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43
Computers as cognitive media: Examining the potential of computers in education
- Computers in Human Behavior
, 2000
"... Despite a history of achieving only marginal benefits from using technology in education, many schools and other educational organizations are investing heavily in computer technol-ogy. This paper examines common criticisms of educational computer use, considers how society and schools have reacted ..."
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Despite a history of achieving only marginal benefits from using technology in education, many schools and other educational organizations are investing heavily in computer technol-ogy. This paper examines common criticisms of educational computer use, considers how society and schools have reacted to previous technological trends, and outlines relationships between diverse approaches to computer use and the ensuing outcomes that can be expected. Two approaches to media use, representational and generative, are described in an attempt to
A model for research into course management systems: Bridging technology and learning theory
- Journal of 196 Computing Research
"... Course management systems (CMSs), such as Blackboard, Desire2Learn, or WebCT, have become a common resource at universities, colleges, and distance learning organizations. Research into how these systems are used for learning is in an early state. Currently, this research focuses on technical featur ..."
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Course management systems (CMSs), such as Blackboard, Desire2Learn, or WebCT, have become a common resource at universities, colleges, and distance learning organizations. Research into how these systems are used for learning is in an early state. Currently, this research focuses on technical features in a CMS more than research about how people learn. This article recommends a model for CMS research that equally considers technical features and research about how people learn. Technical features and learning research are diverse topics. The model was developed by reviewing literature from each topic and should provide a conceptual middle ground. Findings from current CMS research are presented using the model, to show its relevance and adaptability. This model should also ease the process of synthesizing research in CMSs created by different vendors, which con-tain similar features but label them differently. Implications for developing learning activities in a CMS are also described. Course management systems (CMSs), such as Blackboard, Desire2Learn, or WebCT, have become a prominent resource at American colleges, universities, and distance learning organizations (Arabasz, Pirani, & Fawcett, 2003; Green, 2001; Morgan, 2003). This prominence comes from using CMSs to enhance resident courses, offer distance learning courses, and support hybrid courses, which combine resident and online courses. A few studies have analyzed how these systems are used and found that CMS features for transmitting 149 2007, Baywood Publishing Co., Inc. information to students are used often, and features for creating interactive learning activities for students are used much less often. These studies have provided useful information, but currently, this research has focused on technical features, instead of offering a balanced analysis of technical issues and research into how people learn (Ansorge & Bendus, 2003; Dutton, Cheong, & Park, 2004;
Participatory multimedia learning: Engaging learners
- Australasian Journal of Educational Technology
, 2005
"... The purpose of this paper is to present a participatory multimedia learning model for use in designing multimedia learning environments that support an active learning process, creative participation, and learner engagement. Participatory multimedia learning can be defined as learning with systems t ..."
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The purpose of this paper is to present a participatory multimedia learning model for use in designing multimedia learning environments that support an active learning process, creative participation, and learner engagement. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim of the model is to represent the human information processing system more exhaustively than its predecessor, the cognitive theory of multimedia learning, and to support the transformation of free cognitive resources into a germane cognitive load needed for knowledge construction. Flow theory is used as a framework to facilitate positive user experience and engagement in order to maximise the impact of digital learning environments. The proposed model is studied through an educational game, IT-Emperor. In this game university level students (n = 18) worked in a virtual production company as trainees who were hired to produce learning material about usability. The focus of this paper is on studying the usefulness of participatory multimedia learning tasks included in IT-Emperor and factors that have an influence on flow experience. Questionnaires and interviews revealed that content creation was reported as the main activity causing flow. Additionally, a positive connection between flow and learning was found. Although these results support the proposed model, more research on the topic is recommended. 1.
Understanding Requirements Engineering: a Challenge for Practice and Education
- DEAKIN UNIVERSITY
, 2002
"... Reviews of the state of the professional practice in Requirements Engineering (RE) stress that the RE process is both complex and hard to describe, and suggest there is a significant difference between competent and "approved " practice. "Approved" practice is ref ..."
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Cited by 5 (1 self)
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Reviews of the state of the professional practice in Requirements Engineering (RE) stress that the RE process is both complex and hard to describe, and suggest there is a significant difference between competent and "approved " practice. "Approved" practice is reflected by (in all likelihood, in fact, has its genesis in) RE education, so that the knowledge and skills taught to students do not match the knowledge and skills required and applied by competent practitioners. A recent action research study describes a new understanding of the RE process. RE is revealed as inherently creative, involving cycles of building and major reconstruction of the models developed,
TECHNOLOGY I, II, AND III: CRITERIA FOR UNDERSTANDING AND IMPROVING THE PRACTICE OF INSTRUCTIONAL TECHNOLOGY
, 2006
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Mathematics and at-risk adult learners: Would technology help
- Journal of Research on Technology in Education
, 2005
"... In this paper, we examine the effects of computer-assisted instruction (CAI) on adult at-risk learners in fundamental mathematics education. This examination includes comparing the results of adult learners experiencing learning with CAI with those who do not. Further, we explore and present viable ..."
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In this paper, we examine the effects of computer-assisted instruction (CAI) on adult at-risk learners in fundamental mathematics education. This examination includes comparing the results of adult learners experiencing learning with CAI with those who do not. Further, we explore and present viable teaching and learning strategies for at-risk students with a focus on a Web-based approach. Both qualitative and quantitative methods are applied to explore the effect of CAI on adult at-risk learners. The analysis of the data suggests not only a positive effect of CAI on student learning of mathematics, but also concerns and issues arising from the learning experience.
Educating ‘Agents of Change
- Proc.18th Conference on Software Engineering Education and Training, IEEE Computer
, 2005
"... This paper describes the journey undertaken by staff and students in an undergraduate SE program. It charts the progress to a learning environment that fosters reflective practice through a Problem-based (cognitive) apprenticeship based on Design Studios. SE students benefit through the increased op ..."
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This paper describes the journey undertaken by staff and students in an undergraduate SE program. It charts the progress to a learning environment that fosters reflective practice through a Problem-based (cognitive) apprenticeship based on Design Studios. SE students benefit through the increased opportunity to learn to make appropriate use of knowledge gained through their studies. SE staff benefit from the double-loop approach: the espoused theory of teaching is aligned with the theory in practice as innovation is introduced, evaluated then reflected on to initiate further development in the learning environment. The wisdom of our approach will be tested by the success of our graduates in engaging with the profession in practice. 1.
The Effects of Virtual Environments on Recall in Participants of Differing Levels of Field Dependence
, 2002
"... Virtual environments are visually dominant systems. It seems that individuals’ visual perception abilities would have an effect on their performance in a virtual environment. One such visual perception ability that seems a logical fit for study in virtual environments is that of disembedding ability ..."
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Virtual environments are visually dominant systems. It seems that individuals’ visual perception abilities would have an effect on their performance in a virtual environment. One such visual perception ability that seems a logical fit for study in virtual environments is that of disembedding ability. Disembedding ability is one part of a greater psychological construct known as field dependence. This research investigates how the learner characteristic of field dependence affects learning outcomes in virtual environments In order to examine the effect of virtual environments on recall among learners of differing levels of field dependence, the following specific questions and hypotheses were formed: 1) Does the use of virtual environments affect participants ’ performance in a task of recall? 2) Do participants of different levels of field dependence perform differently on a task of recall when presented with virtual environments versus static images? 3) Do field-dependent participants score higher on a test of recall when presented with a virtual environment?
Towards achieving software engineering wisdom
, 2004
"... This paper provides a background for changes made to the Software Engineering (SE) curriculum at Murdoch University. It charts the progress made by SE staff in gaining wisdom in SE education issues as they introduce innovation, evaluate and then modify the curriculum based on reflection. The learni ..."
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This paper provides a background for changes made to the Software Engineering (SE) curriculum at Murdoch University. It charts the progress made by SE staff in gaining wisdom in SE education issues as they introduce innovation, evaluate and then modify the curriculum based on reflection. The learning environment that has evolved fosters selfdirected learning and reflective practice through a co operative (cognitive) apprenticeship based on Design Studios. SE students benefit through the increased opportunity to learn to make appropriate use of knowledge gained through their studies (and hence acquire SE wisdom in their own right). SE staff benefit from the double-loop approach as the espoused theory of teaching is aligned with the theory in practice.
Training in the Laboratory Animal Science Community: Strategies to Support Adult Learning
"... The essence of learning is change; learning is the process by which learners customize new information to make it per-sonally meaningful and relevant. Training is the process of helping students make those changes. Research indicates that adults learn differently than children or adolescents and tha ..."
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The essence of learning is change; learning is the process by which learners customize new information to make it per-sonally meaningful and relevant. Training is the process of helping students make those changes. Research indicates that adults learn differently than children or adolescents and that adults consistently use the following six learning strat-egies: prior experiences; conversations; metacognition; re-flection; authentic experiences; and images, pictures, or other types of visuals. Each of these learning strategies can be combined with the other strategies and often build upon each other. A recent study on how health care professionals learn indicated that the learning strategy they used most often was reflection, which supports learning before, dur-ing, and after training. Numerous examples are provided in this article describing how to integrate each of the six adult learning strategies into laboratory animal science training. While lectures and other types of direct instruction are ap-propriate, they are inadequate and ineffective unless they are integrated with and support adult learning strategies. Both the US Department of Agriculture regulations and the Public Health Service Policy mandate that research institu-tions must ensure that all personnel involved in animal care, treatment, or use are qualified to perform their duties. Ap-plying adult learning strategies to training for the laboratory animal science community will enhance learning and im-prove both the science and the humane care of the animals, which is a goal our community must continuously strive to achieve. Key Words: adult; animal; laboratory; learning; science; teaching; training
