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Articles 1 - 30 of 35
Full-Text Articles in Education
The Creation And Use Of Open Educational Resources In Christian Higher Education, John L. Hilton Iii, David Wiley
The Creation And Use Of Open Educational Resources In Christian Higher Education, John L. Hilton Iii, David Wiley
Faculty Publications
A significant movement in education concerns the use of open educational resources (OERs). By “open” it is generally meant that the resource is freely available to others to reuse in different contexts. These resources could include books, lesson plans, syllabi, slide shows, etc. There are several examples of individuals and institutions providing open educational resources; this openness is also specifically manifest in the field of religious education. I discuss different levels in which OERs can be “open” and the implications of these levels when creating OERs. Common motivations and obstacles to creating OERs are discussed. A particularly significant issue regarding …
Open For Learning: The Cms And The Open Learning Network, Jon Mott, David Wiley
Open For Learning: The Cms And The Open Learning Network, Jon Mott, David Wiley
Faculty Publications
The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)—a hybrid of the CMS and the personal learning environment (PLE)—is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.
Openness, Dynamic Specialization, And The Disaggregated Future Of Higher Education, John L. Hilton Iii, David Wiley
Openness, Dynamic Specialization, And The Disaggregated Future Of Higher Education, John L. Hilton Iii, David Wiley
Faculty Publications
Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. There are a number of ways institutions can be more open, including programs of open sharing of educational materials. Individual faculty can also choose to be more open without waiting for institutional programs. Increasing degrees of openness in society coupled with innovations in business strategy like dynamic specialization are enabling radical experiments in higher education and exerting increasing competitive pressure on conventional higher education institutions. …
Openness, Dynamic Specialization, And The Disaggregated Future Of Higher Education, John Hilton Iii, David Wiley
Openness, Dynamic Specialization, And The Disaggregated Future Of Higher Education, John Hilton Iii, David Wiley
Faculty Publications
Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. There are a number of ways institutions can be more open, including programs of open sharing of educational materials. Individual faculty can also choose to be more open without waiting for institutional programs. Increasing degrees of openness in society coupled with innovations in business strategy like dynamic specialization are enabling radical experiments in higher education and exerting increasing competitive pressure on conventional higher education institutions. …
Incorporating Civility Into Public Education: An Empirical Survey Of School Professionals, Keely Wilkins, Paul Caldarella, K. Richard Young
Incorporating Civility Into Public Education: An Empirical Survey Of School Professionals, Keely Wilkins, Paul Caldarella, K. Richard Young
Faculty Publications
Those working in schools are encouraged to model and directly teach civil behaviors. There are no definitive answers for what specific behaviors should be addressed, but this research provided ideas for what might be done to increase students’ civil behaviors.
School-Based Mentoring: A Nurturing Approach To Improve The Educational Outcomes Of Students At-Risk, Paul Caldarella, Shauna Valentine, Drew Daniels, Barbara Quackenbush
School-Based Mentoring: A Nurturing Approach To Improve The Educational Outcomes Of Students At-Risk, Paul Caldarella, Shauna Valentine, Drew Daniels, Barbara Quackenbush
Faculty Publications
Advantages of School-based Mentoring: Less costly; Identify more children; School resources, staff, administration; More convenient; Time commitment; Safety; Community support. Dubois & Karcher (2005)
Impediments To Learning Object Reuse And Openness As A Potential Solution, David Wiley
Impediments To Learning Object Reuse And Openness As A Potential Solution, David Wiley
Faculty Publications
This paper has argued that the simple act of adding an open license providing 4Rs usage rights to learning object users will significantly expand our understanding of “reuse;” that the application of open licenses will greatly increase the reach of learning objects (making them available to individuals and organizations with financial or other resource challenges), and that open licenses are easy to apply to learning objects. Because of the challenges inherent with fully copyrighted learning objects, “open learning objects” seem to be the best path forward for this very promising educational technology.
Promoting Social And Emotional Learning In Second Grade Students: A Study Of The Strong Start Curriculum, Paul Caldarella, Lynnette Christensen, Thomas J. Kramer, Kalli Kronmiller
Promoting Social And Emotional Learning In Second Grade Students: A Study Of The Strong Start Curriculum, Paul Caldarella, Lynnette Christensen, Thomas J. Kramer, Kalli Kronmiller
Faculty Publications
The promotion of social and emotional learning (SEL) in schools may help prevent emotional and behavioral problems of students. This study evaluated the effects of a SEL curriculum, Strong Start, on the social-emotional competence of 26 second grade students, using a quasi-experimental, non-equivalent control group design. Results revealed statistically significant and meaningful improvements in teacher ratings of students’ internalizing and peer-related prosocial behaviors, particularly for students at greater risk. Conversely, control group students experienced significant worsening of internalizing behaviors and decreased levels of peer-related prosocial behaviors. No changes were reported in externalizing behaviors for either group. Treatment integrity and social …
The Open High School Of Utah: Openness, Disaggregation, And The Future Of Schools, David Wiley
The Open High School Of Utah: Openness, Disaggregation, And The Future Of Schools, David Wiley
Faculty Publications
While the charter movement has a rich history in Utah, virtual charters are a recent development. In 2007, a founding board consisting of faculty, staff, and graduate students in Utah State University's Center for Open and Sustainable Learning prepared and submitted an application to create the state's second virtual charter, called the Open High School of Utah (OHSU). OHSU opens its virtual doors to ninth graders in the fall of 2009. While students are not yet through the virtual doors, OHSU still provides a glimpse at the ways in which openness, disaggregation, and the Internet will shape the future of …
Supporting Induction Teachers' Development Using Performance-Based Video Evidence, Peter Rich, Richard E. West, Michael Hannafin, Arthur Recesso, Craig Shepherd
Supporting Induction Teachers' Development Using Performance-Based Video Evidence, Peter Rich, Richard E. West, Michael Hannafin, Arthur Recesso, Craig Shepherd
Faculty Publications
This formative research study was designed to inform the development of the Teacher Success Model (TSM), an initiative to develop a systematic, evidence-informed model for teacher assessment. While the overall initiative includes all teachers, support professionals, and evaluators, this study focused on induction teachers and their mentors/administrators. Participants were shown sample digital videos corresponding to seven pre-selected TSM attributes, and were asked to identify, annotate, and rate instances where specific attributes were evident. Overall, our findings indicated that participants could identify examples of key teaching attributes in the videos and that group reflection and discussion enabled many to refine their …
The Effects Of School-Wide Positive Behavior Support On School Climate: A Middle School Logitudinal Study, K. Richard Young, Ryan H. Shatzer, Ellie L. Young, Paul Caldarella, Richard E. West
The Effects Of School-Wide Positive Behavior Support On School Climate: A Middle School Logitudinal Study, K. Richard Young, Ryan H. Shatzer, Ellie L. Young, Paul Caldarella, Richard E. West
Faculty Publications
Questions: What strategies and resources are needed to implement a successful SWPBS program in middle schools? How can you measure the effects of SWPBS in middle schools?
Prevention And Early Intervention For Problem Behavior: "It Take A Village", Lynnette Christensen, K. Richard Young, Paul Caldarella, Shauna Valentine, Gary Wall, Allen Gurney
Prevention And Early Intervention For Problem Behavior: "It Take A Village", Lynnette Christensen, K. Richard Young, Paul Caldarella, Shauna Valentine, Gary Wall, Allen Gurney
Faculty Publications
The mission of the Brigham Young University David O. McKay School of Education is “…to improve learning and teaching in the school, as well as in the home, church and community worldwide.” To accomplish this mission the university, schools and families must work in partnership.
Patterns Of User Activity In The Different Features Of The Blackboard Cms Across All Courses For An Academic Year At Brigham Young University, Michael E. Griffiths, Charles R. Graham
Patterns Of User Activity In The Different Features Of The Blackboard Cms Across All Courses For An Academic Year At Brigham Young University, Michael E. Griffiths, Charles R. Graham
Faculty Publications
In the past decade, course management systems (CMS) have become an integral part of most institutions of higher education. While there has been a significant amount of research looking at CMS usage at the course level, there has been less research looking at the institution-wide CMS usage from a CMS activity database perspective. This article shares findings from a study which analyzes over 36 million student and instructor clicks within the Blackboard CMS across the entire campus of Brigham Young University (BYU) during one full academic year. This research reports overall levels of user activity across campus, patterns of user …
Psychologism And American Instructional Technology, David Wiley, Bekir Gur
Psychologism And American Instructional Technology, David Wiley, Bekir Gur
Faculty Publications
Note: This is not the final draft of the article. The centrality of psychology in the field of instructional technology has never been comprehensively questioned; most instructional technologists have assumed that (behaviorist, cognitivist, constructivist, or another) psychology is the natural foundation for education and thus for instructional technology. The driving question of this article is: What are the problems of psychologism as found in the theories and practices of instructional technology? We present a brief genealogy of American instructional technology in relation to the influence of psychology; review critical psychology and discuss some problems of psychologism focusing on positivism, metaphysics, …
What Is Shared? A Framework For Understanding Shared Innovation Within Communities, Richard E. West
What Is Shared? A Framework For Understanding Shared Innovation Within Communities, Richard E. West
Faculty Publications
The 21st century economy often requires the innovative production of conceptual and physical artifacts. These innovations frequently are developed collaboratively within communities of workers. Previous theories about the nature of work and learning within communities have emphasized shared meaning or shared practice, but now shared innovation is required. In this paper, I describe the development of a model for conceptualizing and studying shared innovation within communities. This model was created from merging elements of social learning and creativity/innovation theories. I explain that at an intersection of these two domains is a unique kind of social structure, called a Community of …
Ect And Aect: Opening Doors For Student Development, Richard E. West
Ect And Aect: Opening Doors For Student Development, Richard E. West
Faculty Publications
In 2003, I attended my first AECT presentation. As a first-year master’s student, I was excited but overwhelmed; however, I quickly learned that AECT is an organization where even newcomers can be involved. One day, I saw a description of a session for “leadership development.” Because I was brand new to AECT, and to the field of instructional design, I knew I needed development if I ever hoped to be a leader! I found the room with the door open and walked in and sat down. I quickly learned that this was a session for those who train new leaders—not …
The Sloan-C Pillars And Boundary Objects As A Framework For Evaluating Blended Learning, Charles R. Graham, Mark Laumakis, Chuck Dziuban
The Sloan-C Pillars And Boundary Objects As A Framework For Evaluating Blended Learning, Charles R. Graham, Mark Laumakis, Chuck Dziuban
Faculty Publications
The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction provide a foundation for the evaluation of asynchronous learning networks that works equally well for the evaluation of blended learning environments. The Pillars and a simplified model of learning system, focus on inputs, processes, and outputs, and provide the framework for a case study of blended learning design and evaluation in a 500-student section of an …
Encouraging School Planner Use To Improve The Academic Performance Of Secondary Students, Darlene Anderson, Lynnette Christensen, Paul Caldarella, Ben Young, K. Richard Young, Michael Adams
Encouraging School Planner Use To Improve The Academic Performance Of Secondary Students, Darlene Anderson, Lynnette Christensen, Paul Caldarella, Ben Young, K. Richard Young, Michael Adams
Faculty Publications
The goal of the pilot study was to increase assignment turn-in and improve grades as a result of using the school planner and applying organizational skills.
School-To-Home Notes: Getting Parents Involved In Teaching Social Skills, Sue A. Womack, Ryan H. Shatzer, Paul Caldarella, Michael Adams
School-To-Home Notes: Getting Parents Involved In Teaching Social Skills, Sue A. Womack, Ryan H. Shatzer, Paul Caldarella, Michael Adams
Faculty Publications
Our research aim is to evaluate stakeholder perceptions of a school-to-home note program used to involve parents in teaching and reinforcing social skills as part of a universal level Positive Behavior Support intervention.
Chinese Elementary School Teachers' Perceptions Of Students' Classroom Behavior Problems, Paul Caldarella, Ryan H. Shatzer, Michael Richardson, Caiyun Zhang
Chinese Elementary School Teachers' Perceptions Of Students' Classroom Behavior Problems, Paul Caldarella, Ryan H. Shatzer, Michael Richardson, Caiyun Zhang
Faculty Publications
Teachers’ Perceptions of Misbehavior: Studies over the past 20 years; Many different parts of the world. Teachers’ perceptions can influence: Responses to students; Confidence. Factors that Can Influence Perceptions: Teachers’ experience; Students’ grade level; Student gender; Demographic area; Classroom setting.
Effects Of The Strong Start Curriculum On Students' Social And Emotional Competence, Kalli Kronmiller, Paul Caldarella, Lynnette Christensen, Thomas J. Kramer
Effects Of The Strong Start Curriculum On Students' Social And Emotional Competence, Kalli Kronmiller, Paul Caldarella, Lynnette Christensen, Thomas J. Kramer
Faculty Publications
Research questions: Do children in Grade 2 who participate in Strong Start show an increase in prosocial behaviors? Do children show a decrease in internalizing and externalizing behaviors? Do children at greater risk show greater changes? Do participating students and teachers find the Strong Start curriculum to be socially valid?
The Teaching/Learning Process Through Mosston's "Spectrum Of Teaching Styles: The Reciprocal Style", David C. Barney, Robert S. Christenson
The Teaching/Learning Process Through Mosston's "Spectrum Of Teaching Styles: The Reciprocal Style", David C. Barney, Robert S. Christenson
Faculty Publications
Mosston (1994) created the Spectrum of Teaching Styles to identify the various alternatives that exist to design as well as present instructional episodes. As there are most likely as many ways to define the styles of teaching as there are learners, Mosston's original seven teaching styles have evolved into eleven. As identified by Mosston, each of the styles is differentiated by the decisions that are made by teacher or learner. The sequence of decisions that are made by either the teacher of learner during each of the three specified phases of instruction, before (pre-impact), during (impact) or after (post-impact) helps …
Review Of The Book Distance Learning In Higher Education A Programmatic Approach To Planning, Design, Instruction, Evaluation, And Accreditation By Alfred P. Rovai, Michael K. Ponton, And Jason D. Baker, Scott L. Howell
Faculty Publications
The three professors from Regent University who authored Distance Learning in Higher Education: A Programmatic Approach to Planning, Design, Instruction, Evaluation, and Accreditation have prepared, in this reviewer's opinion, the first comprehensive, quality, introductory text on distance education in the field. Often while reading this book I thought, "I wish I had written this book" - It really says What it should say with no glaring omissions, does it in a simple and straightforward manner, and finally places under one cover the most relevant elements of the emerging distance education model of the twenty-first century. The book also presents advantages …
The Spectrum Of Teaching Styles: Style E – The Inclusion Style, Robert S. Christenson, David C. Barney
The Spectrum Of Teaching Styles: Style E – The Inclusion Style, Robert S. Christenson, David C. Barney
Faculty Publications
One of the greatest challenges physical educators face in the classroom is getting all students to be actively participating in an activity. In this continued series of Mosston's "Spectrum of Teaching Styles," the "Inclusion Style" (Style E) helps the teacher with the idea of getting and keeping all students actively involved (See Figure 2) as it offers the opportunity for each individual to choose their own challenge. Mosston's "Inclusion Style" has at its very core the intent to give all students equal opportunity to participate while allowing decisions to be made that adjust the challenge by modifying the conditions.
The Spectrum Of Teaching Styles: Style D – The Self-Check Style, Robert S. Christenson, David C. Barney
The Spectrum Of Teaching Styles: Style D – The Self-Check Style, Robert S. Christenson, David C. Barney
Faculty Publications
Muska Mosston (1964) created, and Mosston and Ashworth (1994) revised the Spectrum of Teaching Styles in an effort to identify several of the more profound instructional episodes in the teaching-learning process. While developed with physical education as a focal point, the eleven teaching styles included in the teaching spectrum are based upon the countless instructional decisions that are made prior to (PRE-IMPACT), during (IMPACT) and following an instructional episode (POST IMPACT). Based upon who is making the decisions, styles A to E are grouped into a first cluster representing reproduction styles. Styles F to K represent a discovery style of …
The Teaching-Learning Process: A Set Of Instructional Strategies And Tactics Through Analysis Of Mosston's "Spectrum Of Teaching Styles", Robert S. Christenson, David C. Barney
The Teaching-Learning Process: A Set Of Instructional Strategies And Tactics Through Analysis Of Mosston's "Spectrum Of Teaching Styles", Robert S. Christenson, David C. Barney
Faculty Publications
This analysis of teaching is comprised of a series of articles that are intended to introduce the reader or provide for a refocusing for those familiar to Mosston's eleven styles along the spectrum of teaching styles. Mosston developed them as a result of his work at Pennsylvania's Temple University and East Stroudsburg University and then at Rutgers University and the Center on Teaching. Since the first publication of Teaching Physical Education, which introduced The Spectrum of Teaching Styles, Mosston demonstrated his love for the teaching-learning process in physical education by challenging other professionals to expand their instructional repertoires in an …
Physical Education Majors Team Teaching In An Early Field Experience In A Junior High School Setting, David C. Barney, Robert Christenson
Physical Education Majors Team Teaching In An Early Field Experience In A Junior High School Setting, David C. Barney, Robert Christenson
Faculty Publications
The early field experience (EFE) has been considered a valuable and important component of a physical education major's education (Curtner-Smith, 1993). For this study 26 pre-service teachers (PST) (physical education majors) team taught (13 teams) in an EFE in a local junior high school. During their EFE each team taught 2 lessons in the school. From this study it was found that during the PST lessons the junior high students were active in the class activities, that the PST should have used louder voices when teaching, that the PST should have had a back-up plan for their lessons, that music …
‘Preflections’ From The Class Of 2008 Aect Conference Interns, Richard E. West, Jeongmin Lee, Raymond Pastore, Mengqiao Xu, Cindy S. York
‘Preflections’ From The Class Of 2008 Aect Conference Interns, Richard E. West, Jeongmin Lee, Raymond Pastore, Mengqiao Xu, Cindy S. York
Faculty Publications
In 1978, Earl F. Strohbehn, professor of education at San Jose State University, established a trust fund through the ECT Foundation to help support a deserving graduate student's attendance at the Lake Okoboji [Iowa] Leadership presentation. His mentor and friend, Lee Cochran inspired the Okoboji presentation to develop leaders in the field of educational communications and technology. Earl Strohbehn began his profession in the audiovisual field in 1945 as Director of Audiovisual Services in the Cedar Falls, Iowa Public Schools. It was his wish that in the event the Lake Okoboji presentation was discontinued, his donation would be used to …
School-Based Mentoring For At-Risk Elementary Students, Shauna Valentine, Gary Wall, Paul Caldarella, Lynnette Christensen, K. Richard Young, Allen Gurney
School-Based Mentoring For At-Risk Elementary Students, Shauna Valentine, Gary Wall, Paul Caldarella, Lynnette Christensen, K. Richard Young, Allen Gurney
Faculty Publications
Advantages of School-based Mentoring: Less Costly; Identify More Children via the School Context; School Resources Staff Administration; More Convenient for Volunteers; Time Commitment; Mentors Feel Safer; Establish Community Support within school.
Imaginative Instruction: What Master Storytellers Can Teach Instructional Designers, Jason K. Mcdonald
Imaginative Instruction: What Master Storytellers Can Teach Instructional Designers, Jason K. Mcdonald
Faculty Publications
Good instructional storytelling engages students’ attention and cognitive abilities to the end of more effective learning, and instructional researchers have discussed whether the principles of storytelling could lead to the same or similar results if applied to educational situations beyond only telling traditional stories. But despite this potential, the principles of storytelling are seemingly underutilized by today’s instructional designers. This study investigates what instructional designers might learn from another design field that is more experienced in the art of storytelling, specifically that of film production. Eight filmmakers who have successfully produced films that motivate, inspire, and educate were interviewed to …