Teachers as designers of technology-enhanced learning

For decades, scholarship on factors affecting curriculum implementation has pointed to the importance of involving teachers, to varying degrees, in shaping the learning scenarios in their own classrooms (Ben-Peretz, 1990). At the same time, recent technological developments have changed the nature of teacher design work. Today, teachers design, re-design, and tailor not only analogue, but also Technology Enhanced Learning (TEL) materials and activities. Typical teacher design work is near-to-practice, involving critical reflection on and redesign of one’s personal practice (Raval, McKenney, & Pieters, 2010); evidence-based customization (Gerard, Spitulnik, & Linn, 2010); and/or team design within one organization (Voogt, Almekinders, van den Akker, & Moonen, 2005)

Influence of sense of coherence on adolescents' self-perceived dental aesthetics:a cross-sectional study

Background Sense of coherence (SOC) is a psychosocial factor capable of influencing perception of health, improving one’s ability to manage life. It is the central construct of salutogenesis. SOC allows for identification and mobilization of resources to effectively manage or solve problems, promoting health and quality of life. Using Wilson-Cleary’s conceptual model we hypothesized that SOC might contribute to self-perception of dental aesthetics. The aim of this study was to investigate whether SOC levels were related to self-perception of dental aesthetics against assessed normative orthodontic treatment need among adolescents. Methods A cross-sectional study was conducted with 615 male and female adolescents aged 12 to 15 years. Data collection comprised socio-demographic and socio-economic characteristics, SOC (SOC 13), self-perceived dental aesthetics (Oral Aesthetic Subjective Impact Scale), and assessment of orthodontic treatment need (Dental Aesthetic Index). Statistical analysis involved Pearson’s chi-square test, Kruskal-Wallis test, Mann-Whitney test and multiple linear regression. Spearman’s correlation coefficient was calculated for the determination of the strength of correlations among the numerical variables. The level of significance was set at 5% (p < 0.05). Results 50.1% of the participants were classified as having a high SOC (≥ median). Overall, SOC was associated with self-perceived dental aesthetics (p = 0.048). In the adolescents with no orthodontic treatment need, those with a low SOC perceived their dental aesthetics more negatively than those with high levels of SOC. The multiple regression analysis demonstrated an inverse relationship between SOC and: 1) age (p = 0.007), SOC being higher in the younger age group; 2) self-perceived dental aesthetics (p = 0.001), a higher SOC being associated with those who had a positive dental self-perception. Conclusions SOC was associated with self-perceived dental aesthetics and adolescents with a high SOC were more likely to perceive their dental aesthetics more positively. SOC did not seem to influence self-perception of dental aesthetics in adolescents who were clinically assessed as having an orthodontic treatment need, however, in those where there was no orthodontic treatment need, a low SOC was associated with a negative self-perception of dental appearance

Knowledge Integration in the Digital Age: Trajectories, Opportunities and Future Directions

Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of experimental, longitudinal, and meta-analytic studies of learning and instruction. Advances in KI have resulted from partnerships that combine expertise in learning, instruction, classroom teaching, assessment, technology, and the disciplines. This structured poster session includes partnerships that have advanced design of instruction, assessment, professional development, learning technologies, and research methodologies. Participants report on new technologies, including games, to strengthen KI; instructional designs that take advantage of collaboration to support KI; and extensions of KI to integrate science with other disciplines. They summarize exciting results and identify promising opportunities for advancing STEM instruction to promote intentional, life-long learners in the digital age