Open Access. Powered by Scholars. Published by Universities.®
Educational Assessment, Evaluation, and Research
Instructional Technology and Learning Sciences Faculty Publications
- Keyword
Articles 1 - 5 of 5
Full-Text Articles in Entire DC Network
The Competencies And Characteristics Required Of An Effective Project Manager: A Web-Based Delphi Study, Jennifer M. Brill, M. J. Bishop, Andrew Walker
The Competencies And Characteristics Required Of An Effective Project Manager: A Web-Based Delphi Study, Jennifer M. Brill, M. J. Bishop, Andrew Walker
Instructional Technology and Learning Sciences Faculty Publications
This study explores the competencies required for a project manager to be effective in the workplace. We used a Web-based Delphi method to lead experienced project managers through an anonymous consensus-building process consisting of two rounds of surveys. The Round I analysis of 147 respondents, all with 20 or more years of project management experience, yielded 117 project management success factors, 78 of which were identified as “trainable” competencies. The Round II analysis confirmed 42 of the 78 competencies (53.8%) as “very important” to “extremely important” to project manager success. Important contributions of this study include: (a) reporting on project …
A Design-Based Research Strategy To Promote Scalability For Educational Innovations, Jody Clarke-Midura, C. Dede, D. J. Ketelhut, B. Nelson, C. Bowman
A Design-Based Research Strategy To Promote Scalability For Educational Innovations, Jody Clarke-Midura, C. Dede, D. J. Ketelhut, B. Nelson, C. Bowman
Instructional Technology and Learning Sciences Faculty Publications
This article offers insights into how the design of innovations can enhance their “scalability”: the ability to adapt an innovation to effective usage in a wide variety of contexts, including settings where major conditions for success are absent or attenuated. We are implementing the River City MUVE curriculum, a technology-based innovation designed to enhance engagement and learning in middle school science, in a range of educational contexts. Based on our studies of these scaling up activities, we offer examples of design strategies for scalability and describe our plan to develop a “scalability index.”
Perceptions Of The Value Of Problem-Based Learning Among Students With Special Needs And Their Teachers, Brian Robert Belland, P. A. Ertmer, K. D. Simons
Perceptions Of The Value Of Problem-Based Learning Among Students With Special Needs And Their Teachers, Brian Robert Belland, P. A. Ertmer, K. D. Simons
Instructional Technology and Learning Sciences Faculty Publications
While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of participating in a PBL unit. The unit focused on the physical accessibility of a low-SES, rural community where the students’ school was located.We used the constant comparative method (Glaser & Strauss, 1967) to analyze interview data, and used observation data and artifacts to triangulate interview comments. Among the noteworthy findings …
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Instructional Technology and Learning Sciences Faculty Publications
This paper, as part of a symposium on the analysis of clinical interview data and the development of a framework for analyzing students' intuitive science knowledge, identifies and discusses methodological challenges encountered when specifying the knowledge elements and resources are invoked dynamically during a clinical interview. Drawing from interviews with middle school students about the seasons and an analysis of knowledge in terms of 'nodes', two classes of problems are identified: those associated with identification of nodes and those associated with their application as codes to a transcript-based data corpus. We posit that these challenges are common ones associated with …
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Instructional Technology and Learning Sciences Faculty Publications
This paper, as part of a symposium on the analysis of clinical interview data and the development of a framework for analyzing students' intuitive science knowledge, identifies and discusses methodological challenges encountered when specifying the knowledge elements and resources are invoked dynamically during a clinical interview. Drawing from interviews with middle school students about the seasons and an analysis of knowledge in terms of 'nodes', two classes of problems are identified: those associated with identification of nodes and those associated with their application as codes to a transcript-based data corpus. We posit that these challenges are common ones associated with …