October 2007 Volume 10 Number 4 - Educational Technology ...

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In conclusion, this paper stresses a need to place students in various situations in which they can engage in effortful interactions in order to create opportunities for active minds (Dillenbourg, Järvelä, & Fisher, in press). Wireless networks and mobile tools will provide multiple opportunities for bridging different contents and contexts, as well as virtual and face to face learning interactions in higher education. Since the learning environment in higher education is more open and less teacher-guided than at other educational levels there is a need to increase student opportunities for self-regulating their learning on an individual as well as socially shared level. Wireless networks and mobile tools will provide future potential for developing learning in higher education, which needs to be explored in detail. References Abowd, G. D. (1999). Classroom 2000: an experiment with the instrumentation of a living educational environment. IBM Systems Journal, 38 (4), 508–530. Azevedo, R. (2005). Computers as metacognitive tools for enhancing learning. Educational Psychologist, 40 (4), 193-197. Azevedo, R., & Hadwin, A. (2005) Scaffolding self-regulated learning and metacognition – implications for the design of computer-based scaffolds. Instructional Science, 33 (5-6), 367-379. Azevedo, R., Guthrie, J.T., & Seibert, D. (2004). The role of self-regulated learning in fostering students’ conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30 (1), 87-111. Baggetun, R., & Wasson, B. (2006). Self-Regulated Learning and Open Writing. European Journal of Education, 41 (3-4), 453-472. Boekarts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulation, San Diego, CA: Academic Press. Brodt, T., & Verburg, R. (2007). Managing mobile work – insights from European practice. New Technology, Work and Employment, 22 (1), 52-65. Butler, D. L., & Cartier, S. C. (2005). Multiple complementary methods for understanding self-regulated learning as situated in context. Paper presented at the Annual Meeting of the American Educational Research Association, April 11-15, 2005, Montreal, Canada. Chan, T., Corlett, D., Sharples, M., Ting, J., & Westmancott, O. (2005). Developing interactive logbook: a personal learning environment. Paper presented at the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education, November 28-30, 2005, Tokushima, Japan. Cress, U., & Kimmerle, J. (2007). A theoretical framework of collaborative knowledge building with wikis – a systemic and cognitive perspective. Paper presented at the 7 th International Computer Supported Collaborative Learning Conference, July 16-21, 2007, New Brunswick, NJ, USA. Dillenbourg, P., Järvelä, S., & Fischer, F. (in press). The evolution of research on computer-supported collaborative learning: from design to orchestration. To appear in Kaleidoscope Legacy Book. Dillenbourg, P., & Traum, D. (2006). Sharing solutions: persistence and grounding in multimodal collaborative problem solving. The Journal of the Learning Sciences, 15 (1), 121–151. Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL,. Heerlen: Open Universiteit Nederland, 61- 91. Dufresne, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P., & Wenk, L. (1996). Classtalk: A classroom communication system for active learning. Journal of Computing in Higher Education, 7 (2), 3-47. 77
Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87 (3), 215-251. Fischer, F., Kollar, I., Mandl, H., & Haake, J. M. (2007). Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives, New York: Springer. Fischer, F., & Mandl, H. (2005). Knowledge convergence in computer-supported collaborative learning: the role of external representation tools. The Journal of the Learning Sciences, 14 (3), 405–441. Fischer, F., Bruun, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12 (2), 213-232. Gay, G., Stefanone, M., Grace-Martin, M., & Hembrooke, H. (2001). The Effects of Wireless Computing in Collaborative Learning Environments. International Journal of Human-Computer Interaction, 13 (2), 257-276. Hadwin, A.F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A sociocultural analysis of changes in student-teacher discourse about a graduate research portfolio. Instructional Science, 33 (5-6), 413-450. Häkkinen, P., & Järvelä, S. (2006). Sharing and constructing perspectives in web-based conferencing. Computers and Education, 47 (4), 433-447. Järvelä, S. , Volet, S. & Järvenoja, H. (2005). Motivation in collaborative learning: New concepts and methods for studying social processes of motivation. A paper presented at the Earli 2005 conference, 22-27 August 2005, Nicosia, Cyprus. Kirschner, P. A. (2002). Cognitive load theory. Learning and Instruction, 12 (1), 1-10. Kolbitsch, J., & Maurer, H. (2006). The Transformation of the Web: How Emerging Communities Shape the Information We Consume. Journal of Universal Computer Science, 12 (2), 187-213. Kurti, A., Milrad, M., & Spikol, D. (2007). Designing Innovative Learning Activities Using Ubiquitous Computing. Paper presented at the ICALT 2007 conference, July 18-20, 2007, Nagaoka, Japan. Larkin, J.H., & Simon, H.A. (1987). Why a diagram is (sometimes) worth of ten thousand words. Cognitive Science, 11 (1), 65-99. Leinonen, P., & Järvelä, S. (2006). Facilitating interpersonal evaluation of knowledge in a context of distributed team collaboration. British Journal of Educational Technology, 37 (6), 897-916. Leinonen, P., Järvelä, S., & Häkkinen, P. (2005). Conceptualizing the awareness of collaboration: A qualitative study of a global virtual team. Computer Supported Cooperative Work, 14 (4), 301-322. Manlove, S., Lazonder, A.W., & De Jong, T. (2006). Regulative support for collaborative scientific inquiry learning. Journal of Computer Assisted Learning, 22 (2), 87-98. McCaslin, M. (2004). Coregulation of opportunity, activity, and identity in student motivation. In D. McInerney & S. Van Etten (Eds.), Big theories revisited: Research on sociocultural influences on motivation and learning, Greenwich, CT: Information Age, 249-274. McCaslin, M., & Hickey, D. T. (2001). Self-regulated learning and academic achievement: A Vygotskian view. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice, Mahwah, NJ: Lawrence Erlbaum, 227-252. Milrad, M., & Jackson, M. (in press). Designing and Implementing Educational Mobile Services in University Classrooms Using Smart Phones and Cellular Networks. International Journal of Engineering Education. 78
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October 2007 Volume 10 Number 4
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Abstracting and Indexing Educationa
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The Relationship of Kolb Learning S
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a question about learning together
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affordances of networked learning s
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included a unit on collaborative le
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on at different times and work indi
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• the numerous evaluation studies
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wanted to work. The same inquiry pr
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usability studies have a place in t
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Milrad, M., & Jackskon, M. (2007).
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information- and communication tech
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Interactive Examination, the studen
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Table 1. Criteria for grading OD st
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content. Differences in the attitud
Page 31 and 32: Even though further research on the
Page 33 and 34: Olofsson, A. D. (2007). Participati
Page 35 and 36: Etzioni (1993) points out that an i
Page 37 and 38: programme. They are rather construc
Page 39 and 40: to be that each individual trainee
Page 41 and 42: Bernmark-Ottosson, A. (2005). Demok
Page 43 and 44: The Knowledge Foundation (2005). IT
Page 45 and 46: Figure 1. Design Theories in contex
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Page 49 and 50: Blog Reflection This design concept
Page 51 and 52: Narrative Structure (Form) Content
Page 53 and 54: Löwgren, J., & Stolterman, E. (200
Page 55 and 56: critique, neither do the single ind
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Page 59 and 60: the del.icio.us site (see figure 3)
Page 61 and 62: Device cultures It is not only the
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Page 67 and 68: Milrad, M., & Spikol, D. (2007). An
Page 69 and 70: components to be able to deal with
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Page 73 and 74: only with their existing day-today
Page 75 and 76: As our work continues, we will try
Page 77 and 78: cognition as well as self-regulated
Page 79 and 80: Mobile mind map tool for stimulatin
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Page 85 and 86: Al-A'ali, M. (2007). Implementation
Page 87 and 88: complex cognitive skills involve em
Page 89 and 90: Table 1. CAT and a linear mathemati
Page 91 and 92: It is agreed that the difficulty le
Page 93 and 94: Figure 7. Our newly added factors i
Page 95 and 96: question factors according to IRT;
Page 97 and 98: Instructure 1 Login User-ID Passwor
Page 99 and 100: Shute, V., & Towle, B. (2003). Adap
Page 101 and 102: distinguish between partial knowled
Page 103 and 104: esponse is identified, then the sco
Page 105 and 106: are stored in the answer record and
Page 107 and 108: 2 (7) MNSQ = ∑WniZ ni ∑ Wni =
Page 109 and 110: in the course. A randomized block d
Page 111 and 112: To test whether ET can effectively
Page 113 and 114: course, more comparison tests could
Page 115 and 116: Fleischmann, K. R. (2007). Standard
Page 117 and 118: educational standards in practice t
Page 119 and 120: laboratory activities, which are bu
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Page 123 and 124: Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
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Page 127 and 128: Resources 0.55 0.72 e17 In my schoo
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Page 131 and 132: Regression models indicating relati
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of beliefs about integrating comput
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Sinko, M., & Lehtinen, E. (1999). T
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concept of social support. Lastly,
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Procedure Content analysis procedur
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and mice are out of order. I have t
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feature of supportive online groups
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Anderson, J., & Lee, A. (1995). Lit
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Schwab, R. L., Jackson, S. E., & Sc
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Investigating the problem An extens
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meets the anywhere, anytime require
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minimise housekeeping tasks and fre
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3. Join Group Discussion 4. Attend
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Figure 4. Learning Shell showing He
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engineering the Learning Shell so i
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Olfos, R., & Zulantay, H. (2007). R
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portion of CourseInfo requires that
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Table 2. Assignment evaluation resp
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E-3c. Likert scale on usability: Th
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organized in four groups, namely: T
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The correlations were not high enou
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Data illustrate some reliability an
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nature, some specific core objectiv
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Frederiksen, J.R., & Collins, A. (1
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Bottino, R. M., & Robotti, E. (2007
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The Text Editor allows the editing
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Mathematical content and structure
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Consolidation exercises Solution co
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As to course components, the activi
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handle more formal representations
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Lagrange, J. B., Artigue, M., Labor
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processed information was classifie
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Method Participants The participant
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Table 5. Learning outcomes of diffe
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peers and benefited most from discu
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Kayes, D.C. (2005). Internal validi
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This paper considers the potential
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The first assumption ensures that c
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allowed to rise when external fundi
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The second option, lowering the cos
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Downes, S. (2003). Design and Reusa
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Appendix A. Good-enough approaches
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Rapid Prototyping and Design Based
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Initial Design Because the field-ba
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• reducing the number of required
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that they felt this hindrance; I fe
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goals” (Edelson, 2002, p. 114) wa
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more and more from the periphery of
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Edelson, M. (1988). The hermeneutic
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Q.2 carries 25 marks, Q.3 carries 2
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the proposed methods can evaluate s
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Gogoulou, A., Gouli, E., Grigoriado
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enabling learner (subject) to work
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• Self-, Peer- and Collaborative-
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(iii) Regulates the communication:
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Figure 3. A screen shot of the SCAL
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2 nd study: Thirty-five students pa
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them characterized it as time and e
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Soller, A. (2001). Supporting Socia
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making reference to the others wher
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Solution 2.2: Deliberately select h
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just near a deadline, when it may b
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assessed on an individual basis. Wi
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- and even appreciated - by student
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Panitz, T., & Panitz, P. (1998). En
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Concept Mapping Concept mapping by
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Research Questions In order to dete
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with their teacher but rather than
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Tukey’s HSD post hoc test reveale
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collaboratively during study time?
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Jegede, O.J., Alaiyemola, F.F., & O
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esources. The use of synchronous te
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The use of digital communication mo
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contributed more information and en
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3. Use the second screen for the le
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• Use drawing to develop writing
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student and teacher on the synchron
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Vogel, J. J., Vogel, D. S., Cannon-
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Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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