Practice characteristics that lead to 21st century learning outcomes

Abstract The key research question for this study was to ask whether or not innovative teaching practices would lead to the development of learning outcomes essential for preparing the younger generation for the challenges of life in the knowledge society of the 21st century, and if so, how are the pedagogical features related to the different learning outcomes. Preliminary analyses of the case study data collected from the SITES M2 Study in Hong Kong reveal that where the development of more significant learning gains were observed, the cases possess characteristics additional to the criteria defined in the Study for selection of innovation. More importantly, it was found that the impact of the pedagogical practices was not determined simply by the aggregation of characteristics of the practices per se , nor on the technologies used, but on whether 'empowerment' permeates the curriculum goal and process. Further, this paper claims that these affective and socio-cognitive learning outcomes are more important as preparation for lifelong learning in the 21st century than 'knowledge management competencies'.     

The pedagogical challenges to collaborative technologies

Collaborative technologies offer a range of new ways of supporting learning by enabling learners to share and exchange both ideas and their own digital products. This paper considers how best to exploit these opportunities from the perspective of learners’ needs. New technologies invariably excite a creative explosion of new ideas for ways of doing teaching and learning, although the technologies themselves are rarely designed with teaching and learning in mind. To get the best from them for education we need to start with the requirements of education, in terms of both learners’ and teachers’ needs. The argument put forward in this paper is to use what we know about what it takes to learn, and build this into a pedagogical framework with which to challenge digital technologies to deliver a genuinely enhanced learning experience.     

唯一标识学籍号对教育相关数据挖掘的影响

唯一学籍号的推广对现有的教务系统产生了一定的影响,同时也让原本无法关联的数据库产生了连接,获得一个庞大的数据仓库,进而扩大了教育数据挖掘的应用范围和发展前景。     

“得州骑警”与“九宫格”练习的发展

在现代建筑设计和教学思想的发展中,20世纪50年代的"得州骑警"重新回顾现代建筑空间形式的基础,探索系统的教授现代建筑的方法,形成了以"九宫格"练习为代表的,现代建筑设计与教学的新的学科规训基础。在"得州骑警"对现代建筑设计与教学的研究中,20世纪20年代的"多米诺"结构和"空间构成"这两个现代建筑的重要图式为其界定了办学背景,以柯林·罗为代表的战后形式主义研究则展开了对单纯功能主义设计方法的批判。在这些基础上,相继在画家斯路茨基和建筑师海杜克等人的工作室中,逐渐由抽象形式到具体建造,发展出"九宫格"练习,和一套"装配部件"式的设计方法,并与"建筑分析"练习、"方盒子"练习等一起,开辟了战后现代建筑设计与教学的一个重要源流,产生了广泛而深远的影响。     

MEMIS: A Mobile-Supported English-Medium Instruction System

Education is one of the most important elements in our lives, as it provides a direct gain in knowledge. Thus, in order to provide better academic achievement, more and more instructors are adapting collaborative learning to their classes. However, two major problems lurk behind collaborative learning. First, it is difficult to apply collaborative learning because students tend to engage passively with traditional lectures. As a result, interactive technologies such as clickers have been applied to increase interactive learning and raise the rate of interaction. Nevertheless, these interactive technologies still have some limitations, such as limited mobility, high costs, setup issues, technical difficulties, and little support of higher-order thinking skills. Second, recently there has been an increasing number of EMI (English as Medium of Instruction) courses added to university course offerings in countries where English is not the first language. The goal of these courses is to support university internationalization and address the global status of English. However, it is even harder to achieve in-class interaction in large EMI lecture courses. In addition, some studies argue that EMI courses might affect the overall learning of course content because of students’ poor lecture comprehension and passive engagement in class.In order to address the limitations of interactive technologies, encourage more collaborative learning, facilitate greater in-class interaction in large lecture courses, and resolve students’ poor lecture comprehension in EMI courses, the author introduces MEMIS (Mobile-Supported English-Medium Instruction System), which includes both a T&S (Teachers & Students) mobile app and an EMI pedagogical method. The author first provides detailed implementation and all the features of the T&S mobile app, which improves students’ perceptions of classroom participation and in-class interaction. Then the author explains how she develops her EMI pedagogy such that it utilizes the features of the T&S mobile app to: 1) increase students’ overall learning in her EMI course, 2) develop students’ construction of knowledge and higher-order thinking, and 3) achieve all six cognitive processes from Bloom’s revised taxonomy. The author adapts a quasi-experimental design, statistically analyzes the effectiveness of both exam scores and final grades between a control group and an experimental group, and then asks students to evaluate their experiences and provide feedback about MEMIS. Based on both statistical results and students’ overall feedback, the author confirms that MEMIS is an effective approach that improves lecture comprehension, encourages more class engagement, promotes collaborative learning, and achieves better learning outcomes.     

论经济管理类课程案例教学的组织

从教师和学生不同的视角出发 ,对经济管理类课程案例教学法进行了探讨 ,提出了在实施案例教学法时应重点把握好案例教学的目的、准备好一个好的案例、调动学生的积极性、教师自己正确定位四个关键问题 ,并提出了好的案例教学实施过程是一个不断建立和完善机制的过程的思想     

The influence of IT: perspectives from five Australian schools

Abstract Information and Communication Technologies (ICT) are now widespread in Australian schools but with variation in how, where, when and how much they are used. Computers may be located in a computer laboratory, distributed throughout the school, or students may use their own laptop computers. IT may be a subject in its own right or ICT may be used across all areas of the curriculum. It is how ICT is used in the school setting that is important in providing students with the skills to be participate in a 'knowledge society'. This paper examines the ways in which information and communication technologies influence teaching and learning in five Australian schools. Data were gathered through observation, interviews and document analysis in schools operating at the elementary and secondary grades in relatively technology rich environments. Each of the schools participated in the Australian component of the Second Information Technology in Education Study – Module 2 (SITES-M2) of innovative pedagogical practices. Several of the studies were of specific projects where ICT was the key enabler of the learning programme. Others focused on an entire school's approach to ICT as an agent for changed approaches to learning.     

An empirical study of narrative imagery in implicit and explicit contexts

This study investigates if imagery is an inherent construct to narrative by playing a role in storytelling and comprehension. Visualization activities consist of ones that depend on pictures or physical objects and those do not depend on extraneous visual artifacts. The understandings of both types of visualization will contribute to their application and integration. In light of rapid development of technology and drastic increase of multimedia representations in social communication, applying storytelling approach to system design is increasingly relevant to many researchers who are eager to bring visual thinking to the classroom, alternative to applying physical visual artifacts. In this study, we looked into the cognitive process evoked in the comprehension of narrative and its similarity to imagery as an individual cognition. We transformed a course into conversational narrative and participants were randomly assigned into three sections, two were in narrative text and one was in expository text. Sections 1 and 2 were in narrative text, but only participants from section 1 were prompt for image creation before writing essays. Section 3 was in expository text and participants were also prompt for image creation before writing essays. The independent samples t-test was used to compare the mean scores of three groups on creativity score and word total across the sections. Our study found that narrative was able to activate the imagery world of the participants without giving them further instructions explicitly suggesting so. The implicit imagery context created by reading narratives had a stronger impact on creativity than that of explicit imagery creation context that did not involve of narrative comprehension. The study suggests that narrative innately provides some sort of control to its user cognitively and can be integrated with other types of media in design.     

Qualitative case studies of innovative pedagogical practices using ICT

Abstract The Second Instructional Technology in Education Study: Module 2 (SITES M2) is a series of qualitative studies that identify and describe innovative pedagogical practices in 28 participating countries that use technology. The project resulted in 174 case study reports of innovative practice that are currently being analysed. This paper describes the goals, research questions, and methodology for this study and provides a context for the other papers that are published in this issue. Given the large number of case studies, a combined qualitative and quantitative approach to the research is described.     

Innovative pedagogical practices using ICT in schools in England

Abstract This paper presents information about the case studies carried out in three primary and three secondary schools in England, during the school year 2000–2001. Data were collected as part of the qualitative phase of a major international research project: the Second Information Technology in Education Study (SITES). The research focused on innovative pedagogical practices involving ICT. Interviews with Headteachers and other administrators, teachers, students and parents; observations of lessons; analysis of school documents and surveys of Headteachers and ICT coordinators provided rich sources. Themes common to the case studies in England are identified and discussed.