This study involved designing and implementing constructionist learning in an undergraduate advertising photography course. The design and implementation involved face-to-face learning blended with a course application that provided access to online tools such as a Facebook group, Google classroom and Moodle. The first objective involved the creation of a framework to guide the design of constructionist learning in the course. The second objective involved designing learning activities with technology and implementing the learning in the course over a five-week period. The third objective involved measuring students' achievement and satisfaction. Results related of the design highlighted the centrality of students' artefact creation and of collaborative learning by doing and making. Implications for practice relate to the value of use of new and emerging technologies to engage students not only in active forms of learning but also in the production of artefacts of their learning.
This research was conducted to develop indicators and test the congruence of structural relationship model and the indicator concurrent validity of creative and productive leadership for basic education school administrators. The first phase was creation of framework and outlining factors as well as indicators by focus group discussion with 9 experts selected by purposive sampling. The second phase was creation and developing indicator. A sample of 630 people was selected by multistage sampling composed of educational administrators, school administrators, and teachers in schools under the Office of the Basic Education and the same sample of 802 people in the third phase. The third phase was congruence examination of structural relationship model of indicators with empirical data. The fourth phase involves checking concurrent validity of indicators with known-group. A sample of 139 people was implemented comprising administrators. Research instrument were focus group discussion and questionnaire. A software package was used in statistical analysis. The results showed that: Indicators of creative and productive leadership for basic education school administrators consisted with 46 indicators of 5 main factors in descending order: Production (PRO) (ß = 0.991), participation (PAR) (ß = 0.981), adaptation (ADA) (ß = 0.933), creation (CRE) (ß = 0.894), and discretion (DIS) (ß = 0.677). The model fit to empirical data: Chi-Square (χ2) = 871.021, df = 859, p-value = 0.3803, CFI = 1.000, TLI = 1.000, RMSEA = 0.004, SRMR = 0.017, and χ2/df = 1.014 and all indicators had concurrent validity showing the level of statistical significance of 0.01.
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