Статті в журналах: "Learner-generated drawing"

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Wang, Li-Chih, Hsien-Ming Yang, Hung-Ju Tasi, and Shih-Yi Chan. "Learner-generated drawing for phonological and orthographic dyslexic readers." Research in Developmental Disabilities 34, no. 1 (January 2013): 228–33. http://dx.doi.org/10.1016/j.ridd.2012.08.006.

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Amir, Mohammad Faizal. "Learner-generated drawings by students with mathematical learning difficulties in finishing open number sentences." Jurnal Elemen 8, no. 1 (January 6, 2022): 216–30. http://dx.doi.org/10.29408/jel.v8i1.4556.

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Although MLD students do not have good mathematical performance in completing addition and subtraction operations of integers, MLD students have suggestive ideas in the form of drawings produced in solving open number sentences questions. This study aims to classify the types and identify changes in the drawing produced by MLD students in solving open number sentences questions. This research method is qualitative with a micro generic study approach to understand students' thinking individually and explore drawing changes in solving open number sentences questions between sessions. The research subjects were 2 out of 20 MLD grade 5 elementary school students who produced the most varied drawings in solving open number sentences questions. Data collection techniques used are giving questions and interviews. The results showed that MLD students produced: discrete object drawings by focusing on the cardinality of the quantity of a number; transitions from objects to the number line by focusing on the magnitude of numbers; partitioning the number line using magnitude reasoning; number sentences; and others using verbal reasoning. Changes in the drawings produced by MLD students between sessions indicate the development of students' understanding towards a better direction in interpreting symbolic representations to visual representations. The results of this study contribute to the theory that although MLD students have low mathematical performance. However, MLD students can produce variations and changes in drawings with rich mathematical idea information representing integer operations.

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Van Meter, Peggy, Maja Aleksic, Ana Schwartz, and Joanna Garner. "Learner-generated drawing as a strategy for learning from content area text." Contemporary Educational Psychology 31, no. 2 (April 2006): 142–66. http://dx.doi.org/10.1016/j.cedpsych.2005.04.001.

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Van Meter, Peggy, and Joanna Garner. "The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis." Educational Psychology Review 17, no. 4 (December 2005): 285–325. http://dx.doi.org/10.1007/s10648-005-8136-3.

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Lin, Lijia, Chee Ha Lee, Slava Kalyuga, Ying Wang, Shuchen Guan, and Hao Wu. "The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text." Journal of Experimental Education 85, no. 1 (March 9, 2016): 142–54. http://dx.doi.org/10.1080/00220973.2016.1143796.

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Schmidgall, Steffen P., Alexander Eitel, and Katharina Scheiter. "Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing." Learning and Instruction 60 (April 2019): 138–53. http://dx.doi.org/10.1016/j.learninstruc.2018.01.006.

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Schukajlow, Stanislaw, Judith Blomberg, Johanna Rellensmann, and Claudia Leopold. "Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance." Contemporary Educational Psychology 65 (April 2021): 101967. http://dx.doi.org/10.1016/j.cedpsych.2021.101967.

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Hutchison, Kirsten. "Homework through the Eyes of Children: What Does Visual Ethnography Invite Us to See?" European Educational Research Journal 10, no. 4 (January 1, 2011): 545–58. http://dx.doi.org/10.2304/eerj.2011.10.4.545.

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Whilst the notion of children's rights and an entitlement to express their views and participate as global citizens is threaded throughout the international policy field, children's perspectives on the near ubiquitous practice of homework, and its effects on their daily lives and learner subjectivities, remain under-researched. Drawing on the Bourdieuian concepts of practice, habitus, capital and field, this article develops a cross-cultural analysis of homework practices in Australia, Denmark and Britain to make visible the embodied habitus and agentic possibilities shaping the reproduction of educational advantage and disadvantage for variously located students. Using video data generated by children in primary schools, the article explores children's visual representations of their compliance and resistance to homework's regulatory functions. It demonstrates the affordances of visual ethnographic methods as a form of participatory research with children which foregrounds students' experiences and opinions and makes visible the inclusionary and exclusionary effects of homework on children in diverse socio-cultural settings.

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Sinner, Anita. "Affective Epiphanies." Art/Research International: A Transdisciplinary Journal 6, no. 2 (September 4, 2021): 301–15. http://dx.doi.org/10.18432/ari29610.

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This proposition explores the potential of a pedagogy of affect as an arts- based research approach to museum education at the university level. Such an approach is predicated on a continuous movement of situated stories as the heart of the learning encounter, generated relationally between object-body-space, or artwork- learner-museum. As a forum for deliberation, the purpose of this conversation is to consider how emotions, as the basis for teaching with caring and sensory awareness, bring vitality, aliveness, and feelings to the fore. This conversation explores affective epiphanies sourced from personal practical knowledge as an expression of arts- research-in-progress. By drawing on autoethnographic life writing, I explore an alternate approach to three museum collections that demonstrate how and why the aesthetic relation of stories operate as pedagogic pivots in ways that reconfigure conventional museum engagement. Rethinking museum education with an arts research perspective is an effort to advance how context connects affective systems of knowing relationally, and why embracing stories offers new pathways to understand museum education through more expansive learning approaches, inclusive of feeling.

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Gomery, Dianne L. "Laissez-faire localism: Features and emergent themes presented in a case study University Technical College." Management in Education 32, no. 3 (March 21, 2018): 119–25. http://dx.doi.org/10.1177/0892020617747610.

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Education policy reform in England, as enabled by successive governments, has supported the liberalization and supply of an increasing number and diverse range of provision with varying structures and governance models. As such, these reforms have generated a portfolio for parents to exercise school choice. This article explores the discourses surrounding the liberalization of education provision and its implications for technical education, by adopting Hodgson and Spours’ (2012) conceptualization of localism as a lens through which to empirically research one of the former government’s flagship technical institutions – the University Technical College (UTC). Drawing on a series of interviews, the study examines and analyses the concept of localism within the context of a UTC and identifies emergent themes. Importantly, the study’s findings challenge the assumption that institutions will, of their own volition, come together and put aside institutional self-interest for the greater good of the learner and the local and regional skills agenda. The study concludes with recommendations for further research to determine whether the tensions, competitive practices and competition identified at a single institution may be indicative of those experienced more widely across UTCs.

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Ebubedike, Margaret, Michael Boampong, Kiki James, Hassana Shuaibu, and Temitope Yetu Monyeh. "Inclusive Learning for Children in Northeast Nigeria: Radio School Response During a Global Pandemic." Social Inclusion 10, no. 2 (May 19, 2022): 206–16. http://dx.doi.org/10.17645/si.v10i2.5171.

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With a burgeoning out‐of‐school population and illiteracy rate, the situation of protracted conflict and crises fuelled by the Boko‐Haram insurgency further exacerbates educational inequality for children in northern Nigeria. The Covid‐19 pandemic further deepened the “educational poverty” experienced there. This article focuses on data generated around ACE radio school, an initiative to mitigate the impact of Covid‐19‐related school closures in northern Nigeria. The initiative targeted young learners using radio as a medium to support their continued learning remotely in numeracy, literacy, sciences, and civics education. Daily learning activities were broadcasted in the local Hausa language, supported through “listening groups” that engaged local learning facilitators in the communities. Despite the known existing barriers that have been identified to hinder access to quality education in the region, including poverty, religion, socio‐cultural factors, and protracted conflict situations, our interviews revealed that parents were committed to supporting their children’s attendance at listening groups, due to the use of their mother tongue as a mode of instruction. Drawing on a conversational learning approach, we argue that understanding local conditions and adopting local solutions, such as the radio lessons delivered in these children’s mother tongue, have implications for enhancing improved learner outcomes in marginalised contexts.

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Fiorella, Logan, Andrew T. Stull, Shelbi Kuhlmann, and Richard E. Mayer. "Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations." Journal of Educational Psychology 112, no. 5 (July 2020): 895–906. http://dx.doi.org/10.1037/edu0000408.

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Bennett, Dawn. "The use of learner-generated drawings in the development of music students’ teacher identities." International Journal of Music Education 31, no. 1 (March 22, 2012): 53–67. http://dx.doi.org/10.1177/0255761411434498.

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Identity development is a continuous process framed within changing social contexts, and is particularly problematic for musicians and other artists whose work contradicts the mythologized image of the artist. The purpose of this article is to examine the professional growth of music students in relation to developing teacher identities. The article reports on the use of learner-generated drawings and journal reflections produced by music performance and education majors; in particular, the article probes students’ perceptions of teaching within a traditional career hierarchy that favours performance and artistic creation above all else. Whilst initial student drawings illustrated traditional images of the teacher as knowledge giver, these gave way to student-centred images in which students appeared to identify with teaching in new ways. The combination of textual and non-textual data provided insights that would not otherwise have been evident, and the consideration of ‘possible selves’ became a useful tool in the explorations of identity and career.

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Ploetzner, Rolf, and Benjamin Fillisch. "Not the silver bullet: Learner-generated drawings make it difficult to understand broader spatiotemporal structures in complex animations." Learning and Instruction 47 (February 2017): 13–24. http://dx.doi.org/10.1016/j.learninstruc.2016.10.002.

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Lehtinen, A., and J. Viiri. "Using tablets as tools for learner-generated drawings in the context of teaching the kinetic theory of gases." Physics Education 49, no. 3 (May 2014): 344–48. http://dx.doi.org/10.1088/0031-9120/49/3/344.

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Feeney, Sharon, and John Hogan. "Employing a visual representation technique to understand undergraduates’ perceptions of civic engagement across countries." Journal of International Education in Business 13, no. 2 (May 4, 2020): 163–82. http://dx.doi.org/10.1108/jieb-11-2019-0049.

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Purpose This paper aims to present an interpretation of freehand drawings produced by a sample of final year degree level learners in response to the question: “What is civic engagement”? The aim in using this approach, with final year degree learners from different countries, but pursuing the same degree, was to compare and contrast their understanding of civic engagement. Design/methodology/approach Learners completed their drawings and then discussed their drawings in small groups. All of their drawings were initially examined quantitatively before a sample of six drawings were selected for in-depth qualitative examination. Findings Using learner-generated drawings enables learners convey visually what can be challenging to verbalise. After the exercise, some learners discovered that they had a good basic appreciation of civic engagement. Research limitations/implications Describing civic engagement pictorially forced participants to think about what the essence of civic engagement was for them. Originality/value This study shows how a collaborative learning experience, rather than a competitive comparison of performance, facilitates learners readily demonstrating their level of understanding and appreciation for civic engagement.

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Liu, Sanya, Cheng Ni, Zhi Liu, Xian Peng, and Hercy N. H. Cheng. "Mining Individual Learning Topics in Course Reviews Based on Author Topic Model." International Journal of Distance Education Technologies 15, no. 3 (July 2017): 1–14. http://dx.doi.org/10.4018/ijdet.2017070101.

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Nowadays, Massive Open Online Courses (MOOC) has obtained a rapid development and drawn much attention from the areas of learning analytics and artificial intelligence. There are lots of unstructured data being generated in online reviews area. The learning behavioral data become more and more diverse, and they prompt the emergence of big data in education. To mine useful information from these data, we need to use educational data mining and learning analysis technique to study the learning feelings and discussed topics among learners. This paper aims to mine and analyze topic information hidden in the unstructured reviews data in MOOC, a novel author topic model based on an unsupervised learning idea is proposed to extract learning topics for the each learner. According to the experimental results, we will analyze and focuses of interests of learners, which facilitates further personalized course recommendation and improve the quality of online courses.

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Mwila, Kennedy, Steward Mudenda, Martin Kampamba, Webrod Mufwambi, Enala S. Lufungulo, Margaret Phiri, and Christabel N. Hikaambo. "Factors Affecting Access to E-Learning during the Coronavirus Disease 2019 Pandemic Among Rural-Based Pharmacy Students in Zambia: A Qualitative Study." Epidemiology – Open Journal 6, no. 1 (October 21, 2021): 25–34. http://dx.doi.org/10.17140/epoj-6-124.

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Background The coronavirus disease 2019 (COVID-19) pandemic has negatively affected the education sector globally. This has resulted in learning institutions adopting e-learning techniques. E-learning implementation in higher education continues to gain prominence in both developed and developing countries. Most universities are exploring different ways of using information and communications technology (ICT). However, ICT remains a challenge more especially for students who come from rural areas. Aim This study was aimed at exploring the factors that affect access to e-learning among rural-based pharmacy students in Zambia. Methods A qualitative case study was conducted among ten (10) purposively sampled pharmacy students at the University of Zambia. The study participants were from the Manying, a district of North-Western Province, the Sinda district of Eastern Province, the Nalolo district of Western Province, the Chipili district of Luapula Province and the Mbala district of Northern Province. Semistructured interviews were used to collect data from the respondents. Data were analyzed using the framework analysis. The sociodemographic characteristics indicate that ten (10) respondents were drawn from Zambia’s five (5) provinces. Six qualitative themes were generated these included devices used for e-learning; the effectiveness of the devices; student performance; internet connectivity; and electrification of the houses. Key findings suggest that the most commonly used device was a smartphone, which posed challenges to effective learner participation in e-learning. Poor internet connectivity, non-electrification of students’ houses, electricity outages, and costs-associated with internet use negatively affected students in accessing online learning and could adversely affect their academic activities and performance. Conclusion The COVID-19 pandemic has negatively affected access to e-learning among rural pharmacy students in Zambia. The implications of the challenges faced by the rural pharmacy students are that their academic activities and performance were negatively affected. Therefore, this posed a threat to the rights to universal access to education of the rural students who were mostly venerable.

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Naphray, Sunil. "A delivery model for embedding functional skills on vocational courses in offender learning." International Journal for Lesson and Learning Studies 3, no. 3 (September 30, 2014): 290–92. http://dx.doi.org/10.1108/ijlls-06-2013-0034.

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Purpose – The purpose of this paper is to develop a delivery model for embedding Functional Skills in a prison environment, i.e. HMP Oakwood, to promote Functional Skills (FS) on vocational courses, i.e. Maths and Plumbing at Level 1, establish a research culture in a brand new organisation and raise standards in teaching, learning and outcomes. Design/methodology/approach – The design/methodology of this research included the implementation of a qualitative approach based on classroom research, a focus group with seven students on the Level 1 Plumbing course, joint Practice Development meetings with FS and vocational staff, the development of key principles for creating an embedded model for vocational courses, the creation of lesson plan/bespoke resource developments, lesson observations of the new model followed by teacher and learner evaluation, a practical task (fitting a bathroom suite) undertaken by learners, initial maths exercises drawn from practical task which were vocationally relevant, associations made with real jobs and work, use of IT/video for added interest, highlighting of transferable skills and users undertook dedicated functional maths exercises. Findings – A delivery model/logical sequence was agreed that worked for the teacher and learners – practical task/contextualised maths/transferable skills focus/situated maths. Targeted questions generated interest – will a litre of bath water hold if you use four in joists? The study allowed learners to reflect on maths elements from the practical task. The delivery model is implemented by vocational, not FS tutors. IT/video was used to introduce further maths for transferability to other related plumbing areas, i.e. fitting an outside garage tap. Constant links with use of maths for real job activity need to be made/reinforce relevance. Good tutor subject knowledge in maths is strongly recommended. Learners are ready to do dedicated/situated maths once they have built up their confidence. Research limitations/implications – This delivery model can be used across all other vocational courses at HMP Oakwood, i.e. bricklaying, multi-skills, painting and decorating, site carpentry, horticulture, industrial cleaning, catering, horticulture, etc. A framework/pedagogical guide can be developed for vocational tutors to implement this delivery model in their own subject areas as a basis for continued research. Bespoke CPD sessions for vocational staff can be run to share good practice in session plans and resources relevant to the delivery model. Peer observations can be arranged across the vocational department and the impact of the model on lesson observation grades and success rates can be analysed. Practical implications – Practical implications can include the development of a two-year Learning and Skills Research Strategy with a focus on embedded pedagogy. A senior team leader in FS can become the research lead for the Education Department, and an extensive embedded learning audit across 35 courses can be undertaken by July 2013. Social implications – Further pedagogical research into embedded learning across the whole department including employability/PSD/IT/business courses can be conducted. Originality/value – This study offers a simple, practical and ready to use delivery model which will help particularly non-specialist FS maths and English tutors working in vocational areas (i.e. construction, catering, etc.) to embed the teaching of maths and English in their subject areas.

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Krishnamani, Somashekhar, and Yasmeen Haider. "Transfer of learning from executive education programs in developing economies: the key role of motivation." Development and Learning in Organizations: An International Journal 30, no. 1 (January 4, 2016): 15–18. http://dx.doi.org/10.1108/dlo-05-2015-0051.

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Purpose – The purpose of the paper is to empirically investigate transfer of learning and its relationship with the training super-system. Specifically, this paper looks at motivation to transfer as an indicator of a transfer condition. The paper will also provide information on individual factors, work place factors and design factors of training programs that facilitate transfer of learning. This study will also attempt to recommend a procedure for design and delivery of executive education programs that will facilitate transfer of learning by identifying variables that were hitherto not identified. Design/methodology/approach – This study is a descriptive and exploratory. Sample for this study has been drawn from learners who participated in executive education programs delivered by Great Lakes Institute of Management, Chennai. Respondents completed a questionnaire developed on the HRD Evaluation Research and Measurement model, Theory of Planned Behavior and the Learning Transfer System Inventory model. Variables were reduced by EFA. The researcher also met a few HR and L & D practitioners for one-on-one discussion. The ideas generated were bounced with subject matter experts and with faculty who were designing/teaching executive education programs. Findings – The research findings are consistent with earlier studies like the Holton research (1996), (2001). Discussion also brought out the role of motivation in enhancement of skills, behaviors and knowledge. Many researchers have agreed that individual motivation factors play an important role for knowledge transfer. If the learners are not motivated about the positives arising from the training program, they would lose interest which would affect their self-efficacy and thereby the transfer of learning. The primary role of motivation to transfer comes out distinctly. Additionally, the relationship between motivation to transfer and learner readiness and performance self-efficacy is established. Research limitations/implications – The research was done with the intent of doing a pilot study on the thesis topic that the researcher has chosen for his doctorate program and hence has methodological limitations of a one-time survey questionnaire. The study has a small sample size of 30 and could have a high risk of generalization findings. Additionally, data collection is based on self-responses collected during focused group interview which is based on the “perception” of the respondents and therefore limited to self-report data. The respondents are all from executive education of a Chennai-based Institute which means that the same survey done on another set of respondents could probably throw up very different results. Participants had undergone multi-phase leadership development program in small cohort. The results could vary if participants from open-enrollment programs participated. Use of interviews and/or observation of participants could have provided more rich data. Practical implications – In practical terms, the foundation result will help L & D managers and executive education designers to understand the factors that play an important role in transfer of learning specific to Indian context. The research paper also conceptually explains the central role of “motivation to transfer”. The recommendations provided therein will help practitioners with a structured approach toward design and delivery of executive education programs. The recommended approach to design and delivery will help practitioners to come up with training programs that will provide more buck for every dollar spent. Social implications – Return on investment on learning has always been a contentious issue. Clear understanding of critical success factors in executive education can help focused design, post-training support to ensure better knowledge transfer. Originality/value – The study expands the knowledge base, regarding transfer of learning specific to India, by focusing on executive education programs which are rapidly growing and receiving great attention in the workplace. This paper is an original research initiative of the research scholar done as part of a pilot study on his PhD thesis on transfer of learning.

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Grant, Callie. "Invoking learner voice and developing leadership: what matters to learners?" Journal of Education, no. 61 (2015). http://dx.doi.org/10.17159/i61a05.

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Educational leadership and management (ELM) research overly focuses on adult leadership development at the expense of leadership of learners. Framed by the concept of learner voice, this article focuses on learner leadership and argues that learners should be treated as people whose ideas matter. It draws on a Bachelor of Education Honours (ELM) elective which required students (practicing teachers) to establish school leadership clubs and involve learners in a reform initiative in pursuit of leadership development. The longitudinal study which informed this article was designed as a multi-case study to explore learner voice and the development of leadership across 44 leadership clubs drawing on three data sources. The study found that while the phenomenon of learner leadership was not common across schools, leadership clubs offered a space for the development of learner voice. Learner voice was generated in relation to the school physical environment, English proficiency amongst learners, improved learner conduct, developments pertaining to the extra-mural curriculum, and leadership training initiatives. In addition, the clubs afforded learners the opportunity to initiate and lead a change project in their schools. However, the take-up of learner leadership as a whole school initiative was problematic in the majority of schools. The article concludes with some suggestions for a future research agenda emerging out of the first phase of the project.

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Robinson, Bryan J., Clara I. López Rodríguez, and Maribel Tercedor. "Neither Born nor Made, but Socially Constructed: Promoting Interactive Learning in an Online Environment." 21, no. 2 (June 10, 2009): 95–129. http://dx.doi.org/10.7202/037493ar.

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Abstract The social constructivist approach to translator training represents a clear statement on the importance of directing university teachers towards a student-centered, learning centered mode. By acknowledging the fundamental role of Vygotsky in determining his approach, Kiraly brought translator training in line with the established, broad-based humanistic approach to Foreign Language Learning; by drawing on Stevick and Schön, among others, he made this debt explicit. In this article, we apply the social constructivist approach through blended e-learning environments in courses offered to final year undergraduate students of translation. Our objective is to determine the success of combining technology and social constructivist pedagogy in promoting effective learner-centered learning. In Kiraly’s terms, we have “scaffolded” our instruction by applying instruments such as rating scales of criterion-referenced descriptors; textual and visual aids; and learner generated corpora. Our qualitative data is drawn from a variety of interactive formats: whole group online discussions, team-based online discussions, e-mail exchanges and specific “reflective” activities. We conclude that the quality of the “scaffolding” is essential to success in stimulating learning and that the e-learning environment is an excellent medium for the social constructivist approach.

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Sahiti, Qendresa, and Jennifer A. Stamp. "The Use of Visuals in Undergraduate Neuroscience Education: Recommendations for Educators." Teaching of Psychology, March 22, 2021, 009862832110003. http://dx.doi.org/10.1177/00986283211000326.

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Introduction: There is a history of overlap between art and science education, particularly in anatomy and other related medical specialties. Technological advances have increased exposure to visual images and creation and sharing of image-based content is commonplace. Statement of the Problem: The use of visual content and activities in education typically declines after early childhood, after which most teaching and learning relies heavily on text-based curricula. Incorporating visual content into education makes optimal use of human cognition; visual and verbal processing channels can operate independently, so using both allows for dual coding and enhanced memory. Literature Review: In this paper, we review the literature on the use of visual techniques in teaching undergraduate neuroscience. Teaching Implications: Image-based content can offer learners an additional cognitive resource and also engage English language learners and those with reading challenges, which might not benefit as much from a solely text-based approach. Conclusion: We recommend educators consider the use of (1) learner-generated drawing, (2) 3-D modeling, and (3) infographics to improve learning outcomes among undergraduate neuroscience students. We provide resources and practical suggestions for implementing the aforementioned techniques.

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Schukajlow, Stanislaw, Judith Blomberg, Johanna Rellensmann, and Claudia Leopold. "The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings." Learning and Instruction, November 2021, 101561. http://dx.doi.org/10.1016/j.learninstruc.2021.101561.

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Olao, Evans M., Bernard L. Misigo, and Karsten Speck. "USING PARTICIPATORY VISUAL METHODS TO TEACH CHARACTER EDUCATION IN EARLY CHILDHOOD IN KENYA." European Journal of Education Studies 8, no. 6 (June 12, 2021). http://dx.doi.org/10.46827/ejes.v8i6.3793.

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The rising cases of youth engagement in anti-social behaviour in Kenya present the need for educational stakeholders to invest in the teaching of character education. This paper has explored the use of participatory visual methods (PVM) in the teaching of character education. A multiple case-study design was used where eight grade three teachers were selected purposively. Data were generated through drawings, individual interviews and reflective journals. These were later analysed thematically through systematic open coding. The findings showed that PVM are learner centred and that they advance collaborative learning. This child-centeredness encouraged active learning and excitement among learners. It also boosted learners’ memories and overcame the language barriers that learners experience during communication in class. This paper concluded that participatory visual methods are new approaches as an alternative for better teaching of character education in early childhood. This conclusion has implications for early childhood teacher education on child-appropriate teaching styles to be used in character education. Article visualizations:<img src="/-counters-/edu_01/0771/a.php" alt="Hit counter" />

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