scholarly journals Learning design Rashomon II: exploring one lesson through multiple tools

Author(s):  
Luis P. Prieto ◽  
Yannis Dimitriadis ◽  
Brock Craft ◽  
Michael Derntl ◽  
Valérie Émin ◽  
...  

An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative – an inquiry-based learning lesson on healthy eating aimed at secondary-school students – from different perspectives, in a manner inspired by the plot structure of Kurosawa’s film “Rashomon”. In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products’ output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design.Keywords: learning design; authoring tools; inquiry learning; personal inquiry(Published: 16 September 2013)Citation: Research in Learning Technology Supplement 2013, 21: 20057 - http://dx.doi.org/10.3402/rlt.v21i0.20057

2000 ◽  
Vol 93 (2) ◽  
pp. 144-147
Author(s):  
Gina M. Foletta ◽  
David B. Leep

This article evolved as an extension of a lesson created in 1995 as part of the Kentucky Partnership for Reform Initiatives in Science and Mathematics (PRISM). We intended to work with quadrilaterals in general on our original lesson, but we thought that such a lesson might be too difficult for many students. Hence, we designed the original lesson to engage secondary school students in an investigation of the nature of isoperimetric parallelograms, that is, parallellograms with the same perimeter. We wanted the lesson to be appropriate for students at different levels of mathematical understanding.


2017 ◽  
Vol 57 (1) ◽  
pp. 58-82 ◽  
Author(s):  
Cristina López ◽  
Patrick Hartmann ◽  
Vanessa Apaolaza

Social networking sites, such as Myspace and Facebook, have become popular online communities with large teenage user populations who engage in social media to interact, play, explore, and learn. Research based on uses and gratifications theory has revealed that among the gratifications on social media most sought specifically by adolescents between 12 and 18 years old are meeting new people, satisfying teenagers’ need to belong, and being entertained. Previous research also points to possible differences in the perception of gratifications among users of different media, depending on their level of loneliness. The current study examines whether associations between loneliness and gratifications obtained by adolescent social media users vary across different levels of loneliness. We conducted a survey among 344 Spanish secondary school students with an online profile on the Spanish friend-networking site Tuenti. Mixture modeling identified three classes of students with different levels of loneliness and distinct relationships between loneliness and gratifications for each class. This study contributes to more specific knowledge of the relationship between use of a friend-networking site by lonely teenagers and gratifications obtained and provides implications for the development of coping strategies for students of this age who suffer from loneliness. Further implications of findings for personalized educational computing and group management in on- and offline classrooms are discussed.


2020 ◽  
Vol 10 (3) ◽  
pp. 211-223
Author(s):  
A.A. Grigoryeva ◽  
L.E. Usova

The work is aimed at studying the propensity of adolescents to victim behavior and the risks of substance use. The materials of an empirical study obtained on a sample of secondary school students (n=153, age 12-16 years, 44% were female) are presented. The study included two stages: the first –to identify the relationship between the predisposition to the use of surfactants by adolescents and the propensity to victim behavior, and the second –to identify differences in personal profiles that determine the predisposition to addictive behavior in adolescents with different levels of victimization. The methodology of the study the tendency to victimization behavior, psychodiagnostic questionnaire "Narcotic". It was found that an increase in the predisposition to the use of surfactants in adolescents with personality traits corresponding to antisocial and conformal profiles is accompanied by an increase in the risks of forming aggressive and autoaggressive types of victim behavior. The significance of the data obtained for improving psychoprophylactic measures aimed at both reducing the risks of using surfactants and preventing the formation of victim behavior in adolescents is noted.


2014 ◽  
Vol 67 (1) ◽  
Author(s):  
Tony Karnain ◽  
Md Nor Bakar ◽  
Seyed Yaser Mousavi Siamakani ◽  
Hossein Mohammadikia ◽  
Muhammad Candra

The purpose of our study was to explore students’ use of metacognitive skills during problem posing activities. This qualitative research explored the metacognitive skill of 21 secondary school students in a rural Anambas Indonesia while posing individually mathematical problems. Thinking-Aloud protocol was conducted during the problem posing activities. The audio recordings of Thinking-Aloud protocol for the students provided the data to address this question. Analysis of their written work and Thinking-Aloud protocols provided evidence of how students used metacognitive skills while problem posing and revealed different levels of these skills. Analyses of the Thinking-Aloud protocol also provided evidence for the metacognitive skills associated with planning, monitoring, and evaluation. The students used planning and monitoring skills equally. Furthermore, different levels of sophistication of planning were apparent. Students who combined these metacognitive skills demonstrated a higher level of monitoring. However, from our analyses that there was considerable overlap in the metacognitive activities associated with monitoring and evaluation.


2014 ◽  
Vol 92 (1) ◽  
pp. 9-17
Author(s):  
Nataša Erceg ◽  
Ivica Aviani ◽  
Vanes Mešić

This work is aimed at exploring some pedagogical opportunities of using photographs in physics instruction. In our study, the photography has been used for eliciting and probing students’ ideas regarding the physics of fluids in noninertial frames of reference and under conditions of equilibrium. The study involved a heterogeneous sample of 235 secondary school students, 41 physics students, and 48 physics teachers. They were presented with a photograph of a wine glass filled with liquid whose surface appeared inclined. The students were asked to comment on the reality of the phenomenon captured in the photograph, and the teachers were asked to predict the students’ responses. The results showed that about half of the students had a complete or partially complete understanding of the physical ideas and that their practical and conceptual knowledge was not dependent on their education level or curriculum followed. Most of the respondents found the task interesting and relevant. The results indicate that the teachers’ expectations regarding students’ understanding of physics often significantly depart from reality. We suggest that physics teachers include some photography-based problems and discussions in their classes. This could encourage a broad participation of students with different levels of abilities.


Author(s):  
Jingyan Lu ◽  
Liping Deng

This study seeks to design and facilitate active reading among secondary school students with an online annotation tool – Diigo. Two classes of different academic performance levels were recruited to examine their annotation behavior and perceptions of Diigo. We wanted to determine whether the two classes differed in how they used Diigo; how they perceived Diigo; and whether how they used Diigo was related to how they perceived it. Using annotation data and surveys in which students reported on their use and perceptions of Diigo, we found that although the tool facilitated individual annotations, the two classes used and perceived it differently. Overall, the study showed Diigo to be a promising tool for enhancing active reading in the inquiry learning process. Cette étude vise à concevoir et à faciliter la lecture active chez les élèves du secondaire grâce à l’outil d'annotation en ligne Diigo. Deux classes avec des niveaux de rendement scolaire différents ont été retenues afin qu’on examine leur manière d’annoter et leur perception de Diigo. Nous avons voulu déterminer si les deux classes diffèrent dans leur façon d’utiliser Diigo, leur perception de Diigo, et si leur manière d’utiliser Diigo était liée à leur perception. En utilisant les données d'annotation et d'enquêtes dans lesquelles les élèves relataient leur utilisation et leur perception de Diigo, nous avons constaté que, même si l'outil a facilité les annotations individuelles, les deux classes l’ont utilisé et perçu différemment. Dans l'ensemble, l'étude a montré que Diigo est un outil prometteur pour l'amélioration de la lecture active dans le processus d'apprentissage par enquête.


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