Assessment ‘for' Learning

2016 ◽

pp. 121-153

Author(s):

Stephen M. Rutherford ◽

Zoë C. Prytherch

Keyword(s):

Decision Making ◽

Learning Styles ◽

Multimedia Learning ◽

Assessment For Learning ◽

Digital Natives ◽

Diverse Learners ◽

Learning Resources ◽

Assessment Strategy ◽

Decision Making Processes ◽

Untapped Resource

This chapter evaluates an assessment strategy designed to reinforce learning whilst supporting the learning of the whole student cohort, through development of multimedia learning resources. Once created and evaluated, the resources were shared online for students to use in their ongoing learning and revision. The majority of the resources designed by students used an unfamiliar form of technology, showing that digital natives were eager to learn new technological skills. The depth and challenge of the resources was considerable. The chapter investigates the activity of students during this assessment and evaluates their decision-making processes in the design of their learning resources. The analysis reveals that students were aware of how technology would impact on different learning styles, and of the needs of diverse learners. The key observation is that digital natives are a rich (and largely-untapped) resource for the development of materials that can support their learning and that of their peers.

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Retaining Disciplinary Talents as Informal Learning Outcomes in the Digital Age

Handbook of Research on Learning Outcomes and Opportunities in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9577-1.ch018 ◽

2016 ◽

pp. 402-420 ◽

Cited By ~ 4

Author(s):

Wen-Hao David Huang ◽

Eunjung Oh

Keyword(s):

Higher Education ◽

Decision Making ◽

Informal Learning ◽

Undergraduate Students ◽

Career Decision ◽

Learning Opportunities ◽

Learning Resources ◽

Career Decision Making ◽

Decision Making Processes ◽

Media Environments

Considering the national need for developing a variety of professional talents through higher education, this chapter proposes an exploratory conceptual framework, to allow educators and parents to harness informal learning opportunities afforded by virtually endless resources on the Internet, in order to engage undergraduate students with necessary career decision-making processes early on in their college experience. The thesis of this chapter asserts that we must consider students' career decision-making processes as a relevant higher education learning outcome. The proposed Digital Informal Learning Resources for Career Decision-Making (DILR-CDM) framework is grounded in the Social Cognitive Career Theory and the Self-Determination Theory to identify attributes of informal learning resources manifested by digital game-based environments and social media environments. These attributes, in turn, afford informal learning opportunities to scaffold and facilitate career decision-making processes among undergraduate students.

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Understanding digital natives in contentious politics: Explaining the effect of social media on protest participation through psychological incentives

New Media & Society ◽

10.1177/1461444817749519 ◽

2018 ◽

Vol 20 (9) ◽

pp. 3457-3478 ◽

Cited By ~ 4

Author(s):

Yuan Hsiao

Keyword(s):

Decision Making ◽

Social Media ◽

Deliberative Democracy ◽

Contentious Politics ◽

Digital Natives ◽

Social Incentives ◽

Decision Making Processes ◽

Connective Action ◽

The Relationship ◽

Individual Efficacy

Many have observed that a new political generation of digital natives has heavily used social media as means of facilitating street protests. Nevertheless, the mechanisms by which social media affects protest participation are not completely understood due to the shortage of psychological explanations. This study employs a uniquely designed survey on a massive demonstration to address such concerns. Social media activity triggers the psychological incentives of anger, social incentives, identification, and individual efficacy. In particular, individual efficacy directly mediates the relationship between social media activity and protest participation. The findings substantiate new theories of connective action and suggest that social media may be a new mobilization structure via changing the decision-making processes of individuals. Theoretical implications on understanding digital natives and deliberative democracy are discussed.

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Learning videos - do they work?

Compass Journal of Learning and Teaching ◽

10.21100/compass.v5i9.114 ◽

2014 ◽

Vol 3 (6) ◽

Author(s):

Gabriela Daniels

Keyword(s):

Learning Styles ◽

Digital Technology ◽

Teaching And Learning ◽

Multimedia Learning ◽

Learning Resources ◽

Instructional Videos ◽

Face To Face ◽

Guided Learning ◽

The Face ◽

Further Development

The videos which were subject of this investigation could be classified broadly as instructional videos, presenting processes or specialist machine introductions. As such, they can be referred to as a type of multimedia learning resources. This study compared staff’s views with the students’ perceptions of relevance and usability of a range of instructional videos. The use of videos and mobile digital technology was seen as an enabler of rapid access and self-guided learning, but overwhelmingly, tutors and students valued the face-to-face interaction as a prime enabler of learning. Further development of video resources should be based on the following key considerations: constructing the shortest visual and audio messages, identifying key meta-data to enhance reusability, adaptation of teaching and learning styles.

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Students’ Usage and Access to Multimedia Learning Resources in an Online Course with Respect to Individual Learning Styles as Identified by the VARK Model

Lecture Notes in Computer Science - 21st Century Learning for 21st Century Skills ◽

10.1007/978-3-642-33263-0_64 ◽

2012 ◽

pp. 548-548

Author(s):

Tomislava Lauc ◽

Sanja Kišiček ◽

Petra Bago

Keyword(s):

Learning Styles ◽

Multimedia Learning ◽

Individual Learning ◽

Online Course ◽

Learning Resources

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Cognitive Processing of Miscommunication in Interactive Listening: An Evaluation of Listener Indecision and Cognitive Effort

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00128 ◽

2021 ◽

pp. 1-17

Author(s):

Jennifer M. Roche ◽

Arkady Zgonnikov ◽

Laura M. Morett

Keyword(s):

Decision Making ◽

Cognitive Processing ◽

Language Processing ◽

Cognitive Effort ◽

Mouse Tracking ◽

Computer Mouse ◽

Decision Making Processes ◽

Computer Mouse Tracking ◽

Listening Task ◽

Processing Effort

Purpose The purpose of the current study was to evaluate the social and cognitive underpinnings of miscommunication during an interactive listening task. Method An eye and computer mouse–tracking visual-world paradigm was used to investigate how a listener's cognitive effort (local and global) and decision-making processes were affected by a speaker's use of ambiguity that led to a miscommunication. Results Experiments 1 and 2 found that an environmental cue that made a miscommunication more or less salient impacted listener language processing effort (eye-tracking). Experiment 2 also indicated that listeners may develop different processing heuristics dependent upon the speaker's use of ambiguity that led to a miscommunication, exerting a significant impact on cognition and decision making. We also found that perspective-taking effort and decision-making complexity metrics (computer mouse tracking) predict language processing effort, indicating that instances of miscommunication produced cognitive consequences of indecision, thinking, and cognitive pull. Conclusion Together, these results indicate that listeners behave both reciprocally and adaptively when miscommunications occur, but the way they respond is largely dependent upon the type of ambiguity and how often it is produced by the speaker.

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“It's Not Humanly Possible to Do Everything”: Perspectives on Intervention Decision-Making Processes of Parents of Children with Autism Spectrum Disorders

Perspectives on Language Learning and Education ◽

10.1044/lle22.1.13 ◽

2015 ◽

Vol 22 (1) ◽

pp. 13-21 ◽

Cited By ~ 5

Author(s):

Erinn Finke ◽

Kathryn Drager ◽

Elizabeth C. Serpentine

Keyword(s):

Decision Making ◽

Individualized Education Program ◽

Children With Autism ◽

Autism Spectrum ◽

Sources Of Information ◽

Individual Decision ◽

Decision Making Processes ◽

Spectrum Disorders ◽

Interview Methodology ◽

Communication Interventions

Purpose The purpose of this investigation was to understand the decision-making processes used by parents of children with autism spectrum disorder (ASD) related to communication-based interventions. Method Qualitative interview methodology was used. Data were gathered through interviews. Each parent had a child with ASD who was at least four-years-old; lived with their child with ASD; had a child with ASD without functional speech for communication; and used at least two different communication interventions. Results Parents considered several sources of information for learning about interventions and provided various reasons to initiate and discontinue a communication intervention. Parents also discussed challenges introduced once opinions of the school individualized education program (IEP) team had to be considered. Conclusions Parents of children with ASD primarily use individual decision-making processes to select interventions. This discrepancy speaks to the need for parents and professionals to share a common “language” about interventions and the decision-making process.

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