Reflective Assessment In Knowledge Building Using The Knowledge Connections Analyzer

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Reflective Assessment in Knowledge Building Using the Knowledge Connections Analyzer

Yuqin Yang,楊玉芹
Reflective Assessment in Knowledge Building Using the Knowledge Connections Analyzer Book PDF

Author : Yuqin Yang,楊玉芹
Publisher : Open Dissertation Press
Page : 279 pages
File Size : 43,5 Mb
Release : 2017-01-26
Category : Educational technology
ISBN : 1361043822

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Reflective Assessment in Knowledge Building Using the Knowledge Connections Analyzer 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

REFLECTIVE ASSESSMENT IN KNOWL

Yuqin Yang,楊玉芹
REFLECTIVE ASSESSMENT IN KNOWL Book PDF

Author : Yuqin Yang,楊玉芹
Publisher : Open Dissertation Press
Page : 290 pages
File Size : 55,5 Mb
Release : 2017-01-26
Category : Education
ISBN : 1361043989

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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

Navigating the Pedagogical Space for Knowledge Building Classrooms

Seng Chee Tan
Navigating the Pedagogical Space for Knowledge Building Classrooms Book PDF

Author : Seng Chee Tan
Publisher : Taylor & Francis
Page : 225 pages
File Size : 49,7 Mb
Release : 2022-11-01
Category : Education
ISBN : 9781000772432

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Navigating the Pedagogical Space for Knowledge Building Classrooms by Seng Chee Tan Pdf

Showcasing the design and implementation of knowledge building pedagogy, this book for educators and education researchers illuminates this future-oriented instructional and learning approach. In this Knowledge Age, innovation and creative knowledge works are central to the progress of a society; increasing the productivity of knowledge workers remains the main priority of competitive societies. Consequently, developing knowledge building capacity among students becomes one main goal of education. Knowledge building aims to transform school education in a radical way by developing the culture of innovation and knowledge creation in classrooms, from preschools to universities. Knowledge building pedagogy focuses on sustaining idea improvement among students, who develop the collective cognitive responsibility to add value to the learning community. Developed since the 1990s, knowledge building is now a model of instructions researched and advanced with an international network of researchers, teachers, educators, engineers, and policymakers. Implementing the knowledge building approach requires educators to make decisions based on principles, rather than following prescriptive procedures that characterized most instructional models. Tan highlights the key pedagogical principles and discusses the critical design considerations. He also identifies the emerging research directions and developmental works related to knowledge building. A must-read book for educators and education researchers who are interested in the design and implementation of knowledge building pedagogy.

Reflective Assessment for Deep Learning and Knowledge Building

Chunlin Lei
Reflective Assessment for Deep Learning and Knowledge Building Book PDF

Author : Chunlin Lei
Publisher : Taylor & Francis
Page : 235 pages
File Size : 45,5 Mb
Release : 2024-06-14
Category : Education
ISBN : 9781040049310

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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.

International Handbook of the Learning Sciences

Frank Fischer,Cindy E. Hmelo-Silver,Susan R. Goldman,Peter Reimann
International Handbook of the Learning Sciences Book PDF

Author : Frank Fischer,Cindy E. Hmelo-Silver,Susan R. Goldman,Peter Reimann
Publisher : Routledge
Page : 552 pages
File Size : 44,6 Mb
Release : 2018-04-19
Category : Education
ISBN : 9781317208358

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International Handbook of the Learning Sciences by Frank Fischer,Cindy E. Hmelo-Silver,Susan R. Goldman,Peter Reimann Pdf

The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.

Collaborative Learning Communities in Middle School Literacy Education

Jolene T. Malavasic
Collaborative Learning Communities in Middle School Literacy Education Book PDF

Author : Jolene T. Malavasic
Publisher : Routledge
Page : 131 pages
File Size : 42,5 Mb
Release : 2019-06-18
Category : Education
ISBN : 9780429756993

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Collaborative Learning Communities in Middle School Literacy Education by Jolene T. Malavasic Pdf

Offering research on afterschool literacy programs designed around teacher-student collaborative inquiry groups, this book demonstrates how adolescent learning is uniquely successful when grounded in dialogic conversation. By providing a robust theoretical framework for this approach in the middle school, Malavasic showcases how developing a learning community which focuses on mutual respect and attention to students’ personal academic literacy histories can become the catalyst for the overall success of teaching and learning in the classroom. Centered on building quality teacher-student relationships and creating a classroom learning community, this book highlights essential topics such as: The impact of talk-based critical thinking The augmentation on students’ motivation, engagement, and identity construction Research, theory, and pedagogy Celebrating literacy learning Collaborative Learning Communities in Middle School Literacy Education is the perfect addition for researchers, academics, and postgraduate students in the fields of literacy and those on Teacher Education programs. This volume positions collaborative inquiry learning as an effective way forward for teaching and learning in the middle school and is essential for those wanting to explore this further.

Learning Analytics Enhanced Online Learning Support

Shuang Li
Learning Analytics Enhanced Online Learning Support Book PDF

Author : Shuang Li
Publisher : Taylor & Francis
Page : 149 pages
File Size : 42,7 Mb
Release : 2023-12-08
Category : Education
ISBN : 9781003815631

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Learning Analytics Enhanced Online Learning Support by Shuang Li Pdf

Offering the latest developments in online education in the era of big data, this book explores theories, technologies, and practices in the field of data-driven online learning support services using learning analytics. This book is divided into five chapters. Chapter 1 reflects and reconstructs the connotation of learning support against the backdrop of education reform, the rise of learning analytics, and the upgrading of the demand for learning services in the new era. Chapter 2 presents a P-K-DSE-E model of online learner characteristics and discusses measurement and data representation methods for learner characteristics based on it. Chapters 3–5 focus on the three types of learning support that are closely related to learning performance and satisfaction, including the promotion of social learning, electronic learning assessment based on the learning process, and personalized tutoring and support. This book innovatively develops the concept, theory, and practical methods of student support services in distance education traditional practices in the new era and provides valuable exploration of data-driven personalized learning service methods and technologies in the era of artificial intelligence through rich examples. This book will be essential reading for students and scholars of distance and online education, educational technology, and audiovisual education.

The Routledge International Handbook of Research on Dialogic Education

Neil Mercer,Rupert Wegerif,Louis Major
The Routledge International Handbook of Research on Dialogic Education Book PDF

Author : Neil Mercer,Rupert Wegerif,Louis Major
Publisher : Routledge
Page : 690 pages
File Size : 40,5 Mb
Release : 2019-09-26
Category : Education
ISBN : 9780429806766

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The Routledge International Handbook of Research on Dialogic Education by Neil Mercer,Rupert Wegerif,Louis Major Pdf

The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.

Demystifying Critical Reflection

Namala Tilakaratna,Eszter Szenes
Demystifying Critical Reflection Book PDF

Author : Namala Tilakaratna,Eszter Szenes
Publisher : Taylor & Francis
Page : 241 pages
File Size : 44,8 Mb
Release : 2024-01-24
Category : Education
ISBN : 9781000966831

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Demystifying Critical Reflection by Namala Tilakaratna,Eszter Szenes Pdf

Drawing on Legitimation Code Theory (LCT), this volume reveals the knowledge practices and language of critical reflection in a range of different subjects, making clear how it can be taught and learned Critical thinking is widely held to be a key attribute required for successfully living, learning and earning in modern societies. Universities now list critical thinking as a key graduate quality and use ‘critical reflection’ as a way of teaching students how to become reflective and ethical professionals. Yet, what ‘critical reflection’ actually involves remains vague in research, teaching practice, and assessment. Studies draw on LCT, a fast-growing framework for revealing the knowledge practices that enable educational success and the individual chapters focus on a diverse range of contexts across the disciplinary map, including education, science, arts, sociology and nursing. The book further connects research and practice by presenting in-depth analyses of critical reflection and providing practical insights into how LCT can be used to design pedagogic interventions. The book offers a rich resource for both scholars and teachers who want to demystify critical reflection and prepare university students for the modern workplace.

Design Research on Learning and Thinking in Educational Settings

David Yun Dai
Design Research on Learning and Thinking in Educational Settings Book PDF

Author : David Yun Dai
Publisher : Routledge
Page : 343 pages
File Size : 55,5 Mb
Release : 2012-04-23
Category : Education
ISBN : 9781136956300

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Design Research on Learning and Thinking in Educational Settings by David Yun Dai Pdf

The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints. More specifically: How can specific domains or subject matters be taught for broad intellectual development? How can technology be integrated in enhancing human functioning? How can the social organization of classroom learning be optimized to create social norms for promoting deep intellectual engagement and personal growth? Part I is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focus on how design research might fill in an important a niche in addressing these issues. Part II presents specific design work in terms of design principles, models, and prototypes.

Learning by Teaching

David Duran,Keith Topping
Learning by Teaching Book PDF

Author : David Duran,Keith Topping
Publisher : Taylor & Francis
Page : 98 pages
File Size : 40,5 Mb
Release : 2017-04-11
Category : Education
ISBN : 9781317302834

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Learning by Teaching by David Duran,Keith Topping Pdf

This book provides an essential overview of "learning by teaching", unpacking the underpinning theory, research evidence and practical implications of peer learning in a variety of classroom contexts. It aims to offer practical guidance for practitioners in structuring effective peer learning – between professionals and between students alike. It locates this phenomenon in current conceptions of learning and teaching, far removed from traditional ideas of one-way transmission of knowledge. Exactly what happens to promote learning by teaching is explored. Examples of learning by teaching are discussed and it is noted that this happens in school, university and the workplace, as well as through the Internet. Learning by teaching within the student body is then explored, and many different methods described. The organizational features needed to improve learning by teaching consciously and deliberately are investigated. These can be before teaching, during teaching or after teaching. Evidence-based practical guidance is given. Of course teachers can deploy learning by teaching for themselves, but what if they also organize their students to teach each other, thereby giving many more opportunities to discuss, practise, explain and question? This takes pedagogical advantage of the differences between students – turning classrooms into communities of learners where students learn both from their teacher and from their peers.

How to Conduct Qualitative Research in Social Science

Pranee Liamputtong
How to Conduct Qualitative Research in Social Science Book PDF

Author : Pranee Liamputtong
Publisher : Edward Elgar Publishing
Page : 247 pages
File Size : 54,6 Mb
Release : 2023-01-17
Category : Social Science
ISBN : 9781800376199

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How to Conduct Qualitative Research in Social Science by Pranee Liamputtong Pdf

Explaining both the theoretical and practical aspects of doing qualitative research, the book uses examples from real-world research projects to emphasise how to conduct qualitative research in the social sciences. Pranee Liamputtong draws together contributions covering qualitative research in cultural and medical anthropology, sociology, gender studies, political science, criminology, demography, economic sciences, social work, and education.

Putting Analysis into Assessment, Second Edition

Emma Sawyer,Ruth Dalzell
Putting Analysis into Assessment Second Edition Book PDF

Author : Emma Sawyer,Ruth Dalzell
Publisher : Jessica Kingsley Publishers
Page : 170 pages
File Size : 47,7 Mb
Release : 2011-10-31
Category : Social Science
ISBN : 9781907969300

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Putting Analysis into Assessment, Second Edition by Emma Sawyer,Ruth Dalzell Pdf

Putting Analysis into Assessment is the essential guide to improving assessment practice in child care social work. It addresses the issues of central concern to child care social workers, including analytical assessment, outlines how to avoid common pitfalls in thinking and practice, provides strong theoretical foundations, and successfully demonstrates how these theory can be translated into practice. With reference to common and specialist assessments, the book covers every stage of the assessment process: planning and preparation, hypothesising, involving children and making, recording and reviewing decisions. This second edition features new and tested practice tools, practice development sessions and activities, plus new sections on risk and resilience and assessing need and risk in chronic situations. This toolkit will be valued by practitioners, managers, trainers and lecturers looking for a grounded resource which bridges theory and practice, and provides clear guidance to improve assessments.

TEACHING AND LEARNING WITH EMERGING TECHNOLOGY: A Future Perspective

Dr. P. Muthukumar,Dr. A.R.S. Kannan,Dr. K. Malini
TEACHING AND LEARNING WITH EMERGING TECHNOLOGY A Future Perspective Book PDF

Author : Dr. P. Muthukumar,Dr. A.R.S. Kannan,Dr. K. Malini
Publisher : Shanlax Publications
Page : 338 pages
File Size : 41,5 Mb
Release : 2024-06-30
Category : Education
ISBN : 9789395422253

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TEACHING AND LEARNING WITH EMERGING TECHNOLOGY: A Future Perspective by Dr. P. Muthukumar,Dr. A.R.S. Kannan,Dr. K. Malini Pdf

This edited book focuses on the possible education responses that can be implemented in future education times. The impact of technology on learning and teaching is often at the forefront of demands, particularly from those who dictate the funding available to pay for technology within education systems. This is not an unreasonable request and there is merit in impact evaluations of educational technologies including emergingtechnologies. Besides, it also shows how emerging technologies, including Artificial Intelligence, Blockchain, Educational Games and Virtual Reality/Augmented Reality, will reshape the future of education to provide efficient learning/teaching experiences and assessments. Furthermore, the book discusses innovative teaching and learning approaches (e.g., the use of open educational practices and peer-to-peer learning) that can be applied in this rapidly moving technological era to maintain education, including in unconditional times. Particularly, new instructional methods, such as game-based learning, should be designed based on integrated technologies to provide an effective learning experience, resulting in better learning outcomes. Future education should not solely focus on technology and psychology, but also on the applied instructional methods, as well as the human touch to maintain authentic and effective learning experiences. The book also discusses how teaching and learning can be designed to meet the growing tendency of Open and Distance Education, where thousands of learners can be taken the same course from different cultures, backgrounds and learning needs. This book aims to establish itself, through the published books/textbooks and research, as a medium to provide guidelines and recommendations for different stakeholders, including policymakers, educational designers, teachers, and students on how to enhance both learning and teaching experiences in the future for better learning outcomes, as well as how to maintain education in emergency times. It also provides one step ahead towards future education to prepare different stakeholders for the rapid evolution of education, even in times of emergency and difficult situations.

Proceedings of IAC 2018 in Budapest

group of authors
Proceedings of IAC 2018 in Budapest Book PDF

Author : group of authors
Publisher : Czech Institute of Academic Education
Page : 420 pages
File Size : 47,5 Mb
Release : 2018-03-13
Category : Political Science
ISBN : 9788088203056

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Proceedings of IAC 2018 in Budapest by group of authors Pdf

International Academic Conference on Teaching, Learning and E-learning and International Academic Conference on Management, Economics and Marketing and International Academic Conference on Transport, Logistics, Tourism and Sport Science