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Highly cited articles have been revealed as being informative for research fields, topics, and trends. Through reading highly cited articles, researchers can gain fruitful results from previous studies and can identify essential clues and potential future research directions for their own research. Aiming at exploring the possibility of the application of and innovations in flipped learning, this study reviewed 100 highly cited articles related to flipped learning. By performing a literature review of the highly cited studies on flipped learning, we have discovered the proposed new learning strategies and flipped learning applied to the research topics that seldom draw attention, and the research fields that are less-frequently examined, including those research issues that are rarely discussed. We have also noticed that many studies have focused on comparing different flipped learning modes and identifying more effective flipped learning approaches. Only a minority of studies have compared the influences of flipped learning and traditional learning. Moreover, we found that researchers have tended to focus more on students' learning achievements and learning behaviors. Lastly, based on the reviews of the past flipped learning articles, this study provides suggestions from different perspectives. We hope to provide a reference for researchers and teachers to conduct flipped learning studies and design flipped learning activities in the future. [ABSTRACT FROM AUTHOR]

A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years. Since 2011, experimental changes have been made regarding how the system allocates items to students, how grading is done, and the type of feedback provided. The experiment described here was conducted annually from 2011 to 2014. Approximately, 100 students in an introductory statistics course participated each year. The main goals were to determine whether the above-mentioned changes had an impact on learning as measured by test scores in addition to comparing learning among students doing PPH with students handing in WBH. The difference in learning between students doing WBH compared to PPH, measured by test scores, increased significantly from 2011 to 2014 with an effect size of 0.634. This is a strong indication that the changes made in the tutor web have a positive impact on learning. Using the data from 2014, a significant difference in learning between WBH and PPH for 2014 was detected with an effect size of 0.416 supporting the use of WBH as a learning tool. [ABSTRACT FROM AUTHOR]

The article focuses on the Journal of Geography in Higher Education provides a forum for geographer to present the results of research and to share and discuss common educational interests It mentions the journal focuses on teaching and learning of Geography in the context of higher education. It also mentions that the journal was originally established to create a space where issues of teaching and learning could be shared between practitioners.

Madigan argues that the research and inquiry part of PBL is the essence of school library instruction. Project Based Learning (PBL) is a strategy employed across the world in the education sector in which learning takes place by doing. This book references the American Association of School Librarians (AASL) 2018 I National School Library Standards for Learners, School Librarians, and School Libraries i in underlining why this is a library publication and why school librarians should be involved in PBL. [Extracted from the article]

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement motivation. Self-reported student learning characteristic scores were associated with self-reported book purchases. For example, as student extrinsic motivation scores increased, number of paper books purchased for university study tended to increase. As student learning control belief scores increased, purchase of eBooks for university study tended to increase. Collectively, such results lend support to the conclusion that education students who embrace emerging technologies such as eBooks and who read for leisure perceive themselves as more able learners than students who do not embrace emerging technologies such as eBooks and who do not read for leisure. [ABSTRACT FROM PUBLISHER]

This commentary discusses the four papers that comprise the special issue on dialogic teaching and learning, while making general observations that apply across the field as a whole. Similarities and differences are identified over the concepts of 'dialogue' and 'dialogic pedagogy'. The possibility is raised that some aspects of dialogic pedagogy are more tractable than others, perhaps because they are more readily mapped onto traditional practices. The implications of this for analysing the dialogue-learning relation are considered. Attention is paid to the relevance for classroom dialogue of topic, epistemology, multilingualism, and the wider socio-political context. Finally, the challenge of scalability is addressed, in particular the need for cost-effective methods of teacher professional development if dialogic pedagogy is ever to become widely embedded in classrooms. [ABSTRACT FROM AUTHOR]

This article evaluates the impact of extending a traditional written research paper into a digital documentary on students’ perception and level of comprehension of a global sustainability issue. An adaptation of Moon's (1999) five-stage map of learning was used to assess the written and digital projects students submitted to a statewide conference. The assessment was enriched by a survey gauging students’ feelings about the process of creating their papers and documentaries. Results show the value of the written paper (expository) as a reflection artifact of a student's personal worldview. Transforming the message into a digital documentary encourages students also to appreciate global issues through the eyes of cultural “others,” a process Hanvey (1982) called “perspective consciousness.” [ABSTRACT FROM PUBLISHER]

Candidates' views of postgraduate medical examinations are seldom sought in a systematic way. There is little published evidence of candidates' views of the MRCGP examination, and its consequential validity, i.e. the effect of the assessment on learning or care for patients. A random sample of 100 registrars sitting the October 2003 multiple-choice paper (MCP) of the MRCGP exam were sent a questionnaire to seek their views about the validity of the paper. Most respondents found the questions difficult, in particular general medicine and medical specialties, but believed the paper assessed the application of their knowledge about common or important topics, relevant to general practice. However, more than half the candidates believed the paper contained inappropriate questions and were critical of some of the question formats. Pressure of time was a problem for many candidates, most of whom believed they needed a further 30 minutes to complete the paper. Preparation strategies were almost exclusively strategic, most often through help from fellow registrars rather than the trainer or vocational training scheme. Practising past papers was the most frequent desirable additional help. There are opportunities afforded by candidate feedback for the assessment governance system and the development of the paper, and qualitative feedback is of benefit in the evaluation of the quantitative data from the results of the assessment. [ABSTRACT FROM AUTHOR]

Central Michigan University has hosted 11 Off-Campus Library Services Conferences since 1982. This paper studies the proceedings of the 11 conferences to identify patterns of research. The authors were interested in determining how the field of distance learning library services has changed over that 22 year period as evidenced by the topics presented and the types of papers included in the proceedings. The authors analyzed the contributed papers and assigned those papers to specific subject tracks. The authors also considered the sources used by the presenters in order to identify works that may be considered seminal in this field. Distance learning librarianship is a field that has grown and matured, but there has been little research to date into the core literature of the field. This paper attempts to identify some of those core works through an analysis of the citations used in these Sets of proceedings. [ABSTRACT FROM AUTHOR]

The number of science education research papers has been rapidly rising in recent years. This number has been particularly influenced by researchers from non-English speaking countries who contribute to the field. With this number of papers, literature reviews gain in importance as they help researchers more easily orient themselves in problem areas. The authors of this study present a literature review on science textbook research. The importance of textbooks in education is indisputable, yet research in this field is surprisingly unbalanced between particular regions or states. In this paper, a review of 183 papers published between 2000 and 2018, indexed to the Web of Science database, is introduced. The results show that researchers in Europe and the USA focus on textbook research more than researchers elsewhere in the world. The textbooks most frequently researched on are science books for secondary schools. Textbook research consists mostly of analysing learning concepts and how concepts are integrated, non-textual elements in textbooks, visual representations, learning content or learning text analysis. [ABSTRACT FROM AUTHOR]

The concept of 'pedagogic voice' emphasises the capacity of children to express their views on matters related to teaching, learning and curriculum. 'Pedagogic voice' aligns with children's rights to be listened to and the extent to which their views are fully considered and acted upon. Combined, these rights based approaches positively shape children's learning experiences. This paper draws on quantitative and qualitative data from the longitudinal mixed methods cohort study Children's School Lives to explore children's voice. Grounded in the sociology of pedagogic voice literature and building upon research on children's participatory rights, the paper explores children's experiences of being heard and actively participating in decision-making processes in diverse primary school settings in Ireland. It analyses children's voice by looking at their capacity to influence their own learning, contrasting their experiences and perspectives, to those of their teachers. Findings illustrate the interplay between children's and teachers' narratives regarding children's voice and their pedagogical encounters to explore the impact on teaching and learning processes, highlighting structural challenges to the realisation of children's voice in primary classrooms in Ireland. [ABSTRACT FROM AUTHOR]

Since the transfer in Australia of preparatory nurse education from the hospital to the university sector, debate and discussion have continued regarding the perceived benefits and failings of the current system. In this paper we consider issues related to student clinical practicum from the perspectives of the student learner, the educational provider, the health service sector, the health consumer and the profession as a whole. The aim of this paper is to generate further discussion about clinical learning, a critical component of undergraduate nursing education. We argue that all stakeholders have a role to play in contributing to optimising all the clinical learning experiences for students in Bachelor of Nursing programs – the professional nurses of the future. [ABSTRACT FROM AUTHOR]

This is the second of two papers based on a study of how digital and paper diaries contribute to students' understanding of the processes of their learning within their academic disciplines. The purpose of the study was to use diary writing as a vehicle by which we would try and comprehend how students both make sense of assessment feedback and how this impacts on their emotional and motivational attitudes toward improving subsequent work. In this paper, samples are provided of diary entries for both digital and paper forms that illustrate the distinctive approaches to prospective but often highly self-critical and impromptu writing, as often characterized by the digital diary entries, when compared with retrospective and deeply reflective writing, which was common to much of the paper diary writing. The students who preferred the paper diaries seemed to have less mutable self-concepts, using their entries to craft and re-script ideas (often quite negative and potentially damaging ones) about themselves and their work. Conversely, students preferring the digital diaries were more willing to engage in reflexive criticism, and entertain the possibility of feeling very differently about themselves and their work on a day-to-day basis. This study ultimately does two things: it illuminates the complexity of students' feelings about learning and being assessed, stressing the importance of time and interaction in assisting students to contextualize and interpret the interrelation of learner identity, learner change and learner achievement; and second, it illustrates, within this small-scale study, how different types of diaries become important vehicles for expressing the variety of emotions and reflections that characterize the student learning experience. [ABSTRACT FROM AUTHOR]

The incorporation of diaries and journals as learning and assessment vehicles into programmes of study within higher education has enabled the further growth of reflection, creative writing, critical thinking and meta-cognitive processes of students' learning. However, there is currently little research that aims to compare how different types of diary are used and for what specific learning and teaching purposes, so, with this in mind, a study was carried out to investigate digital diary use within a group of undergraduates, to some of whom the authors allocated Personal Digital Assistants (PDAs), which they used to contribute to a blog (digital diaries), and to some of whom hard-backed format (paper diaries) were given. This paper is the first of two from this study. The findings indicated that whilst students found both forms of diary acceptable and convenient, differences emerged in the way that the diaries were being used on a day-to-day basis, both in the frequency of entry and in the length of entries made. Throughout the study, the digital diaries were used more frequently, although the entries were often brief and incomplete. Conversely, students completing the paper diaries made significantly fewer entries in total, but those that were made were longer and more discursive in nature. Further, it was found that the paper diaries possessed positive qualities related to handling and attractiveness that promoted more prolonged use, whilst the negative qualities of the digital diaries were linked to technical limitations. The implications of this work are considered in relation to more general notions of using dynamic devices to encourage students to engage in reflexive criticism. [ABSTRACT FROM AUTHOR]

This case study investigated how 23 students adapted to using a completely online textbook in lieu of a traditional paper text. All were enrolled in a single advanced MSW practice course. A variety of adaptation styles evolved. The students' primary strategy was to revert to making paper copies when permitted to do so instead of reading the assigned materials online. While a few students adapted to the electronic textbook, most generally did not because of interface design, time constraints, and study strategies. Implications for further research on relying completely on electronically-distributed reading materials are discussed. [ABSTRACT FROM AUTHOR]

The author describes her work as a learning support assistant, and the changes and developments in her thinking and her approach to work in class with an overactive, excitable boy who could not tolerate making mistakes and often refused to try the tasks he was set in class. The Work Discussion seminar the author attended as part of her Psychoanalytic Observational Studies course provided her with a different way of understanding and thinking about the boy and of working with him, which led to small, positive changes. The paper focuses on the work of one academic year. [ABSTRACT FROM AUTHOR]

This article examines the ways in which rural Vietnamese girls' and boys' moral 'socialization' is influenced by Vietnamese educational discourses, local ideas of the body, and embodiment. In Vietnam, children's learning of 'good morality' is related to the metaphor of 'children are like white pieces of paper', which indicates that children need moral inscription in order to be socialized appropriately. In spite of official rhetoric, which stresses that all children should be 'socialized' similarly, local ways of construing the blank slate metaphor mean that rural girls and boys are socialized in radically different ways. [ABSTRACT FROM AUTHOR]

As part of a yearly university mandated assessment of a large basic communication course that fulfills the oral communication general education requirement, this study examined student preferences for textbooks, reading, and learning. Specifically, basic course students (N=321) at a large state university in the Midwest were asked to complete a survey regarding paper textbook and e-textbook usage in their classes. The results indicated that neither reading the paper textbook nor the e-textbook was a predictor of grade, but comfort in accessing the e-textbook through the online portal was associated with grade. Many students reported strong preferences for paper textbook usage, and indicated several reasons for not liking or not using the e-textbook. The results of this assessment study could help communication course instructors make decisions about adopting e-textbooks versus paper textbooks, as well as alert them to the challenges students may experience with textbook reading. [ABSTRACT FROM PUBLISHER]

Computer assisted assessment is becoming more and more common through further and higher education. There is some debate about how easy it will be to migrate current assessment practice to a computer enhanced format and how items which are currently re-used for formative purposes may be adapted to be presented online. This paper proposes an evaluatory framework to assess and enhance the practicability of large-scale CAA migration for existing items and assessments. The framework can also be used as a tool for exposing compromises between delivery mechanism and validity--exposing the limits of validity of modified paper based assessments and highlighting the crucial areas for transformative assessments. [ABSTRACT FROM AUTHOR]

The author describes two learning activities for teaching economics at the advanced undergraduate level: a May American Economic Review (AER) papers seminar and an analytic project. Both activities help students learn to "do economics." The May AER papers seminar promotes in-depth synthesis and interpretation on the basis of printed session papers of the American Economics Association's annual meetings. The seminar relies on four structured components: a session-choice process, an advance question and answer exercise, a seminar discourse strategy, and a critical impact paper. The analytic project requires independent formulation and solution of a problem. Components include a procedure to write the project report, an oral class presentation, a listener-response exercise, and feedback in two phases. [ABSTRACT FROM AUTHOR]

In Japan during the 1980s, there was an interesting debate about how to teach the area of a parallelogram effectively to primary school children. Yutaka Saeki criticized the standard method, which relies on a cut-and-paste procedure. He argued that the standard method inevitably failed to convince children because it does not provide any cogent reason for them to accept that the formula 'base x height' is indeed true. Saeki proposed his own method using a bundle of paper. This method, however convincing at first glance, was totally dismissed by Akira Nakagaki based on his orthodox scientific methodology. There emerged a lively debate between the two. By means of a reconstruction of this debate, this paper will show how the materiality of a thing can scaffold the process of gaining understanding of the concept of geometrical space. Although Saeki and Nakagaki were both unaware of the fact, the debate between them shows clearly that the convincing points of Saeki's method rely on its material basis. The materiality of a thing (a bundle of paper in this case) can serve as a common basis, in which acquaintance in the context of everyday life is transgressed to the mathematical context. With this transgressive structure entailed in the materiality of a thing, children can be led to understand the spatial logic of the parallelogram, while they themselves make their own reasoning and judgement based on the context of their everyday lives. [ABSTRACT FROM AUTHOR]

This paper draws on the breadth of Forest School research literature spanning the past ten years in order to categorise theorisations across the papers. As Forest Schools in the UK are still a fairly recent development research is still limited in quantity and can lack theorisation at a broader level of abstraction. The systematic literature review draws largely on the framework produced by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) ([2019b]. What is a Systematic Review? Accessed: 13 August 2020. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=67). The paper highlights a set of overarching themes for Forest School research as well as providing a conceptual map representing three distinct contexts: early years, special education needs and disability, and formal education. In addition, a set of more abstract themes emerged from work associated with the Forest School space. [ABSTRACT FROM AUTHOR]

Perceptions of the role and efficacy of written feedback in teaching and learning among teaching staff in British higher education institutions have not been extensively researched. In the present study 48 lecturers in one university and from a cross-section of disciplinary backgrounds were interviewed with respect to their lived experiences with writing assessment feedback. Like most universities, theirs has a stated commitment to academic excellence by, among other things, ensuring timely and useful feedback on assignments. The findings suggest, however, that institutional policies and departmental practices related to formative assessment in this respect are not having the intended effect. Teachers have varied perceptions and beliefs about the purposes of written feedback, and are uncertain about what it achieves and what use students make of it. Far from enhancing written feedback, innovative practices and procedures have created new problems for teachers. There is a clear need for continuing research in this area. [ABSTRACT FROM AUTHOR]

This study will examine masters students’ perceptions of keeping a reflective journal (referred to here as ‘learning log’) in initial and continuing psychotherapeutic training. In line with education, medical and management training, amongst others, the use of a learning log has become an established part of initial and continuing professional development in counselling and psychotherapy. If expressive and reflective writing in this context is considered to be a significant part of the development of reflective practitioners in counselling and psychotherapy questions arise about its facilitation and assessment in relation to student perceptions. [ABSTRACT FROM AUTHOR]

Focuses on the statutory regulation of psychotherapy and counselling. Organization of modern university; Art psychotherapy and group psychotherapy programs; Linearity of university structures.

This paper presents research findings and design strategies that illustrate how digital technology can be applied as a tool for hybrid placemaking in ways that would not be possible in purely digital or physical spaces. Digital technology has revolutionised the way people learn and gather new information. This trend has challenged the role of the library as a physical place, as well as the interplay of digital and physical aspects of the library. The paper provides an overview of how the penetration of digital technology into everyday life has affected the library as a place, both as designed by placemakers and as perceived by library users. It then identifies a gap in current library research about the use of digital technology as a tool for placemaking, and reports results from a study of Gelatine -- a custom-built user check-in system that displays real-time user information on a set of public screens. Gelatine and its evaluation at The Edge, at the State Library of Queensland, illustrates how combining affordances of social, spatial and digital space can improve the connected learning experience among on-site visitors. Future design strategies involving gamifying the user experience in libraries are described based on Gelatine's infrastructure. The presented design ideas and concepts are relevant for managers and designers of libraries, as well as other informal, social learning environments. [ABSTRACT FROM AUTHOR]

The article presents the discussion on educational research making considerable progress in describing activities promoting more effective student learning bridging the fields of educational assessment and self regulated learning.

This paper is a practical how-to guide to help you start using active learning or to have greater success and more fun with it. We categorize active learning techniques as Think, Pair, Share, Composite, Group, Move, or Lead and discuss how to implement activities in each category, along with advice on creating engaging, effective, and equitable learning experiences. We introduce the Active Learning Pedagogy Sequence (ALPS) which orders these categories by difficulty and time for instructors and students. We believe both instructors' teaching skills and students' learning skills develop along the ALPS. [ABSTRACT FROM AUTHOR]

This paper reflects on the delivery of Professional Doctorate programmes from a sample of educational (EdD) and sustainable built environment (DSBE) practitioners at a Welsh University in the United Kingdom (UK). The paper explores the 'learner journey' of a sample of Professional Doctorate students as they navigate their studies during COVID-19 pandemic. A qualitative approach was adopted, and semi-structured questionnaires were used to collect data from students on the EdD and DSBE pathways. A thematic analysis was conducted, and the data presented explored how students have navigated their respective pathways and change projects across various modules, during their 'learning journey' and how successful they perceive that journey to be, in relation to a range of factors. The findings from this paper provide a unique insight into the experiences of Professional Doctorate students during a period of significant upheaval. Recommendations are provided for supervisors of Professional Doctorates, Higher Education Managers, as well as Policy Makers in supporting Professional Doctorate students during the studies. Best practice is highlighted with regard to practice-based approaches and demonstrates the differences across two academic disciplines. The use of agile digital and online learning in response to the COVID-19 pandemic further suggests an ongoing model for leadership in Higher Education. [ABSTRACT FROM AUTHOR]

This paper provides a preliminary examination of François Noël's (1651–1729) translation of Zhu Xi 朱熹's (1130–1200) Elementary learning (Xiaoxue 小學, 1187), which was included in Sinensis Imperii Libri Classici Sex (Six Classics of the Chinese Empire, 1711). In particular, by taking the chapter about the Five Human Relationships (wulun 五倫), "Quintuplex humanae conditionis ordo," as case study, the paper will demonstrate how Noël's writing agenda differed from that of his predecessors, with his translation acting as a systematically construed tribute to the sapientia sinica in the background of the Rites Controversy. [ABSTRACT FROM AUTHOR]

This research uses the theoretical framework of CALL normalisation developed by Bax (2003) and Chambers and Bax (2006) to offer a systematic review (Gough et al., 2012) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011–2015 period. DDL research represented 4.2% of all published papers on CALL during this time frame. The main focus of research was found to be the use of concordancing and collocations when developing university students' writing skills. Contrary to previous research, access to technology was not identified as an impeding factor for normalisation. Syllabus integration and a lack of contribution from language teachers other than researchers emerged as threats to the normalisation of corpora use. Further theorisation is needed if DDL and corpora are to expand their influence on mainstream second language education. [ABSTRACT FROM AUTHOR]

Both medium (paper or screens) and interest have been noted as important factors in learning from reading text, but connections between them have not been examined. The purposes of this study are to examine whether reading medium and interest, both individual and situational, interact to predict performance on a reading assessment and whether medium affects situational interest. College students (N = 206) reported their individual interest in the content of a textbook excerpt, were randomly assigned to read a textbook excerpt from paper or screen, and then reported their situational interest in the textbook excerpt. Based on the findings of this study, individual interest did not interact with medium to predict reading performance; however, situational interest was more predictive of performance when reading from screens than from paper. Medium did not influence situational interest. [ABSTRACT FROM AUTHOR]

The concept of engagement is a multidimensional construct that has long been used by researchers as a means of explaining student behaviour in classrooms and schools. However, the research using this construct within physical education has been particularly uneven. The goal of this paper was to examine the application of the concept of student engagement with the research literature on physical education. The scoping review was conducted using the boundaries of including the terms 'physical education' and 'engagement' in the title, being located specifically within physical education settings, and focused on student (rather than teacher) engagement. Analysis of the corpus of papers led to the conclusion that studies could be grouped into five categories, with each differentiated by source, involvement of theory, methodology, definitions of engagement, and intended audience. These were given the following labels: (i) studies involving operational and multi-dimensional definitions of engagement (ii) figurative studies (iii) single dimension studies, (iv) qualitative studies, and (v) reviews and practitioner-oriented papers. Given the considerable diversity in the application of the term engagement, it is recommended that future research in the field (no matter the intended audience), should consider the author's interpretation of the term formally somewhere in the introduction. In addition, it is proposed that future empirical research examining student engagement in physical education could also benefit from including evidence of both student self-perceptions about their engagement as well as observations of their in-class behaviours. [ABSTRACT FROM AUTHOR]

There are many ways to keep up to date with research that affects your role and personal development. You can regularly use PubMed or Scholar to find recent papers using keyword searches, you can rely on others to do the work for you with literature reviews, share the job with Journal clubs or using Journal alerts you can have the papers and research you want delivered to your inbox. [ABSTRACT FROM AUTHOR]

Attempts to pursue sustainable mobility face widespread challenges. One key way of approaching these challenges is through policy transfer and policy learning; indeed, the practice of learning from elsewhere is encouraged at various levels of government. This paper contends that a better understanding of what facilitates learning through policy transfer might support further change, yet such examinations remain underdeveloped in the field of transport. This paper synthesises key concepts and factors that drive this learning process, by reviewing 65 papers on transport policy published between 2011 and 2020. Our findings testify to the growing prevalence of policy transfer research and emerging critical perspectives on the transfer and translation of global ideas. We uncover critical factors of the learning process, including settings where learning takes place, inter-actor relations, and organisational and institutional patterns. While most papers reviewed here aimed to examine learning, few employ theories to measure the concept. Consequently, one of our main conclusions is that relatively little is known about how and to what extent learning, triggered by experiences from other contexts, is actually transformed into action. Suggestions include more systematically focusing on organisational and institutional dimensions and concerted trans-disciplinary efforts to close the gap between research and practice. [ABSTRACT FROM AUTHOR]

The goal of this paper is to bring new insights to the study of social learning processes by designing measures of collaboration using high-frequency sensor data. More specifically, we are interested in understanding the interplay between moments of collaboration and cooperation, which is an understudied area of research. We collected a multimodal dataset during a collaborative learning activity typical of makerspaces: learning how to program a robot. Pairs of participants were introduced to computational thinking concepts using a block-based environment. Mobile eye-trackers, physiological wristbands, and motion sensors captured their behavior and social interactions. In this paper, we analyze the eye-tracking data to capture participants' tendency to synchronize their visual attention. This paper provides three contributions: (1) we use an emerging methodology (mobile dual eye-tracking) to capture joint visual attention in a co-located setting and replicate findings that show how levels of joint visual attention are positively correlated with collaboration quality; (2) we qualitatively analyzed the co-occurrence of verbal activity and joint visual attention in low and high performing groups to better understand moments of collaboration and cooperation; (3) inspired by the qualitative observations and theories of collaborative learning, we designed a new quantitative measure that captures cycles of collaborative and cooperative work. Compared to simple measures of joint visual attention, we found it to increase correlation coefficients with learning and collaboration scores. We discuss those results and describe how advances in analyzing sensor data can contribute to theories of collaboration. We conclude with implications for capturing students' interactions in co-located spaces using Multimodal Learning Analytics (MMLA). [ABSTRACT FROM AUTHOR]

This paper focuses on how social group work is integral to teaching and learning about critical reflection on practice (CRoP), on three different levels. The paper provides an overview of the theory and practice of CRoP, followed by a description of group work in two MSW CRoP course sections at a school of social work in Ontario, Canada. The paper describes the process of integrating CRoP into practicum integration seminar groups to sustain skills in critical reflection, as well as our own group process in our small faculty research and teaching group. By integrating group work and critical reflection literature and by focusing on the development of critical acceptance and mutual aid, this paper will outline benefits, challenges, and opportunities related to the use of groups in facilitating the CRoP process, along with next steps and further discussion. [ABSTRACT FROM AUTHOR]

The author comments on various papers related to the complexity of policy research. He decides to examines the similarities of the research ways of these papers to other research projects. He argues that the papers of Local Learning and Skills demonstrate clearly the problems of policy-makers, which is not present in the research papers of Transforming Learning Cultures in Further Education due to complexity. However, both projects show that policy-making make a real difference to learning.

The article discusses the importance of publishing a scientific paper. According to the author the purpose of a scientific paper is to convey ideas to the readers who may be differentiated into experts and novices. Concept mapping is a graphical tool that can be used to summarize complex ideas. Its value lies in the way in which the links between ideas are depicted explicitly to show the writer's beliefs and assumptions about the nature of knowledge integration in a particular context. For the text of a scientific paper to encourage meaningful learning by the student/reader, it must enable the student/reader to link the ideas presented with existing knowledge frameworks and support the construction of understanding. Increasing accessibility to published work is not about compromising quality or dumbing down, it is about increasing clarity and respecting the needs of the readership. Consideration of the readers when writing a paper may increase its readability and increase the likelihood of the paper being used at university as a tool to help students to engage in the discourse of the discipline.

The term "gamification" was introduced in 2002 and used in business education to enhance the teaching and learning process and connect students with the real world of business. This research aims to review gamification in business education using visualizing bibliometric networks analysis. A total of 343 Scopus-indexed research papers published from 2012 to 2022 were analyzed related to the use of gamification in business education, both teaching and learning, as well as training. In addition, the analysis of research papers also covers the use of gamification in teaching business-related subjects in other specializations. [ABSTRACT FROM AUTHOR]

Item banking involves tests being constructed by selecting from a bank of pre-written questions. There are various examples of multiple-choice tests where item banking is used, but few examples involving other question types. This research explored the use of banking with structured questions. Three question writers were asked to construct examination papers using a bank of structured physics questions and were interviewed. Factors considered when constructing examinations included the topic and skills to be assessed, the intended difficulty level of questions, and task type (e.g., definition, explanation, calculation, graph use). Participants' strategies varied with one spending time viewing a range of questions, the second using information about the questions to narrow down which to view, and the third relying mostly on information about the questions. Several issues arose such as challenges around achieving the necessary total mark and potential wastage of questions if the topics in a syllabus change. [ABSTRACT FROM AUTHOR]

An editorial is presented on first 2023 issue of Open Learning. Topics include readers also recognising other familiar themes such as blended learning, and continuing professional development (CPD); and spending some time exploring the benefits of adopting a community of practice approach in order to facilitate cross-institutional working.

Actual accounts of the experiences of Aboriginal and Torres Strait Islander peoples since colonization remain largely misunderstood and misrepresented within Australian education systems and the broader social consciousness. Culturally sensitive practice and ethnic diversity are challenging topics to teach social work students when truth-telling is absent. Social workers need to develop an understanding of intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples, critically reflect on perpetuated stereotypes, and confront internalized beliefs about peoples of diverse ethnic and cultural identities in preparation to work respectfully with Indigenous communities. A course focused on building students' knowledge and skills for culturally responsive practice is described in this paper, along with suggestions for enhancing teaching and learning. The paper argues for the importance of truth-telling about Australia's continuing racism in social work education to create cultural safety for service users. [ABSTRACT FROM AUTHOR]

Youth co-design has the possibility to reframe learning and participation, repositioning and remediating youth roles. However, youth co-design processes can also unintentionally reproduce normative forms of power and learning. This paper describes how co-design processes can position youth as having full agency for the design of a digital badge system, yet their participation and design are still guided by existing normative concepts of learning. We asked: How do youth roles, positioning, activity structures, and materials shape youth agentic participation in co-design and the disruption of traditional hierarchical design processes? This paper documents the youth co-design of a digital badge system that represented participation in a program at an aquarium where youth volunteers interpret exhibits for aquarium patrons. In coordination with faculty at a local university, the badge system culminated in college credit for qualifying high school youth. During the co-design process, youth initially imported school-based frames of learning and participation that constrained definitions of the who, what, and how of learning. However, with the support of new physical and conceptual resources, the design team expanded how they framed learning and participation, while still maintaining some school-based products and processes. This paper contributes to literature on including youth in design processes, indicating the importance of scaffolding for agency and participation. [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]

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]

Cognitive assistance systems help people with learning disabilities to increase their skills and consequently their employment opportunities in the regular labour market. Research on advanced work instructions has encouraged training disabled workers in cognitively demanding production tasks, especially manual assembly. However, studies lack evidence on the effect of repetition or work cycle alongside the form of instruction and type of disability. This paper addresses this gap and reports on an experiment conducted at a sheltered workplace. Four forms of instruction (paper-based, animations, projection, adaptive projection) were tested to assist operators with three types of disability (illiterate, psychosocial, cognitive) with a manual assembly task. The results show that projection enhances the first assembly cycle. Challenging operators by filtering the content of the instruction with increased experience leads to greater independence and a better understanding of their tasks. However, adaptive instructions can form a barrier for those operators who are most dependent on mentor support. The form of instruction should thus be considered carefully for each operator as their adaptation to changes and cognitive assistance systems varies. The results are discussed in light of the Industry 5.0 human-centric and socially sustainable production agenda with managerial and research implications and future research priorities. [ABSTRACT FROM AUTHOR]

The article focuses on the 2005 Biennial Award of the "Journal of Geography in Higher Education." The award aims to elevate excellence in teaching and learning geography by increasing the influence of research papers among students. The nominated papers for consideration by the judges are presented. The shortlisted papers were judged on the basis of scholarship, rigor of approach, originality, potential influence on practitioners and overall contribution to teaching and learning in geography at higher education level.

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]