Designing social media for informal learning and knowledge maturing in the digital workplace

This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design‐based research to take into account the embeddedness of interactions within digitally mediated work‐based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called knowledge maturing. The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for ‘people tagging for organisational development’, that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.     

Usage of a mobile social learning platform with virtual badges in a primary school

This study presents and examines SamEx, a mobile learning system used by 305 students in formal and informal learning in a primary school in Singapore. Students use SamEx in situ to capture media such as pictures, video clips and audio recordings, comment on them, and share them with their peers. In this paper we report on the experiences of students in using the application throughout a one-year period with a focus on self-directedness, quality of contributions, and answers to contextual question prompts. We examine how the usage of tools such as SamEx predicts students' science examination results, discuss the role of badges as an extrinsic motivational tool, and explore how individual and collaborative learning emerge. Our research shows that the quantity and quality of contributions provided by the students in SamEx predict the end-year assessment score. With respect to specific system features, contextual answers given by the students and the overall likes received by students are also correlated with the end-year assessment score.     

Augmented reality in informal learning environments: A field experiment in a mathematics exhibition

Recent advances in mobile technologies (esp., smartphones and tablets with built-in cameras, GPS and Internet access) made augmented reality (AR) applications available for the broad public. While many researchers have examined the affordances and constraints of AR for teaching and learning, quantitative evidence for its effectiveness is still scarce. To contribute to filling this research gap, we designed and conducted a pretest–posttest crossover field experiment with 101 participants at a mathematics exhibition to measure the effect of AR on acquiring and retaining mathematical knowledge in an informal learning environment. We hypothesized that visitors acquire more knowledge from augmented exhibits than from exhibits without AR. The theoretical rationale for our hypothesis is that AR allows for the efficient and effective implementation of a subset of the design principles defined in the cognitive theory of multimedia learning. The empirical results we obtained show that museum visitors performed significantly better on knowledge acquisition and retention tests related to augmented exhibits than to non-augmented exhibits and that they perceived AR as a valuable and desirable add-on for museum exhibitions.     

Customization in educational computer games and its effect on learning: Experimental study with primary school children

The instructional effects of customization features in child learning games have rarely been examined. This value-added study addresses the existing gap with regards to user-initiated cosmetic customization of environment elements (i.e., non-avatar customization). Participants (N = 143; M_age = 9.41) studied a biological topic for about 20 min: either using the experimental version of a learning game with customization features, or from a control version without them. Null results were found as concerns between-group differences: both for motivation-related variables and learning outcome measures. These findings indicate that user-initiated cosmetic customization features can be omitted by game designers, especially in settings where children are assigned specific instructional materials from which to study.     

The Network Awareness Tool: A web 2.0 tool to visualize informal networked learning in organizations

Professionals often initiate informal learning in an effort to solve work-related problems. This paper focuses mainly on research methods for visualizing informal networked learning for teachers. Drawing upon Social Network Theory and Analysis and such notions as Social Capital, Networked Learning, and Communities of Practice we create a theoretical model to underpin the design of our web 2.0, Network Awareness Tool NAT.NAT address several problems connected with informal networked learning research in organizations, such as the informal learning paradox. Advanced Search and Signalling Features can overcome the problem of under-representation of the data. Authorship minimises the problem of unrealistic representation of data. Making use of user profiles and allowing them to (re)enter and improve data on both online and off-line (and combinations thereof) networked activities offers an alternative approach to the name/resource generating (Van der Gaag & Snijders, 2005) and position generating strategies (Lin, Fu, & Hsung, 2001) often used for collecting social network data. The implementation of a profile page, tags and ratings provides the opportunity to triangulate data on the needed multidimensional level, representing informal learning in the dimensions covered by the theoretical model. NAT could impact on our current understanding of informal networked learning.     

基于校企合作的多媒体作品创作学习共同体的构建

在大学生多媒体作品创作指导工作中发现,伴随着人员的更替,出现了创作经验的流失,不能很好的形成"以老带新"的梯队建设,多数多媒体作品在比赛完成后生命周期终结。同时,多媒体作品单纯依靠学校的教师队伍以及教学资源,势必会造成作品创新的滞后性。本文提出了基于校企合作的多媒体创作指导模式,建构"分享-讨论-学习-创作"的校企合作学习共同体过程模型,最后通过创作班成员进行实践,数据显示创作经验在多媒体创作经验在校企合作学习共同体中可再生循环。     

A review of research on bridging the gap between formal and informal learning with technology in primary school contexts

This study reviews empirical research articles published in the field of technology‐enhanced learning in the out‐of‐class contexts in primary schools between the years 2007 and 2016 and explores how the body of research has connected formal and informal learning experiences, referred to in the paper as bridging the gap. The review focuses on 43 selected experiments from 41 research papers, which are in detail examined and classified using the 3 criteria: (a) the Bloom's taxonomy for learning, (b) the intentionality to physical settings classification used to differentiate types of learning in various environments, and (c) the characteristics of seamless learning design. The findings confirm that technology can enhance learning in and out of classroom, especially by impacting student interest, motivation, and engagement. The close examination of the subset of studies with cognitive gains shows that they successfully bridged the gap between learning spaces and that such bridging positively correlates with the number of steps in the learning activity design. The successful bridging of the gap between learning spaces could further benefit from including more online social learning activities into the designed learning process and from involving teachers as cocreators of the learning process and resources.     

虚拟学习社区的绩效评估模型

基于虚拟学习社区的特点,综合社区学习者学习积极性、知识水平和能力水平三个方面来对学习社区绩效进行评估。针对目前网络学习评价大多仅限于对在线测验成绩进行评价的不足,充分利用综合评判带来的信息,结合社区协作学习和自主学习的特点,建立了一个社区学习绩效模糊综合评价模型。为了解决模型评价结果为隶属向量,模糊度较大和最大隶属原则有可能导致评价结果失真的问题,重点提出并建立隶属等级量化精确模型对评价向量作进一步量化,进一步准确区分学生,并与初等量化方法作了比较分析。     

Effects of community of inquiry,learning presence and mentor presence on K-12 online learning outcomes

This study extends the community of inquiry (CoI) framework and self-regulated learning (SRL) theory through an exploration of the structural relationships among existing CoI variables, learning presence (i.e., self-efficacy and online SRL strategy) and learning outcomes in the context of K-12 online learning. To help understand the influence of K-12 mentoring – which is unique to online learning in the U.S. – mentor presence is also included. Structural equation modelling of 696 online 8th through 12th graders' survey responses and final grades showed that adding learning presence to the CoI framework helped to explain how these learners translated their online-learning perceptions into cognitive and affective learning outcomes. We also found that mentor presence significantly and positively predicted online SRL strategy, one of the two components of learning presence. Lastly, we established a connection between the CoI model and various types of learning outcomes that are indicators of K-12 online learning success – though it should be noted that important differences existed between a model based on final grades and two other outcome models. It is hoped that the processes identified in this study will be useful and relevant to K-12 online-learning institutions and educators seeking to improve their offering via a wide range of approaches.     

Using a virtual learning community (VLC) to facilitate a cross-national science research collaboration between secondary school students

This paper reports on how a virtual learning community (VLC), set up on Wikispaces, facilitated cross-national collaboration in high level scientific research involving six teams of four students from two schools, one in Singapore and one in USA. Qualitative case study methods were employed. Data from online postings, reflections and interviews were analysed using the Miles and Huberman (1994) approach to inductive analysis. Findings showed that the students found the VLC useful for their collaboration and the exchanges on the platform positively impacted them in the cognitive, intellectual and interpersonal aspects. Recommendations for future practice and research are made.     

In search of online pedagogical models: investigating a paradigm change in teaching through the School for All community

Following a preliminary evaluation of the Web‐mediated School for All in 2002, this study further examines the online teacher role and explores the possible pedagogical models in this Web‐based informal lifelong learning context through a long‐term innovative e‐learning project over a 2‐year period. The author documents the educational rationale, reviews related literature on Web‐based instructional design, and presents longitudinal in‐depth study results based on empirical data collected from the four Web‐course contests held over 2 years from the perspective of outstanding online teachers. Significantly, three categories of six Web‐based pedagogical models induced from this research project are presented, and the rationale for how and why teachers would prefer to use certain teaching models is discussed. In addition, the characteristics of the outstanding online teachers and issues inherent in this alternative mode of a Web‐based informal educational setting are discussed. Finally, more research issues, questions, and possibilities for future research work are raised or identified for further study.     

Toward a model for the study of children’s informal Internet use

Throughout history, the development and widespread use of new technologies has impacted human cognition and social structures. By integrating a range of cognitive and socio-cultural theories we are better able to understand the impact of technological tools, such as the Internet, on children in the context of their local and global communities. An integrated theoretical approach enables us to more comprehensively ascertain the potential of the Internet to significantly impact children’s cognitive processes and the larger social implications of this global phenomenon. This paper presents a small-scale exploratory study that, through the development of an Internet-mediated learning model, examines the skills and characteristics of young, competent Internet-users engaged in informal Internet activities. At present, there is much conjecture on the ways in which the Internet may affect learning and this paper describes an approach to research that could inform future data collection procedures and analysis in empirical studies.     

Designing an electronic guidebook for learning engagement in a museum of history

Museums provide important avenues for lifelong learning, and using information and communication technology to maximize a museum’s lifelong learning potential is a recognized issue. This study proposed a human–computer–context interaction (HCCI) framework as a guide for designing a mobile electronic guidebook for a history museum. To fulfill the goals of the HCCI framework, two strategies, problem-based inquiry and historical-context-embedded visiting, were used to implement a HCCI guidebook. To evaluate the effects of the HCCI guidebook, this study conducted an experiment to compare three visiting modes: Visiting with the HCCI guidebook; visiting with a worksheet; and visiting without any supplementary tools. Sixty-two college students participated in the evaluation of the HCCI guidebook in the Tang dynasty tri-color glazed pottery exhibition at the National Museum of History. The results showed that the students with the HCCI guidebooks had, on average, a longer holding time with exhibits than either students with paper-based worksheets or students without supplementary materials. However, there were no significant differences in the knowledge gained about exhibits among the three modes.     

Effects of an online team project-based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning

Recently, some studies proposed methods to promote socially shared regulation of learning (SSRL) level within a team because high SSRL levels enable an effective collaboration. Meanwhile, several studies also proposed methods in online collaboration to enhance individual self-regulated learning (SRL). Notably, most existing studies focused on proposing methods and tools either for enhancing SSRL level within a team or for enhancing individual SRL. A computer-supported collaborative learning (CSCL) environment with proper supports is promising for simultaneously enhancing the SSRL level within a team and individual SRL because SSRL and SRL have an inseparable relation and mutually influence during collaborative process. Based on the existing principles and theories, this work adopts the supports of group awareness and peer evaluation in CSCL with project-based learning. Group awareness (GA) can reveal collaborative behaviour of group members and regulate their participation while peer assessment (PE), which can appraise member’s contribution, can encourage individual responsibility and refine regulatory strategies. This study finds that the proposed group awareness and peer assessment (GAPE) (i.e. the experimental class) moderately reduces the free-rider effect and enhanced SSRL level and individual SRL, compared with NO-GAPE (i.e. the control group). Furthermore, this study also confirms that the perceived SSRL level can effectively predict individual SRL.     

浅析电脑统计学与社区警务

现代警务是与现代经济社会和法律制度相适应的一种新型警务,而信息系统是当今警察机构的核心电路系统,通常能决定问题的定义和过程的评估。社区警务的变革,以及类似电脑统计学等警务新方法包含了复杂信息技术的发展。在社区警务运动进行之前,信息技术被广泛运用于高科技行业,与警务部门的日常运作相分离。信息技术已经在扮演着一个更新,更重要的角色。     

“项目学习共同体”教学模式的探索与实践

针对高职软件技术专业程序设计类课程存在的学生入门难,实际编程能力无法满足企业需求的问题,提出“项目学习共同体”教学模式改革。以Java程序设计课程为例,进行该教学模式的探索及实践。平行班级的教学证明,“项目学习共同体”教学模式能有效提高学生学习兴趣和编程能力,缩短企业工作适应期,更好的满足企业人才需求。     

Fostering multimedia learning of science: Exploring the role of an animated agent’s image

Research suggests that students learn better when studying a picture coupled with narration rather than on-screen text in a computer-based multimedia learning environment. Moreover, combining narration with the visual presence of an animated pedagogical agent may also encourage students to process information deeper than narration or on-screen text alone. The current study was designed to evaluate three effects among students learning about the human cardiovascular system: the modality effect (narration vs. on-screen text), the embodied agent effect (narration + agent vs. on-screen text), and the image effect (narration + agent vs. narration). The results of this study document large and significant embodied agent and image effects on the posttest (particularly retention items) but surprisingly no modality effect was found. Overall, the results suggest that incorporating an animated pedagogical agent – programmed to coordinate narration with gaze and pointing – into a science-focused multimedia learning environment can foster learning.     

Website design in an international context: The role of gender in masculine versus feminine oriented countries

Previous research confirms there are differences between men and women concerning website design preferences. A few researchers have further suggested website preferences based on gender (i.e. whether one is a man or a woman) differ in countries that are typically considered higher in masculinity versus higher in femininity. As such, this supposes fewer differences exist between men and women in more feminine societies, while more significant differences occur in more masculine societies. To test this assumption, we survey a total of 955 participants located in six countries. More particularly, we examine design constructs of Information Content, Navigation Design, Visual Design modeled to Website Trust and Website Satisfaction. We are interested to determine if gender differences are strong in higher masculinity countries and weak in lower masculinity countries. We also investigate if gender moderates the various relationships in our model. As predicted, in higher masculinity countries there are more differences between men and women, and gender is more likely to moderate the relationships in the model. This research has implications for the complexity of website design preferences, and extends earlier work on website design in a multiple country sample where masculinity–femininity differs. Theoretical contributions and design issues are elaborated.