Comparing Simple and Advanced Video Tools as Supports for Complex Collaborative Design Processes

Zahn, Carmen; Pea, Roy; Hesse, Friedrich W.; Rosen, Joe

doi:10.1080/10508401003708399

Cited by 57 publications

(32 citation statements)

References 30 publications

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“…Although the quality of the use of historical evidence varies, all but one used primary historical primary data to, more or less, answer their research questions. In seven papers (Tx1, 4,6,8,10,11,12) students used evidence, but failed or were very limited in their scrutiny and corroboration of the sources and would have benefitted from a more thorough use of the evidence. In these seven papers the students used evidence, but were very limited in their presentations and use of their relevant data.…”

Section: Results From Analyzing Students' Textsmentioning

confidence: 99%

Treading Old Paths in New Ways: Upper Secondary Students Using a Digital Tool of the Professional Historian

Nygren

Vikström

2013

Education Sciences

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Abstract:This article presents problems and possibilities associated with incorporating into history teaching a digital demographic database made for professional historians. We detect and discuss the outcome of how students in Swedish upper secondary schools respond to a teaching approach involving digitized registers comprising 19th century individuals and populations. Even though our results demonstrate that students experience the use of this digital database as messy, stressful, complicated, even meaningless and frustrating, they also perceive working with it as most interesting. We discuss this twofold outcome, its reasons and lessons to learn from it. When technology is functioning and the task is specialized and sufficiently guided by the teacher, which is not always the case, our results propose that digital databases can stimulate young people's interest and historical thinking. Knowledge construction based upon historical thinking is evident in the students' examination papers in which they present and debate their findings. These papers indicate that students can use a digital database and write history based upon empirical evidence, source criticism and historical empathy, just as professional historians do.

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Section: Results From Analyzing Students' Textsmentioning

confidence: 99%

Treading Old Paths in New Ways: Upper Secondary Students Using a Digital Tool of the Professional Historian

Nygren

Vikström

2013

Education Sciences

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“…Lindstrom stated that the level of students' understanding of a subject would be when they are exposed to the multimedia presentation as a medium of instruction in the classroom. And Zahn, Pea, Hesse, & Rosen (2010) ments such as videos have proven to increase students' understanding and an effective tool in learning. Apart from that, Bunus (2010); Greenhow and Robelia (2009) have highlighted the importance of social media in which played a crucial role in evoking students' thinking skills as well as communicate and collaborate using this social media effectively.…”

Section: Literature Reviewmentioning

confidence: 99%

Using YouTube as a Platform to Learn Social Expression

Raj¹,

Ann²,

Subramaniam³

et al. 2019

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Social expression is an essential English language skill that every child should possess. In order to have a good command of the language, a child should have mastered the rules of thumb in the social skill. However, ESL learners having many constraints in social conventions as they are not native speakers of English language. In the Malaysian context, 21st century learning skill which is communicative skill has been emphasised and given utmost importance (Pandian & Baboo, 2015). However, the social skills among the Malaysian students are at unsatisfactory level whereby the social convention has not been given top priority in Malaysian schools (Azman, 2012). This study is intended to unveil the effectiveness of using YouTube in teaching social expression. This innovation of incorporating ICT and social media platform (You-Tube) in teaching social expression could be an effective blended learning approach. This is because usage of YouTube, a prominent and familiar social media platform among pupils, could trigger pupils' responses in more conducive manner as it caters their multiple intelligences (Bakar, 2007). In this intervention, 60 Year five pupils from three national schools in Perak were selected as participants. 6 YouTube videos, covering all the four language skills (Listening, Speaking, Reading and Writing) based activities were conducted to explore the effectiveness of this platform features in learning social expression. Pre and post-test and questionnaires were used as data collection methods. The main findings showed that the numbers of correct questions in post-test results increased significantly, thus portrayed understanding of social expression. As a conclusion, visualisation through YouTube is an ideal tool which could sustain participants' interest and wanting to acquire the language more.

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“…Roschelle & Teasley, 1995). Quite a number of studies have looked at how the design of technologies can promote or inhibit group work and team performance necessary for effective collaboration in virtual space (Sheremetov & Arenas, 2002;Hmelo-Silver et al, 2008;Zahn et al, 2010). Outcomes have (1) shown that the affordances of the space can either enhance or inhibit beneficial group dynamics, and (2) suggested strategies to overcome poor dynamics attributed to the technologies, such as by providing automated personalised feedback to students (Senyapili & Ozguc, 1998).…”

Section: R a Ellis And P Goodyearmentioning

confidence: 99%

Models of learning space: integrating research on space, place and learning in higher education

Ellis

Goodyear

2016

Review of Education

226

125

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Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces. This paper reviews a dispersed and fragmented literature relevant to understanding connections between university learning spaces and student learning activities. From this review, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the ground for the construction of models of learning space that can be used by the various parties involved in the design and evaluation of new learning spaces: teachers, architects, interior designers, IT managers, educational leaders and students. A closely related goal is to help those participating in learning space research locate and understand each other's contributions. Fragmentation in research related to learning and physical spaces makes progress in the field slow. Our review makes two passes over the field: drawing together research from architecture, the learning sciences, environmental psychology, human computer interaction and elsewhere to identify research foci and gaps, and then also capturing some work by learning space researchers that directly attempts to model the main relationships in the field. The paper ends with a summary of implications for research and practice.

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Comparing Simple and Advanced Video Tools as Supports for Complex Collaborative Design Processes

Cited by 57 publications

References 30 publications

Treading Old Paths in New Ways: Upper Secondary Students Using a Digital Tool of the Professional Historian

Treading Old Paths in New Ways: Upper Secondary Students Using a Digital Tool of the Professional Historian

Using YouTube as a Platform to Learn Social Expression

Models of learning space: integrating research on space, place and learning in higher education

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