A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode)

Promising State Policies for Personalized Learning

This report is a valuable resource for state policymakers—whether they are seeking to create conditions in state policy to support personalized learning, moving forward with initiatives to develop personalized learning pilot programs, hosting task forces to explore policy issues and needs, or taking a comprehensive policy approach for supporting advanced personalized learning models.Personalized learning is where instruction is tailored to each student's strengths, needs, and interests—including enabling student voice and choice in what, how, when, and where they learn—to provide flexibility and supports to ensure mastery of the highest standards possible

Towards Industrialized Conception and Production of Serious Games

Serious Games (SGs) have experienced a tremendous outburst these last years. Video game companies have been producing fun, user-friendly SGs, but their educational value has yet to be proven. Meanwhile, cognition research scientist have been developing SGs in such a way as to guarantee an educational gain, but the fun and attractive characteristics featured often would not meet the public's expectations. The ideal SG must combine these two aspects while still being economically viable. In this article, we propose a production chain model to efficiently conceive and produce SGs that are certified for their educational gain and fun qualities. Each step of this chain will be described along with the human actors, the tools and the documents that intervene

Time for action! ICT integration in formal education : key findings from a region-wide follow-up monitor

This paper is a report on the key findings of a region-wide monitoring study conducted in Dutch-speaking schools in Belgium. First, we elaborate on the building blocks of the instrument, which has been updated and improved since its first deployment in 2007. In particular we focus on the core indicators, along with the multi-actor approach, the sample design and the ways in which new phenomena such as media literacy and gaming have been operationalized. Secondly, we highlight the main trends and patterns within pre-school, primary and secondary education. The first descriptive analyses show quite disappointing results with regard to ICT use at the micro level and the available infrastructure, while headmasters, teachers and pupils reported positive perceptions of different aspects of ICT integration. These results indicate an urgent need to take appropriate action. Therefore, the final part of the paper examines how ICT integration could be improved via structural changes and appropriate policymaking with regard to budgeting, teacher training and the particular role of ICT coordinators in schools

Vibration Alert Bracelet for Notification of the Visually and Hearing Impaired

This paper presents the prototype of an electronic vibration bracelet designed to help the visually and hearing impaired to receive and send emergency alerts. The bracelet has two basic functions. The first function is to receive a wireless signal and respond with a vibration to alert the user. The second function is implemented by pushing one button of the bracelet to send an emergency signal. We report testing on a prototype system formed by a mobile application and two bracelets. The bracelets and the application form a complete system intended to be used in retirement apartment communities. However, the system is flexible and could be expanded to add new features or to serve as a research platform for gait analysis and location services. The medical and professional potential of the proposed system is that it offers a simple, modular, and cost-effective alternative to all the existing medical devices with similar functionality currently on the market. The proposed system has an educational potential as well: it can be used as a starting point for capstone projects and demonstration purposes in schools to attract students to STEM disciplines

Investigating Variability in Classroom Performance amongst Children Exhibiting Difficulties with Early Arithmetic

Researchers in both psychology and mathematics education acknowledge that children’s mathematical performance can vary inexplicably from day to day, though there has been little detailed investigation of the form of variability discussed in this paper. The paper builds on research suggesting this might be a particular issue for children considered to have learning difficulties in mathematics. The children concerned were seven- to nineyear- olds taught together for mathematics in a small group with high levels of adult help in assessment, planning and teaching. Observational research was conducted, with the researcher making weekly visits over the course of a year. Findings synthesise a range of evidence for each child gathered both during planned assessment tasks and as part of routine classroom activity. The data are used to chart the performance of individuals over this period. Findings suggest that arithmetical capacities were not fixed and easily assessed, but varied from day to day. This variability is considered in some detail with the aim of offering explanations for perceived differences. Elements such as task presentation and subtle mathematical differences between tasks provide partial explanations. Many differences remain unexplained, and it is argued that variability is in fact a feature of learning. Finally, implications for practice in assessing children and planning for their mathematical development, are considered

Bored with point and click?

Computers have the potential to be exploited as one of the most exciting examples of instructional media. Yet designers often fail to realize this potential. This is, in part, due to the limitations of hardware and software and, in part, due to the lack of good theory developed through conclusive research. Good examples of computer-based learning may owe more to the imaginative flair of the courseware designer than they do to the application of explicit design guidelines and good learning theory. This paper will therefore consider a variety of issues that may be blocking theoretical development and draw conclusions for future courses of action. This starts with a statement of the problem, first by considering the macro and micro issues, and then by looking at a recent call for help in ComputerBased Learning Environment (CBLE) design. Next, the contribution of instructional design theories will be presented together with a way forward for investigating the issues. Finally the implications for future progress are presented

The potential of mobile phones to transform teacher professional development

Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world’s largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project’s greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result EIA is currently using a mobile phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit—known as the ‘trainer in your pocket’—to foster a ‘quiet revolution’ in the provision of teacher professional development at scale to an additional 67,500 teachers and 10 million students