The Experts below are selected from a list of 62652 Experts worldwide ranked by ideXlab platform
Olle Ten Cate - One of the best experts on this subject based on the ideXlab platform.
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what happens to the student the neglected variable in Educational Outcome research
Advances in Health Sciences Education, 2001Co-Authors: Olle Ten CateAbstract:Disputes about the superiority of teaching methods often remain unresolved. The essential question we continuously want to answer is: Which teaching methods yield the best knowledge and skills in students? Abundant literature, in medical education and in education in general, on research with Educational methods as independent variables and measures of Outcome (e.g., test scores) as the dependent variable often point at ‘no significant difference’ or only small differences between methods. Many factors do influence the Educational Outcome in students and large statistical power (such as meta analysis) should be helpful to eliminate many souces of error. However, one scource we cannot tackle this way. That is, students will usually adapt quantity and quality of studying to meet testing requirements. In doing so, they may compensate for teaching quality. Some teaching may generate more effort in students than other teaching. Since test scores reflect primarily student activities, it is their efforts that may bring differences in teaching methods close to equality in test scores. Therefore, knowledge and skills should not be considered the primary Outcome of teaching but the Outcome of learning activities. If we want to discriminate between teaching methods, we must at least consider what happens to students.
Giovanni Ferrin - One of the best experts on this subject based on the ideXlab platform.
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Arts and crafts robots or LEGO^® MINDSTORMS robots? A comparative study in Educational robotics
International Journal of Technology and Design Education, 2020Co-Authors: Leopoldina Fortunati, Anna Maria Manganelli, Giovanni FerrinAbstract:With the development of Educational robotics, teachers of secondary and high school frequently request clear indications on which type of robot is most effective for strengthening students’ mental schemes on the robot. This paper investigates whether using crafts and recycled materials or structured materials to build robots is more effective in terms of pupils’ cognition in Educational robotics. Some scholarship argues that using crafts and recycled materials to build a robot from scratch is more effective than using structured materials. The design of the Educational research applied here, and in which we tested this hypothesis, included two different robotics activities, carried out in Italy with two classes of secondary school. In the first, we asked the students to build a robot from scratch using crafts and recycled materials, while in the other we asked the students to build a robot from structured materials. These two activities were preceded and followed by the completion, by students, of the same questionnaire about knowledge of mechanics, manual skills, conceptualization of robots, and beliefs about the robotization of everyday life machines, which were the learning Outcomes identified in this study according to the concept of constructive alignment and Outcome-based education. Results show that building a robot from scratch increases pupils’ knowledge and manual skills, while building a robot with structured materials increases their awareness of the robotization of machines. Thus, current scholarship’s approach is only partially confirmed. To conclude, although pupils’ appreciation involves equally both these robotics activities, each of these outlines a specific Educational Outcome.
Gina Contiramsden - One of the best experts on this subject based on the ideXlab platform.
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frequency of Educational computer use as a longitudinal predictor of Educational Outcome in young people with specific language impairment
PLOS ONE, 2012Co-Authors: Kevin Durkin, Gina ContiramsdenAbstract:Computer use draws on linguistic abilities. Using this medium thus presents challenges for young people with Specific Language Impairment (SLI) and raises questions of whether computer-based tasks are appropriate for them. We consider theoretical arguments predicting impaired performance and negative Outcomes relative to peers without SLI versus the possibility of positive gains. We examine the relationship between frequency of computer use (for leisure and Educational purposes) and Educational achievement; in particular examination performance at the end of compulsory education and level of Educational progress two years later. Participants were 49 young people with SLI and 56 typically developing (TD) young people. At around age 17, the two groups did not differ in frequency of Educational computer use or leisure computer use. There were no associations between computer use and Educational Outcomes in the TD group. In the SLI group, after PIQ was controlled for, Educational computer use at around 17 years of age contributed substantially to the prediction of Educational progress at 19 years. The findings suggest that Educational uses of computers are conducive to Educational progress in young people with SLI.
Neil Marlow - One of the best experts on this subject based on the ideXlab platform.
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routine Educational Outcome measures in health studies key stage 1 in the oracle children study follow up of randomised trial cohorts
Archives of Disease in Childhood, 2011Co-Authors: David R Jones, Neil Marlow, Katie Pike, Sara Kenyon, Laura Pike, Brian E Henderson, Peter Brocklehurst, Alison Salt, David J TaylorAbstract:Objectives Statutory Educational attainment measures are rarely used as health study Outcomes, but Key Stage 1 (KS1) data formed secondary Outcomes in the long-term follow-up to age 7 years of the ORACLE II trial of antibiotic use in preterm babies. This paper describes the approach, compares different approaches to analysis of the KS1 data and compares use of summary KS1 (level) data with use of individual question scores. Participants 3394 children born to women in the ORACLE Children Study and resident in England at age 7. Methods Analysis of Educational achievement measured by national end of KS1 data (KS1) using Poisson regression modelling and anchoring of the KS1 data using external standards. Results KS1 summary level data were obtained for 3239 (95%) eligible children; raw individual question scores were obtained for 1899 (54%). Use of individual question scores where available did not change the conclusion of no evidence of treatment effects based on summary KS1 Outcome data. Conclusions When accessible for medical research purposes, routinely collected Educational Outcome data may have advantages of low cost and standardised definition. Here, summary scores lead to similar conclusions to raw (individual question) scores and so are attractive and cost-effective alternatives.
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cognitive and Educational Outcome of very low birthweight children in early adolescence
Developmental Medicine & Child Neurology, 2008Co-Authors: Nicola Botting, Andrew Powls, R W I Cooke, Neil MarlowAbstract:A cohort of 138 very-low-birthweight (VLBW) 12-year-old children and matched control children were assessed on objective cognitive and Educational measures. School performance was rated by teachers and by the children themselves. VLBW children were shown to have lower IQ scores, and poorer scores on all objective Educational measures compared with control children. Controlling for IQ differences, mathematics and reading-comprehension scores remained significantly lower for VLBW children. Teachers rated VLBW children lower in all curriculum areas. Significantly more VLBW children were found to be 'failing' in one or more subject and an increased proportion compared with the control children had received remedial education. The VLBW group showed no evidence of 'catch up' between 6 and 12 years of age. Multiple regression analyses were used to identify predictors of cognitive and Educational Outcome. The duration of mechanical ventilation in the neonatal period was inversely related to Outcome. Full-Scale IQ at 6 years, motor-skills score at 6 years, and head circumference at 12 years all predicted Outcome at 12 years, as did maternal education, family income and size. Individually, many VLBW children perform satisfactorily, but as a group VLBW children appear to be at a long-term disadvantage to peers in the areas of cognitive and Educational performance.
Leopoldina Fortunati - One of the best experts on this subject based on the ideXlab platform.
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Arts and crafts robots or LEGO^® MINDSTORMS robots? A comparative study in Educational robotics
International Journal of Technology and Design Education, 2020Co-Authors: Leopoldina Fortunati, Anna Maria Manganelli, Giovanni FerrinAbstract:With the development of Educational robotics, teachers of secondary and high school frequently request clear indications on which type of robot is most effective for strengthening students’ mental schemes on the robot. This paper investigates whether using crafts and recycled materials or structured materials to build robots is more effective in terms of pupils’ cognition in Educational robotics. Some scholarship argues that using crafts and recycled materials to build a robot from scratch is more effective than using structured materials. The design of the Educational research applied here, and in which we tested this hypothesis, included two different robotics activities, carried out in Italy with two classes of secondary school. In the first, we asked the students to build a robot from scratch using crafts and recycled materials, while in the other we asked the students to build a robot from structured materials. These two activities were preceded and followed by the completion, by students, of the same questionnaire about knowledge of mechanics, manual skills, conceptualization of robots, and beliefs about the robotization of everyday life machines, which were the learning Outcomes identified in this study according to the concept of constructive alignment and Outcome-based education. Results show that building a robot from scratch increases pupils’ knowledge and manual skills, while building a robot with structured materials increases their awareness of the robotization of machines. Thus, current scholarship’s approach is only partially confirmed. To conclude, although pupils’ appreciation involves equally both these robotics activities, each of these outlines a specific Educational Outcome.