking the complexity of LD and its impact on students’ engagement, satisfaction and performance on VLE using LA. The context of this study is 400+ online and blended learning modules at the Open University (OU) UK. This research combines multiple sources of data from the OU Learning Design Initiative (OULDI), system log data, self-reported surveys, and performance data. Given the scope of this study, a wide range of visualization techniques, social network analysis, multi-level modelling, and machine learning will be used

A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK

There is an increased recognition that learning design drives both student learning experience and quality enhancements of teaching and learning. The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, the OU has been unpacking the complexity of instructional practices, as well as providing conceptual and empirical evidence of how learning design influences student behaviour, satisfaction, and performance. This study discusses the implementation of learning design at the OU in the last ten years, and critically reviews empirical evidence from eight recent large-scale studies that have linked learning design with learning analytics. Four future research themes are identified to support future adoptions of learning design approaches

Theory in religion, aging, and health: an overview

Abstract This paper provides an overview of theory in religion, aging, and health. It offers both a primer on theory and a roadmap for researchers. Four ''tenses'' of theory are described-distinct ways that theory comes into play in this field: grand theory, mid-range theory, use of theoretical models, and positing of constructs which mediate or moderate putative religious effects. Examples are given of both explicit and implicit uses of theory. Sources of theory for this field are then identified, emphasizing perspectives of sociologists and psychologists, and discussion is given to limitations of theory. Finally, reflections are offered as to why theory matters. Keywords Religion Á Spirituality Á Aging Á Health Á Theory All empirical research is theoretically based, whether explicitly or implicitly. Even in situations characterized by relatively simple and straightforward analyses, a theoretical perspective is nonetheless always present and underlies the statistical manipulation, acknowledged or not. In Wallace's (1969, pp. vii-viii) famous introduction to the uses of theory in the social sciences, he explained: [I]t does not seem to be the case that some sociological studies thoroughly implicate theory, while others are ''atheoretical'' and do not implicate theory at all; rather, all studies implicate theory, only some pay more deliberate, explicit, and formal attention to it while others pay more casual, implicit, informal attention. Theory, indeed, seems inescapable in sociology, as in every science

El concepto de impuesto medioambiental a la luz de la jurisprudencia del Tribunal de Justicia de la Unión Europea en materia de ayudas de Estado

La delimitación del concepto de impuesto medioambiental es una cuestión compleja por la multiplicidad de términos empleados, por las diversas definiciones dadas por distintas instituciones internacionales y nacionales, así como por las diversas teorías económicas que los fundamentan. No obstante, tras la sentencia relativa al asunto Transportes Jordi Besora, el Tribunal de Justicia de la Unión Europea (TJUE) parece que está primando los efectos sobre el medioambiente como elemento determinante para calificar un impuesto como medioambiental. La finalidad de este trabajo es contrastar dicha posición con la adoptada en relación con la aplicación de la normativa de ayudas de Estado, concretamente, respecto a la aplicación del artículo 107.1 del Tratado de Funcionamiento de la Unión Europea (TFEU). Para ello, realizaremos un análisis crítico de tres sentencias esenciales en la materia, determinando cuáles son los elementos que el TJUE tiene en cuenta para valorar si la finalidad medioambiental puede servir como justificación de la selectividad material del impuesto o de alguno de los elementos de su estructura

Por que teoria é importante: Uma investigação das reformas contemporâneas do tempo de aprendizagem

This article explores the contemporary policy reform push to extend and expand learning time in schools. In light of the potential and continued prominence of learning time reforms in today’s national educational landscape, this article makes visible the ways in which theory matters for the near- and long-term success of equity-focused educational reforms. Using the recent enactment of learning time reforms in Colorado as an illustration, and the zone of mediation framework as a conceptual lens, this article demonstrates how such reforms are likely to be weakened and undermined without strong theoretical grounding.Este artículo examina políticas contemporáneas que enfatizan un cambio para extender y/o dispersar el tiempo de aprendizaje en las escuelas. Dado el potencial y relevancia actual de las reformas hacia el tiempo de aprendizaje en el campo general de educación, el propósito de este articulo es brevemente enaltecer las maneras en las cuales la teoría educativa son de suma importancia, a largo y corto plazo, para asegurar el éxito de dichas reformas educativas orientadas hacia la equidad. Utilizando el ejemplo de la implementación de estas reformas en Colorado, y el instrumento teorético de la zona me mediación, este artículo demuestra como reformas similares pueden ser disminuidos por una falta de un base de teoría fuerte.Este artigo examina o promover da reforma contemporânea das regras para ampliar e expandir o tempo de aprendizagem nas escolas. Considerando o potencial e o contínuo destaque da reforma do tempo de aprendizagem no ambiente da educação nacional atualmente, este artigo ilustra as maneiras em que teoria é importante para o sucesso imediato e futuro das reformas educacionais que se focalizam em equidade. Usando a recente promulgação das reformas do tempo de aprendizagem em Colorado como ilustração, e o sistema de zona de mediação como uma lente conceitual, o artigo demonstra como tais reformas serão provavelmente enfraquecidas sem uma forte base teórica

Enhancing higher order thinking skills through mathematical thinking in an outside classroom learning environment: a theoretical framework

Emphasis on enhancing students’ higher order thinking skills (HOTS) has been one of the objectives of Malaysian education system. The success of HOTS depends upon an individual’s ability to create complex ideas, reorganize and embellish knowledge in the context of thinking situation. Generating HOTS in learning Mathematics starts from the process itself involving various processes of mathematical thinking. However, the inculcation of HOTS using mathematical thinking in normal Malaysian classroom setting is rather limited and often inadequate. Furthermore, it is much less practised in an outside classroom environment. Therefore, learning activities which can promote the inculcation of mathematical HOTS should be developed and implemented in the process of teaching and learning of mathematics. This paper reports an attempt to design and develop a framework aimed at promoting mathematical HOTS among Malaysian secondary schools. The framework uses appropriate questions and prompts to support each of the four Mason’s mathematical thinking processes practised in an outside classroom environment