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1. Computer Games Development and Appreciative Learning Approach in Enhancing Students' Creative Perception (EJ860877)
Author(s):
Eow, Yee Leng; Ali, Wan Zah bte Wan; Mahmud, Rosnaini bt.; Baki, Roselan
Source:
Computers & Education, v54 n1 p146-161 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Control Groups; Research Design; Human Capital; Computer Assisted Instruction; Creativity; Secondary School Students; Creative Thinking; Experimental Groups; Pretests Posttests; Electronic Learning; Instructional Design; Educational Technology; Computer Science Education; Computer Software; Instructional Effectiveness; Instructional Material Evaluation; Adoption (Ideas); Foreign Countries; Teaching Methods; Learning Theories; Computers; Games
Abstract: Creativity is an important entity in developing human capital while computer games are the current generation's contemporary tool. This study focused on the teaching of computer games development in order to enhance the creative perception of secondary school children. The study applied randomised subjects, with control group experimental design, which involved 69 Malaysian form one students, aged 13-14 year-old. Different pedagogical strategies were being investigated on the abilities to enhance students' creative perception. Treatment group adopted appreciative learning approach, which was based on Appreciative Inquiry (AI) theory. Meanwhile, control group adopted self-paced learning, followed by do-it-yourself session. Previous studies indicated that although appreciative learning approach is still in its infancy development, the approach is gaining its momentum in educational settings as it focuses on strengthening a person's capacities and potential. Students' creative perception was assessed using Khatena-Torrance Creative Perception Inventory (KTCPI). It was found students in treatment group gained a mean score of 71.82, which was significantly higher at 0.05 level of significance compared to the mean score of 50.49 exhibited by the control group. Yet, both treatment and control groups showed significant increases in pre-to-post-test scores. Dimensions within KTCPI were further analysed in order to present a better picture of students' creative perception. As a conclusion, different pedagogical strategy generated different level of creative perception enhancement. (Contains 7 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Enhancement of Spatial Thinking with Virtual Spaces 1.0 (EJ860881)
Hauptman, Hanoch
Computers & Education, v54 n1 p123-135 Jan 2010
Journal Articles; Reports - Evaluative
Descriptors: Computer Software; Educational Technology; Spatial Ability; Geometric Concepts; Grade 10; Secondary School Mathematics; Learning Theories; Learning Processes; Geometry; Mathematics Instruction; Mathematics Achievement; Learner Controlled Instruction; Thinking Skills; Electronic Learning; Instructional Design; Programming; Computer Assisted Instruction; Courseware; Computer Graphics; Computer Software Evaluation; Computer Simulation; Simulated Environment; Instructional Effectiveness; Instructional Material Evaluation
Abstract: Developing a software environment to enhance 3D geometric proficiency demands the consideration of theoretical views of the learning process. Simultaneously, this effort requires taking into account the range of tools that technology offers, as well as their limitations. In this paper, we report on the design of Virtual Spaces 1.0 software, a program that exercises the user's abilities to build spatial images and to manipulate them. This paper also reports on a study that aimed to assess whether those abilities affected achievements in the spatial thinking of 10th graders who worked with the software. Additionally, we investigated whether self-regulating questions can improve the effect of exercising with Virtual Spaces 1.0. The sample was 192 students, who were randomly assigned to four groups, two of which used Virtual Spaces 1.0 (Group 1 with virtual reality and self-regulating questions N = 52, Group 2 with virtual realty only N = 52) and the other two the non-Virtual Spaces 1.0 (Group 3 self-regulating questions only N = 45, Group 4 non-treatment group N = 45). The results suggest that spatial thinking was enhanced by exercising with Virtual Spaces 1.0 and asking self-regulating questions. In addition, it was found that the self-regulating questions make the use of virtual reality more efficient, and that the influence of self-regulating questions is especially manifested in tasks that make use of high order skills. (Contains 3 tables and 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Power Teaching Prototype: New Paradigm Education at Edward Waters College. Occasional Paper #7 (ED505886)
Fluellen, Jerry Ellsworth, Jr.
Online Submission
2009-07-09
Reports - Descriptive
N/A
Descriptors: Learning Theories; Multiple Intelligences; Models; Information Literacy; Appropriate Technology; Self Control; Synthesis; Creativity; Prosocial Behavior; Ethics; Critical Thinking; Futures (of Society)
Abstract: Since, its early development in our nation's capital, the Power Teaching Prototype (PTP) has evolved to connect three factors likely to characterize 21st Century teaching and learning. Teaching for understanding requires a clear method of designing instruction and a simple, yet powerful, way of delivering. For the design of instruction, Harvard University Project Zero Research Center's teaching for understanding (TfU) framework stands out for its collaboration between top teachers and selected researchers. Howard Gardner's MI approached (based on his multiple intelligences theory) provides a way of delivering student centered instruction. Thus, the first factor of PTP combines design and delivery. In turn, the second factor is information literacy. The core definition of information literacy draws on a 1989 Presidential report which said that information literate people can locate, evaluate, and create information. Information literacy extends teaching for understanding with the use of appropriate technology. Lastly, the third factor is Howard Gardner's five minds for the future. Gardner asserts that five minds are likely to need full development in schools and workplaces: his quintet of minds are the disciplined mind, synthesizing mind, creating mind, respectful mind, and ethical mind. Developing this set of capacities provides ample opportunities for assessing performances of understanding over time. The interaction of the three factors equals leverage for learning in a "flat world." From a systems perspective, Asa Hilliard's "Sba" (deep thought) may be one emergent property. On the one hand, power teaching becomes a way of creating scenarios about the future of Edward Waters College. On the other hand, PTP becomes a way of designing "Theories of Learning," a psychology seminar, one allowing students to experience new paradigm practices even as they study multiple views of human learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. A Competitive Nonverbal False Belief Task for Children and Apes (EJ849227)
Krachun, Carla; Carpenter, Malinda; Call, Josep; Tomasello, Michael
Developmental Science, v12 n4 p521-535 Jul 2009
2009-07-00
Descriptors: Preschool Children; Rewards; Primatology; Animals; Experiments; Conditioning; Learning Processes; Learning Theories; Reinforcement; Stimulation; Stimuli
Abstract: A nonverbal false belief task was administered to children (mean age 5 years) and two great ape species: chimpanzees ("Pan troglodytes") and bonobos ("Pan paniscus"). Because apes typically perform poorly in cooperative contexts, our task was competitive. Two versions were run: in both, a human competitor witnessed an experimenter hide a reward in one of two containers. When the competitor then left the room (version A) or turned around (version B), the experimenter switched the locations of the containers. The competitor returned and reached with effort, but unsuccessfully, towards the incorrect container. Children displayed an understanding of the competitor's false belief by correctly choosing the other container to find the reward. Apes did not. However, in version A (but not version B), apes looked more often at the unchosen container in false belief trials than in true belief control trials, possibly indicating some implicit or uncertain understanding that needs to be investigated further. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Aesthetic Principles for Instructional Design (EJ850073)
Parrish, Patrick E.
Educational Technology Research and Development, v57 n4 p511-528 Aug 2009
2009-08-00
Journal Articles; Reports - Descriptive
Descriptors: Learning Theories; Instructional Design; Transformative Learning; Learning Experience; Aesthetics; Guidelines; Educational Principles; Educational Technology
Abstract: This article offers principles that contribute to developing the aesthetics of instructional design. Rather than describing merely the surface qualities of things and events, the concept of aesthetics as applied here pertains to heightened, integral experience. Aesthetic experiences are those that are immersive, infused with meaning, and felt as coherent and complete. Any transformative learning experience will have significant aesthetic qualities, and all instructional situations can benefit from attention to these qualities. Drawn from aesthetics theory and research and informed by current ID and learning theories, a set of five first principles and twelve guidelines for their application are described. The principles are not only compatible with existing ID theory bases but can complement and support that theory by offering ways to embody it in engaging learning experiences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Collaborative Corrections with Spelling Control: Digital Resources and Peer Assistance (EJ851001)
Cekaite, Asta
International Journal of Computer-Supported Collaborative Learning, v4 n3 p319-341 Sep 2009
2009-09-00
Descriptors: Learning Theories; Spelling; Educational Technology; Computer Uses in Education; Cooperative Learning; Learning Activities; Computer Software; Error Correction; Learning Processes; Interaction Process Analysis
Abstract: The present study has explored how pairs of students deployed digital tools (spelling software) as resources in spontaneously occurring corrections of spelling errors. Drawing on the sociocultural theory of learning and ethnomethodological (Conversation Analytic) insights into social interaction, it has identified a range of consistent practices and uses of the spelling tools that were emergent in the everyday educational activities. As demonstrated, technology-assisted error corrections constituted a complex situation, where a number of socioculturally significant factors (goals of the task, properties of the software, and physical access to computer applications) shaped the trajectories of joint work. The present analysis shows in detail how the students approached the visually manifested language production errors by using two kinds of software resources, spelling lists, and a diagnostic tool. The inherent conceptual distinctions, characteristic of these tools, configured joint interpretative work and efforts to correct the errors in different ways. Recurrently, the students' technology-based corrections were designed as autonomous, stepwise, locally improvised problem solutions, which were subsequently submitted for the evaluation of the diagnostic software. Overall, the study shows that the under-specification of the software's instructions opened a space for the students' creative engagement. The potentials of joint spelling software-assisted corrections for collaborative learning are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Capability and Learning to Choose (EJ852837)
LeBmann, Ortrud
Studies in Philosophy and Education, v28 n5 p449-460 Sep 2009
Descriptors: Learning Theories; Freedom; Epistemology; Participation; Progressive Education; Competence; Learning Processes; Educational Philosophy; Student Welfare; Experience; Selection
Abstract: The Capability Approach (henceforth CA) is in the first place an approach to the evaluation of individual well-being and social welfare. Many disciplines refer to the CA, first and foremost welfare economics, development studies and political philosophy. Educational theory was not among the first disciplines that took notice of the CA, but has a rising interest in it. This paper argues that the CA would also profit from looking into educational theory. The first part of the paper shows why and where educational theory--or more precisely: a theory of learning--is missing in the CA. This is done in three steps: the first section gives a brief overview of the core concepts of Sen's CA. Section "Capability and Choosing" focuses on the role of choosing in the CA. It states the views of Sen and Nussbaum on choosing and shows the shortcomings in their appreciation of choosing. In consequence, the third section derives some demands on a theory of learning in the CA. The second part of the paper presents Dewey's educational theory on experience as a possible starting point when looking for a learning theory that lends itself to the integration in the CA. Section "Opportunity of Choosing, Experience and Education" introduces Dewey's conception of experience, freedom of the learner, conditions of experience and education. Section "Capability and Experience" discusses how Dewey's concepts fit into the CA. On the first glance, there are three points in which the CA and Dewey's concepts match: the importance of freedom for human life, the role of participation in education and the need to take internal and external factors as well as their interaction into account in assessing choice situations. This establishes a basis for linking both theories. Yet, more research is needed to explore the issue further. Section "Conclusion and Outlook" concludes and sketches the lines for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Write Brain: How to Educate and Entertain with Learner-Centered Writing (EJ853502)
Iverson, Kathleen M.
Performance Improvement, v48 n7 p20-25 Aug 2009
No
Descriptors: Cognitive Structures; Cognitive Psychology; Cognitive Processes; Learning Theories; Technical Writing; Creative Writing; Open Education; Story Telling; Nonfiction; Writing Processes; Reader Text Relationship; Learner Engagement; Metacognition
Abstract: This article presents a conceptual framework for the writing process to facilitate motivation, learning, retention, and knowledge transfer in readers of expository material. Drawing from four well-developed bodies of knowledge--cognitive science, learning theory, technical communication, and creative writing--the author creates a model that allows developers of performance and educational content to facilitate learning by addressing such principles as engagement, connection, metacognition, learning, and practice. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Mathematical Learning in a Context of Play (EJ856477)
Edo, Meque; Planas, Nuria; Badillo, Edelmira
European Early Childhood Education Research Journal, v17 n3 p325-341 Sep 2009
Descriptors: Learning Theories; Mathematics Education; Play; Interpersonal Relationship; Interaction; Students; Preschool Children; Arithmetic; Social Influences; Cultural Influences; Social Theories; Context Effect; Mathematical Concepts; Thinking Skills; Foreign Countries; Public Schools; Urban Schools
Abstract: In this article we analyse a didactical situation centred on the creation and use of a symbolic play environment in a class of pupils aged five and six years-old. The main source of data for this paper comes from an experimentation planned in relation to the following research question: does symbolic play in simulated contexts help pupils to increase their mathematical activity in preschool learning? We draw on the sociocultural teaching and learning theories inspired by Vygostsky. We argue that the creation of and participation in a simulated context in classroom play is an adequate starting point for working on situations of social interaction and for promoting a joint construction of mathematical knowledge. The findings show the evolution of the pupils' actions during the symbolic game and the progressive incorporation of concrete arithmetical contents into their mathematical thinking. (Contains 4 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Enhancing Mathematics by Online Assessments: Two Cases of Remedial Education (EJ856346)
Brouwer, Natasa; Ekimova, Lilia; Jasinska, Magdalena; van Gastel, Leendert; Virgailaite-Meckauskaite, Egle
Industry and Higher Education, v23 n4 p277-283 Aug 2009
Descriptors: Higher Education; Foreign Countries; Learning Experience; Algebra; Remedial Instruction; Student Attitudes; Secondary Education; Information Technology; Mathematics Skills; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Lifelong Learning; Dropouts; Dropout Rate; Learning Theories; Learning Processes; Mathematical Formulas; Calculus; Outcomes of Education
Abstract: There is growing concern in Europe that some students are not well-equipped to start a Bachelor's or Master's programme, especially when the programme has a strong mathematical focus. In particular, attention is drawn to problems with mathematics in the transition from secondary to higher education. Higher education expects a certain level of algebraic skills and not all incoming students are able to comply with that expectation. Consequently, more institutes are developing preparatory and remedial courses to refresh or remediate algebraic skills in first-year students, and IT tools are often used to enhance their learning experience. This paper focuses on the use of frequent online assessment powered by a mathematical engine, Maple TA. The authors analyse two redesigns of mathematics courses using Maple TA at the University of Amsterdam. These courses were taken by 650 students in the Faculties of Science and of Economics and Business. In general, the students' response was positive, although the economics students were more positive than the science students. Teachers were pleased with the redesigns and indicated that the use of online assessment tools for innovation in classroom teaching was straightforward. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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