Etr&d-Educational Technology Research and Development最新文献_第2页

Assessing student learning in a guided inquiry-based maker learning environment: knowledge representation from the expertise development perspective 在引导探究型创客学习环境中评估学生学习:专业发展视角下的知识表征

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-06 DOI: 10.1007/s11423-023-10306-0

Xun Ge, Kyungwon Koh, Ling Hu

引用次数: 0

The iBuddy experience: A digital simulation-based approach to enhance secondary school students’ privacy awareness iBuddy体验:以数码模拟方式提升中学生的私隐意识

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-06 DOI: 10.1007/s11423-023-10309-x

Luca Botturi, Tiffany Fioroni, Chiara Beretta, Davide Andreoletti, Alessandro Ferrari, Felipe Cardoso, Anna Picco-Schwendener, Suzanna Marazza, Silvia Giordano

{"title":"The iBuddy experience: A digital simulation-based approach to enhance secondary school students’ privacy awareness","authors":"Luca Botturi, Tiffany Fioroni, Chiara Beretta, Davide Andreoletti, Alessandro Ferrari, Felipe Cardoso, Anna Picco-Schwendener, Suzanna Marazza, Silvia Giordano","doi":"10.1007/s11423-023-10309-x","DOIUrl":"https://doi.org/10.1007/s11423-023-10309-x","url":null,"abstract":"Abstract Privacy is a central issue in the digitalization of society and directly concerns all Internet users. Privacy education is part of the picture of a more just digital society: it aims at making users more aware of the importance of their data and of the technical and financial tools and processes that involve their personal data. Nonetheless, privacy education is confronted with a paradox: while people perceive the importance of privacy, they seldom take action to actually protect their personal data. iBuddy is a narrative simulation-based session inspired by research evidence about the privacy paradox and aims to (a) enhancing awareness and (b) promoting the uptake of privacy-safe behaviors for secondary and higher students (age range 11–20). The paper presents the design and development of the simulation and of the following modular debriefing, as a case study in evidence-based collaborative instructional design and in the instructional used of digital technology. The evaluation of iBuddy, which combined a post-session satisfaction and perceived learning survey ( N = 978) and a follow-up survey ( N = 124), provides insights in the novel domain of privacy education. Results suggests that iBuddy sessions are engaging, effective and conducive to medium-term behavioral change, thus indirectly confirming the design assumptions about how to tackle the privacy paradox through a simulation-based approach.","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":"72 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135679969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘SSEEN’: a networked approach to uncover connections between sentiment, social, and epistemic elements of student online forum discourse “SSEEN”:一种网络方法，揭示学生在线论坛话语的情感、社会和认知元素之间的联系

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-06 DOI: 10.1007/s11423-023-10310-4

Jennifer Scianna, Rogers Kaliisa

引用次数: 0

Analyzing properties of success for assessment development in maker-based learning 创客型学习评价开发的成功特征分析

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-30 DOI: 10.1007/s11423-023-10286-1

Kailea Saplan, Sam Abramovich, Peter Wardrip

{"title":"Analyzing properties of success for assessment development in maker-based learning","authors":"Kailea Saplan, Sam Abramovich, Peter Wardrip","doi":"10.1007/s11423-023-10286-1","DOIUrl":"https://doi.org/10.1007/s11423-023-10286-1","url":null,"abstract":"Abstract Public libraries have embraced the popularity of maker education and makerspaces by integrating maker education in their program offerings, and by developing makerspaces that enable patrons to tinker and create products. But less attention has been paid to supporting librarians and maker educators in assessing the impact of these spaces. To expand assessment scholarship and practices related to public library makerspaces, we offer two contributions. First, we share findings from a qualitative research study in which we analyzed how 17 library staff and maker educators define success and identify evidence of success in their maker programs. The findings from that study, in conjunction with our collective experience as research partners working with public library makerspaces, laid the foundation for a series of analysis tools we developed to help stakeholders identify the assessment needs of such learning environments. The Properties of Success Analysis Tools (PSA Tools) represent our second contribution; these tools invite library staff and maker educators to reflect on and unpack their definitions of success in order to identify what features a relevant assessment tool should have.","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An exploratory case study of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts 在创客空间背景下使用21世纪技能数字自我评估工具的探索性案例研究

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-30 DOI: 10.1007/s11423-023-10314-0

Ourania Miliou, Maria Adamou, Aekaterini Mavri, Andri Ioannou

{"title":"An exploratory case study of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts","authors":"Ourania Miliou, Maria Adamou, Aekaterini Mavri, Andri Ioannou","doi":"10.1007/s11423-023-10314-0","DOIUrl":"https://doi.org/10.1007/s11423-023-10314-0","url":null,"abstract":"Abstract Maker education provides the perfect context for young learners to develop 21st-century skills. However, research is inconclusive on how these skills could be assessed. Namely, the complex nature of 21st-century skills requires different types of assessments, not necessarily relying on paper-and-pencil or multiple-choice tests, but rather drawing on the learners’ perspective in the form of self-assessment and reflection. Prior studies highlighted several challenges of situating self-assessment in makerspace contexts, such as the lack of dedicated technology for documentation, distractions caused by noise or group work, and the lack of skills and motivation to practice self-assessment. This paper presents an exploratory case study aimed at an in-depth investigation of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts. The authors converged qualitative data collected mainly from interviews with teachers and students. Researcher observations and tool log files (e.g., student work in the digital tool) were used as triangulation sources. Although challenges emerged, the study presents encouraging findings regarding the use of the digital tool for raising students’ awareness of their development of 21st -century skills and engaging them in self-assessment and reflection. The results of the study provide rich insights to guide future research on the topic.","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":"226 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Seasoned scholars’ perspectives on the core competencies, programs, research, and future directions of the field of instructional design and technology 经验丰富的学者对教学设计和技术领域的核心竞争力、项目、研究和未来方向的看法

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-30 DOI: 10.1007/s11423-023-10302-4

Yunjo An

引用次数: 0

Effects of VR instructional approaches and textual cues on performance, cognitive load, and learning experience 虚拟现实教学方法和文本线索对学习成绩、认知负荷和学习体验的影响

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-23 DOI: 10.1007/s11423-023-10313-1

Hui Zhang, Yi Zhang, Tao Xu, Yun Zhou

引用次数: 0

Girls Design with Code Club 女孩用代码设计俱乐部

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-23 DOI: 10.1007/s11423-023-10292-3

Adam V. Maltese, Kelli M. Paul, Bárbara Yarza, Lauren Penney

引用次数: 0

Participatory action research: building understanding, dialogue, and positive actions in a changing digital environment 参与式行动研究:在不断变化的数字环境中建立理解、对话和积极行动

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-20 DOI: 10.1007/s11423-023-10294-1

Deborah Cockerham

引用次数: 0

Different programming approaches on primary students’ computational thinking: a multifactorial chain mediation effect 不同编程方式对小学生计算思维的影响:多因子链中介效应

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-18 DOI: 10.1007/s11423-023-10312-2

Lihui Sun, Junjie Liu

引用次数: 0