ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive Mapping Techniques: Implications for Research in Engineering and Technology Education
Author: Dixon, Raymond A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Concept Mapping,Engineering Education,Technology Education,Educational Research,Educational Researchers,Data Analysis,Educational Benefits,Evaluation Methods,Data Collection,Qualitative Research,Protocol Analysis,Statistical Analysis,Research Methodology

The primary goal of this paper is to present the theoretical basis and application of two types of cognitive maps, concept map and mind map, and explain how they can be used by educational researchers in engineering design research. Cognitive mapping techniques can be useful to researchers as they study students&apos; problem solving strategies and cognitive processes. Students thrive when they are afforded problem solving opportunities in ill-structured domains that embrace inquiry and design. Not only do cognitive mapping techniques help qualitative researchers in the methodological challenge to reduce data to a manageable form without losing the embedded meaning, if used creatively they can allow researchers to see unique themes or patterns used in design problem solving. With the appropriate application of metrics, cognitive maps can also be used in quantitative data analysis. The examples highlighted in this paper illustrate how cognitive mapping techniques can be used effectively for quantitative data analysis. Its strength, however, exists in how it is able to aid the researcher to qualitatively analyze voluminous transcribed text data from expert and novices designers. While analyzing cognitive maps can be time consuming, properly constructed maps can illustrate how students categorize design concepts, display patterns in their cognitive strategy, and identify themes that emerge from the solving of design problems.
Team Based Engineering Design Thinking
Author: Mentzer, Nathan
Date: 2014-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,High School Students,Teamwork,Problem Solving,Time on Task,Class Activities,Playgrounds,Pedestrian Traffic,Interrater Reliability,Models,Feasibility Studies,Evaluation,Decision Making

The objective of this research was to explore design thinking among teams of high school students. This objective was encompassed in the research question driving the inquiry: How do teams of high school students allocate time across stages of design? Design thinking on the professional level typically occurs in a team environment. Many individuals contribute in a variety of ways to facilitate the successful development of a solution to a problem. Teachers often require students to work in teams, but little is known about how the team functions in the context of design and the potential interaction between team performance and authentic design challenges. Few research results are available to guide high school teachers in developing successful design teams and how to encourage teams in their efforts. This study provided seventeen teams, each comprised of 2-4 high school students, with a team based engineering design challenge. Observational protocol analysis was conducted based on a foundation of previous work, including the adoption of previous coding schemes. Differences between groups and individuals were compared. Teams of students were split in two groups; one set of teams received a playground design problem while the other received a hallway design problem. Teams worked up to two hours after school on the design problems and provided the recommendations resulting from their work at the conclusion of the session.
STEM@1000mph: Developing Open Educational Resources in a Live Engineering Project
Author: Lanham, John
Date: 2013-00-00
Type: Journal Articles
Subjects: STEM Education,Open Education,Educational Resources,Open Source Technology,Higher Education,Foreign Countries,Engineering Education,Access to Information,Case Studies,Shared Resources and Services,Educational Benefits

Higher education institutions are recognising the clear benefits of open educational resources, and academics are engaging with the development of these resources. This paper presents a case study of OERs being developed using the live, current BloodhoundSSC world land speed record project as a basis. The paper outlines the rationale for the BloodhoundSSC project and its focus on educational engagement across the age spectrum. The work undertaken to develop a web-based repository along with activities to stimulate academic and student engagement are described. The paper explores how academics have engaged with developing OERs based on this openly available content, the issues encountered and ways in which these issues can be mitigated.
Assessing OER Impact across Organisations and Learners: Experiences from the Bridge to Success Project
Author: Pitt, Rebecca
Date: 2013-00-00
Type: Journal Articles
Subjects: Open Source Technology,Resource Units,Computer Uses in Education,Shared Resources and Services,Open Education,Case Studies,Community Colleges,Research Methodology,Pilot Projects,Program Effectiveness,Feedback (Response),Teacher Attitudes,Student Attitudes,Mathematics,Scores,Mastery Learning,Questionnaires,Pretests Posttests,Data Collection

Open courses have received a lot of attention in the last two years; however, the question of whether they serve learners has yet to be determined. This paper explores the challenges and potential in assessing the impact of open educational initiatives, particularly those that produce and share Open Educational Resources (OER). We use a collaborative international project as a case study to explore this issue. Bridge to Success was supported as part of the Next Generation Learning Challenges (NGLC) programme to work with a range of community colleges and other organisations in the US through monitored pilots. The project adapted existing course materials in mathematics and learning/personal development skills and released these as OER. A range of approaches were then used to assess the impact of the materials across a diverse set of users, combining data gathered from interviews and questionnaires with both educators and learners and from instructor rating of performance and related student results. This approach allows different indicators of performance to be brought together and so demonstrate the value of OER. However, our findings also highlight tensions between applying robust research methodologies in situations of open use with diverse stakeholders. We provide reflections and suggestions for ways forward in addressing the particular characteristics of openness and how they affect research, and how the multiple perspectives on what constitutes impact can be addressed.
Group-Work in the Design of Complex Adaptive Learning Strategies
Author: Mavroudi, Anna
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Strategies,Instructional Design,Teamwork,Cooperative Planning,Graduate Students,Case Studies,Online Courses,Electronic Learning,Distance Education,Open Education,Postsecondary Education,Student Developed Materials,Instructional Development,Intervention,Mixed Methods Research,Adjustment (to Environment),Online Surveys,Semi Structured Interviews,Questionnaires,Transcripts (Written Records),Technology Uses in Education

This paper presents a case study where twelve graduate students undertook the demanding role of the adaptive e-course developer and worked collaboratively on an authentic and complex design task in the context of open and distance tertiary education. The students had to work in groups in order to conceptualise and design a learning scenario for adaptive learning, develop learning materials and adaptive learning strategies, implement the respective adaptive e-course and finally, reflect on their experience. The primary goal of this intervention was to engage the students in the whole lifecycle of a Technology Enhanced Learning design artefact. In teaching highly complex skills for the ill-structured domain of Learning Design the four components instructional model (4C/ID) was exploited. Students were exposed to a wide range of interconnected issues and made design choices. Mixed research methods are used to conclude on the effectiveness of the intervention. Implications of this study include design guidelines towards an environment that implements complex adaptive behaviour in today&apos;s learner-generated digital world where Computer Supported Collaborative Learning often converges with Computer Supported Collaborative Design.
&quot;Open-Sourcing&quot; Personal Learning
Author: Fiedler, Sebastian H.D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Open Source Technology,Resource Units,Computer Uses in Education,Shared Resources and Services,Independent Study,Learning Activities,Access to Information,Informal Education

This article offers a critical reflection on the contemporary Open Educational Resource (OER) movement, its unquestioned investment in a collective &quot;content fetish&quot; and an educational &quot;problem description&quot; that focuses on issues of scarcity, access, and availability of quality materials. It also argues that OER proponents fail to take notice of historically new forms of learning activity emerging within the unfolding digital transformation of our global society. The article reviews some descriptive accounts of such learning activity and suggests that &quot;networked autodidaxy&quot; in particular can provide inspiration for the critical review of our ideas regarding open resources and practices in education.
OER: A European Policy Perspective
Author: Alquézar Sabadie, Jesús Maria
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resource Units,Computer Uses in Education,Shared Resources and Services,Educational Policy,Barriers,Educational Trends,Higher Education,Educational History,Online Courses,Large Group Instruction,Elementary Secondary Education,Electronic Learning,Vocational Education,Adult Education,Lifelong Learning,Access to Information,Legal Problems,Outcomes of Education,Computer Literacy

The potential benefits of OER have led many European governments to implement policies supporting their creation and use. This chapter aims to put these OER policies in context, discussing their focus and scope and highlighting challenges and bottlenecks. On the basis of the analysis of the current state of the art, it is argued that one of main barriers to reaping the benefits of OER is fragmentation combined with a lack of clear and uniform legal frameworks. The recent European &quot;Opening up Education&quot; initiative is presented as a way to overcome these barriers by creating synergies and joining efforts across Europe.
Learning beyond the Classroom: Evaluating the Use of Pinterest in Learning and Teaching in an Introductory Anthropology Class
Author: Pearce, Nick
Date: 2013-00-00
Type: Journal Articles
Subjects: Introductory Courses,Anthropology,Internet,Social Networks,Computer Uses in Education,Case Studies,Focus Groups,Multimedia Materials,Educational Resources,Instructional Effectiveness,College Students,Foreign Students,Adult Students,Critical Thinking,Learning,Foreign Countries

This paper details a case study of using Pinterest as an educational resource in an introductory anthropology course. Its use was evaluated through the data provided by the platform itself and focus groups. This evaluation found that Pinterest was a popular and useful tool for developing curated multimedia resources to support students' learning. The focus group findings suggested that online resources were shared by students across a variety of social networks, including but not limited to Pinterest. These resources were shared and used beyond the classroom, both physically in locations outside, but also with friends and family that were not part of the classroom. The opportunities for developing critical thinking through the use of tools such as Pinterest are explored.
The Structure and Characteristics of #PhDChat, an Emergent Online Social Network
Author: Ford, Kasey C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,Graduate Students,Computer Mediated Communication,Web Sites,Mixed Methods Research,Users (Information),Computer Use,Higher Education,Statistical Analysis,Word Frequency

#PhDChat is an online network of individuals that has its roots to a group of UK doctoral students who began using Twitter in 2010 to hold discussions. Since then, the network around #PhDchat has evolved and grown. In this study, we examine this network using a mixed methods analysis of the tweets that were labeled with the hashtag over a one-month period. Our goal is to understand the structure and characteristics of this network, to draw conclusions about who belongs to this network, and to explore what the network achieves for the users and as an entity of its own. We find that #PhDchat is a legitimate organizational structure situated around a core group of users that share resources, offer advice, and provide social and emotional support to each other. Core users are involved in other online networks related to higher education that use similar hashtags to congregate. #PhDchat demonstrates that (a) the network is in a continuous state of emergence and change, and (b) disparate users can come together with little central authority in order to create their own communal space.
The Battle for Open--A Perspective
Author: Weller, Martin
Date: 2013-00-00
Type: Journal Articles
Subjects: Open Education,Higher Education,Role of Education,Online Courses,Access to Education,Access to Information

In this article the author argues that openness in education has been successful in establishing itself as an approach. However, this initial victory should be viewed as part of a larger battle around the nature of openness. Drawing lessons from history and the green movement, a number of challenges for the open education movement are identified as it enters this new stage. The value of openness to education is stressed in that it relates to opportunities for development and the role of the higher education in society.
Learning Journeys: The Road from Informal to Formal Learning--The UK Open University's Approach
Author: Taylor, Josie
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Distance Education,Electronic Learning,Informal Education,Holistic Approach,Models

Online learning is now achieving recognition as offering a way for learning to scale. However we need to learn from the experiences in distance learning institutions. The Open University was established over 40 years ago and offers a unique experience in building a distance learning organisation on innovative use of media, originally through broadcast, then technologies such as video and DVD, to the current use of online as an integrating element. This paper draws together lessons from how the OU has made use of media and the way it can build learning journeys. Analysis then relates this history to an ecological model that has enabled a resilient and innovative approach that can apply more widely to other organisations seeking to offer online education.
Developing an Open Resource Bank for Interactive Teaching of STEM: Perspecives of School Teachers and Teacher Educators
Author: Hassler, Bjoern
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Open Source Technology,Resource Units,Shared Resources and Services,Teacher Attitudes,Teacher Educators,Users (Information),Foreign Countries,Sharing Behavior,Usability,Trust (Psychology),Information Sources,Instructional Materials,Educational Quality,Reputation,Quality Control,Information Seeking,Teacher Surveys,Interviews,Access to Information

Much of the current literature related to Open Educational Resource (OER) development and practice concentrates on higher education, although a growing body of work is also emerging for the primary and secondary school sectors. This article examines the user perspectives of teachers and teacher educators, regarding: discovery of teaching resources; what they know about OER; their sharing practices; and their perspectives on resource quality and trust. The research was done in the context of the Open Resource Bank for Interactive Teaching (ORBIT), a JISC-funded Phase III OER project at the University of Cambridge. ORBIT is an OER Resource Bank containing more than 200 science, technology, engineering and mathematics (STEM) focused lesson ideas for primary and secondary teachers as well as serving as a resource bank of OER to be used by teacher educators in a variety of settings.
Analytics for Education
Author: MacNeill, Sheila
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning,Data Analysis,Data Collection,Educational Assessment,Content Analysis,Metadata,Data Interpretation,Users (Information),Management Systems,Reader Text Relationship,Educational Technology,Online Courses,Ethics

This article presents an overview of the development and use of analytics in the context of education. Using Buckingham Shum&apos;s three levels of analytics, the authors present a critical analysis of current developments in the domain of learning analytics, and contrast the potential value of analytics research and development with real world educational implementation and practice. The article also focuses on the development of education content analytics and considers the legal and ethical implications of collecting and analysing educational data. Looking to the future, the authors also highlight new developments including exploration of data from massive open online courses (MOOCs).
Agoraphobia and the Modern Learner
Author: Dron, Jon
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,Cooperative Learning,Trust (Psychology),Privacy,Disclosure,Open Education,Online Courses,Social Cognition,Group Dynamics,Blended Learning,Safety,Communities of Practice

Read/write social technologies enable rich pedagogies that centre on sharing and constructing content but have two notable weaknesses. Firstly, beyond the safe, nurturing environment of closed groups, students participating in more or less public network- or set-oriented communities may be insecure in their knowledge and skills, leading to resistance to disclosure. Secondly, it is hard to know who and what to trust in an open environment where others may be equally unskilled or, sometimes, malevolent. We present partial solutions to these problems through the use of collective intelligence, discretionary disclosure controls and mindful design.
Workplace Learning in Informal Networks
Author: Milligan, Colin
Date: 2014-00-00
Type: Journal Articles
Subjects: Informal Education,Workplace Learning,Educational Environment,Self Control,Employees,Professional Services,Knowledge Management,Educational Technology,Goal Orientation

Learning does not stop when an individual leaves formal education, but becomes increasingly informal, and deeply embedded within other activities such as work. This article describes the challenges of informal learning in knowledge intensive industries, highlighting the important role of personal learning networks. The article argues that knowledge workers must be able to self-regulate their learning and outlines a range of behaviours that are essential to effective learning in informal networks. The article identifies tools that can support these behaviours in the workplace and how they might form a personal work and learning environment.
Design for Collaboration
Author: Blake, Canan
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Design,Synchronous Communication,Online Courses,Seminars,Controversial Issues (Course Content),Television Research,Student Research,Research Reports,Cooperative Learning,Problem Based Learning,Interaction,Task Analysis,Computer Managed Instruction,Science and Society,Graduate Students,Scientific Principles,Audience Analysis,Technology Uses in Education

Online learning environments offer new opportunities for learning and over the last decade or so a variety of online learning environments have been developed by researchers to facilitate collaborative learning among students. In this paper we will present a case study of a successful collaborative learning design. This involves a near synchronous online seminar where students work in small groups to produce a report that examines media coverage of controversial science, using archives of television news reports. We will analyze the activity&apos;s task design features by employing a framework of collaboration enabling design approach proposed by Kirschner et al (2004). We will start with an analysis of the collaborative processes and interaction among participants in this online activity. Then we will examine the features of the task used in this learning environment with respect to the interaction design ideas proposed by Kirschner et al. They suggest that the use of appropriately designed and implemented educational, social and technological affordances is the foundation for stimulating, motivating and maintaining collaboration among learners. We use the framework to identify factors contributing to the success of the activity.
Interaction Equivalency in an OER, MOOCs and Informal Learning Era
Author: Miyazoe, Terumi
Date: 2013-00-00
Type: Journal Articles
Subjects: Resource Units,Computer Uses in Education,Shared Resources and Services,Informal Education,Online Courses,Large Group Instruction,Electronic Learning,Distance Education,Computer Mediated Communication,Interpersonal Communication,Interpersonal Relationship,Instructional Design,Outcomes of Education,Satisfaction,Student Attitudes,Social Influences,Higher Education

This theoretical paper attempts to clarify design issues that the field of education has encountered in the context of OER (Open Educational Resources), Massive Open Online Courses (MOOCs) and increased emphasis on informal learning, as examined through the lens of the Interaction Equivalency Theorem. An overview of the core concepts of the Interaction Equivalency Theorem (the EQuiv) is provided and an explanation of how the EQuiv framework can be used to analyze interaction designs for online and distance education. The paper applies EQuiv ideas to categorize three variants of MOOCs (xMOOCs, sMOOCs and cMOOCs), from the perspective of interaction design so as to elucidate the major design differences. In conclusion, this paper explores the changing role of formal education in an era of learning opportunity where online educational resources and opportunities are readily accessible and in many cases completely free of cost to the learner.