scholarly journals “This is my thing!”: Middle years students’ engagement and learning using digital resources

2012 ◽  
Vol 28 (8) ◽  
Author(s):  
Paul Molyneux ◽  
Sally Godinho
Keyword(s):  
Student Development ◽  
Scientific Literacy ◽  
Interdisciplinary Team ◽  
Linear Structure ◽  
Middle Years ◽  
Digital Resources ◽  
Digital Resource ◽  
Venomous Animals ◽  
Digital Texts ◽  
The University

It is widely acknowledged that multimodal digital texts  support  student  engagement with  ideas,  knowledge  and  new  forms  of  literate  practice.  With  this  in  mind,  an interdisciplinary team at The University of Melbourne collaborated to create a digitalresource  –  The  Venom  Patrol  website  –  to  teach  scientific  concepts  about  Australia’s venomous  animals  to  middle  years  students  (Years  5-9).  The  website’s  development was  a  response  to  students’  increasing use  of  digital  texts  and  technologies,  and  the need  to  develop  students’  skills  around  being  ‘multiliterate’.  An  inquiry-based pedagogy   sought  to  encourage  interactive  learning  and  to  enhance  student development of scientific literacy. This article reports the findings of a pilot study that investigated student and teacher responses to the functionality and appropriateness of the digital resource for teaching scientific literacy, and for engaging students with the science-based  content.  The  study  revealed  different  teacher  approaches  to  using  the digital  resource  in  the  classroom,  with  varying  levels  of  success.  It  also  found  the students  to  be  critical  and  insightful  users  of  digital  texts  who  welcomed  both  the choices  offered  by  the  non-linear  structure  of  the  resource  and  the  opportunity  this research afforded for their voices to be heard around texts and contexts for learning.

The development and implementation of a heuristic for teaching reflective scientific skepticism within a socio-scientific issue instructional framework

2018 ◽  
Author(s):  
◽  
Andrew T. Kinslow
Keyword(s):  
Student Development ◽  
Scientific Literacy ◽  
Scientific Reasoning ◽  
Vaccine Safety ◽  
University Of Missouri ◽  
School Class ◽  
Academic Fields ◽  
Scientific Issue ◽  
High School Class ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Science ideas are frequently miscommunicated or distorted. In our digital age, a social media post may provoke an emotional response triggering a cascade of replies that spread misinformation about a socio-scientific issue such as a disease outbreak, genetically modified foods, or vaccine safety. Other times, as in the case of climate change denial, science ideas may be deliberately distorted in order to manipulate public opinion toward a special interest group's agenda. Citizens need functional scientific literacy that includes reflective scientific skepticism in order to navigate these hurdles. This multiple manuscript dissertation draws from a comprehensive review of the literature from diverse academic fields and proposes a heuristic for fostering the development of reflective scientific skepticism. The heuristic informed the curriculum development and instruction for a high school class studying contemporary socio-scientific issues. Using a multiple methods approach, I explored student development of reflective scientific skepticism in the context of the generation and communication of science knowledge within this class. Students showed gains in both socio-scientific reasoning, generally, and in reflective scientific skepticism, specifically. Findings informed further revision of the heuristic. Implications for instruction and research are discussed.

scholarly journals Why study users? An environmental scan of use and users of digital resources in humanities and social sciences undergraduate education

First Monday ◽  
2007 ◽  
Author(s):  
Diane Harley
Keyword(s):  
Social Sciences ◽  
User Behavior ◽  
Undergraduate Teaching ◽  
Digital Resources ◽  
Digital Resource ◽  
Precise Understanding ◽  
Actual Use ◽  
Insufficient Time ◽  
Humanities And Social Sciences ◽  
Educational Sources

This article presents an overview of a two-year study [1] that (1) mapped the universe of digital resources available to undergraduate educators in the humanities and social sciences (H/SS); and, (2) examined how a better understanding of the variation in use and users can benefit the integration of these resources into undergraduate teaching. Our results suggest that faculty use a vast array of online materials from both educational and “non-educational” sources, but many do not use digital resources for a host of reasons including the lack of direct relevance to their preferred pedagogical approaches, and insufficient time and classroom resources. Our discussions with digital resource providers confirmed that an understanding of the actual use of their resources in undergraduate settings is often murky. These discussions also made clear that resources created by higher education institutions will continue to proliferate despite a lack of formal knowledge about users and/or clear models for financial sustainability. A more precise understanding of the diversity of use and user behavior, and the ability to share findings from user studies, will require that the digital resource development community make typologies, standards of data and data collection, and results more transparent.

scholarly journals Digital Resource Use and Non-Use in the Humanities and Social Sciences Academic Settings is Multifaceted

2007 ◽  
Vol 2 (2) ◽  
pp. 101
Author(s):  
Lotta Haglund ◽  
David Herron
Keyword(s):  
Social Sciences ◽  
Resource Use ◽  
Teaching Style ◽  
The United States ◽  
Discussion Groups ◽  
Full Time ◽  
Digital Resources ◽  
Digital Resource ◽  
Humanities And Social Sciences ◽  
Depth Interviews

A review of: Harley, Diane. “Why Study Users? An Environmental Scan of Use and Users of Digital Resources in Humanities and Social Sciences Undergraduate Education.” First Monday 12.1 (Jan. 2007). 7 May 2007 http://www.firstmonday.org/issues/issue12_1/harley/index.html. Abstract Objective – (1) To map the digital resources available to undergraduate educators in the humanities and the social sciences, (2) to survey faculty about their use of digital resources, and (3) to examine how understanding use and users can benefit the integration of resources into teaching. Design – A mixed-methods approach, which included a survey, conducting discussion groups, and in-depth interviews. Setting – Academic institutions in the United States. Subjects – (1) “Various stakeholders”; (2) 31 instructors from three institutions, and 4500 full-time and part-time faculty and graduate students (at California public research universities, liberal arts colleges and community colleges); and (3) 13 digital resource providers and two other stakeholders, and 16 site owners or user researchers. Methods – (1) A literature review, combined with discussions with various stakeholders. (2) Four sessions of discussion groups with 31 instructors from three institutions formed the basis for developing a faculty survey instrument. The survey was distributed both on paper and online. (3) Collection of data on cost and collaborative development strategies, in-depth interviews with 13 digital resource providers and two other stakeholders, combined with a two day workshop with 16 experts, both on the subject of online educational resources. Main results – (1) Concerning the humanities and social sciences digital resource landscape, the main results of the literature study were the conclusions that the field of online education studies is complicated by a lack of common vocabulary, definitions, and analyses; and that different stakeholder interests and agendas also influence the understanding of how digital resources are used. With the help of discussion groups, an attempt at creating a typology for digital resources available to undergraduates was made, looking at type of resource, origin, and type of role of the provider or site owner. From the article, it is unclear whether or not this attempt at classification was successful. (2) Concerning faculty use or non-use of digital resources, the most important result was the insight that personal teaching style and philosophy influence resource use more than anything else, and this also seemed to be the most important reason for not using digital resources. Faculty use digital resources for a number of reasons, to improve student learning, provide context, and also because it is expected of them. More than 70% of faculty maintain their own collection of digital resources. However, the lack of efficient tools for collecting, managing, and using these resources in teaching is seen as a problem. There is also a variation between scholarly fields, where faculty in different disciplines require different types of resources and use them in different ways, and for different educational reasons. (3) Concerning how understanding use and users can benefit the integration of resources in teaching, the results of the interviews show a lack of common terms, metrics, methods, or values for defining use and users; but a shared desire to measure how and for what purpose digital resources were being used. Few of the providers had any plans to evaluate use and users in a systematic way. Conclusion – The digital landscape is complicated. Faculty use is determined by personal teaching style and philosophy. Digital resource providers would like to know more about how and for what purpose digital resources are being used. Experts see a number of areas for further research, the results of which might help clarify the situation. The only way to understand the value of digital resources is to measure their impact and outcomes, but further work is needed to provide common vocabulary, metrics, and methods for evaluation.

scholarly journals Effectiveness of Diet Habits and Active Life in Vocational Training for Higher Technician in Dietetics: Contrast between the Traditional Method and the Digital Resources

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3475
Author(s):  
José-Antonio Marín-Marín ◽  
Rebeca Soler-Costa ◽  
Antonio-José Moreno-Guerrero ◽  
Jesús López-Belmonte
Keyword(s):  
Significant Relationship ◽  
Vocational Training ◽  
Traditional Method ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Active Lifestyle ◽  
Digital Resources ◽  
Digital Resource ◽  
Innovative Method ◽  
Post Test

Vocational training of students in diet habits and active lifestyle habits has recently become an important issue, given the health problems caused as a result of a poor diet. The objective of this study is to analyze the effectiveness of different training actions (traditional method and digital resources) carried out in a program of dietary habits and active lifestyle at the vocational training stage. A quasi-experimental design of the pre-post type was developed. A sample of 177 participants was chosen. The instrument to collect the data was the validated ECHAES questionnaire. The results show that all study groups demonstrated similar averages across all dimensions, except in the digital resource post-test design, where the averages were higher than the rest. There was a significant relationship between the traditional teaching method and the post-test digital resources design in all dimensions. There was also a significant relationship between the pre-test and post-test of the traditional teaching method and the digital resource group in the dimensions. It can be concluded that both the traditional and the innovative method lead to learning in the vocational training student, although the values achieved by the group where the innovative method was adopted were much higher than in the traditional group.

Research of Digital Resource Integration Based on DC Metadata Storage

2014 ◽  
Vol 631-632 ◽  
pp. 75-78
Author(s):  
Liang Du ◽  
Tao Liu
Keyword(s):  
Resource Scheduling ◽  
Research System ◽  
Resource Integration ◽  
Construction Process ◽  
Integration System ◽  
Digital Resources ◽  
Scheduling System ◽  
Digital Resource ◽  
Library Development ◽  
Resources Integration

Digital resource integration is the inevitable trend of library development at present. The author introduces international and domestic representative digital resources integration systems and proposes the goal of digital resource integration. This paper describes the construction process of digital resource integration system based on Metadata storage, including the construction of DC metadata storage, united research system and resource scheduling system.

Teaching and Learning with Digital Resources: Web-Wise 2005

First Monday ◽  
2005 ◽  
Author(s):  
Edward J. Valauskas
Keyword(s):  
Teaching And Learning ◽  
Library Services ◽  
Annual Conference ◽  
Digital Resources ◽  
University Of Illinois ◽  
Digital World ◽  
The University ◽  
The U.S

Teaching and Learning with Digital Resources: Web-Wise 2005. Selected papers from the Sixth Annual Conference on Libraries and Museums in the Digital World, sponsored by the U.S. Institute of Museum and Library Services and the University of Illinois at Chicago, 17-18 February 2005

“I'd be Dead If I Didn't Have this Class:” the Role of Leisure Education in College Student Development

2011 ◽  
Vol 35 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Brianna S. Clark ◽  
Denise M. Anderson
Keyword(s):  
College Student ◽  
Focus Groups ◽  
Student Development ◽  
Leisure Activities ◽  
College Student Development ◽  
Leisure Education ◽  
University Level ◽  
College Setting ◽  
The University

Participation in recreation during college has been shown to positively impact student development; however, little to no research exists examining leisure activities within a for-credit classroom. The purpose of the study was to examine the role for-credit leisure education classes (leisure skill classes) have on student development at the university level. Focus groups were conducted with students currently enrolled in seven leisure skill classes. Two major themes emerged, motivation/benefits of leisure skill class enrollment and contributions to student development. Students were motivated to participate in the classes due to numerous benefits the class offered (i.e., able to try something new, reduced cost, health benefits, socialization, needing credit). In addition, the classes contributed to development by giving them the opportunity to become well-rounded students and future professionals. Practitioners should consider the multitude of benefits for-credit leisure skill classes can offer in a college setting.

scholarly journals DETERMINING THE FACTORS AFFECTING THE E-LEARNING COURSE ACCEPTANCE OF STUDENTS AT TRA VINH UNIVERSITY

2020 ◽  
Vol 1 (39) ◽  
pp. 35-44
Author(s):  
Linh Huynh Truc Phan ◽  
Khuong Tan Huynh ◽  
An Thi My Nguyen
Keyword(s):  
Factor Analysis ◽  
University Students ◽  
Social Influence ◽  
Influencing Factors ◽  
Structure Analysis ◽  
Research Result ◽  
Linear Structure ◽  
Factors Affecting ◽  
E Learning ◽  
The University

The study is done to confirm the factors that affecting on the acception of the students about electronic atTra Vinh University. The research sample is surveyed from 278 university students of various sụbjects to April 2020 to May 2020, including 254 students are using electronic courses at the university. The study is basedon the method of assessing the reliability of scale by Cronbach’s Alpha, exploratory factor analysis (EFA) and linear structure analysis (SEM). The research result shows that the positively influencing factors on the acception of Tra Vinh University including usefulness, social influence and habits. This study also contributes some solutions to complete the policy of attracting students to use e-learning courses at Tra Vinh University.

scholarly journals A Blackboard in Her Kitchen: Women and Physics at the University of Toronto

2009 ◽  
Vol 29 (2) ◽  
pp. 17-44
Author(s):  
Alison Prentice
Keyword(s):  
Twentieth Century ◽  
Graduate Program ◽  
Doctoral Degrees ◽  
Middle Years ◽  
University Of Toronto ◽  
History Of ◽  
History Of The University ◽  
Widespread Belief ◽  
Physics Department ◽  
The University

Abstract Despite a widespread belief that they were a tiny minority in twentieth-century physics, women have been far more present in the field than we imagine. In this essay I explore three periods in the history of the University of Toronto physics department between 1890 and 1990. In the first expansionist period (1890-1933) women were much in evidence, earning nearly 20 percent of the university's doctoral degrees in physics; during the middle years of the century (1934-1961), some of these women taught in the physics department, but participation in the graduate program declined, with no women completing doctorates; between 1962 and 1990, when physics was again expanding rapidly, women gained some ground but still earned less than five percent of the doctorates. The essay explores the histories of nine of the women who earned PhDs in physics at Toronto during this third period, with a view to discovering the factors that helped or hindered their success in the field.

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