Showing papers on "Learning sciences published in 2016"

The Cambridge Handbook Of The Learning Sciences

Abstract: the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

Organizing Research and Development at the Intersection of Learning, Implementation, and Design

Abstract: This paper describes elements of an approach to research and development called design-based implementation research. The approach represents a significant expansion of design research, which typically focuses on classrooms, to develop and test innovations that foster alignment and coordination of supports for improving teaching and learning in classrooms. As in policy research, policy and program implementation are key foci of theoretical development and analysis. What distinguishes the approach from both traditional design research and policy research is the presence of four key elements within a project: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives, (2) a commitment to iterative, collaborative design, (3) a concern with developing theory related to both classroom learning and implementation through systematic inquiry, and (4) a concern with developing capacity for sustaining change in systems.

Eight Ways to Promote Generative Learning

Abstract: Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, thereby enabling learners to apply what they have learned to new situations. In this article, we present eight learning strategies intended to promote generative learning: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. First, we provide an overview of generative learning theory, grounded in Wittrock’s (1974) generative model of comprehension and reflected in more recent frameworks of active learning, such as Mayer’s (2014) select-organize-integrate (SOI) framework. Next, for each of the eight generative learning strategies, we provide a description, review exemplary research studies, discuss potential boundary conditions, and provide practical recommendations for implementation. Finally, we discuss the implications of generative learning for the science of learning, and we suggest directions for further research.

An Interview Reflection on “Intelligent Tutoring Goes to School in the Big City”

Abstract: Our 1997 article in IJAIED reported on a study that showed that a new algebra curriculum with an embedded intelligent tutoring system (the Algebra Cognitive Tutor) dramatically enhanced high-school students’ learning. The main motivation for the study was to demonstrate that intelligent tutors that have cognitive science research embedded in them could have real impact in schools. This study was one of the first large-scale classroom evaluations of the integrated use of an Intelligent Tutoring System (ITS) in high schools. A core challenge was figuring out how to embed this new technology into a curriculum and into the existing social context of schools. A key element of the study design was to include multiple kinds of assessments, including standardized test items and items measuring complex problem solving and use of representations. The results were powerful: “On average the 470 students in experimental classes outperformed students in comparison classes by 15 % on standardized tests and 100 % on tests targeting the [course] objectives.” We suggested that the study was evidence “that laboratory tutoring systems can be scaled up and made to work, both technically and pedagogically, in real and unforgiving settings like urban high schools.” Since this study, many more classroom studies comparing instruction that includes an ITS against business as usual have been conducted, often showing advantages for the ITS-enhanced curricula. More rigorous randomized field trials are now more commonplace, but the approach of using multiple assessments in large-scale randomized field trials has not caught on. Cognitive task analysis will remain fundamental to the success of ITSs. A key remaining question for ITS is to find out how they can be used most effectively to support open-ended problem solving, either online or offline. Given all the recent excitement around Massive Open Online Courses (MOOCs), it is interesting to note that our field of Artificial Intelligence in Education has been making huge, less recognized, progress with impact on millions of students and with the majority of those students finishing the course!

Mobile apps for science learning: Review of research

Abstract: This review examined articles on mobile apps for science learning published from 2007 to 2014. A qualitative content analysis was used to investigate the science mobile app research for its mobile app design, underlying theoretical foundations, and students' measured outcomes. This review found that mobile apps for science learning offered a number of similar design features, including technology-based scaffolding, location-aware functionality, visual/audio representations, digital knowledge-construction tools, digital knowledge-sharing mechanisms, and differentiated roles. Many of the studies cited a specific theoretical foundation, predominantly situated learning theory, and applied this to the design of the mobile learning environment. The most common measured outcome was students' basic scientific knowledge or conceptual understanding. A number of recommendations came out of this review. Future studies need to make use of newer, available technologies; isolate the testing of specific app features; and develop additional strategies around using mobile apps for collaboration. Researchers need to make more explicit connections between the instructional principles and the design features of their mobile learning environment in order to better integrate theory with practice. In addition, this review noted that stronger alignment is needed between the underlying theories and measured outcomes, and more studies are needed to assess students' higher-level cognitive outcomes, cognitive load, and skill-based outcomes such as problem solving. Finally, more research is needed on how science mobile apps can be used with more varied science topics and diverse audiences.

Multimodal Learning Analytics and Education Data Mining: Using computational technologies to measure complex learning tasks

Abstract: New high-frequency multimodal data collection technologies and machine learning analysis techniques could offer new insights into learning, especially when students have the opportunity to generate unique, personalized artifacts, such as computer programs, robots, and solutions engineering challenges. To date most of the work on learning analytics and educational data mining has been focused on online courses and cognitive tutors, both of which provide a high degree of structure to the tasks, and are restricted to interactions that occur in front of a computer screen. In this paper, we argue that multimodal learning analytics can offer new insights into students’ learning trajectories in more complex and open-ended learning environments. We present several examples of this work and its educational application.

Animating eco-education

Abstract: An antagonistic relationship is traditionally seen as existing between eco-education and technology, with conventional instructional approaches usually characterized by a commentator guiding students in field learning. Unfortunately, in this passive learning approach, the discovery of rich ecological resources in eco-environments to stimulate positive emotions and experiences is often condensed into a "sightseeing". Therefore, precise and systematic guidance focused on providing a rich learning experience is needed in field learning and eco-education. Based on Kolb's experiential learning theory, the current study develops an eco-discovery AR-based learning model (EDALM) which is implemented in an eco-discovery AR-based learning system (EDALS). In a field experiment at a botanical garden, 21 middle school students constitute three groups participated in a learning activity using different learning types and media. Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners. In post-activity interviews, students indicated they found the exploration mode provided by the proposed system to be more interesting and helpful to their learning in school. The use of attractive technologies increase students' willingness not only to learn more about the environment, but also to develop a more positive emotional attachment to it. Design of an eco-discovery AR-based learning model and system (EDALS) for eco-education.Students used EDALS to connect virtual and real world to enrich exploring experience.Students performed best when they are learning with EDALS integrated in commentator approach.EDALS integrated with eco-environment stimulates students' positive emotions and engagement.

Learning Analytics Methods, Benefits, and Challenges in Higher Education: A Systematic Literature Review.

Abstract: Higher education for the 21st century continues to promote discoveries in the field through learning analytics (LA). The problem is that the rapid embrace of of LA diverts educators’ attention from clearly identifying requirements and implications of using LA in higher education. LA is a promising emerging field, yet higher education stakeholders need to become further familiar with issues related to the use of LA in higher education. Few studies have synthesized previous studies to provide an overview of LA issues in higher education. To address the problem, a systemic literature review was conducted to provide an overview of methods, benefits, and challenges of using LA in higher education. The literature review revealed that LA uses various methods including visual data analysis techniques, social network analysis, semantic, and educational data mining including prediction, clustering, relationship mining, discovery with models, and separation of data for human judgment to analyze data. The benefits include targeted course offerings, curriculum development, student learning outcomes, behavior and process, personalized learning, improved instructor performance, post-educational employment opportunities, and enhanced research in the field of education. Challenges include issues related to data tracking, collection, evaluation, analysis; lack of connection to learning sciences; optimizing learning environments, and ethical and privacy issues. Such a comprehensive overview provides an integrative report for faculty, course developers, and administrators about methods, benefits, and challenges of LA so that they may apply LA more effectively to improve teaching and learning in higher education.

Teachers’ Everyday Professional Development Mapping Informal Learning Activities, Antecedents, and Learning Outcomes

Abstract: Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learning. Results revealed different types of learning activities in the two groups and interesting relationships among different antecedents and various learning outcomes. Moreover, it can be concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes, and how they are influenced by their context.

Social Design Experiments: Toward Equity by Design

Abstract: In this article, we advance an approach to design research that is organized around a commitment to transforming the educational and social circumstances of members of non-dominant communities as a means of promoting social equity and learning. We refer to this approach as social design experimentation. The goals of social design experiments include the traditional aim of design experiments to create theoreticallygrounded and practical educational interventions, the social agenda of ameliorating and redressing historical injustices, and the development of theories focused on the organization of equitable learning opportunities. To illustrate how we use social design methodology, we present two examples that strategically reorganized the sociohistorical practices of communities to expand learning as a key goal. We conclude with a discussion of the opportunities this approach creates for learning scientists to form effective research partnerships with community members, as well as the responsibilities it en...

Formative Interventions for Expansive Learning and Transformative Agency

Abstract: This article examines formative interventions as we understand them in cultural-historical activity theory and reflects on key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including 2 Change Laboratories, are analyzed with the help of conceptual lenses derived from basic epistemological principles for intervention research in activity theory. In all 3 interventions, learners expansively transformed the object of their activity. The Change Laboratory cases, however, show that this learning process included productive deviations from the researchers’ instructional intentions, leading to significant outcomes, both practical and theoretical, that were not anticipated by the interventionists. Together these cases illustrate that an activity-theoretical formative intervention approach differs from design-based research in the following ways: (a) formative interventions are based on design done by the lea...

Designing and integrating purposeful learning in game play: a systematic review

Abstract: Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games cited in the articles reviewed and developed by credible institutions were also analyzed. The cumulative findings and propositions of the game-based learning-play integration have been extracted and synthesized into five salient themes to clarify what, how, where, and when learning and content are embedded in and activated by gameplay. These themes highlight: (a) the types of game-based learning action—prior-knowledge activation and novel-knowledge acquisition, (b) the modes in which learning actions are integrated in game actions—representation, simulation, and contextualization, (c) the blended learning spaces contrived by game mechanics and the game world, (d) the occurrence of meta-reflective and iterative learning moments during game play, and (e) the multifaceted in-game learning support (or scaffolding). Future directions for the design and research of learning integration in digital games are then proposed.

Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction : an empirical study of a blended learning course

Abstract: The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students from a general education course called Digital Citizenship took part in the study. All the participants were required to participate in four different types of online activity: information access, interactive learning, networked learning and materials development. The study used the method of partial least squares to explore the relationships between different constructs. The results indicate that students' learning styles were significantly related to online participation and that online participation in networked learning and materials development was significantly related to their learning achievement and course satisfaction. This study highlights not only the crucial role of learning styles in online participation but also the importance of individual constructivism and social interaction for effective online learning. [ABSTRACT FROM AUTHOR]

Models of learning space: integrating research on space, place and learning in higher education

Abstract: Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces. This paper reviews a dispersed and fragmented literature relevant to understanding connections between university learning spaces and student learning activities. From this review, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the ground for the construction of models of learning space that can be used by the various parties involved in the design and evaluation of new learning spaces: teachers, architects, interior designers, IT managers, educational leaders and students. A closely related goal is to help those participating in learning space research locate and understand each other's contributions. Fragmentation in research related to learning and physical spaces makes progress in the field slow. Our review makes two passes over the field: drawing together research from architecture, the learning sciences, environmental psychology, human computer interaction and elsewhere to identify research foci and gaps, and then also capturing some work by learning space researchers that directly attempts to model the main relationships in the field. The paper ends with a summary of implications for research and practice.

Applying learning theories and instructional design models for effective instruction

Abstract: Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

Evolution Is not enough: Revolutionizing Current Learning Environments to Smart Learning Environments

Abstract: Advances in technology in recent years have changed the learning behaviors of learners and reshaped teaching methods. This had resulted in several challenges faced by current educational systems, such as an increased focus on informal learning, a growing gap of prior knowledge among students in classrooms and a mismatch between individual career choices and the development of the work force. This paper looks at these challenges with a view towards revolutionizing current learning environments to smart learning environments and provides new suggestions for technological solutions. Furthermore, this paper argues for a transformation from the current learning environments to smart learning environments. This is to be achieved by reengineering the fundamental structure and operations of current educational systems to better integrate these new technologies with the required pedagogical shift. The future perspectives of smart learning environments are reviewed and shared, through examples of emerging innovations such as the flipped classroom, game based learning, gesture based learning, along with pedagogical shifts, such as life-long learning portfolio maintenance, team teaching, and separation of learning and competency assessment.

The Use of Mobile Learning in Science: A Systematic Review

Abstract: The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5–11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

Abstract: Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Interactivity in online discussions and learning outcomes

Abstract: The increased use of online discussions in learning environments both formal and informal, positions the construct of interactivity as central to learning. Interactivity in learning communities' online discourse is viewed in this study as a socio-constructivist process. It is the network of interactions among content items and participants which drives a collective knowledge construction process. Conceptualizing interactivity in the literature is still unclear and not enough is known about its role in knowledge construction and about its relationship to learning outcomes. In addition, assessing learning outcomes using analytics has not matured fully and is still subject to intense development. This study thus sets out to investigate the role of interactivity as a process of knowledge construction within online discussions, and in particular, its association with learning outcomes, as measured by formal assessment tasks. We present significant positive correlations between various interactivity measures, taken from various learning communities, and a set of well-known learning assessments. We suggest that patterns of interactivity among learners can be measured, and teach us, not just about group dynamics and collaboration, but also about the actual individual learning process. We show an empirical operationalization framework for interactivity in learning communities.Interactivity measures and various learning outcomes assessments are positively associated.Interactivity dimensions are suggested, theoretically and empirically based.

The design of smart educational environments

Abstract: This paper discusses the key characteristics of smart learning and the main challenges to be overcome when designing smart educational environments to support personalisation. In order to integrate smart learning environments into the learning ecosystem and educational contexts, innovative uses and new pedagogical approaches need to be implemented to orchestrate formal and informal learning. This contribution describes the main characteristics of smart learning and smart learning environments and sustains the relevance of taking the participation of future users into account during the design process to increase knowledge of the design and the implementation of new pedagogical approaches in smart learning environments.

The development and validation of a learning progression for argumentation in science

Abstract: Given the centrality of argumentation in the Next Generation Science Standards, there is an urgent need for an empirically validated learning progression of this core practice and the development of high-quality assessment items. Here, we introduce a hypothesized three-tiered learning progression for scientific argumentation. The learning progression accounts for the intrinsic cognitive load associated with orchestrating arguments of increasingly complex structure. Our proposed learning progression for argumentation in science also makes an important distinction between construction and critique. We present validity evidence for this learning progression based on item response theory, and discuss the development of items used to test this learning progression. By analyzing data from cognitive think-aloud interviews of students, written responses on pilot test administrations, and large-scale test administrations using a Rasch analysis, we discuss the refinement both of our items and our learning progression to improve construct validity and scoring reliability. Limitations to this research as well as implications for future work on assessment of scientific argumentation are discussed. © 2016 Wiley Periodicals, Inc. J Res Sci Teach

Towards searching as a learning process

Abstract: We critically review literature on the association between searching and learning and contribute to the formulation of a research agenda for searching as learning. The paper begins by reviewing current literature that tends to characterize search systems as tools for learning. We then present a perspective on searching as learning that focuses on the learning that occurs during the search process, as well as search outputs and learning outcomes. The concept of 'comprehensive search' is proposed to describe iterative, reflective and integrative search sessions that facilitate critical and creative learning beyond receptive learning. We also discuss how search interaction data can provide a rich source of implicit and explicit features through which to assess search-related learning. In conclusion, we summarize opportunities and challenges for future research with respect to four agendas: developing a search system that supports sense-making and enhances learning; supporting effective user interaction for searching as learning; providing an inquiry-based literacy tool within a search system; and assessing learning from online searching behaviour.

Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu

Abstract: This study analyzes the application of game-based learning and gamification using MinecraftEdu, which allows for an exploration of the possibilities regarding immersive learning environments. We analyze the contributions of second-year university students who are pursuing a degree in Primary Education and are enrolled in a subject entitled Social Sciences II: History and Teaching at Castilla-La Mancha University. On four scales, we detail descriptive data and statistical inference through a quasi-experimental design using a Wilcoxon test and a sign test. The instruments provide content and construct validation based on data triangulation as a strategy. Despite the fact that participants consider video games as non-essential tools in an educational context, they value the fact that game-based learning through immersive environments allows for learning that involves a higher level of activity and engagement of the students. Interest level, educational innovation and motivation are valued positively and show statistically significant improvements.

Knowledge Management In The Learning Society

Abstract: Thank you very much for reading knowledge management in the learning society. As you may know, people have look hundreds times for their chosen readings like this knowledge management in the learning society, but end up in infectious downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they juggled with some harmful bugs inside their laptop. knowledge management in the learning society is available in our book collection an online access to it is set as public so you can download it instantly. Our digital library spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the knowledge management in the learning society is universally compatible with any devices to read.

Taught Cognitive Learning in its Immediate Environments: A Neglected Topic in the Anthropology

Abstract: accounts of the reflexive calibration between individual teachers and learners as they construct learning environments for each other. Levels of organization comprehended in such study should include individual cognitive functioning, together with the social, political, and cultural factors in which the learning environment is embedded, but it is the pedagogical encounter itself-the adaptive transaction between the individual and the immediate learning environment-that should occupy the center of analytic attention. This requires a shift in research focus since to date the anthropology of education has shown rather little concern for cognitive learning that has been deliberately taught. COGNITIVE LEARNING, LEARNING ENVIRONMENTS, TEACHING, TEACHER-LEARNER INTERACTION, MANIFEST CURRICULUM. It is said that learning is the crucial adaptive specialization of homo sapiens. Margaret Mead argued that teaching is even more distinctive an attribute of humans than is learning. Poirier asserts (this volume) that directed instruction is a key aspect of human teaching. Humans have many teachers, and intentionally taught learning occurs throughout the life cycle, with the role of mentor being occupied by parents, siblings, affines, and peers in all human societies we know of and elders who are not one's kin. In modern societies, other teachers are one's sponsors and other coworkers in a place of employment, one's neighbors, and various service providers and institutional gatekeepers (auto mechanic, physician, social worker, job interviewer, sommelier in a fancy restaurant, clerk in a hardware store, and the like). It follows that instruction with aims for the content of learning that are deliberate and intentional-taught cognitive learning-should be of interest to anthropologists. Yet this does not seem to be the case. The literature of general ethnography contains few narrative accounts of taught cognitive learning. At first thought, this might be because taught cognitive learning is seen by many anthropologists as school learning, a topic that has been avoided by anthropology. But the notion of directly taught cognitive learning need not be limited to schools. Moreover, this topic seems largely absent in the

The Larnaca Declaration on Learning Design

Abstract: The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the field of Learning Design, based on a synthesis of research and practice in the field to date. It begins by acknowledging the vast benefits that would arise from wider sharing of effective teaching practices, and it uses an analogy from the history of music notation to identify the need for a representational framework for describing teaching and learning ideas. It provides a range of examples of learning designs and different representational systems to illustrate the need for a “Learning Design Framework” (LD-F). It then acknowledges the wider educational context and its impact on design decisions by educators, and provides a “Learning Design Conceptual Map” (LD-CM) to identify contextual components and their interactions in design decisions. It concludes by discussing the philosophical and practical challenges of identifying and sharing effective teaching and learning ideas under the heading “Learning Design Practice” (LD-P).