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As educational systems design and build new spaces aimed for learning in the digital age, small group configurations around large screens have become a highly popular spatial feature in classrooms and libraries. In this paper, we introduce the idea of intermediate indexing as occurring in the space between the knot of intertwined resources at the fine-grained level of interactions and the public knowledge building effort at the community level. Arguing that these intermediate processes occur in these configurations, we explored a classroom community that studied within a learning space designed to support knowledge building between individuals, small groups, and the community. In this paper, we report on our interaction analysis of a small group of students around a large screen as they negotiate a set of ideas that they want to make public to their community. The results of this study elucidate how collective monitoring of artifacts and documents, inclusive participation structures, and fluid turn-taking transitions in these configurations ultimately contribute to the knowledge building effort.

This commentary to Ha and Kim's article suggests three ways to expand the interpretive functions of framing to explore and support marginalized students' participation in collaboration and learning, based on our comprehensive review of Ha and Kim's and other relevant studies. We argue that framing can be a useful tool for (1) understanding both moment-to-moment and long-term changes in classroom communities, (2) gaining insights into students' identity work and figured worlds, and (3) exploring the dynamics of students' epistemological and positional perceptions. Researchers and practitioners could build on these arguments about the expansive uses of framing to foster students' equitable interactions and productive learning in classroom communities.

A major emphasis in technology education is learning the practices of designers-making informed decisions, trading off achievement of criteria against each other, working in a team, communicating ideas and results, and so on. How can one help students learn such ill-defined and open-ended skills? There have been a variety of suggestions made by the best teachers and those who observe and analyze their practices about how to achieve learning from project experiences, and textbooks and innovative modules are being developed based on those best practices. The literatures of cognitive science and the learning sciences inform one about the learning of skilled practices and make some suggestions about how to promote learning such skills as reading and writing. There has been only a little research devoted specifically to using what one knows about skill learning to promoting learning of the kinds skills designers engage in. This paper focuses on lessons learned from an inquiry into science education about how to promote learning of such skills. The focus of "Learning by Design"[TM], has been to help middle school students (grades 6 to 8; ages 12 to 14) learn science content in such a way that they can apply it in new situations and engage skillfully in the practices of scientists. This paper also defines the terms "skills" and "practices" and discusses what it takes to learn them. This paper then presents excerpts from two LBD units that illustrate the strategies and tactics they use. Finally, this paper considers three big issues in making such an approach work: (a) assessing the degree to which students are learning skills and practices; (b) preparing teachers for managing a classroom environment such as the one they propose; and (c) taking the approach from science to technology classrooms. (Contains 1 table and 3 figures.)

In this paper, I explain the components of "exhilarated learning," a model for effective classroom environments, and show how this model can be applied to the broader context of community-university engagement. I describe the following three dimensions: human connection, whole body engagement, and linking content to context; and I explore how this model relates to the Scholarship of Teaching and Learning and Scholarship of Engagement.

This paper investigates the current dismissal of feeling from teaching and learning in the college composition classroom. Drawing on the teaching experiences and the concept of lore, it argues that the practices and pedagogies of composition studies continue to produce a division between reason and emotion, denying the body's epistemic potential. In order to revalue students' emoting bodies and to authorise felt knowledge, it argues that we should bring the liveable theory of embodied writing pedagogies to bear on the field of composition studies. These pedagogies offer instructors and students alternative ways of thinking and being in the writing classroom and beyond. (Contains 10 footnotes.)

In this paper, the authors describe their journey from a teacher-student relationship to that of research partners and co-authors, thus providing a case study situated within the literature on students as partners. The instructor's use of drama-based pedagogy organically facilitated this journey both by flattening the hierarchy between teacher and students, and by being the subject under study. As a research group, the authors designed and collaborated on a scholarship of teaching and learning (SoTL) project. They analyzed existing classroom data to study the effects of drama-based pedagogy on their classroom environment and presented findings at conferences and through publication. This collaboration between a graduate student instructor and her undergraduate learners benefited all parties from both research and professionalization perspectives, which mirrors positive outcomes in the students as partners literature. The partnership can thus serve as a model for similar partnerships with minimal institutional infrastructure. Graduate students become research mentors and gain greater access to their students' classroom experiences, while undergraduate students explore the next step of an academic career track by conducting and disseminating original research as equal partners. The authors highlight reciprocity in their collaboration and call on institutions to facilitate this kind of partnership with funding and institutional support.

Assessment for learning (AfL) practices are commonly recommended as effective classroom strategies for providing teachers with information about student understanding. For teachers, the substantive potential of these AfL practices to inform student learning actions depends on what teachers notice and select as a focus and how they interpret and act on the information they have. This paper suggests research on teacher professional noticing has something to offer in understanding how teacher AfL attention and actions are framed in the moment. It explains noticing as a responsive act that invites action that is an inclusive, dynamic and purposeful response to evidence of student ideas. Noticing is what enables a teacher to act on the fly because it informs and underpins possible actions. Three frames of noticing are introduced to guide noticing and action -- curriculum connoisseurship, cultural and community connectedness, and collaborative ways of working. Through consideration of classroom events using these frames, teachers become better prepared to choose to respond in the moment creatively. The three frames provide teachers and researchers with a conceptual language to articulate and sharpen their AfL practices as part of a flexible and rigorous responsiveness to their students' learning.

The primary goal of this project is to provide a summary of extant research regarding humor in the classroom, with an emphasis on identifying and explaining inconsistencies in research findings and offering new directions for future studies in this area. First, the definitions, functions, and main theories of humor are reviewed. Next, the paper explains types of humorous instructional communication. Third, the empirical findings of both the source and receiver perspectives are reviewed. Finally, this paper concludes with advice for educators and suggests potential future research directions for scholars. (Contains 2 notes and 1 table.)

Touch-based interaction is increasingly a key feature of digital learning environments, yet we know little about the specific ways in which digitally mediated touch reshapes interaction for very young children. This paper examines how finger painting processes, a common activity in early years learning environments, might change in digital (iPad) versus physical (paper) learning environments. It draws on the observations of nursery school participants, from one and half to three years old, finger painting on paper and on the iPad, using similar digital painting/drawing activities. The analytical approach draws on multimodal methods of description and builds on multimodal procedures for working with video. In particular, the analysis focuses on different forms of touch-based interaction, to explore whether digital environments engender different kinds of touch and re-shape the character of the physical painting process. Findings indicate both quantitative and qualitative differences in types of touch across these two environments; and suggest that individual children demonstrate different repertoires of interaction, which may be linked to family practices and familiarity with technologies, such as touch screen and handheld devices. Findings are discussed in terms of the implications for learning and children's mark making development, future research directions, and methodological implications for multimodal research approaches. [ABSTRACT FROM AUTHOR]

Studying geometry is an integral component of learning mathematics because it allows students to analyse and interpret the world they live in as well as equip them with tools they can apply in other areas of mathematics. Therefore, students need to develop an understanding of geometric concepts as well as gaining adequate geometry related skills. The purpose of this paper is to describe a unit on Polygons in which dynamic geometry software is used for exploring and learning new concepts as well as for assessment. Through various age appropriate activities students explore polygons and their properties, make conjectures, test them, reason about geometric ideas as well as demonstrating an understanding and the ability to apply their knowledge of polygons. The activities used in this model create a motivating and engaging environment where technology allows students to discover mathematics on their own and construct their own understanding. (Contains 11 figures.)

This exploratory study set out to investigate how a group of children, who were identified as underachieving in school, constructed understandings of themselves as learners inside and outside school. Data were collected using semi-structured interviews and image-based methods with the children. Interviews were also conducted with their parents and teachers. Findings of this study highlight the centrality of the children's relational world and the richness of their learning experiences and capacity for learning outside school. Significant differences were evident in their descriptions of learning processes inside the classroom and outside the formal school setting. Outside school learning experiences, both structured and less formalised were perceived by the children as being more active, collaborative and challenging. Knowledge and understanding in these contexts seemed to be located within the children. In contrast, learning inside school was characterised by dependence on the teacher. Knowledge and understanding in this context appeared to be located within the teacher. (Contains 1 table and 4 notes.)

This paper outlines a new Desktop Experiment Module (DEMo) engineered for a chemical engineering junior-level Heat Transfer course. This new DEMo learning tool is versatile, fairly inexpensive, and portable such that it can be positioned on student desks throughout a classroom. The DEMo system can illustrate conduction of various materials, thermal energy generation, thermal contact resistance, heat dissipation from fins, and convection across surfaces of varying geometry. Advantages of this approach are that students can closely examine and fiddle with the system to see cause and effect better than with instructor led demonstrations. These learning tools can also serve as vibrant hands-on experiments with high school students.

We explore the conditions under which students engage with, or disengage from, learning at university within the context of increased student diversity. We discuss the concept and use of academic engagement and disengagement but focus on the dynamics of disengagement in two comparable first year computing modules at a pre- and a post-1992 university. The findings from this study suggest that there are many periods in which the learning and teaching environment, pedagogy and/or content do not academically engage the diverse interests and meet the needs of the range of students represented. Drawing upon this analysis, the reflections of participating teachers and interviews with their students, we consider what might be done to increase and widen academic engagement in the computing classroom. We conclude by drawing out some of the tentative implications that might be useful to explore in other universities. (Contains 2 notes.)

Human interactions are multimodal in nature. From simple to complex forms of transferal of information, human beings draw on a multiplicity of communicative modes, such as intonation and gaze, to make sense of everyday experiences. Likewise, the learning process, either within traditional classrooms or Virtual Learning Environments, is shaped by learners' perceptions of what is being communicated multimodally to them intentionally or not, and by the perceptible pedagogical affordances of the environment. This paper examines the specific place of action and multimodal interaction within the learning process. It starts by defining learning and multimodal interaction. Next, it expands on an existing methodological framework for analyzing multimodal interaction in order to include affordances for learning and to visually map the central role of action to learning. Finally, it makes use of the reviewed methodological framework to analyze a video ethnographic study of interactions that take place within a graduate Design classroom.

"Closing the loop" in Learning Analytics (LA) requires an ongoing design and research effort to ensure that the technological innovation emerging from LA addresses the actual, pragmatic problems of educators in everyday learning environments. An approach to doing so explored in this paper is to design LA as a part of the human systems of activity within an educational environment, as opposed to conceptualising LA as a stand-alone system offering judgement. In short, this paper offers a case-study of how LA can generate data representations that can provide the basis for expansive and deliberative decision-making within the learning community. The case-study provided makes use of Social Network Analysis (SNA) to monitor the changing patterns of decision making around teaching and learning in a very large Australian college over several years as that college embarked on an organised program of practitioner research. Examples of how the various SNA metrics can be translated into matters of pragmatic concern to the college, its leaders, teachers and students, are provided and discussed. [ABSTRACT FROM AUTHOR]

This article considers the synergistic force, specifically imagination, which can serve as the catalyst for motivation and learning. The importance of classroom climate in fostering imagination and developing growth, discovery, and vision is emphasized. Ways to make imagination an important element of classroom climate are listed. (JDD)

Directions for future research on goal theory are suggested. The need for greater specificity in construct definition and the possible contributions of constructivist perspectives on learning and instruction are considered. An investigation is proposed of the way social goals interact with mastery and performance goals. (Author/SLD)

Clinical nursing education is one of a component in nursing education that conducts in a clinical setting involving real situation, teaching and learning process in the clinical setting. Objective: The purpose of this article is to discuss about facilitating and inhibiting factor in clinical nursing education. Nursing student expects that through clinical nursing education, their skill and knowledge will improve and finally they will get their competencies. In this article emphasized that many factors that facilitating and inhibit nursing student learning experience during their clinical nursing education. Theorypractice gap is one of inhibiting factors in clinical nursing education. One of facilitating factors in clinical nursing education is supportive clinical learning environment. [ABSTRACT FROM AUTHOR]

Playful learning has seen a resurgence of interest in the past decade, particularly in contexts where play is not traditionally part of a teacher’s repertoire. Teachers interested in exploring the integration of play in their classrooms need formative tools and resources that help them to reflect and assess their own practice and their ability to create a playful learning experience for their students. This study presents the results of two rounds of pilot testing in three countries for Teacher RePlay, a new open-source toolkit designed to support teachers interested in reflecting on and deepening their learning through play practice. The toolkit includes the main Teacher RePlay observation protocol for teachers, as well as Children ReAct, a complementary protocol for a photo-elicited focus group discussion with children, intended to directly assess children’s experiences and reflections on learning through play. Upon observation, teachers receive customized coaching suggestions and tips designed to strengthen their learning through play practice. Initial results from the piloting indicate that the toolkit holds strong potential for teachers interested in better understanding and deepening their playful learning practice. This paper discusses the development, validation, successes, and challenges of the Teacher RePlay toolkit, and identifies future directions for its use. [ABSTRACT FROM AUTHOR]

Entry of children to primary schools in India marks a sudden shift in the pedagogical approach as play-based pedagogy gives way to formal instruction. This paper argues that children's play motives do not subside when they enter school, rather play takes a more mature form and represents a strong linkage between their thought and reality. The recently introduced National Education Policy 2020 in India mandates a large-scale achievement survey at the age of 8, the fear is that this will lead to formalisation and academisation of early schooling. The paper presents a case study of a school in rural India that follows a play-based pedagogy in the primary years. The study uses dialectical-interactive approach for data collection and analysis. The analysis shows that play creates a pedagogic opportunity for the teacher and children to engage with each other's motives thus creating a shared 'object of activity' that ensures children's motivated engagement in their learning. [ABSTRACT FROM AUTHOR]

In this invited commentary for the special issue on 'How built spaces influence practices of educators' work: An examination through practice lens,' I discuss how insights from the theory of practice architecture and the theory of practice ontology are helpful in exploring the complexities of educational practices, particularly with reference to the locations within and through which such practices take place. By focusing on the doings, sayings and relatings that take place in such practices and on their material conditions, the contributions add much nuance and detail to the understanding of educational practices, particularly when such practices are 'in transition' due to forces that are often beyond the influence of the actors in such practices themselves. The main critical point I make concerns the sayings utilised by the authors themselves. I suggest that references to 'learning' are problematic in the study of educational practices. I single out the idea of seeing schools, colleges and universities as 'learning environments.' I provide reasons why this way of engaging with educational practices is problematic – both from a research perspective and from a practice and policy perspective – and suggest that the better designation would be that of seeing them as educational practices. [ABSTRACT FROM AUTHOR]

When is an internal reference price selected for price judgements? This paper analyses how the combination of price and product attributes during the learning phase of internal reference prices influences reference price utilisation. We apply an experimental approach that accounts for two mechanisms of reference price learning. In two experiments, we vary the relationship between price and product attribute value. The results show that the internal reference price is only utilised in price judgements when a consistent relationship between previously observed prices and attribute values exists in the learning phase. This paper provides a unique approach to study reference price learning, which contributes to research by offering insight into the utilisation of reference prices. Results enable managers to strategically influence reference price learning and utilisation. [ABSTRACT FROM AUTHOR]

Reviews how medical teachers can assess the climate or overall ambience of their medical education environment. Suggests climate research studies that medical teachers might undertake. Presents some methodologies that might be employed in such studies. Promotes action research by medical teachers to improve the quality of medical education. (TW)

The aim of this study is to explore Effects of Classroom Environment on Student Learning at Elementary Level. The present paper seeks to identify the effects of Classroom Environment on students' learning and to evaluate the effects of classroom management at elementary level students. Descriptive research method was used by the researcher. Narowal division selected as a population, and district Narowal selected for sample of the study. This study restricted the sample to elementary school students who responded that the Effects of Classroom Environment on Student Learning at Elementary Level. In the 1st phase through convenience sampling teaching for select district Narowal from division Gujranwala. In 2nd phase researcher used simple random technique to select schools, teachers. Simple random sampling technique was used to collection data. Questionnaire was used as data collection tool. In the current study, out of the total 1,043 school, 72 schools (urban, rural) selected through simple random sample technique for the purpose of data collection. In present study 530 female teacher's responses received. Frequency, percentage, mean score and standard Deviation tests were used to analyses the data collected through SPSS version 25.0. The responses paint a favorable view of the circumstances. Frequency, Percentage, mean score, religion, origins or gender is more prevalent. [ABSTRACT FROM AUTHOR]

This paper adopts an ecological approach to describe the opportunities offered by school landscape for children's curricular learning. The approach is based on Gibson's concept of affordances which refers to the opportunities offered by an environment to its users. The research conducted in school grounds in two different contexts – Scotland and Bangladesh drew on this theory to examine the relationship between the school landscape and children's learning. Case study research included application of observation and behaviour mapping in school grounds, and interviews with participants in both contexts. Opportunities for teaching and learning offered by the school landscape in both cases were later defined as 'cognitive affordances' by the authors. 'The concept of 'cognitive' affordances' had limited attention in the field of landscape research. This paper thus introduces and defines the term to understand and study the potential of outdoor environments for development of children's learning and cognition. [ABSTRACT FROM AUTHOR]

Generative Artificial Intelligence (AI)'s emergence is viewed as a disruptive technological advancement that has been beneficial for most educational purposes but also coupled with emerging challenges and potentially destabilizing effects. Given the unprecedented onset and surge in interests, education stakeholders are often pressured to adopt such emergent technologies with little space and time to seek better understanding and to attain literacy. This paper brings together existing contributions to identify a list of five common themes (5Ts) and various uses of generative AI for improving students learning and future education research. The challenges and opportunities from the use of generative AI in education were also explored, and as part of a rethink of how stakeholders can continue to be relevant in a dynamic learning environment with emerging technologies, three "R" guidelines (3Rs) are also proposed to aid educators and students to stay ahead of the curve in addressing challenges and embracing opportunities arising from the use of generative AI for learning. [ABSTRACT FROM AUTHOR]

The paper analyses global online labour platforms (OLPs) through the lens of the Expansive‐Restrictive Learning Environments framework. The framework articulates a set of structural factors that enable or constrain workplace learning and development. The paper draws on multistakeholder, mixed‐method empirical data to illustrate how OLPs are emerging as learning environments, where new and reconfigured skills, learning practices, and new forms of learning support emerge in response to the radically distributed and fragmented nature of this work. Against portrayals of OLPs as places of deskilling work devoid of learning opportunities, the paper contributes a more nuanced understanding of the duality of OLPs as simultaneously restrictive and expansive. Three dualities of OLPs emerge from the study: (i) their espoused vision restricts organisational support for workforce development, yet stimulates self‐directed learning; (ii) their enacted workplace curriculum is patchy and opaque, yet offers novel structural features supporting learning and development; (iii) workplace learning practices in OLPs are autonomous, yet not atomised. The paper illustrates how structure and individual agency interact in OLPs to create and configure learning opportunities for workers and informs practitioners about the current learning and development features and practices in OLPs. [ABSTRACT FROM AUTHOR]

Educational technology is important because it helps today's teachers to integrate new technologies and tools into their classrooms. This allows a student to flip the notion of a classroom on his/her head by choosing when and where to learn. Video lectures, recordings, and digital resources make it possible for students to learn at their own pace. The walls of the classrooms are no longer a barrier as technology enables new ways of learning, communicating, and working collaboratively. Technology has also begun to change the roles of teachers and learners. This paper discusses the systematic five-step teaching-learning process for effective engagement in the class. These five steps - The Instructional Process, Modular Design, and Course Delivery, Creating a Lively classroom, Employing technology and Assessment are proven processes, and, an effective implementation of the same yielded very good results in terms of enhancement of the skills and overall development of the students' learning perspectives. Giving varied assignments to different groups based on their interest, had a spike in exhibiting their potential. Assessment through rubrics increased the clarity for students to perform and present their work effectively. This was implemented for the computer networks course for CSE branch students and Biomedical Instrumentation and Digital Health course for Biotechnology branch. The impact and results were amazing. There was an overall development of their knowledge and skills. [ABSTRACT FROM AUTHOR]

Several analysis methods exist to identify hotspots regarding resource efficiency in industry and consecutively find measures to reduce environmental impact. Still, many companies do not use systematic methods to analyse and improve their resource efficiency, partly because they do not have the competencies to apply them. In this context, learning factories support by providing a realistic environment to teach methodological competencies. This paper systematically derives criteria and compares hotspot analysis methods for the identification of resource efficiency hotspots. Based on these results, an approach is developed to derive needed competencies and a list of required technical infrastructure for learning factories. The developed tool includes the general ratings of the methods depending on prerequisites as well as the possibility to weight the criteria. Learning factory operators and trainers can use this tool to identify suitable hotspot analysis methods and get guidance on how to implement the methods in their learning environment. [ABSTRACT FROM AUTHOR]

Education is of paramount importance for the development of people and society. The role of the teacher is crucial for good education. Well-designed teaching methods can help impart knowledge to students. On the other hand, students' willingness and attention to the class are equally crucial for good classroom management. Lack of engagement from students can hamper their learning process. It is challenging for students and teachers to create an engaging classroom environment, but it is much needed to create and sustain an effective learning process. The present study attempts to synthesise prior research on transformational teaching and student engagement in the past decade. Research papers from top-tier journals were selected and filtered to achieve this objective. Post-filtration and selection, 192 articles were reviewed and summarised to arrive at the current research standpoint. This study examined the aspects studied considerably, further identified specific gaps, and indicated future research avenues for future researchers. [ABSTRACT FROM AUTHOR]

Effective collaboration and teamwork skills are critical in high‐risk sectors, as deficiencies in these areas can result in injuries and risk of death. To foster the growth of these vital skills, immersive learning spaces have been created to simulate real‐world scenarios, enabling students to safely improve their teamwork abilities. In such learning environments, multiple dialogue segments can occur concurrently as students independently organise themselves to tackle tasks in parallel across diverse spatial locations. This complex situation creates challenges for educators in assessing teamwork and for students in reflecting on their performance, especially considering the importance of effective communication in embodied teamwork. To address this, we propose an automated approach for generating teamwork analytics based on spatial and speech data. We illustrate this approach within a dynamic, immersive healthcare learning environment centred on embodied teamwork. Moreover, we evaluated whether the automated approach can produce transcriptions and epistemic networks of spatially distributed dialogue segments with a quality comparable to those generated manually for research objectives. This paper makes two key contributions: (1) it proposes an approach that integrates automated speech recognition and natural language processing techniques to automate the transcription and coding of team communication and generate analytics; and (2) it provides analyses of the errors in outputs generated by those techniques, offering insights for researchers and practitioners involved in the design of similar systems.Practitioner notesWhat is currently known about this topic Immersive learning environments simulate real‐world situations, helping students improve their teamwork skills.In these settings, students can have multiple simultaneous conversations while working together on tasks at different physical locations.The dynamic nature of these interactions makes it hard for teachers to assess teamwork and communication and for students to reflect on their performance.What this paper adds We propose a method that employs multimodal learning analytics for automatically generating teamwork‐related insights into the content of student conversations.This data processing method allows for automatically transcribing and coding spatially distributed dialogue segments generated from students working in teams in an immersive learning environment and enables downstream analysis.This approach uses spatial analytics, natural language processing and automated speech recognition techniques.Implications for practitioners Automated coding of dialogue segments among team members can help create analytical tools to assist in evaluating and reflecting on teamwork.By analysing spatial and speech data, it is possible to apply learning analytics advancements to support teaching and learning in fast‐paced physical learning spaces where students can freely engage with one another. [ABSTRACT FROM AUTHOR]

This paper explores the adoption of an entangled eclecticism perspective in Learning Experience Design (LXD), integrating a sociotechnical-pedagogical systems approach. It emphasizes the significance of considering the sociocultural, technological, and pedagogical dimensions of learning as a cohesive, interconnected ecology to design effective learning experiences. The authors discuss the implications of this perspective on learning outcomes, methodologies, and the selection of relevant theories for design. The aim is to guide the creation of learning experiences that are not only effective, efficient, and appealing but also deeply empathetic, culturally sensitive, and responsive to the evolving dynamics of learning environments. Concluding that LXD is a complementary approach to traditional learning design, the paper underscores its evolution, drawing from multiple traditions to offer a holistic framework for educational design and technology. This approach strives for learning experiences that are not just effective and efficient, but also culturally sensitive and empathetic, adapting to the dynamic nature of learning environments. Broader implications of this approach and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to Covid‐19, the learning environment was located at the students' homes rather than the design and craft studio at the university. Two research questions guide the case study: What stories does the student recall from learning woodworking and what do these stories provide that are relevant for learning design literacy? Three 'making' stories are presented from the case study: (1) Making with the unknown, (2) Making alone educationally, and (3) The affective and embodied making. These stories provide numerous making skills that are relevant when teaching and learning for design literacy, which is further discussed in the paper. [ABSTRACT FROM AUTHOR]

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Student behavior analysis can reflect students' learning situation in real time, which provides an important basis for optimizing classroom teaching strategies and improving teaching methods. It is an important task for smart classroom to explore how to use big data to detect and recognize students behavior. Traditional recognition methods have some defects, such as low efficiency, edge blur, time-consuming, etc. In this paper, we propose a new students behaviour recognition method based on spatio-temporal attention fusion model. It makes full use of key spatio-temporal information of video, the problem of spatio-temporal information redundancy is solved. Firstly, the channel attention mechanism is introduced into the spatio-temporal network, and the channel information is calibrated by modeling the dependency relationship between feature channels. It can improve the expression ability of features. Secondly, a time attention model based on convolutional neural network (CNN) is proposed, which uses fewer parameters to learn the attention score of each frame, focusing on the frames with obvious behaviour amplitude. Meanwhile, a multi-spatial attention model is presented to calculate the attention score of each position in each frame from different angles, extract several saliency areas of behaviour, and fuse the spatio-temporal features to further enhance the feature representation of video. Finally, the fused features are input into the classification network, and the behaviour recognition results are obtained by combining the two output streams according to different weights. Experiment results on HMDB51, UCF101 datasets and eight typical classroom behaviors of students show that the proposed method can effectively recognize the behaviours in videos. The accuracy of HMDB51 is higher than 90%, that of UCF101 and real data are higher than 90%. [ABSTRACT FROM AUTHOR]

High-dimensional optimization problems are increasingly pervasive in real-world applications nowadays and become harder and harder to optimize due to increasingly interacting variables. To tackle such problems effectively, this paper designs a random elite ensemble learning swarm optimizer (REELSO) by taking inspiration from human observational learning theory. First, this optimizer partitions particles in the current swarm into two exclusive groups: the elite group consisting of the top best particles and the non-elite group containing the rest based on their fitness values. Next, it employs particles in the elite group to build random elite neighbors for each particle in the non-elite group to form a positive learning environment for the non-elite particle to observe. Subsequently, the non-elite particle is updated by cognitively learning from the best elite among the neighbors and collectively learning from all elites in the environment. For one thing, each non-elite particle is directed by superior ones, and thus the convergence of the swarm could be guaranteed. For another, the elite learning environment is randomly formed for each non-elite particle, and hence high swarm diversity could be maintained. Finally, this paper further devises a dynamic partition strategy to divide the swarm into the two groups dynamically during the evolution, so that the swarm gradually changes from exploring the immense solution space to exploiting the found optimal areas without serious diversity loss. With the above mechanisms, the devised REELSO is expected to explore the search space and exploit the found optimal areas properly. Abundant experiments on two popularly used high-dimensional benchmark sets prove that the devised optimizer performs competitively with or even significantly outperforms several state-of-the-art approaches designed for high-dimensional optimization. [ABSTRACT FROM AUTHOR]

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers' perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students' use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom. [ABSTRACT FROM AUTHOR]

This paper presents a study on how teachers can use online affordances to create learning spaces and maximize language learning opportunities. While previous research has highlighted the importance of learning space in improving language learning outcomes, scant research has examined how teachers can utilize online affordances and interactional strategies to create learning spaces in corrective feedback sequences. To fill this gap, the study investigated the use of corrective feedback in synchronous online English as a Foreign Language (EFL) classrooms by ten teachers. Using conversation analysis (CA), the study analyzed seventy-five hours of video-recorded observations to explore the online tools and verbal interactional strategies used by teachers to create learning spaces. The findings revealed that teachers used chatboxes, online notepads, and breakout rooms as online affordances to facilitate language learning opportunities. The study's results can provide EFL teachers with valuable insights into the best practices for using synchronous online educational tools and interactional resources to create better language learning opportunities for learners. [ABSTRACT FROM AUTHOR]