scholarly journals Pedagogically-Informed Knowledge Mapping: Representing Contextualised Competences

2021 ◽  
Vol 19 (5) ◽  
pp. pp308-320
Author(s):  
Athitaya Nitchot ◽  
Lester Gilbert ◽  
Wiphada Wettayaprasit
Keyword(s):  
Educational Technology ◽  
Matter Content ◽  
Knowledge Map ◽  
Knowledge Mapping ◽  
Learning And Teaching ◽  
Knowledge Repository ◽  
Map Design ◽  
Subject Matter Content ◽  
Use Of Knowledge ◽  
Technology Domain

Knowledge mapping tools in the educational technology domain currently support learners and teachers in creating and visualizing a knowledge repository, usually of subject matter content or links to such content. This research proposes a pedagogically-informed knowledge map design, where knowledge is conceptualised as a contextualized competence, and proposes a tool for creating and visualizing knowledge and recommending appropriate learning and teaching materials. An experiment is reported which found that the use of knowledge mapping and the tool significantly correlated with academic performance.

Negative Evidence in Language Classroom Activities

2003 ◽  
Vol 141-142 ◽  
pp. 301-344 ◽  
Author(s):  
Teresa Pica ◽  
Gay N. Washburn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Matter Content ◽  
Negative Evidence ◽  
Academic English ◽  
Classroom Activities ◽  
Sentence Construction ◽  
Language Classroom ◽  
Subject Matter Content

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.

scholarly journals Development of Intelligent Information System for Digital Cultural Contents

Mathematics ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 238
Author(s):  
Yuna Hur ◽  
Jaechoon Jo
Keyword(s):  
Information System ◽  
User Satisfaction ◽  
Keyword Search ◽  
Relevant Information ◽  
Matter Content ◽  
System Stability ◽  
Knowledge Network ◽  
Intelligent Information ◽  
Subject Matter Content ◽  
Depth Interviews

A significant amount of digital cultural contents is shared online, but learners do not know where subject matter content is or how to find it. Therefore, there is a need for a service to improve educational quality by effectively providing relevant information in response to searches for content that is useful to learners. This study developed and tested the usability and utility of an intelligent information system that effectively searches and visualizes digital cultural contents. The system collects data on digital cultural contents, automatically classifies them, and creates content triple data to automatically display the results with a 3D timeline, knowledge network map, and keyword relation network map through content search, triple search, and keyword search. We also conducted a survey and in-depth interviews to verify users’ satisfaction with respect to the use and utility of the system. For the experiment, we developed survey questions to measure user satisfaction and conducted in-depth interviews regarding the system’s utility with a total of 65 subjects. The results show that the response for satisfaction with regard to the use and utility was generally “satisfied”. In addition, the system stability was evaluated as “high”.

scholarly journals Teacher and Student Evaluations of Project-Based Instruction

2002 ◽  
Vol 19 (2) ◽  
pp. 52 ◽  
Author(s):  
Gulbahar Beckett
Keyword(s):  
Second Language ◽  
General Education ◽  
Matter Content ◽  
Systematic Research ◽  
Esl Teachers ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Based Instruction ◽  
Student Independence ◽  
Subject Matter Content

Project-based instruction has gained some popularity in general education and in second-language (L2) education. However, a review of the literature shows discrepancies between teachers' and students' evaluations of this activity. For example, general education teachers and students find that project-based instruction creates opportunities for in-depth learning of subject-matter content, which fosters student independence and problem-solving skills. However, English as a Second Language (ESL) teachers' and students' evaluations show mixed results. Although some anecdotal reports and one systematic research study show ESL teachers endorsing project-based instruction because it provides opportunities for comprehensible output and integrated language teaching, there is evidence that ESL students and at least one ESL teacher are frustrated by this form of instruction. These students felt that project-based instruction prevented them from learning from the teacher and textbooks and from focusing on language skills. The ESL teacher felt a loss of student respect and noted a drop in student attendance. These discrepancies are discussed from philosophical, cultural, and linguistic perspectives. Recommendations for research and pedagogy are proposed. For example, it is suggested that a framework be developed to aid ESL teachers in assisting their multicultural students to understand the benefits of project-based instruction in L2 learning.

scholarly journals Understanding technology acceptance in pre-service teachers of primary mathematics in Hong Kong

2015 ◽  
Vol 31 (6) ◽  
Author(s):  
Gary K. W. Wong
Keyword(s):  
Educational Technology ◽  
Hong Kong ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Primary Mathematics ◽  
Learning And Teaching ◽  
Iterative Coding

<p>The adoption of educational technology in teaching depends on how well a teacher accepts it. This paper draws on a technology acceptance survey of pre-service primary mathematics teachers in Hong Kong to study the factors influencing their technology acceptance. This work adopted a mixed method approach, in which quantitative data were collected through questionnaire survey from 234 pre-service teachers, where the data were analysed using structural equation modelling with a customised technology acceptance model. The qualitative data were also collected from 14 of these pre-service teachers through interviews, and analysed using the iterative coding process. The results show an overall positive attitude towards the use of educational technology, while perceived usefulness is more influential than perceived ease of use. Perceived ease of use is found to rely heavily on facilitating conditions rather than computer self-efficacy. We also found that subjective norms have an indirect influence on the usage and adoption in our context. Explanations for these findings are discussed, together with implications of the results. Our findings are intended to provide insights to policy makers about how to design teacher education programmes that address the demands of learning and teaching with educational technologies in Hong Kong and related contexts.</p>

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals THE ROLE OF EDUCATIONAL TECHNOLOGY IN EFFECTIVE LEARNING AND TEACHING IN SCHOOLS AND COLLEGES IN NIGERIA

1986 ◽  
Vol 1 (1) ◽  
pp. 12
Author(s):  
A K Yusuf
Keyword(s):  
Educational Technology ◽  
Low Cost ◽  
Educational Resource ◽  
Learning And Teaching ◽  
Effective Learning ◽  
New Methods ◽  
Research Findings

This paper outlines briefly, some views of the term “ Educational Technology” and its role generally in the field of education as evident from research findings. The urgent need for low-cost educational technology for schools and colleges in Nigeria is discussed. Attention is also drawn to the need to re-orient the teacher to his task, if new methods and media are to be used successfully. Finally, it is further suggested that future use of the achieved methods and media may differ radically depending among other things on the objectives to be achieved and the en­try behaviour of the students, particularly when we employ the low-cost educational technology for effective learning hnd teaching. The importance of an Educational Resource Centre, and Teachers’ Resource Centre are among other things strongly suggested.

The Experimental Project “Worn Dresses”. Exposition of an Artistic Conception

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Galina Tsvetkova ◽  
◽  
◽  
Keyword(s):  
Spatial Models ◽  
Matter Content ◽  
Social Dimensions ◽  
Visual Objects ◽  
Artistic Conception ◽  
Negative Context ◽  
Experimental Project ◽  
The Subject ◽  
The University ◽  
Subject Matter Content

“Worn Dresses” is realized as a creative experiment in 2017 at “Radikalno” hall of department “Sculpture” at The University of Veliko Tarnovo. Technically speaking the project is a continuation and development of an author’s method, which has been set and elaborated since 2007 till now. Inspired by elements of collage art, this technique offers unlimited abilities for an interpretation of shaping and spatial models. The conception “Worn Dresses” is a combination of two basic creational ideas. The first one is a synthesis of the subject matter content and the architectonics of visual objects viewed by a precise combination of practical and real social dimensions. The second one aims to create a united literary image of the exhibition, which itself without any negative context, translates the item “absence” as a condition of the dualistic character of Nature. In ability to realize the sensible insight which generates “absence” and “presence” as aims to affirm not just the physical essence of a human, but the humanity in the artistic fact. The experiment is an original shaping solution, an aspect of spatial relationships and author’s intrusion in between the intersection of a piece of art and audience.

Affordances and Constraints of Analog Games for Ethics Education

2016 ◽  
pp. 219-237
Author(s):  
Spencer P. Greenhalgh
Keyword(s):  
Educational Technology ◽  
Qualitative Study ◽  
Ethics Education ◽  
Ethical Issues ◽  
Digital Games ◽  
Moral Dilemmas ◽  
Educational Resources ◽  
Learning And Teaching ◽  
Wide Range

Today's students face a wide range of complex moral dilemmas, and games have the potential to represent these dilemmas, thereby supporting formal ethics education. The potential of digital games to contribute in this way is being increasingly recognized, but the author argues that those interested in the convergence of games, ethics, and education should more fully consider analog games (i.e., games without a digital component). This argument draws from a qualitative study that focused on the use of an analog roleplaying game in an undergraduate activity that explored ethical issues related to politics, society, and culture. The results of this study are examined through an educational technology lens, which suggests that games (like other educational resources) afford and constrain learning and teaching in certain ways. These results demonstrate that this game afforded and constrained ethics education in both ways similar to digital games and ways unique to analog games.

Principals’ Intentions to Promote Physical Education

2019 ◽  
Vol 30 (3) ◽  
pp. 275-292
Author(s):  
Terry L. Rizzo
Keyword(s):  
High School ◽  
Physical Education ◽  
High School Principals ◽  
Middle School Principals ◽  
School Principals ◽  
Behavioral Control ◽  
Matter Content ◽  
Perceived Behavioral Control ◽  
Personal Experiences ◽  
Subject Matter Content

The Principals’ Attitude toward Physical Education ( PAPE) survey was used to assess public principals’ intention to promote physical education (PE). Principals ( n = 106) from randomly selected middle and high school schools in California completed the PAPE. Results indicated favorable attitudes, perceived behavioral control, and normative beliefs were associated with promoting PE. Middle school principals are more likely to promote PE than high school principals, especially if they promoted PE in the past. Principals who reported higher perceived competence along with positive professional and personal experiences with PE indicated they would likely promote this subject-matter content in their school.

Modes of Openness and Flexibility in Cognitive Flexibility Hypertext Learning Environments

2011 ◽  
pp. 18-25 ◽  
Author(s):  
Rand J. Spiro ◽  
Brian P. Collins ◽  
Aparna R. Ramchandran
Keyword(s):  
New Media ◽  
Learning Environments ◽  
Cognitive Flexibility ◽  
Instructional Materials ◽  
Modern World ◽  
Transfer Of Knowledge ◽  
Learning And Teaching ◽  
State Of Affairs ◽  
The Mind ◽  
Use Of Knowledge

The words openness and flexibility—the latter is the topic of this volume—are joined in the title of this chapter. We see them as two sides of the same coin—structure and process, as well as antecedent and consequent. Closed structures of presentation (how instructional materials are organized in delivery systems) and of representation (how knowledge is structured and operated upon in the mind) produce rigidity of thought and action. The antithesis of this rigidity is a kind of “openness-based” flexibility necessary for adaptive knowledge application, for transfer of knowledge to new situations, for situation-sensitive use of knowledge, and for the kind of world-fitting complexity of understanding that cognitive flexibility depends upon—and that the increasingly complex modern world of life and work needs now more than ever. Rigidity and oversimplification are rampant in learning and teaching (e.g., Feltovich, Coulson, & Spiro, 2001; Feltovich, Spiro, & Coulson, 1989, 1996; Spiro, Feltovich, & Coulson, 1996), but with the affordances of new media, we do not need to live complacently with this state of affairs (Spiro, in press). The perspective of cognitive flexibility theory (CFT; Mishra, Spiro, & Feltovich, 1996; Spiro, Coulson, Feltovich, & Anderson, 1988, 2004; Spiro, Feltovich, Jacobson, & Coulson, 1992a, 1992b; Spiro & Jehng, 1990) enacts openness in many ways—in the theory itself and in the multimedia learning systems based on the theory (cognitive flexibility hypertext learning environments, CFHs). A recent overview of CFT can be found in Spiro, Collins, and Thota (2003).

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