ror.org/02y3ad647
Résumés
Abstract
The demand for qualified teachers with sufficient pedagogical knowledge and skills is high. However, existing teacher education programs do not provide adequate experiences through which to develop pre-service teachers’ professional foundations. This study recognized Open Educational Resources (OER) as a means by which to address the issue of enhancing teacher education. The purpose of this study was to propose a framework to be used to integrate OER into lesson design activities for pre-service teachers. In this study, a focused literature review investigated the frameworks of distributed cognition and example-based learning. This review process resulted in a unified framework that provides a description of how pre-service teachers learn with OER at both the individual and cognitive system levels. Four principles and 10 guidelines are provided to guide the implementation of OER-based lesson design activities in real settings. The new framework has the potential to enhance pre-service teachers’ Web resource-based professional development.
Keywords:
- open educational resources,
- lesson design,
- pre-service teacher education,
- example-based learning,
- distributed cognition
Veuillez télécharger l’article en PDF pour le lire. Télécharger
Parties annexes
Bibliography
- Angeli, C. (2005). Transforming a teacher education method course through technology: Effects on preservice teachers' technology competency. Computers & Education, 45(4), 383-398.
- Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181-214.
- Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
- Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3(3), 265-299.
- Belland, B. R. (2011). Distributed cognition as a lens to understand the effects of scaffolds: The role of transfer of responsibility. Educational Psychology Review, 23(4), 577-600.
- Blandford, A., & Furniss, D. (2006). DiCoT: A methodology for applying distributed cognition to the design of teamworking systems. In S. W. Gilroy & M. D. Harrison (Eds.), Interactive systems. Design, specification, and verification (pp. 26-38). Berlin Heidelberg: Springer-Verlag.
- Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers' teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131-1140.
- Brent, I., Gibbs, G., & Gruszczynska, A. (2012). Obstacles to creating and finding open educational resources: The case of research methods in the social sciences. Journal of Interactive Media in Education, 2012(1). Retrieved from http://jime.ubiquitypress.com/articles/10.5334/2012-05/
- Cannell, P., Macintyre, R., & Hewitt, L. (2015). Widening access and OER: Developing new practice. Widening Participation and Lifelong Learning, 17(1), 64-72.
- Chen, Y., Chen, N.-S., & Tsai, C.-C. (2009). The use of online synchronous discussion for -based professional development for teachers. Computers & Education, 53(4), 1155-1166.
- Clements, K. I., & Pawlowski, J. M. (2012). User-oriented quality for OER: Understanding teachers' views on re-use, quality, and trust. Journal of Computer Assisted Learning, 28(1), 4-14.
- Conole, G., McAndrew, P., & Dimitriadis, Y. (2010). The role of CSCL pedagogical patterns as mediating artefacts for repurposing open educational resources. In P. Pozzi & D. Persico, Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 206-223). Hershey, PA: IGI Global.
- Crippen, K. J., & Earl, B. L. (2007). The impact of Web-based worked examples and self-explanation on performance, problem solving, and self-efficacy. Computers & Education, 49(3), 809-821.
- Davies, J., & Michaelian, K. (2016). Identifying and individuating cognitive systems: A task-based distributed cognition alternative to agent-based extended cognition. Cognitive Processing, 17(3), 307-319. doi: 10.1007/s10339-016-0759-4
- Dede, C., Jass Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M. (2008). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8-19. doi: 10.1177/0022487108327554
- Doppelt, Y., & Schunn, C. D. (2008). Identifying students' perceptions of the important classroom features affecting learning aspects of a design-based learning environment. Learning Environments Research, 11(3), 195-209.
- Dyer, J.-O., Hudon, A., Montpetit-Tourangeau, K., Charlin, B., Mamede, S., & van Gog, T. (2015). Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge. BMC Medical Education, 15(1). Retrieved from https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-015-0308-3
- Ertmer, P. (2003). Transforming teacher education: Visions and strategies. Educational Technology Research and Development, 51(1), 124-128.
- Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110.
- Gerjets, P., Scheiter, K., & Schuh, J. (2008). Information comparisons in example-based hypermedia environments: Supporting learners with processing prompts and an interactive comparison tool. Educational Technology Research and Development, 56(1), 73-92.
- Große, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning and Instruction, 16(2), 122-138.
- Hassler, B., Hennessy, S., Knight, S., & Connolly, T. (2014). Developing an open resource bank for interactive teaching of STEM: Perspectives of school teachers and teacher educators. Journal of Interactive Media in Education, 2014(1). doi: 10.5334/2014-09
- Hilbert, T. S., Renkl, A., Schworm, S., Kessler, S., & Reiss, K. (2008). Learning to teach with worked-out examples: a computer-based learning environment for teachers. Journal of Computer Assisted Learning, 24(4), 316-332. doi: 10.1111/j.1365-2729.2007.00266.x
- Holyoak, K. J. (2012). Analogy and relational reasoning. The Oxford Handbook of Thinking and Reasoning, 234-259.
- Hong, Y.-C., & Choi, I. (2011). Three dimensions of reflective thinking in solving design problems: a conceptual model. Educational Technology Research and Development, 59(5), 687-710.
- Hoogerheide, V., Loyens, S. M., & van Gog, T. (2014). Effects of creating video-based modeling examples on learning and transfer. Learning and Instruction, 33, 108-119.
- Jang, S.-J., & Chen, K.-C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19( 6), 553-564.
- Jenkins, J. M., Garn, A., & Jenkins, P. (2005). Preservice teacher observations in peer coaching. Journal of Teaching in Physical Education, 24(1), 2-23.
- Kitsantas, A., Zimmerman, B. J., & Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology, 92(4), 811-817.
- Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-102.
- Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J. ... Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by Design(tm) into practice. Journal of the Learning Sciences, 12(4), 495-547.
- Landry, S. H., Smith, K. E., & Swank, P. R. (2009). New directions in evaluating social problem solving in childhood: Early precursors and links to adolescent social competence. New Directions for Child and Adolescent Development, 123, 51-68.
- Lee, C.-J., & Kim, C. (2014). An implementation study of a TPACK-based instructional design model in a technology integration course. Educational Technology Research and Development, 62(4), 437-460. doi: 10.1007/s11423-014-9335-8
- Littlejohn, A., & Hood, N. (2017). How educators build knowledge and expand their practice: The case of open education resources. British Journal of Educational Technology, 48(2), 499-510. doi: 10.1111/bjet.12438
- Liu, S.-H. (2012). A multivariate model of factors influencing technology use by preservice teachers during practice teaching. Journal of Educational Technology & Society, 15(4), 137-149.
- Liu, Z., Nersessian, N. J., & Stasko, J. T. (2008). Distributed cognition as a theoretical framework for information visualization. Visualization and Computer Graphics, 14(6), 1173-1180.
- Milner, H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61(1-2), 118-131.
- Morgan, M., Brickell, G., & Harper, B. (2008). Applying distributed cognition theory to the redesign of the "Copy and Paste" function in order to promote appropriate learning outcomes. Computers & Education, 50(1), 125-147.
- Ovens, A. (2004). Using peer coaching and action research to structure the practicum: An analysis of student teacher perceptions. New Zealand Physical Educator, 37(1), 45-60.
- Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63-71.
- Perkins, D. N. (1997). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations. Cambridge University Press.
- Ponti, M. (2014). Self-directed learning and guidance in non-formal open courses. Learning, Media and Technology, 39(2), 154-168.
- Renkl, A. (2014). Toward an instructionally oriented theory of example-based learning. Cognitive Science, 38(1), 1-37. doi: 10.1111/cogs.12086
- Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574.
- Rubinstein, J. S., Meyer, D. E., & Evans, J. E. (2001). Executive control of cognitive processes in task switching. Journal of Experimental Psychology: Human Perception and Performance, 27(4), 763-797.
- Ryalls, B. O., Gul, R. E., & Ryalls, K. R. (2000). Infant imitation of peer and adult models: Evidence for a peer model advantage. Merrill-Palmer Quarterly, 46(1), 188-202.
- Sapire, I., & Reed, Y. (2011). Collaborative design and use of open educational resources: A case study of a mathematics teacher education project in South Africa. Distance Education, 32(2), 195-211.
- Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25.
- Sern, L. C., Salleh, K. M., Lisa Sulaiman, N., Mohamad, M. M., & Yunos, J. M. (2015). Comparison of example-based learning and problem-based learning in engineering domain. Universal Journal of Educational Research, 3(1), 39-45.
- Thakrar, J., Wolfenden, F., & Zinn, D. (2009). Harnessing open educational resources to the challenges of teacher education in Sub-Saharan Africa. The International Review of Research in Open and Distributed Learning, 10(4). Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/705/1319
- Toon, A. (2014). Friends at last? Distributed cognition and the cognitive/social divide. Philosophical Psychology, 27(1), 112-125.
- Ulvik, M., Smith, K., & Helleve, I. (2009). Novice in secondary school - the coin has two sides. Teaching and Teacher Education, 25(6), 835-842. doi: 10.1016/j.tate.2009.01.003
- Van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review, 22(2), 155-174. doi: 10.1007/s10648-010-9134-7
- Wiley, D., Bliss, T. J., & McEwen, M. (2014). Open Educational Resources: a review of the literature. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 781-789). Springer.
- Wittwer, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytic review. Educational Psychology Review, 22(4), 393-409.
- Xu, L., & Clarke, D. (2012). What does distributed cognition tell us about student learning of science? Research in Science Education, 42(3), 491-510.
- Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science, 21(2), 179-217.
- Zhang, J., & Norman, D. A. (1994). Representations in distributed cognitive tasks. Cognitive Science, 18(1), 87-122.
- Zhang, J., & Patel, V. L. (2006). Distributed cognition, representation, and affordance. Pragmatics & Cognition, 14(2), 333-341.
- Zhang, S., Liu, Q., & Wang, Q. (2016). A study of peer coaching in teachers' online professional learning communities. Universal Access in the Information Society, 15(58), 1-11. doi: 10.1007/s10209-016-0461-4