Thursday, August 28, 2008
Friday, August 1, 2008
MITE6025_Individual Assignment_Iris Wu
There are some errors in my slideshare a/c, I cannot successfully upload my powerpoint. The context of 3 pages of slides are as follow:
------------------------------------------------------
Title: The effectiveness of the use of mind map in ICT teaching and learning of Hong Kong Secondary School: A case study
The main research question in this research plan is:
What is the effectiveness of the use of mind map in ICT teaching and learning of Hong Kong Secondary School?
The research question incorporates two supporting sub-questions.
(1)Do students get more understanding of a topic through the use of mind map In ICT teaching and learning in Hong Kong Secondary School?
(2) Does the use of mind mapping cultivate students’learning interest and motivation in ICT teaching and learning in Hong Kong Secondary School?
Who are the study participants?
In phase 1, 100 secondary school students.
In phase 2, 20 senior secondary school students who take ICT.
How are they selected?
In phase 1, students will be selected randomly in different forms and classes.
In phase 2, students will be selected in senior from S.4-S.7 who take ICT.
---------------------------------------------------
Why is this important topic to study?
This study bears significance in three aspects.
First, it may inform researchers the effectiveness of the use of mind map in ICT teaching and learning in Hong Kong secondary school. Although similar research has been done in overseas schools, concerned information about Hong Kong secondary schools is still very limited.
Second, this study may reveal whether the use of mind map will have a better understanding of a topic in ICT teaching and learning. Despite the fact that some studies have proved positive use of mind mapping in teaching and learning in general, whether it is true of enhancing effectiveness still awaits researchers to find out.
Third, this study may serve as a reference for the other secondary schools in Hong Kong. The findings of the study may provide a basis for using mind map in ICT teaching and learning in Hong Kong secondary schools.
---------------------------------------------------
How will data be collected and analysed?
Data collection is comprised of questionnaire, interviews, observations and field notes.
The data will be analysed in several different ways.
In Phase 1 of pilot test, responses of the questionnaire is analysed by Statistical Package for Social Science (SPSS) quantitatively.
In Phase 2, the pretest and posttest consist of structured questions. Paired t-test is conducted to examine whether using mind mapping in ICT teaching and learning can improve students' learning outcomes, and whether such improvement, if any, is of statistical significant.
------------------------------------------------------
Title: The effectiveness of the use of mind map in ICT teaching and learning of Hong Kong Secondary School: A case study
The main research question in this research plan is:
What is the effectiveness of the use of mind map in ICT teaching and learning of Hong Kong Secondary School?
The research question incorporates two supporting sub-questions.
(1)Do students get more understanding of a topic through the use of mind map In ICT teaching and learning in Hong Kong Secondary School?
(2) Does the use of mind mapping cultivate students’learning interest and motivation in ICT teaching and learning in Hong Kong Secondary School?
Who are the study participants?
In phase 1, 100 secondary school students.
In phase 2, 20 senior secondary school students who take ICT.
How are they selected?
In phase 1, students will be selected randomly in different forms and classes.
In phase 2, students will be selected in senior from S.4-S.7 who take ICT.
---------------------------------------------------
Why is this important topic to study?
This study bears significance in three aspects.
First, it may inform researchers the effectiveness of the use of mind map in ICT teaching and learning in Hong Kong secondary school. Although similar research has been done in overseas schools, concerned information about Hong Kong secondary schools is still very limited.
Second, this study may reveal whether the use of mind map will have a better understanding of a topic in ICT teaching and learning. Despite the fact that some studies have proved positive use of mind mapping in teaching and learning in general, whether it is true of enhancing effectiveness still awaits researchers to find out.
Third, this study may serve as a reference for the other secondary schools in Hong Kong. The findings of the study may provide a basis for using mind map in ICT teaching and learning in Hong Kong secondary schools.
---------------------------------------------------
How will data be collected and analysed?
Data collection is comprised of questionnaire, interviews, observations and field notes.
The data will be analysed in several different ways.
In Phase 1 of pilot test, responses of the questionnaire is analysed by Statistical Package for Social Science (SPSS) quantitatively.
In Phase 2, the pretest and posttest consist of structured questions. Paired t-test is conducted to examine whether using mind mapping in ICT teaching and learning can improve students' learning outcomes, and whether such improvement, if any, is of statistical significant.
Wednesday, July 23, 2008
Individual Assignment (Lee-Anne)
At the moment I'm having trouble collecting my thoughts into something that is decent for this. I have been working extensively on students using an ePortfolio for the last 12 months and want to solidify this experience into some type of research project for the next 12 months. Not sure if it should be action research or case study. Comments and thoughts on this are warmly received.
Lee-Anne Catching up on missed work
Task 4 for Session 6 - Investigating Case Study Research Paper
Article: Wall, K, Higgins, S, Miller, J, & Packard, N (2006). Developing digital portfolios: Investigating how digital portfolios can facilitate pupil talk about learning. Technology, Pedagogy and Education, 15, 261-273.
The Digital Portfolio Project was based out of Newcastle University in 2002/3 across 12 primary schools in the North-East of England - it had the stated aim of "to support teachers in producing, storing and accessing assessment portfolios of learner's work using ICT"
The project also drew on areas of research into Assessment for Learning and Thinking Skills. It had a strong emphasis on the reflections of the students that participated in the study.
Literature Review:
Clarke (1998) Targeting assessment in the primary classroom: strategies for planning, assessment, pupil feedback and target setting.
Clarke (2001) Unlocking formative assessment: practical strategies for enhancing pupils' learning in the primary classroom
Moseley et al (1999) Ways forward with ICT: effective pedagogy using information and communication technology in literacy and numeracy in primary schools.
Moreland (2001) Enhancing teachers' technical knowledge and assessment practices to enhance student learning in technology: a two year classroom study
Higgins (2003) Does ICT improve learning and teaching in schools?
Chang, C (2001) A study on the evaluation and effectiveness analysis of web-based learning portfolio
Methodology:
As part of the research new tools were developed for students to record their reflections and thoughts during the creation of the digital portfolio. This tool was used to mediate the discussions with students about their learning as the focus of the methodology was on the pupils' views which emerged from these discussions - students commented on the fact that the process of creating the digital portfolio was as important a learning objective as the final product.
Conclusions Reached:
"The combination of a digital portfolio and thinking skills has been revealed to be a powerful one" which much scope left for further research. The reflective nature of the digital portfolios and their ability to create independent learners has a positive impact on students and the way that they perceive themselves as learners.
Article: Wall, K, Higgins, S, Miller, J, & Packard, N (2006). Developing digital portfolios: Investigating how digital portfolios can facilitate pupil talk about learning. Technology, Pedagogy and Education, 15, 261-273.
The Digital Portfolio Project was based out of Newcastle University in 2002/3 across 12 primary schools in the North-East of England - it had the stated aim of "to support teachers in producing, storing and accessing assessment portfolios of learner's work using ICT"
The project also drew on areas of research into Assessment for Learning and Thinking Skills. It had a strong emphasis on the reflections of the students that participated in the study.
Literature Review:
Clarke (1998) Targeting assessment in the primary classroom: strategies for planning, assessment, pupil feedback and target setting.
Clarke (2001) Unlocking formative assessment: practical strategies for enhancing pupils' learning in the primary classroom
Moseley et al (1999) Ways forward with ICT: effective pedagogy using information and communication technology in literacy and numeracy in primary schools.
Moreland (2001) Enhancing teachers' technical knowledge and assessment practices to enhance student learning in technology: a two year classroom study
Higgins (2003) Does ICT improve learning and teaching in schools?
Chang, C (2001) A study on the evaluation and effectiveness analysis of web-based learning portfolio
Methodology:
As part of the research new tools were developed for students to record their reflections and thoughts during the creation of the digital portfolio. This tool was used to mediate the discussions with students about their learning as the focus of the methodology was on the pupils' views which emerged from these discussions - students commented on the fact that the process of creating the digital portfolio was as important a learning objective as the final product.
Conclusions Reached:
"The combination of a digital portfolio and thinking skills has been revealed to be a powerful one" which much scope left for further research. The reflective nature of the digital portfolios and their ability to create independent learners has a positive impact on students and the way that they perceive themselves as learners.
Sunday, July 20, 2008
Friday, July 4, 2008
Case Study example paper
Home-school technologies: considering the family
Link to article
This research is a case study on issues around ubiquitous computing and home-school computing transitions.
If you are not familiar with the exact meaning of "ubiquitous computing", read this first.
This research interviewed 3 families about their reactions to ubiquitous computing technologies designed to support home-school transitions.
It is found that families were willing to use such technologies to share information among themselves, but that mechanisms for filtering this information would be a challenge for designers. Further, families were reluctant to share information with outsiders, such as teachers. The paper ends with a discussion on the implications of these findings for both future technologies and further research into their design.
This research attempts to answer questions on the safety and ethical concerns about protection of data, like:
- how do we justify increasing links between home and school, when children are often active in resisting such information transfer?
- how do we tie this in with research suggesting that the home is a site of ludic activity?
Data are gathered from family interviews. Three selected British families were invited to research laboratory to view some ideas for technologies that might support their homework.
Link to article
This research is a case study on issues around ubiquitous computing and home-school computing transitions.
If you are not familiar with the exact meaning of "ubiquitous computing", read this first.
This research interviewed 3 families about their reactions to ubiquitous computing technologies designed to support home-school transitions.
It is found that families were willing to use such technologies to share information among themselves, but that mechanisms for filtering this information would be a challenge for designers. Further, families were reluctant to share information with outsiders, such as teachers. The paper ends with a discussion on the implications of these findings for both future technologies and further research into their design.
This research attempts to answer questions on the safety and ethical concerns about protection of data, like:
- how do we justify increasing links between home and school, when children are often active in resisting such information transfer?
- how do we tie this in with research suggesting that the home is a site of ludic activity?
Data are gathered from family interviews. Three selected British families were invited to research laboratory to view some ideas for technologies that might support their homework.
A summary of a experimental research paper
Source from http://breast-cancer-research.com/content/8/2/R14
Research article: Breast asymmetry and predisposition to breast cancer
Medical Research is common to use different case studies for comparison and analysis. After having the data collection, data will be analyzed, so to make a medical statistics and further studying. Testing for each individual case is needed, such as this research article. It is mainly focus on comparison of the diagnosed breast cancer with more breast volume asymmetry,as measured from mammograms,patients and age-matched healthy women.
Also, this was a retrospective study on women who had mammography during the period 1979 to 1986. The original study collected detailed breast cancer risk factor data form a total of 12942 women self-referred to the Liverpool Breast Screening Unit between 1979 and 1986, the aim being to establish whether mammographic parenchymal patterns were associated with hypothesised risk factors for breast cancer.
For this research study, a study group and a control group were formed to compare two streams of cases. The study group consisted of 252 asymptomatic women who had normal mammography, but went on to develop breast cancer. The control group consisted of 252 age-matched healthy controls whose mammograms were also normal and who remained free of cancer during the study period.
For each group, breast volume was calculated from the cranio-caudal mammograms. Thus the relationships between asymmetry will establish risk factors and the presence or absence of breast cancer were explored. If the breast asymmetry was greater in healthy women who later developed breast cancer than in women who did not.
After having the results, there will have some discussion for the findings, and a brief conclusion to sum up the findings.
Subscribe to:
Posts (Atom)