Renegotiating the pedagogical peace : a case study in online discussions for undergraduate on campus students

This paper reports an investigation into the ways in which undergraduate students, who are studying on campus, learn in online discussions. The study focuses on student strategies, and the role of text, time and place independence, peer interaction and the influence of the curriculum. It also examines the relationships between online discussions and face to face classes. The study found deep approaches to learning were widely used and were associated with constructivist learning activity, thinking and interacting online in groups in a way that adds value to the classroom, close integration with face to face activity and a positive perception of online discussions and the course as a whole. This case study confirms the relational nature of student learning in a blended learning environment.

How to design educational settings to promote collaborative inquiry: Pedagogical infrastructures for technology-enhanced progressive inquiry

Strategies of scientific, question-driven inquiry are stated to be important cultural practices that should be educated in schools and universities. The present study focuses on investigating multiple efforts to implement a model of Progressive Inquiry and related Web-based tools in primary, secondary and university level education, to develop guidelines for educators in promoting students collaborative inquiry practices with technology. The research consists of four studies. In Study I, the aims were to investigate how a human tutor contributed to the university students collaborative inquiry process through virtual forums, and how the influence of the tutoring activities is demonstrated in the students inquiry discourse. Study II examined an effort to implement technology-enhanced progressive inquiry as a distance working project in a middle school context. Study III examined multiple teachers' methods of organizing progressive inquiry projects in primary and secondary classrooms through a generic analysis framework. In Study IV, a design-based research effort consisting of four consecutive university courses, applying progressive inquiry pedagogy, was retrospectively re-analyzed in order to develop the generic design framework. The results indicate that appropriate teacher support for students collaborative inquiry efforts appears to include interplay between spontaneity and structure. Careful consideration should be given to content mastery, critical working strategies or essential knowledge practices that the inquiry approach is intended to promote. In particular, those elements in students activities should be structured and directed, which are central to the aim of Progressive Inquiry, but which the students do not recognize or demonstrate spontaneously, and which are usually not taken into account in existing pedagogical methods or educational conventions. Such elements are, e.g., productive co-construction activities; sustained engagement in improving produced ideas and explanations; critical reflection of the adopted inquiry practices, and sophisticated use of modern technology for knowledge work. Concerning the scaling-up of inquiry pedagogy, it was concluded that one individual teacher can also apply the principles of Progressive Inquiry in his or her own teaching in many innovative ways, even under various institutional constraints. The developed Pedagogical Infrastructure Framework enabled recognizing and examining some central features and their interplay in the designs of examined inquiry units. The framework may help to recognize and critically evaluate the invisible learning-cultural conventions in various educational settings and can mediate discussions about how to overcome or change them.

Pedagogical Methods in Web-Based Language Teaching

This paper presents a research project that is being conducted at Dalarna University in Sweden. The aim is to study the following: 1) The quality of online language education compared with that of campus education, and 2) Advantages and disadvantages of online language education and how the disadvantages might be overcome. The project consists of two parts: pedagogical methods in online language education from the teachers’ point of view and from the students’ point of view. The first part was conducted in 2012 and various characteristics (benefits and difficulties) of online language education were identified. Flexibility and wider opportunities were general benefits, while lack of physical co-presence, difficulty in having lively debates/discussions, and high dropout rates were among the problems. The second part of the project (being conducted in 2014) aims to investigate how students experience online language learning. The goal is to explore alignments and misalignments between teachers’ perspectives and students’ perspectives, and to develop methods to enhance the quality of online education.

Testing the effectiveness of mathematical games as a pedagogical tool for children's learning

In an effort to engage children in mathematics learning, many primary teachers use mathematical games and activities. Games have been employed for drill and practice, warm-up activities and rewards. The effectiveness of games as a pedagogical tool requires further examination if games are to be employed for the teaching of mathematical concepts. This paper reports research that compared the effectiveness of non-digital games with non-game but engaging activities as pedagogical tools for promoting mathematical learning. In the classrooms that played games, the effects of adding teacher-led whole class discussion was explored. The research was conducted with 10–12-year-old children in eight classrooms in three Australian primary schools, using differing instructional approaches to teach multiplication and division of decimals. A quasi-experimental design with pre-test, post-test and delayed post-test was employed, and the effects of the interventions were measured by the children’s written test performance. Test results indicated lesser gains in learning in game playing situations versus non-game activities and that teacher-led discussions during and following the game playing did not improve children’s learning. The finding that these games did not help children demonstrate a mathematical understanding of concepts under test conditions suggests that educators should carefully consider the application and appropriateness of games before employing them as a vehicle for introducing mathematical concepts.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Cyber Enigmas? Passive Detection and Pedagogical Agents: Can Students Spot the fake?

This paper presents a study that was undertaken to examine human interaction with a pedagogical agent and the passive and active detection of such agents within a synchronous, online environment. A pedagogical agent is a software application which can provide a human like interaction using a natural language interface. These may be familiar from the smartphone interfaces such as ‘Siri’ or ‘Cortana’, or the virtual online assistants found on some websites, such as ‘Anna’ on the Ikea website. Pedagogical agents are characters on the computer screen with embodied life-like behaviours such as speech, emotions, locomotion, gestures, and movements of the head, the eye, or other parts of the body. The passive detection test is where participants are not primed to the potential presence of a pedagogical agent within the online environment. The active detection test is where participants are primed to the potential presence of a pedagogical agent. The purpose of the study was to examine how people passively detected pedagogical agents that were presenting themselves as humans in an online environment. In order to locate the pedagogical agent in a realistic higher education online environment, problem-based learning online was used. Problem-based learning online provides a focus for discussions and participation, without creating too much artificiality. The findings indicated that the ways in which students positioned the agent tended to influence the interaction between them. One of the key findings was that since the agent was focussed mainly on the pedagogical task this may have hampered interaction with the students, however some of its non-task dialogue did improve students' perceptions of the autonomous agents’ ability to interact with them. It is suggested that future studies explore the differences between the relationships and interactions of learner and pedagogical agent within authentic situations, in order to understand if students' interactions are different between real and virtual mentors in an online setting.

A Pedagogical Strategy for Integrated Education of Spanish in the 4th to 6th Grades of the General Basic Education

Language teaching has become a priority in the Costa Rican educational system, considering it as a tool for communication and development of thought. Without language, there is no access to other curriculum disciplinary knowledge. A successful experience conducted some years ago, with students from 4th to 6th grade, was the basis for the design and implementation of a professional development activity addressed to promoting an integration strategy previously adjusted according to the Ministry’s requirements and the existing national regulations. This study is developed in the framework of a qualitative paradigm including research-action and systematization. A purposive sample was selected based on a suitability factor, through which individuals are informed about the strategy, and then the strategy is applied to a group of students from urban-marginal areas. The techniques used include literature review, analysis of curriculum and Ministry’s regulations, application of an in-depth interview, discussions from the course’s participant in a portfolio, and discussions from students to whom the strategy was applied. We analyzed the considerations of teachers and students, as well as the theoretical and regulatory information by triangulation. The study’s conclusion is the necessity of a communicative approach in language teaching and our recommendation is to implement the strategy developed in the Costa Rican classrooms as provided in this paper.

Professional development for the integration of biotechnology education

Views on the nature and relevance of science education have changed significantly over recent decades. This has serious implications for the way in which science is taught in secondary schools, particularly with respect to teaching emerging topics such as biotechnology, which have a socio-scientific dimension and also require novel laboratory skills. It is apparent in current literature that there is a lack of adequate teacher professional development opportunities in biotechnology education and that a significant need exists for researchers to develop a carefully crafted and well supported professional development design which will positively impact on the way in which teachers engage with contemporary science. This study used a retrospective case study methodology to document the recent evolution of modern biotechnology education as part of the changing nature of science education; examine the adoption and implementation processes for biotechnology education by three secondary schools; and to propose an evidence based biotechnology professional development model for science educators. Data were gathered from documents, one-on-one interviews and focus group discussions. Analysis of these data has led to the proposal of a biotechnology professional development model which considers all of the key components of science professional development that are outlined in the literature, as well as the additional components which were articulated by the educators studied. This research is timely and pertinent to the needs of contemporary science education because of its recognition of the need for a professional development model in biotechnology education that recognizes and addresses the content knowledge, practical skills, pedagogical knowledge and curriculum management components.

From literacy to multiliteracies : diverse learners and pedagogical practice

In this paper, we provide specific examples of the educational promises and problems that arise as multiliteracies pedagogical initiatives encounter conventional institutional beliefs and practices in mainstream schooling. This paper documents and characterizes the ways in which two specific digital learning initiatives were played out in two distinctive traditional schooling contexts, as experienced by two different student groups: one comprising an elite mainstream and the other an excluded minority. By learning from the instructive complications that arose out of attempts by innovative and well-meaning educators to provide students with more relevant learning experiences than currently exist in mainstream schooling, this paper contributes fresh perspectives and more nuanced understandings of how diverse learners and their teachers negotiate the opportunities and challenges of the New London Group's vision of a multiliteracies approach to literacy and learning. We conclude by arguing that, where multiliteracies are understood as “garnish” to the “pedagogical roast” of traditional code-based and print-based academic literacies, they will continue to work on the sidelines of mainstream schooling and be seen only as either useful extensions or helpful interventions for high-performing and at-risk students respectively.

Virtual vignettes and pedagogical potentials : Insights into a virtual schooling service

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Discussions in space

In-place digital augmentation enhances the experience of physical spaces through digital technologies that are directly accessible within that space. This can take place in many forms and ways, e.g., through location-aware applications running on the individuals’ portable devices, such as smart phones, or through large static devices, such as public displays, which are located within the augmented space and accessible by everyone. The hypothesis of this study is that in-place digital augmentation, in the context of civic participation, where citizens collaboratively aim at making their community or city a better place, offers significant new benefits, because it allows access to services or information that are currently inaccessible to urban dwellers where and when they are needed: in place. This paper describes our work in progress deploying a public screen to promote civic issues in public, urban spaces, and to encourage public feedback and discourse via mobile phones.