【精品】型便携式超声波流量计中文说明书9

Childrens School Related Learning with Social Software Out of School,Yang YangSupervisors: Claire OMalley and Charles Crooklpxyynottingham.ac.uk,BBC Onion Street Messageboard,RawMandarinSocial network site,Chinese peer instruction Messageboard,Interviews with British and Chinese children,Maths Revision ChatroomWith a whiteboard,General Questions about the Research Context:,What do children do out-of-school?How do children learn out-of-school?How do children do school related learning out-of-school? How do children do school related learning with Social Software out-of-school?,Define the context :,A shifting boundary between school and out-of-schoolA system of multi-activitiesChildrens active engagementTechnology mediation,Central aim of my PhD research:,To design more optimal experiences by understanding interactions in the context.,Study1: British Childrens authentic use of homework message board,What is BBC Onion Street?,Study1: British Childrens authentic use of homework message board,There are 416 messages collected from 175 discussion threads in Maths board and 893 messages collected from 175 threads in English board.,When was the data collected?,Nature of the data,Data Collection: Unobtrusive observation,Study1: British Childrens authentic use of homework message board,Data analysis at three levels:Quantitatively measured the traffic of boards: Density of the message board content and Density of users participation. Content analysis was used to classify the characteristics of the discussion Thread structure analysis to complement the content analysis,Density of Contents:,Study1: British Childrens authentic use of homework message board,In both boards, nearly 90% of user identities came and never returned to contribute again within 3 months,Density of Participation:,Study1: British Childrens authentic use of homework message board,Content analysis: Maths board,Study1: British Childrens authentic use of homework message board,I am in year 10 and I am really bad at maths, the biggest problem is that I have exams in a month. What can I do?,I cant do simaltaneous equasions ( i cant even spell simltenious!) Can anybody help me . how do you do them . does anyone no a website wot shows u how to do em? thanx,I have homework I dnt get it1! OK, this is what I have to do.Add 1+1=2 2+2=4 and you do that all d way 2 1000. what is the most simple way to do that?,hi, everyone I am in year 8 but my math teacher keeps saying to me that I should be in year 11 because of how good I am at maths. So if anyone has any problems with their homework then I sam the one to come to. I come on here most days so start sending your messages,my head is killing me I have done so much revision,Hi any1 ere 4m scotland?,Wats ur hightest level in year 6?,Study1: British Childrens authentic use of homework message board,Content analysis: English Board,yohwatz vivid vocabularyi no datz borin but plz tell me?,Heya! Just a little thought on Inspector Goole from An Inspector Calls. It seems near the end of the play he is distressed because he doesnt have much time. Then he leaves and we discover he wasnt a real Inspector, and THEN the girl diesI told you it was far-fetched. Your opinions please Thank you IntoTheSpotlight,hi is anybody doing richard the III for their english exam i just wanted to check i kno everything about it. please reply thanks x,I really love english- especially english lit! my friends all take the mick but i really love it! lol! they dont take the mick though when they need me to annotate their anthology with them! lol! anyone else love english or am i just the only geek!,hi im in year 10 and i have too much english coursework whether its henry vii or seamus heaney and behing on all of it and now the teachers are pushing me for course work. wot shud i do,lets do like a chain story. i could start it, and then someone could say the next bit, and then someone else does the next bit after that, so on and so forth.,Content analysis:,Study1: British Childrens authentic use of homework message board,Maths Board,English Board,Study1: British Childrens authentic use of homework message board,Thread structure analysis explore the coherence of messages.,Interpretation of the diagrams: Although the short threads seemed highly coherent, it is difficult to sustain the thread in a long term, without elaborating the shared sub-points.,Study1: British Childrens authentic use of homework message board,Findings:,Shared phenomena emerged across different subject boardsDifferent subject discussions animate the board differentlySelf-initiative users compromise with the regulation of the board,Research context:,Self-interests drivenVoluntary based Non-curriculum guided,Design based research,Study2: An after school mandarin learning class use of social networking site,To improve the classroom learning inclusion To support every students pursuing their personal interests in and out-of-school. To sustain a community of interests,Study2: An after school mandarin learning class use of social networking site,What is Ning Site?,The active unit of Ning Site is Social Network.,2. Users design their own social network platform with flexibility.,There were 52 open social gadgets available for the users to embed in the network page.,Personalised Networked,*Gadget*: more specifically, application gadgets are computer programs that provide services without needing an independent application be launched for each one.,Classify these gadgets into 4 categories:,Research questions:,Q1: Can a social networking website cultivate students self-initiated learning out-of-school ?Q2: How do the users construct their identity and sense of community in the social networking websites?Q3: What role a teacher could play to facilitate students activities on the social networking website?,Study2: An after school mandarin learning class use of social networking site,Study2: An after school mandarin learning class use of social networking site,Unobtrusive monitoring (google analytic) Automatically stored activities on the site Focus group discussion,Data collection:,Study2: An after school mandarin learning class use of social networking site,Participation Pattern:,On average, users logged in the site at least once a day. So they were quite frequent users.,They use the website most frequently during the days they had mandarin lessons and the day before they had lessons. On average, users spent no more than five minutes to browse and update the whole website which contains more than 20 web pages every login time.,Study2: An after school mandarin learning class use of social networking site,Activity pattern: initial codes,Feature online identities in the network: uploading video on the main page,Move a personal interest to the centre of the group interests,Extend an interest emerged in the classroom online,Extend an online interest to the classroom,Study2: An after school mandarin learning class use of social networking site,In terms of knowledge construction, they are more knowledge/information consumer, rather than knowledge constructor.The participations on the Ning site are apparently motivated by the lessons they took at school.The students all reflected that using a social networking website for their mandarin learning gave them a sense of community, like they are VIP users. Course-related social networking sites therefore hold great promise.,Preliminary findings:,Study 3: Chinese childrens authentic use of homework message boardy,Research aims:To understand how the design of homework message board was considered in different cultural context.To investigate how the use of homework message board varied in different cultural context.,Why choose Chinese as the counterpart?Contrast between two different educational infrastructuresContrast between western and east Asian communities within cultural and cross-cultural psychology,Study 3: Chinese childrens authentic use of homework message board,Chinese online school provided Internet-based supplementary education to Primary and Secondary school students.,In 2007, there were a total of 516 online schools. About 200 of them were targeting at primary and secondary school students. There were more than 600,000 secondary school student users.,Peers instruction forum is a series of free accessed message boards in all subjects from year 1 to year 12.,Study 3: Chinese childrens authentic use of homework message board,Navigation bar,Question search engine,Notice board,Personal info.,List of Message board,User guide,Feedback&suggestion,Threads about homework,Most recently posted thread,Threads offering the highest bonus,Most viewed threads,Essential threads,Social chat threads,Top 7 users who earns the most points last term,Top 7 users who had the most points in the board,Top 100 users who had the most points,Top 10 user who had most accepted answers,Study 3: Chinese childrens authentic use of homework message board,Point awarding rules of the message boards,Study 3: Chinese childrens authentic use of homework message board,Points losing rules of the system,Study 3: Chinese childrens authentic use of homework message board,Users status definition:,Study 3: Chinese childrens authentic use of homework message board,Preliminary findings about the design:Virtual point system was used to motivate participation and improve the quality of the contribution.A competitive culture was generated to reinforce children to focus on learning discussion on the message boardThe virtual school environment was intended to be similar to a real school environment.,Study 3: Chinese childrens authentic use of homework message board,Data collection:Chinese board: 786 messages from 75 threads (16/11/2006 -24/06/2007)Maths board: 850 messages from 75 threads (18/12/2006 01/06/2007)Data includes:UsernameUser identity levelDiscussion starting time and end timeTime of messageNumber of repliesNumber of readsValue of awarding pointsStatus of thread,Study 3: Chinese childrens authentic use of homework message board,Descriptive statistics on Chinese board:,There is NO correlation test between the number of replies and the value of awarding points in both boards.,Density of contribution in Chinese board:,One hundred and six messages contained more than 500 characters, forty five messages contained more than 5000 characters.,Study 3: Chinese childrens authentic use of homework message board,Content Analysis on the Chinese board (by now):,174 messages (22.14%) were just search-copy-paste job to contribute to the discussion.,Study 3: Chinese childrens authentic use of homework message board,Preliminary findings:,Although the design of the message board did make children focus on learning discussion; the points awarding system did not improve the quantity of contribution.In a competitive learning environment, children are intended to search for solidarity,English board,Chinese board,Research aims:A social constructionist approach (Burr, 1995) to understand the out-of-school context in childrens eye view.Looking beyond the technical design or innovations and exploring how far the learning with social software could be improved by remediating the cultural context.,Study 4: Interviews with 14/15 year old children in the UK and China,Study 4: Interviews with 14/15 year old children in the UK and China,Institutional contexts and the participants:,The schools,2. The participantsFourteen British children in Year 10 and sixteen Chinese children in Year 9 were interviewed,Study 4: Interviews with 14/15 year old children in the UK and China,Analysis method:,Transcribing the data: a dataset in English and a dataset in Chinese Thematic analysis: Six phases by Braun and Clarke (2006 ) Familiarisation with the data Generating initial codes Searching for themes Reviewing the themes 5&6. Defining and naming themes & writing up,Study 4: Interviews with 14/15 year old children in the UK and China,The major themes elicited:,Theme1: school regulation,Sub1: School day pattern affects how children view their time out-of-school.,All the British children hold a more flexible attitude to arranging their out-of-school time.,UK 16: “(after homework or coursework that is important, I will do) Anything thats convenient,but more often than not either call a friend or come on the computer and listen to music and talk to folks.”,Sub1: School day pattern affects how children view their time out-of-school.,and their decisions may depend on their interests and feelings, not much be Influenced by institutional pressure.,UK8: “We form a band, we meet twice a week after school it is not serious, we are good friends, really good friends, so it is just for having fun.”,Study 4: Interviews with 14/15 year old children in the UK and China,Theme1: school regulation,Sub2: Priority of homework reflects how children manage their out-of-school activities.,Amount of homework,Importance of homework,How homework is marked,Amount of homework:,Recommended amount of homework for 14 or 15 year oldsUK: 1.5-2.5 hours per day (National homework guidelines, 1998) China: No more than 1.5 hours per day (1994) the Countys local Education Bureau set a policy statute requiring that no school should be open before 7.40 AM (2005),The data revealed:UK: the homework they did or needed to do was much less than the recommended amount. Most of them thought the amount of homework they had was reasonable and they did not have to complete them under time pressure. But they prefer to do it in the last minute or when I have to. China: they had at least two hours homework to do everyday and even more homework during the weekends. They felt they had quite a lot of homework to do and they did most of them. CN4: I cant go to sleep later than 9pm. (why?) I felt very sleepy by then. So my mum waked me up at 4.30 am and I wrote my homework in the morning before I went to school. CN15: Once I finished my homework at 1am. At that day, I finished at school at 7pm and then I went to an out-of-school maths club. It finished at 9.30. I got home at 10pm. And I still got homework to do. I finally finished my homework at 1am.,How homework was marked:,The school homework policyUK: Homework timetable visible to teachers and students. China: Homework timetable visible to teachers,The data revealed:UK: the children showed their intention to taking control of their out-of-school lifeUK7: “We spent the same time at school like teacher. They didnt get any homework. Why would we get them?”China: with less out-of-school time and considerable amount of homework, the Chinese children were left less control of their out-of-school life. CN8: “We normally hand in our homework the next day morning to our subject representative. Although the teacher may not have time to mark it, our representative would report to the teacher who didnt hand in their homework.”,Importance of homework:,The UK & China: both groups showed they were uncertain about the value of homework. When discussing on if homework would help them achieve better at school, the UKs typical response was It may be. or It can be. The Chinese typical answer was Homework is just the basic. Because everyone completes homework, whether we can achieve better will depend on how hard we work further and our learning strategies.,Although the UK children seemed lax in completing homework, they were serious and active to complete their coursework, which they thought mattered. Environment to do homework: in front TV or wherever reallyEnvironment to do important work such as coursework part of GCSE or revision for a test thatll count : they will try to concentrate and find where nobody else go to my own room or where is quiet.,Theme2: assessment regimes,Sub1: Perceived function of examination shaped childrens expectation for education.,Exam: UK: - In the middle of GCSEsChina: - Preparing for the Provincial Senior High school entrance examination,Function of the exams in childrens eyes UK: GCSEs are useful for them to get a proper job or earn money. But it would be enough if you got pass . The children with clearer future career ambitions, e.g., to be machinist, teacher physiotherapist expressed their intention to get good GCSE results.China: The exam would help select which senior high school they could go. X senior high school is the best, but I dont think I can go that one. I ranked around 40 in my year. This level would let me go to Y school. Most of them did not have a clear career to pursue and thought it is too early to think about it. But several of them reported that they had a clear education plan, e.g., go aboard to study or go to a good university.,CN4: “There are several boys in my class who would go to vocational high school. They played Computer games very well. They may have their own sky one day.”,Theme2: Assessment regimes,Sub2: Attitudes to exams shapes childrens way of learning.,UK7: “It (exam) sounds a bit stressful. I feel it. But I dont really worry about it that much.”UK9: “I think that you should do your best and should not think about it at the end of the day.”,UK: During the interviews, the UK children tended to illustrate their calmness to the exams.,None of them stated that they worried about their exams, although some of them thoughttheir calmness depended on their personality:UK5: ”I dont get stressed out much really. It quite depends on what kind of person you are”,China: The Chinese children tended to show their sensitivity to the exams. CN12: “our monthly test is not important. But I still care about it. (why?) Because I dont want to lose my face in the class, if it shows I get a lower rank in the class. CN5: “I dont want to show I am not as intelligent as my classmates in the exams, especially the girls. The Chinese children thought their sensitivity to exam was naturally essential for them to success among their peers and to success in their future.,Childrens different view on their exam revision out-of-school,The British children would like to set limit for the