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548
Focus on formative feedback
- Review of Educational Research
, 2008
"... This article reviews the corpus of research on feedback, with a focus on for-mative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, sup-po ..."
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Cited by 156 (7 self)
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This article reviews the corpus of research on feedback, with a focus on for-mative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, sup-portive, timely, and specific. Formative feedback is usually presented as infor-mation to a learner in response to some action on the learner’s part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some time has elapsed). Finally, several variables have been shown to inter-act with formative feedback’s success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues are discussed. This review concludes with guidelines for generating formative feedback.
Exploring the role of visualization and engagement in computer science education
- ACM SIGCSE Bulletin
, 2003
"... Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies ..."
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Cited by 118 (25 self)
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Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies of visualization effectiveness, we motivate this position against the backdrop of current attitudes and best practices with respect to visualization use. We suggest a new taxonomy of learner engagement with visualization technology. Grounded in Bloom’s wellrecognized taxonomy of understanding, we suggest metrics for assessing the learning outcomes to which such engagement may lead. Based on these taxonomies of engagement and effectiveness metrics, we present a framework for experimental studies of visualization effectiveness. Interested computer science educators are invited to collaborate with us by carrying out studies within this framework.
StyLE-OLM: Interactive Open Learner Modelling
- International Journal of Artificial Intelligence in Education
, 2003
"... Abstract. There is a strong argument in Artificial Intelligence in Education which advocates that computer-based learning systems need to adapt to the needs of learners if they are to provide for effective personalised instruction (Self, 1999a). Diagnosing a learner's cognitive capacity is a cr ..."
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Cited by 104 (13 self)
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Abstract. There is a strong argument in Artificial Intelligence in Education which advocates that computer-based learning systems need to adapt to the needs of learners if they are to provide for effective personalised instruction (Self, 1999a). Diagnosing a learner's cognitive capacity is a crucial issue in building adaptive systems. We have explored an interactive open learner modelling (IOLM) approach which conceives diagnosis as an interactive process involving both a computer system and a learner that discuss and together construct the learner model. This paper outlines the architecture of an interactive open learner modelling system and illustrates the method in a terminological domain. We discuss an evaluative study of an IOLM demonstrator – a system called STyLE-OLM. The results from the study demonstrate potential benefits of the method for improving the quality of the learner model and providing a means for fostering reflective thinking. We argue that IOLM is a fruitful approach which may be employed in intelligent learning environments both for obtaining a better model of a learner’s cognitive state and engaging learners in reflective activities.
Personalizing the interaction in a web-based educational hypermedia system: The case of INSPIRE. User Modeling and User-Adapted Interaction
, 2003
"... Abstract. In this paper we present an Adaptive Educational Hypermedia prototype, named INSPIRE. The approach employed in INSPIRE emphasizes the fact that learners perceive and process information in very different ways, and integrates ideas from theories of instructional design and learning styles. ..."
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Cited by 99 (16 self)
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Abstract. In this paper we present an Adaptive Educational Hypermedia prototype, named INSPIRE. The approach employed in INSPIRE emphasizes the fact that learners perceive and process information in very different ways, and integrates ideas from theories of instructional design and learning styles. Our aim is to make a shift towards a more “learning-focused ” paradigm of instruction by providing a sequence of authentic and meaningful tasks that matches learners ’ preferred way of studying. INSPIRE, throughout its interaction with the learner, dynamically generates learner-tailored lessons that gradually lead to the accomplishment of learner’s learning goals. It supports several levels of adaptation: from full system-control to full learner-control, and offers learners the option to decide on the level of adaptation of the system by intervening in different stages of the lesson generation process and formulating the lesson contents and presentation. Both the adaptive and adaptable behavior of INSPIRE are guided by the learner model which provides information about the learner, such as knowledge level on the domain concepts and learning style. The learner model is exploited in multiple ways: curriculum sequencing, adaptive navigation support, adaptive presentation, and supports system’s adaptable behavior. An empirical study has been performed to evaluate the adaptation framework and assess learners ’ attitudes towards the proposed instructional design.
Learning styles: an overview of theories, models, and measures
- Educ. Psychol
, 2004
"... Although its origins have been traced back much further, research in the area of learning style has been active forÐat a conservative estimateÐaround four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of research ..."
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Cited by 92 (0 self)
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Although its origins have been traced back much further, research in the area of learning style has been active forÐat a conservative estimateÐaround four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of researchers working in the area. Also of note is the variety of disciplines from which the research is emerging. Increasingly, research in the area of learning style is being conducted in domains outside psychologyÐthe discipline from which many of the central concepts and theories originate. These domains include medical and health care training, management, industry, vocational training and a vast range of settings and levels in the ®eld of education. It is of little wonder that applications of these concepts are so wide ranging given the centrality of learningÐand how best to do itÐto almost every aspect of life. As a consequence of the quantity of research, the diversity of the disciplines and domains in which the research is conducted, and the varied aims of the research, the topic has become fragmented and disparate. This is almost certainly how it must appear to practitioners and researchers new to the area, with its complexities and convolutions dif®cult to comprehend and assimilate. As such, it is perhaps timely to present an account of the central themes and issues surrounding learning style and to consider the instruments available for the measurement of style. This paper aims to provide such an account, attempting to clarify common areas of ambiguity and in particular issues surrounding measurement and appropriate instruments. It aims to bring together necessary components of the area in such a way as to allow for a broader appreciation of learning style and to inform regarding possible tools for measurement. It is anticipated that such an account will promote research in the ®eld by presenting it as more accessible and by developing a greater appreciation for the area across disciplines and in researchers and practitioners new to the area.
The design and implementation of a mobile learning resource
- Personal and Ubiquitous Computing
, 2002
"... Abstract: The convergence of mobile communications and handheld computers offers the opportunity to develop technology that will assist individuals and groups to learn anytime, anywhere. We describe the theory-informed design, implementation and evaluation of a handheld learning device. It is intend ..."
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Cited by 79 (5 self)
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Abstract: The convergence of mobile communications and handheld computers offers the opportunity to develop technology that will assist individuals and groups to learn anytime, anywhere. We describe the theory-informed design, implementation and evaluation of a handheld learning device. It is intended to support children to capture everyday events such as images, notes and sounds, to relate them to web-based learning resources, to organise these into a visual knowledge map, and to share them with other learners and teachers. A working prototype system, for children aged 9–11, is discussed and evaluated, as an exemplar of personal mobile systems for life-long learning.
Range Management
, 1975
"... The nation of The Bahamas is an archipelago vulnerable to plant invasion. Small island nations share characteristics such as isolation and high endemism, which make them the most susceptible to loss of biodiversity resulting from invasions of non-native plants. Biological invasion is particularly pr ..."
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Cited by 53 (2 self)
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The nation of The Bahamas is an archipelago vulnerable to plant invasion. Small island nations share characteristics such as isolation and high endemism, which make them the most susceptible to loss of biodiversity resulting from invasions of non-native plants. Biological invasion is particularly prominent on islands because of reduced numbers of, and in some cases, extinction of, native plants. Because The Bahamas is overrun by alien invasive plants, it is critically important to address this problem. The implementation of innovative and dynamic management practices is key to controlling invasive plants and establishing stable ecosystems. This report examines existing laws, best management practices, regulations and protocols of the Bahamas as a background for establishing a management model. A model is proposed that may be useful to The Bahamas, and issues related to effectuating this management model are discussed. This paper also examines several invasive plant species in the Bahamas archipelago. Using the Bahamas Environment Science and Technology Commission categories (species recommended for eradication, species recommended for control, and other potentially invasive plants), this writer provides relevant information and pictorial images to make identification of plants easier for persons engaging in ridding the country of invasive weeds.
INSPIRE: An INtelligent System for Personalized Instruction in a Remote Environment
- Technical University Eindhoven
, 2002
"... In this paper we present the architecture of an Adaptive Educational Hypermedia System, named INSPIRE. This particular system, throughout its interaction with the learner, dynamically generates lessons that gradually lead to the accomplishment of the learning goals selected by the learner. The le ..."
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Cited by 51 (3 self)
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In this paper we present the architecture of an Adaptive Educational Hypermedia System, named INSPIRE. This particular system, throughout its interaction with the learner, dynamically generates lessons that gradually lead to the accomplishment of the learning goals selected by the learner. The lessons are generated according to the leamer's knowledge level, learning style and follow his/her progress. The adaptive behavior of the system, the functionality of the various modules and the opportunities offered to learners for intervention are presented.
Learning styles: Concepts and evidence
- Psychological Science in the Public Interest (Wiley-Blackwell
, 2009
"... SUMMARY—The term ‘‘learning styles’ ’ refers to the concept that individuals differ in regard to what mode of instruc-tion or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals ’ learning style and tai-loring ins ..."
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Cited by 50 (0 self)
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SUMMARY—The term ‘‘learning styles’ ’ refers to the concept that individuals differ in regard to what mode of instruc-tion or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals ’ learning style and tai-loring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of infor-mation presentation they prefer (e.g., words versus pic-tures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the
Key elements of interprofessional education Part 2: Factors and processes and outcomes
- 000 – 000 Parsell, G., & Bligh, J.(1998). Interprofessional learning. Postgraduates Medical Journal
, 2005
"... This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical cons ..."
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Cited by 44 (2 self)
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This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical constructs related to IPE. Part 1 of this series discusses the learning context for IPE and considers questions related to the ‘‘who, what, where, when and how’ ’ related to IPE. Through a systematic literature review that was conducted for Health Canada in its move to advance Interprofessional Education for Patient Centred Practice (IECPCP), this paper provides background information that can be helpful for those involved in an interprofessional initiative. A historical review of IPE sets the international context for this area and reflects the work that has been done and is currently being initiated and implemented to advance IPE for health professional students. Much can be learned from the literature related to the pedagogical approaches that have been tried and the issues that need to be addressed related to the learner, the educator and the learning context which this paper examines.
