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Canadian Journal of Learning and Technology最新文献

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Making STEAM-Based Professional Learning: A Four-Year Design-Based Research Study 以蒸汽为基础的专业学习:四年设计为基础的研究
Canadian Journal of Learning and Technology Pub Date : 2022-05-02 DOI: 10.21432/cjlt27915
J. Hughes, Laura Morrison, J. Robb
{"title":"Making STEAM-Based Professional Learning: A Four-Year Design-Based Research Study","authors":"J. Hughes, Laura Morrison, J. Robb","doi":"10.21432/cjlt27915","DOIUrl":"https://doi.org/10.21432/cjlt27915","url":null,"abstract":"This article reports on the evolution of a STEAM-based teacher professional learning program designed to focus on maker pedagogies. Design-Based Research methodology was used to frame three iterations of professional learning sessions, which collectively involved more than 85 teachers in Ontario, Canada. The article describes the three iterations of teacher professional learning related to a maker approach, reports on what we learned from each iteration and how we modified the pedagogical approach based on the findings, and includes discussion on the implications for future professional learning in maker education. ","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85450009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Creating Online Learning Experiences: A Brief Guide to Online Courses, from Small and Private to Massive and Open, 2018 创建在线学习体验:在线课程简要指南，从小型和私人到大规模和开放，2018
Canadian Journal of Learning and Technology Pub Date : 2022-05-02 DOI: 10.21432/cjlt28240
Alicia Cundell
{"title":"Creating Online Learning Experiences: A Brief Guide to Online Courses, from Small and Private to Massive and Open, 2018","authors":"Alicia Cundell","doi":"10.21432/cjlt28240","DOIUrl":"https://doi.org/10.21432/cjlt28240","url":null,"abstract":"This book is an expanded version of a guide originally written by the lead author, Matt Crosslin, to serve as a resource for faculty. The book shares lessons learned as the author designed Massive Open Online Courses (MOOCs) and other online courses for the now defunct LINK Research Lab at University of Texas Arlington. At the time of writing the book, Crosslin worked as a Learning Innovation Researcher at the LINK Lab. This expanded version of the book is an Open Educational Resource (OER) (also available in print) with contributions from other authors or contributors that bring diverse perspectives to reach a wider audience. The information and advice in this book is firmly rooted in the experiences of the contributors developing successful online courses, and the ultimate goal is to “provide clarity about many of the steps required to propose and design a course, describe the resources needed, and to explain the roles of stakeholders” (p.1).","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87321352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effet d’un didacticiel pour l’apprentissage du langage SQL sur les résultats et la satisfaction des apprenants SQL教学软件对学习结果和学习者满意度的影响
Canadian Journal of Learning and Technology Pub Date : 2022-05-02 DOI: 10.21432/cjlt27927
Lynda Farza
{"title":"Effet d’un didacticiel pour l’apprentissage du langage SQL sur les résultats et la satisfaction des apprenants","authors":"Lynda Farza","doi":"10.21432/cjlt27927","DOIUrl":"https://doi.org/10.21432/cjlt27927","url":null,"abstract":"Dans cet article, nous présentons les résultats d’une étude sur l’effet d’un didacticiel que nous avons développé en nous inspirant des stratégies du modèle de motivation ARCS de Keller et destiné à l’apprentissage du langage SQL. Cette étude a concerné 92 étudiants de filières non informatiques répartis en deux groupes : un groupe expérimental ayant suivi l’enseignement du langage SQL en ayant recours au didacticiel que nous avons nommé SQLAlgebraCourse et un groupe contrôle qui n’a pas eu recours au didacticiel. Les résultats de cette étude ont montré que les étudiants du groupe expérimental ont eu un rendement meilleur et ont été, pour la plupart, satisfaits des avantages procurés par l’utilisation du didacticiel.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91365545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editorial: Volume 47 Issue 2 编辑:第47卷第2期
Canadian Journal of Learning and Technology Pub Date : 2021-11-24 DOI: 10.21432/cjlt28234
Sawsen Lakhal, M. Cleveland-Innes
{"title":"Editorial: Volume 47 Issue 2","authors":"Sawsen Lakhal, M. Cleveland-Innes","doi":"10.21432/cjlt28234","DOIUrl":"https://doi.org/10.21432/cjlt28234","url":null,"abstract":"Collectively, CJLT Issue 2, 2021 brings together the results of research conducted in Europe, Latin America, and Canada. CJLT has supported the advancement of research on teaching and learning with digital technologies in Canada and around the world for many years and will continue to do so in the coming years. We hope that you will find in our journal answers to the many questions you have about the pedagogical transformations that have been necessary to better adapt to current demands. \u0000We thank our reviewers for the time invested in reviewing the manuscripts.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78170153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software 评估早期读写软件专业发展后教师的学习、认知和文化差异
Canadian Journal of Learning and Technology Pub Date : 2021-11-24 DOI: 10.21432/cjlt27952
Constanza Uribe-Banda, Eileen Wood, A. Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ
{"title":"Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software","authors":"Constanza Uribe-Banda, Eileen Wood, A. Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ","doi":"10.21432/cjlt27952","DOIUrl":"https://doi.org/10.21432/cjlt27952","url":null,"abstract":"The present study examined the impact of professional development training on Canadian and Kenyan teachers’ confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85178263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Knowledge Building International Project as an Innovative Learning Environment 作为创新学习环境的知识建设国际项目
Canadian Journal of Learning and Technology Pub Date : 2021-11-24 DOI: 10.21432/cjlt27920
J. Gallifa, M. Montané, Sandra Lund, Carme Amorós, Mercè Bernaus, M. Gisbert, Francesc Martínez-Olmo
{"title":"Knowledge Building International Project as an Innovative Learning Environment","authors":"J. Gallifa, M. Montané, Sandra Lund, Carme Amorós, Mercè Bernaus, M. Gisbert, Francesc Martínez-Olmo","doi":"10.21432/cjlt27920","DOIUrl":"https://doi.org/10.21432/cjlt27920","url":null,"abstract":"The Knowledge Building International Project (KBIP), implemented in a network of eight schools in Catalonia, demonstrates the value of an Innovative Learning Environment (ILE) towards supporting dialogical, technological, and systemic dimensions in teaching and learning. Using a design-based research (DBR) approach, a survey queried teachers, students, and external stakeholders regarding their perceptions about educational innovation. The results provide both the profile and the innovative nature of the whole KBIP experience at each participating school. The main results help illustrate the potential of KBIP methodologies. The findings exemplify the value of this particular DBR method for evaluating educational innovations.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77499559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Analysis of Facebook in the Teaching-Learning Process about Mathematics Through Data Science Facebook在数据科学数学教学过程中的应用分析
Canadian Journal of Learning and Technology Pub Date : 2021-11-24 DOI: 10.21432/cjlt27895
R. Salas-Rueda
{"title":"Analysis of Facebook in the Teaching-Learning Process about Mathematics Through Data Science","authors":"R. Salas-Rueda","doi":"10.21432/cjlt27895","DOIUrl":"https://doi.org/10.21432/cjlt27895","url":null,"abstract":"The aim of this quantitative research is to analyze the impact of Facebook in the teaching-learning process in financial mathematics education, using data science, machine learning, and neural networks. The sample is composed of 46 students from the Bachelor of Administration, Commerce and Marketing program at La Salle University. The results of machine learning (linear regression) indicate that sending messages, watching instructional videos, and publishing exercises on Facebook supports the teaching-learning process in financial mathematics. Likewise, data science identified six predictive models for the use of Facebook in the educational context, by means of the decision tree technique. Analysis using neural networks identified the influence of sending messages, watching instructional videos, and publishing exercises on Facebook during the assimilation of knowledge and development of mathematical skills. Finally, Facebook is a technological and communication tool that transforms the organization of teaching and learning activities in financial mathematics education.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76252582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Evaluation informatisée du vocabulaire chez les enfants de 8 à 11 ans 8 - 11岁儿童词汇的计算机评估
Canadian Journal of Learning and Technology Pub Date : 2021-11-24 DOI: 10.21432/cjlt28025
J. Ecalle, Nicolas Bailloud, Émilie Dujardin, A. Magnan
{"title":"Evaluation informatisée du vocabulaire chez les enfants de 8 à 11 ans","authors":"J. Ecalle, Nicolas Bailloud, Émilie Dujardin, A. Magnan","doi":"10.21432/cjlt28025","DOIUrl":"https://doi.org/10.21432/cjlt28025","url":null,"abstract":"Cette étude pilote a pour objectif de construire une nouvelle épreuve informatisée d’évaluation du vocabulaire en langue Française, destinée aux élèves de primaire. Des tâches à choix multiples mesurant l’étendue (i.e., Image) et la profondeur du vocabulaire (i.e., Synonyme, Définition) ont été administrées à 255 enfants. La rapidité et l’exactitude des réponses ont été enregistrées. Comme attendu, les analyses ont révélé que le niveau scolaire, le genre, et la fréquence lexicale des items impactaient les temps de réponse et/ou réponses correctes. Les performances s’améliorent avec le niveau scolaire et pour les mots fréquents. Les filles semblent avoir un vocabulaire plus riche que celui des garçons (e.g., profondeur) et elles semblent moins sensibles à la fréquence des mots que les garçons. Une analyse des qualités psychométriques de l’épreuve a permis de retenir une épreuve en 36 items ayant une consistance interne satisfaisante. Enfin, une analyse factorielle confirmatoire n’a pas permis de mettre en évidence une structure en deux facteurs du vocabulaire (e.g., profondeur, étendue). Les résultats sont discutés en termes de qualité de représentations lexicales et de choix des tâches.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83395297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Online Teacher Professional Development in Canada: A Review of the Research 加拿大在线教师专业发展研究综述
Canadian Journal of Learning and Technology Pub Date : 2021-11-24 DOI: 10.21432/cjlt27948
Pamela Beach, Elena Favret, Alexandra Minuk
{"title":"Online Teacher Professional Development in Canada: A Review of the Research","authors":"Pamela Beach, Elena Favret, Alexandra Minuk","doi":"10.21432/cjlt27948","DOIUrl":"https://doi.org/10.21432/cjlt27948","url":null,"abstract":"This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74948527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray 作为一种新素养的注意素养:帮助学生应对数字混乱
Canadian Journal of Learning and Technology Pub Date : 2021-11-24 DOI: 10.21432/cjlt28037
Mark Pegrum, A. Palalas
{"title":"Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray","authors":"Mark Pegrum, A. Palalas","doi":"10.21432/cjlt28037","DOIUrl":"https://doi.org/10.21432/cjlt28037","url":null,"abstract":"When students learn online, they do so within a wider context of digital disarray, marked by distraction, disorder and disconnection, which research shows to be far from conducive to effective learning. Specific educational issues include a lack of focus, linked to information overload in an environment characterized by misinformation and disinformation, as well as a lack of connection to the self and others. Arguing that today’s growing focus on digital literacies in education already serves as a partial response to digital disarray, this evidence-based position paper proposes the concept of attentional literacy as a macroliteracy which interweaves elements of now established literacies with the emerging educational discourse of mindfulness. Through attentional literacy, students may gain awareness of how to focus their attention intentionally on the self, the relationship with others, and the informational environment, resulting in a more considered approach to learning coupled with an appreciation of multiple shifting perspectives. Armed with this developing skillset, students stand to benefit more fully from digital educational experiences. Considerations for continuing research in this area include the need to adopt a critical stance on mindfulness, and the need to operationalize attentional literacy for the classroom.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84773684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
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