ethanporcaro/eric-fulltext-meta huggingface dataset:
Faring with Facets: Building and Using Databases of Student Misconceptions
Author: Madhyastha, Tara
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Researchers,Educational Theories,College Students,Misconceptions,Scientific Concepts,Physics,Computer Science,Computer Software,Teaching Methods,Instructional Effectiveness,Classification,Educational Environment,Educational Assessment,Computer Assisted Instruction,Philosophy,Prior Learning

A number of educational researchers have developed pedagogical approaches that involve the teacher in discovering and helping to correct misconceptions that students bring to their study of their subject matter. During the last decade, several computer systems have been developed to support teaching and learning using this kind of approach. A central conceptual construct used by these systems is the "facet" of understanding: an atomic diagnosable unit of belief. A formidable challenge to applying such pedagogical approaches to new topic areas is the task of discovering and organizing the facets for the new subject area. This paper presents a taxonomy of misconceptions and a methodology for going about the task of preparing a database of facets. Important issues include the generality and diagnosability of facets, granularity of facets, and their placement on a scale of problematicity. Examples are drawn from the subjects of physics and computer science and in the context of two computer systems: the Diagnoser and INFACT. (Contains 2 figures.)
Helping to Keep History Relevant: Multimedia and Authentic Learning
Author: Hillis, Peter
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,History Instruction,Teaching Methods,Multimedia Instruction,Multimedia Materials,Relevance (Education),Curriculum Development,Computer Peripherals,Computer Assisted Instruction,Perspective Taking,Technology Uses in Education

The subject based curriculum attracts lively debate in many countries being accused of fragmenting teaching and learning, erecting artificial barriers and failing to teach the skills required in the twenty first century (Hazlewood 2005). Cross-curricular rich tasks are increasingly seen as the means to develop relevant knowledge, understanding and skills. Over the past fourteen years we have developed and evaluated a series of interactive multi-media resources for primary and secondary schools on themes within Scottish History. The generally positive evaluation given to these resources by pupils and teachers points to some ways in which subjects such as history can remain challenging and relevant. The relevance has largely stemmed, in the case of the multi-media resources, from combining the historian's traditional role of problemising the past, with a wide range of primary and secondary sources, new technologies and learning tasks encompassing critical skills/authentic learning. Consequently, we argue that subjects must in future embrace new technologies and authentic learning to maintain their place in the school curriculum. (Contains 2 tables and 3 figures.)
Really Simple Syndication (RSS): An Educational Approach
Author: Glotzbach, Ronald J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Internet,Distance Education,Educational Technology,Technology Integration,Computer Mediated Communication,Handheld Devices,Synchronous Communication,Computer System Design,Computer Software,Programming,Computer Uses in Education,College Students,College Instruction,Information Dissemination,Student Surveys,Student Attitudes

Today's post-secondary students are technologically savvy and they expect faculty to use myriad web technologies for course delivery. This includes taking advantage of email, course web sites, and online learning communities. However, expectations now also include RSS, blogs, web- and pod-casting, extending the classroom experience to provide active learning materials anytime, anywhere, and in multiple modalities. This contribution outlines the novel use of RSS technology for a course announcement system at Purdue University. It begins by describing RSS technology and discussing the different possibilities for RSS within classroom. It also describes the specific RSS application for real-time course announcements, detailing its creation and implementation. Initial student feedback is also presented. (Contains 2 figures.)
The Feasibility of Capturing Learner Interactions Based on Logs Informed by Eye-Tracking and Remote Observation Studies
Author: San Diego, Jonathan P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Observation,Flow Charts,Eye Movements,Use Studies,Data Collection,Interaction,Educational Resources,Classroom Observation Techniques,Visual Aids,Open Universities,Program Descriptions,Web Sites,Internet,Distance Education,Educational Technology,Computer System Design,Computer Software,Computer Uses in Education,College Students,College Instruction,Video Technology,Online Courses,Virtual Classrooms,Records (Forms),Protocol Analysis,Foreign Countries

Two small studies, one an &quot;eye-tracking&quot; study and the other a &quot;remote observation&quot; study, have been conducted to investigate ways to identify two kinds of online learner interactions: users flicking through the web pages in &quot;browsing&quot; action, and users engaging with the content of a page in &quot;learning&quot; action. The video data from four participants of the two small studies using the OpenLearn open educational resource materials offers some evidence for differentiating between &quot;browsing&quot; and &quot;learning&quot;. Further analysis of the data has considered possible ways of identifying similar browsing and learning actions based on automatic user logs. This research provides a specification for researching the pedagogical value of capturing and transforming logs of user interactions into external forms of representations. The paper examines the feasibility and challenge of capturing learner interactions giving examples of external representations such as sequence flow charts, timelines, and table of logs. The objective users information these represent offer potential for understanding user interactions both to aid design and improve feedback means that they should be given greater consideration alongside other more subjective ways to research user experience. (Contains 5 tables and 9 figures.)
Automatic Generation of Audio Content for Open Learning Resources
Author: Brasher, Andrew
Date: 2009-00-00
Type: Journal Articles
Subjects: Open Universities,Educational Resources,Costs,Web Sites,Electronic Publishing,Internet,Distance Education,Educational Technology,Handheld Devices,Computer System Design,Computer Software,Programming,Computer Uses in Education,College Instruction,Foreign Countries,Automation,Assistive Technology,Audio Books,Programming Languages,Accessibility (for Disabled),Barriers,Design Requirements,Visual Impairments

This paper describes how digital talking books (DTBs) with embedded functionality for learners can be generated from content structured according to the OU OpenLearn schema. It includes examples showing how a software transformation developed from open source components can be used to remix OpenLearn content, and discusses issues concerning the generation of synthesised speech for educational purposes. Factors which may affect the quality of a learner's experience with open educational audio resources are identified, and in conclusion plans for testing the effect of these factors are outlined. (Contains 20 footnotes, 1 table and 6 figures.)
Family Involvement in School-Based Dysphagia Management
Author: Angell, Maureen E.
Date: 2009-00-00
Type: Information Analyses
Subjects: Family Involvement,Disabilities,School Personnel,Individualized Education Programs,Children,Child Health,Parent Participation,Interviews,Child Rearing,Family School Relationship,Training,Intervention,Parent Education,Teacher Education,Eating Disorders,Physiology,Special Needs Students

This article provides a practitioner-friendly synthesis of existing literature on family involvement in the management of dysphagia for school-age. Research reviewed includes family perspectives on programs, therapists, and characteristics that comprise effective family involvement in school-based dysphagia management programs. Also included are pragmatic instructional approaches and techniques that are applicable for school personnel who work with students with dysphagia. Recommendations are based on themes that emerged during the authors' interviews with family members raising children with dysphagia. According to research findings, success of children's school-based dysphagia management programs was determined by the following factors: a sense of partnership between school and home, the frequency and quality of communication, the training that both families and school personnel received on dysphagia management, the consistent use of effective interventions, and the quality of Individualized Education Plan (IEP) processes and products. (Contains 3 tables.)
What Teachers Need to Know about Lyme Disease
Author: Cook, Lysandra
Date: 2009-00-00
Type: Journal Articles
Subjects: Diseases,Child Health,Teacher Role,Knowledge Level,Public Health,At Risk Persons,Clinical Diagnosis,Special Needs Students,Student Needs,School Health Services

Although widely misunderstood, Lyme disease is the most prevalent vector borne disease in the United States. Children are the most at-risk group for Lyme disease, which can impact every system in the body. It can produce the musculo-skeletal, neurologic, psychiatric, opthalmologic, and cardiac symptoms. The symptoms of Lyme disease can have a large impact on school performance. This article will enable teachers to recognize and appropriately support children with Lyme disease. (Contains 1 table.)
Learning Profiles of Survivors of Pediatric Brain Tumors
Author: Barkon, Beverly
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Disability Identification,Brain,Educational Environment,Home Instruction,Cancer,Special Needs Students,Children,Symptoms (Individual Disorders),Federal Legislation,Injuries,Learning Problems,Cognitive Ability,Elementary School Students,Secondary School Students,College Students,Academic Ability,Physical Disabilities

By 2010 it is predicted that one in 900 adults will be survivors of some form of pediatric cancer. The numbers are somewhat lower for survivors of brain tumors, though their numbers are increasing. Schools mistakenly believe that these children easily fit pre-existing categories of disability. Though these students share some of the characteristics of other types of disabilities, they present a unique constellation of challenges that require flexibility and adjustment on the part of schools and teachers. Survivors demonstrate a constellation of late effects which may change and increase in intensity over time; they are not static. The changes appear to be greater than those delineated for students with learning disabilities, in that they appear to be more than a response to new environmental expectations. Most of these children were not identified as eligible for special education prior to their diagnosis with brain tumors. For many survivors, following the acute phase of illness and a period of home instruction, the expectation of the educational environment is that the students will be able to perform in the same way that the student did before diagnosis. In actuality the diagnosis and treatment of brain tumors in children typically result in a significant number of new challenges for the child. Sometimes these changes do not occur immediately and there may be a disconnection between the time that the student receives treatment and the time that the problems are noted. This article provides information about the range of late effects evidenced by survivors. It describes a retrospective study of evaluation data from the Survivor Education and Reintegration Support Program at Carlow University. The program is designed to support schools, families and survivors as they adjust to the issues of survivorship. Information gathered on late effects and some suggestions for how schools may successfully address the myriad needs of survivors will be provided. (Contains 5 tables and 1 figure.)
Combining the Views of &quot;Both Worlds&quot;: Science Education in Nunavut &quot;Piqusiit Tamainik Katisugit&quot;
Author: Lewthwaite, Brian
Date: 2010-01-11
Type: Journal Articles
Subjects: Pilot Projects,Eskimos,Foreign Countries,Educational Experience,Eskimo Aleut Languages,Science Education,Program Descriptions,School Community Relationship,Educational Objectives,Program Effectiveness,Leadership,Questionnaires,Teacher Attitudes,Culturally Relevant Education,Teaching Methods,Science Instruction,Cultural Awareness

This paper reports on several phases of a five-year science education development project in Nunavut, Canada. The project, in its entirety, was established as a Pilot Program for Nunavut schools in effort to understand school community aspirations for science education and potential contributors and impediments to fostering the realization of identified goals. This paper focuses on the cases of three Inuit school communities in identifying and achieving their aspirations for science education. This paper describes the goals collaboratively identified and the processes utilized to work towards the realizations of such goals. Of importance is the identification by the school communities to offer an educational experience that combines the knowledge, processes and values of &quot;both worlds&quot; (western science and &quot;Inuit Qaujimajatuqangit&quot;) and to employ both traditional and contemporary methods for implementing and evaluating the success of the project. Finally, based upon the outcomes of this project, suggestions are provided for supporting developments in other jurisdictions aspiring to see the realization of local and Indigenous aspirations for science education. Of critical importance to seeing such efforts realized are the policy and leadership conditions manifest at the school-community, divisional and territorial level for fostering culture-based education programs. (Contains 1 table and 4 figures.)
Learning French as a Second Official Language: Reserved for Anglophones?
Author: Mady, Callie
Date: 2010-01-28
Type: Journal Articles
Subjects: Official Languages,Foreign Countries,French,Immigrants,Second Language Learning,Access to Education,Bilingualism,Academic Achievement,Educational Policy,State Government,Federal Government

This article reviews federal language policies and provincial curriculum documents as they relate to Allophones and their access to French as a Second Official Language (FSOL) programs across Canada. Results of a detailed document analysis reveal that policies provide obstacles to access for allophone immigrants to Canada who seek to learn both official languages. An examination of research reveals that implementation of policy also restricts Allophones' access to learning French in English-dominant provinces. We argue that increasing Allophones' access to FSOL programming would not only support Canadian government initiatives and goals related to linguistic duality and official bilingualism, but also allophone students' success in Canadian schools. (Contains 1 table and 2 footnotes.)
Investigating a Nigerian XXL-Cohort Wiki-Learning Experience: Observation, Feedback and Reflection
Author: Aborisade, Peter
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Observation,Second Languages,Cooperative Learning,Foreign Countries,Learning Experience,Web Sites,Editing,Collaborative Writing,Blended Learning,Electronic Learning,Teamwork,Interaction,Partnerships in Education,Class Size,Second Language Learning,Evaluation,Higher Education,Questionnaires,Internet,Information Technology

A regular feature of the Nigerian tertiary education context is large numbers of students crammed into small classrooms or lecture theatres. This context had long begged for the creation of innovative learning spaces and adoption of engaging pedagogies. Recourse to technology support and experimenting with the WIKI as a learning tool at the Federal University of Technology, Akure (FUTA), Nigeria gave us an insight into the benefits and challenges of the set-up and use of new knowledge technologies in our technology-poor context. This paper reports on an experiment in an extra-large (XXL) class of freshmen (2000+) in a module of second language project writing using the WIKI. The paper emphasises the unique advantages of the WIKI in a large blended learning class and the affordances for socio-cultural and collaborative learning experience. In creating new learning teams and forging collaboration among learners leveraging one another's abilities, the wiki experience extended the &quot;classroom&quot; beyond the physical space, engaged students in interactional communication in the second language, encouraged negotiation of meaning, and challenged learners in finding their &quot;solutions&quot; to real life problems around them, aside from acquisition of hands-on digital literacy. The paper reports on how learners experienced and participated in learning on a technology supported module. Data for the investigation and evaluation of students' learning experiences were collected using teacher observation of team formation and collaboration on activities offline and tracked students' logs, footprints and activities on group pages online; students' feedback on the end-of-course learners' evaluation forms; and their reflections as gleaned from their comments, encouraged and freely made continually by many from inception through to the end of the course, on the front page of our wiki. The report employs both qualitative and quantitative parameters. Results indicated a large number of students felt satisfied that the learning experience, though difficult, was worth their while; it opened up new vistas to the world; it got them working and learning to collaborate in groups; they developed a level of autonomy they would like to keep, and would like more of their courses supported by technology and thought the medium offered hope for the future, as it opened up new vistas in their learning. (Contains 5 tables.)
Weblogs in Higher Education: Why Do Students (Not) Blog?
Author: Andergassen, Monika
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Web Sites,Electronic Publishing,Student Motivation,Foreign Countries,Decision Making,Computer Mediated Communication,College Students,Models,Validity,Questionnaires,Student Attitudes,Informal Education,Ethnography,Computer Uses in Education

Positive impacts on learning through blogging, such as active knowledge construction and reflective writing, have been reported. However, not many students use weblogs in informal contexts, even when appropriate facilities are offered by their universities. While motivations for blogging have been subject to empirical studies, little research has addressed the issue of why students choose not to blog. This paper presents an empirical study undertaken to gain insights into the decision making process of students when deciding whether to keep a blog or not. A better understanding of students' motivations for (not) blogging may help decision makers at universities in the process of selecting, introducing, and maintaining similar services. As informal learning gains increased recognition, results of this study can help to advance appropriate designs of informal learning contexts in Higher Education. The method of ethnographic decision tree modeling was applied in an empirical study conducted at the Vienna University of Technology, Austria. Since 2004, the university has been offering free weblog accounts for all students and staff members upon entering school, not bound to any course or exam. Qualitative, open interviews were held with three active bloggers, three former bloggers, and three non-bloggers to elicit their decision criteria. Decision tree models were developed out of the interviews. It turned out that the modeling worked best when splitting the decision process into two parts: one model representing decisions on whether to start a weblog at all, and a second model representing criteria on whether to continue with a weblog once it was set up. The models were tested for their validity through questionnaires developed out of the decision tree models. 30 questionnaires have been distributed to bloggers, former bloggers and non-bloggers. Results show that the main reasons for students not to keep a weblog include a preference for direct (online) communication, concerns about the loss of privacy through blogging. Furthermore, the results indicate that intrinsic motivation factors keep students blogging, whereas stopping a weblog is mostly attributable to external factors. (Contains 6 figures.)
Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course
Author: George-Palilonis, Jennifer
Date: 2009-00-00
Type: Journal Articles
Subjects: Visual Aids,Communication (Thought Transfer),Educational Change,Technology Uses in Education,Media Adaptation,Intermode Differences,Multimedia Instruction,Blended Learning,Learning Strategies,Qualitative Research,Student Reaction,Learner Engagement

Advances in digital technology and a rapidly evolving media landscape continue to dramatically change teaching and learning. Among these changes is the emergence of multimedia teaching and learning tools, online degree programs, and hybrid classes that blend traditional and digital content delivery. At the same time, visual communication programs that are traditionally print-centric have had to make room for Web design and multimedia storytelling courses, as well as technical skills development. To add parsimony to these two areas of study, we chronicle how a blended model has been introduced in a required, 100-level visual communication course through a longitudinal study that followed 174 students through two versions of the same course, one that used blended learning strategies and one that participated in a more traditional method of course delivery. In combining an analysis of statements made by the participants in weekly journals (n=13,552) and the data gathered through a survey (n=174), we compared reactions between the two groups. Additionally, qualitative data from the journals was used to fully explicate the reactions students had to the course. This study sheds light on the effectiveness of a blended model in the context of students' enjoyment, engagement and perceived learning outcomes. The results revealed that the blended model was in no way different from the traditional course in terms of engagement and attachment. Journal data revealed students in the blended sections were significantly less negative about the course material, personal achievement, technology, and their emotional reactions than their traditional counterparts. Additionally, statements made by students regarding the issue of fear of the course and problems regarding technology substantially faded over the 15-week semester. Our overall findings indicate that students are able to adapt well to the technology and processes that make blended learning different from traditional classroom learning. Implications for pedagogy and future research are discussed.