In this video Dr. Kim introduces his value centered model, happy studying!
Sunday 14 October 2012
When cloud computing meets with SemanticWeb: A new design for e-portfolio systems in the social media era
When cloud computing meets with SemanticWeb: A new design for e-portfolio systems in the social media era
Abstract
The need, use, benefit and potential of e-portfolios have been analysed and discussed by
a substantial body of researchers in the education community. However, the development
and implementation approaches of e-portfolios to date have faced with various
challenges and limitations. This paper presents a new approach of an e-portfolio system
design based on Private–Public (PrPl) data index system, which integrates cloud computing
applications and storages with Semantic Web architecture, making semantic
web-based visualisation and advanced intelligent search possible. It also discusses how
the distinctive attributes of the PrPl-based digital asset management system can serve as
a large-scale robust e-portfolio system that can address issues with scalability, sustainability,
adoptability and interoperability.With such a new distinctive design, a large-scale
deployment at a state or national level becomes possible at a very cost-effective manner
and also such large-scale deployment with intelligent digital asset management and
search features create numerous opportunities in education.
Good material for e-portfolio fans.
Socioeconomic strata, mobile technology, and education: a comparative analysis
Socioeconomic strata, mobile technology, and education: a comparative analysis
Abstract Mobile devices are highly portable, easily distributable, substantially affordable,
and have the potential to be pedagogically complementary resources in education.
This study, incorporating mixed method analyses, discusses the implications of a mobile
learning technology-based learning model in two public primary schools near the Mexico-
USA border in the state of Baja California, Mexico. One school was located in an urban
slum and the other in a rural village community. Empirical and ethnographic data were
collected through a series of achievement tests, observations, surveys, and interviews
involving 160 s grade school children recruited by convenience sampling. The general
technology infrastructure, distinctive features of mobile learning to supplement literacy
development, profound contextual phenomena arising from the two uniquely underserved
communities, and social factors possibly influencing the educational experiences are discussed.
The findings suggest that students in the rural village, seriously lacking educational
resources and technology exposure, may have benefited substantially more from mobile
technologies than urban school students possibly due to their relatively higher socioeconomic
status and higher parental involvement and interest in education. In contrast,
there was no evidence of interaction with parental education levels, the experience of
teachers or school principals, or the teacher’s perception or preparation of the technology.
Overall, the mobile learning technology adoption was rapid, seamless, and actively driven
by the students rather than the teacher. The challenges of the phenomenal migratory nature
of most families in this unique geographical region are also discussed to benefit future
studies.
Another must read article from Dr. Kim focusing on Mexico immigrant children.
Effects of 3D Virtual Reality of Plate Tectonics on Fifth Grade Students’ Achievement and Attitude Toward Science
Effects of 3D Virtual Reality of Plate Tectonics on Fifth Grade Students’
Achievement and Attitude Toward Science
Abstract-
This study examines the effects of a teaching method using 3D virtual reality simulations on
achievement and attitude toward science. An experiment was conducted with fifth-grade students
(N.41) to examine the effects of 3D simulations, designed to support inquiry-based science
curriculum. An ANOVA analysis revealed that the 3D group scored significantly higher on the
achievement test (F.7.03, p5.05) than the control group using traditional 2D visuals. A positive
change of attitude toward science was identified in both 3D and 2D groups, but it was not statistically
significant. A robust regression analysis revealed that neither gender nor ethnicity had any significant
effect on achievement tests or attitude. However, prior attitude had a significant determining effect
for later attitude in both groups.
One of Dr. Kim's early work with the focus on VR.
The conclusion is simple and clear:
Technology innovations such as 3D VR and their availability to general public create new exciting opportunities to support various types of interactive learning environments. However, without the extensive work of educators to properly evaluate and integrate new technology into academically meaningful curriculum, such advanced tools often remain as well-showcased fancy gadgets.
Access to the full article here.
Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space
Effects of group reflection variations in project-based learning integrated
in a Web 2.0 learning space
Abstract
AWeb 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education. In this study, an empirical analysis was conducted on a Web 2.0 learning space designed to promote and support project-based group learning. Three different group reflection (GR) methods (i.e., self-reflection, GR, and instructor-supported reflection) were implemented for a micro community of undergraduate students completing a team project. Findings from this study suggest that promoting and supporting ‘deep learning’ through GR is essential for team project learning in a Web-based community. In addition, effective instructor
intervention is a crucial component leading to better group performance. In terms of group learning evaluation rubrics, structural equation modeling revealed that the level of activeness in online contributions may not be as important as the evidence of collective reflection and critical thinking in team learning scenarios.
This is a great article as a collective work by web 2.0 gurus such as Dr. Bonk. A must read!
Here is a download link to the full article.
Web 2.0 related works
I found some articles written by Dr. Kim on the web 2.0 topics.
I'm sharing the abstracts and full articles with you in this post.
I'm sharing the abstracts and full articles with you in this post.
The effects of a concept map-based information display in an electronic portfolio system on information processing and retention in a fifth-grade science class covering the Earth’s atmosphere
Abstract
An electronic portfolio system, designed to serve as a resource-based learning space, was tested in a fifth-grade science class. The control-group students accessed a traditional folder-based information display in the system and the experimental-group students accessed a concept map-based information
display to review a science portfolio. The student-constructed science portfolio was a result of a collection of digital artefacts such as graphic images,instructional videos and textual files on terms and definitions relevant to the Earth’s atmosphere. In the information-processing performance test, the
experimental-group students scored significantly higher and spent much less time in finding answers to the questions presented. Also, in the 3-day delayed memory retention tests, the experimental-group students achieved significantly higher scores. The multiple regression models confirm that the visualisation variation is the most significant predictor for student performance (ie, comprehension and access time). Also, the regression models suggest that language-arts proficiency may reduce overall system access time; while higher math proficiency may predict retention scores.
“Stay Out of the Way! My Kid is Video Blogging Through a Phone!”
A Lesson Learned from Math Tutoring Social Media for Children in Underserved Communities
ABSTRACT
The current trends in social network media, coupled with increasingly advanced and ubiquitous mobile technology point towards great potential for their use in learning support and an emerging possibility of “deconstructing digital divide.” This paper explores a mobile video blogging model embedded in a learning support community as a means of addressing learning needs among underperforming students of low socioeconomic status. In this study, various mobile video recording approaches were analyzed and some blogging strategies were linked to higher learning outcomes. Although a few challenges and issues were identified, the mobile video blogging community was generally found to be a viable learning support model for children in underserved communities.
Mobile innovations, executive functions, and educational developments in conflict zones: a case study from Palestine
Mobile innovations, executive functions, and educational
developments in conflict zones: a case study from Palestine
Abstract
Prior research suggests that exposure to conflict can negatively impact the development of executive functioning, which in turn can affect academic performance.
Recognizing the need to better understand the potentially widespread executive function deficiencies among Palestinian students and to help develop educational resources targeted to youth in conflict-affected areas, we utilize mobile devices to assess correlates of executive functions among Palestinian youth from varied socioeconomic backgrounds. We developed and examined two types of executive functioning tasks with a sample of 185 Palestinian youth, aged 6–16. Our findings confirm that students in schools that are more exposed to the effects of the political conflict have lower levels of executive functioning.
We also found that the advantages of being in an urban environment are strong predictors of performance on executive function exercises, but that a high exposure-risk to political violence negatively detracts from planning-related executive functioning. Lastly, we found that living in urban environment is positively correlated with better mental planning performance (i.e., planning before taking actions) whereas being in a private school is a stronger predictor of mental flexibility (i.e., dynamically adapting to changing rules of the game). We also suggest a few strategies for future research.
If you are interested to read the full article, feel free to download it from here.
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