Lexicon – Digital Research Pathfinder

Here is the list of key words relevant to my research topics. Please note that the list below is in no particular order and it will grow and expend as overview time.

Learning sciences (LS) as “a field that studies how people learn and how to support learning” and situated himself as one who views it as “empirical, interdisciplinary, contextualized, and action-oriented” (Hoadley, 2018, p. 11).

Hoadley, C. (2018). A Short History of the Learning Sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (1st ed., pp. 11–23). Routledge. https://doi.org/10.4324/9781315617572-2

Learning sciences “as a whole may be taken as an effort to overcome the much-lamented gap between research and practice in education” (Bereiter, 2014, p. 12).

Bereiter, C. (2014). Principled Practical Knowledge: Not a Bridge but a Ladder. Journal of the Learning Sciences, 23(1), 4–17. https://doi.org/10.1080/10508406.2013.812533

Online learning “as [t]he use of the Internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience” (Ally, p. 7).

Ally, M. (2005). Using learning theories to design instruction for mobile learning devices. In J. Attwell and C. Savill-Smith (Eds.), Mobile learning anytime everywhere (pp. 5–8). Proceedings of the Third World Conference on Mobile Learning, Rome.

Online learning “allows participants to collapse time and space; however, the learning materials must be designed properly to engage the learner and promote learning. The delivery method allows for flexibility of access, from anywhere and usually anytime, but the learning must use sound instructional design principles” (Anderson, 2008, p.16).

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed). AU Press.

Blended learning as “the organic integration of thoughtfully selected and complementary face-to-face and online approaches” (Garrison & Vaughan, 2008, p. 148).

Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education. San Francisco: Jossey-Bass.

A Community of inquiry “is perhaps the most promising methodology for the encouragement of that fusion of critical and creative cognitive processing known as higher-order thinking” (Lipman, 1991, p. 204).

Lipman, M. (1991). Thinking in education. Cambridge: Cambridge University Press.

Cognitive presence has been defined “as the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry” (Garrison, Anderson, & Archer, 2001, p. 11).

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking in a textbased environment: Computer conferencing in higher education. Internet and Higher Education, 11(2), 1–14.

Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop interpersonal relationships by way of projecting their individual personalities” (Garrison, 2009, p. 352).

Garrison, D. R. (2009). Communities of inquiry in online learning. In P. L. Rogers, G. A. Berg, J. V. Boettcher, L. Howard, L. Justice, & K. D. Schenk (Eds.), Encyclopedia of distance learning (2nd ed., pp. 352-355). Hershey, PA: IGI Global.

Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).

Anderson, T., Rouke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1875

Asynchronous Learning “promotes cognitive participation in discussions, providing time for learners to reflect, think deeply, and articulate their thoughts more thoroughly” (Hrastinski, 2008, p. 51).

Hrastinski, S. (2008). Asynchronous & Synchronous E-Learning. Educause Quarterly, 31(4), 51-55. Retrieved July 17, 2024 from https://www.learntechlib.org/p/101357/.

Synchronous Learning “is beneficial for building interpersonal relationships and engaging students through real-time communication and collaboration” (Hrastinski, 2008, p. 53).

Hrastinski, S. (2008). Asynchronous & Synchronous E-Learning. Educause Quarterly, 31(4), 51-55. Retrieved July 17, 2024 from https://www.learntechlib.org/p/101357/.

Computer-Supported Collaborative Learning (CSCL) aims to leverage technology to support group cognition and collective knowledge-building processes, often involving collaborative problem-solving and co-construction of understanding (Stahl, Koschmann, & Suthers, 2022).

Stahl, G., Koschmann, T., & Suthers, D. (2022). Computer-Supported Collaborative Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (3rd ed., pp. 406–427). Cambridge University Press. https://doi.org/10.1017/9781108888295.025

Instructional Design “refers to the process of systematically applying instructional theory and empirical findings to the planning of instruction. It is applied educational psychology in the best sense of the term. There is a clear focus on an instructional goal that represents what the learner will be able to do when the instruction is completed, the present skills of the learner, and how instruction will take place. … Instructional design is the term used to describe the process component. Its relationship with educational technology indicates the historical and conceptual relationship between the process of designing instruction and innovative instructional delivery methods” (Dick, 1987, p.183).

Dick, W. (1987). A History of Instructional Design and Its Impact on Educational Psychology. In: Glover, J.A., Ronning, R.R. (eds) Historical Foundations of Educational Psychology. Perspectives on Individual Differences. Springer, Boston, MA. https://doi-org.proxy.lib.sfu.ca/10.1007/978-1-4899-3620-2_10

Educational technology “has been defined by many as having two fundamental components: (a) a hard- ware or media component that is used to deliver instruction and (b) a process component that indi- cates how instruction will be prepared for delivery via some medium” (Dick, 1987, p.183).

Collaborative Learning “involves individuals as group members, but also involves group phenomena like the negotiation and sharing of meanings – including the construction and maintenance of shared conceptions of tasks – that are carried out interactively in group processes. Collaborative learning involves individual learning but is not reducible to it. The relationship between viewing collaborative learning as a group process versus as an aggregation of individual change is a tension at the heart of CSCL” (Stahl, et al., 2022).

Design-based research (DBR) is used to study learning in environments that are designed and systematically changed by the researcher… It is a collection of approaches that involve a commitment to studying activity in naturalistic settings, with the goal of advancing theory while at the same time directly impacting practice. The goal of DBR is to engage the close study of learning as it unfolds within a particular context that contains one or more theoretically inspired innovations both to understand what is happening, but also to develop new theories, artifacts, and practices that can be used to inform research and learning in other related context” (Barab, 2022, p.177).

Barab, S. (2022). Design-Based Research: A Methodological Toolkit for Engineering Change. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (3rd ed., pp. 177–195). Cambridge University Press. https://doi.org/10.1017/9781108888295.012

Principled practical knowledge (PPK) is a type of knowledge that has characteristics of both practical know-how and scientific theory. (Bereiter, 2014, p. 4).

Bereiter, C. (2014). Principled Practical Knowledge: Not a Bridge but a Ladder. Journal of the Learning Sciences, 23(1), 4–17. https://doi.org/10.1080/10508406.2013.812533

Professional Development “often referred to as teacher professional learning, encompasses a wide range of activities, including mentoring, developing, and using curriculum materials, workshops, conferences, and online communities.” (Fishman et al., 2022, p.620)

Fishman, B. J., Chan, C. K. K., & Davis, E. A. (2022). Advances in Teacher Learning Research in the Learning Sciences. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (3rd ed., pp. 619–637). Cambridge University Press. https://doi.org/10.1017/9781108888295.038