eLearning Certificate's List: EDER 677 Summer 2014

In a blended education context, Learning Management Systems (LMS) can be thought to integrate collaborative and interactive learning activities; this, however, requires a strong institutional and sociocultural commitment from all stakeholders. Consequently, an empirical study that aims at identifying learners' profiles and uses them as an optimization feedback-like process to the LMS towards effective blended (b-)learning was adopted here. The latter involved 36 undergraduate students with variant b-learning activity at a public Higher Education Institution.

Dias, S., & Diniz, J. (2014). Towards an Enhanced Learning Management System for Blended Learning in Higher Education Incorporating Distinct Learners' Profiles. Journal Of Educational Technology & Society, 17(1), 307-319.

The article examines the benefits of the outdoor activity of geocaching for increasing print and digital literacy among children. The author discusses her experience of geocaching, which involves the use of global positioning system (GPS) devices to determine the coordinates and the location of a cache placed by someone else. She discusses the comfort of children in the digitally at home generation with digital technologies, the growing acceptance of digital literacy as one of multiple literacies, and the creation of learning experiences outside of school.

Jewett, P. (2011). Multiple Literacies Gone Wild. Reading Teacher, 64(5), 341-344. doi:10.1598/RT.64.5.4

The NMC Horizon Report > 2014 K-12 Edition is a collaborative research effort between the NMC, the Consortium of School Networking (CoSN), and the International Society for Technology in Education (ISTE). This edition of the NMC Horizon Report series discusses the top emerging technologies, trends, and challenges that the advisory board believes will have a major impact on teaching, learning, and creative inquiry in pre-college education over the next five years.

Johnson, L., Smith, R., Levine, A., and Haywood, K., (2014). 2014 Horizon Report: K-12 Edition.
Austin, Texas: The New Media Consortium.

Educators in the 21st century increasingly argue for the importance of information and communication technology (ICT) literacy and ask how it can be acquired formally and informally for students' effective participation in this highly technology-dependent society. There are, however, insufficient empirical measures to assess students' ICT literacy. In this study, a three-factor, 17-item perceived ICT literacy scale (3F-PICTLS) assessing information literacy (information), internet literacy (communication), and computer literacy (technology) was developed and validated using a stratified random sample of 826 junior secondary school students from 36 schools in Hong Kong. Results indicated that the scale demonstrated good reliability and validity. We discussed the pedagogical and educational contributions of the scale.

Lau, W. & Yuen, A. (2014). Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions. Computers & Education, (76), 1-9.

This paper reports a one-year study on the project of “Bring Your Own Device (BYOD) for seamless science inquiry” in a primary school in Hong Kong. BYOD in this study refers to “the technology model where students bring a personally owned mobile device with various apps and embedded features to use anywhere, anytime for the purpose of learning”. The study aims at investigating (a) what advancement of content knowledge students made in their science inquiry in a seamless learning environment supported by their own mobile device; (b) how the students advanced their content knowledge in science inquiry; and (c) what students' perception is regarding their learning experience supported by their own mobile devices.

Song, Y. (2014). “Bring Your Own Device (BYOD)” for seamless science inquiry in a primary school. Computers & Education, 74, 50-60.

Social networks play an essential role in learning environments as a key channel for knowledge sharing and students' support. In distributed learning communities, knowledge sharing does not occur as spontaneously as when a working group shares the same physical space; knowledge sharing depends even more on student informal connections. In this study we analyse two distributed learning communities' social networks in order to understand how characteristics of the social structure can enhance students' success and performance. We used a monitoring system for social network data gathering. Results from correlation analyses showed that students' social network characteristics are related to their performance.

Cadima, R., Ojeda, J., & Monguet, J. M. (2012). Social Networks and Performance in Distributed Learning Communities. Journal Of Educational Technology & Society, 15(4), 296-304.

Educators and students living in the digital age are faced with complex problems that are forcing them to seek collaborative solutions. These problems can be addressed through the successful application of digital technologies and pedagogies that enhance the educational, social and economic prospects of students. The main aim of this study was to propose a blended synchronous learning model and to show how this model can be adopted for better supporting educational international collaboration. The paper describes how the authors have applied advanced synchronous learning technologies and pedagogies to maximise interconnectivity and social interactions to engage in a range of educational collaborations in the last seven years.

Hastie, M., I.-Chun, H., & Nian-Shing, C. (2010). A blended synchronous learning model for educational international collaboration. Innovations in Education & Teaching International, 47(1), 9-24. doi:10.1080/14703290903525812

Monitoring the learning process in computer supported collaborative learning (CSCL) environments is a key element for supporting the efficacy of tutor actions. This article proposes an approach for analysing learning processes in a CSCL environment to support tutors in their monitoring tasks. The approach entails tracking the interactions within the communication platform to identify cues of the participative, social, cognitive, and teaching dimensions of the learning process. Both quantitative and qualitative indicators are employed to achieve a complete and thorough picture of the learning dynamics. A set of methodological and technological tools based on this approach has been tried out in the context of the online component of a blended course in educational technology addressing trainee teachers. The results of the study support the applicability of the proposed approach to content domains where discussion and reflective practice are the most effective learning strategy. [ABSTRACT FROM AUTHOR]

Persico, D., Pozzi, F., & Sarti, L. (2010). Monitoring collaborative activities in computer supported collaborative learning. Distance Education, 31(1), 5-22. doi:10.1080/01587911003724603

This paper describes use of social network analysis to examine student interaction patterns in a Grade 5/6 Knowledge Building class. The analysis included face-to-face interactions and interactions in the Knowledge Forum® Knowledge Building environment. It is argued that sociogram data are useful to reveal group processes; in sociological terms, the community lies in the connections among the group. A classroom of unconnected individuals is unlikely to form as a Knowledge Building community; data analyses reported in this study show promise in understanding the dynamics of Knowledge Building in a consistent and measurable way. The strength of the work is not in particular patterns demonstrated but in new forms of assessment and their potential to inform work as it proceeds. The research reported shows that teachers and students are finding social network analysis useful and that through their engagement research-practitioner-engineer teams are better positioned to develop tools to advance Knowledge Building pedagogy.

Philip, D. (2010). Social Network Analysis to Examine Interaction Patterns in Knowledge Building Communities. Canadian Journal Of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 36(1). Retrieved from http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/577

This article discusses the attitudes of teachers towards the use of digital tools in education. The author emphasizes the importance of becoming what he calls digitally resilient, or determined to use digital tools for the benefit of students' education, despite initial challenges teachers may experience with digital services. The failure of the digital communications tool Drop.io, which the author and his colleagues had used to share resources, post messages, and create web sites, is discussed. The author, who found another digital sharing service, Posterous, uses this example to show that teachers and school administrators should remain determined to use digital tools in education.

Ferriter, W. M. (2011). Becoming Digitally Resilient. Educational Leadership, 68(6), 86-87.

Beginning teachers are entering the profession with increasing confidence in their ability to use digital technologies which has the potential to change the way teachers of the future make pedagogical decisions. This paper explores how pedagogical reasoning and action might occur in the digital age, comparing Schulman's 1987 model with the reality for a small sample of digitally able beginning teachers as part of the emerging generation of teachers. The latter were examined through a multiple case study during their first year of teaching as they made decisions about using digital technologies within their teaching practice which gave an insight into pedagogical reasoning and action through the use of open-ended interviews and observation. The conclusion drawn is that while the pedagogical reasoning and action model remains relevant, it was based on an assumption that teaching involves knowledge being passed from a teacher to their students, which was found to restrict innovation by digitally able teachers. A broader interpretation of knowledge and teaching within this model building on emerging learning theory could help reform practice once again, providing a framework for teachers in the digital age. [ABSTRACT FROM AUTHOR]

Starkey, L. (2010). Teachers' pedagogical reasoning and action in the digital age. Teachers & Teaching, 16(2), 233-244. doi:10.1080/13540600903478433

Research on preparing language teachers for blended teaching of summary writing, a mix of on-site and online instruction for college students to grasp the gist of the texts, is scarce in higher education. This study examined the problems encountered and solutions proposed by six language teachers, who altogether instructed 214 college students on summary writing. The findings of this study are based on content analyses of the teachers’ interview transcripts, the teachers’ observation of college students’ progress in on-site and online instruction, and the interactions among the students recorded in the log files of the online system.

Yang, Y. (2014). Preparing language teachers for blended teaching of summary writing. Computer Assisted Language Learning, 27(3), 185-206. doi:10.1080/09588221.2012.701633

The purpose of this provincial research study was to provide a solid foundation of data concerning Alberta
teachers' efforts to make student learning more flexible in terms of time and space. The study identified various
ways in which the flexible timing and pacing of instruction affects both teachers and their teaching and learning
environment.
As the largest study of its kind in Alberta (and in Canada) on the impact of flexible and digitally mediated
environments on the conditions of professional practice for teachers, this research constitutes a unique
contribution to the literature. The study provides empirical evidence that should help clarify the implications of
the ambiguous notion of "learning at any time, any place and at any pace," which has recently entered into
system-level discussions concerning the informed transformation of Alberta's education system.

The article discusses how iPad tablet computers and related software applications (apps) can be used to teach STEM (science, technology, engineering, and mathematics) concepts to preschool students. According to the authors, apps for inclusive preschool classrooms should include principles such as a visible cause and effect outcomes, visible outcomes when variables are changed, and immediate reaction to child interaction. Recommendations for implementing iPad based lesson are included as well as a chart of recommended apps for preschool classrooms that include students with disabilities.

Aronin, S., & Floyd, K. K. (2013). Using an iPad in Inclusive Preschool Classrooms to Introduce STEM Concepts. Teaching Exceptional Children, 45(4), 34-39.

This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome dversity and provide recognition.

Mizuko, I., K. Gutiérrez, K., Livingstone, S., Penuel, B.,
Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., Watkins, S. (2013). Connected Learning: An Agenda for Research and
Design. Irvine, CA: Digital Media and Learning Research Hub.

This study investigates and compares the relative importance of Web module design dimensions and their attributes as perceived by student participants in a research study and those defined by a selected group of researchers in the literature. We aim to understand whether the dimensions of clarity, organization, structure, visual/aesthetical attractiveness, simplicity, and excitement defined by students agree with the definitions in the literature. Content analysis methodology was used to extract the common language between the two groups and the attributes that best describe each dimension. The results show both similarities and differences between the two groups. The results suggest that organization and structure are different design dimensions, as are simplicity and clarity. The studied dimensions showed the following order in decreasing importance: clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and excitement. Further, the characteristics of "text" and how it is used in a Web module appear to be a design attribute that influences all the design dimensions. [ABSTRACT FROM AUTHOR]

Pomales-Garcia, C., Lopez, A. D., & Liu, Y. (2010). Design Dimensions and Attributes for Web-Based Distance Learning Modules. American Journal of Distance Education, 24(1), 21-39.

This study presents a mobile exploration activity that guides elementary students to learn during a social science activity with digital support from mobile devices and wireless communications. The students are situated in both the real world and the virtual world to extend their learning experiences. The learning activities between the field and the digital system not only demonstrate the practices of mobile learning, which emphasizes learning that happens close to real life, but also provides digital learning content to facilitate students' field studies. To enhance the learning performance of the students, an inquiry-based mobile learning approach is employed to assist the students in constructing their own knowledge by taking cognitive load into consideration. The results show significant positive results in terms of the students' learning. [ABSTRACT FROM AUTHOR]

Ju-Ling, S., Chien-Wen, C., & Gwo-Jen, H. (2010). An Inquiry-based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness. Journal of Educational Technology & Society, 13(4), 50-62.

his study concerns the design and development of online instruction and specifically targets interaction and communication between online learners. Facilitating appropriate and meaningful interactions in designing instruction is a major goal for anyone developing a course, especially an online class. The data for this study came from the online courses offered at one of the major Rocky Mountain University. The research subjects and courses were taken from the College of Education, College of Business, College of Arts and Sciences and College of Health Sciences. The findings of this study suggest that the interactivity in an online class depends on the discipline it belongs to and hence, future research must focus on explaining the overall interactions within a discipline. [ABSTRACT FROM AUTHOR]

JAIN, P., JAIN, S., & JAIN, S. (2011). INTERACTIONS AMONG ONLINE LEARNERS: A QUANTITATIVE INTERDISCIPLINARY STUDY. Education, 131(3), 538-544.

Social software is a growing reality worldwide and several authors are discussing its use to promote social interaction in learning contexts. Although problems regarding privacy, reputation, and identity are commonly reported in social software, an explicit concern regarding peoples' values is not a common practice in its design and adoption, in part, due to the lack of research in this subject. The issue of values becomes even more critical as social software crosses the boundaries of people's cultures to pervade every aspect of their lives, from personal relationships to work, from play to education. In this paper we shed light on this scenario by presenting an informed discussion about values in the context of social software, as it may bridge the gap between informal and formal learning. An organization of 28 suggested values is presented in the Value Pie, as a way of informing the design of social software. Our discussion is grounded on Organizational Semiotics and the Building Blocks of Culture.

Pereira, R., Baranauskas, M. C., & da Silva, S. P. (2013). Social Software and Educational Technology: Informal, Formal and Technical Values. Journal Of Educational Technology & Society, 16(1), 4-14.

The Internet has forever changed our world and our relationships to people and organizations within it. It continues to evolve, with many varied applications and technologies emerging. Although we can't say for sure what the Internet will look like in the future, thought leaders all agree that some Internet trends are here to stay. One such trend, and perhaps the most comprehensive, is the evolution towards a mobile workforce, a Mobile Web, and a Semantic Web.

Tozman, R., (2011). How Mobile Computing and the Semantic Web Will Change Learning Forever. Learning Solutions Magazine, retrieved August 1, 2011 from http://www.learningsolutionsmag.com/articles/722/how-mobile-computing-and-the-semantic-web-will-change-learning-forever