The Experts below are selected from a list of 3537 Experts worldwide ranked by ideXlab platform

Gary Wills - One of the best experts on this subject based on the ideXlab platform.

Preecha Tangworakitthaworn - One of the best experts on this subject based on the ideXlab platform.

Lester Gilbert - One of the best experts on this subject based on the ideXlab platform.

  • designing and diagramming an Intended Learning Outcome structure a case study from the instructors perspective
    International Conference on Advanced Learning Technologies, 2013
    Co-Authors: Preecha Tangworakitthaworn, Lester Gilbert, Gary Wills
    Abstract:

    The paper proposes the Intended Learning Outcome (ILO) diagram -" a novel conceptual model for curriculum development. The design of an ILO structure and its components are introduced, and its corresponding ILO diagram and relationships are presented and discussed. An experimental study of how structured ILOs (visualised through an ILO diagram) meets instructors' satisfaction is reported and summarised. The results revealed that the mean ratings of perceived usefulness, perceived ease of use, and attitude towards representing ILOs, were significantly higher with the ILO diagram.

  • Facilitating Formative Assessment Through Learning Paths Extracted From a Logical Structure of Intended Learning Outcomes
    2013
    Co-Authors: Preecha Tangworakitthaworn, Lester Gilbert, Gary Wills
    Abstract:

    This paper argues that facilitating learners with suggested Learning paths extracted from a logical structure of Intended Learning Outcomes, enables learners not only to achieve their Learning goals but also to support formative assessment and self-directed Learning. The paper explores the issue of applying Outcome-based education to assessment, and using Intended Learning Outcome to support formative assessment and self-directed Learning. The proposed logical structure of Intended Learning Outcomes and Learning paths extraction are introduced and exemplified. Finally, formative assessment facilitating learners through suggested Learning paths is proposed and discussed.

  • ICALT - Designing and Diagramming an Intended Learning Outcome Structure: A Case Study from the Instructors' Perspective
    2013 IEEE 13th International Conference on Advanced Learning Technologies, 2013
    Co-Authors: Preecha Tangworakitthaworn, Lester Gilbert, Gary Wills
    Abstract:

    The paper proposes the Intended Learning Outcome (ILO) diagram -" a novel conceptual model for curriculum development. The design of an ILO structure and its components are introduced, and its corresponding ILO diagram and relationships are presented and discussed. An experimental study of how structured ILOs (visualised through an ILO diagram) meets instructors' satisfaction is reported and summarised. The results revealed that the mean ratings of perceived usefulness, perceived ease of use, and attitude towards representing ILOs, were significantly higher with the ILO diagram.

  • An Equivalent Architecture of Learner's and Instructor's Knowledge through the Matching of Intended Learning Outcome
    2012
    Co-Authors: Preecha Tangworakitthaworn, Lester Gilbert, Gary Wills
    Abstract:

    Constructivism and instructionism, two grounded theories of Learning and teaching, are contradiction in terms of practitioner's perspective. This leads to an attempt to bridge the gap between these two theories by designing the balanced approach. In this paper an equivalent architecture of learner’s and instructor’s knowledge is introduced via a matching strategy through the Intended Learning Outcome.

  • An evaluation of pedagogically informed parameterised questions for self‐assessment
    Learning Media and Technology, 2008
    Co-Authors: Onjira Sitthisak, Lester Gilbert, Hugh C. Davis
    Abstract:

    Self-assessment is a crucial component of Learning. Learners can learn by asking themselves questions and attempting to answer them. However, creating effective questions is time-consuming because it may require considerable resources and the skill of critical thinking. Questions need careful construction to accurately represent the Intended Learning Outcome and the subject matter involved. There are very few systems currently available which generate questions automatically, and these are confined to specific domains. This paper presents a system for automatically generating questions from a competency framework, based on a sound pedagogical and technological approach. This makes it possible to guide learners in developing questions for themselves, and to provide authoring templates which speed the creation of new questions for self-assessment. This novel design and implementation involves an ontological database that represents the Intended Learning Outcome to be assessed across a number of dimensions, including level of cognitive ability and subject matter. The system generates a list of all the questions that are possible from a given Learning Outcome, which may then be used to test for understanding, and so could determine the degree to which learners actually acquire the desired knowledge. The way in which the system has been designed and evaluated is discussed, along with its educational benefits.

Bing Qiu - One of the best experts on this subject based on the ideXlab platform.

  • evaluating the Intended Learning Outcome of ancient chinese teaching materials with teaching oriented corpus
    International Conference on Asian Language Processing, 2017
    Co-Authors: Bing Qiu
    Abstract:

    Ancient Chinese is a core course of the department of Chinese language and literature. However, its Intended Learning Outcomes with the existing textbooks are hard to evaluate, as the article selection, language point analysis, and overall arrangement are mostly based on editors' subjective experience. In order to quantify the expected Learning Outcomes, we put forward a novel approach, based on the vocabulary knowledge corpus for ancient Chinese teaching. Then a case study is carried out by comparing three representative textbooks, in regard to text length, language point density, distribution of new language points, as well as the Learning curve. In the end, the re-ordering of the articles in the textbooks is discussed and new Learning curves which better fits the principle of gradual improvement are obtained. To sum up, our approach to evaluate the Learning Outcomes of Ancient Chinese textbooks not only provides a quantitative method for textbook assessment, but constitutes an exploratory attempt in introducing Outcome-based education into Ancient Chinese teaching.

  • IALP - Evaluating the Intended Learning Outcome of ancient Chinese teaching materials with teaching-oriented corpus
    2017 International Conference on Asian Language Processing (IALP), 2017
    Co-Authors: Bing Qiu
    Abstract:

    Ancient Chinese is a core course of the department of Chinese language and literature. However, its Intended Learning Outcomes with the existing textbooks are hard to evaluate, as the article selection, language point analysis, and overall arrangement are mostly based on editors' subjective experience. In order to quantify the expected Learning Outcomes, we put forward a novel approach, based on the vocabulary knowledge corpus for ancient Chinese teaching. Then a case study is carried out by comparing three representative textbooks, in regard to text length, language point density, distribution of new language points, as well as the Learning curve. In the end, the re-ordering of the articles in the textbooks is discussed and new Learning curves which better fits the principle of gradual improvement are obtained. To sum up, our approach to evaluate the Learning Outcomes of Ancient Chinese textbooks not only provides a quantitative method for textbook assessment, but constitutes an exploratory attempt in introducing Outcome-based education into Ancient Chinese teaching.

Brian R. Belland - One of the best experts on this subject based on the ideXlab platform.

  • Intended Learning Outcomes and Assessment of Computer-Based Scaffolding
    Instructional Scaffolding in STEM Education, 2016
    Co-Authors: Brian R. Belland
    Abstract:

    In this chapter, I describe the Intended Learning Outcomes of scaffolding—content knowledge and higher-order thinking abilities—and link these to the goals advanced by the Next Generation Science Standards and related documents from recent curricular revisions in STEM education. Furthermore, I address different ways in which scaffolding’s effect can be measured (assessment level), and explore whether there are differences in the magnitude of scaffolding’s effect according to assessment level. Meta-analysis results show that there is no difference in effect size magnitude on the basis of Intended Learning Outcome (i.e., content knowledge or higher-order thinking abilities). Scaffolding’s effect was greater when measured at the principles level than when measured at the concept level. But scaffolding’s effect was statistically greater than 0 and substantial for all three assessment levels (i.e., concept, principles, and application). These results are then discussed.

  • A Pilot Meta-Analysis of Computer-Based Scaffolding in STEM Education
    Educational Technology & Society, 2015
    Co-Authors: Brian R. Belland, Andrew Walker, Megan Whitney Olsen, Heather Leary
    Abstract:

    This paper employs meta-analysis to determine the influence of computer-based scaffolding characteristics and study and test score quality on cognitive Outcomes in science, technology, engineering, and mathematics education at the secondary, college, graduate, and adult levels. Results indicate that (a) computer-based scaffolding positively influences Learning (g = 0.53), (b) studies with zero threats to internal validity had lower effect sizes than studies with two threats, (c) studies with one threat to external validity had higher effect sizes than studies with zero threats, (d) studies with no fading had higher effect sizes than studies with fixed fading, and (e) students performed better when using conceptual scaffolds than with metacognitive scaffolds. There were no differences based on study design, generic vs. specific, paired intervention, assessment level, or Intended Learning Outcome. Meta-regression indicated that fading or lack thereof explained 30% of the variability in Outcomes. The significance of this paper lies in its potential to steer scaffold designers away from fixed fading and metacognitive scaffolds, and toward studying scaffolding in authentic contexts, rather than laboratories. Furthermore, this study indicates that a more comprehensive scaffolding meta-analysis is warranted.