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Articles 1 - 11 of 11
Full-Text Articles in Education
Cognitive Task Analysis-Based Training: A Metaanalysisof Studies, Colby Tofel-Grehl, David F. Feldon
Cognitive Task Analysis-Based Training: A Metaanalysisof Studies, Colby Tofel-Grehl, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
Cognitive task analysis (CTA) is enjoying growing popularity in both research and practice as a foundational element of instructional design. However, there exists relatively little research exploring its value as a foundation for training through controlled studies. Furthermore, highly individualized approaches to conducting CTA do not permit broadly generalizable conclusions to be drawn from the findings of individual studies. Thus, examining the magnitude of observed effects across studies from various domains and CTA practitioners is essential for assessing replicable effects. This study reports the findings from a meta-analysis that examines the overall effectiveness of CTA across practitioners and settings in …
Knowing And Learning With Technology (And On Wheels!): An Introduction To The Special Issue, Victor R. Lee
Knowing And Learning With Technology (And On Wheels!): An Introduction To The Special Issue, Victor R. Lee
Instructional Technology and Learning Sciences Faculty Publications
This special issue of Technology, Knowledge and Learning is dedicated to bicycles and computing. Yes, you read that correctly. The theme of the issue is really and truly bicycles and computing.
Digital Physical Activity Data Collection And Use By Endurance Runners And Distance Cyclists, Victor R. Lee
Digital Physical Activity Data Collection And Use By Endurance Runners And Distance Cyclists, Victor R. Lee
Instructional Technology and Learning Sciences Faculty Publications
The introduction of sensor technologies to sports has allowed athletes to quantify and track their performance, adding an information-based layer to athletic practices. This information layer is particularly prevalent in practices involving formal competition and high levels of physical endurance, such as biking and running. We interviewed 20 athletes who participated in distance cycling or endurance running and also had experience using these technologies. This paper presents two cases and a number of shorter descriptive examples from these interviews that illustrate the factors salient to the introduction of these athletes to their respective sports, their continued participation in running or …
Quantified Recess: Design Of An Activity For Elementary Students Involving Analyses Of Their Own Movement Data, Victor R. Lee, Joel R. Drake
Quantified Recess: Design Of An Activity For Elementary Students Involving Analyses Of Their Own Movement Data, Victor R. Lee, Joel R. Drake
Instructional Technology and Learning Sciences Faculty Publications
Recess is often a time for children in school to engage recreationally in physically demanding and highly interactive activities with their peers. This paper describes a design effort to encourage fifth-grade students to examine sensitivities associated with different measures of center by having them analyze activities during recess using over the course of a week using Fitbit activity trackers and TinkerPlots data visualization software. We describe the activity structure some observed student behaviors during the activity. We also provide a descriptive account, based on video records and transcripts, of two students who engaged thoughtfully with their recess data and developed …
The Next Information Literacy Challenge: Partnering To Promote Deeper Engagement With Information And Better Writing, Wendy Holliday, Kacy Lundstrom, Anne R. Diekama, Sheri Haderlie
The Next Information Literacy Challenge: Partnering To Promote Deeper Engagement With Information And Better Writing, Wendy Holliday, Kacy Lundstrom, Anne R. Diekama, Sheri Haderlie
Instructional Technology and Learning Sciences Faculty Publications
No abstract provided.
Searching To Learn : Using Search Results To Build Concept Knowledge, Anne R. Diekama, Sheri Haderlie
Searching To Learn : Using Search Results To Build Concept Knowledge, Anne R. Diekama, Sheri Haderlie
Instructional Technology and Learning Sciences Faculty Publications
No abstract provided.
Teacher Design Using Online Learning Resources: A Comparative Case Study Of Science And Mathematics Teachers, Mimi Recker
Teacher Design Using Online Learning Resources: A Comparative Case Study Of Science And Mathematics Teachers, Mimi Recker
Instructional Technology and Learning Sciences Faculty Publications
Using a comparative case study design, this paper explores the impacts of a technology-related professional development (TTPD) design aimed at helping science and mathematics teachers design classroom activities using the wealth of resources available on the Internet. Using the lens of curricular adaption and the notion of teachers’ varying pedagogical design capacity, we analyzed the experiences of four teachers in terms of the kinds of instructional activities teachers designed, how these were supported with online resources, and teachers’ perceptions of impacts on student learning. Findings suggested that participants used a variety of personally relevant design strategies when applying TTPD concepts …
Variable Appropriation Of An Online Resource Discovery And Sharing Tool, Victor R. Lee, Mimi Recker, Tamara Sumner
Variable Appropriation Of An Online Resource Discovery And Sharing Tool, Victor R. Lee, Mimi Recker, Tamara Sumner
Instructional Technology and Learning Sciences Faculty Publications
Even when following best practices for participatory design, the appropriation of tools in formal education settings can be hampered by a number of factors. Drawing from a case of a web tool built to help teachers in five school districts find and share free resources in an educational digital library, we describe patterns of tool use and provide some explanations for variability in tool appropriation. We also suggest that future research consider school districts as complex systems of professionals whose interactions and inter-relationships may yield unexpected technology adoption behaviors.
Factorsaffecting The Occurrence Of Faculty-Doctoral Student Coauthorship, Michelle A. Maher, Briana Crotwell Timmerman, David F. Feldon, Denise Strickland
Factorsaffecting The Occurrence Of Faculty-Doctoral Student Coauthorship, Michelle A. Maher, Briana Crotwell Timmerman, David F. Feldon, Denise Strickland
Instructional Technology and Learning Sciences Faculty Publications
Using faculty narratives, this study identifies factors affecting the occurrence of facultydoctoral student coauthorship. Norms of the discipline, resources, faculty goals for students, faculty goals for themselves, and institutional expectations emerged as dominant factors. Each factor is explored separately and as part of an interlocking holistic picture.
As Seen Through The Lens: Students’ Encounters And Engagement With Science During Outdoor Field Trips, Jonathan Z. Boxerman, Victor R. Lee, J. R. Olson
As Seen Through The Lens: Students’ Encounters And Engagement With Science During Outdoor Field Trips, Jonathan Z. Boxerman, Victor R. Lee, J. R. Olson
Instructional Technology and Learning Sciences Faculty Publications
No abstract provided.
Picking Up The Mantle Of “Expert”: Assigned Roles, Assertion Of Identity, And Peer Recognition Within A Programming Class, Deborah A. Fields, N. Enyedy
Picking Up The Mantle Of “Expert”: Assigned Roles, Assertion Of Identity, And Peer Recognition Within A Programming Class, Deborah A. Fields, N. Enyedy
Instructional Technology and Learning Sciences Faculty Publications
Changing an established role in a classroom is difficult. It involves constructing a new set of relations within a community. In this article we investigate how students with newly developed interest and experience in programming developed outside the classroom pick up and establish their roles as experts in programming within the classroom community. More specifically, we focus on how two 11-year-old software designers shifted their established roles in their classroom to gain status as expert programmers. We use an identity lens to understand how peer expertise was established in the context of a classroom community, adopting a multifaceted perspective of …