1,486 research outputs found
A synthesizing look forward in teaching, learning, and educational leadership in the digital age
No full textIt is reasonable to ask whether and to what extent digital technologies have had an impact on teaching, learning, and educational leadership. The CELDA (Cognition and Exploratory Learning in the Digital Age) conferences have been exploring that question for the last dozen years. Looking back, one finds most papers aimed at the lesson and course level and focused on learners. The same is generally true of related conferences such as the International Conference on Advanced Learning Technology (ICALT) and the annual conference of the Association of Educational Communications and Technology (AECT). What has happened in recent years is the inclusion of research and development focused on teachers and educational systems as well as continuing emphasis on efforts investigating how to design and implement technology enhanced support for learners in a wide variety of contexts. This chapter offers a conceptual framework for research and development at multiple levels in support of improved teaching, learning, and educational systems. Specific emphasis is given to the articulation of needs and findings among and between various groups, including students, teachers, administrators, parents, and policy-makers. The basic argument is that too little articulation has occurred between and among the key groups involved in education, and that deficiency has resulted in a generally low level of sustained and systemic impact on education involving new technologies and innovative instructional approaches
Learning and Instruction in the Digital Age
No full textThe paper offers a discussion about the concept of training from a psychological point of view. Training is a process that
concerns a life long learning perspective, especially if referred to e-learning and on line activities. In this paper we
present the Workshop for Observing Children at School, an experience of e-training at the University of Macerata . We
intend to stress the crucial relevance of self assessment in training processes that involve adults’ participation. We are
going to describe the methodology used in the Workshop, according to the on line educational context. We pay particular attention to the final phase of the training process. We found the importance to arrange a moment in which participants are requested to evaluate their involvement both in terms of process and outcomes.We demonstrate the importance to plan a phase in which teachers or trainers share with participants the criterions through which they will make the assessment. In fact we found out significant differences, in terms of curricular results, between two editions of the same on line course: in the first one we did not share the criterions of assessment with participants, on the contrary in the second edition we dedicated a special moment to this activity. The results show an increase of excellent outcomes and a decrease of the sufficient results in the second edition of the course
Competencies in teaching, learning and educational leadership in the digital age : papers from CELDA 2014
No full textRecommended from our members
Exploring Critical Thinking Support for K-12 Education in the Internet Age
No full textThis dissertation uses a three-manuscript style, and the ultimate purpose was to support critical thinking teaching in K-12 education from a systematic view concerning the lack of critical thinking in the young generation. The three manuscripts included in this dissertation were entirely or partly adapted based on three published or submitted research papers. The first research paper is a literature review article with an introduction to a development framework of nine principles, which provided a new view to developing critical thinking in younger children based on conceptual understanding of critical thinking. The second research paper is a study I coauthored with J. Michael Spector, which calls for more attention to the development of human intelligence given the rapid development of artificial intelligence and proposed that developing inquiry and critical thinking is a key to develop human intelligence. The third research paper reports an investigation over middle school educators' conceptualization of critical thinking and its alignment with the established theory and research. The major purpose was to connect the established theory and research with educational practices regarding what critical thinking constitutes. The significance of this study is to reveal the issues behind the abstract understanding of critical thinking and address the insufficient critical thinking teaching phenomenon from the perspective of educational practices
Supplementary_Data - In Situ Cross-linking Hydrogel as a Vehicle for Retinal Progenitor Cell Transplantation
No full textSupplementary_Data for In Situ Cross-linking Hydrogel as a Vehicle for Retinal Progenitor Cell Transplantation by Jeayoung Park, Petr Baranov, Aybike Aydin, Hany Abdelgawad, Deepti Singh, Wanting Niu, Motoichi Kurisawa, Myron Spector, and Michael J. Young in Cell Transplantation</p
Digital systems for open access to formal and informal learning
No full textToday, digital systems and technologies for open access to formal and informal learning have attracted the attention of all major stakeholders in education. These developments have led to new research challenges which are discussed in this volume. This book under the general title Digital Systems for Open Access to Formal and Informal Learning captures current state of the art in both Theory and Practice (Part I) and Methods and Technologies (Part II). The volume consists of 20 chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2012 Conference as well as scholars from around the world who were invited to contribute in the particular topics of this book
Educational design research
No full textMcKenney, S. & Reeves, T. (2013). Educational design research. In M. Spector, M. Merrill, J. Elen & M. Bischop (Eds.) Handbook of Research on Educational Communications & Technology, pp. 131-140. London: Springer.Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs or policies. Educational design research not only targets solving significant problems facing educational practitioners, but at the same time it seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach
Do you know the way to ... Web 2.0
No full textKirschner, P. A., & Wopereis, I. G. J. H. (2013). Do you know the way to ... Web 2.0? In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. C. Herring (Eds.), Learning, problem solving, and mindtools: Essays in honor of David H. Jonassen (pp. 88-104). New York, NY: Routledge.With the coming of age of the Millennials, teacher training programs may become complacent, thinking that while the previous generation of digital immigrants that went into teaching may be a lost cause, things will now be different with the influx of digital natives into the teaching profession. This, however, is anything but true. Though Millennials may never have known anything except a digital, connected world, they appear to have precious little knowledge of how the attainments of the digital world can be used – as mindtools – in education. Programs for teacher training, thus, still need to train (aspiring) teachers make use of both traditional and Web 2.0 information and communication technologies as mindtools for themselves and their students. On the one hand, teachers can use these tools to engage their students in individual, collaborative and collective critical thinking and knowledge creation activities. On the other hand, they can use them themselves to help further their own professional development and thinking. In the latter case mindtools can be applied for cooperation (e.g., between teachers, teacher educators, and student teachers) and collaboration (e.g., with other teachers, experts, designers, and so forth on pedagogical projects). In this chapter we focus on electronic networking technologies (Communities of Practice) and Web 2.0 applications (e.g., weblogs) as mindtools for teacher professional development
Effects of peer-tutor competences on learner cognitive load and learning performance during knowledge sharing
No full textHsiao, Y. P., Brouns, F., Van Bruggen, J., & Sloep, P. B. (2012). Effects of peer-tutor competences on learner cognitive load and learning performance during knowledge sharing. In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaias (Eds.), Proceedings of IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA) 2012 (pp. 265-268). October, 19-21, 2012, Madrid, Spain.In Learning Networks, learners need to share knowledge with others to build knowledge. In particular, when working on complex tasks, they often need to acquire extra cognitive resources from others to process a high task load. However, without support high task load and organizing knowledge sharing themselves might easily overload learners’ limited cognitive capacities because learners first have to find relevant peer tutors (i.e., those who provide help) and then maintain the social interaction. We propose to design a peer-support system that selects tutors and provides support during knowledge sharing. The pilot study reported here investigated the effects of two peer tutor competences, tutoring skills vs. content knowledge, on tutees’ (i.e., those who need help) cognitive load and learning performance. The results show that tutees supported by tutors with tutoring skills experienced lower cognitive load and had better learning performance than did tutees supported by tutors with content knowledge. This is in line with our assumption, but for confirmation we need to gather more data in a full study. We need to first use a task that requires learners to rely on others to trigger higher cognitive skills to deal with high task load. Secondly we need to find a modus to ensure that the tutors follow the instructions to apply the particular competence
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