Lemmingdemant9392

This paper provides a theory-based critique and response to the Giannakas et al. [Educational Technology Research and Development, 66, 341-384 (2018). 10.1007/s11423-015-9396-3] critical review of mobile game-based learning. Within the framework of shifting-to-digital, the response discusses impact/value of the paper, possible application of the ideas found in the paper, limitations and constraints associated with the paper, and future suggestion for how the ideas in the paper should guide design and research.This paper was developed in response to the article titled, "A design framework for enhancing engagement in student-centered learning Own it, learn it, share it," by Eunbae Lee and Michael J. Hannafin (2016). Their work is examined through a research perspective. The authors' discovery of the lack of a comprehensive framework to guide the design, development, and implementation of student-centered learning prompted them to develop the model. The result advances a three-stage model known as, Own It, Learn It, and Share It. The impact of the model can be understood through the simplicity of the OLSit model by how it affords educators a clear pathway for transforming instructional planning. Given the many uncertainties associated with the "shift to digital" as a result of COVID-19, the OLSit model is very applicable for action research by teachers, student teachers, and teacher educators. A critique of the model is provided along with suggested applications to extend the OLSit research base.This paper is in response to the literature review entitled "Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science a literature review" [Zacharia et al., Educational Technology Research and Development, 63, 257-302 (2015). 10.1007/s11423-015-9370-0] and examines it from a value-add perspective. This literature review illuminates the benefits of leveraging the appropriate types of guidance during the relevant phases of inquiry, a much-needed type of guidance, as it aptly describes how and when to apply the types of guidance for optimal effect. In consideration of some of the weaknesses in the body of literature, as exposed via this literature review, revisiting automated guidance and leveraging any new technological affordances and awareness around adaptive feedback may provide additional insights into how more advanced technologies might contribute to enhanced guidance in computer supported inquiry learning environments.This essay is a response to the special issue call on the theme of Shifting to digital Informing the rapid development, deployment, and future of teaching and learning. In this essay, the author first described the needs of student-centered learning that emerged from the current full-scale online teaching and learning practice due to the pandemic. With these needs, the author revisited the published article of A design framework for enhancing engagement in student-centered learning own it, learn it, and share it (Lee and Hannafin, in Educ Technol Res Dev 64(4)707-734, 2016), discussed its value, application, and future development.This paper is written in response to the original article "Designing for 21 st century learning online A heuristic method to enable educator learning support roles" (Nacu et al. 2018). The article presents a guide for teacher interactions with students in networked technologies. It also serves as a guide for network designers who are concerned about the quality of online learning, and want more equitable access to systems that inspire young people "to pursue their interests and take ownership of their learning" (Nacu et al. 2018, p. 1029). During the Covid-19 pandemic, network platforms assumed a central role in the educational process. The article is a timely reminder of the importance of designing and implementing platforms that will address twenty-first century learning goals. This response to the Nacu et al. article reviews their research from a "theory of change" perspective. The authors in the original article present a heuristic that expands the online roles that educators currently use to support young people in building their knowledge. To realize the full potential of the heuristic, a more holistic approach is required, one that repositions online learning as a knowledge-building environment. A theory of change could identify the critical variables needed to help teachers and designers transition to a more comprehensive understanding of online learning. Unfortunately, heuristics by themselves do not prepare network designers or teachers to do this work. Future research can embed the heuristic in a broader, deeper effort to prepare teachers and designers to enact student-centered online learning environments.This paper is in response to the manuscript entitled "MOOCocracy the learning culture of massive open online courses" (Loizzo and Ertmer in Educ Tech Res Dev 641013-1032, 2016, 10.1007/s11423-016-9444-7) from the perspectives of cognitive flexibility theory (CFT), in the context of pandemic-induced emergency remote teaching. Our response focuses on one of the questions raised in the call for this special issue on the latter topic what are the implications of current, urgent work being done in digital learning for the future of online learning? We argue that much of what is important for a better future of online learning can also be done well now. However, building now with the future in mind involves a fundamental reorientation of the epistemic standpoint of online learning. The need for such a reframing is a tenet of CFT. Therefore, we use CFT as a lens to reflect on the proposal by Loizzo and Ertmer (Educ Tech Res Dev 641013-1032, 2016, 10.1007/s11423-016-9444-7) to combine c-MOOC and xMOOC designs to "foster a flexible, learner-centered culture" (p. 1027). find protocol Acknowledging the value of diverse perspectives afforded by the MOOCocracy culture, we also discuss how a CFT-based epistemic stance may further inform the future design and practice of MOOCs and, in a similar manner, online learning in general. We present some examples of ways application of learning and instruction principles of CFT can benefit online learning for the development of adaptive worldviews and the resultant development of adaptive skill that is becoming increasingly essential for life and work. Having this framework in mind as a principled overlay while urgently preparing for current schooling can help us build better, for now, and even more so for the needs that will remain in the longer term as education increasingly incorporates "twenty-first century skills."This article considers Ifenthaler and Schumacher's (in Educ Technol Res Dev 64(5)923-938, 2016) paper entitled "Student perceptions of privacy principles for learning analytics" from a policy perspective. The increasing shift to digital occurring across the education landscape has resulted in greater access to data that can be used to enhance the student learning experience. However, it is essential that appropriate policy be in place to ensure the ethical use of such data, and equally important that the student voice be included in the development of such policy. Ifenthaler and Schumacher's study investigates students' preferences for the types of learning analytics systems they would like to be able to access and willingness to share their data for use in these systems. They find that students would like access to learning analytics systems that provide a broad range of information that can promote metacognitive awareness and provide personalised feedback, but are not entirely comfortable with sharing the full range of data necessary to inform such systems. These findings are important in acknowledging the difficulties in building a shared understanding and vocabulary when speaking to students about the possibilities and ethical implications of learning analytics. Consequently, further consideration is needed to build students' understanding of the purposes and benefits of sharing data as well as awareness of the range of policies that inform a consultative process around systems implementation to ensure transparency and accountability so that learning analytics can play an effective, but safe, role in our increasingly digital education environments.Research examining the effects of track placement in the United States has predominantly focused on racial/socio-economic differences in access to learning opportunities. However, track assignment might also create academic social groups within schools that shape students' social-cognitive processes. This article provides a conceptual model that describes ways track placement might have direct implications for students' self-perceptions, beliefs, and goals prior to starting middle school. Additionally, the model demonstrates how track placement shapes differences in student-teacher interactions and peer relationships to impact academic performance and behavior. Finally, the model suggests that student race and school demographics might shape differences in students' track placement experiences. This model is especially important in highlighting the ways curricular tracking might create systemic differences in students' social-cognitive development to perpetuate educational inequities.A sensitive detection of extremely toxic phenylpyrazole insecticide, 'Fipronil' is presented. Currently, the advancement of approaches for the detection of insecticides at low concentrations with less time is important for environmental safety assurance. Considering this fact, an effort has been made to develop an electrospun CoZnO nanofiber (NF) based label-free electrochemical system for the detection of fipronil. The CoZnO NF were characterized using different techniques including field emission scanning electron microscopy (FE-SEM), Energy Dispersive X-Ray Analysis (EDX), X-ray diffraction (XRD), Fourier-transform infrared spectroscopy (FTIR), and Raman Spectroscopy. Based on the experimental results, the proposed platform displayed a linear response for fipronil in the attogram/mL range despite the multiple interfering agents. The sensitivity of the device was found to be 3.99 Kῼ (g/ml)-1 cm-2. Limit of detection (LOD) and limit of quantification (LOQ) were calculated and found to be 112 ag mL-1 and 340 ag mL-1 respectively. Further, this proposed sensor will be implemented in the fields for the rapid and proficient detection of the real samples.Biological systems can be modeled and described by biological networks. Biological networks are typical complex networks with widely real-world applications. Many problems arising in biological systems can be boiled down to the identification of important nodes. For example, biomedical researchers frequently need to identify important genes that potentially leaded to disease phenotypes in animal and explore crucial genes that were responsible for stress responsiveness in plants. To facilitate the identification of important nodes in biological systems, one needs to know network structures or behavioral data of nodes (such as gene expression data). If network topology was known, various centrality measures can be developed to solve the problem; while if only behavioral data of nodes were given, some sophisticated statistical methods can be employed. This paper reviewed some of the recent works on statistical identification of important nodes in biological systems from three aspects, that is, 1) in general complex networks based on complex networks theory and epidemic dynamic models; 2) in biological networks based on network motifs; and 3) in plants based on RNA-seq data.