Reflective Assessment For Deep Learning And Knowledge Building
Reflective Assessment For Deep Learning And Knowledge Building Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Reflective Assessment For Deep Learning And Knowledge Building book. This book definitely worth reading, it is an incredibly well-written.
Reflective Assessment for Deep Learning and Knowledge Building by Chunlin Lei Pdf
Knowledge building aims to transform schools into learning communities and bring knowledge creation into schools. The book therefore elaborates on how learning, technology, and assessment can be aligned both online and offline to facilitate such a process. Adopting a quasi-experimental design and drawing on rich data from forum discussions, questionnaires, interviews, learning outcomes, and classroom presentations, this book shows that the knowledge building environment, augmented by reflective assessment and principles, helped Chinese students to develop a deeper approach to learning, improved academic performance, and promoted collective knowledge advances. The book also discusses the potentials and challenges of designing technology-supported, assessment- and principle-based learning environments in tertiary contexts, especially when deep learning and knowledge building capacity are greatly emphasised in the knowledge era. The book will be of interest to scholars and educators working in learning sciences and computer-supported collaborative learning.
REFLECTIVE ASSESSMENT IN KNOWL by Yuqin Yang,楊玉芹 Pdf
This dissertation, "Reflective Assessment in Knowledge Building Using the Knowledge Connections Analyzer" by Yuqin, Yang, 楊玉芹, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This dissertation investigated the design, process and effects of reflective assessment of students' knowledge building, using the Knowledge Connections Analyzer (KCA) for Knowledge Forum(R) (van Aalst et al., 2012). The dissertation is a dissertation by articles, comprised of four studies. Study 1 is a systematic review of the literature on formative assessment interventions in technology-enhanced environments in K-14 education; 39 studies that satisfied the search criteria were analyzed. The findings indicate that assessment interventions with three orientations-continuous formative assessment, embedded formative assessment, and reflective assessment-have been be used to scaffold students' learning, and that the most effective assessment designs provide students with agency, and help students to actively learn both disciplinary ideas and reasoning, and metacognitive skills. This review positions the current dissertation within a broader theoretical framework and informs the choices that were made when investigating classroom designs. Study 2 examined nine recent Knowledge Forum databases to understand the state of students' online discourse, and to identify the challenges in knowledge building that may be addressed by reflective assessment using the KCA. This study found that students contributed many notes and they were seemingly interactive; however, the practices of collaboration, of synthesis and rise-above notes, and of analyzing conceptual progress of ideas were not well-developed in many databases. Study 3 is a case study that investigated whether and how students with low achievement can benefit from reflective assessment using the KCA in knowledge building. Participants were a class of 20 Grade 11 students taking a visual art course from an experienced teacher. Analysis of students' online discourse indicated that students were able to take responsibility for advancing collective knowledge. Analysis of qualitative data indicated that reflective assessment may have helped students focus on goals of knowledge building. However, due to the lack of collaborative reflection on the KCA data and the framing of data-driven discourse improvement as collective responsibility, some students continued to experience difficulties such as focusing on their own performance rather than that of the whole community. Study 4 is a more ethnographic case study and aimed to address the problems identified in Study 3 by implementing a design in which use of the KCA was integrated with other aspects of a pedagogical design for knowledge building. The design had several components, including (a) establishing a collaborative culture and norms; (b) periodic tasks promoting development of cognitive and metacognitive skills; (c) regular and opportunistic use of knowledge-building talks promoting collaborative reflection and thoughtful use of the KCA; and (d) framing the datadriven discourse improvement from a community perspective. 37 students with low achievement from a 9th-grade Visual Arts course participated in the study. Analysis of students' online discourse showed that students in this class were able to advance the community's discourse. Analysis of classroom events indicated that the pedagogical design may have influenced the improvement of ideas on Knowledge Forum. The dissertation's findings have important implications for the design of technologyrich enviro
Promoting Spontaneous Use of Learning and Reasoning Strategies by Emmanuel Manalo,Yuri Uesaka,Clark A. Chinn Pdf
In this book, scholars from around the world develop viable answers to the question of how it may be possible to promote students’ spontaneity in the use of learning and reasoning strategies. They combine their expertise to put forward new theories and models for understanding the underlying mechanisms; provide details of new research to address pertinent questions and problems; and describe classroom practices that have proven successful in promoting spontaneous strategy use. This book is a must for educators and researchers who truly care that schooling should cultivate learning and reasoning strategies in students that would prepare and serve them for life. A seminal resource, this book will address the basic problem that many educators are well acquainted with: that students can learn how to effectively use learning and reasoning strategies but not use them of their own volition or in settings other than the one in which they learned the strategies.
International Conference on Humanity and Social Science, (ICHSS2014) by Anonim Pdf
The conference will be held in Guangzhou, China during June 29-30, 2014. The aim objective of ichss2014 is to present the latest research and results of scientists related to Humanity and Social Science topics. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted significant contribution to the knowledge in these up to date scientific field. ichss2014 is supposed to be the largest technical event on Humanity and Social Science in Guangzhou in 2014. The focus of the conference is to establish an effective platform for institutions and industries to share ideas and to present the works of scientists, engineers, educators and students from all over the world. The organizing committee of conference is pleased to invite prospective authors to submit their original manuscripts to ichss2014. As preparation for ICSS2014, hundreds of contributions were received and reviewed. Most of these contributions have brought us a new possible solution to our problems; some of them can even be called as a breakthrough. All these researches have been included in this book. I believe it will be of great value to your future study.
National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Board on Science Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on How People Learn II: The Science and Practice of Learning
Author : National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Board on Science Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on How People Learn II: The Science and Practice of Learning Publisher : National Academies Press Page : 347 pages File Size : 42,5 Mb Release : 2018-09-27 Category : Education ISBN : 9780309459679
How People Learn II by National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Board on Science Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on How People Learn II: The Science and Practice of Learning Pdf
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Knowledge Building and Regulation in Computer-Supported Collaborative Learning by Lanqin Zheng Pdf
This book proposes and validates an information flow approach to analyzing knowledge co-construction and predicting group performance in the context of collaborative learning. In addition, it highlights the importance of socially shared regulation in collaborative learning, and illustrates in detail how it can be analyzed and promoted. The book investigates several innovative examples, including: Methodological approaches to studying and analyzing knowledge building and regulation in collaborative learning; Social software tools for capturing the dynamics of knowledge building and regulation in collaborative learning; Collective regulatory mechanisms to scaffold socially shared regulation in real-life collaborative learning; and Scripts and interventions to facilitate effective and productive collaborative learning on the basis of several case studies. The original methodological contributions to the analysis of knowledge building and scaffolding socially shared regulation make this an essential read for anyone interested in collaborative learning. This book will also be of interest to a wide audience of researchers, teachers, and students in the field of collaborative learning, as well as the rapidly growing community of people investigating how collaborative learning can be effectively used in education.
Deep Learning by Michael Fullan,Joanne Quinn,Joanne McEachen Pdf
New Pedagogies for Deep Learning (NDPL) provides a comprehensive strategy for systemwide transformation. Using the 6 competencies of NDPL and a wealth of vivid examples, Fullan re-defines and re-examines what deep learning is and identifies the practical strategies for revolutionizing learning and leadership.
The 8th International Conference on Knowledge Management in Organizations by Lorna Uden,Leon S.L. Wang,Juan Manuel Corchado Rodríguez,Hsin-Chang Yang,I-Hsien Ting Pdf
The proceedings from the eighth KMO conference represent the findings of this international meeting which brought together researchers and developers from industry and the academic world to report on the latest scientific and technical advances on knowledge management in organizations. This conference provided an international forum for authors to present and discuss research focused on the role of knowledge management for innovative services in industries, to shed light on recent advances in social and big data computing for KM as well as to identify future directions for researching the role of knowledge management in service innovation and how cloud computing can be used to address many of the issues currently facing KM in academia and industrial sectors.
Readings for Reflective Teaching in Schools by Andrew Pollard Pdf
Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of school–university partnership arrangements. Uniquely, two types of reading are provided: - summaries enabling easy access to evidence on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; - analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career. This collection of readings is edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge. Readings for Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. By design, it offers both practical support for effective practice and routes towards deeper expertise. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
Science Education in East Asia by Myint Swe Khine Pdf
This book presents innovations in teaching and learning science, novel approaches to science curriculum, cultural and contextual factors in promoting science education and improving the standard and achievement of students in East Asian countries. The authors in this book discuss education reform and science curriculum changes and promotion of science and STEM education, parental roles and involvement in children's education, teacher preparation and professional development and research in science education in the context of international benchmarking tests to measure the knowledge of mathematics and science such as the Trends in Mathematics and Science Study (TIMSS) and achievement in science, mathematics and reading like Programme for International Student Assessment (PISA). Among the high achieving countries, the performance of the students in East Asian countries such as Singapore, Taiwan, Korea, Japan, Hong Kong and China (Shanghai) are notable. This book investigates the reasons why students from East Asian countries consistently claim the top places in each and every cycle of those study. It brings together prominent science educators and researchers from East Asia to share their experience and findings, reflection and vision on emerging trends, pedagogical innovations and research-informed practices in science education in the region. It provides insights into effective educational strategies and development of science education to international readers.
JSL invites the submission of manuscripts that contribute to the exchange of ideas and scholarship about schools and leadership. All theoretical and methological approaches are welcome. We do not advocate or practice a bias toward any mode of inquiry (e.g., qualitative vs. quantitative; empirical vs. conceptual; discipline-based vs. interdisciplinary) and instead operate from the assumption that all careful and methodologically sound research has the potential to contribute to our understanding of school leadership. We strongly encourage authors to consider both the local and global implications of their work. The journal’s goal is to clearly communicate with a diverse audience including both school-based and university-based educators. The journal embraces a board conception of school leadership and welcomes manuscripts that reflect the diversity of ways in which this term is understood. The journal is interested not only in manuscripts that focus on administrative leadership in schools and school districts, but also in manuscripts that inquire about teacher, student, parent, and community leadership.
Review Manual for the Certified Healthcare Simulation Educator Exam, Second Edition by Linda Wilson, PhD, RN, CPAN, CAPA, BC, CNE, CHSE, CHSE-A, ANEF, FAAN,Ruth A. Wittmann-Price, PhD, RN, CNE, CHSE, ANEF Pdf
Praise for the First Edition: “The authors of this review manual have captured all of the elements of simulation from establishing the objectives of simulated learning experiences, to constructing scenarios, to debriefing students and the simulation team, to assessing and evaluating the learning that has accrued. They have also described the range of simulation options and the contexts for their most effective use.” --Gloria F. Donnelly, PhD, RN, FAAN, FCPP, Dean and Professor College of Nursing and Health Professions, Drexel University This is the first practice manual to help healthcare simulation educators in the United States and internationally to prepare for the certification exam in this burgeoning field. The second edition is revised to reflect the latest test blueprint and encompass key evidence-based research that has been conducted since the first edition was published. Authored by noted experts in simulation and education who have carefully analyzed the test blueprint, the book distills the information most likely to be included on the exam. Information is presented in a concise, easy-to-read outline format. Numerous features help students to critically analyze test content, including end-of-chapter review questions, proven test-taking strategies, savvy simulation teaching tips, evidence-based practice boxes, and a comprehensive practice test with answers and rationales. Current evidence-based case studies help to connect simulation situations to simulation education. The manual also includes information about advanced certification and recertification. NEW TO THE SECOND EDITION Updated to align with the new test blueprint Encompasses an abundance of new evidence-based research KEY FEATURES Fosters optimal learning and retention with a concise, easy-to-read bulleted format Assists simulation educators in all healthcare disciplines Includes Evidence-Based Simulation Practice boxes focusing on current research Provides savvy teaching tips and proven test-taking strategies Fosters critical thinking with case studies, end-of-chapter review questions, and comprehensive practice test with answers and rationales The Certified Healthcare Simulation EducatorTM and CHSETM marks are trademarks of the Society for Simulation in Healthcare. This manual is an independent publication and is not endorsed, sponsored, or otherwise approved by the Society.
Fuzzy Systems and Data Mining IX by A.J. Tallón-Ballesteros,R. Beltrán-Barba Pdf
Fuzzy systems and data mining are indispensible aspects of the digital technology on which we now all depend. Fuzzy logic is intrinsic to applications in the electrical, chemical and engineering industries, and also in the fields of management and environmental issues. Data mining is indispensible in dealing with big data, massive data, and scalable, parallel and distributed algorithms. This book presents the proceedings of FSDM 2023, the 9th International Conference on Fuzzy Systems and Data Mining, held from 10-13 November 2023 as a hybrid event, with some participants attending in Chongqing, China, and others online. The conference focuses on four main areas: fuzzy theory, algorithms and systems; fuzzy application; data mining; and the interdisciplinary field of fuzzy logic and data mining, and provides a forum for experts, researchers, academics and representatives from industry to share the latest advances in the field of fuzzy sets and data mining. This year, topics from two special sessions on granular-ball computing and the application of generative AI, as well as machine learning and neural networks, were also covered. A total of 363 submissions were received, and after careful review by the members of the international program committee, 110 papers were accepted for presentation at the conference and publication here, representing an acceptance rate of just over 30%. Covering a comprehensive range of current research and developments in fuzzy logic and data mining, the book will be of interest to all those working in the field of data science.
