This document discusses how technology may support reading comprehension and the inductive teaching method. It first defines reading comprehension and the inductive method. It then reviews several studies that have investigated these topics. One study found that internet-based learning activities can make reading more enjoyable and promote higher-order thinking skills. However, another study found no significant gains in reading achievement from technology-based instruction when teachers did not set clear objectives. The document argues that when used appropriately, technology like the internet can support the inductive method by allowing students to gather more information to develop deeper understandings through categorization and determining relationships between concepts.
This document discusses higher order thinking skills and Bloom's taxonomy. It defines higher order thinking as skills involving analysis, evaluation and synthesis which require different teaching methods than memorizing facts. Bloom's taxonomy categorizes questions and thinking skills from lower order skills like recalling information to higher order skills like analysis, evaluation and design. The document provides examples of how technology applications can be used for lower order skills like presentations or higher order skills like databases which allow analysis and problem solving. It argues education should focus more on developing students' higher order thinking abilities.
This document discusses trends and issues in education for mathematical sciences. It covers several topics related to higher order thinking skills including Bloom's taxonomy, the differences between higher order thinking skills and lower order thinking skills, applications of technology that promote higher or lower order thinking, and strategies to develop higher order thinking in students. Some of the key points discussed include defining higher order thinking, outlining Bloom's taxonomy of cognitive levels, providing examples of questions that promote higher versus lower order thinking, and strategies like teaching concepts explicitly to enhance higher order skills in learners.
Developing 21st Century graduates: thinking critically through Information Li...nmjb
The document discusses developing information literacy skills in 21st century graduates. It describes aspects of information literacy including defining what it means, frameworks for understanding it, and how it relates to teaching and learning. Challenges in developing students' information literacy skills are also examined.
This document discusses how multimedia can be used effectively in online learning by reducing cognitive load on learners. It explores theories from neuroscience, cognitive load theory, and brain-based learning that provide principles for instructional design. Specifically, it outlines Clark and Mayer's seven principles for multimedia learning design, including using words and graphics, locating illustrations near text, splitting information across audio and visual channels, avoiding redundant information, removing extraneous material, using a conversational style, and segmenting complex lessons. Applying these principles can improve learner-content interactions and course quality by engaging learners and facilitating knowledge construction.
This document discusses higher order thinking skills (HOTS) and their importance in education. It defines HOTS as skills involving analysis, evaluation and synthesis which require different teaching methods than memorizing facts. The document outlines Bloom's Taxonomy of cognitive skills and differentiates between lower and higher order thinking. It argues that while schools teach lower order skills well, the job market demands higher order skills like problem solving. Reform efforts emphasize teaching HOTS through inquiry, problem-solving and open-response assessments.
This document discusses a constructivist approach to inquiry-based learning. It describes constructivism as a learning theory where students build new knowledge based on their prior experiences. It outlines how WebQuest is an example of inquiry-based learning that allows students to ask questions and explore information to increase their understanding. The document argues that a constructivist approach using inquiry-based learning like WebQuest can help develop college freshman's critical thinking skills as they engage with course content.
This document discusses how technology may support reading comprehension and the inductive teaching method. It first defines reading comprehension and the inductive method. It then reviews several studies that have investigated these topics. One study found that internet-based learning activities can make reading more enjoyable and promote higher-order thinking skills. However, another study found no significant gains in reading achievement from technology-based instruction when teachers did not set clear objectives. The document argues that when used appropriately, technology like the internet can support the inductive method by allowing students to gather more information to develop deeper understandings through categorization and determining relationships between concepts.
This document discusses higher order thinking skills and Bloom's taxonomy. It defines higher order thinking as skills involving analysis, evaluation and synthesis which require different teaching methods than memorizing facts. Bloom's taxonomy categorizes questions and thinking skills from lower order skills like recalling information to higher order skills like analysis, evaluation and design. The document provides examples of how technology applications can be used for lower order skills like presentations or higher order skills like databases which allow analysis and problem solving. It argues education should focus more on developing students' higher order thinking abilities.
This document discusses trends and issues in education for mathematical sciences. It covers several topics related to higher order thinking skills including Bloom's taxonomy, the differences between higher order thinking skills and lower order thinking skills, applications of technology that promote higher or lower order thinking, and strategies to develop higher order thinking in students. Some of the key points discussed include defining higher order thinking, outlining Bloom's taxonomy of cognitive levels, providing examples of questions that promote higher versus lower order thinking, and strategies like teaching concepts explicitly to enhance higher order skills in learners.
Developing 21st Century graduates: thinking critically through Information Li...nmjb
The document discusses developing information literacy skills in 21st century graduates. It describes aspects of information literacy including defining what it means, frameworks for understanding it, and how it relates to teaching and learning. Challenges in developing students' information literacy skills are also examined.
This document discusses how multimedia can be used effectively in online learning by reducing cognitive load on learners. It explores theories from neuroscience, cognitive load theory, and brain-based learning that provide principles for instructional design. Specifically, it outlines Clark and Mayer's seven principles for multimedia learning design, including using words and graphics, locating illustrations near text, splitting information across audio and visual channels, avoiding redundant information, removing extraneous material, using a conversational style, and segmenting complex lessons. Applying these principles can improve learner-content interactions and course quality by engaging learners and facilitating knowledge construction.
This document discusses higher order thinking skills (HOTS) and their importance in education. It defines HOTS as skills involving analysis, evaluation and synthesis which require different teaching methods than memorizing facts. The document outlines Bloom's Taxonomy of cognitive skills and differentiates between lower and higher order thinking. It argues that while schools teach lower order skills well, the job market demands higher order skills like problem solving. Reform efforts emphasize teaching HOTS through inquiry, problem-solving and open-response assessments.
This document discusses a constructivist approach to inquiry-based learning. It describes constructivism as a learning theory where students build new knowledge based on their prior experiences. It outlines how WebQuest is an example of inquiry-based learning that allows students to ask questions and explore information to increase their understanding. The document argues that a constructivist approach using inquiry-based learning like WebQuest can help develop college freshman's critical thinking skills as they engage with course content.
The document summarizes a research study that examined whether four variables (collaborative learning, project-based learning, teacher technology knowledge, and years of teaching experience) predict differentiated instruction implementation in a one-to-one computing environment. The study found correlations between the variables, especially collaborative learning and project-based learning. It concluded that all four variables positively impact differentiated instruction when combined. However, the study was limited to high school classrooms and one-to-one environments.
The document discusses several concepts related to pedagogy and learning theories:
- Pedagogy is the study of teaching methods and how the learning process is influenced. It considers interactions during learning and how teaching/learning are shaped by psychological, social, and political factors.
- Participatory learning gives students space to create their own interpretations through participating in activities like creating wikis, blogs, and digital stories.
- Peer and self-assessment methods are used to help students correct their own mistakes and improve work by evaluating others' work.
- Building trust, openness, risk-taking, and relationships are important for classroom success as students must learn to trust and be trusted by others to feel comfortable sharing
The document reviews literature on personality traits, teaching skills, instructional materials, interest, and study habits. It discusses several theories of personality from prominent researchers like Myers-Briggs, Cattell, Allport, and Eysenck. It also examines research on effective teaching strategies like differentiation, facilitation, and assessment. Studies investigate factors influencing student achievement, attitudes, and development, as well as the role of media, technology, and literature in learning.
This article discusses developing an art education curriculum to address contemporary social issues like discrimination, bullying, and violence. The researcher created an interdisciplinary art course for high school juniors and seniors that used artistic projects to examine these issues. Students devised and created individual and group projects both in and out of the classroom to bring awareness to these topics. The curriculum was developed with the belief that art can cultivate empathy and enable positive transformation. It emphasized socially engaged art over a sole focus on artistic techniques. Students participated in teaching and assessment to take responsibility for their learning. The researcher found this approach reduced problems and helped students understand course material through visual culture.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
The document summarizes a study on diversity and differentiated instruction in the American education system. The study involved 28 participants, including 6 preservice teachers who were interviewed. Participants learned about ethnography and conducted observations in schools and communities to understand different cultures. Through discussions and reflection papers, participants examined their own cultural beliefs and how their views shifted as they became more informed about other cultures. The study found that teachers who were more informed about cultures were better able to develop diverse teaching styles.
The document discusses a study on Iranian students' use of online metacognitive and interactional reading strategies when reading texts with an internal locus of control. The study analyzed students' activities in an online "quick reply box" which found that students used interactional strategies like peer correction, referencing other comments, and communicating comfortably to overcome comprehension challenges. The results showed that interacting with peers in the online forum motivated students and allowed them to discuss the text comfortably without anxiety. It was concluded that interactional strategies supported the students' reading comprehension in the online environment.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This literature review examines how online learning aligns with principles of adult learning (andragogy). It summarizes research finding that:
1) Younger adult learners are motivated by competition while older adults are motivated by personal growth and belonging.
2) Incorporating audio into online modules reduces cognitive load and improves learning compared to text-based modules.
3) Adult learners value self-directed learning and their love of learning correlates with online learning success.
An educational platform for all: an e-Hoop approach C. Papanik
The document discusses the e-Hoop learning platform, which was developed to focus on individual learner needs and eliminate social exclusion by introducing a new conceptual framework for education. E-Hoop is a universal, dynamic, and adaptable learning environment that provides diagnostic tools to evaluate learner abilities and preferences in order to deliver customized educational content. The goal of e-Hoop is to be an educational platform that can meet the needs of all learners and educators.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
The document summarizes a study that investigated how blended scaffolding strategies through Facebook could aid learning and improve the writing process and performance of ESL students.
The study used a mixed methods approach, collecting both quantitative data through pre- and post-writing tests as well as qualitative data from student essays and interviews. Students received either traditional instruction alone (control group) or traditional instruction plus supplemental scaffolding through Facebook (experimental group).
Initial interview findings suggested students preferred the blended approach and felt it could help with learning, clarifying questions after school, generating ideas, editing work, and ultimately improving their writing and grades. The study aimed to determine if supplemental Facebook scaffolding positively impacted writing outcomes.
Stewart, benjamin english language educators and technology ije v5 n1 20...William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
1) The document discusses research on the impacts of on-screen reading (OSR) versus on-paper reading (OPR) for students. Several studies found OSR led to poorer reading comprehension than OPR.
2) While students generally prefer OPR, they often choose OSR for pragmatic reasons like cost and convenience. OSR fails to provide the same rich sensory experience as OPR.
3) The document calls for educational institutions to minimize economic barriers to format choice, provide training to help students adapt strategies for OSR, and clearly identify importance of readings to help students make informed decisions.
This document summarizes research conducted at York University that investigated university faculty's information literacy (IL) instruction practices, attitudes, and knowledge through surveys and interviews. The research found that faculty widely recognize the importance of IL competencies for students but have concerns about students' current abilities, particularly in evaluating information sources critically and incorporating information into their own knowledge. Faculty reported using different levels of IL instruction and having varying views on ideal frameworks. The research provided insights into the disconnect between faculty and librarian perspectives on teaching roles regarding IL.
Reliability vs. Authority: Credibility Assessment of Highschool StudentsAxel Maireder
This paper examines the practices Austrian high school students and teachers use to evaluate credibility of online information. It finds that students primarily use Google and Wikipedia to research information for school assignments, often ignoring other sources like books recommended by teachers. Students tend to only briefly scan the top search results from Google without considering additional search terms or going beyond the first page. Both students and teachers take for granted Internet use for schoolwork without guidance on evaluating information reliability. The study aims to understand how school and Internet contexts shape students' information practices and competencies.
Assessing Teaching Presence In Instructional Cmc Susan LuleeSu-Tuan Lulee
This research analyzed teaching presence in online courses using discourse analysis. The researcher analyzed 273 instructor messages from 15 discussion sessions in 5 online courses. The analysis revealed that patterns of teaching presence existed in online instruction, and the preferred types of teaching presence differed in initial, mediated, and completing phases. Some types of teaching presence were often missing, as serious student-student discussion rarely occurred. The study suggested modifications to some indicators in the original coding scheme.
This study explores the impact of hands-on science experiments on developing skills in science major students. It aims to inform educational practices and help institutions adapt to changing science. The study would help students understand experiment effectiveness and help teachers and administrators enhance student expertise through hands-on learning experiences. Future researchers could use this study's findings and methods in similar investigations. The study focuses on second-year science majors at the University of Cebu and examines how hands-on experiments influence skill development.
The document discusses three theories of learning: Behaviorism, Cognitivism, and Constructivism. Behaviorism posits that learning occurs through observable behavior changes in response to environmental stimuli and reinforcement. Cognitivism views learning as information processing and knowledge acquisition that occurs internally in the mind. Constructivism describes learning as an active process of constructing knowledge based on experience through social interaction and problem solving. The theories have different implications for classroom instruction and educational technology.
This document provides an overview of Russell Francis's doctoral thesis investigating the implications of media change for learning. The thesis explored how learners are appropriating new media to support learning through two design experiments and an ethnographic study of advanced learners. The ethnographic study identified six genres of practice used by learners and attempted to develop conceptual tools to understand new media literacies. The thesis argues that media convergence has decentralized formal education and learners now need new media literacies to design personal learning environments leveraging online resources.
The document discusses two social constructivist programs - Fostering a Community of Learners (FCL) and Schools for Thought (SFT). FCL focuses on literacy and biology development through reflection, discussion, and collaboration between students and experts. SFT combines aspects of the Jasper Project, FCL, and CSILE to emphasize problem-based learning, extended inquiry projects, and collaboration using technology. Both programs aim to develop deeper understanding through social interaction and real-world problem solving rather than traditional instruction.
The document summarizes a research study that examined whether four variables (collaborative learning, project-based learning, teacher technology knowledge, and years of teaching experience) predict differentiated instruction implementation in a one-to-one computing environment. The study found correlations between the variables, especially collaborative learning and project-based learning. It concluded that all four variables positively impact differentiated instruction when combined. However, the study was limited to high school classrooms and one-to-one environments.
The document discusses several concepts related to pedagogy and learning theories:
- Pedagogy is the study of teaching methods and how the learning process is influenced. It considers interactions during learning and how teaching/learning are shaped by psychological, social, and political factors.
- Participatory learning gives students space to create their own interpretations through participating in activities like creating wikis, blogs, and digital stories.
- Peer and self-assessment methods are used to help students correct their own mistakes and improve work by evaluating others' work.
- Building trust, openness, risk-taking, and relationships are important for classroom success as students must learn to trust and be trusted by others to feel comfortable sharing
The document reviews literature on personality traits, teaching skills, instructional materials, interest, and study habits. It discusses several theories of personality from prominent researchers like Myers-Briggs, Cattell, Allport, and Eysenck. It also examines research on effective teaching strategies like differentiation, facilitation, and assessment. Studies investigate factors influencing student achievement, attitudes, and development, as well as the role of media, technology, and literature in learning.
This article discusses developing an art education curriculum to address contemporary social issues like discrimination, bullying, and violence. The researcher created an interdisciplinary art course for high school juniors and seniors that used artistic projects to examine these issues. Students devised and created individual and group projects both in and out of the classroom to bring awareness to these topics. The curriculum was developed with the belief that art can cultivate empathy and enable positive transformation. It emphasized socially engaged art over a sole focus on artistic techniques. Students participated in teaching and assessment to take responsibility for their learning. The researcher found this approach reduced problems and helped students understand course material through visual culture.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
The document summarizes a study on diversity and differentiated instruction in the American education system. The study involved 28 participants, including 6 preservice teachers who were interviewed. Participants learned about ethnography and conducted observations in schools and communities to understand different cultures. Through discussions and reflection papers, participants examined their own cultural beliefs and how their views shifted as they became more informed about other cultures. The study found that teachers who were more informed about cultures were better able to develop diverse teaching styles.
The document discusses a study on Iranian students' use of online metacognitive and interactional reading strategies when reading texts with an internal locus of control. The study analyzed students' activities in an online "quick reply box" which found that students used interactional strategies like peer correction, referencing other comments, and communicating comfortably to overcome comprehension challenges. The results showed that interacting with peers in the online forum motivated students and allowed them to discuss the text comfortably without anxiety. It was concluded that interactional strategies supported the students' reading comprehension in the online environment.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This literature review examines how online learning aligns with principles of adult learning (andragogy). It summarizes research finding that:
1) Younger adult learners are motivated by competition while older adults are motivated by personal growth and belonging.
2) Incorporating audio into online modules reduces cognitive load and improves learning compared to text-based modules.
3) Adult learners value self-directed learning and their love of learning correlates with online learning success.
An educational platform for all: an e-Hoop approach C. Papanik
The document discusses the e-Hoop learning platform, which was developed to focus on individual learner needs and eliminate social exclusion by introducing a new conceptual framework for education. E-Hoop is a universal, dynamic, and adaptable learning environment that provides diagnostic tools to evaluate learner abilities and preferences in order to deliver customized educational content. The goal of e-Hoop is to be an educational platform that can meet the needs of all learners and educators.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
The document summarizes a study that investigated how blended scaffolding strategies through Facebook could aid learning and improve the writing process and performance of ESL students.
The study used a mixed methods approach, collecting both quantitative data through pre- and post-writing tests as well as qualitative data from student essays and interviews. Students received either traditional instruction alone (control group) or traditional instruction plus supplemental scaffolding through Facebook (experimental group).
Initial interview findings suggested students preferred the blended approach and felt it could help with learning, clarifying questions after school, generating ideas, editing work, and ultimately improving their writing and grades. The study aimed to determine if supplemental Facebook scaffolding positively impacted writing outcomes.
Stewart, benjamin english language educators and technology ije v5 n1 20...William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
1) The document discusses research on the impacts of on-screen reading (OSR) versus on-paper reading (OPR) for students. Several studies found OSR led to poorer reading comprehension than OPR.
2) While students generally prefer OPR, they often choose OSR for pragmatic reasons like cost and convenience. OSR fails to provide the same rich sensory experience as OPR.
3) The document calls for educational institutions to minimize economic barriers to format choice, provide training to help students adapt strategies for OSR, and clearly identify importance of readings to help students make informed decisions.
This document summarizes research conducted at York University that investigated university faculty's information literacy (IL) instruction practices, attitudes, and knowledge through surveys and interviews. The research found that faculty widely recognize the importance of IL competencies for students but have concerns about students' current abilities, particularly in evaluating information sources critically and incorporating information into their own knowledge. Faculty reported using different levels of IL instruction and having varying views on ideal frameworks. The research provided insights into the disconnect between faculty and librarian perspectives on teaching roles regarding IL.
Reliability vs. Authority: Credibility Assessment of Highschool StudentsAxel Maireder
This paper examines the practices Austrian high school students and teachers use to evaluate credibility of online information. It finds that students primarily use Google and Wikipedia to research information for school assignments, often ignoring other sources like books recommended by teachers. Students tend to only briefly scan the top search results from Google without considering additional search terms or going beyond the first page. Both students and teachers take for granted Internet use for schoolwork without guidance on evaluating information reliability. The study aims to understand how school and Internet contexts shape students' information practices and competencies.
Assessing Teaching Presence In Instructional Cmc Susan LuleeSu-Tuan Lulee
This research analyzed teaching presence in online courses using discourse analysis. The researcher analyzed 273 instructor messages from 15 discussion sessions in 5 online courses. The analysis revealed that patterns of teaching presence existed in online instruction, and the preferred types of teaching presence differed in initial, mediated, and completing phases. Some types of teaching presence were often missing, as serious student-student discussion rarely occurred. The study suggested modifications to some indicators in the original coding scheme.
This study explores the impact of hands-on science experiments on developing skills in science major students. It aims to inform educational practices and help institutions adapt to changing science. The study would help students understand experiment effectiveness and help teachers and administrators enhance student expertise through hands-on learning experiences. Future researchers could use this study's findings and methods in similar investigations. The study focuses on second-year science majors at the University of Cebu and examines how hands-on experiments influence skill development.
The document discusses three theories of learning: Behaviorism, Cognitivism, and Constructivism. Behaviorism posits that learning occurs through observable behavior changes in response to environmental stimuli and reinforcement. Cognitivism views learning as information processing and knowledge acquisition that occurs internally in the mind. Constructivism describes learning as an active process of constructing knowledge based on experience through social interaction and problem solving. The theories have different implications for classroom instruction and educational technology.
This document provides an overview of Russell Francis's doctoral thesis investigating the implications of media change for learning. The thesis explored how learners are appropriating new media to support learning through two design experiments and an ethnographic study of advanced learners. The ethnographic study identified six genres of practice used by learners and attempted to develop conceptual tools to understand new media literacies. The thesis argues that media convergence has decentralized formal education and learners now need new media literacies to design personal learning environments leveraging online resources.
The document discusses two social constructivist programs - Fostering a Community of Learners (FCL) and Schools for Thought (SFT). FCL focuses on literacy and biology development through reflection, discussion, and collaboration between students and experts. SFT combines aspects of the Jasper Project, FCL, and CSILE to emphasize problem-based learning, extended inquiry projects, and collaboration using technology. Both programs aim to develop deeper understanding through social interaction and real-world problem solving rather than traditional instruction.
The Project Approach is a teaching strategy that engages students in in-depth investigations of real-world topics. It is a three phase process where students first explore their prior knowledge on a topic, then investigate the topic further through questions and research, and finally present what they've learned. The approach aims to develop students' thinking, engagement, and creativity. When implemented well, it can highly motivate students and improve their learning, thinking skills, and ability to collaborate. However, teachers must be able to skillfully guide student inquiries through open-ended questions.
The study investigates the impact of using blogs on the development of critical thinking skills among learners of the faculty of education who are enrolled in Arabic language course. The study has been applied to 90 male and female learners from the Faculty of Education at the Middle East University. The researcher has used a semi-experimental approach and the equivalent set method, since it fits the purposes of the study. Watson-Glaser™ Critical Thinking Appraisal has been used in developing a test to measure learners’ level of critical thinking skills. The study revealed statistically significant differences at the significance level of (0.01) in favor of the experimental group regarding Inference, Deduction, Recognition of Assumptions and Interpretation dimensions. The results also revealed statistically significant differences at the level of significance (0.05) in favor of the experimental groups regarding Recognition of Assumptions dimension. Moreover, the study unveiled statistically significant differences at the level of significance (0.01) between the experimental group and control group that can be attributed to critical thinking skills in favor of the experimental group. There are also statistically significant differences at the level (0.01) of significance, between the pre and post evaluation regarding argument evaluation, interpretation and inference skills in favor of the post evaluation. Differences were significant in identifying the hypotheses and deviations at the level of (0.05) in favor of the post-evaluation. Finally, it became clear that statistically significant differences at a level of significance less than (0.05) exist between the pre and post evaluations in favor of the post-evaluation of critical thinking skills.
1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
This document discusses the theoretical frameworks of Jerome Bruner, John Dewey, Lev Vygotsky, and constructivism. Bruner's framework focuses on active learning where learners construct ideas based on prior knowledge. Dewey promoted active, problem-based learning over passive lectures. Vygotsky's zone of proximal development emphasizes social learning. Constructivism holds that students construct their own understandings through experience and reflection.
This document discusses the theoretical frameworks of Jerome Bruner, John Dewey, Lev Vygotsky, and constructivism. Bruner's framework focuses on active learning where learners construct ideas based on prior knowledge. Dewey promoted active, problem-based learning over passive lectures. Vygotsky's zone of proximal development emphasizes social learning. Constructivism holds that students construct their own understandings through experience and reflection.
Cracking the Neomillenial Learning Code: Teaching in the 21st CenturyGina Luttrell, PhD
Gina Luttrell gave a presentation on teaching neomillennial students in higher education. She discussed myths about neomillennials and presented research showing they are smarter than previous generations. However, existing education theories do not fully address neomillennial learning styles. Luttrell proposed four pedagogical shifts involving co-design, co-instruction, social constructivist learning, and new forms of assessment. She also discussed the LIGO method and drawbacks to adopting new technologies. Luttrell incorporates many technologies into her own classroom and challenges educators to adapt to neomillennial expectations and learning styles.
Connecting student learning and technologyAliAqsamAbbasi
The document discusses constructivism as a learning theory and compares teacher-centered and learner-centered classrooms. It provides an example of a traditional, teacher-centered 7th grade social studies class on the Great Lakes region, where students read from a textbook and complete worksheets. In contrast, it describes a learner-centered class where students plan a hypothetical road trip to a Great Lakes city, researching information and keeping a journal, then sharing their work. The learner-centered approach supports constructivist learning principles by tapping prior knowledge, providing an authentic context, and allowing active, reflective and social aspects of learning.
An Investigation of the Effectiveness of PBL Online on Students' Creative Thi...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
A Synthesis of Self-directed Learning Design Model with Constructionism in t...Kru Suthin
This document proposes a self-directed learning model combining constructionism that is suitable for the new media environment in Thai higher education. The model aims to develop students' creative thinking skills. It was developed through interviews, expert opinions, and focus group discussions. The model includes identifying learning goals, analyzing learners, designing lesson content, identifying learning activities, preparing learning environment support systems, and assessing learning. The model is meant to incorporate social media technologies to improve deep learning through a more student-centered approach.
21ST CENTURY SKILLS AND ICT INTEGRATION IN INSTRUCTION18.pptxayeshajane1
The document discusses 21st century skills and theories of learning relevant in today's world. It defines 21st century skills as competencies including collaboration, digital literacy, critical thinking, and problem solving. It examines learning theories of cognitivism, constructivism, reflectivism, and connectivism which support active, student-centered learning. The document also compares 20th century and 21st century classrooms, noting shifts from a teacher-centered to student-centered approach with a focus on skills beyond academics like collaboration and self-management.
LAC SESSION ON 21ST CENTURY SKILLSN AND ICT INTEGRATION IN EDUCATION.pdfDandyCabiladas1
The document discusses 21st century skills and theories of learning relevant in today's world. It defines 21st century skills as competencies including collaboration, digital literacy, critical thinking, and problem solving. It analyzes learning theories of cognitivism, constructivism, reflectivism, and connectivism and how they support active, student-centered learning. The document also contrasts 20th century and 21st century models of teaching and learning and the role of ICT (information and communication technology) in education.
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Successful Teaching and Learning with Social Media and Triarchic Theory
1. Running Head: Successful Teaching and Learning with Social Media and Triarchic Theory<br />Successful Teaching and Learning with Social Media and Triarchic TheorySteven PoastEDTECH 504 Dr. Ross PerkinsBoise State UniversityMay, 11 2010<br />Abstract<br />The following paper is a synthesis of teaching and learning using social media tools and the Triarchic Theory of Intelligence. The introduction reviews the importance of educational theory and its impact on modern educational methods. The first section of the paper reviews the background of triarchic theory including its three components; creative thinking, analytical thinking and practical application. The first section concludes with defining what qualifies as a social media tool and a look at the history of social media. The second section of the paper examines two cases studies of triarchic teaching in a traditional school environment. In the third section case studies of triarchic teaching combined with social media tools are explored at the secondary and post-secondary levels. The following section looks at the challenges teachers face in applying the triarchic method. Pre-service teachers are learning how to use computer technology within their teacher training, but will it be effective in the field? Finally the paper concludes with a review of topics covered, a call for more research and an endorsement for the integration of social media tools and the triarchic theory of intelligence.<br />Successful Teaching and Learning with Social Media and Triarchic Theory<br />Educational theory has been at the center of instructional design. The Socratic Method is a time tested practice which takes the teacher and student on a search for the truth. Behaviorism and constructivism lead the modern era of theoretical practices in education. Behaviorism focuses on the learner adapting to stimulus within an environment. Outside resources have direct influence on the behaviorist method of learning. Boghossian (2006) states, “constructivist learning theory is about the process of learning and helping people discover their truths” (p 719). As the modern era of high speed technology continues to impact industry and education, new approaches to how individuals can learn effectively is being researched. The advent of social media has ushered in a new phase of collaborative information sharing. As more information is posted to the internet, the idea of “what is truth” is being challenged. Today’s students need the critical thinking skills to sift through the vast fields of information and decide what is true and not true. The triarchic theory of intelligence provides a structure for teaching and learning in today’s world of social media tools. <br />The triarchic theory of intelligence was formulated by Robert Sternberg in response to earlier theories of intelligence which were based on analytical data from tests and lacked any insight into an individual’s differences (Clarke 1986). Sternberg’s theory centers on three main components of human learning: analytical, creative, and practical. Sternberg states one function of his theory is to “specify the mental mechanisms that lead to more and less intelligence behavior” (Richardson & Turner 2000). Today in education, there is a trend towards student-centered learning focusing on these three thinking skills and how they can be applied to online social media tools.<br />The creative subtheory looks at how intelligence is related to experiences outside of the individual. Creative learning takes place as the learner takes current content and is encouraged to invent, discover, or imagine alternate uses or means for that content. Analysis subtheory connects the relationship of intelligence and the individual’s internal world. Analytical learning may more commonly be referred to in the education field as critical thinking. A student focused in analytical learning will be involved in comparing and contrasting pieces of information, critiquing work by another student, or evaluating their own work, looking for way to improve what has been done. Practical Application subtheory centers on how the learner’s intelligence works to adapt and shape information to fit the current situation. Geometry students learning through practical applications may be seen using the Pythagorean Theorem to create a square frame for a wall. Students playing basketball in gym class could use the scientific method to pick out the right ball by analyzing the firmness and texture of all the balls available on the ball rack.<br />Social media tools, also known as Web 2.0 tools, include any online tool which allows its user to collaborate, evaluate and share web-based resources (Berger 2010). Tools such as blogs, wikis, podcasts, and RSS feeds place the user in a more interactive role. Prior to Web 2.0, individuals played a passive role as readers of information. They were at the mercy of those with the skills for displaying information and had to settle for only the information others posted online. Now those same individuals can move from being consumers to producers of information (Berger). Social media tools provide every online user the chance to personalize the information they wish to see as well as respond, make comments, and even post their own views and opinions through a self made website. “Web 2.0 learning spaces act more as points of presence or user-defined Web spaces, than as traditional websites or discussion fora” (Hemmi, Bayne, & Land, 2009)<br />While much of the content uploaded to the internet may or may not be seen as reliable, it does open up the opportunity for teaching thinking and reasoning skills with an entirely new perspective. Google Docs can allow students to collaborate on projects without the need to constantly email a revised document back and forth. All the creating and editing can be done at one site from any computer with internet access. The computer serves as a primary source of communication for teenagers with about two-thirds using instant messaging (IM) and 54% know more screen names than phone numbers (Berger 2010). Today’s students are actively seeking out computer and technology use whenever possible. Schools, teachers and instructional designers can benefit from the natural enthusiasm created by this generation. <br />The use of triarchic teaching and learning has been validated through many studies providing empirical evidence of its benefits. The following section takes a look at two different case studies of the triarchic method being applied in a traditional school setting. The first case study applies the triarchic theory with third- and eighth-grade students studying social studies and science. The second case study examines eighth-grade students from across the United States studying psychology in an advanced summer course.<br />In Successful Intelligence in the Classroom, Sternberg and Grigorenko conduct a study of third and eighth grade students learning social studies and science. The study included 225 third-grade students from low-income Raleigh, North Carolina and 142 eighth grade students from middle to upper-middle class schools in Baltimore, Maryland and Fresno, California. Students were assigned an instructional condition: taught as if there were no intervention, taught with an emphasis on analytical thinking, and taught with an emphasis on analytical, practical, and creative thinking. All students were assessed for memory learning through a multiple-choice test, along with performance-based assessments for analytical, practical, and creative learning.<br />The results show the successful-intelligence group out-performed all of the other groups in both the performance and memory-based assessments. The successful-intelligence approach allows students to utilize their strengths, while learning to correct and develop their weaknesses (Sternberg). The study was extended to the reading curriculum at the middle and high school levels. Students were taught either triarchically, involving analytical, creative, and practical learning, or through the regular curriculum. Again, students taught in the triarchic model out performed students taught through the standard curriculum.<br />In Teaching Triarchically Improves School Achievement, Sternberg, Torff, and Grigorenko describe the study of 141 eighth grade students (68 boys and 73 girls) from around the nation. Highly trained teachers were brought in for this project which involved two 3-week sessions of introductory psychology. Students covered topics from neuroscience to psychological disorders. During instruction of the psychological disorder depression, students were put into three groups: traditional instruction, critical-thinking instruction, and triarchic instruction. The traditional group focused on memorizing tasks and discussions while the critical thinking group was required to use analytical-thinking skills facilitated through a variety of questions. Students in the triarchic-instruction group were provided the opportunity to use the information in a variety of ways. Some students could develop their own theories, contrast ideas with learned theories, and design therapeutic plans. <br /> Student achievement was assessed through a mid-term and a final examination, along with three extended essay assignments throughout the course. Each exam consisted of 21 multiple choice questions and three short-answer essay questions. Generally, the triarchic group out-performed both the traditional and critical-thinking groups. The authors of the study do point out that more testing of the triarchic method is worthwhile and a more random approach may reveal different results. However, it is noted that even if the advantage of triarchic theory is that it is simply “more exciting,” it is acceptable by the authors (Sternberg, Torff, & Grigorenko, 1998).<br />It is important to also look at the triarchic theory being applied to learning with social media. The advantages discussed early of collaborative learning, instant communication, and creative publishing look to be a perfect fit in the triarchic learning model. Many online resources are free of charge, opening up endless possibilities for teachers looking to enhance their students’ educational opportunities. The following studies provide insight to teaching with social media and the connections made to the triarchic theory of learning.<br />Richard Bryne’s The Effect of Web 2.0 on Teaching and Learning provides a case study in the use of social media tools within a traditional classroom setting. Through the use of a pilot program Bryne was able to provide laptop computers for each freshman in his social studies course. While studying a unit on policy-making and the United States Congress, students were given access to the Center on Congress at Indiana State University and their interactive website (Bryne). One such activity involved taking on the persona of congressman or congresswoman. The students would experience talking to constituents, meeting with special interests groups, and attending voting sessions in Congress. Rather than study a flow chart congressional activities from a text book, the students took a creative and practical approach to learning the methods and processes of creating policy in the United States Congress. <br />Bryne provides a second example with his United States History class for special education students. Many of these students only have the reading level of a third- or fourth-grade student. Creating differentiated and engaging lessons was a noted challenge, but access to an adjacent computer lab provided the opportunity use the internet as a means to actively engage his students in United States history. Using a video creation online program, Animoto, the students were able to create professional looking presentations as part of a summative portfolio project (Bryne 2009). As mentioned in the Sternberg studies, student enthusiasm was a key in the successful use of social media in this special education classroom.<br />The second study looks at how and why undergraduate students at the UK Open University use web service during the course of completing class work (Kirkwood 2008). Students, five male and five female, participated in selected courses from health and social care faculty, and science faculty. The integration of internet resources ranged from high – requiring use of web resources to complete activities and assignments, to very low – links are provided, but their use optional and no activities or assignments required using internet resources. Phone interviews provided insight into how and why each of the students used the internet. Some participants cited being able to use the internet to keep contact with friends and family, shop for products, and gather information from work via email. Other participants mentioned not using instant messaging or participating in online discussion groups. This group listed incentives such as pre-existing familiarity and activities making use of external web resources. Incentives also included the ability to use search engines like Google to find supplemental information to clarify a point made in the course required text. Disincentives included software problems and avoidance of non-essential course material. <br />Most participants cited assessment as their guided to what and how they studied course material. Topics that were to be specifically assessed during the module were more likely to get study time and attention (Kirkwood 2008). Work and family life also contributed to students’ decisions in how much time to allocate to assignments. This study shows how adult learners in higher education choose to use their time and resource when it comes to required and non-required course work. Many factors outside of the learning environment such as family, work, and social commitments drive the decisions adults make in how they approach education. Unlike traditional college students, the non-traditional adult learner has more to balance, therefore selects just what is needed to survive and advance in his or her studies. Instructors can note to provide a learning environment which makes appropriate use of student time, along with considering the alternatives in informational resources available via the internet.<br /> Triarchic teaching and learning faces many challenges. Information is just a click of a mouse away. Students have access to a plethora of facts and figures on nearly any and every subject known to man. The problem arises when students need to navigate the maze of data located on the internet and make sense of what they do find. It is not correct to assume all students growing up in this “digital age” know exactly how to use the internet, let alone all of the social media tools provided. This is where a new era of education comes into play. The triarchic theory of intelligences gives educators a framework for which to produce and develop effective and efficient instruction. Fogarty and McTighe’s article, Educating Teachers for Higher Order Thinking: The Three-Story Intellect discusses methods teachers can use to foster a climate of higher level thinking within their classrooms. The idea of content leading to critical thinking needs to be replaced with a new view of critical thinking as a content area all by itself. <br />The goal of teachers and instructional designer should be to take students from a skills acquisition level of thinking, through the meaning making level and finally to level of transfer and application. In their article, Fogarty & McTighe (1993) recommend teachers establish a climate encouraging thoughtfulness, develop a framework for thinking, apply a thinking skills process, utilize cooperative learning strategies, and encourage continuous reflections (p. 167). Hatcher (2008) points out that “lecture mode has the major limitations of not fostering critical thinking, not developing communication and not developing team skills” (p 10). So by adopting these strategies teachers make the transition from the traditional stereotype of “sage on the stage” to the modern model of “guide on the side.” <br />However another major hurdle to be cleared for teacher education involves the use and fluency of social media within classroom instruction. Many of today’s teachers could be labeled as digital immigrants, not knowing or being familiar with the new generation of digital technology. Pre-service teachers using digital media embedded into content will be a valuable commodity as schools and communities look to provide 21st century level education for their children. In Learning to design and implement educational websites within pre-service training: project-based learning and its impact on student teachers, Papastergiou looks at student teachers creating educational websites for primary schools. This project-based learning environment helps introduce future teachers to how the internet works along with the insight on how it can be used to engage and enhance student learning. Prior to beginning the web development course, each of the 46 students attended a semester-long computer literacy course. The content of the web development course consisted of three weeks of lecture, eight weeks of laboratory workshops, and 13 weeks of collaborative projects. The students were taken through a five stage planning process which lasted the entire duration of the course. <br />Pre- and post-tests were given to assess students’ view of difficulty and interest level. Pre-test assessment showed 54.3% of students believe web creating to be difficult, but the percentage dropped to 21.7% in post-test assessment. Interest in web creation in pretest assessment came in at 63%, but climbed to 87% during the post-test assessment (Papastergiou 2005). Results from student assessment showed that within a project-based environment students were able to increase interests and confidence in designing and creating websites. Papastergiou (2005) stated, “Furthermore, they acquired web design and development skills, developed a substantial understanding of the potential and the multi-dimensional role of the Web in the educational process…” (pg. 276-277). Throughout their learning process the student teachers encountered a triarchic approach to learning web design. That experience will serve them well as they develop instruction for students in each of their classes. <br />Teachers face many options when exploring educational theory. Today’s age of social media and instant access to information sets the stage for a change in educational methodology. Traditional learning theories such as behaviorism and constructivism provide a starting point to introduce learning. However as students evolve in their learning they need to be able to distinguish between quality information and random nonsense posted on the internet. The triarchic theory of intelligence provides a framework for teachers to develop critical thinking skills, analyze information, and apply information to different situations. Though there is empirical evidence illustrating the benefits of the triarchic learning theory more research is necessary. As more educators embrace the use of social media in their classrooms, it is important to study the methods being employed along with the results being produced. Instructional designer who appropriately incorporate social media tools with the triarchic theory of intelligence provide a model for student success in the 21st century.<br />References:<br />Berger, P. (2010). Student Inquiry and Web 2.0. School Library Monthly, 26(5), 14-17.<br />Boghossian, P. (2006). Behaviorism, Constructivism, and Socratic Pedagogy. Educational Philosophy & Theory, 38(6), 713-722. doi:10.1111/j.1469-5812.2006.00226.x.<br />Byrne, Richard. 2009. The Effect of Web 2.0 on Teaching and Learning. Teacher Librarian 37, no. 2: 50-53.<br />Clarke, A. (1986). Beyond IQ: a Triarchic Theory of Human Intelligence (Book). British Journal of Educational Studies, 34(2), 205-207.<br />Fogarty, R., & McTighe, J. (1993). Educating Teachers for Higher Order Thinking: The Three-Story Intellect. Theory into Practice, 32(3), 161-69. <br />Hatcher, M. (2008). The Impact of Cooperative Learning and Structure Educational Processes in Web Based and Web Supported Course. International Journal of Learning, 15(1), 9-15.<br />Hemmi, A., Bayne, S., & Land, R. (2009). The appropriation and repurposing of social technologies in higher education. Journal of Computer Assisted Learning, 25(1), 19-30. doi:10.1111/j.1365-2729.2008.00306.x.<br />Kirkwood, A. (2008). Getting It from the Web: Why and How Online Resources Are Used by Independent Undergraduate Learners. Journal of Computer Assisted Learning, 24(5), 372-382. doi:10.1111/j.1365-2729.2007.00265.x.<br />Papastergiou, M. (2005). Learning to Design and Implement Educational Web Sites within Pre-Service Training: A Project-Based Learning Environment and Its Impact on Student Teachers. Learning, Media & Technology, 30(3), 263-279. doi:10.1080/17439880500250451.<br />Richardson, J., & Turner, T. (2000). Field Dependence Revisited I: intelligence. Educational Psychology, 20(3), 255-270. doi:10.1080/014434100750017986.<br />Sternberg, R., & Grigorenko, E. (2004). Successful Intelligence in the Classroom. Theory Into Practice, 43(4), 274-280. <br />Sternberg, R., Torff, B., & Grigorenko, E. (1998). Teaching Triarchically Improves School Achievement. Journal of Educational Psychology, 90(3), 374-84. <br />