ethanporcaro/eric-fulltext-meta huggingface dataset:
A Collaborative Approach to Sharing Learner Event Data
Author: Krumm, Andrew E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperation,Data Use,Decision Making,Technology Uses in Education,Shared Resources and Services,Elementary School Teachers,Grade 3,Grade 4,Teacher Attitudes

This paper describes a collaboration organized around exchanging data between two technological systems to support teachers' instructional decision-making. The goals of the collaboration among researchers, technology developers, and practitioners were not only to support teachers' instructional decision-making but also to document the challenges and opportunities associated with bringing together data from instruction- and assessment-focused technologies. The approach described in this paper illustrates the potential importance of anchoring data products that combine data between two systems in the needs of teachers as well as aligning the content that students learn and are assessed on between systems. The increasing presence of data standards has made sharing complex data increasingly more feasible. The example collaboration described in this paper demonstrates the role that nontechnical activities can play in supporting the exchange and use of learner event data.
ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration
Author: Rodriguez-Triana, Maria Jesus
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Design,Instructional Design,Inquiry,Active Learning,Alignment (Education),Information Technology

Orchestrating technology-enhanced learning is a difficult task, especially in demanding pedagogical approaches like inquiry-based learning (IBL). To foster effective teacher adoption, both the complexity of designing IBL activities and the uncertainty about the student learning path during enactment need to be addressed. Previous research suggests that aligning learning design and learning analytics can be an effective way to provide such orchestration support. This paper reports on a design-based research (DBR) project to explore teachers' orchestration needs in Go-Lab (a technological ecosystem for IBL used by thousands of primary and secondary school teachers around the world), and on how solutions that align learning design and analytics can fulfill such needs. The analysis of data from multiple events (including surveys, case studies, workshops with teachers, and platform usage analyses) led to a catalogue of IBL orchestration needs that can be tackled by aligning learning design and analytics, as well as a list of guidelines for technology development aiming to support IBL orchestration. These two contributions can support the creation of future learning analytics--enhanced IBL environments that are both pedagogically grounded and usable by teachers in authentic settings.
Analyzing and Visualizing Learning Data: A System Designer&apos;s Perspective
Author: Pelanek, Radek
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Elementary Schools,Secondary Schools,Educational Technology,Visualization,Bias,Cheating,Difficulty Level,Test Items

In this work, we consider learning analytics for primary and secondary schools from the perspective of the designer of a learning system. We provide an overview of practically useful analytics techniques with descriptions of their applications and specific illustrations. We highlight data biases and caveats that complicate the analysis and its interpretation. Although we intentionally focus on techniques for internal use by designers, many of these techniques may inspire the development of dashboards for teachers or students. We also identify the consequences and challenges for research.
Game-Based Learning Analytics for Supporting Adolescents&apos; Reflection
Author: Cloude, Elizabeth B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Video Games,Learning Analytics,Microbiology,Science Instruction,Instructional Effectiveness,Reflection,Middle School Students,Early Adolescents,Problem Solving,Thinking Skills,Skill Development,Knowledge Level,Scaffolding (Teaching Technique),Prompting,Technology Integration

Reflection is critical for adolescents' problem solving and learning in game-based learning environments (GBLEs). Yet challenges exist in the literature because most studies lack a theoretical perspective and clear operational definition to inform how and when reflection should be scaffolded during game-based learning. In this paper, we address these issues by studying the quantity and quality of 120 adolescents' written reflections and their relation to their learning and problem solving with Crystal Island, a GBLE. Specifically, we: (1) define reflection and how it relates to skill and knowledge acquisition; (2) review studies examining reflection and its relation to problem solving and learning with emerging technologies; and (3) provide direction for building reflection prompts into GBLEs that are aligned with the learning goals built into the learning session (e.g., learn about microbiology versus successfully solve a problem) to maximize adolescents' reflection, learning, and performance. Overall, our findings emphasize how important it is to examine not only the quantity of reflection but also the depth of written reflection as it relates to specific learning goals. We discuss the implications of using game-learning analytics to guide instructional decision making in the classroom.
How Are Self-Determination Components Taught to Improve Reading Outcomes for Elementary Students with or at Risk for Learning Disabilities?
Author: Didion, Lisa
Date: 2021-11-00
Type: Journal Articles
Subjects: Personal Autonomy,Reading Achievement,Reading Improvement,Elementary School Students,Children,Students with Disabilities,Learning Disabilities,At Risk Students,Intervention,Program Effectiveness,Self Management,Self Advocacy,Self Efficacy,Goal Orientation,Decision Making,Educational Research

Research findings illustrate the strong connection between self-determined learning and reading performance for students with or at risk for disabilities. Students with or at risk for learning disabilities (LDs), who are at increased risk for academic failure, may benefit from instruction to promote self-determination skills. Causal Agency Theory has driven research on interventions to support the development of self-determination in people with disabilities since the 1990s; however, this work has most often focused on adolescents and young adults. Self-determination skills develop over the lifespan--and targeting the building blocks for these skills in the elementary years can lay a foundation for the development of self-determined learners in reading and beyond. As such, this systematic review sought to investigate to what extent self-determination skills were taught to improve reading outcomes for students with or at risk for LD in kindergarten through fifth grade. Twelve studies met criteria for inclusion; two randomized controlled trials (RCTs) and 10 single-case design studies. Results indicate self-determination for students with LD at the elementary level is limited; all interventions used a subcomponent related to self-regulation. Goal setting and positive attributions were also investigated but within intervention packages alongside self-regulation. Future researchers should study the effects of interventions that use other self-determination components for this population of students.
Reports from the Field: Secondary School in Hong Kong Integrating the Spirit of Humanities into STEAM Education
Author: Ng, Sin Fai Eric
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Humanities,Humanism,Art Education,STEM Education,Interdisciplinary Approach,Grade 7,Innovation,Problem Solving,Disadvantaged,Moral Values,Picture Books,Robotics,Learning Modules,Foreign Countries

A small project of STEAM education called &quot;Innovation for Love and Care&quot; was implemented in a local secondary school in Hong Kong. Four seventh-grade students participated from November 2020 to February 2021. The project aims to integrate humanism into the traditional STEAM curriculum, to stimulate the students' innovation in a people-oriented approach. The project consisted of three modules implemented by means of both online teaching and face-to-face lessons due to the COVID-19 pandemic. The responses of the students were very positive. The overall performance has been recognised by the school management team. For the next step, the project team plans to expand the project to all seventh-grade students.
Academic Silver Linings in a Philippine State University amid the Early Stages of Pandemic Cases
Author: Toquero, Cathy Mae D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Colleges,College Role,School Community Relationship,COVID-19,Pandemics,College Students,Stakeholders,Emergency Programs,Crisis Management,Social Responsibility,Social Media,Developing Nations,Electronic Learning,Foreign Countries

The primary role of the academe is knowledge building, however, due to the prevailing digital divide, some institutions of higher learning were not able to offer even Emergency Online Teaching (EOT) for continuous formal education during the early stages of the pandemic. This article highlights diversified ways that a state university from a developing country (Philippines) responded to the crisis to offer assistance towards the social development of the stakeholders amid the COVID-19 pandemic.
Achieving Community Development through an Agricultural Extension Programme: Technology Dissemination for Mushroom Farmers
Author: De Silva, Nilantha
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Development,Rural Extension,Agricultural Occupations,Food,Program Effectiveness,Entrepreneurship,Lifelong Learning,Indigenous Knowledge,Sustainable Development,Developing Nations,Influence of Technology,Technological Advancement,Productivity,Agricultural Production,Foreign Countries

Mushroom production is a small-scale business unit in rural areas. The Life Long Learning for Farmers (L3F) Programme aims to enhance the socio-economic conditions for them, increasing their access to and use of knowledge and technology. This study evaluates the outcomes of the L3F Programme at the community level. Data were collected through a pre-tested questionnaire survey. The sample consisted of 30 L3F farmers. Farmers' achievement was assessed by the Farmer Performance Index (FPI). Results indicate that mushroom farmers have scaled up their production; have improved their productivity; designed new experiments to minimise the impact of pests and diseases; focused on environmental sustainability and scientific mushroom production; and improved the quality of packaging. The mobile app Bimmal Govi, blended with Information and Communication Technology, helped them to move with the latest technological advancements. The L3F Programme has increased the standards of mushroom production, helping the farmers become promising entrepreneurs.
A Learning Design for Deep Learning for a Distance Teacher Education Programme
Author: Bose, Sutapa
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Independent Study,Instructional Materials,Distance Education,Teacher Education Programs,Foreign Countries,Reflection

Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme's personal contact programme, a learning design was developed with the aim of addressing the SLM's pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring 'learning designs' instead of instructional designs for IGNOU's future teacher education programmes.
Challenges to the Effective Teaching and Learning of Geography and Environmental Studies through ODeL at the Zimbabwe Open University
Author: Tanyanyiwa, Vincent Itai
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Geography Instruction,Environmental Education,Distance Education,Open Universities,Electronic Learning,Undergraduate Students,Barriers,Computer Literacy,Blended Learning,Communities of Practice,Active Learning,Inquiry,Foreign Countries

This qualitative case study examines the challenges that influence the effective teaching and learning of Geography and Environmental Studies through Open and Distance e-Learning (ODeL) at the Zimbabwe Open University (ZOU). Semi-structured interviews and documentary analysis were employed to solicit information from twenty students and four tutors in the Geography and Environmental Studies Department (DGES). The selected research participants were chosen through convenience and purposive sampling. The DGES students' lack of computer skills and full use of e-learning, as students continue to rely on the printed module and face-to-face tutorials. The study recommends that the DGES offer an introductory course in computer use for first-year students and continuous ICT skills workshops to equip them with ICT skills.
Open Pedagogy: A Systematic Review of Empirical Findings
Author: Clinton-Lisell, Virginia
Date: 2021-00-00
Type: Journal Articles
Subjects: Open Education,Literature Reviews,Open Educational Resources,Student Experience,Teaching Experience,Teaching Methods,College Students,College Faculty

Open licensing used in Open Educational Resources allows for teaching and learning techniques that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy that were beyond simple use of Open Educational Resources. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Overall, both students and faculty reported positive experiences with open pedagogy, although there was some concern about public sharing as well as confusion about the logistics of open pedagogy tasks and the technicalities of open licensing. Synthesised findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.
Students&apos; Perceptions of Doctoral Defense in Relation to Sociodemographic Characteristics
Author: Lantsoght, Eva O. L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Doctoral Students,Verbal Tests,Student Characteristics,Gender Differences,Racial Differences,Age Differences,Intellectual Disciplines

The doctoral defense is considered to have three dimensions: the scholarly dimension, the emotional (affective) dimension, and the cultural dimension. In this work, I explore the link between sociodemographic factors and students' perception of the doctoral defense to better understand the affective dimension. In particular, I focus on gender, ethnicity, and age at the time of defense, as well as current position and field of study. To address the influence of these aspects on the affective dimension of the doctoral defense, I first reviewed the literature on these sociodemographic aspects as well as the affective dimension of the defense. I then carried out an international survey on doctoral defenses, defense formats, and students' perceptions and analyzed the 204 completed surveys for this study using quantitative and qualitative methods. The analysis included cross-correlations between students' perceptions and the studied sociodemographic aspects. The main results of these analyses are that gender affects various aspects of the students' perception of the doctoral defense and long-term perception, and that female candidates experience more issues with their committee. Ethnicity is important as well, although the participation of non-white respondents in this survey was limited. The influence of age at the defense is limited, and only for the youngest and oldest age groups did I observe some differences in perception. There is no relation between current position and perception of the candidates during the defense. Finally, field of study is correlated for various aspects of student perception, committee issues, and long-term perception. The conclusion of this work is that sociodemographic aspects, and in particular gender, ethnicity, and field of study, influence how doctoral candidates experience their defense.
Perception of Educational Stakeholders on Utilization of e-Learning Technology for Quality Instructional Delivery in Universities in Nigeria
Author: Owo, Offia Tugwell
Date: 2021-00-00
Type: Journal Articles
Subjects: Stakeholders,College Faculty,College Seniors,Student Attitudes,Teacher Attitudes,Universities,Technology Integration,Electronic Learning,Instructional Effectiveness,Delivery Systems,Educational Facilities,Technological Literacy,Barriers,COVID-19,Pandemics,Foreign Countries

The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system.
Development of a Management System for Short Online Learning Courses
Author: Sarasa-Cabezuelo, Antonio
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Minicourses,Integrated Learning Systems,Electronic Learning,Handheld Devices,Computer Interfaces

In all areas of knowledge, there is a set of basic concepts or ideas that are essential to understand. A very common problem that arises among students is the difficulty in acquiring these concepts. One way to solve this problem is by carrying out small knowledge tests where these concepts are put into practice. To develop these tests there are multiple options, however, in general, the applications that allow for these tests to be implemented are usually very complex and are often included within other larger systems. This article describes a tool to develop short online courses that presents an interface and a functionality that allows a teacher to create and manage courses in a very simple and intuitive way. In the same way, it offers the student an Android app to be able to access the courses published by the teacher to be able to take them, as well as to manage all the activity of it.
Sustaining Work-Based Learning during the COVID-19 Pandemic
Author: Namjoshi, Revati
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Work Experience Programs,Barriers,Socioeconomic Influences,At Risk Students,Educational Technology,Technology Uses in Education,Foreign Countries,College Students,Experiential Learning,Access to Education,Females,Low Income Students,Teleworking,Mentors,Student Attitudes,Job Skills,Income

Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be addressed as students came from economically weaker sections of society. Also critical were the pedagogic challenges in terms of validating the sustenance and spirit of the work-based learning (WBL) model. This case study presents a special initiative of digital freelancing offering virtual workplaces as well as livelihoods to work-based learning students during the pandemic. Merits, limitations, potential spinoffs of the WBL model for higher education and learning for development are discussed.
The Global Micro-Credential Landscape: Charting a New Credential Ecology for Lifelong Learning
Author: Brown, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Credentials,Lifelong Learning,Employment Potential,Models,Electronic Learning,Units of Study,Higher Education,Definitions,Stakeholders,Global Approach,Foreign Countries,Ecology,Educational Development,Educational Trends,Qualifications,Partnerships in Education,Transfer of Training

This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.