ImpacT2 Preliminary Study 2 Contents Executive Summary 1. Introduction 2. Pupils, teachers and co... more ImpacT2 Preliminary Study 2 Contents Executive Summary 1. Introduction 2. Pupils, teachers and contexts: rethinking the assumptions What are the elements to take into account in a conventional classroom situation? How are these three elements typically combined? Changes needed to accommodate the use of stand-alone ICT equipment and resources What further changes are needed to accommodate the use of networked technologies? The Internet and the teacher's role Electronic communication and the teacher's role Converging contexts, converging technologies? 3. Pupils, teachers and networked contexts: What is already known? The teacher Training and support Confidence and attitudes Teacher competence in ICT use and pedagogical practices The pupil Nature of use Access Pupil characteristics The context Access at school Home-school links Organisational structure of school and support Summary 4. Selecting the research instruments Introduction: The hypotheses Teacher-centred hypotheses Pupil-centred hypotheses The hypotheses and the context instruments The REPRESENTATION task The pupil report The pupil diary The teacher report and teacher diary NOF training status of teacher 5. Conclusion References Note: The Becta Literature Review
Extracts from this document may be reproduced for non-commercial or training purposes on the cond... more Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged www.standards.dfes.gov.uk/keystage3www.dfes.gov.uk
The evolution of technology-based learning systems over the last thirty years has been driven by ... more The evolution of technology-based learning systems over the last thirty years has been driven by the desire to implement increasingly rich pedagogical models. This has led to remarkable innovations in interaction, collaboration, and the use of rich-media in learning systems. However, these technology innovations have rarely been absorbed into the mainstream of information technology and consequently have failed to evolve into broadly implemented standards. Abstractly we can view learning as a sequence of encounters among instructors, learners, and information. These encounters may be synchronous or asynchronous, local or distant, formal or informal, solitary or en masse. Computer Science is seeking to develop technologies that will support a new set of Web experiences. These technologies will provide a generalised model for describing encounters among people and information and are based on open industry standards. The application space for these experiential technologies will eventually include e-commerce, professional communications, games and entertainment, but learning appears likely to be the first practical application.
International Journal of Technology Enhanced Learning, 2014
A pedagogic scenario is described for providing primary school children with an understanding of ... more A pedagogic scenario is described for providing primary school children with an understanding of the processes of invention, while cultivating a sense of identity as 'inventor'. This scenario is positioned at the boundary of in-class and out-of-class experience. Our central aim was to illustrate how digital resources might function to orchestrate the experience of invention. To this end, we distinguish the role of such resources in terms of their contributions to the following elements of invention: inspiration, expression, reflection, and production. This framework for addressing invention as a creative activity allows it to be experienced as authentic, collaborative, and free of biases associated with gender or curricular disciplines. Examples of the inventions conceived in this workshop are presented and a taxonomy for describing them is offered.
These LEAs were chosen as Pathfinders because they had put forward interesting approaches to the ... more These LEAs were chosen as Pathfinders because they had put forward interesting approaches to the implementation of the NGfL Programme and were representative of different approaches rather than necessarily the 'best' proposals. The evaluation is designed to enable policy makers and managers, nationally and locally, to learn from the successes and problems encountered in each approach.
However, use of the Internet in school does provide a more economical alternative for some studen... more However, use of the Internet in school does provide a more economical alternative for some students, although not always ideal: "In school because it's cheaper and I can go on for a long time. But home is good because nothing is filtered." Key Stage 3 girl, Sedgewick Secondary School Access to ICT (and particularly the Internet) outside the confines of the classroom is engaging pupils who would 8 10 For an explanation of SES groups see the glossary in Appendix 2. Revision sites?
raise performance by the equivalent of 0.214 of a National Curriculum level, and in mathematics b... more raise performance by the equivalent of 0.214 of a National Curriculum level, and in mathematics by 0.083 of a National Curriculum level. This is equivalent to a substantial acceleration in progress through these levels of 21.4% of two years' achievement in Key Stage 3 science, and 8.3% of two years' achievement in Key Stage 3 mathematics. • Science is the only subject where Key Stage 3 pupils report a higher level of use than at Key Stage 2, with 31% using ICT at least some weeks in lessons in 2001 (30% reported using ICT at home for science at least some weeks). The equivalent figure for lesson use in English is 39% (56% at home), and in mathematics 33% (29% at home). Key Stage 4: • At Key Stage 4, there was a statistically significant positive association between ICT and GCSE science and in GCSE design and technology.
Often in the course of researching for an assignment, project or dissertation you'll be expected ... more Often in the course of researching for an assignment, project or dissertation you'll be expected to deal with a large quantity of reading-books, conference papers or journal articles. See the 'Academic Reading' guide for some general notes, but this guide is aimed at helping you through the process of quickly managing a lot of journal articles. The principles apply to conference papers as well. 0. Overview Take a quick look at the article in its entirety. How many pages is it? Is it dense with figures, equations, or illustrations? This will give you an idea of how much time you may need to devote to it. You may find that it's poorly written or written at a level that's too difficult to read and you would be better reading other articles. You should also be able to establish whether you're looking at primary literature-an article presenting new findings, research, survey results etc; or secondary literature-book reviews, editorials, literature reviews and so on. Think about why you're reading the article. Are you looking for ideas for a topic to cover in an assignment or dissertation? Or are you looking for evidence to support arguments you're making? This may well affect how long you wish to devote to skimming or reading an article. 1. Title Look at the title of the article-usually a journal article title will be quite detailed and informative. Is it really covering what you need to read? Does it have a subtitle? If it's not relevant, move on to something more useful; if it's tangentially relevant consider saving it for another time. 2. Journal Title and 3. Other bibliographic information Look at the rest of the bibliographic information. Author-is this a recognized name in your subject area? Are there multiple authors implying a research team? Is there information about where they're from or where they're researching? (In the example above, look just under the author's name.) All of this can give you some context concerning the paper. Journal title-is it a very wide ranging and perhaps prestigious journal (e.g. Nature) or something very specialized (e.g. the one in the example)? Even information such as the volume number might give clues as to whether this is a new journal title or something long established. Again, it will give you some context.
Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06)
This research evaluated a prototype Internet research support system based on earlier work defini... more This research evaluated a prototype Internet research support system based on earlier work defining online reading and a model of online reading behavior. The prototype system is embedded with realtime online research data (to capture the participants' online reading processes and written output) and verbatim quotient detection (to monitor the proportion of verbatim material copied from Internet sources into a
This paper is a discussion of some aspects of the application of learning technology to the desig... more This paper is a discussion of some aspects of the application of learning technology to the design and delivery of flexible learning packages, which can help make the most effective use of the most valuable resource in a university-its staff. Principles of good course design, preparation and use are exemplified in the approach taken towards flexible learning packages at Anglia Polytechnic University.
Apart from user characteristics, properties of the network over which the content is delivered an... more Apart from user characteristics, properties of the network over which the content is delivered and device on which the content is displayed affect end-user perceived quality. This paper presents a learner quality of experience (QoE) model that apart from the user-related content adaptation, considers delivery performance-based content personalisation in order to improve user experience when interacting with an online learning system. A comparison-based study on the benefit of using the proposed learner QoE model in adaptive and personalized education was conducted involving the original AHA! and QoEAHA-a version of AHA! enhanced with the learner QoE model. Testing results demonstrate significant benefits in terms of learning achievement, learning performance, learner navigation and user QoE in favour of the learner QoE model-enhanced solution.
oral panic about reading achievement appears to afflict most English-speaking nations from time t... more oral panic about reading achievement appears to afflict most English-speaking nations from time to time, and when this occurs, stories of a decline in achievement appear regularly in the media. Referring to the first skills survey by the OECD, The New Yorker asserted, "In basic literacy,…younger Americans are at or near the bottom of the standings among advanced countries" (Cassidy, 2013, para. 1). In the United Kingdom, The Guardian newspaper told a similar story: "England's young people near bottom of global league table for basic skills" (Ramesh, 2013). Australian students apparently fared no better, even with an emphasis on basic skills: "Focus on basic skills blamed for decline in reading standards" (Patty, 2010). In case you're wondering whether achievement levels are higher in New Zealand, the birthplace of Reading Recovery, Radio New Zealand (2013) reported, "New Zealand's scores in reading, maths and science examined by the Programme for International Student Assessment (PISA) in 2012 have fallen since the previous test in 2009" (para. 4). So, have reading achievement levels really fallen in all of these countries, and if they have, what should be done? These are the questions that will be addressed in this column.
This paper focuses on online learning experiences of students from a range of disciplines, drawin... more This paper focuses on online learning experiences of students from a range of disciplines, drawing on and presenting outcomes from the SOLE (Students' On l i n e Learning Experiences) project. SOLE, funded by LTSN and JISC, has undert a k e n e valuations of the learning experiences of students using virtual learning e n v i ronments (VLEs) across five disciplines. The paper will introduce the study and p resent a summary of key findings on several aspects including the way in which the VLE was embedded in the pedagogy, tutor and student roles and communication issues. The paper concludes with a discussion of some emergent themes and the ro l e of the discipline in the design and implementation of online learning experiences.
This brief paper summarises current key trends in current reading research in the UK. It focuses ... more This brief paper summarises current key trends in current reading research in the UK. It focuses on two areas in particular – literacy and reader development, and provides examples of ongoing research in both fields. Recent literacy-based research has been influenced by the implementation of the Government’s National Literacy Strategy, and by subsequent initiatives such as the National Year of Reading and the National Reading Campaign. Reader development activity has grown significantly in recent years, to the extent that the Government has allocated two years of funding specifically to projects in this area, and widespread research is ongoing to investigate the outcome of these projects. The paper concludes with a brief examination of research methodologies, and of a possible increased recognition of the efficacy of qualitative data to demonstrate the value and impact of reading.
Multiple Perspectives on Difficulties in Learning Literacy and Numeracy
In this chapter I ask and attempt to answer three questions: 1. What are the skills that readers ... more In this chapter I ask and attempt to answer three questions: 1. What are the skills that readers need to acquire in the 21st century, and how should they be taught? 2. What types of software can support the teaching of literacy and the development of literacy, bearing in mind the particular needs of less able readers? 3. How do
From the psychology of Bruner (1997) to the literary analyses of Hardy (1977), theorists of mind ... more From the psychology of Bruner (1997) to the literary analyses of Hardy (1977), theorists of mind have argued that we learn, and we live, through narrative. Both asserted that through the deep engagement that comes with encountering new narratives, we inhabit new worlds, we cross borders that have no walls, and in fact, we become ourselves. If reading constitutes a vital route to selfactualization, then it becomes important to ask what moral responsibilities come with the role of being a teacher of reading. What are the moral responsibilities of a reading teacher? I tried asking this question to a number of friends and colleagues, and their answers were remarkably consistent. They tended to feel that a reading teacher does not have any particular moral duties. Yet, I want to suggest that teachers do indeed have three moral duties: to read to their students, to read with their students, and to read for themselves.
Pedagogic focus is shifting increasingly from teaching students to search the Internet efficientl... more Pedagogic focus is shifting increasingly from teaching students to search the Internet efficiently to encouraging critical Internet literacy, but this paper argues that these more complex and subtle skills are both challenging to teach and difficult to identify. The paper presents an analysis of the discourse of triads of fifth graders undertaking an Internet search task that emphasised decisions relating to the trustworthiness and relevance of websites. The analysis uses two lensesthe Vygotskian concept of obuchenie and Mercer's notion of 'interthinking'to help identify discourse markers that could support teachers in identifying and teaching critical Internet literacy. More work is needed, but it is argued that if our goal is to develop critical Internet literacy, the concept of obuchenie helps us to understand the socio-cognitive prerequisites of group learning in Internet searching tasks, while the concept of 'interthinking' offers us a distribution mechanism that can be applied in helping students acquire the skills of independent and critical analysis as they carry out those tasks.
ImpacT2 Preliminary Study 2 Contents Executive Summary 1. Introduction 2. Pupils, teachers and co... more ImpacT2 Preliminary Study 2 Contents Executive Summary 1. Introduction 2. Pupils, teachers and contexts: rethinking the assumptions What are the elements to take into account in a conventional classroom situation? How are these three elements typically combined? Changes needed to accommodate the use of stand-alone ICT equipment and resources What further changes are needed to accommodate the use of networked technologies? The Internet and the teacher's role Electronic communication and the teacher's role Converging contexts, converging technologies? 3. Pupils, teachers and networked contexts: What is already known? The teacher Training and support Confidence and attitudes Teacher competence in ICT use and pedagogical practices The pupil Nature of use Access Pupil characteristics The context Access at school Home-school links Organisational structure of school and support Summary 4. Selecting the research instruments Introduction: The hypotheses Teacher-centred hypotheses Pupil-centred hypotheses The hypotheses and the context instruments The REPRESENTATION task The pupil report The pupil diary The teacher report and teacher diary NOF training status of teacher 5. Conclusion References Note: The Becta Literature Review
Extracts from this document may be reproduced for non-commercial or training purposes on the cond... more Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged www.standards.dfes.gov.uk/keystage3www.dfes.gov.uk
The evolution of technology-based learning systems over the last thirty years has been driven by ... more The evolution of technology-based learning systems over the last thirty years has been driven by the desire to implement increasingly rich pedagogical models. This has led to remarkable innovations in interaction, collaboration, and the use of rich-media in learning systems. However, these technology innovations have rarely been absorbed into the mainstream of information technology and consequently have failed to evolve into broadly implemented standards. Abstractly we can view learning as a sequence of encounters among instructors, learners, and information. These encounters may be synchronous or asynchronous, local or distant, formal or informal, solitary or en masse. Computer Science is seeking to develop technologies that will support a new set of Web experiences. These technologies will provide a generalised model for describing encounters among people and information and are based on open industry standards. The application space for these experiential technologies will eventually include e-commerce, professional communications, games and entertainment, but learning appears likely to be the first practical application.
International Journal of Technology Enhanced Learning, 2014
A pedagogic scenario is described for providing primary school children with an understanding of ... more A pedagogic scenario is described for providing primary school children with an understanding of the processes of invention, while cultivating a sense of identity as 'inventor'. This scenario is positioned at the boundary of in-class and out-of-class experience. Our central aim was to illustrate how digital resources might function to orchestrate the experience of invention. To this end, we distinguish the role of such resources in terms of their contributions to the following elements of invention: inspiration, expression, reflection, and production. This framework for addressing invention as a creative activity allows it to be experienced as authentic, collaborative, and free of biases associated with gender or curricular disciplines. Examples of the inventions conceived in this workshop are presented and a taxonomy for describing them is offered.
These LEAs were chosen as Pathfinders because they had put forward interesting approaches to the ... more These LEAs were chosen as Pathfinders because they had put forward interesting approaches to the implementation of the NGfL Programme and were representative of different approaches rather than necessarily the 'best' proposals. The evaluation is designed to enable policy makers and managers, nationally and locally, to learn from the successes and problems encountered in each approach.
However, use of the Internet in school does provide a more economical alternative for some studen... more However, use of the Internet in school does provide a more economical alternative for some students, although not always ideal: "In school because it's cheaper and I can go on for a long time. But home is good because nothing is filtered." Key Stage 3 girl, Sedgewick Secondary School Access to ICT (and particularly the Internet) outside the confines of the classroom is engaging pupils who would 8 10 For an explanation of SES groups see the glossary in Appendix 2. Revision sites?
raise performance by the equivalent of 0.214 of a National Curriculum level, and in mathematics b... more raise performance by the equivalent of 0.214 of a National Curriculum level, and in mathematics by 0.083 of a National Curriculum level. This is equivalent to a substantial acceleration in progress through these levels of 21.4% of two years' achievement in Key Stage 3 science, and 8.3% of two years' achievement in Key Stage 3 mathematics. • Science is the only subject where Key Stage 3 pupils report a higher level of use than at Key Stage 2, with 31% using ICT at least some weeks in lessons in 2001 (30% reported using ICT at home for science at least some weeks). The equivalent figure for lesson use in English is 39% (56% at home), and in mathematics 33% (29% at home). Key Stage 4: • At Key Stage 4, there was a statistically significant positive association between ICT and GCSE science and in GCSE design and technology.
Often in the course of researching for an assignment, project or dissertation you'll be expected ... more Often in the course of researching for an assignment, project or dissertation you'll be expected to deal with a large quantity of reading-books, conference papers or journal articles. See the 'Academic Reading' guide for some general notes, but this guide is aimed at helping you through the process of quickly managing a lot of journal articles. The principles apply to conference papers as well. 0. Overview Take a quick look at the article in its entirety. How many pages is it? Is it dense with figures, equations, or illustrations? This will give you an idea of how much time you may need to devote to it. You may find that it's poorly written or written at a level that's too difficult to read and you would be better reading other articles. You should also be able to establish whether you're looking at primary literature-an article presenting new findings, research, survey results etc; or secondary literature-book reviews, editorials, literature reviews and so on. Think about why you're reading the article. Are you looking for ideas for a topic to cover in an assignment or dissertation? Or are you looking for evidence to support arguments you're making? This may well affect how long you wish to devote to skimming or reading an article. 1. Title Look at the title of the article-usually a journal article title will be quite detailed and informative. Is it really covering what you need to read? Does it have a subtitle? If it's not relevant, move on to something more useful; if it's tangentially relevant consider saving it for another time. 2. Journal Title and 3. Other bibliographic information Look at the rest of the bibliographic information. Author-is this a recognized name in your subject area? Are there multiple authors implying a research team? Is there information about where they're from or where they're researching? (In the example above, look just under the author's name.) All of this can give you some context concerning the paper. Journal title-is it a very wide ranging and perhaps prestigious journal (e.g. Nature) or something very specialized (e.g. the one in the example)? Even information such as the volume number might give clues as to whether this is a new journal title or something long established. Again, it will give you some context.
Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06)
This research evaluated a prototype Internet research support system based on earlier work defini... more This research evaluated a prototype Internet research support system based on earlier work defining online reading and a model of online reading behavior. The prototype system is embedded with realtime online research data (to capture the participants' online reading processes and written output) and verbatim quotient detection (to monitor the proportion of verbatim material copied from Internet sources into a
This paper is a discussion of some aspects of the application of learning technology to the desig... more This paper is a discussion of some aspects of the application of learning technology to the design and delivery of flexible learning packages, which can help make the most effective use of the most valuable resource in a university-its staff. Principles of good course design, preparation and use are exemplified in the approach taken towards flexible learning packages at Anglia Polytechnic University.
Apart from user characteristics, properties of the network over which the content is delivered an... more Apart from user characteristics, properties of the network over which the content is delivered and device on which the content is displayed affect end-user perceived quality. This paper presents a learner quality of experience (QoE) model that apart from the user-related content adaptation, considers delivery performance-based content personalisation in order to improve user experience when interacting with an online learning system. A comparison-based study on the benefit of using the proposed learner QoE model in adaptive and personalized education was conducted involving the original AHA! and QoEAHA-a version of AHA! enhanced with the learner QoE model. Testing results demonstrate significant benefits in terms of learning achievement, learning performance, learner navigation and user QoE in favour of the learner QoE model-enhanced solution.
oral panic about reading achievement appears to afflict most English-speaking nations from time t... more oral panic about reading achievement appears to afflict most English-speaking nations from time to time, and when this occurs, stories of a decline in achievement appear regularly in the media. Referring to the first skills survey by the OECD, The New Yorker asserted, "In basic literacy,…younger Americans are at or near the bottom of the standings among advanced countries" (Cassidy, 2013, para. 1). In the United Kingdom, The Guardian newspaper told a similar story: "England's young people near bottom of global league table for basic skills" (Ramesh, 2013). Australian students apparently fared no better, even with an emphasis on basic skills: "Focus on basic skills blamed for decline in reading standards" (Patty, 2010). In case you're wondering whether achievement levels are higher in New Zealand, the birthplace of Reading Recovery, Radio New Zealand (2013) reported, "New Zealand's scores in reading, maths and science examined by the Programme for International Student Assessment (PISA) in 2012 have fallen since the previous test in 2009" (para. 4). So, have reading achievement levels really fallen in all of these countries, and if they have, what should be done? These are the questions that will be addressed in this column.
This paper focuses on online learning experiences of students from a range of disciplines, drawin... more This paper focuses on online learning experiences of students from a range of disciplines, drawing on and presenting outcomes from the SOLE (Students' On l i n e Learning Experiences) project. SOLE, funded by LTSN and JISC, has undert a k e n e valuations of the learning experiences of students using virtual learning e n v i ronments (VLEs) across five disciplines. The paper will introduce the study and p resent a summary of key findings on several aspects including the way in which the VLE was embedded in the pedagogy, tutor and student roles and communication issues. The paper concludes with a discussion of some emergent themes and the ro l e of the discipline in the design and implementation of online learning experiences.
This brief paper summarises current key trends in current reading research in the UK. It focuses ... more This brief paper summarises current key trends in current reading research in the UK. It focuses on two areas in particular – literacy and reader development, and provides examples of ongoing research in both fields. Recent literacy-based research has been influenced by the implementation of the Government’s National Literacy Strategy, and by subsequent initiatives such as the National Year of Reading and the National Reading Campaign. Reader development activity has grown significantly in recent years, to the extent that the Government has allocated two years of funding specifically to projects in this area, and widespread research is ongoing to investigate the outcome of these projects. The paper concludes with a brief examination of research methodologies, and of a possible increased recognition of the efficacy of qualitative data to demonstrate the value and impact of reading.
Multiple Perspectives on Difficulties in Learning Literacy and Numeracy
In this chapter I ask and attempt to answer three questions: 1. What are the skills that readers ... more In this chapter I ask and attempt to answer three questions: 1. What are the skills that readers need to acquire in the 21st century, and how should they be taught? 2. What types of software can support the teaching of literacy and the development of literacy, bearing in mind the particular needs of less able readers? 3. How do
From the psychology of Bruner (1997) to the literary analyses of Hardy (1977), theorists of mind ... more From the psychology of Bruner (1997) to the literary analyses of Hardy (1977), theorists of mind have argued that we learn, and we live, through narrative. Both asserted that through the deep engagement that comes with encountering new narratives, we inhabit new worlds, we cross borders that have no walls, and in fact, we become ourselves. If reading constitutes a vital route to selfactualization, then it becomes important to ask what moral responsibilities come with the role of being a teacher of reading. What are the moral responsibilities of a reading teacher? I tried asking this question to a number of friends and colleagues, and their answers were remarkably consistent. They tended to feel that a reading teacher does not have any particular moral duties. Yet, I want to suggest that teachers do indeed have three moral duties: to read to their students, to read with their students, and to read for themselves.
Pedagogic focus is shifting increasingly from teaching students to search the Internet efficientl... more Pedagogic focus is shifting increasingly from teaching students to search the Internet efficiently to encouraging critical Internet literacy, but this paper argues that these more complex and subtle skills are both challenging to teach and difficult to identify. The paper presents an analysis of the discourse of triads of fifth graders undertaking an Internet search task that emphasised decisions relating to the trustworthiness and relevance of websites. The analysis uses two lensesthe Vygotskian concept of obuchenie and Mercer's notion of 'interthinking'to help identify discourse markers that could support teachers in identifying and teaching critical Internet literacy. More work is needed, but it is argued that if our goal is to develop critical Internet literacy, the concept of obuchenie helps us to understand the socio-cognitive prerequisites of group learning in Internet searching tasks, while the concept of 'interthinking' offers us a distribution mechanism that can be applied in helping students acquire the skills of independent and critical analysis as they carry out those tasks.
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Papers by Colin Harrison