ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaboration Indices for Monitoring Potential Problems in Online Small Groups
Author: Jahng, Namsook
Date: 2013-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Cooperation,Online Courses,Validity,Reliability,Qualitative Research,Statistical Analysis,Participation,Trend Analysis,Group Dynamics,Cooperative Learning,Foreign Countries,Graduate Students,Graduate Study,Higher Education

The purpose of this study is to test the validity and reliability of three collaboration indices (&quot;quantity&quot;, &quot;equality&quot;, &quot;and shareness&quot;) proposed by Jahng et al. (2010). The present study repeated the quantitative assessment of Jahng et al., and performed a further qualitative analysis to identify possible factors that might be associated with the results of the quantitative assessment. In addition, membership trends, in terms of communication connections in whole class discussions, were examined and compared with results from both the quantitative and qualitative assessments. The quantitative assessment results were consistent with those of the qualitative assessment and the membership trends. Therefore, the study concludes that the three quantitative collaboration indices are valid and practical to be used for monitoring and identifying potential problems in small groups in online courses. (Contains 3 tables and 2 figures.)
A Comparison of Participation Patterns in Selected Formal, Non-Formal, and Informal Online Learning Environments
Author: Schwier, Richard A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Design,Electronic Learning,Online Courses,Informal Education,Nonformal Education,Participation,Computer Mediated Communication,Group Discussion,Higher Education,Communication Research,Distance Education

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed. (Contains 2 tables and 2 figures.)
Online Education: A Science and Technology Studies Perspective
Author: Hamilton, Edward C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Educational Technology,Online Courses,Computer Attitudes,Social Values,Social Influences,Educational Philosophy,Goal Orientation,Science and Society

This paper argues that research into the pedagogical value and potential of new technologies is limited by the implicit philosophical perspectives on technology that such research adopts. These perspectives either imbue technologies with inalienable qualities (essentialism) or posit technology as a neutral means for realizing goals defined by their users (instrumentalism). Such approaches reflect the reigning common sense around the relation of technology and social practice, but they have also been resoundingly critiqued from within the philosophy, history and sociology of technology. It is our argument that the development of more nuanced philosophical perspectives on technology derived from contemporary technology studies can provide fruitful new directions for online education research. After briefly outlining how essentialist and instrumentalist perspectives operate in such research, we overview the key contributions developed in technology studies, suggesting how the latter might enhance research into online education. (Contains 8 footnotes.)
Lost in the Lifeworld: Technology Help Seeking and Giving on Diverse, Post-Secondary Campuses
Author: Tannis, Derek
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Environment,Help Seeking,Information Technology,Helping Relationship,Phenomenology,Foreign Students,Postsecondary Education,Cross Cultural Training,College Students,Technology Integration

Information and communications technology (ICT) is integrated throughout a student's lived experience in their post-secondary learning environment. In order for students with limited or no background with ICT to achieve their academic goals, a central part of their adaptation involves an intensive period of ICT help seeking. Using anecdotes from phenomenological research, this paper explores what we can learn about our practice as help givers through reflecting upon the lived experience of cross-cultural ICT help seeking and giving on diverse, post-secondary campuses. What surfaces from this investigation is the importance of developing an ICT support and training structure that appreciates the inter-subjective, activity-embedded nature of ICT help seeking and giving. An phenomenological educational approach to ICT help giving would be thoughtfully interwoven into a post-secondary learning environment, not as a remedial construct, but as an integral part of the learning, and help seeking, experience itself. (Contains 1 footnote.)
Shape Shifting Smart Phones: Riding the Waves in Education
Author: Jubien, Peggy
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Teaching Methods,Research Design,Postsecondary Education,Handheld Devices,Telecommunications,Undergraduate Students,Graduate Students,Foreign Countries

The smartphone is a recent technological addition to post-secondary education and it has both educational and non-educational applications. This study examines the educational use of smartphones using principles from actor-network theory (ANT). The purpose of the investigation was to learn about the multiple entanglements of students, teachers and smartphones in overlapping networks or assemblages and to examine the pedagogical practices created within these assemblages. The discussion begins with an introduction to the mobile technology literature, an overview of ANT and an explanation of some key ANT terms and concepts. The research design and methodology are presented and the concepts of &quot;fluid&quot; and &quot;fire&quot; objects are explored. The new descriptor &quot;protean&quot; is proposed as a way to describe the highly mutable and unpredictable nature of the student-smartphone assemblage. The article concludes with a discussion of how these human and non-human assemblages are influencing and changing pedagogical practices and the significance for education.
Mobile Knowledge, Karma Points and Digital Peers: The Tacit Epistemology and Linguistic Representation of MOOCs
Author: Portmess, Lisa
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,Higher Education,Epistemology,Language Usage,Rhetoric,Access to Education

Media representations of massive open online courses (MOOCs) such as those offered by Coursera, edX and Udacity reflect tension and ambiguity in their bold promise of democratized education and global knowledge sharing. An approach to MOOCs that emphasizes the tacit epistemology of such representations suggests a richer account of the ambiguities of MOOCs, the unsettled linguistic and visual representations that reflect the strange lifeworld of global online courses and the pressing need for promising innovation that seeks to serve the restless global desire for knowledge. This perspective piece critically appraises the linguistic laboratory of thought such representation reveals and its destabilized rhetoric of technology and educational practice. The mobile knowledge of MOOCs, detached from context and educational purpose and indifferent to cultural boundary distortions, contains both the promise of democratized education and the shadow of post-colonial knowledge export.
An Inquiry into Educational Technologists' Conceptions of Their Philosophies of Teaching and Technology
Author: Kanuka, Heather
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Educational Philosophy,Ideology,Educational Practices,Computer Attitudes,College Faculty,Semi Structured Interviews,Higher Education,Foreign Countries

It has been suggested that when we know our philosophy of teaching and technology we then have the ability to articulate not only what we are doing as educational technologists, but what we want to achieve with the technologies, and why. And while most educational technologists would agree that knowing our philosophical orientations is important, do educational technologists actually know, or can they accurately identify, their teaching &quot;and&quot; technology philosophical orientations? We sought to answer these questions by assessing the consistency between what educational technologists say in collegial deliberations and how they self-identify their philosophical orientations. The results of this exploratory study provide us with insights on how educational technologists construe their philosophical orientations of teaching and technology. Philosophies of teaching and technology are defined in this study as a conceptual framing that embodies certain values, attitudes and ideologies from which we view the multi-contextual facets of educational practice. (Contains 6 table.)
Reconstructing the Pupils Attitude towards Technology-Survey
Author: Ardies, Jan
Date: 2013-00-00
Type: Journal Articles
Subjects: Factor Analysis,Educational Technology,Technological Literacy,Technology Education,Goodness of Fit,Program Validation,Replication (Evaluation),Psychometrics,Attitude Measures,Item Analysis,Evaluation Methods,Student Surveys

In knowledge based economies technological literacy is gaining interest. Technological literacy correlates with attitude towards technology. When measuring technological literacy as an outcome of education, the attitudinal dimension has to be taken into account. This requires a valid, reliable instrument that should be as concise as possible, in order to use it in correlation with other instruments. The PATT instrument as developed in the nineties is an extensive survey that hasn't been revalidated over the last three decades. The Pupils' Attitudes Towards Technology (PATT) instrument was reconstructed and revalidated. The validation study was done in two major steps. First a pilot study with 250 students, followed by a main study with 3000 students. Different factors of the instrument were analysed on their internal consistency. Also the goodness of fit indices of the complete model were checked in a confirmatory factor analysis. This resulted in an instrument with six sub-factors and 24 items of attitude towards technology. The six factors are Career Aspirations, Interest in Technology, Tediousness of Technology, Positive Perception of Effects of Technology, Perception of Difficulty and Perception of Technology as a Subject for Boys or for Boys and Girls. The instrument is easy to use, reliable and validated. It opens a door to further research and evaluation of technology education. (Contains 8 tables and 3 figures.)
Understanding the Processes behind Student Designing: Cases from Singapore
Author: Lim, Susan Siok Hiang
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Creative Activities,Technology Education,Secondary School Students,Student Journals,Maps,Interviews,Secondary School Teachers,Teacher Role,Case Studies

A common perception of designing is that it represents a highly complex activity that is manageable by only a few. However it has also been argued that all individuals are innately capable of designing. Taking up this latter view, we explored the processes behind student designing in the context of Design and Technology (D&amp;T), a subject taught at the Secondary school level in Singapore. We examined the design journey undertaken by two students to understand what designing is like at their level. Case study methodology was adopted to develop a rich data set emerging from the students' design journals, maps of the students' design process, and interviews with the students and supervising teachers. The findings revealed that these students had innate capacities to design. Although the approach taken by each student differed, as reflected in visual representations reflecting the design process as well as their commentary, each displayed similar forms of design thinking. That is, both students proposed a novel and innovative solution to their design problem and were able to articulate sound reasoning of their design decisions throughout the entire design process. The supervising teachers enacted a more facilitative pedagogy that supported each student's design process; this approach differs from traditional pedagogical practices in Singaporean D&amp;T that can be characterised as model-focused and &quot;top down&quot; in nature. (Contains 7 figures.)
Design Thinking in Elementary Students' Collaborative Lamp Designing Process
Author: Kangas, Kaiju
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Education,Elementary School Students,Cooperative Learning,Design,Cognitive Processes,Thinking Skills,Foreign Countries,Video Technology,Lighting

Design and Technology education is potentially a rich environment for successful learning, if the management of the whole design process is emphasised, and students' design thinking is promoted. The aim of the present study was to unfold the collaborative design process of one team of elementary students, in order to understand their multimodal ways of design thinking. The videotaped design episodes of the team constitute the data source of the study. CORDTRA diagrams were used for opening up the design process, providing means to analyse the complex and iterative process in a structured manner. The results indicate that the students' design thinking was collaborative, materially mediated, and embodied in nature. Engaging in various concrete and material, as well as epistemic and conceptual activities provided the students with opportunities to learn the foundational design skills. Further, the multifaceted design process integrated skills needed for learning also something other than design. (Contains 1 table and 11 figures.)
An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12
Author: Lawanto, Oenardi
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Management,Learning Strategies,Metacognition,High School Students,Grade 9,Grade 10,Grade 11,Grade 12,Engineering Education,Design,Student Projects,Planning,High Achievement,Low Achievement,Student Surveys

This exploratory study evaluated self-regulated learning (SRL) strategies of 27 students in grades 9-12 during an engineering design project. The specific focus of the study was on student task interpretation and its relation to planning and cognitive strategies in design activities. Two research questions guided the study: (1) To what degree was students' task interpretation reflected in their working plans and SRL strategies use across the design process?; and (2) How did relatively lower- and higher-achieving design-performing students differ in interpreting tasks and deploying SRL strategies? Survey instruments and Web-based design notebook writing were used to capture students' reported use of SRL strategies. On the survey, students reported use of SRL strategies at the early, middle, and final stages of the design task, with a focus on task interpretation, planning, cognitive, monitoring/fix-up strategies, and performance criteria. The findings suggested that students scored higher on task interpretation than on planning, cognitive, and monitoring/fix-up strategies. Students' relatively high awareness of task interpretation-related-issues was also reflected in what they considered to be good design performance. Our findings were suggestive that higher performing students scored significantly higher than their lower-performing peer on cognitive and monitoring and fix-up strategies. On the other hand, lower-performing students reported greater use of planning strategies. Moreover, higher-performing students seemed to be able to convey more detailed and specific descriptions than did their relatively-lower performing peers. This article discusses potential implications for design instruction in grades 9-12. (Contains 4 tables and 3 figures.)
Getting the Most from Working with Higher Education: A Review of Methods Used within a Participatory Design Activity Involving KS3 Special School Pupils and Undergraduate and Post-Graduate Industrial Design Students
Author: Torrens, George Edward
Date: 2013-00-00
Type: Journal Articles
Subjects: Design,Creative Activities,Methods,College School Cooperation,Secondary School Students,Undergraduate Students,Graduate Students,Special Schools,Disabilities,Student Attitudes,Case Studies,Student Surveys,Foreign Countries

This paper provides education-based researchers and practitioners with the preferred research and design methods used by Higher Education Institute (HEI) students and Key Stage 3 (KS3) pupils applied within a participatory approach to a design activity. The outcomes were that both pupils and students found informal (unstructured) interview to be effective in creating dialogue alongside meeting in person. Students commented on the friendly environment created by staff within which the pupils felt safe to express themselves. They found the co-design activity in some cases difficult due to communication issues. Recommendations are that the HEI students would benefit from a thorough literature review of the medical conditions associated with the pupils and their school activities; an initial informal meeting or group activity involving students and pupils would reduce shyness and perform an icebreaking role prior to the initial interview; the use of drawing templates or low resolution sketch models for pupils to draw on or handle and modify to help define a product specification; and, role playing alongside other visual prompts that enable the pupils to visualise the function of the student-proposed designs. Pupils benefited through seeing professional techniques of visual communication and design practices being applied during the collaboration. (Contains 8 tables and 3 figures.)
Human-Centred Design Workshops in Collaborative Strategic Design Projects: An Educational and Professional Comparison
Author: Liem, Andre
Date: 2013-00-00
Type: Journal Articles
Subjects: Design,Human Factors Engineering,Innovation,Workshops,Cooperation,Graduate Students,Student Projects,Case Studies,Comparative Analysis,Foreign Countries

It has been found that the implementation of Human-centred Design (HCD) methods in the Fuzzy Front-End is not likely to lead to diversification in educational product planning exercises, where time lines are short and executors lack experience. Companies, interested to collaborate with Master-level Industrial Design students on strategic design projects, should have realistic ambitions with respect to innovation and value creation. Moreover, diversification is not the only generic growth strategy to gain competitive advantage. Value can also be created from developing new products for existing markets, or creating new markets for existing products. On the contrary, companies who aim for diversification in their generic growth strategies, may not always end up with a complementary &quot;high valued&quot; design outcome. From a learning perspective, the understanding of HCD methods created awareness among students and companies that respect and empathy for the end-user are important for enriching their design processes, and as such increasing the chances for diversification in subsequent projects with clients. This study also compares the implementation of Human-Centred Design (HCD) methods in a &quot;professional/collaborative&quot; and an &quot;educational/collaborative&quot; strategic design project. (Contains 1 table and 11 figures.)
Exploring Curation as a Core Competency in Digital and Media Literacy Education
Author: Mihailidis, Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,Media Literacy,Internet,Social Networks,Information Technology,Critical Thinking,Case Studies,Models,Outcomes of Education,Youth,Citizen Participation,Children,Adolescents

In today's hypermedia landscape, youth and young adults are increasingly using social media platforms, online aggregators and mobile applications for daily information use. Communication educators, armed with a host of free, easy-to-use online tools, have the ability to create dynamic approaches to teaching and learning about information and communication flow online. In this paper we explore the concept of curation as a student- and creation-driven pedagogical tool to enhance digital and media literacy education. We present a theoretical justification for curation and present six key ways that curation can be used to teach about critical thinking, analysis and expression online. We utilize a case study of the digital curation platform "Storify" to explore how curation works in the classroom, and present a framework that integrates curation pedagogy into core media literacy education learning outcomes. (Contains 6 figures.)
Preparing Pre-Service Teachers for Classroom Practice in a Virtual World: A Pilot Study Using Second Life
Author: Muir, Tracey
Date: 2013-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Teaching Methods,Practicums,Pilot Projects,Preservice Teacher Education,Educational Practices,Classroom Techniques,Computer Simulation,Instructional Innovation,Role Playing,Learning Experience,Foreign Countries,Protocol Materials,Microteaching

Many pre-service teachers feel under-prepared to teach students with a diverse range of needs and abilities and continue to be concerned about classroom behaviour management when undertaking practicum experiences. In order to address these concerns, teacher educators have explored alternative pedagogical approaches, including computer based simulations and immersion in virtual worlds. This paper reports on the results of a pilot study conducted with eight pre-service teachers who operated avatars in a virtual classroom created within Second Life (SL)[TM]. The pre-service teachers were able to role-play students with a diverse range of behaviours and engage in reflective discussion about their experiences. The results showed that the pre-service teachers appreciated the opportunity to engage in an authentic classroom experience without impacting on &quot;real&quot; students, but that the platform of SL proved limiting in enacting certain aspects of desired teaching pedagogy. The findings of this pilot study are discussed in relation to improving the preparation of pre-service teachers for practicum. (Contains 2 figures, 1 table and 1 footnote.)
An OER COUP: College Teacher and Student Perceptions of Open Educational Resources
Author: Bliss, T. J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Resources,Open Source Technology,Student Attitudes,Teacher Attitudes,Questionnaires,Outcomes of Education,Technology Uses in Education,Usability,Cost Effectiveness,Educational Quality,Educational Technology,Community Colleges

Despite increased development and dissemination, there has been very little empirical research on Open Educational Resources (OER). Teachers and students involved in a large-scale OER initiative at eight community colleges across the United States were given a detailed questionnaire aimed at uncovering their perceptions of the cost, outcomes, uses and perceptions of quality of the OER used in their courses. Teachers and students alike reported significant cost savings and various pedagogical and learning impacts due to the implementation of OER in the classroom. In addition, most students and teachers perceived their OER to be at least equal in quality to traditional textbooks they had used in the past. Implications for further research are discussed. (Contains 10 figures.)