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Descriptors:
Educational Technology; Educational Indicators; Portfolios (Background Materials); Electronic Publishing; Technology Uses in Education; Role; Educational Environment; Professional Development; Scholarship; Educational Assessment; Lifelong Learning

Abstract:
A number of indicators, including new professional organizations, the proliferation of software tools, and the launch of a new international journal, are signaling a critical mass of interest in ePortfolios in educational settings. This article describes the current ePortfolio landscape by examining the key promises offered by such tools in teaching and learning, assessment, and professional development settings. Appraisals of existing technologies along with likely directions for technological development are discussed. The article concludes by identifying key areas of current and future scholarship associated with ePortfolios. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Course Descriptions; Role; Teacher Expectations of Students; College Faculty; Teacher Student Relationship; Classroom Communication; Content Analysis; Online Searching; Internet; Selection; Differences; Intellectual Disciplines; Grading; Educational Policy; Attendance; Ethics; Tests; Scheduling

Abstract:
Syllabus use in higher education instruction is ubiquitous, yet what actually constitutes a syllabus remains unclear. The authors assessed the contents of 1000 syllabi, sampled from the Internet, based on 26 criteria determined from a literature review of recommended syllabus components. Syllabi contents were assessed according to four categories: professor information, course information, grading information, and policy information. In addition, each syllabus was categorized by content area domain and academic level. An analysis of the contents of the syllabi demonstrated that the most frequently included syllabus components were course name, course number, professor name, and course texts, and that the least frequently included syllabus components comprised almost entirely policies--specifically, honor code policy, disability policy, missed work policy, late work policy, and student support services. Analyses based on content area domain and academic level demonstrated little systematic variance. Overall, faculty tended to include more professor information, course information, and grading information, than policy information. These findings provide evidence for the need to include greater policy information--honor code, disability, technology, attendance, and student support policies--on syllabi to better inform students. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Recall (Psychology); Individual Differences; Short Term Memory; History Instruction; Educational Technology; Multimedia Instruction

Abstract:
Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n = 66) and high (n = 67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Design; Multimedia Instruction; History; Inquiry; Learning Strategies; Student Centered Curriculum; Learning Theories; Difficulty Level; Cognitive Processes; Short Term Memory; Educational Environment; Redundancy; Training; Context Effect; Learning Modalities; Recall (Psychology); Instructional Effectiveness

Abstract:
The purpose of this study was to assess the effects of training, modality, and redundancy on the participants' ability to apply and recall a historical inquiry strategy. An experimental research design was utilized with presentation mode as the independent variable and strategy application and strategy recall as the dependent variables. The participants were engaged in the multimedia intervention for a total of five days, for approximately 30 minutes a day. The results of the study revealed significant differences in the training main effects analysis indicating that strategy instruction can be effectively provided in a multimedia learning environment. However, no significant differences were found for the modality and redundancy main effects. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Activities; Recall (Psychology); Short Term Memory; Multimedia Instruction; Measures (Individuals); Individual Differences; Learning Processes; Simulation; Transfer of Training; Computer Assisted Instruction; Electronic Equipment; Educational Environment

Abstract:
The present study examined the effects of individual differences in working memory capacity (WMC) on learning from an historical inquiry multimedia tutorial in stationary versus mobile learning environments using a portable digital media player (i.e., iPod). Students with low (n = 44) and high (n = 40) working memory capacity, as measured by the OSPAN memory span test, were randomly assigned to either a stationary (n = 54) or mobile (n = 30) instructional environment. In the stationary environment, participants viewed the tutorial while sitting in a chair at a desk in a computer lab. In the mobile environment, participants walked down a hallway following a course indicated by signs on the floor. This walking and navigating, while engaging in the multimedia tutorial, simulated the type of environment one might encounter while walking across a college campus. Overall, students with high WMC outperformed students with low WMC on measures of recall and transfer of the historical inquiry strategy. In addition, students in a stationary instructional environment outperformed students in a mobile instructional environment. Finally, interaction effects indicated that low WMC students in a mobile instructional environment performed the most poorly. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Undergraduate Students; Learning Strategies; Tutorial Programs; Multimedia Materials; Information Technology; Scaffolding (Teaching Technique)

Abstract:
This article reports on the findings of a study designed to assess the utility of a multimedia tutorial intended to scaffold the development of historical source analysis through the use of the SCIM strategy. Seventy-seven undergraduate students (29 males, 48 females) with a mean age of 19.4 years engaged in a 2.5-hour tutorial across three instructional episodes. Students were assessed for retention of the SCIM strategy following each instructional episode (posttests 1-3) and assessed for the application of the SCIM strategy both before the instructional episodes (pretest) and following each episode (posttests 1-3). The results indicate that students learned to recall the SCIM strategy well and apply the first three, of four, stages of the SCIM strategy to new historical sources. This study joins a growing body of empirical research designed to examine how digital technologies can support the teaching and learning of the doing of history. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classification; Institutional Characteristics; Course Descriptions; Gender Differences; Undergraduate Study; College Faculty

Abstract:
The purpose of this research was to explore the effects that gender and institutional classification have on the inclusion of syllabus components. Course syllabi (N = 350) written by men and women from seven types of institutions, based on Carnegie classification, were sampled and evaluated for the presence of 26 syllabus components. The gender data clearly indicated that there were no gender effects by individual syllabus component and only one gender effect by syllabus component category; that is, females included more policy information than males. In addition, while there were institutional classification effects, there were no clear patterns of effect. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Historians; History Instruction; Primary Sources; Teaching Methods; Learning Strategies; Inferences; Historical Interpretation

Abstract:
Understanding history is a challenge. In order to provide teachers with a tool that can help students acquire the knowledge and skills necessary to interpret primary sources and reconcile various historical accounts, the authors developed the SCIM-C strategy. Grounded in research on teaching and learning history and building upon Riley's layers of inference model to support teaching evidential understanding, the SCIM-C strategy focuses on five broad phases: Summarizing, Contextualizing, Inferring, Monitoring, and Corroborating. When students examine an individual source, they move through the first four phases (i.e., summarizing, contextualizing, inferring, and monitoring) and then, after analyzing several individual sources, they compare the sources collectively in the fifth phase (i.e., corroborating). This article explains each of the five phases of the SCIM-C strategy, including the four spiraling analyzing questions for each phase. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Constructivism (Learning); Technology Integration; Educational Technology; Social Studies; Theory Practice Relationship; Knowledge Base for Teaching

Abstract:
The National Council for the Social Studies has explicitly advocated technology integration into the social studies classroom to transform the teaching and learning of key social studies content and skills. While the call for technology integration into the social studies classroom is clear, the application of technology within the realm of social studies has traditionally been theoretically underdeveloped. One theoretical foundation that has promise for framing the discussion of technology and social studies integration is constructivism. Within this paper the current relationship between social studies education and technology is explored, the nature of constructivist philosophy, theory, and pedagogy is delineated, and principles for the integration of technology in social studies that supports an explicit constructivist foundation are posited. (Contains 1 table, 1 figure, and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Constructivism (Learning); Educational Change; Educational Environment; Learning Theories; Vocational Education

Abstract:
Examines constructivist perspectives (cognitive, radical, social) in light of the requirements of career and technical education. Determines that cognitive constructivism is most compatible with the need for higher order thinking, problem solving, and collaboration. Urges rethinking of the assumptions underlying the mission, curriculum, and instruction. (SK)

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