scholarly journals Educational Rationale Metadata for Learning Objects

2002 ◽  
Vol 28 (3) ◽  
Author(s):  
Tom Carey ◽  
Jonathan Swallow ◽  
William Oldfield
Keyword(s):  
Instructional Quality ◽  
Learning Objects ◽  
Instructional Approaches ◽  
Design Decisions ◽  
Design Intent ◽  
Post Secondary ◽  
Critical Elements ◽  
K 12 ◽  
The Impact

Instructors searching for learning objects in online repositories will be guided in their choices by the content of the object, the characteristics of the learners addressed, and the learning process embodied in the object. We report here on a feasibility study for metadata to record process-oriented information about instructional approaches for learning objects, though a set of Educational Rationale [ER] tags which would allow authors to describe the critical elements in their design intent. The prototype ER tags describe activities which have been demonstrated to be of value in learning, and authors select the activities whose support was critical in their design decisions. The prototype ER tag set consists descriptors of the instructional approach used in the design, plus optional sub-elements for Comments, Importance and Features which implement the design intent. The tag set was tested by creators of four learning object modules, three intended for post-secondary learners and one for K-12 students and their families. In each case the creators reported that the ER tag set allowed them to express succinctly the key instructional approaches embedded in their designs. These results confirmed the overall feasibility of the ER tag approach as a means of capturing design intent from creators of learning objects. Much work remains to be done before a usable ER tag set could be specified, including evaluating the impact of ER tags during design to improve instructional quality of learning objects.

scholarly journals A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education

2021 ◽  
Vol 5 (6) ◽  
pp. 28
Author(s):  
Nikolaos Pellas ◽  
Stylianos Mystakidis ◽  
Athanasios Christopoulos
Keyword(s):  
Literature Review ◽  
User Experience ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Interaction Design ◽  
Design Decisions ◽  
User Experience Design ◽  
3D Virtual Worlds ◽  
K 12 ◽  
The Impact

A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.

scholarly journals The impact of the quality of early mathematics instruction on mathematics achievement outcomes

2020 ◽  
Vol 1 (2) ◽  
pp. 216-228
Author(s):  
Bilge Cerezci
Keyword(s):  
Mathematics Achievement ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Instruction ◽  
Mathematics Learning ◽  
Instructional Quality ◽  
Teaching Quality ◽  
Early Mathematics ◽  
The Impact

The examination of teaching quality in mathematics in relation to student learning outcomes has become increasingly important following the research reports indicating that early mathematics teaching and learning experiences are critical contributors to students’ learning and later achievement in mathematics and other content areas. The purpose of this study is to investigate the relationship between the quality of early mathematics instruction and students’ mathematics learning outcomes in 73 Pre-K to 3rd grade classrooms in an urban public schools system. The results suggested that the quality mathematics instruction varies across observed classrooms but mostly mediocre. Limited but significant associations between instructional quality and mathematics achievement were also documented at the classroom level. More specifically, there was a positive significant interaction between quality of mathematics teaching and students’ mathematics achievement at the end of the school year in classrooms where ratings of the instructional quality was identified as “high,” after controlling for students’ pre-test scores and gender.

Modeling the Model for Distributed Learning

2011 ◽  
pp. 312-327
Author(s):  
Qing Li
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Discussion Forums ◽  
Graduate Courses ◽  
Post Secondary ◽  
Online Discussion Forums ◽  
Course Work ◽  
K 12 ◽  
The Impact

Increasingly, educators in a range of venues and institutions (e.g., K-12 schools, post secondary institutions, training facilities) are being called upon to teach online. Because it is relatively new, there appears to be no commonly held pedagogy specific to online teaching and learning. Further, these educators have little or no previous experiences to draw on, and they often feel there are no best practices to guide them in their work. This study proposes to investigate an innovative approach to online learning. It explores the impact this approach has on graduate student learning and their subsequent professional practice. This research is a qualitative case study of an instructional design model. Students enrolled in two graduate courses using this model were recruited to this study. They were given an open-ended survey and artifacts from their course work and online discussion forums were reviewed.

On the impact of architecture design decisions on the quality of blockchain-based applications

2020 ◽  
Vol 35 ◽  
Author(s):  
Diego Marmsoler ◽  
Leo Eichhorn
Keyword(s):  
Architectural Design ◽  
Development Process ◽  
Quality Attributes ◽  
Software Architectures ◽  
Simulation Environment ◽  
Design Decisions ◽  
Simulation Based ◽  
Series Of Experiments ◽  
The Impact

Abstract In software architectures, architectural design decisions (ADDs) strongly influence the quality of the resulting software system. Wrong decisions lead to low-quality systems and are difficult to repair later on in the development process. As of today, little is known about the impact of certain ADDs for the development of architectures for blockchain-based systems. Thus, it is difficult to predict the outcome of certain ADDs when developing architectures for such systems. In the following, we propose a simulation-based approach for blockchain architectures in which the impact of certain ADDs on certain quality attributes can be simulated. To this end, we first implemented a simulation environment for blockchain architectures. The simulation environment was then used to execute a series of experiments from which we derived a set of hypotheses about the impact of certain ADDs on quality attributes for blockchain architectures. Finally, we tested the hypotheses using statistical analyses and derived an empirical model for blockchain architectures based on the outcome of the analysis. The model can be used by architects to predict the effect of certain decisions in the design of blockchain architectures before implementing them.

The Impact of Computers on Students' Writing: A Comparative Study of the Effects of Pens and Word Processors on Writing Context, Process and Product

1993 ◽  
Vol 37 (1) ◽  
pp. 5-25 ◽  
Author(s):  
Ilana Snyder
Keyword(s):  
Control Group ◽  
Control Group Design ◽  
Critical Elements ◽  
School Year ◽  
Computer Classroom ◽  
Girls School ◽  
The Impact ◽  
Word Processors ◽  
Major Emphasis

This study investigated the impact of word processors on students' writing by examining three critical elements of the writing situation: writing context, process and product. Using a pretest-posttest control group design, the study compared two intact Year 8 classes, one using pens for composing and the other using computers, within the context of an all-girls school. A major emphasis of the research was the computer's impact on the quality of texts, representing three genres, which the students produced over a school year. The findings suggested that the computer classroom was more student-centred, less teacher-dominated and more work-focused, and the atmosphere was more co-operative and collaborative. Students' composing behaviours varied according to the genre of the task rather than according to the influence of the writing tool.

Enhancing Model Reuse Through 3D Annotations: A Theoretical Proposal for an Annotation-Centered Design Intent and Design Rationale Communication

2013 ◽  
Author(s):  
Jorge Dorribo-Camba ◽  
Gerardo Alducin-Quintero ◽  
Pascual Perona ◽  
Manuel Contero
Keyword(s):  
3D Models ◽  
Design Rationale ◽  
Design Intent ◽  
Data Annotation ◽  
3D Cad ◽  
Cad Models ◽  
The Impact ◽  
Theoretical Proposal

The long term goals of this research are to study the effectiveness of CAD 3D annotation techniques to support the explicit communication of design intent and rationale, and to analyze the impact of the annotations in the alteration and reutilization of 3D models in a product design context. Towards these goals, we are initially examining the formal annotation practices defined by model-based standards such as ASME Y14.41-2012 and ISO 16792:2006, and their implementation in current CAD systems. This paper presents a prototype implementation of a module to automatically extract textual information from annotated 3D CAD models. Automated extraction of data annotation can be used to analyze both the content and the quality of the annotations with the purpose of determining what makes annotations effective and ultimately communicating design intent. The architecture of a system designed to manage and manipulate this information is also described and analyzed.

Rural Preservice Teacher Preparation Using Two-Way Interactive Television

1988 ◽  
Vol 9 (3) ◽  
pp. 27-33 ◽  
Author(s):  
M. Winston Egan ◽  
Iva Dene Mccleary ◽  
Joan P. Sebastian ◽  
Helen Lacy
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Interactive Television ◽  
Instructional Quality ◽  
Distance Learners ◽  
Quality Of Instruction ◽  
Preservice Teacher Preparation ◽  
Learner Outcomes ◽  
The Impact

The impact of a two-way interactive television course for rural remote teacher preparation was evaluated using a variety of measures. Areas of primary importance reported in this paper are: ▪ How did learner outcomes of rural remote students compare to on-campus students participating in the same class? ▪ What were the perceptions of rural remote students regarding instructional quality of two-way interactive television? ▪ What were the perceptions of rural remote students regarding technology? Learner outcomes for on-campus and rural remote students were equivalent. Ratings regarding the quality of instruction and technology were above average except for provision of feedback to distance learners.

The Relationships among High School STEM Learning Experiences and Students’ Intent to Declare and Declaration of a STEM Major in College

2015 ◽  
Vol 117 (3) ◽  
pp. 1-46 ◽  
Author(s):  
Martha Cecilia Bottia ◽  
Elizabeth Stearns ◽  
Roslyn Arlin Mickelson ◽  
Stephanie Moller ◽  
Ashley Dawn Parler
Keyword(s):  
High School ◽  
Research Question ◽  
Learning Experiences ◽  
Academic Preparation ◽  
Stem Learning ◽  
Stem Major ◽  
Stem Career ◽  
K 12 ◽  
The Impact

Background/Context Schools are integral to augmenting and diversifying the science, technology, engineering, and mathematics (STEM) workforce. This is because K–12 schools can inspire and reinforce students’ interest in STEM, in addition to academically preparing them to pursue a STEM career. Previous literature emphasizes the importance of high-quality STEM academic preparation in high school and the role of informal and formal exposure to STEM as important influences on students’ chances of following a STEM career. Interestingly, although many students decide to major in STEM fields while they are in high school, the majority of the extant literature about why students choose STEM majors primarily focuses on students’ experiences during the college years. Purpose/Objective/Research Question/Focus of Study Through our research, we seek to investigate how learning experiences of inspiration/reinforcement/preparation toward STEM that students have during high school can help explain the stark differences in STEM involvement by gender and ethnicity. We first investigate the importance of high school inspirational/ reinforcing/ preparatory experiences for students’ intent to major in STEM while in high school. We then see how they relate to students’ actual choice of a STEM major. We do this focusing on gender and racial/ethnic differences in outcomes. Specifically, we analyze the impact of the timing of high school STEM courses (algebra, biology, and physics), the quantity of STEM-related classes, and the quality of these courses on students’ decision to pursue a college STEM major. Research Design This is an analysis of quantitative data gathered about members of North Carolina's 2004 high school graduating class who also matriculated to one of the 16 campuses of the University of North Carolina system. Our research developed in two different stages. In the first stage, we utilize multilevel binomial models to examine students’ intent to declare a STEM major in their senior year of high school. In the second stage, we employ multilevel multinomial models to analyze chances of declaring a STEM major during the years 2005–2011, when students are in college. Findings/Results Findings suggest that STEM experiences of inspiration/reinforcement/ preparation during high school interact with demographic variables to moderate students’ interest in STEM. Taking physics and intending to major in STEM during high school are the variables most closely associated with students’ choice of STEM as a major. In addition, taking physics is especially important for young women's odds of declaration of STEM. Conclusions/Recommendations Findings suggest several policy recommendations: Provide a variety of high school learning STEM experiences that will link and augment students’ interest in STEM; change the way physics is presented to female students; utilizing curricula and pedagogy that focus on ways that physics is personally relevant may increase the number of young women who take the course in high school; increase the quality of the STEM-related academic preparation of students; particular attention should be given to underrepresented subgroups of students; increase the offering of math and science-focused program at schools; and increase the availability of more STEM-related co- and extracurricular experiences available to youth.

The impact of mode of instructional delivery on second language teacher self-efficacy

ReCALL ◽  
2014 ◽  
Vol 27 (2) ◽  
pp. 239-256 ◽  
Author(s):  
Scott Kissau ◽  
Bob Algozzine
Keyword(s):  
Second Language ◽  
Online Instruction ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Instructional Delivery ◽  
Post Secondary ◽  
Face To Face ◽  
K 12 ◽  
The Impact ◽  
Second Language Teacher

AbstractResearch has called into question the suitability of fully-online instruction for certain teacher preparation courses. Methodology coursework, in particular, has been singled out in research as ill-suited to online instruction. Recent research, for example, involving second language (L2) teacher candidates has demonstrated that aspiring teachers who completed online methodology instruction were less confident in their abilities to teach L2 learners than their counterparts who completed the same instruction in a face-to-face (F2F) setting. To address the limitations of online instruction, while still incorporating its associated strengths, the development and implementation of hybridized methodology coursework have been proposed. Following this recommendation, the researchers developed and implemented hybridized L2 methodology courses that mirrored their pre-existing online and F2F equivalents. Using a mixed methodology, the researchers then conducted a three-way comparison of instructional delivery modes (online, F2F, hybrid) to investigate their impact on L2 teacher candidate self-efficacy. Although the results demonstrated that all three modes of instruction can be equally effective at increasing candidate confidence, they also highlighted the potential of hybridized instruction to address the limitations of online and F2F instruction, while still including their strengths. The findings also emphasized that simply viewing or participating in live demonstrations of teaching strategies in post-secondary methodology courses is not sufficient. To feel confident in their teaching abilities, teacher candidates need opportunities in their coursework to apply what they have learned in K-12 classrooms. Offering numerous research-based suggestions to improve the design of hybridized methodology courses, the study also serves to inform the development of future hybridized methodology coursework.

scholarly journals The pedagogical and multimedia designs of learning objects for schools

2005 ◽  
Vol 21 (4) ◽  
Author(s):  
Margaret Haughey ◽  
Bill Muirhead
Keyword(s):  
Design Research ◽  
Learning Objects ◽  
Learning Object ◽  
Design Criteria ◽  
Multimedia Design ◽  
Main Design ◽  
Post Secondary ◽  
Simulation Gaming ◽  
Teachers And Students ◽  
K 12

<span>While much has been written about learning objects, the focus of discussion has been on standards, theoretical principles or post-secondary applications. Little has been published about the issues of the K-12 sector. From the literature, interactivity and scaffolding are the two pedagogical aspects considered crucial to learning object design. In multimedia design, writers have focused on engagement, persistence and success in simulation, gaming, narrative and experiential situations. Using these criteria we examined the pedagogical and multimedia design features in 35 K-10 learning objects produced by The Le@rning Federation. Objects which met the learning and multimedia design criteria had clear objectives, multiple activities, high interactivity, learner choice and an extensive scaffolding interface behind the main design. Research on the use of learning objects by teachers and students is recommended as the next step.</span>

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