Learning and Instruction in the Digital Age (eBook)

Dirk Ifenthaler, Kinshuk, J. Michael Spector (Herausgeber)

eBook Download: PDF

2010 | 2010
XVI, 404 Seiten
Springer US (Verlag)
978-1-4419-1551-1 (ISBN)

Infos

Instruction tailored to the individual student, learning and teaching outside the limits of time and space-ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researchers on a wealth of topics relating to cognitive approaches to learning and teaching, mental models, online learning, communications, and innovative educational technologies, among them:

• Cognition and student-centered, Web-based learning,
• The progression of mental models throughout a course of instruction,
• Experiencing education with 3D virtual worlds,
• Expanding educational boundaries through multi-school collaboration,
• Adapting e-learning to different learning styles,
• The student blog as reflective diary.

With its blend of timely ideas and forward thinking, Learning and Instruction in the Digital Age will enrich the work of researchers in educational psychology, educational technology, and cognitive science.

Inhalt

Preface 8
Acknowledgments 10
Contents 12
Contributors 14
Reviewers 17
Part I Cognitive Approaches to Learning and Instruction (Spector) 18
1 Learning and Instruction in the Digital Age 19
1.1 The Dawn of the Digital Age 19
1.2 Opportunities and Concerns for Learning and Instruction in the Digital Age 20
1.3 A Step Forward: Personal Learning Management Systems 22
1.4 Beyond the Digital Age 24
References 25
2 Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory 27
2.1 Introduction 27
2.2 Assumptions Underlying Student-Centered Learning 28
2.2.1 Locus and Nature of Knowledge 29
2.2.2 Role of Context 30
2.2.3 Role of Prior Knowledge and Experience 31
2.3 Nagging Issues 31
2.3.1 Technical System Knowledge and Familiarity 31
2.3.2 Disorientation 31
2.3.3 Canonical Versus Individual Meaning: Misconceptions 32
2.3.4 Knowledge as Accretion Versus Tool 32
2.3.5 To Scaffold or to Direct 33
2.3.6 Attitudes, Beliefs, and Practices 33
2.3.7 Cognitive Load 34
2.3.8 Metacognitive Demands 34
2.4 Implications for Research, Theory, and Design 34
2.4.1 Can Student-Centered, Web-Based Learning Be Scaffolded? 34
2.4.2 Will Students Critically Assess the Legitimacy, Veracity, and Accuracy of Resources? 35
2.4.3 Will Scaffolding Help Students to Manage Cognitive Complexity? 35
2.4.4 Will Students Negotiate Their Individual Learning Needs? 35
2.4.5 Will Students Identify Appropriate and Relevant Resources? 35
References 36
3 Testing as Feedback to Inform Teaching 40
3.1 Introduction 40
3.1.1 Summative Versus Formative Testing 41
3.1.2 Substituting Memorization for Understanding 42
3.1.3 The Test Interpretation Problem 42
3.1.4 Meaning from Alternative Answers 17
3.2 An Alternative Approach to Test Scoring 44
3.2.1 Solving the Linear Dependency Issue 45
3.2.2 Interpreting the Patterns 46
3.3 Implications for Testing Theory 47
3.3.1 Heads or Tails: The Dichotomy Dilemma? 48
3.3.2 A Dicey Alternative 49
3.3.3 Exposing the Dynamics of Learning 50
3.3.4 Associating Independent Tests 52
3.4 A New Model for Assessing Learning 55
3.4.1 Illustrations Using Actually Student Data 55
3.4.2 Student Performance Change 56
3.4.2.1 Student 2350 56
3.4.2.2 Student 1660 57
3.4.2.3 Student 1150 58
3.4.2.4 Student 160 59
3.5 Summary, Conclusions, and Implications 60
Appendix 62
Notes for Appendix 63
References 63
4 Enhancing Learning from Informatics Texts 65
4.1 Introduction 65
4.2 The ConstructionIntegration Model 68
4.2.1 Text Coherence 69
4.2.2 The Measurement of Learning 70
4.3 The Study 71
4.3.1 Method 71
4.3.1.1 Participants 71
4.3.1.2 Procedure 72
4.3.2 Materials and Tasks 72
4.3.2.1 Matching Activity (Pre-reading and Post-reading Test) 72
4.3.2.2 Texts 72
4.3.2.3 The Propositional Representation of Text 73
4.3.3 Text Recall 73
4.3.4 Assessment Questions 73
4.3.5 Data Collection 74
4.4 Results 74
4.4.1 Matching Activity 74
4.4.1.1 Reading Rates 75
4.4.1.2 Text Recall 75
4.4.1.3 Assessment Questions 76
4.5 Conclusions and Future Plans 77
References 78
Part II Knowledge Representation and Mental Models (Ifenthaler) 80
5 Model-Based Knowledge Mapping 81
5.1 Introduction 81
5.2 Theoretical Background 82
5.2.1 Semantic Interpretation and Categorization 82
5.2.2 Mental Models and Model-Centered Instruction 83
5.2.3 Distributed Cognition 83
5.2.4 Model-Based Knowledge Management 84
5.3 Conventional Knowledge Mapping 85
5.4 Model-Based Knowledge Mapping 86
5.4.1 Preprocessing 87
5.4.2 Semantic Clustering 87
5.4.3 Data Visualization with T-MITOCAR Artemis 89
5.4.3.1 Prior Work 89
5.4.3.2 Knowledge Mapping with T-MITOCAR Artemis 89
5.5 Technological Study 91
5.6 Validation Study 92
5.6.1 Hypotheses 92
5.6.2 Method 93
5.6.2.1 Participants 93
5.6.2.2 Procedure 93
5.6.2.3 Instruments 93
5.6.3 Results 94
5.6.3.1 Cluster Comparison 94
5.6.3.2 Adequacy 94
5.7 Discussion 95
References 96
6 Prototype for the Knowledge Representation Supporting Inter-institutional Knowledge Flow Analysis 98
6.1 Introduction 98
6.2 Application Domain Specifics 99
6.3 Requirements and Challenges Concerning the PIIKFS 102
6.4 Meeting the Requirements and Challenges 105
6.4.1 Usage of Frame System 105
6.4.2 Created Solution 107
6.5 The Prototype 108
6.6 Discussion and Conclusion 109
References 110
7 The Role of Supportive Information in the Development and Progression of Mental Models 111
7.1 Introduction 111
7.1.1 Model-Oriented Instruction and Mental Model Progression 112
7.1.2 Instructional Situations That Support Learners' Adaptive Responses 114
7.1.3 Exploring the Roles of Supportive Information and Practice 116
7.2 Conclusion 122
References 123
8 The Qualitative Study on Contents Analysis/Construction Method for e-Learning 126
8.1 Introduction 126
8.2 The System Configuration of e-Learning Environment 128
8.2.1 The Structure of Webclass-RAPSODY 129
8.2.2 The Students e-KARTE and Mentoring Functions 129
8.2.2.1 Use of Digital Portfolio (e-KARTE) 130
8.2.2.2 Mentoring and Coaching 130
8.3 Instructional Design and Learning Design 131
8.3.1 The Aspect from Instructional Design 131
8.3.2 The Aspect from Learning Design 133
8.4 LICAP- Model 133
8.5 The Qualitative Analysis for Contents Construction Method 134
8.5.1 Extraction of Features/Characteristics on Contents 135
8.5.1.1 Semantic Relationship Between Figures and Sentences 135
8.5.1.2 Ordinability for Intuitive Understanding About Figures and Sentences 136
8.5.2 Extraction of Features/Characteristics on Frames 140
8.5.2.1 The Procedure for Extracting Frame Characteristics 140
8.5.2.2 The Analysis for Frame Characteristics 141
8.5.3 Extraction of Features/Characteristics on Frame Sequences 141
8.5.3.1 The Procedure for Extracting Frame Sequences 141
8.5.4 The Analysis for Extraction of Features/Characteristics on Frame Sequences 141
8.6 Synergy Effect by Sound Narrations in Frames 143
8.6.1 Experiment I: The Effective Description of Explanatory Sentences for Understanding 144
8.6.1.1 Procedures 144
8.6.1.2 Test Results and Analysis 144
8.6.2 Experiment II: The More Effective Method of Adding Sound Narrations 145
8.6.2.1 Procedure 145
8.6.2.2 Test Result and Analysis 145
8.7 Dance of Understanding and Knowledge-Circulated Managing 147
8.8 Conclusions 149
8.8.1 Contents Analysis 149
8.8.2 Contents Construction 149
8.8.3 Synergy Effect 150
References 150
Part III TechnologyFacilitated Tools and Techniques (Isaas) 152
9 VideoClipQuests as a New Setup for Learning 153
9.1 Introduction 153
9.2 Theoretical Frame Work 154
9.2.1 Requirements 154
9.2.2 Basic Concept 155
9.2.2.1 Creating a VCQ 155
9.2.2.2 Solving a VCQ 156
9.2.3 Motivation and Learning 156
9.2.4 Emotion and Learning 157
9.2.5 Ease of Creation 157
9.2.6 Learning Targets, Tasks, and Assessments 159
9.3 Evaluation 162
9.4 Further Possibilities 163
9.5 Summary and Future Work 164
References 165
10 Research on Computer-Supported Collaborative Learning in Transdisciplinary Groups 166
10.1 Research of Computer-Supported Collaborative Learning in Transdisciplinary Groups 166
10.2 Transdisciplinary Action Research 167
10.3 Computer-Supported Collaborative Learning 168
10.4 Transdisciplinary Action Research Groups 171
10.5 Qualitative Research 175
10.6 Quantitative Research 177
10.7 Conclusion 179
References 180
11 Improving Teacher Performance Using an Enhanced Digital Video Reflection Technique 182
11.1 Introduction 182
11.2 Video, Reflection, and Performance 183
11.2.1 Research Background and Rationale 183
11.2.2 Methodology 184
11.3 Findings 184
11.3.1 Getting Started 185
11.3.1.1 Vignette 185
11.3.1.2 Thematic Analysis 185
11.3.2 Teacher Written Reflections Experience 186
11.3.2.1 Vignette 186
11.3.2.2 Thematic Analysis 187
11.3.3 Video-Based Reflection Experience 187
11.3.3.1 Vignette 188
11.3.3.2 Thematic Analysis 188
11.3.4 Video-Supported Consultation Experience 188
11.3.4.1 Vignette 189
11.3.4.2 Thematic Analysis 189
11.3.5 Principal's Experience 190
11.3.5.1 Vignette 190
11.3.5.2 Thematic Analysis 191
11.4 Implications 191
11.4.1 Theoretical Implications 192
11.4.1.1 Reflective Practice 192
11.4.1.2 Video Analysis 192
11.4.1.3 Teacher Evaluation 193
11.4.2 Practical Implications 194
11.5 Summary 194
11.5.1 Method of Reflection 194
11.5.2 Means for Reflection (Time and Tool) 195
11.5.3 Reflection Rationale 195
11.5.4 Support of Reflection 195
11.6 Conclusion 196
References 196
12 Experiencing and Learning with 3D Virtual Worlds 198
12.1 Introduction 198
12.2 New Technology, New Paradigm 199
12.2.1 Constructivist Learning 199
12.2.2 Why 3D Virtual Worlds Afford Constructivist Learning 200
12.2.3 Downsides of Constructivist Learning 201
12.2.4 Do 3D Virtual Worlds Always Support Constructivist Learning? 201
12.3 How to Assess Subjective Impressions 202
12.3.1 Measuring Experience 202
12.4 Observations in Theory and Practice 203
12.5 A Course on 3D Virtual Worlds 205
12.5.1 Course Structure 205
12.5.2 A Virtual World as an Educational Tool 205
12.5.3 What Does Not Work 206
12.6 Assessment 206
12.6.1 The Survey 207
12.6.2 Results 208
12.7 Conclusions and Future Work 209
References 210
Part IV Communications and Methods (Kinshuk) 212
13 CARTE: An Observation Station to Regulate Activity in a Learning Context 213
13.1 Introduction 213
13.2 Traces 214
13.3 Retroaction and Regulation 216
13.3.1 Use Model to Support Regulation 218
13.4 Experiments 219
13.5 Description of the Software Learning Tools 220
13.6 Results 225
13.7 Conclusion and Perspectives 228
References 229
14 Acceptance of Model-Based Instruction Among Students in Spanish and Mathematics 230
14.1 Introduction 230
14.2 Model of Model-Based Instruction (MOMBI) 231
14.3 Method 235
14.4 Results 236
14.5 Discussion 237
14.6 Conclusion 239
References 239
15 Communities of Learners 241
15.1 Introduction 241
15.2 Barriers and Critical Success Factors 242
15.2.1 The C2LEARN Project Case 242
15.2.2 Barriers to Creating Virtual Communities of Learning 245
15.2.3 Critical Success Factors (CSFs) for the Creation of Virtual Communities of Learning (CoLs) 246
15.2.3.1 Infrastructure and Contextual Resources 248
15.2.3.2 Human Resources 248
15.2.3.3 Time, Resources, and Workload 255
15.2.3.4 CoL Participants' Behavior 256
15.3 Conclusions 257
References 258
16 Supporting the Implementation of Case Activities Using e-Learning Technologies 262
16.1 Introduction 262
16.2 The Empirical Study 265
16.2.1 Participants 265
16.2.2 The Case Study 265
16.2.3 Materials 265
16.2.4 Procedure 266
16.2.5 Data Collection and Analysis 269
16.3 Results 270
16.4 Conclusions 273
16.5 Future Plans 273
References 274
17 Practices in Old Age ICT Education 276
17.1 Introduction 277
17.2 Old Age ICT Education 279
17.2.1 Requisites for Old Age Learning 279
17.2.1.1 Accessibility and Age-Related Cognitive Impairments 279
17.2.1.2 Motivation for Learning ICT 280
17.2.2 Teaching for the Elderly 281
17.3 Continuing Education for the Elderly 281
17.3.1 Digital Cottage -- A Computer Club for the Elderly People 282
17.3.2 Seniors' Club: Joy of Collaborativity 284
17.3.3 Computer Courses and Home Teaching for the Elderly 285
17.3.3.1 Computer Courses 285
17.3.3.2 Home Teaching 286
17.4 Discussion 286
References 289
Part V Integrative Methods and Online Learning (Sampson) 292
18 Cultural Features of e-Learning 293
18.1 Introduction 293
18.1.1 Literature Review 294
18.1.2 Methodology 298
18.1.3 Purpose of Chapter and Research Questions 299
18.2 Cultural Features of e-Learning 300
18.2.1 Quantitative Insights 300
18.2.2 Qualitative Insights 303
18.2.2.1 Café 303
18.2.2.2 Course-Related Topics 303
18.2.2.3 Peer Assessment 304
18.2.2.4 Communication with Tutor 305
18.2.2.5 Peer Support 305
18.2.2.6 Current Issues 305
18.2.2.7 Continuous Learning Process 306
18.2.2.8 Case Studies and Textbook 306
18.3 Conclusion 306
18.4 Implications 307
References 308
19 Case Study on Student Blogs in a Blended Learning Course 311
19.1 Introduction 311
19.2 Blogs in Education 312
19.3 Course Context and Setting 313
19.4 Quantitative Analysis of Blogging Behavior 315
19.4.1 Temporal Distribution of Blogging Activity 316
19.4.2 Correlations Between Blogging Activity and Student Score 317
19.5 Qualitative Analysis The Student Perspective 318
19.5.1 Qualitative Blog Content Analysis 319
19.5.2 Student Survey 321
19.6 Reflections and Recommendations The Facilitators Perspective 322
19.6.1 Drawing Information from Blogs 322
19.6.2 Clearly Communicating Blogging Requirements 323
19.6.3 Reserving Time for Reading Blog Postings 324
19.6.4 Increased Responsibility of the Facilitator 324
19.6.5 Support of Community Features 324
19.7 Conclusions and Further Work 325
References 326
20 Self-Assessment: An Important Process in e-Training 328
20.1 Introduction 328
20.2 The Design of the Workshop for Observing Children at School 331
20.2.1 Example 1: An Observation Text at the Starting Point 334
20.2.2 Example 2: An Observation Text at the End of the Course 335
20.3 Outcomes of Workshop for Observing Children at School 2006/2007 336
20.4 Outcomes of Workshop for Observing Children at School 2007/2008 338
20.5 The Outcomes of Workshop for Observing Children at School 2008/2009 341
20.6 Conclusions 342
References 343
21 A Design Framework for an Online English Writing Course 346
21.1 Introduction 346
21.2 A Design Framework for the Application of a Task-Centered Approach to an Online English Writing Course 349
21.2.1 The Design Framework Highlight #1: A Cycle of Interrelated Instructional Phases 349
21.2.1.1 Principle 1: Task-Centered 349
21.2.1.2 Principle 2: Activation (Tell Me) 352
21.2.1.3 Principle 3: Demonstration (Show Me) 352
21.2.1.4 Principle 4: Application (Let Me Do It) 353
21.2.1.5 Principle 5: Integration (Watch Me) 354
21.2.2 The Design Framework Highlight #2: Peer Review for Practice and Evaluation 355
21.2.3 The Design Framework Highlight '3: Measurement for Learners' Mental Models 357
21.3 Conclusion 359
References 359
22 Catering for Different Learning Styles in e-Learning 362
22.1 Introduction 362
22.2 Literature Review 363
22.2.1 Learning Styles 363
22.2.2 Discussion Board 365
22.3 Objective and Methodology 365
22.4 Data Analysis and Findings 366
22.4.1 Differences Diverger vs. Converger 366
22.4.2 Differences Accommodator vs. Assimilator 367
22.4.3 Perceptions on Simulation Course 368
22.4.4 Associations 369
22.4.5 Discussion -- Qualitative Insights 370
22.4.5.1 Sample Postings: Focused Question -- Ryanair Case Study 370
22.4.5.2 Sample Postings: Broad Question -- Branding and Innovation 371
22.5 Conclusion and Future Work 373
References 374
23 Learning and Instruction in the Digital Age 376
23.1 Where We Have Been 376
23.2 Where We Might Be Going 379
References 380
Index 381

Produkt-Details

• Erscheint lt. Verlag: 10.3.2010
• Zusatzinfo: XVI, 404 p.
• Verlagsort: New York
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Schlagworte: 3D Virtual Worlds • Acquisition of Domain-Specific Skills • Blended Learning • Blogs • Carte • Cognitive Approaches to Learning and Instruction • Collaborative Learning • Communication • Communication and Methods • Communities of Learning • computer-supported collaborative learning • Conceptions About Light and Col • Conceptions About Light and Color • CSCL • Internet • Knowledge Representation • learning • Learning and Instruction • Procedural Advisory Models • Student-Centered Learning • Testing as Feedback • Web 3.0
• ISBN-10: 1-4419-1551-6 / 1441915516
• ISBN-13: 978-1-4419-1551-1 / 9781441915511