482 research outputs found
AUTOMATED ASSESSMENT OF ESSAYS AND SHORT-TEXT ANSWERS
No full textMaster'sMASTER OF SCIENCE IN COMPUTER SCIENCE1. Dr. Looi Chee Kit, Institute of System Science. 2. Dr. Ng Teck Khim, SMA Fellow, NU
Seamless mobile learning: Possibilities and challenges arising from the Singapore experience.
No full textGroup metacognition in a computer-supported collaborative learning environment
No full textThis study investigated within-group metacognition during group problem solving conducted within the context of a Knowledge Forum© CSCL learning environment. Three malfunctioning groups of students from a middle-grade primary school in an inner-city school in eastern Australia participated in this study. Prior to the study, the majority of the groups' time at the computer was spent on non-productive conflict. During the study, the three groups were provided with group strategies and metacognitive scaffolds to facilitate group metacognition. The scaffolds and strategies used were derived from the literature on metacognition, co-operative learning, problem solving, and computer-supported collaborative learning. The study found that providing students with metacognitive scaffolds and group strategies resulted in positive changes in the students' group work at the computer. The students developed an understanding of how to contribute effectively to their group which enhanced the groups' problem solving and knowledge-building
Process and output: relation between transactivity, temporal synchronicity, and quality of group work during CSCL
No full textDo the simultaneous alignment of student activities (temporal synchronicity) and students successively building on each other's reasoning (transactivity) predict the quality of collaborative learning products ? A mixed method approach was used to study 74 first year university students who were randomly assigned to work in dyads on an ill- defined problem of biodiversity collapse in tropical forests within a CSCL setting . The st udy results revealed that neither temporal synchronicity nor transactivity correlated with the quality of group products. The qualitative analysis of chat transcripts showed the variability between the groups can be explained by group dynamic s, students’ prior knowledge, confidence in managing the learning task, collaborative strategy, and communication skills
Smart learning futures: a report from the 3rd US-China smart education conference
No full textThe third day of the third US-China Smart Education Conference featured a discussion with 27 thinkers representing higher education, business and industry, vocational training, and policy making. Researchers from the fields of artificial intelligence, computer science, educational technology, neuro-science and the learning sciences from many countries actively participated and are collectively the co-authors of this report. After two short presentations on computational neuropsychology and the next generation of artificial intelligence by two of the participants (Thomas Parsons and Yang Yang respectively), the participants were divided into four groups led by Phillip Harris (AECT Director), Joseph South (ISTE Chief Learning Officer), Chee-Kit Looi (NIE Head of the Learning Sciences Lab), and Maiga Chang (School of Computing and Information Systems, Athabasca University). The groups were asked to consider the following four questions: (a) What are the 5 most promising technologies likely to transform education in the next 10 years? (b) How do/will advanced learning technologies impact the future of education? (c) What challenges do advanced learning technologies bring to education? (d) What are the new demands for education in the future of society? The groups could focus as they deemed appropriate, modifying adding questions or ignoring any question. This report is a synthesis of those discussions
Infusion, dissemination and evolution: Seeding an innovation from one school to a few schools
No full textThe challenge of how to diffuse and scale-up effective educational innovations has received increasing attention in recent years. Researchers spent efforts developing educational innovation and proving its efficacy and effectiveness in pilot studies in small scale, but when the innovation is put into practice and especially when the context of use is broadened, the designed principles of the innovation need to be refined iteratively to work well through a process of design-based implementation research. Scaling up successful educational innovation not only draws interests from the researchers, but also education policy makers and practitioners, as they all aim to create deep and sustainable changes in the processes of teaching and learning. One of the most cited literature on scaling is that of Coburn (Coburn, 2003) who defined scale as encompassing four interrelated dimensions: depth, sustainability, spread and shift in reform ownership, and Clarke and Dede (Clarke & Dede, 2009) added in a fifth dimension of evolution of an innovation in this framework to understand and analyse the process of scaling-up.
The innovation that we are trying to scale up is Inquiry-Based Seamless Learning (IBSL), and has been developed by working with a class of primary school students over a period of two school years (a P3 class in 2009 and P4 in 2010) in school N. Because the research findings demonstrated increased student achievement, the school N has decided to scale-up the roll-out of the innovation to all P3 and P4 classes in 2013. Furthermore, the school (in its role as a Centre of Excellence for IT in Education in the North Zone cluster of schools) has intended to collaborate with other five schools in the cluster to scale up its successful innovation, and in particular, the enactment of mobile curriculum from the context of one school to a cluster of schools. In this regards, we see the innovation has achieved some successes in dimensions of scale by Coburn (2003) and Clarke and Dede (2009):
Depth: The intervention has created positive learning gains for the students of the two classes (Looi et al., 2011) and positive changes in attitudes and knowledge of teachers (Looi et al., 2011) as well as one teacher’s transformation in pedagogical orientation from a teacher-cantered, traditional-transmission view to a more constructivist model that focused on learning processes rather than stressing the results (Looi, Sun, Seow, & Chia, 2014).
Sustainability: The innovation was sustainably used and refined in the school for five years, and clearly changes have occurred in the school with evidences from research analysis (Looi et al., 2010; Zhang et al., 2010).
Spread: The innovation has been and is experiencing the following levels of spreading: pilot class in P3 level in one school (2009) — two classes in P4 level in the school (2010)—whole P3 classes in the school (2012)—whole P3 and P4 classes in the school and one pilot class in P3 in five other schools in the same cluster (2013 and 2014). The innovation has scaled up in the grade level, school level and now in cluster level.
Shift in ownership: The school has taken over ownership by driving the spread of the IBSL innovation within school and across schools. Evolution: The innovation developer is learning conditions of implementing the innovation in diverse school contexts and refining the design principles to be more feasible for practitioners.OER 26/12 LC
Exploring the value of drawing in learning and assessment
No full textDrawing is increasingly recognized as a literacy of science. It is claimed that when learners draw they engage in ways that help them evaluate and transform their understanding, practice fundamental disciplinary practices and provides the basis for formative or summative assessment. This symposium draws together research on student drawing across different disciplines (e.g. Chemistry, Biology, and Anatomy) to explore the value that drawing can have in learning science and medicine. Importantly, the papers take a nuanced view of the value of drawing; attempting to avoid the sometimes overblown claims that accompany calls for particular approaches to education by addressing situations when drawing has been found to be ineffective as well as helpful. They will also focus on analysis of process data (e.g. drawings) to provide insight into when particular representational practices are helpful and how they must be executed and supported to gain these benefits
Conceptualizing Authenticity and Relevance of Science Education in Interactional Terms
No full textAuthenticity and relevance are two terms that are often mentioned when criticizing
the content and practice of science education in school. This paper examines the meaning of
authenticity and relevance in science education from an interactional perspective. Particularly,
it compares and contrasts authenticity with productive disciplinary engagement, and relevance
with expansive framing. We then use this comparison to discuss the tension between
maintaining accountability to the discipline and fostering students’ agency and authority; a
tension that is not sufficiently addressed in science education literature that addresses the
conceptualization of authenticity and relevance. We suggest a research agenda that aims to
resolve this tension by problematizing and articulating in fine detail the theoretical meaning of
productive disciplinary engagement and expansive framing for science classrooms that are
deeply immersed in authentic scientific practices and discourse
A conceptual model of intercultural communication:Challenges, development method and achievements
No full textThis paper argues that there is a need for integrating cultural considerations into AIED systems in order to enhance interactions between systems and learners. The development of a conceptual model of intercultural communication, the challenges encountered and the major achievements are described.</p
A Synergic Neuro-Fuzzy Evaluation System in Cultural Intelligence
No full textIn today’s age of globalization, cultural awareness has become a challenge for designers of tutoring systems to include the cultural dimension in the tutoring strategy and in the learning environment. Nevertheless, cultural awareness is also a domain to be learned by a student, and a competency that can be assessed. Research on cultural intelligence has provided a new perspective and presented a new way to alleviate issues arising from cross-cultural education. To date, no research on cultural intelligence has been empirically computerized with soft-computing technology. This research aims to invent a cultural intelligence computational model and to implement the model in an expert system through the use of artificial intelligence technology. The purpose of this study is to provide intercultural training for individuals to solve the intercultural adaptation problems they may be faced with in a variety of authentic crosscultural situations
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