A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

National Science Education Standards

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Experimental And Quasi Experimental Designs For Research

Flip your classroom: Reach every student in every class every day

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This paper reports a one-year study on the project of ''Bring Your Own Device (BYOD) for seamless science inquiry'' in a primary school in Hong Kong. BYOD in this study refers to ''the technology model where students bring a personally owned mobile device with various apps and embedded features to use anywhere, anytime for the purpose of learning''. The study aims at investigating (a) what advancement of content knowledge students made in their science inquiry in a seamless learning environment supported by their own mobile device; (b) how the students advanced their content knowledge in science inquiry; and (c) what students' perception is regarding their learning experience supported by their own mobile devices. The topic of inquiry was ''The Anatomy of Fish''. Data collection included pre- and post-domain tests, self-reported questionnaire, student artifacts, class observations and field notes. Content analysis and a student artifact tracing approach were adopted in the data analysis to examine and trace students' knowledge advancement. The research findings show that the students advanced their understanding of the anatomy of fish well beyond what was available in the textbook and they developed positive attitude toward seamless science inquiry supported by their own mobile devices.

Bring Your Own Device (BYOD) for seamless science inquiry in a primary school

Recent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been used for referential purposes. Referential use refers to applications that provide student access to content such as dictionaries, e-books, etc. at places where learning activities occur, taking advantage of the portability and mobility of mobile devices. Research on free student use of mobile devices to foster incidental vocabulary learning in non-English courses remains scant, and no in-depth studies have been carried out to investigate the value of dictionary use on mobile devices for incidental vocabulary learning in higher education. This one-year multiple-case study investigated undergraduate students' dictionary and other uses of Personal Digital Assistants (PDAs) to enhance their incidental vocabulary learning in an English as a Medium of Instruction (EMI) university. The research findings show: (a) the students made various uses of the PDA to improve their vocabulary learning, namely, referential, situated, constructive, reflective, explorative and conversing uses, (b) the students adopted integrated uses of the tools on the PDA and the computer for their incidental vocabulary learning, and (c) the integrated use of the PDA and the computer shaped the vocabulary learning activities and vice versa. These research results indicate that PDAs can be used in more flexible, novel and extended ways for English as a Foreign Language (EFL) vocabulary teaching and learning in higher education, taking student needs and contexts into consideration.

/pdf/using-pda-for-undergraduate-student-incidental-vocabulary-4rwt6opqfo.pdf

Using pda for undergraduate student incidental vocabulary testing

In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school’s science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical design to support the student’s personalized learning process. We chose to report the student’s inquiry into the life cycles of the spinach plant and the butterfly to pinpoint the how the student’s personalized learning was fostered in the experiential learning. The learning process consisted of (a) in-class enculturation and question posing; (b) out-of-class field trip observation; (c) on site reflection after observation; (c) data collection and conceptualization of life cycles in the field trip; (d) the hands-on experimentation of growing the spinach plant and rearing a butterfly after the trip at home; (e) creation of animations and composition based on the hands-on experience individually either at home or in class to re-conceptualize the life cycles of the spinach plant and the butterfly, and (f) sharing and evaluation of their work in class. Each student was assigned a smartphone on a 1:1, 24 × 7 basis, which was used by individuals to mediate their seamless learning experience across multiple contexts. Through our analysis of the learning content, processes and products, we illuminate how the goal-based approach applied to mobile-assisted experiential learning facilitates students’ personalized learning and helps them to fulfill their agency in such learning experiences.

Fostering personalized learning in science inquiry supported by mobile technologies

The article shares an experience in the implementation of the "personalized learning hub" initiative embedding Bring Your Own Device (BYOD) on learners' reflective engagement in flipped classrooms at a higher education institute. A reflective engagement framework was developed, consisting of three dimensions: intellectual, personal and social reflective engagement. Participants involved 26 in-service teachers for a teacher professional development programme on e-Learning. Participants were encouraged to bring and use their own portable computing devices as a "personalized learning hub" to support their reflective engagement. The analysis of qualitative and quantitative data collected provides evidence on learners' attainment of reflective engagement in the three dimensions. The designed initiative enabled learners to achieve a significant knowledge gain for enhancing their understanding of e-Learning. The learners perceived that the initiative could help achieving their learning outcomes. They also perceived that group interaction and experience sharing with peers, teachers and related experts in this context could help advance their knowledge. These results imply that the designed initiative can promote learners to be engaged in reflective inquiry for deep learning and personal growth. Directions of future work are discussed regarding validating the developed framework through extending the use of the reflective engagement framework and the "personalized learning hub" initiative embedding BYOD to more learning scenarios, and enhancing the related teacher professional development. The higher education sector emphasizes reflective engagement in learning process.A reflective engagement framework was developed for knowledge construction.Personalized Learning Hub Initiative embedded BYOD for reflective engagement.26 in-service teachers made 3-dimension reflective engagement in flipped classroom.Future work such as validating the developed framework was discussed.

An experience of personalized learning hub initiative embedding BYOD for reflective engagement in higher education

Introduction The flipped classroom has gained prominence in recent years. There is no uniform definition of it. The traditional flipped classroom in this paper refers to the pedagogical design that inverts the teacher's instruction in the classroom out of formal class time and uses class time for students to actively engage in practice and knowledge construction with technology support (Baepler, Walker, & Driessen, 2014). A review of the literature shows that the approach adopted, in many cases, intends to make use of videos as lecture instruction out of class time, thus affords more classroom time to engage students in active learning (e.g., Charles-Ogan & Williams, 2015; Chen, Yang, & Hsiao, 2015; Jungic, Kaur, Mulholland, & Xin, 2015; Moore, Gillett, & Steele, 2014; Muir & Geiger, 2015; Sohrabi & Iraj, 2016; Wasserman, Quint, Norris, & Carr, 2015). However, it appears that the traditional way of instruction (direct instruction) remains unchanged except that the time spent on the lecturing in class is performed at home. How to enhance students' conceptual understanding and develop their problem solving skills in the design and implementation of the flipped classroom has rarely been addressed. How to flip the classroom? The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design to the "productive failure" pedagogical design in the flipped classroom for a 2- week curricular unit on polynomials in a Hong Kong Secondary school. Productive failure is defined as "a learning design that affords students opportunities to generate representations and solutions to a novel problem that targets a concept they have not learned yet, followed by consolidation and knowledge assembly where they learn the targeted concept" (Kapur, 2015, p. 52). In the "productive failure" pedagogical design, students explored, discussed, and solved problems related to the new concepts first in class even though they might come across failures, followed by consolidating the concepts and associated procedures using video clips at home supported by mobile devices. The pedagogical design is referred to as "productive failure-based flipped classroom" in this study. The rest of the paper reviews the literature, followed by research methods. Then the results are presented and discussed. Relevant literature "Traditional flipped classroom" pedagogical design The flipped classroom is also termed as "inverted classroom" or "blended learning" with various definitions (Chen, Wang, Kinshuk, & Chen, 2014). In general, the flipped classroom attempts to free student class time from lectures by providing the new instructional content (including concepts) in the form of video-clips for students to watch as homework; then use class time for active learning where the teacher acts as a facilitator to organize class activities to deepen their conceptual understanding (Roehl, Reddy, & Shannon, 2013). This type of pedagogical design is referred to as "traditional flipped classroom" and is used interchangeably with the flipped classroom in this paper. Active learning is known as any instructional method that engages students in their learning process through collaborative and problem-based learning activities to develop their critical thinking and problem solving skills (Prince, 2004). Although teacher-student contact hours do not change, students can re-play the instructional content at home, and have more teacher-student engagement in class. The ultimate goal is to shift teacher-centered instruction to student-centered learning to change the role of the teacher from a sage on the stage to a guide on the side (King, 1993). The flipped classroom is gaining popularity. Previous studies have typically been conducted in higher education settings (e.g., Abeysekera & Dawson, 2015), and in recent years, research on the flipped classroom in school education is on the rise, particularly in mathematics learning and teaching (Muir & Geiger, 2015). …

Yanjie Song

Papers

Bring Your Own Device (BYOD) for seamless science inquiry in a primary school

Using pda for undergraduate student incidental vocabulary testing

Fostering personalized learning in science inquiry supported by mobile technologies

An experience of personalized learning hub initiative embedding BYOD for reflective engagement in higher education

How to Flip the Classroom-"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?