| 1. |
- Aroyo, Lora, et al.
(författare)
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Interoperability in personalized adaptive learning
- 2006
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Ingår i: Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 9:2, s. 4-18
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Tidskriftsartikel (refereegranskat)abstract
- Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the Semantic Web. This article deals with the issue of semantic interoperability of educational contents on the Web by considering the integration of learning standards, Semantic Web, and adaptive technologies to meet the requirements of learners. Discussion is made on the state of the art and the main challenges in this field, including metadata access and design issues relating to adaptive learning. Additionally, a way how to integrate several original approaches is proposed.
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| 2. |
- Atif, Yacine, 1967-, et al.
(författare)
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Digital Citizenship : Innovations in Education, Practice, and Pedagogy
- 2018
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Ingår i: Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 21:1, s. 152-154
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Tidskriftsartikel (refereegranskat)abstract
- There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations.
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| 3. |
- Duveskog, Marcus, et al.
(författare)
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Life planning by digital storytelling in a primary school in rural Tanzania
- 2012
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Ingår i: Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 15:4, s. 225-237
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Tidskriftsartikel (refereegranskat)abstract
- Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.
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| 4. |
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| 5. |
- Fåhraeus, Eva R
(författare)
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Distance education students moving towards collaborative learning - A field study of Australian distance education students and systems
- 2004
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Ingår i: Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 7:2, s. 129-140
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Tidskriftsartikel (refereegranskat)abstract
- Distance education has been offered to young students in Australia for about 100 years. Recently, information and communication technology has been introduced as a means to improve communication, but not all remote students have access to this new technology. This has made it difficult to arrange collaborative learning for distance-education students. In this student-focused study, more than 40 students as well as teachers and other important persons have been interviewed and observed in schools and on remote farms. Using Activity Theory for the analysis, different contradictions were identified. Lack of technology and access were not the only obstacles. The education was built on a tradition of individual learning, and the technology at hand was not supporting collaboration. However, contradictions may result in 'expansive learning' among students and teachers, leading to more of a development towards collaborative learning.
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| 6. |
- Haake, Magnus, et al.
(författare)
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Visual Stereotypes and Virtual Pedagogical Agents
- 2008
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Ingår i: Educational Technology & Society. - Palmerston North : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 11:4, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- The paper deals with the use of visual stereotypes in virtual pedagogical agents and its potential impact in digital learning environments. An analysis of the concept of visual stereotypes is followed by a discussion of affordances and drawbacks as to their use in the context of traditional media. Next, the paper explores whether virtual pedagogical characters introduce anything novel with regard to the use of visual stereotypes - as compared both to real life interaction between humans and to the use of visual stereotypes in traditional non-interactive media such as magazines, film, television and video. It is proposed that novel affordances, as well as novel drawbacks, indeed are being introduced with the use of visual stereotypes in virtual characters. The conclusion of the paper is that knowledge on these matters can be useful both for developers of educational systems and for educators in enabling them to strengthen some pedagogical settings and activities.
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| 7. |
- Hung, Pi-Hsia, et al.
(författare)
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A Problem-based Ubiquitous Learning Approach to Improving the Questioning Abilities of Elementary School Students
- 2014
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Ingår i: Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 17:4, s. 316-334
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to investigate the effects of a ubiquitous problem-based learning system (UPBLS) on students' question-raising performance in field inquiry activities. An experiment was conducted on an elementary school natural science course. A total of 43 sixth and fifth grade elementary students divided into experienced and novice groups participated in the field observation activities with on-line discussion over a period of seven months to evaluate the changes in their questioning ability. Moreover, a rubric for evaluating the students' questioning ability was developed and validated. Supported by UPBLS, the students collected the required wetland ecology data in three wetland field observation activities. The experimental results show that the students' questioning abilities significantly improved during the learning process. Moreover, it was found that both the experienced and the novice students had similar progress trends, implying that the proposed approach is helpful for improving the questioning abilities of students with different levels of prior knowledge.
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| 8. |
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| 9. |
- Ibrahim, Walid, et al.
(författare)
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A Web-Based Course Assessment Tool with Direct Mapping to Student Outcomes
- 2015
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Ingår i: Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 18:2, s. 46-59
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Tidskriftsartikel (refereegranskat)abstract
- The assessment of curriculum outcomes is an essential element for continuous academic improvement. However, the collection, aggregation and analysis of assessment data are notoriously complex and time-consuming processes. At the same time, only few developments of supporting electronic processes and tools for continuous academic program assessment and curriculum performance feedback have emerged. In this paper, we introduce a novel course assessment process supported by a Web based interface that articulates and streamlines the assessment data collection, performance evaluation and tracking of remedial recommendations. To close the assessment loop, the Web interface provides also a mechanism to follow up on the implementation of remedial recommendations and analyzes their associated reflective actions during the subsequent course assessment cycle. A guide to map assessment instruments to the course and overall program outcomes is advocated by the proposed tool to propagate the course assessment results towards higher educational objectives (e.g., student outcomes) in a dashboard-like assessment interface. This approach streamlines improvements in education through reflecting the achievement of course outcomes on the achievement of higher educational objectives. In addition, the tool maps the course outcomes to the corresponding course outlines to facilitate the detection of areas where revisions in the instruction and content is needed, and to best respond to recommendations and remedial actions. We provide a methodical approach as well as a Web-based automation of the assessment process, which we evaluate in the context of our regular academic assessment cycles that have eventually led to a successful international accreditation experience. The collected assessment data shows a significant improvement in the achievement rate of the student outcomes after deploying the tool.
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| 10. |
- Jönsson, Anders, 1970-, et al.
(författare)
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Dynamic assessment and the “Interactive Examination”
- 2007
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Ingår i: Journal of Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 10:4, s. 17-27
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Tidskriftsartikel (refereegranskat)abstract
- To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The “Interactive Examination” is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an “expert” in the field chose to deal with the same task. They then had to prepare a “comparison document”, where they identified differences between their own and the “expert” answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students’ comparison documents also revealed some interesting institutional differences.
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| 11. |
- Jönsson, Anders, et al.
(författare)
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Dynamic assessment and the "Interactive examination"
- 2007
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Ingår i: Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 10:4, s. 17-27
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Tidskriftsartikel (refereegranskat)abstract
- To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The "Interactive Examination" is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an professional in the field chose to deal with the same task. They then had to prepare a "comparison document", where they identified differences between their own and the professional answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students' comparison documents also revealed some interesting institutional differences.
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| 12. |
- Klamma, Rolf, et al.
(författare)
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Social software for life-long learning
- 2007
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Ingår i: Educational Technology & Society. - MASSEY UNIVERSITY, Palmerston North, New Zealand : IEEE Computer Society. - 1176-3647 .- 1436-4522. ; 10:3, s. 72-83
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Tidskriftsartikel (refereegranskat)abstract
- Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0. This paper reviews current work in pan-European initiatives that impact upon life-long learning via views of professional learning, learner competence and social networking. It seeks to provide an overview of some of the critical research questions for the interdisciplinary field of social software research.
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| 13. |
- Kong, Siu Cheung, et al.
(författare)
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E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills : Critical Research Issues and Policy Implications
- 2014
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Ingår i: Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 17:1, s. 70-78
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Tidskriftsartikel (refereegranskat)abstract
- One of the curriculum goals of e-learning in school education is to develop learners for 21st century skills through their daily learning activities. This paper aims to discuss the research issues and policy implications critical for achieving such a curriculum goal. A review of literature in the related fields indicates that K-12 schools should take advantage of e-learning to maximize learning opportunities of learners for the development of 21st century skills. We identify six research issues critical for e-learning in school education, namely the realization of developing 21st century skills of learners; the bridging of the gap between curriculum in school and situations in society; the maximization of learning opportunities in the learning process; the collection of evidence of improvement and building awareness of progress; the assessment of 21st century skills; and the provision of teacher development for enculturating learners to develop 21st century skills. We recommend the relevant stakeholders across different countries/regions to consider policies on the goal-setting of curriculum addressing 21st century skills development and bridging gap between school and society; on the availability of digital technology for school education; on the privacy/legal issues of learning data in e-learning process; and on the teacher development for pre-service and in-service teachers.
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| 14. |
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| 15. |
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| 16. |
- Messina Dahlberg, Giulia
(författare)
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A Multivocal Approach in the Analysis of Online Dialogue in the Language-focused Classroom in Higher Education
- 2017
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Ingår i: Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 20:2, s. 238-250
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Tidskriftsartikel (refereegranskat)abstract
- The study presented here is interested in understanding the ways in which social interaction in technology mediated institutional settings is constrained and afforded by what Pennycook defines as "critical moments" in the educational experience. Drawing on Social Learning Analytics and on the concepts of heteroglossia, contingency and chaining, this paper critically discusses a methodology that allows the analysts, and ultimately learners and educators, to follow and visually represent the mobility of the learners-in-concert-with-tools across space, time and language varieties and modalities in technology-mediated communication. The empirical data focused on here is drawn from a large project which includes 40 hours of naturally occurring interactional materials, generated through screen recordings of online sessions of an Italian for Beginners course offered by a Swedish university in the videoconferencing platform Adobe Connect. Preliminary findings suggest that the environment, both in terms of what happens inside and outside the virtual learning site, is of primary importance when it comes to the organization of the interaction among individuals in terms of what becomes the participants' focus during the encounters. A visual representation through a multivocal approach of this mobility of learners, topics and tools will, it is suggested, support learners, educators and designers in locating where and when in the interaction "critical moments" have occurred, in order to understand how such shifts in focus support or hinder the learning experience.
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| 17. |
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| 18. |
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| 19. |
- Normak, Peeter, et al.
(författare)
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An Ecological Approach to Learning Dynamics
- 2012
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Ingår i: Educational Technology & Society. - : IFETS. - 1176-3647 .- 1436-4522. ; 15:3, s. 262-274
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Tidskriftsartikel (refereegranskat)abstract
- New approaches to emergent learner-directed learning design can be strengthened with a theoretical framework that considers learning as a dynamic process. We propose an approach that models a learning process using a set of spatial concepts: learning space, position of a learner, niche, perspective, step, path, direction of a step and step gradient. A learning process is presented as a path within a niche (or between niches) in a learning space, which consists of a certain number of steps leading the learner from the initial position to a target position in the dynamically changing learning space. When deciding on steps, the learner can take guidance from learning paths that are effective from a viewpoint of the learning community.Copyright by the International Forum of Educational Technology & Society (IFETS)
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| 20. |
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| 21. |
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| 22. |
- Tallvid, Martin, 1956, et al.
(författare)
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Exploring the Relationship between Sanctioned and Unsanctioned Laptop use in a 1:1 Classroom
- 2015
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Ingår i: Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 18:1, s. 237-249
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Tidskriftsartikel (refereegranskat)abstract
- The research reported in this article explores and discusses students' use of laptops in a 1:1 setting. A problem experienced by teachers is that the laptops are possible distractors and tempt students to engage in use that is not in line with the teacher's idea of what would be suitable in relation to the current assignment. Three annual surveys in combination with interviews and classroom observations were carried out in two Swedish secondary schools during a phase of the implementation of 1:1-laptops. The results show how that there is not a reciprocal correlation between sanctioned laptop use and unsanctioned laptop use. The findings also show that the students' unsanctioned use of laptops was relatively high, but stable throughout the duration of the three years. Furthermore, results show that the number of students who do not game or chat at all has increased every year. The findings have implications for the discussions concerning the use of personal laptops in secondary schools.
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| 23. |
- Vogel, Bahtijar, 1980-, et al.
(författare)
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Mobile Inquiry Learning in Sweden : Development Insights on Interoperability, Extensibility and Sustainability of the LETS GO Software System
- 2014
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Ingår i: Educational Technology & Society. - : International forum of Educational Technology. - 1176-3647 .- 1436-4522. ; 17:2, s. 43-57
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents the overall lifecycle and evolution of a software system we have developed in relation to the Learning Ecology through Science with Global Outcomes (LETS GO) research project. One of the aims of the project is to support “open inquiry learning” using mobile science collaboratories that provide open software tools and resources, and participation frameworks for learner project collaboration, mobile data and media capture, publishing, analysis, and reflection. The primary focus of this paper is to report on our technical development, insights and knowledge gained during the past four years. Technical implementations and the prototypes developed in this project have been tested across several educational trials conduced in Sweden and abroad with more than 400 learners. Insights and knowledge gained from these activities verify that learners´ requirements were adequately addressed while satisfying their needs. The outcomes and results of our efforts provided us with a better understanding with regard to which software engineering processes and approaches can be used to address and support the complex requirements that emerge in novel mobile learning scenarios. Thus, the results discussed in this paper provide deeper insights into the importance of properly addressing issues related to interoperability and extensibility in order to develop software solutions to support mobile learning that are sustainable and endurable over time.
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