Authentic Learning Through Advances in Technologies (eBook)

Ting-Wen Chang, Ronghuai Huang, Kinshuk (Herausgeber)

eBook Download: PDF

2017 | 1st ed. 2018
216 Seiten
Springer Singapore (Verlag)
978-981-10-5930-8 (ISBN)

Infos

This book introduces the advanced technologies used for authentic learning, an educational term that refers to a variety of techniques focusing on how students apply the skills and knowledge acquired in school in real-world situations. In the meanwhile, it presents the latest trends and future developments in learning design, learning environment and assessment for authentic learning using advances in technology, this book discusses how technology supports authentic learning and what makes it effective.

Dr. Ting-Wen Chang is a research fellow and the Director of International Cooperation Office in the Smart Learning Institute of the Beijing Normal University for doing the research on Smart Learning as well as making many international cooperation projects. He was an associate research fellow of the Collaborative & Innovative Center for Educational Technology at the Beijing Normal University in China from 2014 to 2015. From 2011 to 2013, he was a postdoctoral fellow at Athabasca University in Canada, funded by NSERC/iCORE/Xerox/Markin Industrial Research Chair Program. His research mainly focuses on smart learning environment, technology enhanced learning, adaptivity and personalization, user/student modelling, multimedia Learning instruction, multi-screen learning environment, and computer-assisted instruction. Dr. Chang has published more than 40 refereed journal papers, book, book chapter, and international conference papers. He received the Outstanding Paper Award at ED-MEDIA 2009 and GCCCE 2009, the Best Paper Award at ICALT 2013 (IEEE). In 2014, he also received the Young Researcher Award from the IEEE Technical Committee on Learning Technology.

 

Dr. Ronghuai Huang is a Professor in the Faculty of Education and Dean of Smart Learning Institute in Beijing Normal University (BNU). He serves as the Vice Chairman of the China Association for Educational Technology; Vice Chairman of the China Educational Equipment Industry Association; Deputy Director of the Collaborative and Innovative Center for Educational Technology; Director of Digital Learning and Public Education Service Center; Director of Professional Teaching and Guiding Committee for Educational Technology; Director of Beijing Key Laboratory for Educational Technology. He received the 'Chang Jiang Scholar' award in 2016, which is the highest academic award issued to an individual in higher education by the Ministry of Education in China. Dr. Huang has been engaged in the research on educational technology as well as knowledge engineering since 1997. He has accomplished or is working on over 60 projects, including those of key science and technology projects to be tackled in the national 'Ninth Five-year Plan', 'Tenth Five-year Plan' and 'Eleventh Five-year Plan' and the projects in the national 863 plan as well as others financed by the government. His ideas have been widely spread, with more than 180 academic papers and over 20 books published in the domestic front and overseas.

 

Dr. Kinshuk is the Dean of the College of Information at the University of North Texas, USA. Prior to that, he held the NSERC/CNRL/Xerox/McGraw Hill Research Chair for Adaptivity and Personalization in Informatics, funded by the Federal government of Canada, Provincial government of Alberta, and by national and international industries. He was also Full Professor in the School of Computing and Information Systems and Associate Dean of Faculty of Science and Technology, at Athabasca University, Canada. After completing first degree from India, he earned his Master's degree from Strathclyde University (Glasgow) and PhD from De Montfort University (Leicester), United Kingdom. His work has been dedicated to advancing research on the innovative paradigms, architectures and implementations of online and distance learning systems for individualized and adaptive learning in increasingly global environments. Areas of his research interests include learning analytics; learning technologies; mobile, ubiquitous and location-aware learning systems; cognitive profiling; and, interactive technologies.

Inhalt

Contents 6
Learning Design for Authentic Learning 8
1 Improving Learners’ Experiences Through Authentic Learning in a Technology-Rich Classroom 9
Abstract 9
1 Introduction 9
2 Authentic Learning 11
2.1 What Is Authentic Learning? 11
2.2 Foundation of Authentic Learning 11
3 Design Approaches of Authentic Learning 12
3.1 Cognitive Apprenticeship 12
3.2 Situated Learning 13
3.3 Problem-Based Learning 14
4 Authentic Learning with Emerging Technologies 15
4.1 Application of Emerging Technologies in Authentic Learning Activities with Different Aspects 15
4.1.1 Connecting Real Life with Classroom Activities 16
4.1.2 Authentic Task 16
4.1.3 Act as an Expert 16
4.1.4 Multiple Roles 16
4.1.5 Reflection 16
4.1.6 Articulation 17
4.1.7 Coaching and Scaffolding 17
4.1.8 Assessment 17
4.2 Learning Benefits of Authentic Learning in Technology-Rich Classroom 17
5 Concluding Remarks 18
References 19
2 Analysing Performance in Authentic Digital Scenarios 22
Abstract 22
1 Defining Authentic Scenarios and Digital Interactions 22
2 Criteria for Authentic Digital Scenarios 23
3 Digital Interactions as Evidence of Authentic Performance 25
3.1 Evidence-Centred Claims 26
3.2 Designing a Claim 26
4 Primary Challenges of Digital Performance Analysis 27
5 Conclusion 28
References 29
3 Cultivating Creativity by Scaling up Maker Education in K-12 Schools 33
Abstract 33
1 Introduction 33
2 Maker and Maker Culture 34
2.1 The Past and Present of Maker 34
2.2 Maker Culture 35
3 Intelligence Development and the Value of Maker Education 36
3.1 Successful Intelligence: Analytical Intelligence, Creative Intelligence and Practical Intelligence 36
3.2 Maker Education and Successful Intelligence 38
4 Learning Mode Based on Students’ Cognitive Development and Scientific Literacy 39
4.1 The Characteristics of the Development of Students’ Cognition and Scientific Literacy 39
4.2 Learning Mode Based on the Characteristics of Students’ Cognitive Development and Scientific Literacy 40
4.3 The Development Path for Maker Education in China’s K-12 School 42
5 Conclusion 43
Acknowledgements 44
References 44
Development and Implementation of Authentic Learning 46
4 Interactive Electronic Book for Authentic Learning 47
Abstract 47
1 Introduction 48
2 E-Books and Authentic Learning 50
3 Case Studies 51
3.1 Empowering Classroom Observation with E-Book Learning System 51
3.2 Handheld Sensor-Based Vocabulary Games 53
3.3 Electroencephalography 56
4 Conclusion 59
Acknowledgements 60
References 60
5 Use of the Collaboration-Authentic Learning-Technology/Tool Mediation Framework to Address the Theory–Praxis Gap 63
Abstract 63
1 Introduction 63
2 The Cat Framework 65
3 Case Studies 66
3.1 Educational Games as Authentic Learning Tasks 67
3.2 Course Design 69
3.3 Academic Professional Development 71
4 Discussion 72
References 73
6 Analytics in Authentic Learning 76
Abstract 76
1 Introduction 77
2 Learning Analytics 78
2.1 What Is Learning Analytics? 78
2.2 Types of Learning Traces 79
3 Applying Learning Analytics 80
3.1 The Flavours of Insight 82
3.2 Deploying Learning Analytics 83
3.3 Learning Analytics and the Curriculum 84
4 Analytics in Authentic Learning 84
4.1 Abstraction-Oriented Instruction 85
4.2 Reality-Oriented Instruction 86
4.3 Learning Analytics as the Backbone of the Abstract-Reality Continuum 86
5 Conclusion 87
Acknowledgements 89
References 89
7 Supporting Reflective Lesson Planning Based on Inquiry Learning Analytics for Facilitating Students’ Problem Solving Competence Development: The Inspiring Science Education Tools 91
Abstract 91
1 Introduction 92
2 Background 94
2.1 Inquiry-Based School Science Education 94
2.2 The PISA 2012 Problem Solving Framework and Its Mapping to the Inquiry Cycle Phases 95
3 The Inspiring Science Education Tools 96
3.1 The Inspiring Science Education Authoring Tool 97
3.1.1 Design Considerations 98
3.1.2 Technical Implementation 99
3.2 The Inspiring Science Education Delivery Tool 101
3.2.1 Design Considerations 102
3.2.2 Technical Implementation 104
4 Conclusions and Future Work 110
Acknowledgements 111
References 111
8 Case Studies of Augmented Reality Applications for Authentic Learning 115
Abstract 115
1 Introduction 115
2 Related Works 116
3 Case Studies in AR-Based Learning Environment 118
3.1 Case Study in Mathematics: Probability Learning 119
3.1.1 Participants 119
3.1.2 Research Design 119
3.1.3 Research Findings 119
3.2 Case Study in Physics: Convex Imaging Experiment 121
3.2.1 Participants 121
3.2.2 Research Design 121
3.2.3 Research Findings 122
3.3 Case Study in Physics: Magnetic Field Visualization 123
3.3.1 Participants 123
3.3.2 Research Design 123
3.3.3 Research Findings 124
Overall Analysis of Test Results 124
Attitude Questionnaire Analysis 124
Students’ Perspective on AR-Based Natural Interaction Learning 125
3.4 Case Study in Chemistry: Inquiry-Based Microparticles Interactive Experiments 126
3.4.1 Participants 126
3.4.2 Research Design 126
Experiment Design 126
Application Design 127
3.4.3 Research Finding 128
3.5 Case Study in Language Learning: EFL Children’s Vocabulary Study 129
3.5.1 Participants 129
3.5.2 Research Design 129
3.5.3 Research Findings 130
Analysis of Learning Achievement 130
Analysis of Teacher’s Attitude 131
4 Conclusion 131
Acknowledgements 132
References 132
Optimizing Learning Environment for Authentic Learning 135
9 Authentic Learning of Primary School Science in a Seamless Learning Environment: A Meta-Evaluation of the Learning Design 136
Abstract 136
1 Introduction 136
2 Context of Curriculum Design Process 140
3 Analytical Framework for Evaluating Curriculum Design 144
4 Analysis of MLE Units and Lessons 146
4.1 MLE Curriculum: Year 1 (Primary 3) 147
4.1.1 Brief Description of Units P3-1 and P3-2: Progressive Introduction to Mobile-Assisted Seamless Learning 147
4.1.2 Evaluation of Unit P3-4: Plants and Their Parts—Enculturating Learners to Generate Artifacts 148
4.1.3 Brief Description of P3-5 and P3-6—Magnifying Authentic Learning 152
4.1.4 Evaluation of Unit P3-7: The Body System—Bringing in Parental Involvement 152
4.1.5 The School Management’s Feedback at the End of Our Year 1 Intervention 157
4.2 MLE Curriculum: Year 2 (Primary 4) 158
4.2.1 Brief Description of Unit P4-1: Cycles 158
4.2.2 Evaluation of Unit P4-4: Heat and Temperature—Sidelining Mobile Learning Activities 158
4.2.3 Unit P4-5 Magnet—Back to a More Holistic Seamless Learning Experience 159
5 Discussion 162
6 Conclusion 165
Acknowledgements 165
References 166
10 Kaleidoscopic Course: The Concept, Design, and Implementation of the Flipped Classroom 170
Abstract 170
1 Introduction 171
2 The Concept and Design of the Flipped Classroom 172
3 Two Essential Components of the Flipped Classroom 173
4 The Six Types of Classrooms: Supporting Highly Interactive Learning Activities 174
5 Three Real Examples: Demonstrating How to Use the Six Types of Classrooms 176
5.1 Demonstration 1: Asynchronously Providing a Series of Learning Activities Corresponding to Appropriate Classrooms 176
5.2 Demonstration 2: Simultaneously Interweaving Different Types of Classrooms with Multiple Learning Activities to Learn a Related Concept/Topic 177
5.3 Demonstration 3: Reusing Open Educational Resources (OER) to Create Meaningful Learning Activities 178
6 The Four Implementation Stages of the Flipped Classroom 179
7 Issues, Challenge, and Possible Solution for the Flipped Classroom 181
8 Conclusion 184
Acknowledgements 184
References 184
11 Making Without Makerspace, Another Study of Authentic Learning with Augmented Reality Technology 187
Abstract 187
1 Introduction 187
1.1 Constructionism and Representation 188
1.2 Learning Environments for Making 188
2 Making Without Makerspace 188
2.1 New Technology of Augmented Reality 190
2.2 The Limit of AR 192
3 The AR Application 193
3.1 Book of Augmented Reality 193
3.2 App of Augmented Reality 194
3.3 Car Repair with Augmented Reality 195
4 Conclusion 197
References 198
Next Step for Authentic Learning 200
12 Future Trends of Designing Learning in the Global Context 201
Abstract 201
1 Introduction 201
2 A Lessons Learned Framework 203
2.1 Learning 203
2.2 Being Human 203
2.3 Technologies 204
2.4 Education 206
2.5 A Framework for Effective Change 206
3 Emerging Technologies 208
3.1 Learning Places 208
3.2 Makerspaces 209
3.3 Open Educational Resources 209
3.4 Personalized Learning 210
3.5 Wearable Devices 210
4 Conclusion 211
References 211

Produkt-Details

• Erscheint lt. Verlag: 19.9.2017
• Reihe/Serie: Lecture Notes in Educational Technology
• Reihe/Serie: Lecture Notes in Educational Technology
• Zusatzinfo: VI, 216 p. 55 illus., 43 illus. in color.
• Verlagsort: Singapore
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: Authentic learning • Emerging technology • E-textbook • Flipped Classroom • Learning and Instruction • Learning by Doing • Learning Design • Problem Solving • Real-world application • Seamless Learning • User Experience
• ISBN-10: 981-10-5930-6 / 9811059306
• ISBN-13: 978-981-10-5930-8 / 9789811059308