Transferable Curricula through Difficulty Conditioned Generators

The evaluation of teaching quality for university professors is a topic of common concern in the current reform of higher education evaluation. In light of the issues such as the lack of objective and scientific quantification in the majority of current university evaluations, as well as the significant manpower and time costs involved, a new approach for evaluating the teaching quality of university professors based on the students' Zone of Proximal Development (ZPD) is proposed. Firstly, the multidimensional data of university students are analyzed to identify the key factors related to the performance of a specific course. Machine learning algorithms are then used to predict the students' ZPD for that course. Secondly, by considering the difference between the predicted ZPD and the actual ZPD, taking into account the students' initial potential and their educational achievements, a more scientific evaluation of the professors' impact is conducted. The extent to which professors help students reach and surpass their ZPD, as well as expand their own potential, is measured to assess the teaching quality. By establishing an evaluation mechanism centered on the Contribution Index based on ZPD improvement, the predicted growth of students' ZPD is combined with their actual growth, quantifying the impact of professors' teaching quality in a meaningful way. This provides a more reliable and valid method for evaluating the teaching quality of university professors.

The objective of this research is to improve the learning outcomes of students in Class X-1 at SMAN 6 Kota Tangerang Selatan through the application of the scaffolding method within the Zone of Proximal Development (ZPD). The scaffolding method in the Zone of Proximal Development (ZPD) is a concept of student development proposed by Vygotsky, as noted in Ratnawati Mamin's journal. Vygotsky's concept encompasses two primary aspects of student ability development: actual and potential development abilities (Mamin, 2008, p. 56). These two concepts rely on students' ability to work independently with guidance and direction from adults. Applying the scaffolding method within the ZPD helps students overcome learning difficulties, strengthens their understanding, and significantly enhances their learning outcomes. Students can also gradually progress with appropriate support from teachers, peers, and other resources. The subjects of this research are the teachers and students of Class X-1 at SMAN 6 Kota Tangerang Selatan. This study uses a qualitative approach combined with a quantitative approach through a classroom action research method, as the main objective of classroom action research is to improve and enhance educators' professional services in managing the teaching and learning process. The expected outcome is that the application of the Scaffolding Method within the Zone of Proximal Development (ZPD) can improve the learning outcomes of Class X-1 students at SMAN 6 Kota Tangerang Selatan.

In this study, dialectical reflexive practice is used to maintain student–teacher interactions in the zone of proximal development. The zone of proximal development is the development‐and‐learning unit of the child or learner and the author suggests that it is also the fusion point of Marx’s dialectical historical materialism: the creation of ideas from material practice. Reflexive practice, as a concentrated form of activity, leads to a heightening of consciousness awareness and becomes the ‘tool’ and ‘result’ methodology of pinpointing and maintaining interaction in the zone of proximal development, encouraging learning which converts into development. Transcriptions of two teaching sessions were evaluated for evidence of deep learning. All students achieved deep learning and reflexive practice skills. The curriculum model used was the learning outcome‐led model: the congruency between learning outcome, approach to learning and assessment.

In the era of rapid technological advancement, AI has profoundly penetrated various sectors of society, including education. This paper explores the positive impact of AI on students' Zone of Proximal Development (ZPD), aiming to assist teachers in making more accurate judgments regarding multiple students' ZPDs and thereby enhancing educational teaching. The findings reveal that AI technology, through its application in ZPD, can provide personalized learning resources and assistance to students, as well as offer teachers appropriate teaching content and strategies tailored to students' needs. However, in the actual teaching process, the application of ZPD to teaching still faces difficulties related to students' individualization, sensitive emotions, and trust crises. Based on this, this paper puts forward the following suggestions. Teachers need to be actively trained in AI to overcome potential resistance from older educators. At the same time, teachers should focus on identifying further technological advances in ZPD and related areas to maximize the benefits of AI in education.

Threshold Concepts are key ideas, not always explicitly taught, which foster students’ ability to think like discipline experts (Meyer & Land, 2006). These Threshold Concepts are critical to developing mastery in a discipline (Cousin, 2006). A key element of the Threshold Concepts Framework is the ‘liminal space’, in which learners may struggle or encounter troublesome or counter-intuitive knowledge (Perkins, 2008) as they develop broad discipline understanding. The largely non-Indigenous student audience who are learning about Indigenous Australians, either in Indigenous Studies or Indigenous curriculum embedded in a range of disciplines, may encounter both a liminal space and a Cultural Interface (Nakata, 2007). Vygotsky’s (Vygotsky, 1978, p. 86, cited in Wersch & Tulviste, 1992) ‘zone of proximal development’ is another theoretical space in which students can learn. The presentation will explore the theoretical relationship between Nakata’s notion of the ‘cultural interface’, Myer & Land’s concept of ‘liminal space’ and Vygotsky’s Zone of proximal development, to explore fresh insights into student learning about Indigenous Australians.

The Zone of Proximal Development (ZPD) first articulated by the Soviet psychologist Lev Vygotsky. It is the difference between what a learner can do without receiving any help and what he can do after receiving help. Not much research has been conducted in the role of ZPD and the students’ learning of learning English grammar. This study attempts to investigate ZPD in the realm of teaching English adverbs. For this purpose, 86 students studying in grade one of high school were selected. They were randomly divided into three groups, i.e., a control group, a ZPD error correction experimental group and a non-ZPD error correction experimental group. During a four-week period, certain units from Book One of High School, in which English adverbs had been covered, were taught. The first test was administered to see the possible differences between ZPD and non-ZPD groups. Then, after six weeks, the second test was used to investigate whether teaching within the frameworks of ZPD leads to better long-term retention. It was found that students learn better and deeper if they are taught English adverbs, within their ZPD. Learning is significantly enhanced when the class atmosphere is in a cooperative and supportive mood.

VR has shown positive growth in the world in recent years, which is mainly due to projects such as learning, games, entertainment and experiential activities. VR has changed the way of life of users, providing users with more interesting interactions and immersive experiences. This study aims to investigate students’ practical capabilities and learning effectiveness under the instruction strategy of integrating virtual reality into simulation games into the Vehicle Body Electrical System Comprehensive Maintenance and Repair Services Practice curriculum for students of the Dept. of Auto Mechanics in a skills-based senior high school. Two student classes of the Dept. of Auto Mechanics major in Electrical Engineering featuring practical subjects in one skills-based senior high school in central Taiwan were chosen as the participants for this study. By way of pretest–post-test research design and heterogeneous grouping, an 8-week instruction experiment was conducted in which ZPD (zone of proximal development) instruction strategies were used in the experimental group (with 43 persons), while traditional didactic instruction strategies were used in the control group (with 36 persons). ZPD instructional strategies analyze and collect quantitative and qualitative data to investigate the instructional effectiveness and feasibility in developing ZPD as the research material in the practical curriculum for the study area of the Power Machinery in Vehicle Body Electrical System Comprehensive Maintenance and Repair Services practice. According to the research objective, the results are concluded as follows. (1) Students achieved the best learning effectiveness when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into the vehicle charging and starting system to investigate students’ automotive diagnostic troubleshooting and fault-clearing capabilities. (2) Students attained the highest acceptance in learning phenomenon when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into students’ familiar practice factory environment and the tools and equipment operation process. (3) Students had a higher acceptance of learning effectiveness when using virtual reality simulation games in the disassembly and functional detection of vehicle charging and starting systems. (4) There is a positive effect when integrating virtual reality simulation games into ZPD instruction strategies in the knowledge, skills and attitude on students’ overall inquiry practical capabilities and their learning effectiveness.

Implications of Vygotsky's Zone of Proximal Development (ZPD) in Teacher Education: ZPTD and Self-scaffolding

ABSTRACT.The concept of the zone of proximal development (ZDP) is based on Vygotzky’s conviction that good education induces development and precedes whatever a subject is actually able to do. (Level of actual development, real development) involving him or herself in tasks or processes that at the moment he or she is not able (still) to perform. The ZDP is therefore a domain of cultural-educational activity taking the subject to develop his potential and challenging him to cope with tasks suggested to him with the aid of somebody more experienced. This enhances the role of the teacher doing more than transmitting knowledge. He is a mediator knowing the actual level of development of his learners and proposing tasks a little ahead (of this level), so generating zones of proximal development. (ZDP). While the students perform these tasks the teacher acts as a tutor supporting them mainly at the beginning and decreasing his help later so as to permit them to be autonomous. The present paper intends to deepen the concept of ZDP both as an individual and as a collective endeavour, perceiving the classroom as an ecosystem where different ZDP’s of students and teachers interact. We also propose a concrete activity for the pre-graduate level Faculty of Deontology of the Catholic University of Uruguay.

This study guided by Vygotsky’s Zone of Proximal Development (ZPD) theory explored the perception of pre-service teachers about the application of the ZPD in the classroom. Five participants, all junior students, were purposefully selected from a university in the southern region of the United States to participate in the study. Open-ended interview questions were designed from a review of the literature regarding the effectiveness of Vygotsky’s ZPD in the classroom. Axial coding was used to analyze the data for the final research report. A major finding from the study is that Vygotsky’s ZPD is recognized by Educator Preparatory Providers (EPPS) as a major instructional approach used to promote student achievement and that some pre-educator candidates perceive problems implementing this innovative form of teaching social studies in the early childhood classroom. Another significant finding from the study is that it extends our knowledge about the application of Vygotsky’s ZPD in the early childhood social studies classroom. Implications for early childhood teacher preparation and future research are considered in the paper. Keywords: cognitive development, early childhood education, instructional ecology, preservice teachers, zone of proximal development

N.J. Minick, The Development of Vygotsky's Thought: An Introduction, Thinking and speech. J.V. Wertsch, P.E. Tul'viste, L.S Vygotsky and Contemporary Developmental Psychology. J. Valsiner, R. Van der Veer, On the social Nature of Human Cognition: an Analysis of the Shared Intellectual Roots of George Herbert Mead and Lev Vygotsky Journal for the Theory of Social Behaviour. A. Kozulin, The Concept of Activity in Soviet psychology: Vygotsky, His Disciples and His Critics. J. A. Cheyne, D. Tarulli, Dialogue, Difference and the Third Voice in the Zone of Proximal Development, Theory and Psychology. J. Lave, E. Wenger, Practice, Person and Social World. Y. Engestroem, Non-scolae Sed Vitae Discimus: Toward Overcoming the Encapsulation of School Learning, Learning and Instruction. D. Bakhurst, Social Memory in Soviet Thought. M. Cole, Putting Culture in the Middle. M. Hedegaard, The Zone of Proximal Development as Basis for Instruction. C.D. Lee, Signifying in the Zone of Proximal Development. A. Sullivan Palinscar, Social Constructivist Perspectives on Teaching and Learning Annual Review of Psychology.

Instructional designers in the Simulation-Based Training (SBT) community are becoming increasingly interested in incorporating scaffolding strategies into the SBT pedagogical paradigm. Scaffolding models of instruction involve the adaptation of instructional delivery methods or content so that the learner may gradually acquire the knowledge or skill until mastery and independence are achieved [1, 2]. One goal for incorporating scaffolding models into SBT is to bridge the gap between trainees’ immediate knowledge and skill with their potential level of understanding when provided with scaffolded support. This gap represents an optimal level of learning often referred to as the Zone of Proximal Development (ZPD). ZPD may be maintained dynamically through the adjustment of instructional support and challenge levels [3]. Theoretically, for ZPD to be achieved, the training experience should be neither too easy nor too difficult. A challenge in implementing scaffolding in SBT and assessing its effectiveness is the lack of metrics to measure a trainee’s ZPD. Therefore, this study investigates the use of stress and intrinsic motivation metrics using the Dundee Stress State Questionnaire (DSSQ) and the Intrinsic Motivation Inventory (IMI) to assess the level of challenge elicited by selected instructional strategies in SBT for behavior cue analysis. Participants completed pre-test, training, practice, and post-test scenarios in one of three conditions including a Control and two instructional strategy conditions, Massed Exposure and Highlighting. Participants reported their stress using the DSSQ after each training and practice scenario and overall intrinsic motivation using the IMI at the end of all scenarios. Results compared stress and intrinsic motivation levels between conditions. Ultimately, the results indicate that Massed Exposure strategy may be preferable to maintain ZPD during SBT for behavior cue analysis.

The zone of proximal development (ZPD) is a well-known and frequently used notion in both educational research and practice with a wide and diverse range of interpretations. My aim in writing this theoretical article is not to provide a critical examination or an extensive literature review of the ZPD, but rather to highlight some significant issues surrounding the use of the notion in the mathematics education literature. Extending a series of questions contributed by Del Río and Álvarez, I have added an element about theoretical space enabling researchers who are not in psychology to use the questions to situate their own use of the ZPD within their theoretical perspective and to unpack their assumptions about each of the questions. More importantly, the paper exemplifies how the use of an organising framework assists in achieving some clarity on the different ways the notion is conceptualised in the educational literature. I propose that this framework could enable both researchers and educators to locate their own conceptualisation of the ZPD within the broader, complex space and to assist in achieving coherence between the theoretical and methodological perspectives they work with.

Osnovni predmet rada jeste ispitivanje mogućnosti primene instrumenta TIP-1 za dinamičko procenjivanje zone narednog razvoja. U okviru istraživanja su za svako dete dobijeni podaci o zoni aktuelnog razvoja (ZAR) i, uz odgovarajuće modifikacije procedure ispitivanja, o zoni narednog razvoja (ZNR). Rezultati pokazuju da su ZAR i ZNR u pozitivnoj korelaciji (r = .50), što je veća ZAR veća je i ZNR i obrnuto, što je slabije samostalno postignuće u manjoj meri dete napreduje i u saradnji sa kompetentnijim odraslim. Rezultati su u skladu sa očekivanjima formulisanim na osnovu teorije Vigotskog, kao i sa rezultatima nekih prethodnih istraživanja. Na osnovu istraživanja definisane su i praktične preporuke za psihologe koji se bave predškolskim testiranjem zrelosti za polazak u školu.

This paper aims to suggest a teaching method that can help overseas Koreans children who begin their Korean learning within the social circumstances of Korean language school(Hangul school) outside their homes (at the age between 7 to 9), develop their language effectively centering around types of vocabulary and grammar practices. For this, first of all, this paper analyzes vocabulary and grammar teaching activities of Korean language textbooks developed for overseas Koreans children and identifies the problem of them. Then, it examines the developmental stage of children and the characteristics of Korean language usage of overseas Korean children and establishes the basis for developing Korean language teaching method appropriate for them. Also, based on Vygotsky's social constructivism, which states that learning is achieved by social interaction with other members of society, this article proposes types of vocabulary and grammar practices that develop Korean language proficiency through interaction among children or between children and teachers within learners' zone of proximal development(ZPD). For this, this article mainly uses concepts such as child's zone of proximal development, social interaction, scaffolding.