A multidimensional evaluation framework for personal learning environments

Evaluating highly dynamic and heterogeneous Personal Learning Environments (PLEs) is extremely challenging. Components of PLEs are selected and configured by individual users based on their personal preferences, needs, and goals. Moreover, the systems usually evolve over time based on contextual opportunities and constraints. As such dynamic systems have no predefined configurations and user interfaces, traditional evaluation methods often fall short or are even inappropriate. Obviously, a host of factors influence the extent to which a PLE successfully supports a learner to achieve specific learning outcomes. We categorize such factors along four major dimensions: technological, organizational, psycho-pedagogical, and social. Each dimension is informed by relevant theoretical models (e.g., Information System Success Model, Community of Practice, self-regulated learning) and subsumes a set of metrics that can be assessed with a range of approaches. Among others, usability and user experience play an indispensable role in acceptance and diffusion of the innovative technologies exemplified by PLEs. Traditional quantitative and qualitative methods such as questionnaire and interview should be deployed alongside emergent ones such as learning analytics (e.g., context-aware metadata) and narrative-based methods. Crucial for maximal validity of the evaluation is the triangulation of empirical findings with multi-perspective (end-users, developers, and researchers), mixed-method (qualitative, quantitative) data sources. The framework utilizes a cyclic process to integrate findings across cases with a cross-case analysis in order to gain deeper insights into the intriguing questions of how and why PLEs work

Cross-sectional validation of the Aging Perceptions Questionnaire: a multidimensional instrument for assessing self-perceptions of aging

<p>Abstract</p> <p>Background</p> <p>Self-perceptions of aging have been implicated as independent predictors of functional disability and mortality in older adults. In spite of this, research on self-perceptions of aging is limited. One reason for this is the absence of adequate measures. Specifically, there is a need to develop a measure that is theoretically-derived, has good psychometric properties, and is multidimensional in nature. The present research seeks to address this need by adopting the Self-Regulation Model as a framework and using it to develop a comprehensive, multi-dimensional instrument for assessing self-perceptions of aging. This study describes the validation of this newly-developed instrument, the Aging Perceptions Questionnaire (APQ).</p> <p>Methods</p> <p>Participants were 2,033 randomly selected community-dwelling older (+65 yrs) Irish adults who completed the APQ alongside measures of physical and psychological health. The APQ assesses self-perceptions of aging along eight distinct domains or subscales; seven of these examine views about own aging, these are: timeline chronic, timeline cyclical, consequences positive, consequences negative, control positive, control negative, and emotional representations; the eighth domain is the identity domain and this examines the experience of health-related changes.</p> <p>Results</p> <p>Mokken scale analysis showed that the majority of items within the views about aging subscales were strongly scalable. Confirmatory factor analysis also indicated that the model provided a good fit for the data. Overall, subscales had good internal reliabilities. Hierarchical linear regression was conducted to investigate the independent contribution of APQ subscales to physical and psychological health and in doing so determine the construct validity of the APQ. Results showed that self-perceptions of aging were independently related to physical and psychological health. Mediation testing also supported a role for self-perceptions of aging as partial mediators in the relationship between indices of physical functioning and physical and psychological health outcomes.</p> <p>Conclusion</p> <p>Findings support the complex and multifaceted nature of the aging experience. The good internal reliability and construct validity of the subscales suggests that the APQ is a promising instrument that can enable a theoretically informed, multidimensional assessment of self-perceptions of aging. The potential role of self-perceptions of aging in facilitating physical and psychological health in later life is also highlighted.</p

The links between health-related behaviors and life satisfaction in elderly individuals who prefer institutional living

BACKGROUND: Life satisfaction among residents of institutions is becoming an important issue in a rapidly aging population. The aim of this cross-sectional study was to investigate the links between life satisfaction and health-related behaviors amongst functionally independent elderly people who prefer institutional living in İstanbul, Turkey. METHODS: The socio-demographic characteristics, health-related behaviors, leisure-time activities and fall histories of 133 residents of an institution in Istanbul were assessed by a structured questionnaire during face-to-face interviews. A validated life-satisfaction index questionnaire (LSI-A) was completed. RESULTS: The mean age of the study group was 73.9 ± 8.0 (range 60–90 years). Within the group, 22.6% had never married and 14.3% had university degrees. The majority (71.4%) were in the low income bracket. The overall mean LSI-A score was 20.3 ± 5.9. Participants who declared moderate/high income levels had a significantly higher mean LSI-A score than those in the low-income bracket (p = 0.009). Multivariate analysis of the data suggested that leisure-time activities and participation in regular physical activities are significant predictors of LSI-A scores (R(2): 0.112; p = 0.005 and p = 0.02, respectively). CONCLUSION: The findings imply that regular physical activity and leisure-time activities are significantly related to life satisfaction among residents in institutions. Participation in physical activity and leisure-time activity programs may help to improve the life satisfaction of elderly people living in institutions

Learning from learning logs: A case study of metacognition in the primary school classroom

Structured thinking activities (STAs) are pedagogical tools used to support metacognition in classrooms. Despite their popularity, little is known about how pupils use STAs as platforms to think about and manage their own thinking (i.e. as metacognitive tools). This case study investigated pupils’ use of STAs in relation to metacognition throughout a school year. We focus on two 8‐year‐old pupils, Amy and Laura, as they completed two specific STAs through weekly class meets and termly achievement logs. Data were triangulated through participant observation, qualitative interviews and analysis of written texts. We found clear differences between Laura's and Amy's written STAs, however observation and interviews revealed that engagement with STAs was similar beyond that suggested by the written evidence alone. Whereas Amy used easily spelt ‘stock’ responses, Laura used ‘bare minimum’ responses to meet teacher expectations. As such, neither Amy nor Laura used STAs as metacognitive tools, however in negotiating STAs, both exhibited strategic regulatory skills indicative of metacognition. Whilst our findings highlight that pupils may still be developing explicit metacognitive knowledge necessary to take full advantage of STAs, we highlight the clear value of persistent approaches to using STAs as tools to support developing metacognition, particularly in association with teacher–pupil interactions

Emotional experiences during learning: Multiple, situated and dynamic

This special issue originated from the invited symposium of the EARLI Special Interest Group “Motivation and Emotion” in Padova, Italy, 2003. It was enriched with papers from colleagues who also had work relevant to the significance of emotional experiences in learning situations. The role of feelings and emotions in the learning process (Pekrun, Goetz, Titz, & Perry, 2002), their effect on engagement in learning, self-regulation, and appraisal of learning performance and outcomes ( [Efklides, 2001] and [Sansone and Harackiewicz, 1996]), and their negative as well as their positive nature and effects (Krapp, 1999) have received increased attention in recent years. The aim of this special issue is to highlight the relevance and importance of multiple forms of affect in learning situations, their situatedness at the person–context interface, and their dynamic nature at different stages of the learning process. The rationale that guided the initiative for this special issue is outlined below. The prospects and the potential of work on emotions for understanding the complexity of the learning process is pointed out by the two commentators, Carol Sansone and Reinhard Pekrun, who offer incisive and inspiring discussion of the articles