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Articles 1 - 11 of 11
Full-Text Articles in Education
Educational Data Mining Approaches For Digital Libraries, Mimi Recker, Sherry Hsi, Beijie Xu, Rob Rothfarb
Educational Data Mining Approaches For Digital Libraries, Mimi Recker, Sherry Hsi, Beijie Xu, Rob Rothfarb
Instructional Technology and Learning Sciences Faculty Publications
This collaborative research project between the Exploratorium and Utah State's Department of Instructional Technology and Learning Sciences investigates online evaluation approaches and the application of educational data mining to educational digital libraries and services. Much work over the past decades has focused on developing algorithms and methods for discovering patterns in large datasets, known as Knowledge Discovery from Data (KDD). Webmetrics, the application of KDD to web usage mining, is growing rapidly in areas such as e-commerce. Educational Data Mining (EDM) is just beginning to emerge as a tool to analyze the massive, longitudinal user data that are captured in …
Changing Higher Education Learning With Web 2.0 And Open Education Citation, Annotation, And Thematic Coding Appendices, Heather Leary, M. Harrison Fitt, David Wiley
Changing Higher Education Learning With Web 2.0 And Open Education Citation, Annotation, And Thematic Coding Appendices, Heather Leary, M. Harrison Fitt, David Wiley
Instructional Technology and Learning Sciences Research
Appendices of citations, annotations and themes for research conducted on four websites: Delicious, Wikipedia, YouTube, and Facebook.
Developoing A Review Rubric For Learning Resources In Digital Libraries, Heather Leary, Sarah Giersch, Andrew Walker, Mimi Recker
Developoing A Review Rubric For Learning Resources In Digital Libraries, Heather Leary, Sarah Giersch, Andrew Walker, Mimi Recker
Instructional Technology and Learning Sciences Faculty Publications
Over the past 10-15 years, educational digital libraries (DLs) have acquired online learning resources of varying levels of granularity (e.g., from images to entire lessons) and of varying sources of authorship (e.g., grant-funded subject matter experts; K12 teachers; graduate students). The challenge is to balance collecting and providing access to online learning resources while maintaining a level of resource quality that distinguishes DLs from internet search engines. In response, many educational DL builders have established review rubrics.
Instructional Architect Teacher Professional Development Handouts, Mimi Recker, Andrew Walker, M. Brooke Robertshaw, Linda Sellers, Heather M. Leary
Instructional Architect Teacher Professional Development Handouts, Mimi Recker, Andrew Walker, M. Brooke Robertshaw, Linda Sellers, Heather M. Leary
Instructional Technology and Learning Sciences Research
Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects.
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, Melynda Harrison Fitt, Brett E. Shelton
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, Melynda Harrison Fitt, Brett E. Shelton
Instructional Technology and Learning Sciences Faculty Publications
The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate …
Assessing The Quality Of Doctoral Dissertation Literature Reviews In Instructional Technology, Melynda Harrison Fitt, Andrew Walker, Heather Leary
Assessing The Quality Of Doctoral Dissertation Literature Reviews In Instructional Technology, Melynda Harrison Fitt, Andrew Walker, Heather Leary
Instructional Technology and Learning Sciences Faculty Publications
Assessment of the doctoral dissertation literature review provides insight into a student’s preparation for future work as a researcher. In 2004, efforts to assess the quality of literature reviews in doctoral dissertations were pioneered by Boote & Beile. Their work represents an important response to the call for improved research skills among emerging scholars. The purpose of this study is to replicate their work in a focused area of educational research, specifically Instructional Technology, and to examine the inter-rater reliability of the rubric. The findings suggest that dissertation literature reviews in Instructional Technology show the same need for improvement as …
A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary
A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary
Instructional Technology and Learning Sciences Faculty Publications
Problem based learning (PBL) in its most current form originated in Medical Education but has since been used in a variety of disciplines (Savery & Duffy, 1995) at a variety of educational levels (Savery, 2006). Although recent meta analyses have been conducted (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Gijbels, Dochy, Van den Bossche, & Segers, 2005) that attempted to go beyond medical education, they found only one study in economics and were unable to explain large portions of the variance across results. This work builds upon their efforts as a meta-analysis that crosses disciplines as well as categorizes …
Developing A Review Rubric For Learning Resources In Digital Libraries, Heather Leary, Sarah Giersch, Andrew Walker, Mimi Recker
Developing A Review Rubric For Learning Resources In Digital Libraries, Heather Leary, Sarah Giersch, Andrew Walker, Mimi Recker
Instructional Technology and Learning Sciences Faculty Publications
This paper describes the development of a review rubric for learning resources in the context of the Instructional Architect (IA), a web-based authoring tool. We describe the motivation for developing a review rubric, the process for creating it by synthesizing the rubrics of other education-related digital libraries, and the results of testing the rubric with teachers. Analysis of usability and reliability indicates that the review rubric influences how teachers design online learning resources.
Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian Robert Belland, Brian F. French, Peggy A. Ertmer
Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian Robert Belland, Brian F. French, Peggy A. Ertmer
Instructional Technology and Learning Sciences Faculty Publications
Problem-based learning (PBL) spread from the medical school to other university and K-12 contexts due, in part, to the stated promise that PBL produces the target outcomes of deep content learning, increased problem-solving ability, and increased self-directed learning (Hmelo-Silver, 2004). However, research results have been unclear. This paper examines how the three target outcomes of PBL were measured in 33 empirical studies. Results indicate that few studies included 1) theoretical frameworks for the assessed variables and constructs, 2) rationales for how chosen assessments matched the constructs measured, or 3) other information required for readers to assess the validity of authors’ …
A Connective Ethnography Of Peer Knowledge Sharing And Diffusion In A Tween Virtual World, Deborah A. Fields, Y. B. Kafai
A Connective Ethnography Of Peer Knowledge Sharing And Diffusion In A Tween Virtual World, Deborah A. Fields, Y. B. Kafai
Instructional Technology and Learning Sciences Faculty Publications
Prior studies have shown how knowledge diffusion occurs in classrooms and structured small groups around assigned tasks yet have not begun to account for widespread knowledge sharing in more native, unstructured group settings found in online games and virtual worlds. In this paper, we describe and analyze how an insider gaming practice spread across a group of tween players ages 9–12 years in an after-school gaming club that simultaneously participated in a virtual world called Whyville.net. In order to understand how this practice proliferated, we followed the club members as they interacted with each other and members of the virtual …
What Do Students Gain From A Week At Science Camp? Youth Perceptions And The Design Of An Immersive Research-Oriented Astronomy Camp, Deborah A. Fields
What Do Students Gain From A Week At Science Camp? Youth Perceptions And The Design Of An Immersive Research-Oriented Astronomy Camp, Deborah A. Fields
Instructional Technology and Learning Sciences Faculty Publications
This study explored American high school students’ perceptions of the benefits of a summer astronomy camp, emphasizing a full cycle of the research process and how the organization of the camp contributed to those perceptions. Semi-structured interviews with students and staff were used to elicit the specific benefits that campers perceived from their experiences and examine them in relation to the stated goals and strategies of camp staff. Among the perceived benefits that students described were peer relationships, personal autonomy, positive relationships with staff, and deepened science knowledge. These perceived benefits appear to influence the kinds of identities students constructed …