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2. Annual Proceedings of Selected Research and Development Papers Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 1
- Author
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]
- Published
- 2021
3. Towards a Model for Assessment in an Information and Technology-Rich 21st Century Learning Environment. Occasional Paper #37
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National Institute for Learning Outcomes Assessment and Cronjé, Johannes
- Abstract
The question driving this paper is: "What should we assess if learners can Google the answers on their mobile devices?" If "Learning" is defined as "being able to do something afterwards that you could not do before," the problem is that technology now enables us to do many things which we were not able to do before, by simply using an app such as a GPS or "Google translate." Nevertheless the actual learning is still hard to define. The person with the best technology and who can use it might fare best. It is not just the individual learners that learn, it is the whole system, including the devices that they use, and the cloud to which the device are connected, that learns. The constraint has shifted from our ability to provide learners with information to learners' ability to process and use information. The locus of learning has shifted from the learner to the rhizome. We should shift the emphasis from evaluating learners' "collection" of knowledge to evaluating their "connection" to the system.
- Published
- 2018
4. Implementing EPortfolio Tools within Curricula: A Guide for Faculty. IDEA Paper #78
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IDEA Center, Bair, Emily, Niemer, Rachel, Lee, Chia-Ju, and Anderson, Olivia S.
- Abstract
EPortfolios can showcase students' learning progression, achievements, and abilities through the purposeful collection of their work. The implementation of ePortfolios within curricula can also demonstrate institutional accountability and serve as primary evidence for accreditation. The authors explore the current available ePortfolio platforms that are utilized in academic settings. They developed a set of evaluation matrices to review current ePortfolio platforms, consisting of (a) learning activities/goals, (b) competency tracking, (c) collaboration ability, (d) access, (e) user-friendliness, (f) customization, and (g) retrospection/concept mapping. Although no ePortfolio platform satisfies all these criteria completely, each possesses individual advantages that make it uniquely useful in particular academic situations. The authors provide a rubric to guide faculty or administrators when choosing an ePortfolio platform, which considers the platform's purpose and how it will be integrated into existing curricula. [This work is supported by the Academic Innovation Funds sponsored by the Office of Academic Innovation at the University of Michigan.]
- Published
- 2019
5. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (39th, Las Vegas, Nevada, 2016). Volume 1
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 24 papers dealing primarily with research and development topics. Fifteen papers dealing with the practice of educational communications and technology are contained in Volume 2. The 24 papers included in Volume 1 are: (1) New Definition of Educational Technology (Jafar Ahmadigol); (2) Using Concept Mapping as Note Taking Strategies in Undergraduate Science Courses (Danilo M. Baylen, Erin Duckett, Runeshia Parker, and Elvira Arellano); (3) An eLearning Strategy for New Media Literacy Within a Participatory Culture (Berkay Bulus, J. Ana Donaldson, and Aytekin Isman); (4) Turning Passive Watching to Active Learning: Engaging Online Learners Through Interactive Video Assessment (Huei-Lien Chen); (5) Strengthening Learner Participation in Online Courses: The Role of Digital Content Curation (Ana-Paula Correia and Nadia Jaramillo); (6) Cognitive Load as an Inhibitor to Technology Adoption in P-12 Schools (Tara Dalinger, Scott Haselwood, Jose Fulgencio, Cates Schwark, Ying Xiu, and Tutaleni Asino); (7) Instructional Methods for Online Writing Courses: A Case Study (Ryan Eller, Karen Wisdom, and Bude Su); (8) Design Thinking: A New Construct for Educators (Kristin Elwood); (9) Survey of Teacher Educators on Professional Development Materials Used for Technology Integration Training (Hoyet H. Hemphill, Erkan Caliskan, and Leaunda S. Hemphill); (10) An Investigation of Secondary Pre-Service Music Teachers' Pedagogical Content Knowledge and Teacher's Self-Efficacy Through Peer Mentoring: A Case Study of the Graduate School of Music Education in South Korea (Eunjin Kim and Byungro Lim); (11) Creative Teacher, Creative Teaching: Identifying Indicators and Inspiration for Professional Innovation in the Teaching Environment (Jody Lawrence); (12) Creativity in Education (Jody Lawrence); (13) VoiceThread: A Design Critique Model for Implementing Asynchronous Feedback into Online, Problem-Based Learning (Jody Lawrence and Stephanie Watson Zollinger); (14) Using Telepresence Robots to Provide Authentic Communicative Practices to Remote Foreign Language Learners (Jian Liao); (15) Perceptions of Technology Integration and Creative Curricula in Child Education (Ashley McArthur, Holly H. Ellis, and Byron Havard); (16) Technology Integration Matrix: Benefits to the Pre-Service Educator (Kelly McKenna, Catherine Otieno, and Lindsey Schulz); (17) The Influence of the Teaching Practicum on Pre-Service Teachers' Perceptions of Good Teaching (Eunkyung Moon, Eunhye Lee, Yonjin Lee, Hoilym Kwon, Wonsug Shin, and Innwoo Park); (18) A Creative Way to Build Confidence and Preparedness for Face-to-Face Interviews: An Online Interview Simulation (DeAnna L. Proctor and Lenora Jean Justice); (19) Designing the Class as a Game to Promote Active Learning in K-12 Education: A Literature Review (Seyedahmad Rahimi and Valerie J. Shute); (20) Designing Health Professions Education to Engender Critical Thinking: A Review of the Literature {Daniel A. Taylor); (21) Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses (Berhane Teclehaimanot and Henry Marshall); (22) Video that Matters: Enhancing Student Engagement Through Interactive Video-Centric Program in Online Courses (Sirui Wang and Huei-Lien Chen); (23) Google Apps as Research Tools (Nicola Wills-Espinosa and Gabriela Jalil); and (24) How Web 2.0 Technologies Drive Learning Integration by Using Twitter in the Teaching Process (Kübra Sultan Yüzüncüyil and J. Ana Donaldson). (Individual papers contain references.) [For Volume 2, see ED579662.]
- Published
- 2016
6. Aligning Educational Outcomes and Practices. Occasional Paper #26
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National Institute for Learning Outcomes Assessment and Hutchings, Pat
- Abstract
The notion of alignment has become increasingly prominent in efforts to improve student learning today. The term, as used in this paper, refers to the linking of intended student learning outcomes with the processes and practices needed to foster those outcomes. Alignment is not a new idea, but it has become more salient as increasing numbers of campuses have devised institution-level learning outcomes, and as frameworks such as the Association of American Colleges and Universities' (AAC&U) Essential Learning Outcomes (ELOs), Lumina Foundation's Degree Qualifications Profile (DQP), and Tuning USA have become widely known and adopted. It has also become more important as students swirl through multiple institutions, stop out and return, and take advantage of the growing set of providers offering courses, badges, and certificates. Seen from this perspective, alignment is a much-needed counter to fragmentation and incoherence. But achieving alignment isn't easy. In 2013 only four in ten institutions reported that the learning goals of all of their academic programs were aligned with the institution's stated learning outcomes. Drawing on work by the National Institute for Learning Outcomes Assessment (NILOA), this paper explores what campuses can do to facilitate this process in a way that makes a difference in the experience and achievements of learners. Specifically it reviews the use of curricular mapping as one prominent approach to achieving alignment; explores another approach that emerges more directly from the interests and work of faculty; proposes a number of implications for approaching the work of alignment; and concludes with an examination of the roles that students can play in our thinking about alignment. The aim of the paper is to begin to "crack open" this topic in ways that recognize its multiple levels, full range of contributors, and complexity.
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- 2016
7. Curriculum Design: Thematic Peer Group Report. Learning & Teaching Paper #8
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European University Association (EUA) (Belgium)
- Abstract
At the centre of a student's university experience stands the programme that they follow. Therefore, creating curricula that are fit-for-purpose is at the heart of an institution's teaching mission. These curricula need to be relevant for students during their time at university, as well as serve as suitable preparation for their future professional and civic lives. This paper presents the work and conclusions of the European University Association (EUA) Learning & Teaching Thematic Peer Group on "Curriculum design", which identified nine components that contribute to the creation of an "ideal curriculum" covering all stages of the curriculum design.
- Published
- 2020
8. Status Quo and Outlook of the Studies of Entrepreneurship Education in China: Statistics and Analysis Based on Papers Indexed in CSSCI (2004-2013)
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Xia, Tian, Shumin, Zhang, and Yifeng, Wu
- Abstract
We utilized cross tabulation statistics, word frequency counts, and content analysis of research output to conduct a bibliometric study, and used CiteSpace software to depict a knowledge map for research on entrepreneurship education in China from 2004 to 2013. The study shows that, in this duration, the study of Chinese entrepreneurship education experienced a progression through three stages, an "exploratory stage of learning from foreign models," a "developmental stage geared toward employment problems," and a "transformative stage promoting cultivation of student abilities," and featured three primary characteristics, "multidisciplinary fusion," "imbalanced regional distribution," and "policy orientation." In the future, popular fields in the study of entrepreneurship education are to be concentrated in the three areas, namely "entrepreneurship education and talent cultivation," "entrepreneurship education and entrepreneurial environments," and "entrepreneurship education and innovation education."
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- 2016
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9. Towards a Rational Society: Scaling Argument Mapping in Higher Education
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Jonathan Surovell and Zachary Poston
- Abstract
Argument mapping (AM) is the activity of plotting a diagram representing the logical connections between evidence and the claims it supports, with boxes connected by lines. AM can massively benefit students and their communities. Not only is it about twice as effective at improving student critical thinking any other method and enhance student math, science, and writing skills, thus demonstrating its use in an academic setting; there is also reason to think AM represents a larger commitment to democratic education. Improving critical thinking "en masse" opens up the possibility of improving democratic health by improving democratic attitudes such as tolerance and open-mindedness, epistemic confidence, etc. However, AM's incompatibility with federal accessibility standards hinders its widespread adoption. In this paper, we review the research on AM, critical thinking, and the benefits thereof. We then argue that a still-developing web-based application, Argumentation, could make AM accessible and thereby unlock the method's benefits for students and their societies. Finally, we identify some avenues for further research that an accessible AM app would open. [For the full proceedings, see ED652228.]
- Published
- 2023
10. Design of Brand Identity of Shoe Products in SR Collection.
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Murtopo, Murtopo, Lubis, Reniwati, Anwar, Khairil, and Angin, Sidang Perangin
- Subjects
BRAND identification ,MAP design ,BUSINESS cards ,CONCEPT mapping ,PAPER bags - Abstract
Every enterprise certainly needs a brand identity to become more familiar and make it easier for potential customers to identify a product, and the MSMEs Shoes SR Collection is no exception. The weaknesses of SR Collection that were found are: they did not have strong brand recognition, the shoebox design was too plain, and the promotion strategy was applied only from person to person, which is not very effective for gaining customers. Customers also identify the SR Collection shoe name with various names. Referring to this phenomenon, it can be concluded that the familiarity of SR Collection shoes is still low. Therefore, it is necessary to design a Brand Identity that can be confirmed by the SR Collection image. The promotion strategy in generating brand placement is applied to highlight and define the SR Collection brand among other competitors. The research method applied in this study is descriptive qualitative. Data were collected through interviews and observations and presented using visual design through concept maps and design boards (mood-boards). The design results that are conceptualized can highlight a new brand identity with the logo and image of SR Collection in the eyes of customers supported by designs such as logos, slogans, business cards, paper bags, packaging boxes, as well as promotional media that can be distinctive and highlight the image SR Collection Shoes. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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11. College Students' Use of Self-Generated Tagclouds for Knowledge Integration: Evidence from Reflections
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Lin, Shu-Yuan and Xie, Ying
- Abstract
Student-generated tagclouds provided an intuitive overview of a group of learners' collective knowledge. Although such tagclouds may have the potential to be used as effective learning tools, it has not been clear how students use this tool for knowledge construction. In this paper, we report a two-stage study that investigated college students' experiences of using tagclouds for developing their domain knowledge, culminating in individual concept maps and research papers. Based on the results of the qualitative analyses of students' reflections from the first stage, an intervention was introduced: group discussions on tagclouds generated from different groups. The result of Study Stage II showed that group discussions highlighted the utility of the tagclouds. Treatment group participants were more likely to use tagclouds as metacognitive strategies for planning, searching, retrieving, and organizing their learning. The two-stage study also underscored the importance of collecting students' reflections earlier in the learning process when introducing a new technology tool to promote learning.
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- 2019
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12. The Automated Model of Comprehension Version 3.0: Paying Attention to Context
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Corlatescu, Dragos, Watanabe, Micah, Ruseti, Stefan, Dascalu, Mihai, and McNamara, Danielle S.
- Abstract
Reading comprehension is essential for both knowledge acquisition and memory reinforcement. Automated modeling of the comprehension process provides insights into the efficacy of specific texts as learning tools. This paper introduces an improved version of the Automated Model of Comprehension, version 3.0 (AMoC v3.0). AMoC v3.0 is based on two theoretical models of the comprehension process, namely the Construction-Integration and the Landscape models. In addition to the lessons learned from the previous versions, AMoC v3.0 uses Transformer-based contextualized embeddings to build and update the concept graph as a simulation of reading. Besides taking into account generative language models and presenting a visual walkthrough of how the model works, AMoC v3.0 surpasses the previous version in terms of the Spearman correlations between our activation scores and the values reported in the original Landscape Model for the presented use case. Moreover, features derived from AMoC significantly differentiate between high-low cohesion texts, thus arguing for the model's capabilities to simulate different reading conditions. [This paper was published in: "AIED 2023: Artificial Intelligence in Education," edited by N. Wang et al., Springer, Switzerland, 2023, pp. 229-241, 2023.]
- Published
- 2023
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13. Combining Domain Modelling and Student Modelling Techniques in a Single Automated Pipeline
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Picones, Gio, PaaBen, Benjamin, Koprinska, Irena, and Yacef, Kalina
- Abstract
In this paper, we propose a novel approach to combine domain modelling and student modelling techniques in a single, automated pipeline which does not require expert knowledge and can be used to predict future student performance. Domain modelling techniques map questions to concepts and student modelling techniques generate a mastery score for a concept. We conducted an evaluation using six large datasets from a Python programming course, evaluating the performance of different domain and student modelling techniques. The results showed that it is possible to develop a successful and fully automated pipeline which learns from raw data. The best results were achieved using alternating least squares on hill-climbing Q-matrices as domain modelling and exponential moving average as student modelling. This method outperformed all baselines in terms of accuracy and showed excellent run time. [For the full proceedings, see ED623995.]
- Published
- 2022
14. Using Neural Network-Based Knowledge Tracing for a Learning System with Unreliable Skill Tags
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Karumbaiah, Shamya, Zhang, Jiayi, Baker, Ryan S., Scruggs, Richard, Cade, Whitney, Clements, Margaret, and Lin, Shuqiong
- Abstract
Considerable amount of research in educational data mining has focused on developing efficient algorithms for Knowledge Tracing (KT). However, in practice, many real-world learning systems used at scale struggle to implement KT capabilities, especially if they weren't originally designed for it. One key challenge is to accurately label existing items with skills, which often turns out to be a herculean task. In this paper, we investigate whether an increasingly popular approach to knowledge tracing, the use of neural network models, can be a partial solution to this problem. We conducted a case study within a commercial math blended learning system. Using the data collected from middle school students' use of the system over two years, we compare the performance of a neural network-based KT model (DKVMN) in three scenarios: 1) with the original (possibly unreliable) system-provided skill tags, 2) with coarser-grained domain tags based on state standards, and 3) without inputting any mappings between content and skills. Our results suggest that including the system-provided skills in the training of the model leads to the worst performance. The best performance is observed when the skills are entirely disregarded. This supports the possibility of bypassing the laborious step of item-skill tagging in real-world learning systems which were not originally designed to work with KT models, especially if the goal is only to predict the performance of a student on future items. We discuss the implications of our findings for practice and future research. [For the full proceedings, see ED623995.]
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- 2022
15. DerSql, Generating SQL from an Entity-Relation Diagram
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Andrea Domínguez-Lara and Wulfrano Arturo Luna-Ramírez
- Abstract
The automatic code generation is the process of generating source code snippets from a program, i.e., code for generating code. Its importance lies in facilitating software development, particularly important is helping in the implementation of software designs such as engineering diagrams, in such a case, automatic code generation copes with the problem of how to obtain code from a graphic representation, for instance an UML diagram or a Relational Diagram. Some advantages of automatic code generation are: a) to obtain the source code more quickly and to do it with lower margins of error; b) it is promising to be applied in teaching contexts, whilst provide instructors with a tool to teach, the expected results of assignments can be assessed by comparing the results of students and the automatic generated code. Furthermore, one of the most frequently tasks in classrooms when teaching relational databases is the design of Entity-Relationship Diagrams which eventually become SQL code. The manual transition from an Entity-Relationship Diagram to SQL code is a time-consuming process and requires of a skilled eye to be successfully performed. In this paper, we present "DerSql," an extension of the DIA Diagrammer, a well-known free software engineering tool, to automatically generate SQL code from an Entity-Relationship Diagrams. The results are tested for the case of 1 -- 1 and 1 -- n arities relationships. We consider that "DerSql" represents a remarkable tool for teaching while it is a promising advance in developing DIA as a 4th Generation software engineering application. [For the full proceedings, see ED638044.]
- Published
- 2022
16. Mathematical Connections Evident in Secondary Students' Concept Maps on Transformations of the Parabola
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Mathematics Education Research Group of Australasia (MERGA), Kapofu, Winfilda, Chick, Helen, Hatisaru, Vesife, and Murphy, Carol
- Abstract
This study examined the types of mathematical connections established by four secondary school students while constructing concept maps on transformations of the parabola. The use of concepts maps revealed students' understandings--including some misconceptions--of transformations of the parabola and confirmed the usefulness of a model for categorising types of connections.
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- 2023
17. Mining, Analyzing, and Modeling the Cognitive Strategies Students Use to Construct Higher Quality Causal Maps
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Allan Jeong and Hyoung Seok-Shin
- Abstract
The Jeong (2020) study found that greater use of backward and depth-first processing was associated with higher scores on students' argument maps and that analysis of only the first five nodes students placed in their maps predicted map scores. This study utilized the jMAP tool and algorithms developed in the Jeong (2020) study to determine if the same processes produce higher-quality causal maps. This study analyzed the first five nodes that students (n = 37) placed in their causal maps to reveal that: 1) use of backward, forward, breadth-first, and depth-first processing produced maps of similar quality; and 2) backward processing had three times more impact on maps scores than depth-first processing to suggest that linking events into chains using backward chaining is one approach to constructing higher quality causal maps. These findings are compared with prior research findings and discussed in terms of noted differences in the task demands of constructing argument versus causal maps to gain insights into why, how, and when specific processes/strategies can be applied to create higher-quality causal maps and argument maps. These insights provide guidance on ways to develop diagramming and analytic tools that automate, analyze, and provide real-time support to improve the quality of students' maps, learning, understanding, and problem-solving skills. [For the full proceedings, see ED636095.]
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- 2023
18. Annotation Protocol for Textbook Enrichment with Prerequisite Knowledge Graph
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Chiara Alzetta, Ilaria Torre, and Frosina Koceva
- Abstract
Extracting and formally representing the knowledge embedded in textbooks, such as the concepts explained and the relations between them, can support the provision of advanced knowledge-based services for learning environments and digital libraries. In this paper, we consider a specific type of relation in textbooks referred to as "prerequisite relations" (PR). PRs represent precedence relations between concepts aimed to provide the reader with the knowledge needed to understand a further concept(s). Their annotation in educational texts produces datasets that can be represented as a graph of concepts connected by PRs. However, building good-quality and reliable datasets of PRs from a textbook is still an open issue, not just for automated annotation methods but even for manual annotation. In turn, the lack of good-quality datasets and well-defined criteria to identify PRs affect the development and validation of automated methods for prerequisite identification. As a contribution to this issue, in this paper, we propose PREAP, a protocol for the annotation of prerequisite relations in textbooks aimed at obtaining reliable annotated data that can be shared, compared, and reused in the research community. PREAP defines a novel textbook-driven annotation method aimed to capture the structure of prerequisites underlying the text. The protocol has been evaluated against baseline methods for manual and automatic annotation. The findings show that PREAP enables the creation of prerequisite knowledge graphs that have higher inter-annotator agreement, accuracy, and alignment with text than the baseline methods. This suggests that the protocol is able to accurately capture the PRs expressed in the text. Furthermore, the findings show that the time required to complete the annotation using PREAP are significantly shorter than with the other manual baseline methods. The paper includes also guidelines for using PREAP in three annotation scenarios, experimentally tested. We also provide example datasets and a user interface that we developed to support prerequisite annotation.
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- 2024
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19. Capturing Experiential Learning in a Program by Curriculum Mapping
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Dyjur, Patti, Braun, Rachel, Saito, Kevin, and Kaipainen, Erin
- Abstract
Like many higher education institutions, amplifying experiential learning (EL) is a priority for the University of Calgary. In order to capture the extent and complexity of EL that exists in an institution, it is crucial to have a common understanding of the concept. In 2018, the University of Calgary created the EL Working Group, tasked with creating a definition of EL and framework unique to our institutional context. One way to capture EL across a program of study is through curriculum mapping. By identifying where EL already exists, a group can determine current strengths as well as how to improve EL offerings in future. In the example provided in our paper, we show the results of one such mapping process and provide recommendations for others considering using this process for capturing EL across a program of study. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
- Published
- 2020
20. Hierarchical Organization in Concept Maps as a Path to Explain the Elaboration of Knowledge in the History of Science
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Paulo Victor Santos Souza, Marta Máximo-Pereira, and Ariane Baffa Lourenço
- Abstract
An alternative to insert history of science (HS) in teacher formation programs is the use of concept maps (CM), which may be very useful to represent the historical elaboration dimension of science concepts, laws, and principles. This paper presents the results of a study that identifies the conceptions of pre-service physics teachers about the relationships between CM hierarchical organization and knowledge elaboration in HS. In the first stage of the research, the content analysis methodology was used to analyze and categorize the students' answers to questions concerning the relationships between CM hierarchical organization and HS. In the second stage, the answers of a different group of pre-service teachers were analyzed concerning the level of agreement with the categories previously elaborated. The students associated CM hierarchical organization with knowledge improvement, elucidation of the importance level of the concepts, and the relationships between more general and more specific contents. We point out that the use of CM in HS subjects may contribute to the pre-service teachers associating HS concepts not in a chronological way, but in hierarchical order, from the most general to the most specific ones.
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- 2024
21. Parent Support Programmes and Policies in the Caribbean
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O'Sullivan, Cathryn and Minott, Ceceile
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The authors, through a consultancy with the Caribbean Child Development Centre, the University of the West Indies Open Campus, sought to identify comprehensive parent support programmes and policies in the healthcare sector in non-Spanish-speaking Caribbean countries. As mapping researchers, the authors were contracted to map policies and programmes in the healthcare sector whose aims were to support both family wellbeing and children's healthy development. A review of the existing literature about parenting practices and parenting support programming in the Caribbean was conducted. A catalogue of existing programmes and policies in non-Spanish speaking Caribbean countries was compiled using relevant documents and interviews from primary sources involved in the programmes and the development and implementation of policies. This article outlines the trends identified during the interviews and mapping exercise.
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- 2018
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22. BR-Map: Concept Map System Using e-Book Logs
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Yamada, Masanori, Shimada, Atsushi, Oi, Misato, Taniguchi, Yuta, and Konomi, Shin'ichi
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This preliminary study developed the concept map tool "BR-Map" using learning logs on eBook viewer, and investigated the relationships between self-regulated learning (SRL) awareness, learning behaviors (usage of BR-Map, and one-minute paper and report submission), and learning performance. Psychometric data and learning logs were collected in the lecture course, and their relationships were analyzed using Spearman's correlation analysis. The results indicated that awareness of intrinsic value, use of cognitive learning strategies, and self-regulation had significant correlations with the usage of BR-Map. The awareness of cognitive learning strategies had significant correlation with standard deviation of one-minute paper submission hours. With regard to relationships between the BR-Map usage and learning behaviors, the relationships between the usage of BR-Map and one-minute paper submissions, which was a regularly weekly assigned task, were found. [This research was partially supported by Grant-in-aid for Scientific Research and the Qdai-jump Research (QR) Program of Kyushu University. For the complete proceedings, see ED600498.]
- Published
- 2018
23. Understanding the Need and Opportunity for a Trauma-Informed Early Childhood Organisations (TIO) Program Using Intervention Mapping
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Yihan Sun, Mitchell Bowden, Lee Cameron, Helen Skouteris, and Claire Blewitt
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Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention Mapping Step 1. This included: (i) convening a planning group, (ii) conducting needs assessment, (iii) describing the context for intervention, and (iv) establishing program goals. Benefits, challenges, and recommendations on using Intervention Mapping for program development in ECEC settings are discussed.
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- 2024
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24. Curriculum Mapping as a Boundary Encounter: Meeting the Demands of Multiple Agendas
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Beverley Cooper, Bronwen Cowie, and Jane Furness
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This paper illustrates the use of curriculum mapping as a process that can support productive boundary encounters between lecturers in an initial teacher education (ITE) programme as part of curriculum review. Using mathematics as the context, lecturers in a 1-year primary graduate ITE programme developed a curriculum map to identify the mathematical thinking opportunities available to their pre-service teachers in their courses and across the programme. The coordinated approach to curriculum analysis/mapping expanded lecturers' definition of mathematical skills and reasoning and their awareness of opportunities their students had to engage with mathematical ideas. The mapping process included collaborative discussions, document analysis and iterative development of a curriculum map. In an overcrowded curriculum, which responds to government policies and university initiatives such as embedding critical literacy, mathematical foundations and cross-disciplinary study, the mapping process has potential to meet multiple demands and agendas. In our study, the mapping process and the map offered purposeful and productive grounds for learning and development. They were central to facilitating dialogic boundary encounters between programme lecturers resulting in the re-conceptualisation of course and programme curriculum boundaries. We expect study findings will be of interest to programme leaders, lecturers and researchers facing the challenge of identifying and supporting the development of competencies and multi-literacies that span courses and programmes.
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- 2024
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25. Designing Continuing Professional Development MOOCs to Promote the Adoption of OER and OEP
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Karunanayaka, Shironica P., Naidu, Som, Rajendra, J. C. N., and Ariadurai, S. A.
- Abstract
There is growing interest in the adoption of open educational resources (OER) and open educational practices (OEP) in a variety of contexts. Continuing professional development (CPD) among practitioners in the effective adoption of OER and OEP is critical in this scenario. Massive open online courses (MOOCs), which also grew as part of the open education movement, provide a feasible means for this purpose. MOOCs are considered a 'disruptive innovation' in making free and open learning opportunities accessible to large numbers. Yet, the design of an effective massive online course that is as robust as a great online course with smaller student numbers where good principles of teaching and learning are maintained, is very challenging. Most contemporary MOOCs tend to have a content-driven focus of knowledge transmission, deviating from its original focus of knowledge generation. With the intention of providing learning experiences to promote learner engagement with OER, rather than presenting content about OER, we designed four CPD MOOCs to support the integration of OER and adoption OEP by practitioners based on a scenario-based learning (SBL) approach. This paper presents the analysis and design phases of this process, discussing the challenges faced and innovative strategies adopted in our pursuit to answer the question, "How best to design effective MOOCs on OER and OEP for continuing professional development of practitioners?" [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) April 24th-26th, 2018.]
- Published
- 2018
26. Group concept mapping – bridging the gap between conceptual papers and empirical research.
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Homer, Stephen T.
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CONCEPT mapping ,EMPIRICAL research ,MULTIDIMENSIONAL scaling ,CLUSTER analysis (Statistics) - Abstract
With growing internationalism, there is a shift in research patterns in developing countries, especially China and India, generating vital and contemporary research areas that are beginning to challenge the existing Western‐dominated research literature in social sciences. Yet, many of the new ideas within conceptual papers by the social sciences are not empirically validated, let alone operationalized. This is where the group concept mapping method can play a role in bridging the gap between phenomenal conceptualization and having an empirically valid model that can then be operationalized. The group concept mapping process involves five steps: create statements, sort statements, run multidimensional scaling (MDS) of sorted units, run cluster analysis, and label the clusters. This approach allows for the collective thoughts of a pre‐defined group to be collected and organized into a tangible output with academic rigor. This paper offers an overview of the group concept mapping methodology, discussing the processes of the method, how the method can be utilized fully within the business and broader social science context, and the strengths, weaknesses, and practical implications of group concept mapping. [ABSTRACT FROM AUTHOR]
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- 2024
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27. A Cartography of Digital Literacy: Conceptual Categories and Main Issues in the Theorization and Study of Digital Literacies
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Samaniego, José Miguel
- Abstract
This paper presents a cartography of the digital literacy academic field. Such cartography is comprised of two sections: a categorization of the field through literature review and analysis, and an exploration of its main issues through thematic and network analysis. On the one hand, five conceptual categories of digital literacies are found: functional, sociocultural, critical, transformative, and sociomaterial. On the other, main issues are described with 21 recurring themes of digital literacy and a few networks depicting its most salient matters of concern, concluding with an interpretation of these in the composition of 8 encompassing issue spaces: digital literacies conceptions and practices, digital literacy in education, access and digital divide, digital texts and literacy, websites and social networks, digital technologies at the workplace and healthcare, digital technologies users and uses, and information issues. Finally, a few paragraphs are dedicated to the limitations of categorizing and issue mapping.
- Published
- 2023
28. Towards the Prediction of Semantic Complexity Based on Concept Graphs
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Venant, Rémi and d'Aquin, Mathieu
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The evaluation of text complexity is an important topic in education. While this objective has been addressed by approaches using lexical and syntactic analysis for decades, semantic complexity is less common, and the recent research works that tackle this question rely on machine learning algorithms that are hardly explainable and are not specifically designed to measure this variable. To address this issue, we explore in this paper the engineering of novel features to evaluate conceptual complexity. Through the construction of a knowledge graph that captures the concepts present in a text and their generalized forms, we measure different graph-based metrics to express such a complexity. Eventually, early-stage evaluations based on a well-known public corpus of students' productions show that the use of these metrics significantly improves performance compared to a state-of-the-art binary neural network classifier. [For the full proceedings, see ED599096.]
- Published
- 2019
29. Apragmatism: The Renewal of a Label for Communication Disorders Associated with Right Hemisphere Brain Damage
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Minga, Jamila, Sheppard, Shannon M., Johnson, Melissa, Hewetson, Ronelle, Cornwell, Petrea, and Blake, Margaret Lehman
- Abstract
Background: Right hemisphere communication disorders are neither consistently labelled nor adequately defined. Labels associated with right hemisphere brain damage (RHD) are broad and fail to capture the essence of communication challenges needed for stroke-related service provisions. Determination of rehabilitation needs and best-practice guidelines for the education, management and functional improvement of communication disorders after RHD are all predicated on an apt diagnostic label and disorder characteristics. Aims: In this paper "apragmatism" is proposed as a potential communication-specific diagnostic label for the impairments in communication that occur after RHD. In particular, the researchers aimed: (1) to establish an operational definition of apragmatism; and (2) to describe the linguistic, paralinguistic and extralinguistic communication deficits under the umbrella term "apragmatism." Methods & Procedures: An international collaborative of researchers with expertise in RHD followed a multilevel approach to consider the utility of apragmatism as a diagnostic label. Adopting the relational approach to concept mapping, the researchers engaged in a series of group meetings to complete four levels of mapping: (1) identify and review, (2) define, (3) expert discussion and (4) label determination. Main Contribution: Apragmatism was established as a suitable diagnostic label for the impairments in communication associated with RHD. The paper offers an operational definition and description of the linguistic, paralinguistic and extralinguistic features of apragmatism through evidence summaries and examples from people with RHD retrieved from the RHDBank. Conclusions & Implications: The adoption of the term apragmatism offers an opportunity to capture the hallmark of RHD communication deficits. The use of the term is recommended when referencing the pragmatic language impairments in this population. Apragmatism, which may co-occur with or be exacerbated by cognitive impairments, can interfere with the ability to interpret and convey intended meaning and impact the lives of right hemisphere stroke survivors and their families.
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- 2023
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30. Identification of Misconceptions about the Human Digestive System Using Concept Maps among Higher Secondary Students
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Chavan, Rajendra L. and Khandagale, Vidyanand S.
- Abstract
Concept maps help detect misconceptions and provide revision exercises to assess comprehension once a topic has been introduced. A concept map is a schematic drawing used to show the connection among the concepts in propositional form. A concept map is a helpful tool for illustrating the relationships between main concepts and sub-concepts. The main objective of the study was to identify misconceptions about the human digestive system among higher secondary students using concept maps. The data was collected from higher secondary students XI class students) (N = 388) with the help of students' preliminary concept maps and researcher-made concept map tools. Findings of the study showed that secondary school students hold misconceptions related to the human digestive system, i.e. few (22.68%) students have misconceptions such as 'Human Digestive System is the process by which hard food is converted into simple diffusible assimilable nutrients', few (19.32%) students have misconceptions such as 'Alimentary Canal starts with the throat," etc. The present paper will help use concept maps for the identification and remediation of students' misconceptions.
- Published
- 2023
31. Using Concepts Maps in a Foundation Mathematics Course: What Have We Learnt?
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Hammad, Sali, Dimitriadis, Christos, and Graham, T
- Abstract
This paper reports on the findings from the use of concept maps in a mathematics foundation course at a university in Kuwait. The study sample consisted of 130 freshmen students from a mathematics foundation course. Through a case-study design, concept maps and assessment tests were utilized to assess and monitor students' mathematical understanding and achievement at various points of the course. The findings of the study showed that concept maps can be effective as a tool to assess, monitor, and improve students' mathematical understanding, particularly their conceptual understanding when they are used systematically and when their use is followed-up by discussions that encourage students to reflect and talk about their maps and the links they have made. The improved understanding was found to contribute to the enhancement of mathematical achievement. The paper reports details on the use of concept maps in mathematics lessons and makes recommendations for practice and future research.
- Published
- 2021
32. What Do You Mean by Collaboration Analytics? A Conceptual Model
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Martinez-Maldonado, Roberto, Gaševic, Dragan, Echeverria, Vanessa, Fernandez Nieto, Gloria, Swiecki, Zachari, and Buckingham Shum, Simon
- Abstract
Using data to generate a deeper understanding of collaborative learning is not new, but automatically analyzing log data has enabled new means of identifying key indicators of effective collaboration and teamwork that can be used to predict outcomes and personalize feedback. Collaboration analytics is emerging as a new term to refer to computational methods for identifying salient aspects of collaboration from multiple group data sources for learners, educators, or other stakeholders to gain and act upon insights. Yet, it remains unclear how collaboration analytics go beyond previous work focused on modelling group interactions for the purpose of adapting instruction. This paper provides a conceptual model of collaboration analytics to help researchers and designers identify the opportunities enabled by such innovations to advance knowledge in, and provide enhanced support for, collaborative learning and teamwork. We argue that mapping from low-level data to higher-order constructs that are educationally meaningful, and that can be understood by educators and learners, is essential to assessing the validity of collaboration analytics. Through four cases, the paper illustrates the critical role of theory, task design, and human factors in the design of interfaces that inform actionable insights for improving collaboration and group learning.
- Published
- 2021
33. Improving Social Engagement: Reflection as a Guiding Force for Constructive Dialogue and Mutual Respect
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Wlodarsky, Rachel
- Abstract
Wlodarsky and Walters' study explored the reflective practices of college faculty, as they defined reflection and discussed processes, which they used to facilitate reflection on their professional development. A qualitative coding strategy was used, then an analytic concept mapping procedure described by Novak and Gowen (1984) was employed. Findings include the emergence of the "Event Path" model, and an unmistakable pattern of change that derived from identification and correction of deficiencies in practice. Second, reflection is a process of discovery of strengths and successes, to confirm and plan for continuation in that same path. Future research on how the "Event Path" model can facilitate constructive dialogue and mutual respect amongst college faculty model was discussed. ?[For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]
- Published
- 2021
34. A Systematic Review of Forest Schools Literature in England
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Garden, Angela and Downes, Graham
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This paper draws on the breadth of Forest School research literature spanning the past ten years in order to categorise theorisations across the papers. As Forest Schools in the UK are still a fairly recent development research is still limited in quantity and can lack theorisation at a broader level of abstraction. The systematic literature review draws largely on the framework produced by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) ([2019b]. What is a Systematic Review? Accessed: 13 August 2020. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=67). The paper highlights a set of overarching themes for Forest School research as well as providing a conceptual map representing three distinct contexts: early years, special education needs and disability, and formal education. In addition, a set of more abstract themes emerged from work associated with the Forest School space.
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- 2023
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35. Mapping as Critical Qualitative Research Methodology
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Marx, Sherry
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This paper examines the contributions of mapping research to critical qualitative research methodology. Mapping research is introduced, along with its history, the prevalence of geo- and socio-spatial theoretical frameworks used with the methodology, and the predominant framing of mapping research in the field of education. The main goal of this paper is to share some of the wide variety of approaches to mapping research to help scholars understand where the methodology comes from, where it is going, as well as its scope, strengths, limitations, and possibilities for critical qualitative research. Three diverse examples of mapping research are analysed in detail with attention given to their theoretical and methodological contexts, prompts and generated artefacts, as well as strengths and limitations.
- Published
- 2023
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36. Mobile Assisted Language Learning and Mnemonic Mapping -- The Loci Method Revisited
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Waragai, Ikumi, Raindl, Marco, Ohta, Tatsuya, and Miyasaka, Kosuke
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This paper presents the prototype of a Mobile Language Learning Environment (MLLE) allowing learners of German at a Japanese university to map classroom learning content onto the pathways of their everyday lives, turning places they come by into mnemonic "loci", and thus changing their daily commute into a learning trail. Even though the evaluation based on learners' self-reports could not confirm the assumption that this type of MLLE supports the use of the loci method for all learners, it allows the conclusion that at least for some learners mnemonic mapping with mobile devices might lead to changes in learning awareness and an expansion of strategy knowledge. [For the complete volume of short papers, see ED572005.]
- Published
- 2016
37. Mining MOOC Lecture Transcripts to Construct Concept Dependency Graphs
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ALSaad, Fareedah, Boughoula, Assma, Geigle, Chase, Sundaram, Hari, and Zhai, ChengXiang
- Abstract
This paper addresses the question of identifying a concept dependency graph for a MOOC through unsupervised analysis of lecture transcripts. The problem is important: extracting a concept graph is the first step in helping students with varying preparation to understand course material. The problem is challenging: instructors are unaware of the student preparation diversity and may be unable to identify the right resolution of the concepts, necessitating costly updates; inferring concepts from groups suffers from polysemy; the temporal order of concepts depends on the concepts in question. We propose innovative unsupervised methods to discover a directed concept dependency within and between lectures. Our main technical innovation lies in exploiting the temporal ordering amongst concepts to discover the graph. We propose two measures--the Bridge Ensemble Measure and the Global Direction Measure--to infer the existence and the direction of the dependency relations between concepts. The bridge ensemble measure identifies concept overlap between lectures, determines concept co-occurrence within short windows, and the lecture where concepts occur first. The global direction measure incorporates time directly by analyzing the concept time ordering both globally and within lectures. Experiments over real-world MOOC data show that our method outperforms the baseline in both AUC and precision/recall curves. [For the full proceedings, see ED593090.]
- Published
- 2018
38. Mapping the Open Education Landscape: Citation Network Analysis of Historical Open and Distance Education Research
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Weller, Martin, Jordan, Katy, DeVries, Irwin, and Rolfe, Viv
- Abstract
The term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open universities, but this research is rarely referenced or acknowledged in current interpretations. In this article the antecedents of the modern open educational movement are examined, as the basis for connecting the various strands of research. Using a citation analysis method the key references are extracted and their relationships mapped. This work reveals eight distinct sub-topics within the broad open education area, with relatively little overlap. The implications for this are discussed and methods of improving inter-topic research are proposed. [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) April 24th-26th, 2018.]
- Published
- 2018
39. Examining a Teacher's Use of Multiple Representations in the Teaching of Percentages: A Commognitive Perspective
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Mathematics Education Research Group of Australasia and Ngin, Chia Su
- Abstract
Learning Mathematics in Primary Schools is often mediated through the use of multiple representations. However, teachers may not pay enough attention to the way they use these representations. Given that the translations among representations may not always be smooth, it may be insightful to examine how teachers mediate learning through the use of multiple representations. In this paper, I will share key ideas in commognition before I present a case study of how Hannah, a teacher, mediate learning of percentages in her class. I will also introduce the idea of a 'Mediation Flowchart' and demonstrate how it can be used to describe and analyse a teacher's use of multiple representations.
- Published
- 2018
40. A Systematic Mapping Study on Gamification Applications for Undergraduate Cybersecurity Education
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Weitl-Harms, Sherri, Spanier, Adam, Hastings, John, and Rokusek, Matthew
- Abstract
Gamification in education presents a number of benefits that can theoretically facilitate higher engagement and motivation among students when learning complex, technical concepts. As an innovative, high-potential educational tool, many educators and researchers are attempting to implement more effective gamification into undergraduate coursework. Cyber Security Operations (CSO) education is no exception. CSO education traditionally requires comprehension of complex concepts requiring a high level of technical and abstract thinking. By properly applying gamification to complex CSO concepts, engagement in students should see an increase. While an increase is expected, no comprehensive study of CSO gamification applications (GA) has yet been undertaken to fully synthesize the use and outcomes of existing implementations. To better understand and explore gamification in CSO education, a deeper analysis of current gamification applications is needed. This research outlines and conducts a methodical, comprehensive literature review using the Systematic Mapping Study process to identify implemented and evaluated GAs in undergraduate CSO education. This research serves as both a comprehensive repository and synthesis of existing GAs in cybersecurity, and as a starting point for further CSO GA research. With such a review, future studies can be undertaken to better understand CSO GAs. A total of 74 papers were discovered which evaluated GAs undergraduate CSO education, through literature published between 2007 and June 2022. Some publications discussed multiple GAs, resulting in a total of 80 undergraduate CSO GAs listing at https://bit.ly/3S260GS. The study outlines each GA identified and provides a short overview of each GA. It also provides a summary of engagement-level characteristics currently exhibited in existing CSO education GAs and discusses common themes and findings discovered in the course of the study.
- Published
- 2023
41. A Knowledge Graph Perspective on Research Status, Hot Spots, and Frontier Trends of Information Technology Education towards Promoting Educational Policy in China
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Yulin Zhao, Junke Li, and Kai Liu
- Abstract
Information technology is a significant action to promote education informatization. Currently, there are numerous literature studies on information technology education, but existing research lacks a comparative summary of the research status, research hot spots, and research trend of information technology in China and abroad from an overall perspective. Therefore, this paper selected the information technology education literature collected by China National Knowledge Infrastructure (CNKI) and Web of Science Core Collection (WoS) from 2000 to 2021 as the research object and used bibliometrics to analyze the literature characteristics, core forces, research hot spot, and frontier trend of information technology education in China and abroad. The results showed that: (1) The discipline literature of information technology education showed a fluctuating growth trend, in which the growth rate of foreign literature was faster, and the scale of Chinese literature was slightly smaller; Both Chinese and foreign literature involved pedagogy, computer, and other disciplines, with the characteristics of multi-disciplinary integration. (2) The United States was the leading country in this field, followed by China, with the total literature accounting for more than 50%, ranking the leading position in the world; China Audio-Visual Education and Computers & Education were representative journals in China and abroad. (3) Foreign research focused on information technology, education, science, attitude, model, perception, experience, self-efficacy, Internet, etc. China's hotspots included information literacy, computational thinking, curriculum standards, application contexts, teaching models, subject integration, etc. Foreign research focused on both theory and practice, while China focused on the theoretical nature of the subject, but the degree of practice was insufficient. (4) Student participation, technology integration, teaching innovation, Internet +, core literacy, and artificial intelligence (AI) have been popular until now, constituting the discipline frontier in information technology education.
- Published
- 2024
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42. Building a Self-Evolving Imonsters Board Game for Cyber-Security Education
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Shian-Shyong Tseng, Tsung-Yu Yang, Wen-Chung Shih, and Bo-Yang Shan
- Abstract
In this paper, to handle the problem of the quick evolution of cyber-security attacks, we developed the iMonsters board game and proposed the attack and defense knowledge self-evolving algorithm. Three versions of the iMonsters were launched in 2013, 2017, and 2019, respectively. Accordingly, the cyber-security ontology can be refined by the ontology fusion-or-splitting procedure for the newly collected cyber-security incidents, as well as the roles and rules of the iMonsters can be refined by the gaming portfolio mining procedure for the collected portfolio. Furthermore, we conducted game-based learning (GBL), a quasi-experiment of pre/post-testing, and concept map testing using the iMonsters board game in a children's summer camp. The experimental results indicate that the students can acquire up-to-date cyber-security knowledge with the iMonsters better than students who learn in a traditional classroom setting, and the students' satisfaction with acquiring cyber-security knowledge with the instructional design of the iMonsters is better compared with learning in a traditional classroom setting. Satisfaction with the new version has continuously increased. Besides, the results of the in-depth interviews show that the new version was easier to learn. Thus, we may conclude that using the self-evolving iMonsters can improve learning effectiveness and participation in GBL.
- Published
- 2024
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43. Preparing Pre-Service Teachers to Teach with Information Technology: Mapping Knowledge Patterns in What Is Included and Omitted in Ghana
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Emmanuel Ayisi Abedi, Sarah Prestridge, David Geelan, and Steven Hodge
- Abstract
Research, primarily from pre-service teachers' perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana's teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap, this paper describes a qualitative study that examined the reflective views and experiences of 20 in-service teachers regarding what was offered and missing in their pre-service training for digital pedagogy. Findings revealed teachers benefit from standalone educational technology courses, teacher educators modelling technology use, and curriculum activities requiring technology use. The knowledge pattern in these training methods suggests a prioritisation of technical skills acquisition that mostly supports traditional, teacher-centred teaching tasks. Factors impeding pedagogical development training are unpacked, along with the reasons behind misalignments between teacher education policy requirements, and actual pre-service technology training practices.
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- 2024
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44. Mapping of Digital Pedagogies in Higher Education
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Sonia Santoveña-Casal and Susana Regina López
- Abstract
The purpose of this research is to analyse the evolution and trends of research into digital pedagogy in higher education through the application of bibliometric analysis and systematic review of scientific output. For the bibliometric analysis, the built-in functions of WoS were used, including "Analyze results" and "Citation report." The VOSviewer software was employed to construct bibliometric maps. The analysis focuses on studies about digitalisation, university education and education quality, three categories that are grouped around digital pedagogies and methodologies. The sample contains 242 scientific publications, including articles (65.7%), publications published in the United States (17.7%) and publications financed by the European Commission (3.71%). Barber, W., and Lewin, C., are the authors with the greatest impact. The scientific output forms three networks: the "social network" (2000-2010), the "digitalisation network" (2011-2015) and the "network of the expansion of digital pedagogy" (2016-2023). The most-mature research (2005-2009) concerns the integration of technologies in education. The research with the greatest impact (2020-2022) looks at digital pedagogy and its implementation during the situation created by COVID-19. This research shows that digital pedagogy has come a long way over the last twenty years, but it is at the same time a topical area today. The paper opens up future paths for research such as the development of more-flexible pedagogies that can be adapted to different pedagogical scenarios.
- Published
- 2024
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45. Constructivist Dialogue Mapping Analysis of Ant Adaptation
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Martin, Kit, Horn, Michael, and Wilensky, Uri
- Abstract
This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM to track how two modelers elaborate understandings during use of a constructionist learning game, Ant Adaptation. Using the method, we show how two users contest and construct their idea of self-organization in ant colonies. The method is rooted in constructionism, constructivism, concept mapping, and conceptual change.
- Published
- 2020
46. The Development and Validation of a Concept Mapping Emotions Scale (CM-ES) for University Students
- Author
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International Association for Development of the Information Society (IADIS), Li, Xinyuan, Duan, Yanyan, Lu, Tong, and Zhao, Guoqing
- Abstract
Concept mapping is a practical approach to meaningful learning, and emotion is one of the most important factors that affect students' learning. However, few studies have focused on learners' emotions of concept mapping. This research aims to develop and verify a CM-ES and to investigate university students' emotions of concept mapping with the aid of this scale. A total of 88 freshmen participated in the study by attending a two-week thinking skills course provided by the researchers. The CM-ES translated and modified from the Academic Emotion Scale of Govaerts and Grégoire (2008) was used to collect the students' emotions of concept mapping. A five-dimensional scale, including "frustration," "anxiety," "shame," "enjoyment," and "hope," was obtained through exploratory factor analysis, and Cronbach's reliability coefficient indicates good reliability and validity of CM-ES. The result shows that the emotion of the students' concept mapping is relatively positive. The development of the CM-ES provides the researchers and educators with an effective tool to measure the emotion of concept mapping and helps researchers understand students' emotions when using concept maps.
- Published
- 2020
47. The Mapping of Language Teaching Materials of Indonesian for Foreign Speakers for Academic Purposes Based on Linguistic Characteristics
- Author
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Susilowati, Novi Eka, Luciandika, Ariva, Mardasari, Octi Rjeky, and Zhao, Yanhua
- Abstract
The learning of Indonesian for foreign speakers (bahasa Indonesia untuk penutur asing/BIPA) develops very fast. One of them is the People's Republic of China (PRC). In line with this, the government of PRC shows a serious intention to learn Indonesian language by sending their students to learn the Indonesian language in Indonesia through BIPA program. The success of BIPA learning depends on the learners' first language and teaching materials used. Therefore, in-depth studies on the linguistic characteristics of the BIPA learners are necessary to be conducted to acquire suitable teaching materials following the learners' needs. This research was conducted on eight students of BIPA for academic purposes program from China. This research was conducted by applying a qualitative descriptive approach. The findings on the linguistic characteristics of the BIPA students from China show three aspects. First, from the aspect of phonology, Chinese students do not really master the consonant sound pronunciation of Indonesian language, which is apparent from the inability and consistent mispronunciation in pronouncing certain sounds. Second, from the aspect of morphology, the students can construct words with some affixes that form the active form, but can't construct word using affixes that form the passive form. Third, the students have been able to construct a simple and complex sentence with two clauses, yet, they face difficulties in changing an active sentence to passive and vice versa. The three findings were then used to map the BIPA teaching materials, which later will be used for Chinese students in the future. [For the full proceedings, see ED626375.]
- Published
- 2020
48. Constructivist Dialogue Mapping Analysis of Ant Adaptation
- Author
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Martin, Kit, Horn, Michael, and Wilensky, Uri
- Abstract
This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM to track how two modelers elaborate understandings during use of a constructionist learning game, Ant Adaptation. Using the method, we show how two users contest and construct their idea of self-organization in ant colonies. The method is rooted in constructionism, constructivism, concept mapping, and conceptual change. [This article was published in "Informatics in Education" (EJ1248112).]
- Published
- 2020
- Full Text
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49. Students' Hidden Networks: Relationship Mapping as a Strategy to Build Asset-Based Pathways
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Clayton Christensen Institute for Disruptive Innovation and Fisher, Julia Freeland
- Abstract
Efforts to invest in students' networks--either to bolster support or expand professional opportunities--should start with a deep understanding of and appreciation for the networks of which they are already members. Recognizing and respecting students' inherent resources and cultural wealth is what this report refers to as an asset-based approach. Luckily, a host of innovative organizations focused on more equitably building and maintaining students' social capital are doing just that. This report describes the profound potential of these organizations' approaches to mapping and mobilizing students' existing social networks, and details emerging strategies and tools that schools should consider. To surface these examples, the authors interviewed and convened program leaders from a variety of schools, nonprofits, and social enterprises. These leaders have all endeavored to help students map out, reflect on, and mobilize their existing networks in some form or fashion. Because deficit-based approaches may be more common among institutions serving low-income students, first-generation students, and students of color, the majority of the programs interviewed explicitly focus on serving students from these backgrounds, with strategies attuned to their students' racial and cultural identities. This paper explores the research behind relationship mapping and the basic tenets of building a relationship map. To illustrate how and when schools can use relationship mapping to serve a variety of short- and long-term goals, it highlights examples of current programs. Finally, it offers recommendations for furthering the vision and unlocking the potential of relationship mapping.
- Published
- 2022
50. Rahner Papers Editor's Page.
- Author
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Fischer, Mark F.
- Subjects
- *
FEMINIST theology , *ATONEMENT , *THEOLOGICAL anthropology , *DOCTRINAL theology , *PRESENCE of God , *CONCEPT mapping - Published
- 2021
- Full Text
- View/download PDF
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