[[abstract]]Past research on personalized learning can be summarized as identifying essential fea... more [[abstract]]Past research on personalized learning can be summarized as identifying essential features of learner-centered school practices based on several school models and suggesting how emerging technologies can support personalized learning. There is a lack of evidence regarding effects of personalized learning on student academic achievement. Also, a systematic investigation on how learner-centered schools practice personalized learning and how they use technology to support it is needed. This presentation will address the knowledge gaps.[[sponsorship]]AECT[[conferencetype]]國際[[conferencedate]]20131028~20131102[[iscallforpapers]]Y[[conferencelocation]]Anaheim, CA, US
As a way to support teachers’ professional development activities and build communities of practi... more As a way to support teachers’ professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K–12 teachers to create a venue to facilitate teachers’ joint knowledge construction. However, a substantial number of such online communities have failed due to lack of participation of members. Therefore, it is critical to understand how to design a sustainable community that fulfills members’ needs and elicits active participation of members. In this literature review, we adopted a sociological framework to investigate how to create a sustainable online community. This framework suggests that the sustainability of a community comes from individual members’ three types of commitments: instrumental, affective, and moral commitments. Such commitments are results of members’ cognitive, cathectic, and evaluative processes and lead to membership retainment, co...
As heavy emphasis is placed on evidence-informed teaching to improve educational practice, develo... more As heavy emphasis is placed on evidence-informed teaching to improve educational practice, developing educators’ statistical literacy to facilitate data-driven decision-making becomes critical. However, there are few practical examples of how statistics can be taught to develop statistical literacy, especially in online courses. This article showcases an online statistics course designed for educators. To enhance conceptual understanding, instructional videos and embedded quizzes were utilised. To increase knowledge transfer, students were engaged in weekly discussions and data analysis exercises, in which statistical concepts were situated in professional and daily life contexts.
[[abstract]]This study aims at 1) identifying learner-centered schools in the U.S. and 2) examini... more [[abstract]]This study aims at 1) identifying learner-centered schools in the U.S. and 2) examining how teachers of those schools are using technology in some of the major subject areas including math, English language art, science and social studies. Online survey was administered to gather data and public academic achievement data was retrieved. Correlation analysis will be implemented to see the relation between the degree of technology use and the academic achievement.[[sponsorship]]AECT[[conferencetype]]國際[[conferencedate]]20131028~20131102[[iscallforpapers]]Y[[conferencelocation]]Anaheim, CA, US
The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-ce... more The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and refined those functional specifications, which are described herein as the Personalized Integrated Educational System (PIES), a technology system that has not yet been developed to support learner-centered education. The four major functions are recordkeeping for student learning, planning for student learning, instruction for student learning, and assessment for and of student learning. Secondary functions include communication and collaboration, PIES administration, and improvement of PIES. Each of these functions is described in detail, followed by specifications for the system architecture, including interoperability, modularity, and customiz...
[[abstract]]Past research on personalized learning can be summarized as identifying essential fea... more [[abstract]]Past research on personalized learning can be summarized as identifying essential features of learner-centered school practices based on several school models and suggesting how emerging technologies can support personalized learning. There is a lack of evidence regarding effects of personalized learning on student academic achievement. Also, a systematic investigation on how learner-centered schools practice personalized learning and how they use technology to support it is needed. This presentation will address the knowledge gaps.[[sponsorship]]AECT[[conferencetype]]國際[[conferencedate]]20131028~20131102[[iscallforpapers]]Y[[conferencelocation]]Anaheim, CA, US
As a way to support teachers’ professional development activities and build communities of practi... more As a way to support teachers’ professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K–12 teachers to create a venue to facilitate teachers’ joint knowledge construction. However, a substantial number of such online communities have failed due to lack of participation of members. Therefore, it is critical to understand how to design a sustainable community that fulfills members’ needs and elicits active participation of members. In this literature review, we adopted a sociological framework to investigate how to create a sustainable online community. This framework suggests that the sustainability of a community comes from individual members’ three types of commitments: instrumental, affective, and moral commitments. Such commitments are results of members’ cognitive, cathectic, and evaluative processes and lead to membership retainment, co...
As heavy emphasis is placed on evidence-informed teaching to improve educational practice, develo... more As heavy emphasis is placed on evidence-informed teaching to improve educational practice, developing educators’ statistical literacy to facilitate data-driven decision-making becomes critical. However, there are few practical examples of how statistics can be taught to develop statistical literacy, especially in online courses. This article showcases an online statistics course designed for educators. To enhance conceptual understanding, instructional videos and embedded quizzes were utilised. To increase knowledge transfer, students were engaged in weekly discussions and data analysis exercises, in which statistical concepts were situated in professional and daily life contexts.
[[abstract]]This study aims at 1) identifying learner-centered schools in the U.S. and 2) examini... more [[abstract]]This study aims at 1) identifying learner-centered schools in the U.S. and 2) examining how teachers of those schools are using technology in some of the major subject areas including math, English language art, science and social studies. Online survey was administered to gather data and public academic achievement data was retrieved. Correlation analysis will be implemented to see the relation between the degree of technology use and the academic achievement.[[sponsorship]]AECT[[conferencetype]]國際[[conferencedate]]20131028~20131102[[iscallforpapers]]Y[[conferencelocation]]Anaheim, CA, US
The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-ce... more The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and refined those functional specifications, which are described herein as the Personalized Integrated Educational System (PIES), a technology system that has not yet been developed to support learner-centered education. The four major functions are recordkeeping for student learning, planning for student learning, instruction for student learning, and assessment for and of student learning. Secondary functions include communication and collaboration, PIES administration, and improvement of PIES. Each of these functions is described in detail, followed by specifications for the system architecture, including interoperability, modularity, and customiz...
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