型便携式超声波流量计中文说明书9

1、Childrens School Related Learning with Social Software Out of SchoolYang YangSupervisors: Claire OMalley and Charles CrookBBC Onion Street MessageboardRawMandarinSocial network siteChinese peer instruction MessageboardInterviews with British and Chinese childrenMaths Revision ChatroomWith a whiteboa

2、rdGeneral 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

3、 school and out-of-schoolA system of multi-activitiesChildrens active engagementTechnology mediationCentral aim of my PhD research: To design more optimal experiences by understanding interactions in the context.Study1: British Childrens authentic use of homework message boardWhat is BBC Onion Stree

4、t?Q1: How discussion patterns and content varied in two different discipline-based boards: Maths and English?Q2: To what extent the message boards supported genuinely evolving discussions? Q3: What the exchanges on the board revealed regarding the prevailing concerns of students in this age group wh

5、en they were confronting private study out-of-school ?Research questions:Study1: British Childrens authentic use of homework message boardThere 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 collec

6、ted?Nature of the dataData Collection: Unobtrusive observationStudy1: British Childrens authentic use of homework message boardData analysis at three levels:Quantitatively measured the traffic of boards: Density of the message board content and Density of users participation. Content analysis was us

7、ed to classify the characteristics of the discussion Thread structure analysis to complement the content analysisMathsEnglishAverage length of thread3.0 messagesSD=5.715.4 messagesSD=16.59Average length of message44.52 words66.00 wordsPercentage of threads with replies32.0%44.8%Average Number of day

8、s to have a new message added to the board 2.23days/message3.47 days/messageDensity of Contents:Study1: British Childrens authentic use of homework message boardMathsEnglishThe number of participated identities345 user identities416 user identitiesThe number of user identities who only participate o

9、nce262 user identities298 user identitiesThe average number of messages contributed by the users1.44 messages1.87 messagesIn both boards, nearly 90% of user identities came and never returned to contribute again within 3 monthsDensity of Participation:Study1: British Childrens authentic use of homew

10、ork message boardContent analysis: Maths boardStudy1: 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 any

11、body 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 sa

12、ying 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 highte

13、st level in year 6?Study1: British Childrens authentic use of homework message boardContent 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 beca

14、use 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. pl

15、ease 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

16、 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

17、and so forth. Content analysis: Study1: British Childrens authentic use of homework message board Maths BoardEnglish BoardLearning DiscussionChat-style DiscussionStudy1: British Childrens authentic use of homework message boardThread structure analysis explore the coherence of messages.Interpretatio

18、n 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 boardFindings:Shared phenomena emerged across different subject boardsDif

19、ferent subject discussions animate the board differentlySelf-initiative users compromise with the regulation of the boardResearch context: Self-interests drivenVoluntary based Non-curriculum guidedDesign based researchStudy2: An after school mandarin learning class use of social networking site To i

20、mprove 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 siteWhat is Ning Site?The active unit of Ning Site is Social Network.

21、 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 independe

22、nt application be launched for each one. Classify these gadgets into 4 categories:Networked Personalised Scramble:It would link you to the network of interests in scrambleMoviemate.dezorap :An audio/video communication media to connect PeopleUniversal chat Lastfm:to bring the network you buildin las

23、tfm to the personalised platform at ning site. Unype Virtual worldPersonalised clockbirthday remindersShakespeare QuotesResearch 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 communit

24、y 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 siteStudy2: An after school mandarin learning class use of social networking site Unobtru

25、sive monitoring (google analytic) Automatically stored activities on the site Focus group discussionData collection:Study2: An after school mandarin learning class use of social networking siteParticipation Pattern:On average, users logged in the site at least once a day. So they were quite frequent

26、 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

27、 learning class use of social networking siteActivity pattern: initial codesFeature online identities in the network: uploading video on the main pageMove a personal interest to the centre of the group interestsExtend an interest emerged in the classroom online Extend an online interest to the class

28、roomStudy2: An after school mandarin learning class use of social networking siteIn 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 stu

29、dents 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

30、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 infrastructure

31、sContrast between western and east Asian communities within cultural and cross-cultural psychologyStudy 3: Chinese childrens authentic use of homework message boardChinese online school provided Internet-based supplementary education to Primary and Secondary school students. In 2007, there were a to

32、tal 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 au

33、thentic use of homework message boardNavigation barQuestion search engineNotice boardPersonal info.List of Message boardUser guideFeedback&suggestionThreads about homeworkMost recently posted threadThreads offering the highest bonusMost viewed threadsEssential threadsSocial chat threadsTop 7 users w

34、ho earns the most points last termTop 7 users who had the most points in the boardTop 100 users who had the most pointsTop 10 user who had most accepted answersStudy 3: Chinese childrens authentic use of homework message boardPoint awarding rules of the message boardsMethods to earn pointsValue of p

35、oints Register500 pointsRegular log-in25points/dayReply10pointsVote for the reply5 points, no more than 50 points/dayAwarding for post questionsWhen a questioning process ends, the user who owns a thread with 50 replies get 25 points; 200 or more replies 100 pointsGiving the satisfied replythe user

36、whose reply is marked as satisfied will get the bounty of points and extra 50 points from the systemVoting for the satisfied replyIf a reply is marked as satisfied, the users who voted for it before will get 25 points. A complaint to a user or message was acceptedThe user who complained would get 25

37、 points. Study 3: Chinese childrens authentic use of homework message boardPoints losing rules of the systemMethods to lose pointsValue of points Set a bounty of pointsLost the value of pointsDo not mark the status of the thread within 15 days Lose 100 pointsWithdraw the question after replies are a

38、ddedLose 100 points and the value of the awarding pointsTag the question in the wrong category (e.g., tag a English question as a maths question)Lose 50 pointsGet a complaint which is accepted by the systemLose50 pointsStudy 3: Chinese childrens authentic use of homework message boardUsers status de

39、finition: Boys levelPoints the user owns(unit: point)Girls levelNewbie0-2500 NewbieJunior Alumnus2500-9999Junior AlumnaSubject representative10000-24999Subject representativestudy commissar25000-99999study commissarStudy director100000-249999Study directorStudy president2500000+Study presidentStudy

40、3: Chinese childrens authentic use of homework message boardPreliminary 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 messa

41、ge boardThe virtual school environment was intended to be similar to a real school environment. Study 3: Chinese childrens authentic use of homework message boardData collection:Chinese board: 786 messages from 75 threads (16/11/2006 -24/06/2007)Maths board: 850 messages from 75 threads (18/12/2006

42、01/06/2007)Data includes:UsernameUser identity levelDiscussion starting time and end timeTime of messageNumber of repliesNumber of readsValue of awarding pointsStatus of threadStudy 3: Chinese childrens authentic use of homework message boardDescriptive statistics on Chinese board:Maths BoardChinese

43、 boardAverage length of a thread10.33 (reply)SD= 38.079.49 (reply)SD= 12.58Average number of views183.60 (read)SD= 490.15145.7 (read) SD= 104.6Average of awarding points591.67 (point)SD= 589.57139.03 (point)SD= 142.29There is NO correlation test between the number of replies and the value of awardin

44、g 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 boardContent Analysis on the Chinese board (by now):

45、 174 messages (22.14%) were just search-copy-paste job to contribute to the discussion. Study 3: Chinese childrens authentic use of homework message boardPreliminary findings: Learning DiscussionChat-style DiscussionAlthough the design of the message board did make children focus on learning discuss

46、ion; the points awarding system did not improve the quantity of contribution.In a competitive learning environment, children are intended to search for solidarity English boardChinese boardResearch aims:A social constructionist approach (Burr, 1995) to understand the out-of-school context in childre

47、ns 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 ChinaStudy 4: Interviews with 14/15 year old children in the UK

48、 and ChinaInstitutional contexts and the participants:The schoolsBritish SchoolChinese SchoolTypeComprehensive(14-19 age group)Public(12-15 age group)Number on roll1361 (2007)1020 (2004)Free school mealLower than average for England (Ofsted 2004)2. The participantsFourteen British children in Year 1

49、0 and sixteen Chinese children in Year 9 were interviewed Study 4: Interviews with 14/15 year old children in the UK and ChinaAnalysis 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

50、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 ChinaThe major themes elicited:Theme1: school regulationSub1: School day pattern affects how children view their time out-of-

51、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

52、.Sub1: School day pattern affects how children view their time out-of-school.Most of the Chinese children regarded their out-of-school time as a limited resource to achieve their targets.CN15: “Only two things are fair to everyone in the world. One is time I saw my classmates who are in the top of m

53、y class seldom go out of classroom during the break. They fully used their time for study after school. Thats why they got better scores.”CN16: “I think, efficiency is more important than time. I can finish my homework, but I cannot do it as fast as you.” and they tended to use their time with a cle

54、arer purposeCN3: “We played basket ball together after exams. It is the freest time we have. Also, it is important to maintain a healthy body in our age. and their decisions may depend on their interests and feelings, not much be Influenced by institutional pressure. UK8: “We form a band, we meet tw

55、ice 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 ChinaTheme1: school regulationSub2: Priority of homework reflects how children manage their out-of-school activities.Amoun

56、t of homeworkImportance of homeworkHow homework is markedAmount 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 requiri

57、ng 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 prefe

58、r 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 the

59、n. 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

60、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 lifeU