- Masita Misdi added an answer:48Do you consider how the student interacts with his fellows/teachers/parents/friends as part of the student's Learning Styles?
Studies in Learning Styles are quite different in the way they conceive the scope of Learning Styles. For examples, Coffield et al. (2004) identified 5 families of learning styles:
- constitutionally-based learning styles and preferences
- cognitive structure stable
- stable personality type
- ‘flexibly' stable personality type
- learning approaches and strategies.
In each family, there are many models and inventories to examine student's Learning Styles. Coffield et al. gathered these models which are counted to 71 model. I already studied many of these models but I couldn't find any inventory that consider how the students interact in their social network (real life and online) as part of their learning styles. First, do you know any inventory that include this factor? If not, do you consider this thought worth studying?
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Trowbridge, Wiltshire: Learning & Skills Research Centre.
I believe that each one of us has a certain learning style that is dominant in him/her. By saying that, I do not mean that it is permanent in us, but it can change when we try to adapt to new environment. The categorization of learning styles is just for easy generalization to understand learners and how to motivate them in learning. It is definitely a worthy area to study especially when you relate learning styles to personality types.Following
- Mark E Gould added an answer:71How much is one year's worth of learning?
One of John Hattie's suggestions is to decide how much a year's learning is for each student and then you can judge that student's success against that amount. While this seems like a good idea in theory, it leaves me none the wiser. How much exactly is one year's worth of learning. How can it be measured? What would the metric be? Content is the easiest to measure because it could conceivably be defined by an amount or quantity, but what about conceptual understanding? What would a metric be for that?
Kevin, Can you elaborate on your post please?Following
- Sizwe Dlalisa added an answer:99+Should a teacher focus on 'rigorous learning' or 'learning with entertainment'?It has been seen that many teachers in universities have become entertainers rather than focusing mainly on value-addition and learning. A lot of time gets devoted to pleasing the students; knowing them personally; building good relations with them; and telling jokes and creating humour; the focus becomes more of good feedback than rigor. Keeping the audience motivated is good for effective teaching; but since a lot of time goes in entertainment less time remains for analysis and conceptualization. What is your preference and why?
I think the trick is to try and strike a balance between the two as the 'rigorous learning' or 'learning with entertainment in an educational context' complement each other.Following
- Christine Woodrow added an answer:7Who are the leading scholars currently working on the intersection between education and poverty?I mean those whose work you MUST be aware of if you want to understand the relation between poverty and education, or some aspect of that relation.
The Centre for Educational Research is very focussed on this topic and is looking to form a network of scholars researching in this area. We are hosting a 2 day symposium and public lecture in late October in Sydney. See- www.uws.edu.au/cer/events
This is the public lecture being presented:
'Rearticulating and Contesting Equity in Education Policy'
presented by Professor Bob Lingard, University of Queensland
facilitated by Professor Michele Simons, Dean of the School of Education, Western Sydney University
Date: 29 October 2015
Time: 5.00 pm - 6.30 pm
Venue: Kingswood Campus Lecture Theatre K.1.04
Please register your interest in attending.
For further information please contact Tracy Buckridge at firstname.lastname@example.org
or visit www.uws.edu.au/cer/eventsFollowing
- John K. Marco Pima added an answer:38What is the difference between a framework and a model in Educational research?
Can any one help me to find the right definition of the framework and model ?
Im working in a study investigating the use of ICT in Arabs schools and I would like to create a model or (Framework) that help to improve the use of ICT in education.
before I start I would like to know whats is the difference between Model and framework and what you think is much suitable from your opinion
I agree with the meaning provided by Robert Costello. We have a concept to describe something (Model) and we have a guideline to design/make something (Framework)Following
- Crisaidi Bento Sodré added an answer:99+eEducation - forty years of promises?
Instructional computer programs (or the usage of computers in education) are being developed since the early ‘70s. Rapid development of Information Communication Technology, introduction of computers into schools, and daily use of computers by people of different vocation, education and age, has made education a very important field to researchers. Their main goals have been to develop programs that can teach humans and to achieve individualization of the educational process.
The methods and techniques of Artificial Intelligence have been successfully used in these systems, since the end of last century. Hierarchical modeling, interoperable and reusable software components, and ontology are modeling techniques that have only recently penetrated into the eLearning. In addition, these Artificial Intelligence methods are used in "new field” I called it "eEducation", a new approach to education with the help of Information and Communication Technologies, Computer Science and Artificial Intelligence.
And, of course the "new wave": mLerning and uLearning are "knocking on the heavens door", such as Bob Dylan sings.
Your thoughts on:
Could we described "eEducation" = "eLearning" + "eTeaching", by this “simple” equation? Alternatively, do we need more "+"?
Are we all (researchers, teachers and students) have succeeded in eEducation (eLearning) so far? Do "users" of eEducation (eLearning) systems are "better" than traditional students are, in terms of learning achievements?
Do we have right pedagogy (teaching methods/strategies) for eEducation (eLearning)?
Do we have right learning strategies (models/theories) for eEducation (eLearning)?
What about mLearning, uLearning?
At the end, what is the future of e/m/u/Education (e/m/u/Learning)?
I have taught online.
It is tiring, very tiring.
You need to check every word twice, three times... before you post - you never know what impressions the recipient will have.
Believe it or not when correcting homework you will need paper and pencil next to your computer - much quicker (!) - it is important to take notes about each student's work and compare all works to write good comments.
I like to compare all the works done by 'each' student to better understand their needs 'and' compare all the students' works.
I feel safe (and pleased) when 75% of the class have answered 75% of the exercises correctly.
I used to control the average and the middle of the scores - this is useful to know if you are expecting too much (or the contrary).
The best of e-education: 'anyone' can have the benefit of it. Anyone! Disable people, parents of babies, people living too far from school... THAT is marvelous.Following
- Michael Tang added an answer:64Why is Objectivism used in eLearning, instead of Constructivist approaches?
If you examine the tables of contents of most eLearning systems/lessons/courses, etc., you find that the underlying educational philosophy is one of Objectivism. This theory holds that the student's mind is an empty slate that the lecturer/teacher/instructor fills up. The systems approach to this kind of eEducation has the creator of that system examine the subject to be taught, divide it up into small bits, sequence the bits in some logical order, and then put all students through the same process of learning the material in that order.
For example, eTextbooks (most of eLearning materials are some kind of electronic textbooks and called Tutorials) for learning elementary programming suggest that IF statements MUST come before LOOPING statements and so they contain chapters devoted to everything about selection, before anything is seen of repetition. These eLearning systems are reference works, not learning materials. The objectivist theory ignores the fact that such a methodology is deadly boring to most students. First, it forces them to "learn" things they already know. And second, it ignores any individual difference in learning style or preference.
Constructivist educational philosophy, on the other hand, views the student as knowledgeable and task driven. New things are learned by integrating them into what is already known and it is done primarily so that meaningful (to the person) tasks may be carried out.
Your thoughts on why the objectivist approach in eTeaching/eLearnig is used instead constructivist.
I found your question on objectivism vs constructivism through the discussion thread on the postings in regard to digital literacy and have similar research interests in regard to eLearning. But to not stray too far from this discussion thread, Is it because the objectivist reductionist way of doing things have been the dominant scientific and academic philosophy in the West for centuries and we are just beginning to grope our way towards a new paradigm? Also programmers -- my son is a software engineer -- seem to think differently than others trained in different disciplines but I'm not sure what that difference is from other people in different disciplines such as math, biology, etc.
- Andrea L. Meadows added an answer:14Is there any study on "aesthetic literacy" in Adult Education?
It is because I need academic texts on this topic for my research project.
Thanks for uploading this article.
- Christian Gruber added an answer:20Are there any studies on the effects of POSITIVE vs. NEGATIVE formulation of questions on the test results of students?
Do you know of any empirical/experimental studies (publications in good journals) comparing the effects of using POSITIVE vs. NEGATIVE question formulation on the test results of novices with proven effect?
for example same questions can be asked in two ways and subsequently assuming positive and negative answer appropriately:
positive formulation : the execution of the sequence of x,y,z activities will be successful. TRUE/FALSE?
negative formulation : the sequence x,y,z can NOT be successfully completed. TRUE/FALSE?
Also, what would be the correct terminology for the question formulation in negative/positive ways (if any)?
I used the term "negatively phrased stem", Terranova calls it "negative stem". The question format is reffered to as "A negative" or "A-". That might lead to more results, too.Following
- Debra Sharon Ferdinand added an answer:26What kind of competences should be improved for candidates to become inclusive teachers?Generally, eight teachers' competences are required by the end of the teacher education at a university. Those are quite common like guidance, communication, teamwork, LLL, research based assessment, planning, differentiation etc.
I am interested in, what short of competences an inclusive teacher has to have as opposed to a mainstream teacher?
I think the use of assistive technology is a competence that should be constantly improved as the technology is rapidly improving.Following
- Syed Kamaruzaman Syed Ali added an answer:24Why use assessment for learning?It might seem a silly question but this is part of a study focusing on assessment for learning through action research.
Assessment for learning very important. All teachers make sure they have to implement the assessment for student in the schools. The assessment better give to the student after finish a couple of topics in every subject or program. This assessment will help teacher either their teaching and learning are effective or not effective. And also either the student can understand or not understand during follow the teaching and learning process.Following
- Olga Laguta added an answer:18Do you think literature (novels) could be used to help students learn?Research has been conducted which suggests that narrative text has a beneficial effect on comprehension and writing (Clayes and Smith, 2007, 2008; Wolfe and Mienko, 2007), while others suggest even wider implications on intellect and culture (Nikolajeva, 2012). We believe that literature could be used in a very practical way in the classroom to benefit not only subjects like psychology (Liebert, 2013) but a variety of different subjects (e.g. Kozulin suggests this dialogical learning could be extended towards the sciences).
We would like to research the effects of literature on teaching and learning in different subject areas and would love to know what you think. Can you think of any novel that might be useful in helping a class understand your subject better?
Emma, I think, your remarkable note confirms the general trend. Usually it is easier for students whose L1 has a rich grammar (e.g. tenses, aspects, cases, genders, a complex system of the parts of speech, etc) to study another rich grammar, or, conversely, the study of L2 grammar helps to understand the specifics of their native L1 grammar. Sometimes the sucsess depends on the knowledge of a school grammar program. Many years ago it was interesting for me to find out that the school programs in some states havn’t a subject "The Grammar of Our Native Language" (or anything like that). For example, many Taiwanese students (the 1styear) don’t know the syntactic categories of subject, predicate, etc. because the school courses of their native Chinese language aim to study characters or read the Chinese texts (sometimes – to learn the very ancient texts). Nor the structural analysis of the written or oral speech facts neither learning linguistic terms. As for their English language as L2, it is often taught with the communicative methods (ie, syntactic or morphological categories are not delaminated in detail). How to measure the depth of a novel's understanding ... Surely, the students' cross-cultural misunderstandings become clear for a teacher when his/her students write an essay or discuss the endless "Do you think ..." ("Why did a hero…?", "What will these heroes do in their future? "," Is this situation possible here, or it is relevant only for Russia / Japan / USA, etc? "). Yes, you're right, it is easier to measure (scale?) the grammatical criterion in estimating a fiction text usefulness.Following
- Mark Smythers added an answer:14Does fixed seating arrangement in class at tertiary level effect the teaching learning process if tutors asked to teach as per seating arrangement?
Many time institutions ask tutors to adopt teaching methods as per the fixed seating arrangement made (arrangement of tables) irrespective of the nature of the module. Does such fixed arrangement have impact on teaching learning process? Do you believe that the delivery of some modules will be effective if tutor adopt traditional seating arrangement or horseshoe or U type. Appreciate your views on this.
Seating plans at tertiary level seem to be a reflection of an autocratic culture within the institution and a desire for conformity to some ideal. At secondary they are almost always a function of discipline as a method of keeping undesirable elements apart and minimising disruption. Neither use is of course a direct factor that would contribute to effective learning - my own favourite layout is the horseshoe or U that allows me room to dance around the classroom and as another respondent says, does give a feeling of the head of the class or shelter at the back for weaker or disinterested students. Culture has an effect as does the subject as well as the personality of the lecturer. In short, no real answers about the best, only suggestions as to what works well and less well.Following
- Craig Wood added an answer:13How do school inspections ensure quality teaching learning environment?
In a study based on secondary data from three south Asian countries we found that the school inspection focuses largely on administrative issues rather than pedagogy or classroom activities. Is there any literature from develop countries address similar issue?
You might find Chapter 3 of this OECD Report useful.
- Nick Eaves added an answer:7Has anyone had any experience in the field of adolescent narrative and the impact of expeditions/adventure upon identity?
Any information would be greatly appreciated.
Great, Kellie. Apologies for my delayed response; thanks so much for this.
- Heulwen Sweet added an answer:9How can I utilize my word wall to make it more meaningful for students, particularly those with learning disabilities?As I teach students with learning disabilities, I am becoming increasingly curious as to how I can make substantial use of word walls to assist them in developing vocabulary skills.
Technology that the students in our school approve of......
Spelling city... This is like a modern version of look, write, cover and check and it means that the student can input the words, then listen to them as a word or as a sentence. This was particularly important to give them context.
Quizlet - This is more teacher driven but really helps with vocabulary building.
I personally have disliked word walls as they look like blobs of letters and I cannot see how that is helpful. If they can pattern via colour for verbs or join together in a pattern that is helpful.Following
- YOGESH CHANDRA TRIPATHI added an answer:15Should a profile photo as a form of 'publicity' in communication networks be honest, reliable, dynamic...?People's phenotype changes every day (clothes, hair cuts, face expressions, etc...) and therefore does not (always) reflect what is exposed as a profile photo in social networks? Accepting that a profile photo is a form of publicity, should this type of publicity be honest, reliable, dynamic...... or is this not important from a communication point of view?
A profile picture signals openness, accuracy and perhaps the real identity (not perfectly, but it's a rough rule of thumb) of the profile holder and is one of the many ways to connect with someone. However, the merit of substance shared by the followers matters at the most. There are ample of learned and excellent writers without a profile picture.Following
- Teukava Finau added an answer:24Can teaching Primary Mathematics through a problem solving approach enhance and affect childrens' perceptions of and attitudes towards Mathematics?
I am planning a research project that will explore children’s perceptions of and attitudes towards Mathematics. I would like to research whether the teaching of Mathematics through a problem solving approach can enhance and affect children’s perceptions and attitudes. I would like to consider various influences, such as social and cultural, and what children believe to be the purpose of Mathematics. Can providing a problem to solve help children to make connections between, not only different mathematical concepts, with everyday life? Does it provide a greater purpose and make maths more meaningful? Does the open ended problem provide children with more confidence? I'm looking for any relevant research to support my study.
I am not doing a research on this topic but I have come across on my reading a study that did by Masami Isoda and I think it will helpful for you because he's doing a research on 'Problem Solving Approach', an intervention program in Japan. Some of his papers that I came across are:
1. Developing Mathematical Thinking in classroom (1996)
2. Problem Solving Approach to develop mathematics thinking (2012)
- Rahimi Ali added an answer:6In which areas of research in a second language consciousness-raising tasks can be applied?
Basically, consciousness-raising tasks have been used in L2 grammar pedagogy. Is it possible to apply these tasks in other areas or skills such as vocabulary, reading, writing, and listening? If so, which techniques can be used?
read my article on this question , they could be helpful i reckon.
good luck with your research
- José M Cardeñoso added an answer:14What real power benefits are provided with the new fashion in research and design, the pedagogical intervention for gifted?
When we know how important is education for all, to barbarism, ignorance and inequality prevailing in this wildly globalized world
As we explain that the effort is not engaged the attention of the less gifted or benefited by society.
Could it be that again, we neglect the great mass, and invest only in subjects that the political system requires, for the few jobs that offer creative quality?
Hello everyone and thanks for the contributions received: nuances, suggestions, light and shadow
Well, the question already died in his hands. My initial interest was not feeling alone in this swim upstream. I wanted to identify colleagues who do not get carried away by money and fashion it generates, support research lines and not others, indexed research and publication.
Also, certainly, we know we're not the only ones who will not compete for those officers money, given away from European banks (Mediterranean) rescued by public funds. Entities using their existence to score more poverty for the basic salaries are below the poverty line, as indicated by the European community, although the minister prime Spain still ignoring it.
Is it compatible with the signing of Horizon 2020 Protocol and taking investigative purposes marking the capital? Where is education for Sustainability?
Which of the principles of environmental sustainability, risk, social accountability college ... it is fulfilled when we dictate what we should investigate?
Perhaps if this is the real debate, and surely compensate launch as a new matter, for visibility
Thanks in advance, and to ask you that you might be interested in responding, that it might be best done through new question
- Kevin Larkin added an answer:2Generalizing data regarding sensitivity into higher and further education learning - can anyone help?I am interested in identifying skills and knowledge needed within teaching in further and higher education, and the need to develop/recognize sensitivities as they relate to teaching in different areas of education is of interest.
Sensitivity applies to all areas of teaching and it falls under the more encompassing notion of teaching as relational. If teachers are not sensitive to their students - in relation to how they answer questions - but also more broadly in relation to their level of engagement, their prior knowledge, their prior experiences of education, etc. etc., then it is unlikely that learning relationships will be forged. Hope this helps, Kevin.Following
- Aleksandar Tadic added an answer:15Any references on teacher beliefs, attitudes and their relationship on the classroom practice?
I am interested to explore the effects of the first pair on the third.Following
- R.s. Sindhu added an answer:21How much science should a person study in order to teach it? (a) primary level?, (b) junior high school?
There's an idea that pedagogy only approaches to teaching science is enough to facilitate constructivist forms of learning. My observations are that teachers who have adopted this idea merely repeat procedural tasks, albeit with efficiency and a certain degree of effectiveness, but without solid evidence that that is the approach to take.
I think a prospective teacher should have sound knowledge of science concepts related to the environment and applications of scientific knowledge to day to day needs.His/Her acquired learning in main disciplines; chemistry physics biology up to age of 18 will give confidence ,maturity and attitude for accepting new developments in science and pedagogy to the teacher to teach science to primary students. For some period He/She should be trained in organizing teaching-learning through activity and discussion and use of different resources including ICT. For high school the person should learn science in all the three components for two more years and get training in different pedagogical strategiges and action research.Following
- Nikos Mouratoglou added an answer:5Is anyone interested in Neuropedagogy/Neurodidaktik? Is there any book which analyses the philosophy and the principles for this field of studies?
Books or general sources related to the above topic.
Thank you Toni for your response.
- Wael A. Abdelhameed added an answer:7Is anyone doing research on the influence of technology in the classroom?Specifically how it has influenced learning, but also covering how and why it is used in the classroom.
May be this is irrelevant. I understand that you want to use technology inside the classroom itsef.
I investigated in a couple of my design studios using technology, generally computer use and particularly Virtusl Reality use, as a design tool to help students during the initial phases of architectural design.
If this may help you, please have a look at my researches related to the design studio.Following