Jose Hanham

Instructing in generalized knowledge structures to develop flexible problem solving skills

In contrast to routine knowledge and skills, flexible problem solving is associated with the ability to apply ones knowledge structures in relatively new situations. In the absence of specific knowledge-based guidance, such processes could be very cognitively demanding. This paper suggests that learning flexible problem solving skills could be enhanced by explicitly instructing learners in generalized forms of schematic knowledge structures that are applicable to a greater variety of problems. The paper presents results of an experimental study that has investigated this approach in learning the operation of a technical device, and discusses implications of these results for the design of computer-based instruction.

Intentional learning with technological proxies: Goal orientations and efficacy beliefs

Digital technologies serve as an important educational resource for tertiary students. A key feature of many current digital technologies available to students is that they can function as proxies in the learning process; that is, technology can be used to carry out some academic-related tasks on behalf of the user. For tertiary educators, the widespread availability of technological proxies raises a number of important pedagogical issues. In this article, we discuss technological proxy in the context of intentional learning. Drawing from the literature on learner motivation, we identify three key variables – learners’ achievement goal orientations, self-efficacy beliefs, and proxy efficacy beliefs – and advance a set of propositions about how relationships between these variables may shape students’ use of technology as intentional learners. A key goal of this article is to expand current thinking around the ways in which tertiary learners’ efficacy beliefs relate to working with digital technology and, ultimately, their learning and performance outcomes.

Applying Positive Psychology to Illuminate the Needs of Adolescent Males Transitioning Out of Juvenile Detention

Reducing the recidivism of young offenders is a critical research issue, not only to enhance the future outcomes for the young person but also to reduce the future risk to the community. Navigating the immediate transition from detention back into the community is positioned as a critical milestone. This small qualitative study describes how young offenders participating in a formal mentoring program in Australia experienced the transition from detention to the community and the intrinsic drivers of their behaviour throughout this transition. Perspectives of their mentors and caseworker were also solicited. Importantly, their stories were interpreted through the lens of positive psychology and self-determination theory to discuss the relevance of one’s pursuit of autonomy, relatedness, and competence. Increasing our understanding of these intrinsic motivators will assist young offenders to pursue a better life away from crime and benefit both themselves and the wider community.

The Internet explosion, digital media principles and implications to communicate effectively in the digital space:

Being literate has traditionally meant being able to read and write using the media of the day. In the 21st century, being literate requires additional skills such as competence with digital media creation. Until recently, those who could afford and use equipment and applications to produce digital media content were typically developers and technicians. With the development of prosumer electronics, in conjunction with the use of mobile devices and tablets, a shift has occurred in the accessibility of these tools, becoming more affordable for the general population. Video sharing services, social software and Web 2.0 applications have made it possible to host a digital media ecosystem on the Internet, and this has led to the proliferation of User-Generated Content. These technological advances have changed how we communicate, socialise and learn. Effective communication using digital media is underpinned by a set of design principles which most students are not likely to be aware. This paper built on two previous papers on the Digital Media Literacy Framework and the Taxonomy of Digital Media types for teaching and learning. It argues the importance of digital media principles to develop effective communication in the digital space. Students now require knowledge of these principles, in conjunction with conceptual and functional skills, for effective communication in the digital space.

A Taxonomy of Digital Media Types for Learner-Generated Digital Media Assignments.

The notion of students as co-creators of content in higher education is gaining popularity, with an ever-increasing emphasis on the development of digital media assignments. In a separate paper, the authors introduced the Digital Media Literacies Framework, which is composed of three interrelated domains: (1) conceptual, (2) functional, and (3) audiovisual, each of which defines a set of prosumer principles used to create digital artefacts. This framework fills a gap in the literature and is the first step towards the provision of a systematic approach to designing digital media assignments. This paper expands on the Digital Media Literacies Framework through the incorporation of Technological Proxies and proposes a taxonomy of digital media types to help educators and students to visualise the skills needed to complete Learner-Generated Digital Media assignments. A taxonomy of digital media types is presented considering the conceptual, functional, and audiovisual domains of the Digital Media Literacies Framework. The taxonomy spans a range of Learner-Generated Digital Media assignments, from the creation of an audio podcast to the complexity of blended media or game development. Implications of the taxonomy for teaching and learning in higher education are discussed.

A multilevel study of self-beliefs and student behaviors in a group problem-solving task

ABSTRACT Relationships among self-construal, self-efficacy, and group behaviors during a group problem-solving task with friends and acquaintances were hypothesized. The sample comprised 126 students in Grades 8–11, from 5 randomly selected government high schools, organized into 42 groups. Data collection involved self-reports and observations. Self-report data measured self-construal, self-efficacy for working with friends, and self-efficacy for working with acquaintances, and the observational data captured salient student behaviors. Data were analyzed using exploratory factor analysis and multilevel modeling. Self-efficacy for working with acquaintances was related to the development of ideas and also the critical review of ideas in groups. This study provides insights into the relatively underexplored phenomena of group work with friends and acquaintances.

A framework for digital media literacies for teaching and learning in higher education

Across a broad range of subjects in higher education institutions, students are required to complete assessment tasks that involve the production of digital artefacts. Examples include podcasts, digital stories, animations, video and blended media. To produce effective digital artefacts, one must be digitally literate. This requires a certain set of technical, audio-visual, behavioural, critical and social skills. In this article, the authors propose a framework that can be used to develop digital media literacies and train students in digital media creation. The framework considers three interdependent domains: conceptual, functional and audio-visual. A series of examples will be provided to illustrate the importance and interdependent nature of these domains. Implications of the framework on student training are discussed.

Evolution of Mentoring Relationships Involving Young Male Offenders Transitioning from a Juvenile Justice Centre to the Community

This qualitative longitudinal study focused on adolescent males who were being formally mentored during their transition from a juvenile justice centre to the community. Pre-release, the young men feared being exposed to negative peer influences and uncertainty about the future. In response to this anxiety, the young men valued the mentor as a guide, confidant and “watchdog”. Post-release, the concerns of the young men turned to a sense of disconnection, institutionalisation and difficulties securing employment. Here, the young men required their mentors to be reliable, build confidence and assist with educational and occupational opportunities. The findings both inform our theoretical understanding of mentoring and provide direction for supporting young offenders in the transition back into the community.

The importance of context when applying social cognitive theory in organizations

It is argued that whilst Social Cognitive Theory has universal application in work organizations, and human functioning generally, it should not be applied without taking account of the work context. Three broad contextual categories, conceptually distinct from general organizational contexts, are canvassed: individual, team and cultural. Specific sub-contexts are discussed, not with the view of providing an exhaustive typology, but rather to provide some examples from the very large number of contextual factors that could have been selected. It is concluded that investigation of contextual differences is likely to be a fruitful pursuit for future research into the application of Social Cognitive Theory in organizations.