Education Commons^™

Educational Leadership And The University Of Guyana: A Critical Look, Kerwin A. Livingstone

Kerwin A. Livingstone

Reflective Essay On Assessment, Kerwin A. Livingstone

Kerwin A. Livingstone

Nationwide, Collaborative Assessment Of Medical Student Learning Outcomes: The Australian Medical Assessment Collaboration, David Wilkinson, Benedict J. Canny, Jacob Pearce, Hamish Coates, Daniel Edwards

Dr Daniel Edwards

No abstract provided.

Constructivism And Instructional Design: Some Personal Reflections, Brent Wilson

Brent Wilson

Some personal reflections on instructional design and its relation to constructivism are explored. Instructional design in its present form is out of sync with the times in that its orientation, methods, and research base are behavioristic, or positivistic. However, a constructivist theory of instructional design is possible, particularly if constructivism is recognized as a philosophy rather than a strategy. To better fit the needs of practitioners, instructional design theories need to be better grounded in a broad understanding of learning and instructional processes. Generic principles and specific heuristics are needed for dealing with recurring problems and situations in instructional design …

An Integrated Study Of Children's Construction Of Improper Fractions And The Teacher's Role In Promoting That Learning, Ron Tzur

Ron Tzur

In this constructivist teaching experiment with 2 fourth graders I studied the coemergence of teaching and children's construction of a specific conception that supports the generation of improper fractions. The children's posing and solving tasks in a computer microworld promoted a modification in their fraction schemes. They advanced from thinking about a unit fraction as a part of a whole to thinking about it as standing in a multiplicative relationship with a reference whole (the iterative fraction scheme). In this article I report an intertwined analysis of the children's construction of this multiplicative relationship and an examination of the teacher's …

Distinguishing Two Stages Of Mathematics Conceptual Learning, Ron Tzur, Marty Simon

Ron Tzur

In this theoretical article, we distinguish two stages of learning a new mathematical concept – participatory and anticipatory. We use a recently developed mechanism for explaining mathematical conceptual learning – reflection on activity-effect relationship – as well as von Glasersfeld’s tripartite model of a scheme, to explain qualitative distinctions between the two stages. We use this distinction to explain why instructional interventions (including inquiry-based approaches) may not bring about the intended instructional goals.

Film Literacy In The Primary Classroom, Marc Barrett

Marc Barrett

The recent move in Britain towards a nation-wide film literacy program to support young learners of English prompted ACER research into the use of film within Australian primary schools.

Distinguishing Two Stages Of Mathematics Conceptual Learning, Ron Tzur, Marty Simon

Ron Tzur

In this theoretical article, we distinguish two stages of learning a new mathematical concept – participatory and anticipatory. We use a recently developed mechanism for explaining mathematical conceptual learning – reflection on activity-effect relationship – as well as von Glasersfeld’s tripartite model of a scheme, to explain qualitative distinctions between the two stages. We use this distinction to explain why instructional interventions (including inquiry-based approaches) may not bring about the intended instructional goals.

The Impact Of Group Selection On Student Performance And Satisfaction, Sakthi Mahenthiran, Pamela Rouse

Pamela J. Rouse

Investigates whether the performance and attitudes of students could be improved by giving them some control over the group selection process. Groups were formed either by randomly combining paired friends or by randomly assigning all students. Students completed a group exercise and a group case. The dependent variables were the project grades and student satisfaction. Student satisfaction was measured using a questionnaire. The results show that attitudes of students were more positive when they were allowed to choose a single friend in the group. The project grades were significantly higher when students were paired, and this result was true regardless …

Aligning Reading Assessment With National Goals, Danielle Anzai, Maurice Walker

Maurice Walker

No abstract provided.

Verbal Learning And Memory In Adolescent Cannabis And Alcohol Users, N Solowij, K Jones, M Rozman, S Davis, Joseph Ciarrochi, Patrick Heaven, Daniel Lubman, M Yucel

joseph Ciarrochi

Abstract of a conference paper presented at the 2010 summer meeting of the British Association for Psychopharmacology.

Scale For Mapping Progress In Mathematical Competencies, Ross Turner, Gayl O'Connor, Thomas Romberg

Ross Turner

No abstract provided.

Thelma Perso And Colleen Hayward, Teaching Indigenous Students: Cultural Awareness And Classroom Strategies For Improving Learning Outcomes, Jacynta Krakouer, Troy Meston

Jacynta Krakouer

Developing A Model For A Self-Study Professional Learning Community, Garry Hoban, Peter Mclean, Wendy Nielsen, Amanda Berry, Christine Brown, Gordon Brown, Barbara Butterfield, Patricia Forrester, Lisa Kervin, Jessica Mantei, Jillian Trezise, Louise Rossetto, Irina Verenikina

I. Verenikina

Although the term self-study may suggest an individual teacher educator studying his or her own practice, most self-studies involve pairs or small groups of teacher educators working together in what is often called collaborative self-study. An extension of an informal collaboration is to formalize self-study as professional learning for teacher educators. This means that a group of teacher educators and other academics can study their practices over an extended period of time and share experiences as a community. This chapter identifies and explains the nature of a professional learning framework that underpins a group of academics becoming a self-study community. …

Allies In Learning: Critical Insights Into The Importance Of Staff-Student Interactions In University Education, Sarah Richardson, Ali Radloff

Ali Radloff

Discussions of the quality of learning in university education often focus on curricula. Less attention is paid to the role of student–staff interactions. In a context in which a host of factors place pressure on the opportunities for students and staff to interact, it is important to use empirical insights to inform decisions about how to optimise learning. This paper uses data from a large survey of students and teaching staff in Australia to suggest that students and staff should be regarded as allies in learning. It investigates student reports to suggest that frequent interactions with those who teach them …

To Rubric Or Not To Rubric: That Is The Question, Amy Kenworthy, George Hrivnak

George Hrivnak

Extract: In conclusion, although there are certainly a number of challenges associated with the effective utilization of rubrics, we agree that rubrics have the potential to be highly useful tools for faculty members to consider using. Our primary contribution to this scholarly discussion is to question the framing of rubrics as something akin to a panacea for assessment issues. They are not. As with any teaching tool, we believe faculty should never be forced to use tools that they are neither committed to nor adequately supported in the use of. Comfort and commitment to using a tool are critical components …

Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade

Jack Hourcade

Young students with autism typically exhibit lower levels of play behaviors than their typical peers. These play behaviors may be idiosyncratic and/or unusual (e.g., stereotyped or inappropriately repetitive), further inhibiting the possibilities for successful social interactions with classmates. Learners with autism can be systematically taught appropriate toy play behaviors that can then lead to enhanced social opportunities for these students. In this paper, we discuss how teachers can develop and implement systematic instructional strategies incorporating visual structuring to elicit more successful play behaviors in these students.

Nationwide, Collaborative Assessment Of Medical Student Learning Outcomes: The Australian Medical Assessment Collaboration, David Wilkinson, Benedict Canny, Jacob Pearce, Hamish Coates, Daniel Edwards

Dr Jacob Pearce

No abstract provided.

Where Learning Analytics Meets Learning Design, Lori Lockyer, Shane Dawson

Professor Lori Lockyer

The wealth of data available through student management systems and eLearning systems has the potential to provide faculty with important, just-in-time information that may allow them to positively intervene with struggling students and/or enhance the learning experience during the delivery of a course. This information might also facilitate post-delivery review and reflection for faculty who wish to revise course design and content. But to be effective, this data needs to be appropriate to the context or pedagogical intent of the course - this is where learning analytics meets learning design.

An Analysis Of Learning Designs That Integrate Patient Cases In Health Professions Education, Susan Bennett, Lori Lockyer, Lisa Thomas

Professor Lori Lockyer

No abstract provided.

Learning Designs To Support Educationally Effective E-Learning Using Learning Objects, Barry Harper, Susan Bennett, Jason Lukasiak, Lori Lockyer

Professor Lori Lockyer

This paper describes a design approach for integrating learning objects based on a strong pedagogical framework, the Smart Learning Design Framework (SLDF). The framework is based on the assumptions that good learning settings focus on pedagogically sound design and that reusable learning objects can be effectively located and incorporated into learning settings. This paper describes a tool developed to illustrate the framework through metadata tagging of learning objects using an application profile which incorporates a pedagogical vocabulary, and development of units of study based on high quality learning designs and the inclusion of learning objects.

Supporting University Teachers Create Pedagogically Sound Learning Environments Using Learning Designs And Learning Objects, Susan Bennett, Shirley Agostinho, Lori Lockyer, Barry Harper, Jason Lukasiak

Professor Lori Lockyer

With Information and Communication Technology (ICT) becoming mainstream in the higher education sector, university teachers are faced with the ongoing challenge of incorporating Internet technologies into their teaching practices. At the same time there is significant pressure to raise the quality of university teaching to make it more student-centred and more flexible. This climate requires that university teachers examine their instructional strategies to offer high quality learning opportunities. Reuse, through the sharing of digital learning resources and through the adaptation of learning designs that model expert practice, offer strategies to support university teachers in this change process. Whilst online repositories …

Understanding Roles Within Technology Supported Teaching And Learning: Implications For Students, Staff And Institutions, Susan Bennett, Lori Lockyer

Professor Lori Lockyer

No abstract provided.

Measuring Effectiveness Of Health Education In A Web-Based Learning Environment: A Preliminary Report, Lori Lockyer, John Patterson, Barry Harper

Professor Lori Lockyer

Driven by claims of efficacy, flexibility and resource effectiveness, higher education is increasingly utilising the Web as an instructional tool. The claims for pedagogical effectiveness are often just that – claims — and appear not to have been proven in the reality of subject presentation and evaluation. Thus, it is necessary to examine assumptions regarding the benefits of Web‐based instruction in terms of effectiveness. This article discusses aspects of an investigation which examined and compared the effectiveness of HIV/AIDS related collaborative tutorial activities carried out in both a Web‐based learning environment and a face‐to‐face class situation within an undergraduate health …

Learning Technologies And Professional Development: Enhancing A Community Of Physical And Health Educators., Lori Lockyer, John Patterson

Professor Lori Lockyer

No abstract provided.

Developing A Model For A Self-Study Professional Learning Community, Garry Hoban, Peter Mclean, Wendy Nielsen, Amanda Berry, Christine Brown, Gordon Brown, Barbara Butterfield, Patricia Forrester, Lisa Kervin, Jessica Mantei, Jillian Trezise, Louise Rossetto, Irina Verenikina

Jessica Mantei

Although the term self-study may suggest an individual teacher educator studying his or her own practice, most self-studies involve pairs or small groups of teacher educators working together in what is often called collaborative self-study. An extension of an informal collaboration is to formalize self-study as professional learning for teacher educators. This means that a group of teacher educators and other academics can study their practices over an extended period of time and share experiences as a community. This chapter identifies and explains the nature of a professional learning framework that underpins a group of academics becoming a self-study community. …

Students In A Digital Age: Some Implications Of Ict For Teaching And Learning, John Ainley, L Enger, Dara Searle

Dr John Ainley

No abstract provided.

Computer Literacies And Australian Indigenous Communities: Sharing, Scaffolding, And Supporting In An Online Learning Environment, Michelle Eady, Irina Verenikina, Wendy Nielsen

Michelle Eady

Current reports indicate literacy rates among adult Indigenous Australians remain low despite years of improvement initiatives. Synchronous learning technology has potential to provide literacy and training to Indigenous learners living in remote communities. Although considerable research has been devoted to the area of internet-based learning in general, there is less research in the area of online synchronous learning opportunities for remote Indigenous learners. This paper offers insights gained from a unique research project that empowered members of a remote Indigenous community through a hands-on opportunity with synchronous technology where learners shared their strengths, and saw potential for their own futures.

Aboriginal Literacy: Bridging The Distance To Learning, Michelle Eady

Michelle Eady

The Sioux Hudson Literacy Council is making groundbreaking strides to reach adult Aboriginal learners who reside in remote, isolated communities of Northwestern Ontario, Canada. This literacy organization services learners within the community and surrounding area. The 35 communities, which have a total population of approximately 35,000 people, are often only accessible by plane in the summer months and ice roads during the winter. The Aboriginal community members have not had the privilege of strong, structured educational backgrounds and have not had the opportunity to improve their existing literacy and employability skills. There are currently programs in these communities offered to …

Crocodiles And Polar Bears: Technology And Learning In Indigenous Australian And Canadian Communities, Michelle Eady, Alison Reedy

Michelle Eady

Crocodile infisted, swollen rivers, Troop Carriers, light planes and red dirt typifY the landscape of remote tropical Northern Territory in Australia. In contrast, the remote landscape in for northwestern Ontario in Canada is characterised by rough terrain, snow and ice, sea planes and sometimes even polar bears. 1he traditional owners of the land in these two very dijferent locations foce similar issues in accessing adult learning and ongoing educational opportunities. 1his paper compares and contrasts the experiences of two groups of adult Indigenous students, one from the northern Australian tropics and one from for Northwestern Ontario, and examines the ways …