ethanporcaro/eric-fulltext-meta huggingface dataset:
Dimensions of Culturally Sensitive Factors in the Design and Development of Learning Objects
Author: Qi, Mei
Date: 2010-00-00
Type: Journal Articles
Subjects: Cultural Differences,Cultural Influences,Educational Resources,Teaching Methods,Knowledge Level,Learning Activities,Access to Education,Educational Technology,Student Diversity,Instructional Design,Prior Learning,Personal Narratives,Interaction,Interpersonal Communication,Adjustment (to Environment),Feedback (Response),Motivation,Cooperative Learning,Student Participation,Student Role,Orientation,Computer Uses in Education

Open educational resources (OERs) are designed to be globally reusable. Yet comparatively little attention has been given to the cultural issues. This paper addresses the issue of culturally sensitive factors that may influence the design of reusable learning objects. These influences are often subtle and hard to manage. The paper proposes a structured approach to explore and organise the culturally sensitive factors that are likely to be encountered in terms of four major dimensions. These dimensions serve to articulate and classify the large and diverse literature on cultural differences into a manageable format. This provides a basis to address the cross-cultural issues during the process of the design and development of open educational resources (OERs). (Contains 5 tables, 3 figures and 1 footnote.)
Technology Enhanced Learning in Science: Interactions, Affordances and Design Based Research
Author: Scanlon, Eileen
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Projects,Educational Technology,Case Studies,Science Instruction,Teaching Methods,Theories,Research Design,Foreign Countries,Intervention,College Students

The role of an educational technologist is difficult to define. This paper reflects on the experience of working on a range of technology enhanced learning in science projects to review a number of working principles which have proved effective in the practice of educational technology. It discusses how these principles relate to the theories in use in educational technology. Three case studies are considered illustrating methods of participatory design, design based research and socio-cultural approaches. All the case studies are taken from the application of educational technology principles to the design of examples of science instruction. The paper offers an interpretation of the contemporary practice of educational technology. (Contains 2 figures.)
Affective Issues in Learning Technologies: Emotional Responses to Technology and Technology's Role in Supporting Socio-Emotional Skills
Author: Jones, Ann
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Adult Learning,Adult Students,Educational Technology,Emotional Development,Emotional Response,Universities,Interviews,Undergraduate Students,Children,Social Development,Comparative Analysis,Summer Schools,Foreign Countries,Electronic Learning

This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies. (Contains 2 tables, 2 footnotes and 4 figures.)
Defining Openness: Updating the Concept of &quot;Open&quot; for a Connected World
Author: McAndrew, Patrick
Date: 2010-00-00
Type: Journal Articles
Subjects: Open Education,Informal Education,Open Universities,Educational Resources,Higher Education,Attitudes,Comparative Analysis,Educational Strategies,Foreign Countries,Electronic Learning,Computer Software

The release of free resources by the education sector has led to reconsideration of how the open approach implied by Open Educational Resources (OER) impacts on the educator and the learner. However this work has tended to consider the replication of standard campus based approaches and the characteristics of content that will encourage other institutions and individuals to join in (Wiley, 2006), rather than the approach to open learning itself and the changes that embracing openness imply. This paper will look at the experience of acting as an open university over 40 years, and how the understanding of the concept of openness has changed in the last 10 years by considering changes in how we view learners. The Open University was built on open concepts that allow learners to avoid barriers to study and successfully enabled more than 2 million people to experience formal higher education. However the openness that applied to the Open University did not cover all aspects that might be commonly assumed--such as free access, choice of start times, global availability. Offering free access to some material online has shown the impact that openness can have on learners and identified a range of behaviours that cluster around content driven and social driven approaches to learning. A combined view that considers the original values of open attached to The Open University alongside the emerging view from OER gives us the opportunity and driver for revising our view of openness and developing a position that helps bridge between formal and informal learning. (Contains 1 table.)
Longitudinal, Educational Design Research Investigation of the Temporal Nature of Learning: Taking a Vygotskian Approach
Author: Cook, John
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Methodology,Mass Media,Learning Theories,Longitudinal Studies,Technology Uses in Education,Attention,Perception,Foreign Countries,Universities,Time Factors (Learning)

The nature of learning is being augmented by new digital tools, particularly by mobile devices and the networks and structures to which they connect people. In this paper I examine some longitudinal research &quot;threads&quot; that have pervaded my work over the last two decades: (i) the powerful perspectives on learning and development put forward by Vygotsky, (ii) an evolutionary educational design research approach, and (iii) notions surrounding the temporal nature of learning. Specifically, this paper explores these threads through narrative &quot;snap shots&quot; of my research, from the past and present, in order to propose some preliminary thoughts on the nature of what I am calling Augmented Contexts for Development; an extension of Vygotsky's Zone of Proximal Development that takes into account the characteristics of 21st Century mass media structures, agency and practices. There appears to be a generality uncovered by my proposed visualisation/augmentation oriented approach; learners are supported as they co-create temporal contexts where the time field of attention becomes detached from the perceptual field and unfolds itself in time, thus augmenting development and learning. Future work into Augmented Contexts for Development will have as a goal the desire to investigate the means by which digital technology and media can be used to mediate formal and informal learners meaning making as they independently navigate or unfold their attention in relation to temporal dimensions. (Contains 1 table, 4 footnotes and 4 figures.)
A Dialogue and Social Software Perspective on Deep Learning Design
Author: Ravenscroft, Andrew
Date: 2010-00-00
Type: Journal Articles
Subjects: Socialization,Computer Mediated Communication,Semantics,Computer Software,Educational Technology,Internet,Models,Games,Learning

This article considers projects in Technology Enhanced Learning (TEL) that have focussed on designing digital tools that stimulate and support dialogue rich learning. These have emphasised collaborative thinking and meaning making in a rich and varied range of educational contexts. Technically, they have exploited AI, CSCL and HCI techniques, and ongoing projects are incorporating social software and semantic technologies. To address the particular challenge of extending this line of work within the Web 2.0 landscape and beyond, where the pace of technological change is profound, we will introduce the original notion of Deep Learning Design (DLD). This is a paradigm that we hold is important to both better understanding and realising learning in the digital age that counters the sort of technological determinism that is unhealthy for the field of learning. So this article will: consider the current challenges of designing dialogue rich learning; explain why the challenges raised necessitate the introduction of an original conceptualisation of design; and, exemplify and map this new notion of design to two large-scale TEL initiatives. These are projects in Digital Dialogue Games (DDGs) and MATURE: Continuous Social Learning in Knowledge Networks, where the latter includes a particular strand of research that brings both projects together. Finally some implications are considered and some conclusions are drawn.
Is Man Free to Make Choices for Health?
Author: Douglass, Joseph H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Conference Papers,Delivery Systems,Access to Health Care,Poverty,Values,Pathology,Health Conditions,Health Promotion

This paper is reformatted and reprinted as part of the 40th Anniversary of the American Journal of Health Education. (originally School Health Review) Health Education--Our Heritage series. The original article appeared in the inaugural issue of School Health Review (Volume 1, September 1969, pp. 4-8). At the time, Joseph H. Douglass, Ph.D., was Chief, Interagency Liaison Branch, National Institute of Mental Health, Washington, D.C. and was serving as staff director for the 1970 White House Conference on Children and Youth. A commentary on the 2010 relevance to health education of Dr. Douglass' paper immediately follows this reprinted version.
Freedom to Make Choices for Health: Plus 40 Years
Author: Airhihenbuwa, Collins O.
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Poverty,Health Promotion,Health Conditions,Interdisciplinary Approach,Access to Health Care,Health Care Costs,Housing Needs,Change Strategies,Freedom,Intellectual History,Social Indicators

In the 1969 inaugural issue of the "School Health Review", Douglass J.H. examined four major issues he felt were central to the question of choices one has about health: (1) problems with health care delivery methods; (2) persistent poverty in our population and its impact on health; (3) systemic problems inherent in social and institutional arrangements, what he referred to as the "network of health and health related pathologies"; and (4) difficulty communicating or clarifying values in society. To begin his thesis, he argued that a person must be understood as a totality rather than as a sum of component parts. To address this perspective, he believed that health professionals must embrace a multidisciplinary approach to health care. To provide some historical context for the time in which Douglass' paper was written, the authors gathered statistics on key health indicators such as poverty rate, life expectancy and infant mortality. The issues raised by Douglass about the limited health care choices available in the U.S. remains today. Addressing the contexts of health by focusing on issues of poverty, housing and education is still the key to improving the health conditions of all Americans. This is a renewed call for all in health education and health promotion to work together to achieve the goal of realizing a society where health promotion is a global priority.
Institutions of Higher Education Pre-Service School Health Education Practices
Author: Davidson, Brad
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Comprehensive School Health Education,College Faculty,Teaching Methods,Teacher Effectiveness,Health Education,Teacher Education,Surveys,Validity,Reliability,Teacher Certification,Preservice Teachers,Majors (Students),Instructional Materials,Teacher Attitudes,Educational Improvement

Background: The quality of health education teachers is, in large part, dependent on the education they receive from their teacher preparation program. Purpose: This study assessed institutions of higher education (IHE) teaching practices in school health teacher preparation programs regarding the amount of time spent and content taught related to various health education tools and products (e.g. National Health Education Standards, the Health Education Curriculum Analysis Tool and the School Health Index). Methods: A survey (87 items) that demonstrated validity and reliability was mailed to the population of 225 lead school health education faculty at IHEs that offered school health licensure or certification programs. Results: The response rate was 59.6% (134/225). Faculty who taught how to use a variety of health education materials varied (30.6% to 89.6%), depending on the tools and products. Discussion: A primary responsibility of IHEs should be to help pre-service teachers utilize the tools and products described in this study. Many IHEs do not train their pre-service school health education majors to use these tools and products. Translation to Health Education Practice: Quality school health teacher preparation includes being trained on how to use these tools and products. To improve the quality of education provided by IHEs to pre-service school health education teachers, methods faculty need more training on incorporating these various tools into their curriculum. (Contains 4 tables.)
&quot;Am I Qualified? How Do I know?&quot; A Qualitative Study of Sexuality Educators' Training Experiences
Author: Eisenberg, Marla E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Sex Education,Focus Groups,Sexuality,Teaching Experience,Teaching Methods,Preservice Teacher Education,Qualitative Research,Teacher Attitudes,Student Diversity,Cultural Differences,Teacher Qualifications

Background: National Health Education Standards in the U.S. focus on key concepts and skills around health issues, including sexuality. However, little is known about the extent to which classroom teachers are trained to deliver sexuality education. Purpose: The purpose is to explore pre-service training experiences and needs of sexuality educators in Minnesota. Methods: Seven focus groups were conducted with a diverse sample of 41 sexuality educators, and qualitative analysis was used to detect themes across groups. Results: Results indicate a wide variety of pre-service teaching experience, ranging from no instruction to extensive training. Teachers had numerous suggestions for ways their training could have better prepared them to teach sexuality education, such as ways of working with culturally diverse students. Teachers described many ways in which they were unprepared in their first year of teaching sexuality education. Discussion: Training programs to prepare sexuality educators are not adequately preparing teachers for their multifaceted role. Findings point to the need to train sexuality educators differently than teachers for other subjects. Translation to Health Education Practice: Findings indicate that pre-service training programs should greatly expand their offerings, tighten requirements and hone methodologies in sexuality education to meet the needs of today's teachers and students.
Non-Medical Prescription Drug Use among University Students
Author: Vidourek, Rebecca A.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Health Education,Prevention,Drug Abuse,Suicide,Student Behavior,Correlation,At Risk Persons,Health Behavior,Stimulants,Pain,Drinking,Gender Differences,Age Differences,Smoking,Marijuana,Psychological Patterns,Surveys,Racial Differences,Grades (Scholastic),Fraternities,Sororities,Sexuality

Background: Non-medical prescription drug use is an increasing problem among university students. Purpose: The present study investigated university students' involvement in non-medical prescription drug (NMPD) use and associations between use and other risky behaviors. Methods: A sample of 363 university students completed a four page survey assessing involvement in NMPD use and risky behaviors. Results: Results indicated that approximately one in three university students have used prescription drugs without a doctor's prescription. Pain medication (22.4%) was the number one misused prescription drug followed by stimulants (17.5%). Almost half of university students reported using NMPDs with alcohol. Logistic regression analyses revealed being male and being a junior or senior increased the odds of involvement in NMPD use. Additional analyses revealed engaging in NMPD use was associated with increased odds for cigarette use, marijuana use, and suicidal ideation. Discussion: Health professionals should educate students about the dangers of NMPD use and attempt to identify students at high risk. Translation to Health Education Practice: Prevention programs should be developed to target university students who may be at risk for misuse. (Contains 4 tables.)
Accelerometry-Determined Adherence to the "2008 Physical Activity Guidelines for Americans" among College Students
Author: Raynor, Douglas A.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Health Education,Physical Activities,Health Promotion,Guidelines,Handheld Devices,Measurement,Teaching Methods

Background: A need exists to determine whether college students engage in sufficient physical activity (PA) using objective methodology. Purpose: Accelerometry-based activity monitors were used to evaluate adherence to the U.S. Department of Health and Human Services' 2008 Physical Activity Guidelines for Americans. Methods: College students (N = 168) wore accelerometers for seven consecutive days. Results: The mean total minutes per day of moderate and vigorous PA were 53.9 minutes and 5.2 minutes, respectively, primarily via short intermittent bouts. When examining PA in bouts lasting the recommended minimum of 10 minutes, the average time spent per day in moderate and vigorous PA dropped to 12.5 minutes and 1.4 minutes, respectively. Thus, only 22.0% of the sample accumulated the recommended minimum of 150 minutes per week of sustained moderate-to-vigorous PA. Discussion: The findings suggest that college students intermittingly accumulate substantial moderate PA via lifestyle activities such as walking, but do not adhere to recommendations for prolonged moderate or vigorous PA. Translation to Health Education Practice: The results indicate that health education practitioners at the collegiate level should educate young adults about the increased efficiency and long-term health benefits of meeting PA recommendations by engaging in sustained moderate and vigorous activities. (Contains 1 table and 2 figures.)
Participatory Cohort Group Health Fairs: A New Approach to an Old Standby
Author: Clark, Susan E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Health Promotion,Information Sources,Learning Activities,Time,Audiences,Prevention,Futures (of Society),Program Development,Program Implementation

Health fairs, a component of health education programming for many years, generally offer an unstructured opportunity for participants to gather health information. This manuscript describes an alternative approach to a "traditional" health fair, which involves working with previously assessed and specifically targeted groups of people who move as a cohort cluster through a series of focused health fair booths receiving both in-depth information and skill-oriented opportunities. With this alternative approach, health fairs can provide more efficient use of resources, including time, money and personnel, by better targeting audiences and providing participants with skill-based opportunities. Participants may learn how to prevent health problems and effectively address future health-related issues.
College Teaching and Community Outreaching: Service Learning in an Obesity Prevention Program
Author: Himelein, Melissa
Date: 2010-00-00
Type: Journal Articles
Subjects: Family Programs,Physical Fitness,Health Promotion,Program Effectiveness,Surveys,Student Attitudes,Interviews,College Instruction,Undergraduate Students,Obesity,Health Education,Physical Activities,Prevention,Family Involvement,Service Learning,Questionnaires,Teaching Methods,Experiential Learning,Relevance (Education),Eating Habits,Mentors

Background: Service learning can enrich students' knowledge, skills and commitment to occupational goals while positively affecting communities. Undergraduate students in a course on obesity engaged in service learning by assisting with a family-based obesity prevention program, Getting Into Fitness Together (GIFT). Purpose: The impact of GIFT on students and family participants was evaluated. Methods: Students (N=33) completed surveys assessing their perceptions of the course and its service learning component. Eighteen of 21 families who participated in GIFT completed questionnaires and interviews about their experience nearly six months after the program ended. Results: Students evaluated both the course and service learning very favorably; a consistent theme was that the opportunity to apply classroom learning to a real-world experience was invaluable. GIFT participants described strong satisfaction with the program (retention rate = 90%), and most (89%) reported tangible behavioral changes in physical activity or eating patterns. Discussion: Service learning in obesity prevention offered benefits for college students and participants. Especially notable aspects of the program include its emphases on full-family involvement, physical activity and family mentoring. Translation to Health Education Practice: Service learning may offer an especially influential means of introducing future health educators to the critically important topic of obesity. (Contains 4 tables.)