Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
Group items tagged
8More
IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory stu... - 0 views
-
-
Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
-
Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
- ...5 more annotations...
-
Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
-
Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
-
Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
-
Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
-
, learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
9More
Indigenous Knowledge Systems/Alaska Native Ways of Knowing - 0 views
-
This article seeks to extend our understanding of the processes of learning that occur within and at the intersection of diverse world views and knowledge systems, drawing on experiences derived from across Fourth World contexts, with an emphasis on the Alaska context in particular
-
Until recently there was very little literature that addressed how to get Western scientists and educators to understand Native worldviews and ways of knowing as constituting knowledge systems in their own right, and even less on what it means for participants when such divergent systems coexist in the same person, organization or community.
-
issues on a two-way street, rather than view them as a one-way challenge to get Native people to buy into the western system.
- ...6 more annotations...
-
ecognize the limitations of a mono-cultural education system,
-
While western science and education tend to emphasize compartmentalized knowledge which is often de-contextualized and taught in the detached setting of a classroom or laboratory, indigenous people have traditionally acquired their knowledge through direct experience in the natural world.
-
The incongruities between western institutional structures and practices and indigenous cultural forms will not be easy to reconcile
-
The complexities that come into play when two fundamentally different worldviews converge present a formidable challenge.
-
As a concept, indigenous knowledge benchmarks the limitations of Eurocentric theory — its methodology, evidence, and conclusions — reconceptualizes the resilience and self-reliance of indigenous peoples, and underscores the importance of their own philosophies, heritages, and educational processes. Indigenous knowledge fills the ethical and knowledge gaps in Eurocentric education, research, and scholarship (2002:5).
-
The study of indigenous knowledge systems as it relates to education falls into three inter-related research themes: documentation and articulation of indigenous knowledge systems; delineating epistemological structures and learning/cognitive processes associated with indigenous ways of knowing; and developing/assessing educational strategies integrating indigenous and western knowledge and ways of knowing.
11More
From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views
-
It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c
-
It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.
-
We consider it important to understand why some of the philosophical differences between the two disciplines exist.
- ...8 more annotations...
-
instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
-
As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
-
Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
-
Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
-
"If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
-
The learning environment should allow each learner to proceed at a pace best suited to the individual.
-
It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
-
We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
3More
Author: When It Comes To High-Speed Internet, U.S. 'Falling Way Behind' : All Tech Cons... - 0 views
-
They're just like the railroad in that if you were a farmer in the 1890s, the only way to get your goods to market would be to work through the railroad. ... We just can't operate without it. They're also like them in that they're expensive businesses to build in the first place — it's very hard to come in and compete against one of these guys once they've built one of these giant networks. They're also like the railroad in that it takes intentional policy to make them stretch all the way across the United States.
-
We seem to currently assume that communications access is a luxury, something that should be entirely left to the private market unconstrained by any form of oversight. The problem is that it's just not true in the modern era. You can't get a job, you can't get access to adequate health care, you can't educate your children, we can't keep up with other countries in the developed world without having very high capacity, very high speed access for everybody in the country. And the only way you get there is through government involvement in this market. That's how we did it for the telephone, that's how we did it for the federal highway system, and we seem to have forgotten that when it comes to these utility basic services, we can't create a level playing field for all Americans or indeed compete on the world stage without having some form of government involvement.
-
"Unless somebody in the system has industrial policy in mind, a long-term picture of where the United States needs to be and has the political power to act on it, we'll be a Third World country when it comes to communications."
22More
Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views
-
Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
-
suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
-
Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
- ...19 more annotations...
-
all humans have an intrinsic need to be self-determining or autonomous
-
as well as to feel competent
-
connected
-
SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
-
a perception that what they do will not affect the outcome
-
an attribution of low value to the task being undertaken
-
the tendency to focus only on intrinsic motivation
-
It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
-
Case study one was situated within a compulsory integrated science and technology course
-
Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
-
suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
-
suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
-
associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
-
these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
-
practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
-
he relevance and value of the task
-
need to be clearly identified and linked to learning objectives to help
-
By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
-
ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
7More
Is Broadband Internet Access a Public Utility? | TIME.com - 0 views
-
State and local laws that make it difficult — if not impossible — for new competition to emerge in broadband markets should be reformed, according to Crawford. For example, many states make it very difficult for municipalities to create public wireless networks, thanks to decades of state-level lobbying by the industry giants. In order to help local governments upgrade their communications grids, Crawford is calling for an infrastructure bank to help cities obtain affordable financing to help build high-speed fiber networks for their citizens. Finally, U.S. regulators should apply real oversight to the broadband industry to ensure that these market behemoths abide by open Internet principles and don’t price gouge consumers. Should broadband Internet service be considered a public utility like water and electricity? “We treated the telephone industry like a utility and people don’t seem to be surprised by that,” says Crawford. “High-speed Internet access plays the same role in American life. It’s just that these guys have succeeded in making us think that it’s a luxury.”
-
According to Crawford, the interests of cable and telecom giants like Comcast, Time Warner Cable, Verizon, and AT&T, are not aligned with the interests of the public. Those corporate giants are concerned first and foremost with maximizing the profits of their shareholders. And all too often, profit maximization — especially in a market that lacks robust competition — is not consistent with providing the best possible service at reasonable prices.
-
“You let a little bit of competition exist so you can point to it and say ‘Ha, we’re competing!’ But otherwise it’s mostly controlled by one company.”
- ...4 more annotations...
-
One of the main themes in the book is the “digital divide,” which refers to the fact that millions of people in the U.S., mostly in the poorest and most rural communities, don’t have access to affordable broadband service, including 2.2 million people in New York City, according to Crawford. “We’re depriving people of basic communications access,” she says. Still, broadband and wireless services have become so important to our business and personal lives that most people are willing to pay up, even in the face of high prices driven in part by a lack of competition in the broadband and wireless markets.
-
Crawford, who has been a visiting professor at Harvard, Yale and Michigan, spent a year on the National Economic Council as a top telecommunications advisor to President Obama. In her book, she directs much of the blame for the sorry state of the U.S. broadband market at the federal government. “Instead of ensuring that everyone in America can compete in a global economy,” she writes, “instead of narrowing the divide between rich and poor, instead of supporting competitive free markets for American inventions that use information — instead, that is, of ensuring that America will lead the world in the information age — U.S. politicians have chosen to keep Comcast and its fellow giants happy.”
-
“Truly high-speed wired Internet access is as basic to innovation, economic growth, social communication, and the country’s competitiveness as electricity was a century ago,” Crawford writes, “but a limited number of Americans have access to it, many can’t afford it, and the country has handed control of it over to Comcast and a few other companies.”
-
Crawford argues that the Internet has replaced traditional phone service as the most essential communications utility in the country, and is now as important as electricity was 100 years ago.
1More
Quest to Learn | Institute of Play - 6 views
-
-
One of our colleagues in this program, Rebecca Grodner, is an English teacher at this school. I was fascinated when she mentioned that the school's philosophy was to reframe failure as iteration. I have made that my personal instructional mantra. She developed the Design Inquiry Cycle and shared this tool for inquiry-based learning in the UAlbany Knilt Wiki. This is the link, http://tccl.rit.albany.edu/knilt/index.php/Lesson_3:_The_Design_Inquiry_Cycle. I plan on using and adaptation of this model in my course's writing module.
-
11More
STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views
-
Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
-
enhanced self-efficacy and increased intrinsic motivation
-
Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
-
- ...6 more annotations...
-
E. Is simply requiring self-evaluation enough, or do students have to be taught how to evaluate their work accurately? Students harbor misconceptions about the self-evaluation process (e.g., the role that evidence plays). As a result, self-evaluation is unlikely to have a positive impact on achievement if these misconceptions are not addressed by teaching students how to evaluate their work. Simply requiring self-evaluation is unlikely to have an effect on achievement. Students have to be taught how to evaluate their work accurately and need time to develop the appropriate skills.
-
this is the important part...to really get the full benefits, we have to teach students the process and make them part of the process
-
-
G. What is the greatest challenge for teachers incorporating self-evaluation into their assessment repertoires? One of the greatest challenges for teachers is the recalibration of power that occurs when assessment decisions are shared. Data collected in one of our projects (Ross et al., 1998a) suggested that teachers found it difficult to share control of evaluation decision-making, a responsibility at the core of the teacher's authority. Such difficulty may be due to the fact that teaching students to be self-evaluators involves the implementation of fundamental changes in the relationship between teachers and students in the classroom. Changing root beliefs, behaviors and relationships is difficult and takes time. Accordingly, another challenge is time. Teachers need considerable time to work out how to accommodate an innovation that involves sharing control of a core teacher function with their existing beliefs about teacher and learner roles. As well, students need time to understand what self-evaluation is and how it relates to their learning, in addition to learning how to do it.
-
STAGE 1- Involve students in defining the criteria that will be used to judge their performance
-
STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
-
STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
-
STAGE 2- Teach students how to apply the criteria to their own work.
3More
Gamasutra - Book Excerpt: 'A Theory Of Game Design' - What Games Aren't - 0 views
-
Game designer Marc LeBlanc has defined eight types of fun: sense-pleasure, make-believe, drama, obstacle, social framework, discovery, self-discovery and expression, and surrender. Paul Ekman, a researcher on emotions and facial expressions, has identified literally dozens of different emotions - it’s interesting to see how many of them only exist in one language but not in others. Nicole Lazzaro did some studies watching people play games, and she arrived at four clusters of emotion represented by the facial expressions of the players: hard fun, easy fun, altered states, and the people factor.
-
Games are not stories. It is interesting to make the comparison, though: Games tend to be experiential teaching. Stories teach vicariously. Games are good at objectification. Stories are good at empathy. Games tend to quantize, reduce, and classify. Stories tend to blur, deepen, and make subtle distinctions. Games are external - they are about people’s actions. Stories (good ones, anyway) are internal - they are about people’s emotions and thoughts. In both cases, when they are good, you can come back to them repeatedly and keep learning something new. But we never speak of fully mastering a good story.
7More
shared by lkryder on 03 Jul 14
- No Cached
Gamification Shows the Learner Visible Signs of Their Learning | Faculty Focus - 0 views
www.facultyfocus.com/...learner-visible-signs-learning
visuals games gamification ZPD multimedia design
shared by lkryder on 03 Jul 14
- No Cached
-
One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.
-
Gamification should orient the learner to where they are in the instructional process, where they are going, and how much further they have to go until the end. The concept is that the learner is able to “see” progress. The progress might be in the form of a character moving up a mountain or an image of how close the learner is to the next level (Kapp, 2013).
-
Gamification uses criterion and mastery to advance the learner from one element of the instruction to the next.
- ...2 more annotations...
-
Mastery learning provides an approach that recognizes that aptitude for learning may be more closely linked to time and perseverance than to ability (Bloom, 1971; Melton, 2008)
-
The technique of scaffolding and the use of levels in games provides visual progress to the student and maintain interest in the instruction as the student moves from level to level having different experiences and achieving success as they progress toward the ultimate goal. In gamification, the levels usually become more difficult and challenging as the student moves toward the end and the skills they exhibit at the final level would not be possible without the experience of playing the preceding levels. This idea is embodied in Merrill’s application principle that “instruction should provide coaching, which should be gradually withdrawn to enhance application” (Merrill, 2009, pp. 42).
-