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Personalising learning in open-plan schools
\"How can widely acknowledged challenges facing regional secondary schools with high concentrations of low SES students, ineffectual curricula, and poor levels of student engagement, attendance, and wellbeing, be addressed? In this book we report on key outcomes of the Bendigo Education Plan that aimed to improve the academic attainment and wellbeing of 3000 regional secondary students. This Plan entailed rebuilding four Years 7-10 colleges, and developing a differentiated and personalised curriculum, with teachers team-teaching in open-plan settings. We analyse how and why teachers and students adapted to these new practices. We focus on both generic changes in the schools, around the use of ICTs and the organisation of the curriculum, and on specific approaches to teaching and learning in English, mathematics, science, social studies and studio arts. This book provides research-based guidelines on how the curriculum can be renewed and enacted effectively in these and like schools. In analysing a large-scale attempt to address the challenge of making learning personalised and meaningful for this cohort of students, our book addresses larger questions about quality secondary curriculum and successful teacher professional learning support.\"
Book
Attentive or not? Toward a machine learning approach to assessing students' visible engagement in classroom instruction
Teachers must be able to monitor students’ behavior and identify valid cues in order to draw conclusions about students’ actual engagement in learning activities. Teacher training can support (inexperienced) teachers in developing these skills by using videotaped teaching to highlight which indicators should be considered. However, this supposes that (a) valid indicators of students’ engagement in learning are known and (b) work with videos is designed as effectively as possible to reduce the effort involved in manual coding procedures and in examining videos. One avenue for addressing these issues is to utilize the technological advances made in recent years in fields such as machine learning to improve the analysis of classroom videos. Assessing students’ attention-related processes through visible indicators of (dis)engagement in learning might become more effective if automated analyses can be employed. Thus, in the present study, we validated a new manual rating approach and provided a proof of concept for a machine vision-based approach evaluated on pilot classroom recordings of three lessons with university students. The manual rating system was significantly correlated with self-reported cognitive engagement, involvement, and situational interest and predicted performance on a subsequent knowledge test. The machine vision-based approach, which was based on gaze, head pose, and facial expressions, provided good estimations of the manual ratings. Adding a synchrony feature to the automated analysis improved correlations with the manual ratings as well as the prediction of posttest variables. The discussion focuses on challenges and important next steps in bringing the automated analysis of engagement to the classroom.
Journal Article
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
The goal of this article is to engage in the examination and study of translanguaging, a rapidly expanding conceptual-cum-theoretical, analytical, and pedagogical lens that directly draws from contemporary perspectives on bi/multilingualism and that in many ways both informs and challenges existing theoretical positions and pedagogical practices on which much of the work of modern languages scholars has been based. (Verlag, adapt.).
Journal Article
Teacher competencies for the implementation of collaborative learning in the classroom
This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. [The authors] therefore focus on what a teacher can do to foster student interaction. First, [they] present a framework that draws a comprehensive picture of a teacher role [the authors] see as germane to fostering student interaction. The framework distinguishes between five teacher competencies that span across all implementation phases of collaborative learning: the ability to plan student interaction, monitor, support, and consolidate this interaction, and finally reflect upon it. Then, [they] review research on collaborative learning and structure this review along the five teacher competencies presented in the framework. The review targets relevant concepts and pivotal empirical research results about how to foster student interaction. For each competency, [they] first summarize relevant concepts and empirical results. [The authors] then apply the concepts and findings to a classroom situation. These teaching vignettes illustrate the functions of the five teacher competencies in fostering student interaction in collaborative learning. For each vignette, [they] discuss and highlight specific aspects of the presented teacher role and draw practical implications. Monitoring and supporting in the classroom should be trained in teacher education and facilitated by providing teachers with tools such as a checklist of beneficial student behaviors. These practical implications can inform educational practices and offer new directions for future research regarding promoting collaborative learning. (Orig.).
Journal Article
Outlining similarities and differences in civics education in Europe
\"This issue of JSSE contains detailed reports about the current situation of social science or social studies in the following countries (listed from East to West): Russia, Hungary, Poland, Norway, Denmark, Germany, France and Spain. In the editorial, Jan Löfström (Turku, Finland) and Tilman Grammes (Hamburg, Germany) highlight significant similarities and differences among the countries in the organisation and objectives of teaching and learning in the subject(s) related to social sciences. The diversity of curricular solutions and national traditions is considerable, yet there is also a lot that is shared and common between the countries. In conclusion, the idea of a European association of social science education is raised.\" (Verlag).
Journal Article
Social presence
Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as presently a plethora of different definitions and measures exist preventing the development of a coherent research field regarding social presence and its defining role in online group learning. To solve the issue, we went back to the original social presence theory as devised by the communication researchers Short et al. (1976) to show that although they had a clear idea of social presence-namely \"realness\" of other persons in the interaction-their definition is ambiguous, not operationalizable, and the measurement of it questionable. We, therefore, disentangled their social presence theory and (1) reformulated the social presence definition to enable an operationalization in line with the previous conceptualization of social presence; (2) departed from the technological determinism of social presence; and (3) identified two other constructs closely linked to social presence, namely, sociability (as a medium attribute) and social space (as a group attribute). By reformulating the definition of social presence and by linking it to social space and sociability, we hope to contribute to a more coherent line of social presence research and to better understand interpersonal communication, group learning, and group dynamics when learning and working together in an online setting.(DIPF/Orig.).
Journal Article
Adaptive teaching in research on learning and instruction
Im erziehungswissenschaftlichen Kontext wird adaptiver Unterricht als Anpassung von Lehrkräftehandeln an die individuellen kognitiven, motivationalen und sprachlichen Voraussetzungen von Schülerinnen und Schülern verstanden. Nach Corno (2008) beinhaltet dies Anpassungen an die Voraussetzungen der Lernenden auf der Makroebene und der Mikroebene des Unterrichts, sodass der Einsatz von differenzierenden methodischen Arrangements erforderlich ist. Jenseits dieser breiten Unterscheidungen gibt es jedoch keinen Konsens hinsichtlich der Erfassung einer gelungenen Passung und deren Wirkungen, da diese auf entsprechenden theoretischen und methodologischen Annahmen basieren. In diesem Beitrag fassen wir die unterschiedlichen Konzeptualisierungen des adaptiven Unterrichts sowie die wesentlichen methodischen Herangehensweisen bei der Untersuchung von Adaptivität zusammen. Wir unterscheiden dabei zwischen Studien zu Gesamteffekten, ATI-Studien bzw. Studien mit einer differenziellen Perspektive und Studien zur Variabilität von Schülerleistungen. Beispielhaft werden Ergebnisse vorgestellt, welche die unterschiedlichen methodischen Herangehensweisen verdeutlichen. Der Beitrag endet mit Implikationen für die Konzeptualisierung und empirische Erfassung von Adaptivität im Unterricht. (DIPF/Orig.).
In education, adaptive teaching is commonly viewed as adjusting instruction to students' individual differences in abilities, motivation, and linguistic background. According to Corno (2008), adaptive teaching involves the adaptation of instruction on a macro level and a micro level, using methods of differentiating instruction. Despite of these broad defining properties, there is no consensus on how to assess the fit to individual learners' needs and the effects of successful adaptive teaching, as they largely depend on the specific theoretical and methodological considerations involved. In this paper, we systematize different approaches to adaptive teaching on a conceptual level. Further, we summarize the main approaches to investigating the effects of adaptive teaching and discuss the respective results. We distinguish between studies on overall effects of adaptive teaching, on ATI effects and differential effects, and studies on effects of within-class variation on student achievement. Exemplary results are highlighted to illustrate the different methodological approaches. The paper ends with implications for theoretical clarification and empirical investigation. (DIPF/Orig.).
Journal Article
Developing personalized education
Personalized education - the systematic adaption of instruction to individual learners - has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptions - ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization. (DIPF/Orig.).
Journal Article
What makes professional development effective? Strategies that foster curriculum implementation
This study uses a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers' knowledge and their ability to implement the program. The authors analyzed results from a survey of teachers served by 28 professional development providers within a hierarchical linear modeling framework. Consistent with findings from earlier studies of effective professional development, this study points to the significance of teachers' perceptions about how coherent their professional development experiences were for teacher learning and program implementation. The authors also found that the incorporation of time for teachers to plan for implementation and provision of technical support were significant for promoting program implementation in the program. (DIPF/Orig.).
Journal Article