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Matt LeClair

Design-based research: An emerging paradigm for educational inquiry - 0 views

www.designbasedresearch.org/...DBRC2003.pdf

design-based research research theory design knowledge human capacity educational reform

shared by Matt LeClair on 09 Nov 11 - No Cached
  • Matt LeClair on 09 Nov 11
     
    The authors argue that design-based research, which blends empir- ical educational research with the theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Design- based researchers' innovations embody specific theoretical claims about teaching and learning, and help us understand the relationships among educational theory, designed artifact, and practice. Design is central in efforts to foster learning, create usable knowledge, and ad- vance theories of learning and teaching in complex settings. Design- based research also may contribute to the growth of human capacity for subsequent educational reform.
Matt LeClair

Progressive inquiry with a networked learning environment the FLE-Tools - 0 views

fle.uiah.fi/...hanni_CSCL99.html

learning tools resources education actionresearch social collaborative technology environment research inquiry FLE tool

shared by Matt LeClair on 02 Jun 12 - No Cached
  • progressive inquiry model
  • , Future Learning Environment Tools (FLE-Tools
  • analysis of 125 messages
  • ...24 more annotations...
  • design of computer supported collaborative learning (CSCL) environments
  • Participation in progressive inquiry is facilitated by asking a user who is preparing a discussion message to categorize the message by choosing a "category of inquiry scaffold" (e.g., Problem, Working theory, Summary) corresponding to the PI-Model (based on the practices of Scardamalia & Bereiter, 1993). These scaffolds are designed to encourage students to engage in expert-like processing of knowledge; they help to move beyond simple question-answer discussion and elicit practices of progressive inquiry.
  • ther important aspect of inquiry, and a critical condition of developing conceptual understanding, is generation of one’s own working theories — one’s conjectures, hypotheses, theories or interpretations — for the phenomena being investigated (Carey & Smith, 1995; Perkins, Crismond, Simmons, & Under, 1995; Scardamalia & Bereiter, 1993).
  • Through evaluating whether and how well the working theories explain the chosen problems, the learning community seeks to assess strengths and the weaknesses of different explanations and identify contradictory explanations, gaps of knowledge, and limitations of the power of intuitive explanation
  • Progressive discourse occurs, for instance, in the sciences demonstarting both accumulation and deepening of knowledge.
  • Each question opened one knowledge-buiding thread, e.g., "How does the new information and communication technology support development of students’ expertise in different contexts?" or "What kind of new pedagogical problems may emerge in networked learning environments?"
  • Specific problems addressed included the following: 1) What is the nature of KB messages produced by the participants? 2) How does the KB represent the model of progressive inquiry? 3) How did the students used the scaffolds provided by the FLE-Tools?
  • During the nine-week course the students posted 125 messages.
  • The postings to the database KB Module constitute the data analyzed in this study. The database material was analyzed with qualitative and quantitative methods in order to evaluate the process of knowledge advancement. The methods applied to analyzing the date aim at providing a richer view on the content and the progression of the discussion (see Chi, 1997).
  • ded to elicit in-depth inquiry
  • The following categories of inquiry scaffolds were also used to analyze how the students categorized their messages: Problem, Working theory, Deepening knowledge, Comment, Metacomment, and Summary (Help has been left out of the analysis because it was not used by the students)
  • To analyze the reliability of segmentation, an independent coder classified approximately 15 percent of the messages. The inter-coder reliability was .91, indicating that the reliability of segmentation was satisfactory.
  • each segment or idea was classified according to five principal "idea categories" identified in the coding process: Problem, Working theory, Scientific explanation, Metacomment, and Quote of another student’s idea. All of the propositions fitted in these five categories of ideas, which were regarded to be mutually exclusive.
  • database was considered to show remarkable connectedness (Hewitt, 1996).
  • FLE-Tools environment was used in a pilot course to facilitate progressive inquiry in university education
  • The students were asked to categorize their posting to the database by using a set of cognitive scaffolds. However, the content analysis indicated that the students' productions often did not correspond with the scaffold they chose. The students showed a bias for selecting a Category of Inquiry
  • A thematic analysis of the discussion suggested that a tutor's "just-in-time" participation could have significantly changed this pattern, judging from the evaluations and reflections of the students.
  • First, although the students were introduced the PI-Mode
  • Second, it is possible that it is not natural for the students to partition their posting in a way that corresponds to the given scaffolds; the students wrote rather long entries (often half a page) in which they set up as well as explained their problems.
  • examination of the database indicated that there was a substantial knowledge-management problem.
  • only the KB module was tested.
  • model of progressive inquiry
  • the students apparently need strong community support that would induce them to participate and guide them in doing so
  • Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago, IL
  • Matt LeClair on 02 Jun 12
     
    The design of a web-based, networked learning environment, Future Learning Environment Tools (FLE-Tools) embodies a model of progressive inquiry. In this paper, we introduce the progressive inquiry model and describe how different modules FLE-Tools are designed to facilitate participation in this kind of inquiry. Results of a pilot experiment of using FLE-Tools in higher education are presented. The study was based on an analysis of 125 messages posted by thirteen university students to the FLE-Tools database. The results indicated that the course provided positive evidence for an integration of progressive inquiry and online discussion. The pedagogical and design challenges with which we are currently struggling are discussed: the problems of creating a learning community for students collaborating at distance or managing large number of entries in FLE's database.
Matt LeClair

Expectancy Theory - 0 views

en.wikipedia.org/...Expectancy_theory

Expectancy theory outcome motivation behavior research

shared by Matt LeClair on 14 Oct 11 - No Cached
  • Matt LeClair on 14 Oct 11
     
    Wiki - Expectancy Theory proposes that a person will decide to behave or act in a certain way because they are motivated to select a specific behavior over other behaviors due to what they expect the result of that selected behavior will be.[1] In essence, the motivation of the behavior selection is determined by the desirability of the outcome. However, at the core of the theory is the cognitive process of how an individual processes the different motivational elements. This is done before making the ultimate choice. The outcome is not the sole determining factor in making the decision of how to behave.
Matt LeClair

Action Research @ actionresearch.net - 0 views

www.actionresearch.net

tools references ideas action research research Action living theory multimedia values writings knowledge management

shared by Matt LeClair on 26 Jun 12 - Cached
  • Matt LeClair on 26 Jun 12
     
    n a living educational theory approach to action research, individuals hold their lives to account by producing explanations of their educational influences in their own learning in enquiries of the kind, 'How am I improving what I am doing?' They do this in contexts where they are seeking to live the values they use to give life meaning and purpose as fully as they can. The living educational theories of professional educators and other practitioner-researchers usually explain their educational influences in the learning of their students and can also explain their educational influences in the learning of social formations. See www.actionresearch.net/writings/livtheory.html.
Matt LeClair

Audience Response System (ARS) - Learning Theories Supported - 0 views

www.turningtechnologies.com/...tion%20Charts%20-%20Sept10.pdf

Audience Response System ARS technology classroom learning learning theory theory teaching strategy learning environment

shared by Matt LeClair on 17 Jan 12 - No Cached
  • Matt LeClair on 17 Jan 12
     
    A number of researched-proven learning theories are ideal for use with response technologies. Teaching strategies that were difficult to implement become ideal with the use of immediate feedback in the learning environment.
Michelle Green

Activity Theory | Learning Theories - 1 views

www.learning-theories.com/activity-theory.html

activity theory

shared by Michelle Green on 06 Feb 12 - Cached
  • Three levels of activity
  • Activity towards an objective (goal) carried out by a community
  • Action towards a specific goal (conscious), carried out by an individual or a group
  • ...7 more annotations...
  • Operation structure of activity typically automated and not conscious concrete way of executing an action in according with the specific conditions surrounding the goal
  • Principles:
  • Object-orientedness.
  • Internalization/externalization
  • Mediation.
  • Development
  • All four of the above basic principles should be considered as an integrated system, because they are associated with various aspects of the whole activity.
Matt LeClair

The Immunity to Change™ Personal Development Process | Developmental Observer - 0 views

developmentalobserver.blog.com/...itc-overview

immunity personal development developmental change process development theory constructive-development theory goals personal observer research motivation

shared by Matt LeClair on 28 Feb 12 - No Cached
  • Matt LeClair on 28 Feb 12
     
    Changing one's behavior is one thing; it's keeping it changed that's often the real challenge, particularly when it's something we "know" we have to do. Using principles of Constructive-Developmental Theory, Robert Kegan and Lisa Lahey developed a personal development process that allows individuals and teams to overcome their "immunities to change" and achieve the personal goals that are most important to them. The heart of this immunity to change™ process is constructing a four-column "change map" that not only outlines your personal development goal but also reveals the hidden commitments that have been getting in the way of you achieving your goal.
Matt LeClair

http://www.actionresearch.net/writings/jack/arplanner.htm - 0 views

www.actionresearch.net/...arplanner.htm

resource research action research teaching model learning circle evaluation cycle questions cycle actionresearch Lit Review writings students

shared by Matt LeClair on 04 Jan 12 - No Cached
  • expression and communication of these values is essential in any valid explanation of your educational influence in your own learning and in the learning of others.  I am thinking here of values such as freedom, justice, care, love, compassion, respect and knowledge-creation
  • three assumptions
  • 'How do I improve what I am doing?'  in  your professional practice.
  • ...20 more annotations...
  • onversations between pairs of practitioner-researchers in which we take some 4 minutes each to outline our contexts, what really matters to us, and what we would like to improve
  • motivating you to improve your practice it often helps in the development of realistic action pla
  • After the initial conversation on values and context in relation to your desire to improve practices that relate to helping students, yourself and/or colleagues to improve their learning, I believe that you may find the following action planning process most useful.
  • 'How do I improve what I am doing?'
  • tions, ideas and actions that can distinguish an action reflection cycle: 1) What do I want to improve? What is my concern? Why am I concerned? 2) Imagining possibilities and choosing one of them to act on in an action plan 3) As I am acting what data will I collect to enable me to judge my educational influence in my professional context as I answer my question?  4) Evaluating the influence of the actions in terms of values and understandings. 5) Modifying concerns, ideas and actions in the light of evaluations.
  • Making public a validated explanation of educational influences
  • 7) As I evaluate the educational influences of my actions in my own learning and the learning of other, who might be willing to help me to strengthen the validity of my explanation of my learning about my influence with responses to questions such as: i)               Is my explanation as comprehensible as it could be? ii)             Could I improve the evidential basis of my claims to know what I am doing? iii)            Does my explanation include an awareness of historical and cultural influences in what I am doing and draw on the most advanced social theories of the day? iv)            Am I showing that I am committed to the values that I claim to be living by?
  • nhancing professionalism with TASC (Thinking Actively in a Social Context)
  • .  In producing a valid explanation for our educational influences in the learning of others I believe it to be necessary for the other's explanation of their own learning to be included in our explanation. 
  • ecognises the creativity of the other in engaging with ideas
  • I believe that Sally's writings make an original contribution to educational knowledge whilst showing that she has found useful some of my own ideas  in making this contribution.
  • Educational Enquiry (EE), Research Methods in Education (RME), Understanding Learners and Learning (ULL) and Gifts and Talents in Education (G & T) you can access these at: http://www.actionresearch.net/writings/mastermod.shtml .
  • To see the criteria used in assessing these units click on this link for the MACriteria.
  • virtual learning space for this CPD project go to http://www.spanglefish.com/livingvaluesimprovingpracticecooperatively/ . You can also read Walton's (2011 a&b) ideas on developing a collaborative inquiry.
  • In an inclusional way of being and knowing an individual recognises that they exist in a relational dynamic of space and boundaries. Hence one of the tasks of the practitioner-researcher is to express and communicate this relational dynamic in explanations of educational influence.
  • An example here would be the use of Foucault's (1977) ideas on Power/Knowledge to understand the relationships between the Truth of Power and the Power of Truth in the workplace when seeking academic legitimation for new living standards of judgment.
  • Appendix 1 Action Planner
  • You can access this curriculum at http://www.actionresearch.net/writings/bishops/bish99.pdf
  • How do we contribute to an educational knowledge base
  • Hymer, B. (2007) How do I understand and communicate my values and beliefs in my work as an educator in the field of giftedness?
  • Matt LeClair on 04 Jan 12
     
    "Action Planning In Improving Practice And Generating Educational Knowledge In Creating Your Living Educational Theory"
Matt LeClair

UCD Teaching & Learning - Understanding How Students Learn - 0 views

www.ucd.ie/...understandinghowstudentslearn

resources research learning tools qualitative measurement teaching understanding students individualization preference adult learning Brain

shared by Matt LeClair on 01 May 12 - No Cached
  • Matt LeClair on 01 May 12
     
    Learning is a latent construct - we cannot observe or explain it directly. Many theories have been forwarded to explain what occurs during learning. The resources in this section provide a brief introduction to this area and are organised as such:
Michelle Green

An Introduction to Activity Theory - YouTube - 0 views

www.youtube.com/watch

activity theory

shared by Michelle Green on 10 Feb 12 - No Cached
  • Michelle Green on 10 Feb 12
     
    Only focus on the first four minutes to grasp the concept
Matt LeClair

In The Physical World - Gaming - 0 views

www.i2i-align.com

motivation incentive reward psychology performance

shared by Matt LeClair on 29 Sep 11 - No Cached
  • Matt LeClair on 29 Sep 11
     
    For program sponsors, we design new, or audit existing, motivation, incentive and reward programs to increase their effectiveness and reduce your costs. Through the use of proven motivational theory, behavioral economics and social psychology we can help you drive extraordinary company performance. For incentive companies we provide a unique perspective when designing programs for their clients as well as support for their marketing and sales efforts.
shawntel

The Knowledge Building Paradigm: A Model of Learning for Net Generation Stude... - 0 views

www.setlab.net/?view=Knowledge_Building_Philip

knowledge-building actionresearch

shared by shawntel on 12 Oct 11 - No Cached
  • "new information," "my theory," "this theory cannot explain," "I need to understand," and "putting our ideas together," and they made extensive use of both the reading and responding functions.
Matt LeClair

Social Development Theory - 0 views

www.icpd.org/...SocialDevTheory.htm

social development theory development results research

shared by Matt LeClair on 25 Oct 11 - Cached
  • Matt LeClair on 25 Oct 11
     
    Social development can be summarily described as the process of organizing human energies and activities at higher levels to achieve greater results. Development increases the utilization of human potential.
Matt LeClair

Simon Sinek: How great leaders inspire action | Video on TED.com - 0 views

www.ted.com/...at_leaders_inspire_action.html

best practices leadership inspiration theory leaders change great video relationships

shared by Matt LeClair on 13 Jan 13 - No Cached
  • Matt LeClair on 13 Jan 13
     
    Simon Sinek has a simple but powerful model for inspirational leadership all starting with a golden circle and the question "Why?" His examples include Apple, Martin Luther King, and the Wright brothers ...
Matt LeClair

CRADLE - Center for Research on Activity, Development, and Learning - University of Hel... - 0 views

www.helsinki.fi/index.htm

research activity learning activity theory community social networking culture action research

shared by Matt LeClair on 08 Feb 12 - Cached
  • Matt LeClair on 08 Feb 12
     
    The purpose of CRADLE is to create a strong research community with high international impact, a national and international cradle of activity-theoretical and socio-cultural research.
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