Using scenarios to design complex technology-enhanced learning environments
Ton de Jong,Armin Weinberger,Isabelle Girault,Anders Kluge,Ard W. Lazonder,Margus Pedaste,Sten R. Ludvigsen,Muriel Ney,Barbara Wasson,Astrid Wichmann,Caspar Geraedts,Adam Giemza,Tasos Hovardas,Rachel Julien,Wouter R. van Joolingen,Anne Lejeune,Constantinos C. Manoli,Yuri Matteman,Tago Sarapuu,Alex Verkade,Vibeke Vold,Zacharias C. Zacharia +21 more
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The SCY pedagogical design scenarios are described and a report on the experiences in designing four different SCY learning environments is reported on.Abstract:
Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments.read more
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网络教育 : 教学与认知发展新视角 = Instructional and Cognitive Impacts of Web -Based Education
Beverly Abbey,兴富 丁 +1 more
TL;DR: Instructional and Cognitive Impacts of Web-Based Education is a compendium of materials by noted researchers and practitioners that address national and international issues and implications of web-based instruction and learning, offering suggestions and guidelines for analyzing and evaluating Web sites from cognitive and instructional design perspectives as discussed by the authors.
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Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students
TL;DR: It was found that the majority of changes proposed by peer assessors were scientifically accurate and assessee groups employed decision-making strategies to screen and process peer and expert feedback.
Journal ArticleDOI
Identifying Potential Types of Guidance for Supporting Student Inquiry When Using Virtual and Remote Labs in Science: A Literature Review
Zacharias C. Zacharia,Constantinos C. Manoli,Nikoletta Xenofontos,Ton de Jong,Margus Pedaste,Siswa A. N. van Riesen,Ellen T. Kamp,Mario Mäeots,Leo A. Siiman,Eleftheria Tsourlidaki +9 more
TL;DR: What types of effective guidance currently exist and can be applied in developing future CoSil environments, especially CoSIL environments with online labs, are identified and the needs/shortcomings of these available types of guidance are highlighted.
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Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students
TL;DR: This review of research on science inquiry learning environments (ILEs) identifies ILEs that are taking advantage of learning sciences research, building on the accomplishments of others, and creating the platforms envisioned in the report.
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Supporting reflection in technology-enhanced learning
TL;DR: In this paper, the authors reviewed the reflection support that research papers from the past six years (2007-2012) have introduced in the context of technology-enhanced learning three support types are distinguished: technical tools, technical tools with predefined guidance, and technical tool with human interaction guidance Most of the analysed articles relied on empirical evidence about the effectiveness of reflection support.
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A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives
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