Learning Bridges: A Role for Mobile Technologies in Education

Science.gov (United States)

Vavoula, Giasemi; Sharples, Mike; Lonsdale, Peter; Rudman, Paul; Meek, Julia

2007-01-01

MyArtSpace is a service for children to spread their learning between schools and museums using mobile phones linked to a personal Web space. Using MyArtSpace as an example, the authors discuss the possibilities for mobile technology to form bridges between formal and informal learning. They also offer guidelines for designing such bridges.…

The Value Simulation-Based Learning Added to Machining Technology in Singapore

Science.gov (United States)

Fang, Linda; Tan, Hock Soon; Thwin, Mya Mya; Tan, Kim Cheng; Koh, Caroline

2011-01-01

This study seeks to understand the value simulation-based learning (SBL) added to the learning of Machining Technology in a 15-week core subject course offered to university students. The research questions were: (1) How did SBL enhance classroom learning? (2) How did SBL help participants in their test? (3) How did SBL prepare participants for…

Immersive Learning Technologies

Science.gov (United States)

2009-08-20

Immersive Learning Technologies Mr. Peter Smith Lead, ADL Immersive Learning Team 08/20/2009 Report Documentation Page Form ApprovedOMB No. 0704...to 00-00-2009 4. TITLE AND SUBTITLE Immersive Learning Technologies 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR...unclassified c. THIS PAGE unclassified Standard Form 298 (Rev. 8-98) Prescribed by ANSI Std Z39-18 Why Immersive Learning Technologies

Adoption of Technology and Augmentation of Resources for Teaching-Learning in Higher Education

OpenAIRE

P. M. Suresh Kumar

2017-01-01

Learner centred education through appropriate methodologies facilitates effective learning as teaching-learning modalities of higher education are considered to be relevant to the learner group. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies through adoption of technology. Plenty of resources external to the curriculum come into use, which offer valuable learning experiences. Augmentation of resources for teaching...

Introduction to the papers of TWG16: Learning Mathematics with Technology and Other Resources

NARCIS (Netherlands)

Drijvers, P.H.M.; Faggiano, Eleonora; Geraniou, Eirini; Weigand, Hans-Georg

2017-01-01

The use of technology and other resources for mathematical learning is a current issue in the field of mathematics education and lags behind the rapid advances in Information and Communication Technology. Technological developments offer opportunities, which are not straightforward to exploit in

Perspectives of Students on Acceptance of Tablets and Self-Directed Learning with Technology

Science.gov (United States)

Gokcearslan, Sahin

2017-01-01

Recent mobile learning technologies offer the opportunity for students to take charge of the learning process both inside and outside the classroom. One of these tools is the tablet PC (hereafter "tablet"). In parallel with increased access to e-content, the role of tablets in learning has recently begun to be examined. This study aims…

Editorial: Advanced learning technologies

Directory of Open Access Journals (Sweden)

Yu-Ju Lan

2012-03-01

Full Text Available Recent rapid development of advanced information technology brings high expectations of its potential to improvement and innovations in learning. This special issue is devoted to using some of the emerging technologies issues related to the topic of education and knowledge sharing, involving several cutting edge research outcomes from recent advancement of learning technologies. Advanced learning technologies are the composition of various related technologies and concepts such as mobile technologies and social media towards learner centered learning. This editorial note provides an overview of relevant issues discussed in this special issue.

Principal Leadership for Technology-enhanced Learning in Science

Science.gov (United States)

Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.

2008-02-01

Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals' ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals' leadership abilities in technology and science reform.

Three-dimensional imaging technology offers promise in medicine.

Science.gov (United States)

Karako, Kenji; Wu, Qiong; Gao, Jianjun

2014-04-01

Medical imaging plays an increasingly important role in the diagnosis and treatment of disease. Currently, medical equipment mainly has two-dimensional (2D) imaging systems. Although this conventional imaging largely satisfies clinical requirements, it cannot depict pathologic changes in 3 dimensions. The development of three-dimensional (3D) imaging technology has encouraged advances in medical imaging. Three-dimensional imaging technology offers doctors much more information on a pathology than 2D imaging, thus significantly improving diagnostic capability and the quality of treatment. Moreover, the combination of 3D imaging with augmented reality significantly improves surgical navigation process. The advantages of 3D imaging technology have made it an important component of technological progress in the field of medical imaging.

Needs Analysis for Graphic Design Learning Module Based on Technology & Learning Styles of Deaf Students

Science.gov (United States)

Ibrahim, Zainuddin; Alias, Norlidah; Nordin, Abu Bakar

2016-01-01

The field of Information Communication Technology has offered a promising future for deaf students. Web design, animation, and multimedia application design are a branch of graphic design area, which aim to aid their learning visually. However, most of the technical terms cannot be interpreted in Malaysian sign language. Moreover, the development…

Technology, Learning, and the Classroom: Longitudinal Evaluation of a Faculty Development Model

Science.gov (United States)

Kaminski, Karen; Bolliger, Doris

2012-01-01

Technology, Learning, and the Classroom, a workshop designed to jump-start faculty's use of instructional technology in face-to-face classrooms, was offered as a week-long intensive workshop and once-a-week session over a semester. Faculty were interviewed five years after participation to determine the longitudinal effects, differences in opinion…

Summary of Research on Online and Blended Learning Programs That Offer Differentiated Learning Options. REL 2017-228

Science.gov (United States)

Brodersen, R. Marc; Melluzzo, Daniel

2017-01-01

This report summarizes the methodology, measures, and findings of research on the influence on student achievement outcomes of K-12 online and blended face-to-face and online learning programs that offer differentiated learning options. The report also describes the characteristics of the learning programs. Most of the examined programs used…

Perspectives of Students on Acceptance of Tablets and Self-directed Learning with Technology

OpenAIRE

Gokcearslan, Sahin

2017-01-01

Recent mobile learning technologies offer the opportunity for students to take charge ofthe learning process both inside and outside the classroom. One of these tools is the tabletPC (hereafter ‘tablet’). In parallel with increased access to e-content, the role of tablets inlearning has recently begun to be examined. This study aims to reveal the relationshipbetween the level of acceptance of tablets (TAM) and the level of selfdirectedlearning with technology (SDLT) of students and to differe...

A technology training protocol for meeting QSEN goals: Focusing on meaningful learning.

Science.gov (United States)

Luo, Shuhong; Kalman, Melanie

2018-01-01

The purpose of this paper is to describe and discuss how we designed and developed a 12-step technology training protocol. The protocol is meant to improve meaningful learning in technology education so that nursing students are able to meet the informatics requirements of Quality and Safety Education in Nursing competencies. When designing and developing the training protocol, we used a simplified experiential learning model that addressed the core features of meaningful learning: to connect new knowledge with students' prior knowledge and real-world workflow. Before training, we identified students' prior knowledge and workflow tasks. During training, students learned by doing, reflected on their prior computer skills and workflow, designed individualized procedures for integration into their workflow, and practiced the self-designed procedures in real-world settings. The trainer was a facilitator who provided a meaningful learning environment, asked the right questions to guide reflective conversation, and offered scaffoldings at critical moments. This training protocol could significantly improve nurses' competencies in using technologies and increase their desire to adopt new technologies. © 2017 Wiley Periodicals, Inc.

Applying Technology to Inquiry-Based Learning in Early Childhood Education

Science.gov (United States)

Wang, Feng; Kinzie, Mable B.; McGuire, Patrick; Pan, Edward

2010-01-01

Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a…

Technology Enhanced Learning

NARCIS (Netherlands)

Klemke, Roland; Specht, Marcus

2013-01-01

Klemke, R., & Specht, M. (2013, 26-27 September). Technology Enhanced Learning. Presentation at the fourth international conference on eLearning (eLearning 2013), Belgrade, Serbia. http://econference.metropolitan.ac.rs/

Incorporating learning technologies into undergraduate radiography education

International Nuclear Information System (INIS)

Lorimer, Jenny; Hilliard, Alan

2009-01-01

Purpose: This study investigated the impact of integrating podcasts/audio file downloads and use of an electronic voting system (EVS) on a previously traditionally taught module. Both student (direct entry and mature) and staff satisfaction with the modified structure were evaluated. Method: An interim student evaluation was undertaken during the module, to provide formative data to the module leader about student opinion of the teaching methods and learning technologies. An end of module questionnaire was given to students and staff on the teaching team. Results: From the interim evaluation, given the option of returning to the traditional delivery method, 77.5% of students agreed that the module should continue to run in its blended format. The final evaluation discovered no differences in the behaviour of direct entry students compared to mature students. Both groups accessed the podcasts easily, generally at home, and spent longer studying than if blended learning technologies had not been used. It was discovered that 16% of the mature and 24% of the direct entry students would have preferred lectures to podcasts, although the students were positive about the flexibility offered. Both groups of students were virtually unanimous on the benefits of the EVS to support learning. Conclusion: The researchers concluded that the learning technologies did not create barriers for either student group, and that students' engagement with their learning and level of classroom interactivity were both increased when compared with the previous traditional delivery. The researchers are confident that the described combination of teaching delivery methods is a successful way of allowing small group work to continue with large cohorts.

TELMA: Technology-enhanced learning environment for minimally invasive surgery.

Science.gov (United States)

Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J

2013-06-01

Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.

Computational intelligence for technology enhanced learning

Energy Technology Data Exchange (ETDEWEB)

Xhafa, Fatos [Polytechnic Univ. of Catalonia, Barcelona (Spain). Dept. of Languages and Informatics Systems; Caballe, Santi; Daradoumis, Thanasis [Open Univ. of Catalonia, Barcelona (Spain). Dept. of Computer Sciences Multimedia and Telecommunications; Abraham, Ajith [Machine Intelligence Research Labs (MIR Labs), Auburn, WA (United States). Scientific Network for Innovation and Research Excellence; Juan Perez, Angel Alejandro (eds.) [Open Univ. of Catalonia, Barcelona (Spain). Dept. of Information Sciences

2010-07-01

E-Learning has become one of the most wide spread ways of distance teaching and learning. Technologies such as Web, Grid, and Mobile and Wireless networks are pushing teaching and learning communities to find new and intelligent ways of using these technologies to enhance teaching and learning activities. Indeed, these new technologies can play an important role in increasing the support to teachers and learners, to shorten the time to learning and teaching; yet, it is necessary to use intelligent techniques to take advantage of these new technologies to achieve the desired support to teachers and learners and enhance learners' performance in distributed learning environments. The chapters of this volume bring advances in using intelligent techniques for technology enhanced learning as well as development of e-Learning applications based on such techniques and supported by technology. Such intelligent techniques include clustering and classification for personalization of learning, intelligent context-aware techniques, adaptive learning, data mining techniques and ontologies in e-Learning systems, among others. Academics, scientists, software developers, teachers and tutors and students interested in e-Learning will find this book useful for their academic, research and practice activity. (orig.)

Visual technology for the autonomous learning of mathematics

Directory of Open Access Journals (Sweden)

Helmut Linneweber‐Lammerskitten

2010-09-01

Full Text Available This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.

Learning services-based technological ecosystems

OpenAIRE

García-Peñalvo, Francisco J.; Hernández-García, Ángel; Conde, Miguel Á; Fidalgo-Blanco, Ángel; Sein-Echaluce, María L.; Alier, Marc; Llorens Largo, Faraón; Iglesias-Pradas, Santiago

2015-01-01

The gap between technology and learning methods has two important implications: on the one hand, we should not expect the integration of technological advances into teaching to be an easy task; and there is a danger that mature educational technologies and methods might not give an adequate answer to the demands and needs of society, underusing their transforming potential to improve learning processes. This study discusses the need for a new technological environment supporting learning serv...

Modern technologies of e-learning

Directory of Open Access Journals (Sweden)

G. A. gyzy Mamedova

2017-01-01

Full Text Available E-learning constitutes a significant competition to traditional education in many countries and has become a major tool for the modernization of education and economic growth. For the development and implementation of successful e-learning systems, we need technologies that allow working with them for any number of users, providing a good learning environment. The article provides an overview of the technologies used in foreign universities for managing e-learning, such as 3D technologies in training programs, interactive technologies, personalization of learning using cloud computing and big data technologies. It is shown that today quite a large number of software and hardware development was created and introduced, implementing various mechanisms of introducing information technologies in the educational process. One of such developments is the use of adaptive technologies in the learning process, allowing the student to adapt to the training material, choose the suitable method of mastering the material, and adjust the intensity of training at different stages of the learning process. Another development of information technologies in education is the use of cloud computing, allowing access to educational resources for teachers, students, and managers of the education system. It was revealed that the use of cloud technologies leads to a significant decrease in material costs for the purchase of expensive equipment and software, educational content from the cloud can be accessed from any device (laptop, smartphone, tablet, etc. and at a convenient time for the learner, it is enough to have Internet connection and a browser. In the e-learning environment, there are many different types of data, both structured and unstructured, processing of which is difficult to implement using traditional statistical methods. For the processing of such data technologies of processing big data are used such as NoSQL and Hadoop. The article shows that the

Nursing education innovation: using e-learning technology to meet learners' needs.

Science.gov (United States)

Wahl, Stacy E; Latayan, Monica B

2011-11-01

Globalization, rapid advances in health care and research, and evidence-based practice challenge organizations to meet the continuing education needs of their professional staff while functioning within the confines of economic cutbacks. This column describes an innovative way technology was used to offer asynchronous learning to all members of one organization's nursing staff. Copyright 2011, SLACK Incorporated.

Development of Human Resources Using New Technologies in Long-Life Learning

Directory of Open Access Journals (Sweden)

Micu Bogdan Ghilic

2011-01-01

Full Text Available Information and communication technologies (ICT offer new opportunities to reinvent the education and to make people and makes learning more fun and contemporary but poses many problems to educational institutions. Implementation of ICT determines major structural changes in the organizations and mental switch from bureaucratic mentality to customer-oriented one. In this paper I try to evaluate methods of developing the lifelong learning programs, impact to human resources training and development and the impact of this process on educational institutions. E-learning usage in training the human resources can make a new step in development of the education institutions, human resources and companies.

Exploring Technology-Enhanced Learning Using Google Glass to Offer Students a Unique Instructor's Point of View Live Laboratory Demonstration

Science.gov (United States)

Man, Fung Fun

2016-01-01

Technology-enhanced learning (TEL) is fast gaining momentum among educational institutions all over the world. The usual way in which laboratory instructional videos are filmed takes the third-person view. However, such videos are not as realistic and sensorial. With the advent of Google Glass and GoPro cameras, a more personal and effective way…

The new multimedia educational technologies, used in open and distance learning

Directory of Open Access Journals (Sweden)

Dieter Penteliuc-Cotoşman

2006-01-01

Full Text Available This paper reviews and refers to the latest telematics technology that has turned the open system learning and helped it to become an institutional alternative to the face-to-face traditional one. Most technologies, briefly presented here, will be implemented in the ARTeFACt project - telematic system for vocational education system of open system learning, "system which will be officially launched at the end of 2006, in the institutional offer of the Faculty of Arts of the University West of Timisoara. The scientific coordination of the doctoral project "ARTeFACt" is done by Mr. Prof. Dr. Eng. Savi G. George, representing the Department of Mechatronics Faculty of Mechanical Engineering from the University "Politehnica" of Timişoara, Romania

Transformation of Teacher Practice Using Mobile Technology with One-to-One Classes: M-Learning Pedagogical Approaches

Science.gov (United States)

Lindsay, Lucie

2016-01-01

The rapid global uptake of mobile technology is reflected in pioneering New Zealand schools. Teachers of classes where each student uses a mobile device were surveyed on how frequently they use various mobile learning activities and asked to describe the new pedagogical opportunities it offers. The teachers' m-learning pedagogical approaches and…

Understanding the variation in MBA students' experiences of using Learning Technology in Pakistan

OpenAIRE

Timsal, Ahmad; Hodgson, Vivien Elaine; Shah, Syed Uzair

2018-01-01

Today, technology is increasingly being viewed as a key resource for enabling innovation within teaching and learning approaches. Social media platforms and applications such as Facebook and Twitter, WhatsApp, Skype and Viber have emerged as one of the most popular mechanisms for developing the social perspective in learning. Some recent studies even refer to this phenomenon as the development of a ‘parallel infrastructure’ to institutional offerings such as Moodle. However, when any artefact...

Learning effects and the commercialization of new energy technologies: the case of nuclear power

International Nuclear Information System (INIS)

Zimmerman, M.B.

1982-01-01

Recently, attention has been focused on government policy toward commercialization of new energy technologies. Arguments are offered that, in the early days of commercialization, significant learning externalities that justify subsidy are present. Using nuclear power as a case study, this article estimates the learning effects actually present. The effect of experience on construction cost and on the accuracy of cost estimation is examined. External learning is separated from internalized learning about both construction cost and cost estimation. Finally, an estimate of the value of both kinds of learning externality is provided. The results suggest learning externalities were present, but had little effect on the rate of commercialization. 19 references, 5 tables

Medical students' online learning technology needs.

Science.gov (United States)

Han, Heeyoung; Nelson, Erica; Wetter, Nathan

2014-02-01

This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

Modeling technological learning and its application for clean coal technologies in Japan

International Nuclear Information System (INIS)

Nakata, Toshihiko; Sato, Takemi; Wang, Hao; Kusunoki, Tomoya; Furubayashi, Takaaki

2011-01-01

Estimating technological progress of emerging technologies such as renewables and clean coal technologies becomes important for designing low carbon energy systems in future and drawing effective energy policies. Learning curve is an analytical approach for describing the decline rate of cost and production caused by technological progress as well as learning. In the study, a bottom-up energy-economic model including an endogenous technological learning function has been designed. The model deals with technological learning in energy conversion technologies and its spillover effect. It is applied as a feasibility study of clean coal technologies such as IGCC (Integrated Coal Gasification Combined Cycle) and IGFC (Integrated Coal Gasification Fuel Cell System) in Japan. As the results of analysis, it is found that technological progress by learning has a positive impact on the penetration of clean coal technologies in the electricity market, and the learning model has a potential for assessing upcoming technologies in future.

Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

Science.gov (United States)

Rosé, Carolyn Penstein; Ferschke, Oliver

2016-01-01

This article offers a vision for technology supported collaborative and discussion-based learning at scale. It begins with historical work in the area of tutorial dialogue systems. It traces the history of that area of the field of Artificial Intelligence in Education as it has made an impact on the field of Computer-Supported Collaborative…

Enhancing learning with technology

NARCIS (Netherlands)

Specht, Marcus; Klemke, Roland

2013-01-01

Specht, M., & Klemke, R. (2013, 26-27 September). Enhancing Learning with Technology. In D. Milosevic (Ed.), Proceedings of the fourth international conference on eLearning (eLearning 2013) (pp. 37-45). Belgrade Metropolitan University, Belgrade, Serbia. http://econference.metropolitan.ac.rs/

Technology transfer and technological learning through CERN's procurement activity

CERN Document Server

Autio, Erkko; Hameri, Ari-Pekka; CERN. Geneva

2003-01-01

This report analyses the technological learning and innovation benefits derived from CERN's procurement activity during the period 1997-2001. The base population of our study, the technology-intensive suppliers to CERN, consisted of 629 companies out of 6806 companies during the same period, representing 1197 MCHF in procurement. The main findings from the study can be summarized as follows: the various learning and innovation benefits (e.g., technological learning, organizational capability development, market learning) tend to occur together. Learning and innovation benefits appear to be regulated by the quality of the supplier's relationship with CERN: the greater the amount of social capital built into the relationship, the greater the learning and innovation benefits. Regardless of relationship quality, virtually all suppliers derived significant marketing reference benefits from CERN. Many corollary benefits are associated with procurement activity. As an example, as many as 38% of the respondents devel...

Learning Rationales and Virtual Reality Technology in Education.

Science.gov (United States)

Chiou, Guey-Fa

1995-01-01

Defines and describes virtual reality technology and differentiates between virtual learning environment, learning material, and learning tools. Links learning rationales to virtual reality technology to pave conceptual foundations for application of virtual reality technology education. Constructivism, case-based learning, problem-based learning,…

Process is king: Evaluating the performance of technology-mediated learning in vocational software training

OpenAIRE

Söllner, Matthias; Bitzer, Philipp; Janson, Andreas; Leimeister, Jan Marco

2017-01-01

Technology-mediated learning (TML) is a major trend in education, since it allows to integrate the strengths of traditional- and IT-based learning activities. However, TML providers still struggle in identifying areas for improvement in their TML offerings. One reason for their struggles is inconsistencies in the literature regarding drivers of TML performance. Prior research suggests that these inconsistencies in TML literature might stem from neglecting the importance of considering the pro...

Technology, Learning, and Individual Differences

Science.gov (United States)

Bear, Anne A. Ghost

2012-01-01

The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online…

The Virtual Learning Commons: An Emerging Technology for Learning About Emerging Technologies

Science.gov (United States)

Pennington, D. D.; Del Rio, N.; Fierro, C.; Gandara, A.; Garcia, A.; Garza, J.; Giandoni, M.; Ochoa, O.; Padilla, E.; Salamah, S.

2013-12-01

The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of semantic, visualization, and social media tools that support knowledge sharing and innovation across research disciplines. The explosion of new scientific tools and techniques challenges the ability of researchers to be aware of emerging technologies that might benefit them. Even when aware, it can be difficult to understand enough about emerging technologies to become potential adopters or re-users. Often, emerging technologies have little documentation, especially about the context of their use. The VLC tackles this challenge by providing mechanisms for individuals and groups of researchers to collectively organize Web resources through social bookmarking, and engage each other around those collections in order to a) learn about potentially relevant technologies that are emerging; and b) get feedback from other researchers on innovative ideas and designs. Concurrently, developers of emerging technologies can learn about potential users and the issues they encounter, and they can analyze the impact of their tools on other projects. The VLC aims to support the 'fuzzy front end' of innovation, where novel ideas emerge and there is the greatest potential for impact on research design. It is during the fuzzy front end that conceptual collisions across disciplines and exposure to diverse perspectives provide opportunity for creative thinking that can lead to inventive outcomes. This presentation will discuss the innovation theories that have informed design of the VLC, and hypotheses about the flow of information in virtual settings that can enable the process of innovation. The presentation will include a brief demonstration of key capabilities within the VLC that enable learning about emerging technologies, including the technologies that are presented in this session.

Adapting to Student Learning Styles: Using Cell Phone Technology in Undergraduate Science Instruction

Directory of Open Access Journals (Sweden)

Richard Pennington

2010-10-01

Full Text Available Students of science traditionally make 3x5 flash cards to assist learning nomenclature, structures, and reactions. Advances in educational technology have enabled flashcards viewed on computers, offering an endless array of drilling and feedback opportunities for students. The current generation of students is less inclined to use computers, but they use their cell phones 24 hours a day. This report outlines these trends and an even more recent educational technology initiative, that of using cell phone flash cards to help students learn biology and chemistry nomenclature, structures, and reactions. Students responded positively to cell phone flash cards in a pilot study and a more detailed study is planned for the coming year.

A snapshot of research in learning technology

Directory of Open Access Journals (Sweden)

Rhona Sharpe

2010-12-01

Full Text Available The papers in this issue present a convenient snapshot of current research in learning technology, both in their coverage of the issues that concern us and the methods that are being used to investigate them. This issue shows that e-learning researchers are interested in: what technologies are available and explorations of their potential (Nie et al. explore the role of podcasting, how to design technology-mediated learning activities in ways which support specific learning outcomes (Simpson evaluates the role of ‘book raps' in supporting critical thinking, the identification of critical success factors in implementations (Cochrane's observation of three mobile learning projects and how such e-learning initiatives can be sustained within an institutional context (Gunn's examination of the challenges of embedding ‘grass roots' initiatives. Finally e-learning research is concerned with investigating the impact of emerging technologies on education – in this case Traxler's discussion of mobile, largely student-owned, devices. Together these five papers demonstrate the scope of research in learning technology and it is with this in mind that we will soon be referring to this journal by its subtitle: Research in Learning Technology.

Active and Passive Technology Integration: A Novel Approach for Managing Technology's Influence on Learning Experiences in Context-Aware Learning Spaces

Science.gov (United States)

Laine, Teemu H.; Nygren, Eeva

2016-01-01

Technology integration is the process of overcoming different barriers that hinder efficient utilisation of learning technologies. The authors divide technology integration into two components based on technology's role in the integration process. In active integration, the technology integrates learning resources into a learning space, making it…

The Impacts of Demographic Variables on Technological and Contextual Challenges of E-learning Implementation

Science.gov (United States)

Aldowah, Hanan; Ghazal, Samar; Naufal Umar, Irfan; Muniandy, Balakrishnan

2017-09-01

Information technology has achieved robust growth which has made it possible for learning to occur quickly. The rapid development of information, communication and technologies (ICT) has initiated an unparalleled transformation in universities all over the world. This development of technology and learning is offering new techniques to represent knowledge, new practices, and new global communities of learners. As a result, today’s economic and social changes force universities to try to find new learning approaches and systems. E-learning seems to be an appropriate approach in this aspect. However, the implementation of e-learning systems in universities is not an easy task because of some challenges related to context, technology, and other challenges. This paper studied the impacts of demographic data and reported the critical points for the decision makers to consider when planning and implementing e-learning in universities. A quantitative approach was used to study the effects of technological and contextual challenges on e-learning implementation in which a questionnaire was used for the data collection. According to the findings of the study, the most important challenges of the implementation of e-learning are related either to organizational (Contextual) and technological (technical) issues. The demographic variables have been found to play a direct and indirect role with the technological and contextual challenges of implementing e-learning. This paper showed that there are some significant differences in the two challenges faced by instructors in terms of the demographic variables. The result revealed that some significant differences exist between demographic variables and the two challenges of e-learning in terms of gender, age, teaching experience, ICT experience and e-learning experience. However, there is no significant difference in terms of e-learning experience. The obtained data, from such study, can provide information about what academic

Technology and Innovation in Adult Learning

Science.gov (United States)

King, Kathy P.

2017-01-01

"Technology and Innovation in Adult Learning" introduces educators and students to the intersection of adult learning and the growing technological revolution. Written by an internationally recognized expert in the field, this book explores the theory, research, and practice driving innovation in both adult learning and learning…

Educational technology integration and distance learning in respiratory care: practices and attitudes.

Science.gov (United States)

Hopper, Keith B; Johns, Carol L

2007-11-01

Educational technologies have had an important role in respiratory care. Distance learning via postal correspondence has been used extensively in respiratory care, and Internet-based distance learning is now used in the training of respiratory therapists (RTs), clinical continuing education, and in baccalaureate degree and higher programs for RTs and educators. To describe the current scope of respiratory care educational technology integration, including distance learning. To investigate online research potential in respiratory care. A probabilistic online survey of United States respiratory care program directors was conducted on educational technology practices and attitudes, including distance learning. A parallel exploratory study of United States respiratory care managers was conducted. One-hundred seventy-seven (53%) program directors participated. One-hundred twenty-eight respiratory care managers participated. For instructional purposes, the respiratory care programs heavily use office-productivity software, the Internet, e-mail, and commercial respiratory care content-based computer-based instruction. The programs use, or would use, online resources provided by text publishers, but there is a paucity. Many program directors reported that their faculty use personal digital assistants (PDAs), often in instructional roles. 74.6% of the programs offer no fully online courses, but 61.0% reported at least one course delivered partially online. The managers considered continuing education via online technologies appropriate, but one third reported that they have not/will not hire RTs trained via distance learning. Neither group considered fully online courses a good match for RT training, nor did they consider training via distance learning of comparable quality to on-campus programs. Both groups rated baccalaureate and higher degrees via distance learning higher if the program included face-to-face instruction. Online distance-learning participatory experience

Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study.

Science.gov (United States)

Swart, Ruth

2017-03-01

Critical thinking is acclaimed as a valuable asset for graduates from higher education programs. Technology has advanced in quantity and quality; recognized as a requirement of 21st century learners. A mixed methods research study was undertaken, examining undergraduate nursing student engagement with critical thinking instruction, platformed on two technology-enhanced learning environments: a classroom response system face-to-face in-class and an online discussion forum out-of-class. The Community of Inquiry framed the study capturing constructivist collaborative inquiry to support learning, and facilitate critical thinking capability. Inclusion of quantitative and qualitative data sources aimed to gather a comprehensive understanding of students' development of critical thinking and engagement with technology-enhanced learning. The findings from the students' perspectives were positive toward the inclusion of technology-enhanced learning, and use in supporting their development of critical thinking. Students considered the use of two forms of technology beneficial in meeting different needs and preferences, offering varied means to actively participate in learning. They valued critical thinking instruction being intentionally aligned with subject-specific content facilitating understanding, application, and relevance of course material. While the findings are limited to student participants, the instructional strategies and technology-enhanced learning identified as beneficial can inform course design for the development of critical thinking. Copyright © 2017 Elsevier Ltd. All rights reserved.

Technology for Education and Learning

CERN Document Server

2012 international conference on Technology for Education and Learning (ICTEL 2012)

2012-01-01

This volume contains 108 selected papers presented at the 2012 international conference on Technology for Education and Learning (ICTEL 2012), Macau, China, March 1-2, 2012. The conference brought together researchers working in various different areas of Technology for Education and Learning with a main emphasis on technology for business and economy in order to foster international collaborations and exchange of new ideas. This proceedings book has its focus on Technology for Economy, Finance and Education representing some of the major subareas presented at the conference.

Workshop on Learning Technology for Education in Cloud

CERN Document Server

Rodríguez, Emilio; Santana, Juan; Prieta, Fernando

2012-01-01

Learning Technology for Education in Cloud investigates how cloud computing can be used to design applications to support real time on demand learning using technologies. The workshop proceedings provide opportunities for delegates to discuss the latest research in TEL (Technology Enhanced Learning) and its impacts for learners and institutions, using cloud.   The Workshop on Learning Technology for Education in Cloud (LTEC '12) is a forum where researchers, educators and practitioners came together to discuss ideas, projects and lessons learned related to the use of learning technology in cloud, on the 11th-13th July at Salamanca in Spain.

Technology Learning Ratios in Global Energy Models

International Nuclear Information System (INIS)

Varela, M.

2001-01-01

The process of introduction of a new technology supposes that while its production and utilisation increases, also its operation improves and its investment costs and production decreases. The accumulation of experience and learning of a new technology increase in parallel with the increase of its market share. This process is represented by the technological learning curves and the energy sector is not detached from this process of substitution of old technologies by new ones. The present paper carries out a brief revision of the main energy models that include the technology dynamics (learning). The energy scenarios, developed by global energy models, assume that the characteristics of the technologies are variables with time. But this trend is incorporated in a exogenous way in these energy models, that is to say, it is only a time function. This practice is applied to the cost indicators of the technology such as the specific investment costs or to the efficiency of the energy technologies. In the last years, the new concept of endogenous technological learning has been integrated within these global energy models. This paper examines the concept of technological learning in global energy models. It also analyses the technological dynamics of the energy system including the endogenous modelling of the process of technological progress. Finally, it makes a comparison of several of the most used global energy models (MARKAL, MESSAGE and ERIS) and, more concretely, about the use these models make of the concept of technological learning. (Author) 17 refs

Multimedia and Technology in Learning

Science.gov (United States)

Mantiri, Franky

2014-01-01

This essay explores the use of computer technology and multimedia in students learning. Undoubtedly, the advent of computer technology has changed the way humans learn and do things. Moreover, "Computer has become standard equipment" (Bitter & Pierson, 2002) in everyday life. The ability to process data in a real time has helped…

Transformative Learning: Patterns of Psychophysiologic Response and Technology-Enabled Learning and Intervention Systems

Science.gov (United States)

2008-09-01

Psychophysiologic Response and Technology -Enabled Learning and Intervention Systems PRINCIPAL INVESTIGATOR: Leigh W. Jerome, Ph.D...NUMBER Transformative Learning : Patterns of Psychophysiologic Response and Technology - Enabled Learning and Intervention Systems 5b. GRANT NUMBER...project entitled “Transformative Learning : Patterns of Psychophysiologic Response in Technology Enabled Learning and Intervention Systems.” The

Prototyping Feedback for Technology Enhanced Learning

DEFF Research Database (Denmark)

Cojocaru, Dorian; Spikol, Daniel; Friesel, Anna

2016-01-01

secondary-level high school STEM learning environments to post-secondary level engineering classes and design studios. Given this experience and framework, the present paper provides a perspective on the importance of using such research experience and iterative prototyping in real learning environments......The development of new educational technologies, in the area of practical activities is the main aim of the FP7 PELARS project. As part of the constructivist learning scenarios, according to the project proposal, the development and evaluation of technology designs are envisaged, for analytic data...... generation for Science, Technology, Engineering and Mathematics (STEM) subjects, such as: technology solutions, infrastructure, activities, assessment, curricula, and classroom furniture and environment designs. Inside four EU national settings, three separate learning contexts are being dealt with – from...

Does technology really enhance nurse education?

Science.gov (United States)

Goodchild, Tim

2018-07-01

Technology has clearly impacted upon our working lives, and the purpose of this paper is to offer a critical insight into the ubiquitous presence of technology in nurse education. This paper argues that technology enhanced learning is predicated on the promise of potential and purported transformation of teaching and learning. It suggests that there is a lack of critical engagement in the academic field of technology enhanced learning, and adds a critical voice to some of the emerging arguments in this area. There is also a lack of systematic evidence supporting the enhancement offered by technology, and yet the technology enhanced project continues to persist. The discourse surrounding technology enhanced learning has become so dominant, so pervasive, that those of us within it can no longer see alternatives. But there are alternatives, and this paper argues that we need to challenge the dominance of technology enhanced learning, and become aware of its contingent nature. Copyright © 2018 Elsevier Ltd. All rights reserved.

Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

Science.gov (United States)

Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

2012-01-01

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.” PMID:23222836

Peer learning and support of technology in an undergraduate biology course to enhance deep learning.

Science.gov (United States)

Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

2012-01-01

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education.

Science.gov (United States)

Scamell, Mandie; Hanley, Thomas

2018-03-01

A major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. This paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. Employing a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. Feasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. Standard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. The analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated. Copyright © 2017 Elsevier Ltd. All rights reserved.

Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency.

Science.gov (United States)

Lin, Zu-Chun

2013-05-01

The aim of nursing education is to prepare students with critical thinking, high interests in profession and high proficiency in patient care. Cooperative learning promotes team work and encourages knowledge building upon discussion. It has been viewed as one of the most powerful learning methods. Technology has been considered an influential tool in teaching and learning. It assists students in gathering more information to solve the problems and master skills better. The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students' critical thinking in catheterization knowledge gaining, error discovering, skill acquisitions, and overall scores. This study used a pretest-posttest experimental design. Ninety-eight students were assigned randomly to one of two groups. Questionnaires and tests were collected at baseline and after completion of intervention. The results of this study showed that there was no significant difference in related catheterization skill performance. However, the remaining variables differed greatly between the two groups. CONCLUSIONS AND APPLICATIONS: This study's findings guide the researchers and instructors to use technology-based cooperative learning more appropriately. Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals. Copyright © 2011 Elsevier Ltd. All rights reserved.

Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings

Directory of Open Access Journals (Sweden)

Philip M. Uys

2003-10-01

Full Text Available This article seeks to identify critical success factors for the appropriate infusion of instructional technologies to advance open learning in higher education within developing settings. Describe here is a descriptive account of a two-year case study based on the author’s personal analysis of, and reflection on, factors that contributed to the infusion of instructional technologies to advance open learning at the University of Botswana. The first critical success factors identified in this article include: a clear vision, support of committed leadership, and dedicated personnel/ change agents to ensure successful project implementation. The second critical success factor identified was the need for all involved to fully appreciate and understand the systemic nature of the infusion of instructional technologies for open learning purposes, as well as garner the commitment of strategic partners working in related systems. Finally highlighted, are the requirements needed to address the complex nature of the infusion of instructional technologies into the University’s educational offerings. It is hoped that those involved in education in developing countries, and particularly those desirous of advancing open learning through the use of instructional technologies, will find this descriptive analysis useful. Indeed, those of us involved in implementing instructional technologies in developing nations are still in the initial stages of this exciting yet challenging endeavour.

Readiness of Adults to Learn Using E-Learning, M-Learning and T-Learning Technologies

Science.gov (United States)

Vilkonis, Rytis; Bakanoviene, Tatjana; Turskiene, Sigita

2013-01-01

The article presents results of the empirical research revealing readiness of adults to participate in the lifelong learning process using e-learning, m-learning and t-learning technologies. The research has been carried out in the framework of the international project eBig3 aiming at development a new distance learning platform blending virtual…

Diagnostic technology and an expert system for photovoltaic systems using the learning method

Energy Technology Data Exchange (ETDEWEB)

Yagi, Yasuhiro; Kishi, Hitoshi; Hagihara, Ryuzou; Tanaka, Toshiya; Kozuma, Shinichi; Ishida, Takeo; Waki, Masahiro; Tanaka, Makoto; Kiyama, Seiichi [SANYO Electric Co. Ltd., New Materials Research Center, Moriguchi City, Osaka (Japan)

2003-02-01

Diagnostic technology for photovoltaic (PV) systems was developed, using the learning method to take each site's conditions into account. This technology employs diagnostic criteria databases to analyze data acquired from the PV systems. These criteria are updated monthly for each site using analyzed data. To check the shadows on the PV modules and pyranometer, the sophisticated verification method was also applied to this technology. After the diagnosis, a basket method provides maintenance advice for the PV systems. Based on the results of precise diagnoses, this expert system offers quick and proper maintenance advice within a few minutes. This technology is highly useful, because it greatly simplifies the servicing and maintenance of PV systems. (Author)

Technological learning for carbon capture and sequestration technologies

International Nuclear Information System (INIS)

Riahi, Keywan; Rubin, Edward S.; Taylor, Margaret R.; Schrattenholzer, Leo; Hounshell, David

2004-01-01

This paper analyzes potentials of carbon capture and sequestration technologies (CCT) in a set of long-term energy-economic-environmental scenarios based on alternative assumptions for technological progress of CCT. In order to get a reasonable guide to future technological progress in managing CO 2 emissions, we review past experience in controlling sulfur dioxide (SO 2 ) emissions from power plants. By doing so, we quantify a 'learning curve' for CCT, which describes the relationship between the improvement of costs due to accumulation of experience in CCT construction. We incorporate the learning curve into the energy-modeling framework MESSAGE-MACRO and develop greenhouse gas emissions scenarios of economic, demographic, and energy demand development, where alternative policy cases lead to the stabilization of atmospheric CO 2 concentrations at 550 parts per million by volume (ppmv) by the end of the 21st century. We quantify three types of contributors to the carbon emissions mitigation: (1) demand reductions due to the increased price of energy, (2) fuel switching primarily away from coal, and (3) carbon capture and sequestration from fossil fuels. Due to the assumed technological learning, costs of the emissions reduction for CCT drop rapidly and in parallel with the massive introduction of CCT on the global scale. Compared to scenarios based on static cost assumptions for CCT, the contribution of carbon sequestration is about 50% higher in the case of learning, resulting in cumulative sequestration of CO 2 ranging from 150 to 250 billion (10 9 ) tons with carbon during the 21st century. Also, carbon values (tax) across scenarios (to meet the 550 ppmv carbon concentration constraint) are between 2% and 10% lower in the case of learning for CCT by 2100. The results illustrate that assumptions on technological change are a critical determinant of future characteristics of the energy system, indicating the importance of long-term technology policies in

Technology-mediated collaborative learning: theoretical contributions based on analysis of educational practice

Directory of Open Access Journals (Sweden)

Sonia CASILLAS MARTÍN

2017-12-01

Full Text Available Collaborative learning has been a subject of great interest in the context of educational research, giving rise to many studies emphasizing the potential of the collaboration process in student learning, knowledge building, the development of diverse abilities and improved academic performance. Based on a conceptual review and thorough reflection on this topic, this article presents the results of a case study carried out in different schools in the Autonomous Community of Castile y Leon (Spain in an attempt to identify patterns of common action through the implementation of collaborative learning methods mediated by information and communication technologies (ICT. Among the many outcomes of this study, we conclude by highlighting the need to plan collaborative work very carefully, taking advantage of the opportunities offered by ICT as communicative environments where it is possible to construct joint and shared learning. 

Lifelong Learning and its support with new technologies

NARCIS (Netherlands)

Kalz, Marco

2014-01-01

This chapter provides an overview about the use of new technologies for lifelong learning. While in the past learning technologies were mostly provided by educational institutions to support a specific lifetime or shorter learning episodes nowadays more personal technologies are used for lifelong

Blending Formal and Informal Learning Networks for Online Learning

Science.gov (United States)

Czerkawski, Betül C.

2016-01-01

With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory…

A Discourse On Broadband Technologies And Curriculum Access In Elective Home Learning

Directory of Open Access Journals (Sweden)

Andrew MCAVOY

2014-12-01

Full Text Available The extent, to which broadband technologies are being considered, when accessing the curriculum, is increasingly evident in traditional learning environments such as schools and colleges. This article explores the impact that these technologies are having on the home schooling community by offering enhanced access and opportunities. It suggests that they have generated improved choices and greater freedoms for learning communities. They have shone a light on the curriculum and removed it from the shadows. The curriculum is no longer the preserve of the educational establishment. The secret garden has been breached by technologies such as broadband and the democratisation of the curriculum is progressively evident as more diverse learning communities are given increased access and control over the curriculum. The author asks how this is being reflected in policy and translated into practice by the home schooling community whilst acknowledging the contemporary nature of broadband technologies and how they are influencing the decision making process of potential home schoolers. Looking to the future, the author suggests that the political agenda is not providing clear direction and that this is being determined by social reform outside the political sphere and largely driven by the consumer. In this case the learner. The relatively current nature of this debate is in itself justification for further research if we are to develop a clearer understanding of how new technologies such as broadband are influencing policy and practice in the home schooling community.

Hydrogen technologies and the technology learning curve

International Nuclear Information System (INIS)

Rogner, H.-H.

1998-01-01

On their bumpy road to commercialization, hydrogen production, delivery and conversion technologies not only require dedicated research, development and demonstration efforts, but also protected niche markets and early adopters. While niche markets utilize the unique technological properties of hydrogen, adopters exhibit a willingness to pay a premium for hydrogen fueled energy services. The concept of the technology learning curve is applied to estimate the capital requirements associated with the commercialization process of several hydrogen technologies. (author)

Strategic analysis of companies offering technology services to farmers for mobile applications media

Directory of Open Access Journals (Sweden)

Rodrigo da Silva Riquena

2016-03-01

Full Text Available The use of smart-phones and tablets is increasing the farming community before these fact companies that offer products and services to this sector are mobilizing to be active in this new reality. However, companies that operate in the rural market, not only have the aim of helping farmers in providing services through mobile technology applications, it was necessary to identify the strategic performance of these companies as a market opportunity in selling their products in the agricultural sector. Therefore, this article aimed to identify the strategic planning of technology companies to provide services through applications to farmers. The methodological approach used is a qualitative approach with the exploratory and descriptive aim of the use of content analysis of the websites of those companies studied. This study concluded that companies by offering technology services to farmers, use these services strategically to your advantage without the knowledge of the real needs of farmers.

Adapting to Student Learning Styles: Engaging Students with Cell Phone Technology in Organic Chemistry Instruction

Science.gov (United States)

Pursell, David P.

2009-01-01

Students of organic chemistry traditionally make 3 x 5 in. flash cards to assist learning nomenclature, structures, and reactions. Advances in educational technology have enabled flash cards to be viewed on computers, offering an endless array of drilling and feedback for students. The current generation of students is less inclined to use…

Recommender Systems in Technology Enhanced Learning

NARCIS (Netherlands)

Manouselis, Nikos; Drachsler, Hendrik; Verbert, Katrien; Santos, Olga

2010-01-01

Manouselis, N., Drachsler, H., Verbert, K., & Santos, C. S. (Eds.) (2010). Recommender System in Technology Enhanced Learning. Elsevier Procedia Computer Science: Volume 1, Issue 2. Proceedings of the 1st Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL). September, 29-30,

Perspectives on Advanced Learning Technologies and Learning Networks and Future Aerospace Workforce Environments

Science.gov (United States)

Noor, Ahmed K. (Compiler)

2003-01-01

An overview of the advanced learning technologies is given in this presentation along with a brief description of their impact on future aerospace workforce development. The presentation is divided into five parts (see Figure 1). In the first part, a brief historical account of the evolution of learning technologies is given. The second part describes the current learning activities. The third part describes some of the future aerospace systems, as examples of high-tech engineering systems, and lists their enabling technologies. The fourth part focuses on future aerospace research, learning and design environments. The fifth part lists the objectives of the workshop and some of the sources of information on learning technologies and learning networks.

University students’ self-regulated learning using digital technologies

Directory of Open Access Journals (Sweden)

Carmen Yot-Domínguez

2017-11-01

Full Text Available Abstract Analysing the process by which students—whether at university or not—manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the “Survey of Self-regulated Learning with Technology at the University” was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated self-regulated levels.

Does Technology Acceptance Affect E-Learning in a Non-Technology-Intensive Course?

Science.gov (United States)

Buche, Mari W.; Davis, Larry R.; Vician, Chelley

2012-01-01

Prior research suggests that individuals' technology acceptance levels may affect their work and learning performance outcomes when activities are conducted through information technology usage. Most previous research investigating the relationship between individual attitudes towards technology and learning has been conducted in…

Use and limitations of learning curves for energy technology policy: A component-learning hypothesis

International Nuclear Information System (INIS)

Ferioli, F.; Schoots, K.; Zwaan, B.C.C. van der

2009-01-01

In this paper, we investigate the use of learning curves for the description of observed cost reductions for a variety of energy technologies. Starting point of our analysis is the representation of energy processes and technologies as the sum of different components. While we recognize that in many cases 'learning-by-doing' may improve the overall costs or efficiency of a technology, we argue that so far insufficient attention has been devoted to study the effects of single component improvements that together may explain an aggregated form of learning. Indeed, for an entire technology the phenomenon of learning-by-doing may well result from learning of one or a few individual components only. We analyze under what conditions it is possible to combine learning curves for single components to derive one comprehensive learning curve for the total product. The possibility that for certain technologies some components (e.g., the primary natural resources that serve as essential input) do not exhibit cost improvements might account for the apparent time dependence of learning rates reported in several studies (the learning rate might also change considerably over time depending on the data set considered, a crucial issue to be aware of when one uses the learning curve methodology). Such an explanation may have important consequences for the extent to which learning curves can be extrapolated into the future. This argumentation suggests that cost reductions may not continue indefinitely and that well-behaved learning curves do not necessarily exist for every product or technology. In addition, even for diffusing and maturing technologies that display clear learning effects, market and resource constraints can eventually significantly reduce the scope for further improvements in their fabrication or use. It appears likely that some technologies, such as wind turbines and photovoltaic cells, are significantly more amenable than others to industry-wide learning. For such

[Information technology in learning sign language].

Science.gov (United States)

Hernández, Cesar; Pulido, Jose L; Arias, Jorge E

2015-01-01

To develop a technological tool that improves the initial learning of sign language in hearing impaired children. The development of this research was conducted in three phases: the lifting of requirements, design and development of the proposed device, and validation and evaluation device. Through the use of information technology and with the advice of special education professionals, we were able to develop an electronic device that facilitates the learning of sign language in deaf children. This is formed mainly by a graphic touch screen, a voice synthesizer, and a voice recognition system. Validation was performed with the deaf children in the Filadelfia School of the city of Bogotá. A learning methodology was established that improves learning times through a small, portable, lightweight, and educational technological prototype. Tests showed the effectiveness of this prototype, achieving a 32 % reduction in the initial learning time for sign language in deaf children.

I feel disconnected: learning technologies in resident education.

Science.gov (United States)

Armstrong, April D; Jarvis-Selinger, Sandra

2013-01-01

With the rapid development of technology in medical education, orthopaedic educators are recognizing that the way residents learn and access information is profoundly changing. Residency programs are faced with the challenging problem that current educational methods are not designed to take full advantage of the information explosion and rapid technologic changes. This disconnection is often seen in the potentially separate approaches to education preferred by residents and orthopaedic educators. Becoming connected with residents requires understanding the possible learning technologies available and the learners' abilities, needs, and expectations. It is often assumed that approaches to strategic lifelong learning are developed by residents during their training; however, without the incorporation of technology into the learning environment, residents will not be taught the digital literacy and information management strategies that will be needed in the future. To improve learning, it is important to highlight and discuss current technologic trends in education, the possible technologic disconnection between educators and learners, the types of learning technologies available, and the potential opportunities for getting connected.

The M-Technologies in M-Learning

DEFF Research Database (Denmark)

Annan, Nana Kofi; Adjin, Daniel Michael Okwabi; Ofori-Dwumfour, George

2013-01-01

network are vivid examples of static-ICTs while smartphones, tablets and mini laptop with wireless network connectivity, represent mobile-ICTs. The purpose of this paper is to elucidate the relationship between mobile computing and communication technologies, and their implication for education delivery....... The phenomenon of using mobile-ICTs for teaching and learning as popularly refered to as m-learning and is an off-shoot of e-learning which implies the use of static-ICTs for learning. The problem however, is that m-learning has a highly fragmented meaning because most fail to understand all the constituents...... of m-learning which this paper perceives to be the interconnectivity between mobile device, mobile telecommunications and mobile applications in their entirety as inseparable elements of m-learning. The questions that this paper seeks to address are; what are the key technological components of m-learning...

Seamless learning: Technology-enhanced learning from practical experiences across contexts

NARCIS (Netherlands)

Rusman, Ellen

2018-01-01

Rusman, E. (2018, 8th of June). Seamless learning: Technology-enhanced learning from practical experiences across contexts. Keynote presentation at the Seamless learning conference, Maastricht, The Netherlands. http://www.ou.nl/slc

Incorporating technology-based learning tools into teaching and learning of optimization problems

Science.gov (United States)

Yang, Irene

2014-07-01

The traditional approach of teaching optimization problems in calculus emphasizes more on teaching the students using analytical approach through a series of procedural steps. However, optimization normally involves problem solving in real life problems and most students fail to translate the problems into mathematic models and have difficulties to visualize the concept underlying. As an educator, it is essential to embed technology in suitable content areas to engage students in construction of meaningful learning by creating a technology-based learning environment. This paper presents the applications of technology-based learning tool in designing optimization learning activities with illustrative examples, as well as to address the challenges in the implementation of using technology in teaching and learning optimization. The suggestion activities in this paper allow flexibility for educator to modify their teaching strategy and apply technology to accommodate different level of studies for the topic of optimization. Hence, this provides great potential for a wide range of learners to enhance their understanding of the concept of optimization.

The socio-materiality of learning practices and implications for the field of learning technology

Directory of Open Access Journals (Sweden)

Aditya Johri

2011-12-01

Full Text Available Although the use of digital information technologies in education has becomecommonplace, there are few, if any, central guiding frameworks or theories thatexplicate the relationship between technology and learning practices. In thispaper, I argue that such a theoretical framework can assist scholars and practitionersalike by working as a conduit to study and design learning technologies.Towards this goal, I propose socio-materiality as a key theoretical construct withvaluable insights and implications for the field of learning technology. Sociomaterialityhelps balance the disproportionate attention given to either the socialimplications of technology use or the material aspects of technology design.Furthermore, I forward ‘socio-material bricolage' as a useful analytical frameworkto examine and design technology-infused learning environments. I illustratethe value of the framework by applying it to three case studies of formaland informal technology-based learning.

Mobile and ubiquitous learning technologies

NARCIS (Netherlands)

Specht, Marcus

2012-01-01

Specht, M. (2012, 22 November). Mobile and ubiquitous learning technologies. Presentation given at the Workshop "Blended Learning an Hochschulen" at the Fakultätentag Informatik at the Universität Jena, Jena, Germany.

An introduction to learning technology in tertiary education in the UK.

OpenAIRE

Seale, Jane; Rius-Riu, Merce

2001-01-01

Contents: 1. The Learning Technology Arena 2. The Learning Technology Community 3. Learning Technology Tools 4. Key issues and developments in the Learning Technology Field 5. Implementing Learning Technologies 6. Further Resources

More Technology, Less Learning?

Science.gov (United States)

Kulesza, Justin; DeHondt, Gerald, II.; Nezlek, George

2011-01-01

Modern information technologies (presentation software, wireless laptop computers, cell phones, etc.) are purported to enhance student learning. Research to date provides an ambivalent and often conflicting set of outcomes about the effectiveness of such technologies in the context of the college classroom. Anecdotal evidence further complicates…

Learner Ownership of Technology-Enhanced Learning

Science.gov (United States)

Dommett, Eleanor J.

2018-01-01

Purpose: This paper aims to examine the different ways in which learners may have ownership over technology-enhanced learning by reflecting on technical, legal and psychological ownership. Design/methodology/approach: The paper uses a variety of examples of technology-enhanced learning ranging from open-source software to cloud storage to discuss…

Advanced Training Technologies and Learning Environments

Science.gov (United States)

Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

1999-01-01

This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.

Early Learning and Educational Technology Policy Brief

Science.gov (United States)

Lee, Joan

2016-01-01

Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the "Early Learning and Educational Technology Policy Brief" to promote developmentally appropriate use of technology in homes and early learning…

LEARNING TECHNOLOGIES FOR STUDENTS IN THE CLOUD ORIENTED LEARNING ENVIRONMENT OF COMPREHENSIVE EDUCATIONAL INSTITUTIONS

Directory of Open Access Journals (Sweden)

Svitlana G. Lytvynova

2015-06-01

Full Text Available The paper analyzes the «flipped» learning and «Web Quest» technologies. The features of the «flipped» learning technology are generalized, as well as compared with traditional learning, clarified the benefits of the technology for teachers and students, described the features of the technology used by teacher and students, developed a teacher’s and student’s flow chart for preparation to the lesson, generalized control and motivation components for activating learning activities of students, found out that a component of cloud oriented learning environment (COLE – Lync (Skype Pro can be used to develop video clips and support «flipped» learning technology. The author defines the concept of «Web Quest» technology, generalizes the «Web Quest» structure components. In the article the functions, features of this technology, the types of problems that can be solved with the help of this technology, as well as «Web Quest» classification are presented. It has been found out that the cloud oriented learning environment gives all the possibilities for «Web Quest» technology implementation in teaching of different subjects of all branches of science. With the help of «flipped» technology training and «Web Quest» a number of important problems of education can be solved – providing the continuous communication intensive training beyond general educational establishment and activation of learning activities of students.

Connecting Learning Spaces Using Mobile Technology

Science.gov (United States)

Chen, Wenli; Seow, Peter; So, Hyo-Jeong; Toh, Yancy; Looi, Chee-Kit

2010-01-01

The use of mobile technology can help extend children's learning spaces and enrich the learning experiences in their everyday lives where they move from one context to another, switching locations, social groups, technologies, and topics. When students have ubiquitous access to mobile devices with full connectivity, the in-situ use of the mobile…

Opportunity for All? Technology and Learning in Lower-Income Families. Appendix: Questionnaire and Topline Results

Science.gov (United States)

Rideout, Victoria; Katz, Vikki S.

2016-01-01

The data in this survey offer a unique perspective from low- and moderate-income families with school-age children in the United States. They reveal many of the nuances and complexities of digital life among lower income families today. Because lower-income parents are not usually the focus of studies on technology and learning, this report offers…

LEARNING TECHNOLOGIES FOR STUDENTS IN THE CLOUD ORIENTED LEARNING ENVIRONMENT OF COMPREHENSIVE EDUCATIONAL INSTITUTIONS

OpenAIRE

Svitlana G. Lytvynova

2015-01-01

The paper analyzes the «flipped» learning and «Web Quest» technologies. The features of the «flipped» learning technology are generalized, as well as compared with traditional learning, clarified the benefits of the technology for teachers and students, described the features of the technology used by teacher and students, developed a teacher’s and student’s flow chart for preparation to the lesson, generalized control and motivation components for activating learning activities of students, ...

Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

Science.gov (United States)

Bryant, D P; Bryant, B R

1998-01-01

Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

Psychology for the Classroom: E-Learning

Science.gov (United States)

Woollard, John

2011-01-01

"Psychology for the Classroom: E-Learning" is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory…

Language Technologies for Lifelong Learning

NARCIS (Netherlands)

Greller, Wolfgang

2011-01-01

Greller, W. (2010). Language Technologies for Lifelong Learning. In S. Trausan-Matu & P. Dessus (Eds.), Proceedings of the Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. Second Internationl Workshop - NLPSL 2010 (pp. 6-8). September, 14, 2010, Bucharest,

Representations for Semantic Learning Webs: Semantic Web Technology in Learning Support

Science.gov (United States)

Dzbor, M.; Stutt, A.; Motta, E.; Collins, T.

2007-01-01

Recent work on applying semantic technologies to learning has concentrated on providing novel means of accessing and making use of learning objects. However, this is unnecessarily limiting: semantic technologies will make it possible to develop a range of educational Semantic Web services, such as interpretation, structure-visualization, support…

Students' Engagement with Learning Technologies

Science.gov (United States)

Larkin, Derek; Huett, Kim C.

2013-01-01

This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or…

Learning Spaces

CERN Document Server

Falmagne, Jean-Claude

2011-01-01

Learning spaces offer a rigorous mathematical foundation for practical systems of educational technology. Learning spaces generalize partially ordered sets and are special cases of knowledge spaces. The various structures are investigated from the standpoints of combinatorial properties and stochastic processes. Leaning spaces have become the essential structures to be used in assessing students' competence of various topics. A practical example is offered by ALEKS, a Web-based, artificially intelligent assessment and learning system in mathematics and other scholarly fields. At the heart of A

New technologies in teaching and learning

Directory of Open Access Journals (Sweden)

Eliane Vigneron Barreto Aguiar

2010-05-01

Full Text Available This article aims at analyzing the necessary changes in the classroom brought by the use of the New Information and Communication Technologies (NICT. The implementation of these technologies in educational settings demands a review of pedagogical practices in the classroom. Research on the influence of digital games on learning, the importance of virtual learning environments in distance education, and the use of Information and Communication Technologies as a way to promote digital inclusion for disabled people are also discussed in this article.

BLENDED TECHNOLOGY IN LEARNING FOREIGN LANGUAGES

Directory of Open Access Journals (Sweden)

Natalia Alexandrovna Kameneva

2013-11-01

Full Text Available This article analyzes the use of information technologies in the context of a blended technology approach to learning foreign languages in higher education institutions. Distance learning tools can be categorized as being synchronous (webinar, video conferencing, case-technology, chat, ICQ, Skype, interactive whiteboards or asynchronous (blogs, forums, Twitter, video and audio podcasts, wikis, on-line testing. Sociological and psychological aspects of their application in the educational process are also considered.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-41

Seamless Support: Technology Enhanced Learning in Open Distance Learning at NWU

Science.gov (United States)

Esterhuizen, Hennie

2015-01-01

Frantic attempts of investing in technology to demonstrate willingness to educate for the knowledge society may result in failure to address the real requirements. This paper presents the main features of a framework for integrating Technology Enhanced Learning in Open Distance Learning at North-West University, South Africa. Support towards…

Evaluating learning and teaching technologies in further education

Directory of Open Access Journals (Sweden)

Ann Jones

2000-12-01

Full Text Available There is currently an unprecedented interest in the use of technologies for supporting teaching and learning. In post-compulsory education, the current Government's commitment to increasing access to Lifelong Learning is expressed through a number of initiatives that also affect the further education (FE sector. For example, in The Learning Age: A Renaissance for a New Britain (Stationery Office, 1998 the government outlines its proposal to expand the scale, scope and nature of both further and higher education. The Learning Age follows a number of such government papers that emphasize the importance of Information and Communication Technologies (ICTs or Information and Learning Technologies (ILTs in FE and HE.

UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN MATHEMATICS LEARNING

Directory of Open Access Journals (Sweden)

Farzaneh Saadati

2014-07-01

Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.Keywords: Technology, Mathematics Learning, Facebook, Attitude Toward ICT DOI: http://dx.doi.org/10.22342/jme.5.2.1498.138-147

Integration of learning technologies into teaching within Fijian Polytechnic Institutions

Directory of Open Access Journals (Sweden)

Shalendra Kumar

2016-11-01

Full Text Available Abstract In the 21st century, learning technologies have increasingly become pervasive within various forms of learning environments. Institutions of higher education are increasingly turning to these technologies to resource and support their teaching and learning environments under distributed circumstances, face-to-face or blended. Recently, the Fijian Ministry of Education systematically introduced learning technologies into Fiji’s technical colleges to support teaching and learning. However, prior to the widespread deployment of these technologies, little information was available on educators’ perception of the value of these technologies, and the extent to which this could influence adoption. The purpose of this study was to gain a better understanding of lecturers’ perceptions of the value of learning technologies and factors likely to influence their decisions to adopt and integrate these technologies into teaching as well as challenges they are likely to face. A survey was administered to fifty five self-selected lecturers involved in teaching within three Polytechnics in Fiji. Although overall findings suggested that lecturers strongly valued the contribution of learning technologies in enhancing student learning, a number of factors likely to influence the rapid adoption of these technologies were identified. These included attitude towards technology and perceived usefulness of technology in teaching, the institutional cultural environment, as well as resources available to support uptake. This research contributes to the growing significance of individual, contextual and cultural influences in the adoption of learning technologies into teaching.

Motor (re) learning concepts used in technology assisted training of arm hand function in stroke: a review article.

NARCIS (Netherlands)

Timmermans, A.; Seelen, H.A.M.; Willmann, R.; Kingma, H.

2007-01-01

Background and purpose: It is the purpose of this article to review, which are possible criteria that rehabilitation technology should meet in order to offer upper limb training after stroke that is based on principles of motor learning. Methods: A computerised literature search was conducted in

Fostering Experiential Learning and Service through Client Projects in Graduate Business Courses Offered Online

Science.gov (United States)

Hagan, Linda M.

2012-01-01

Undergraduate marketing and public relations capstone courses utilize client projects to allow students to apply their knowledge and encourage collaboration. Yet, at the graduate level, especially with courses offered in an online modality, experiential service learning in the form of client project assignments presents unique challenges. However,…

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Fr...... be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.......This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...

Teleheath Technology as E-Learning: Learning and Practicing Interprofessional Patient Care

Science.gov (United States)

Shortridge, Ann; Ross, Heather; Randall, Ken; Ciro, Carrie; Loving, Gary

2018-01-01

Teaching team-based patient competencies to health sciences students has proven to be a challenging endeavor. This paper describes two hands-on learning experiences and their subsequent evaluation. In both of these experiences telehealth technology served as both a distance education e-learning technology, as well as a medium to provide patient…

Information Technologies and Workplace Learning.

Science.gov (United States)

Roth, Gene L.

1995-01-01

Information technologies are important tools for individual, team, and organizational learning. Developments in virtual reality and the Internet, performance support systems that increase the efficiency of individuals and groups, and other innovations have the potential to enhance the relationship between work and learning. (SK)

Self-Regulated Out-of-Class Language Learning with Technology

Science.gov (United States)

Lai, Chun; Gu, Mingyue

2011-01-01

Current computer-assisted language learning (CALL) research has identified various potentials of technology for language learning. To realize and maximize these potentials, engaging students in self-initiated use of technology for language learning is a must. This study investigated Hong Kong university students' use of technology outside the…

Technology-Mediated Learning for Resilience

DEFF Research Database (Denmark)

Sandvik, Kjetil; Majchrzak, Tim; Busch, Peter André

, such as the successive outbreak of a pandemic. Due to the novelty of the topic, research particularly exists on theoretical aspects of resilience. Targeting learning – and thereby the local population – is a rather new emergence. To effectively reach, involve, and engage citizens, technology can play a key role. Based...... on four actual cases from communities we analyse the impact technology has on learning about resilience. We then scrutinize the effectiveness and propose future steps. Thereby, we seek to provide practical advice to local governments and to enrich the theory at the same time....

Modelling Blended Solutions for Higher Education: Teaching, Learning, and Assessment in the Network and Mobile Technology Era

Science.gov (United States)

Bocconi, Stefania; Trentin, Guglielmo

2014-01-01

The article addresses the role of network and mobile technologies in enhancing blended solutions with a view to (a) enriching the teaching/learning processes, (b) exploiting the opportunities it offers for their observability, and hence for their monitoring and formative/summative assessment. It will also discuss how such potential can only be…

(Lifelong learning in your pocket?

Directory of Open Access Journals (Sweden)

Christoph Igel

2014-12-01

Full Text Available This article focuses on the development, deployment and use of innovative technologies to support education scenarios in schools, universities and further training. Building on the various phases of corporate learning, social learning, mobile learning and intelligent learning, the first section examines the technology usage behaviour of children, young people and (young adults in schools, studies and teaching. This is followed by a presentation of technological developments using the technology life cycle and the consequences of the differing devel-opment states and maturity levels of technologies such as content learning management, social networks, mobile devices, multidimensional and multimodal spaces, augmented reality applications, and the internet of things, services and data for deployment and use in education scenarios. The article subsequently sets out the requirements placed on digital technologies in terms of content, didactics and methodology, of content creation, recycling, digitisation and retrievability, and of standards. A further section offers methodological guidelines for the use of digital technologies for teacher and student interaction, social interaction, collaborative authorship, commenting, evaluation and assessment. Differentiating between school and university environments, the final portion offers a summary overview of findings regarding framework conditions, influencing variables, limiting and supporting factors, and challenges in introducing and sustainably implementing digital technologies within school lessons, teaching, studies and further training.

A Reflexive Evaluation of Technology-Enhanced Learning

Science.gov (United States)

Young, Suzanne; Nichols, Helen

2017-01-01

This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome…

Validating a Technology Enhanced Student-Centered Learning Model

Science.gov (United States)

Kang, Myunghee; Hahn, Jungsun; Chung, Warren

2015-01-01

The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…

Utilization of Information and Communication Technologies in Mathematics Learning

Directory of Open Access Journals (Sweden)

Farzaneh Saadati

2014-07-01

Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.

Information technology for competitive advantage: the case of learning and innovation in behavioural healthcare service.

Science.gov (United States)

Hsieh, Chang-tseh; Lin, Binshan

2011-01-01

The utilisation of IS/IT could offer a substantial competitive advantage to healthcare service providers through the realisation of improved clinical, financial, and administrative outcomes. In this study, 42 journal articles were reviewed and summarised with respect to identified benefits and challenges of the development and implementation of electronic medical records, tele-health, and electronic appointment reminders. Results of this study help pave the knowledge foundation for management of the behavioural healthcare to learn how to apply state-of-the-art information technology to offer higher quality, clinically proven effective services at lower costs than those of their competitors.

Learning in a technology enhanced world

OpenAIRE

Specht, Marcus

2010-01-01

Specht, M. (2009). Learning in a technology enhanced world. Invited talk given at the World Conference on E-learning in Corporate, Government, Healthcare & Higher Education. October, 27, 2009, Vancouver, Canada.

5G technologies boosting efficient mobile learning

Directory of Open Access Journals (Sweden)

Leligou Helen C.

2017-01-01

Full Text Available The needs for education, learning and training proliferate primarily due to the facts that economy becomes more and more knowledge based (mandating continuous lifelong learning and people migrate among countries, which introduces the need for learning other languages, for training on different skills and learning about the new cultural and societal framework. Given that in parallel, time schedules continuously become tighter, learning through mobile devices continuously gains in popularity as it allows for learning anytime, anywhere. To increase the learning efficiency, personalisation (in terms of selecting the learning content, type and presentation and adaptation of the learning experience in real time based on the experienced affect state are key instruments. All these user requirements challenge the current network architectures and technologies. In this paper, we investigate the requirements implied by efficient mobile learning scenarios and we explore how 5G technologies currently under design/testing/validation and standardisation meet these requirements.

Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals.

Science.gov (United States)

Scott, Karen M; Baur, Louise; Barrett, Jenny

2017-01-01

Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment; allocate adequate time and technology; incorporate proven approaches to improve learning; consider the need for a skills component; enable interaction between learners and with others; create different resources for different groups; pilot before implementing; incorporate measures to retain learners; provide opportunities for revision to aid retention; and evaluate learning outcomes, not just satisfaction.

Using Technology-Nested Instructional Strategies to Enhance Student Learning

Directory of Open Access Journals (Sweden)

Angela Lumpkin, PhD

2015-08-01

Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.

Learning Practice and Technology: Extending the Structurational Practice Lens to Educational Technology Research

Science.gov (United States)

Halperin, Ruth

2017-01-01

Scholars in the field of educational technology have been calling for robust use of social theory within learning technology research. In view of that, interest has been noted in applying Giddens' structuration theory to the understanding of human interaction with technology in learning settings. However, only few such attempts have been published…

Assuring Best Practice in Technology-Enhanced Learning Environments

Science.gov (United States)

Keppell, Mike; Suddaby, Gordon; Hard, Natasha

2015-01-01

This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This…

Myths about Technology-Supported Professional Learning

Science.gov (United States)

Killion, Joellen; Treacy, Barbara

2014-01-01

The future of professional learning is shaped by its present and past. As new technologies emerge to increase affordability, access, and appropriateness of professional learning, three beliefs are visible in current practices related to online learning. Each contains a premise that merits identification and examination. The authors call these…

Students' Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology

Science.gov (United States)

Lee, K.; Tsai, P.-S.; Chai, C. S.; Koh, J. H. L.

2014-01-01

This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study…

Classification Framework for ICT-Based Learning Technologies for Disabled People

Science.gov (United States)

Hersh, Marion

2017-01-01

The paper presents the first systematic approach to the classification of inclusive information and communication technologies (ICT)-based learning technologies and ICT-based learning technologies for disabled people which covers both assistive and general learning technologies, is valid for all disabled people and considers the full range of…

Emerging Technologies as Cognitive Tools for Authentic Learning

Science.gov (United States)

Herrington, Jan; Parker, Jenni

2013-01-01

Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education…

Supporting University Learning Through Mobile Technologies: A Global Perspective

Directory of Open Access Journals (Sweden)

David Gitumu Mugo

2015-07-01

Full Text Available The workplace in the modern world continues to demand higher qualifications and refined competencies. In the recent past, workers would respond to such demands through learning by correspondence. When the Internet and e-Learning emerged, it received widespread accolade as a solution to the challenges experienced by distant learners. The technology was also seen as an opportunity for educational institutions to leverage their technological uptake to benefit regular students. However, desktop computers and Internet connectivity, which were the drivers of e-learning technologies, were expensive, bulky and scarce. So when mobile technologies emerged, educationist saw an opportunity for addressing the limitations associated with correspondence, “e” and tethered learning. Mobile devices being cheap, portable and reliable received widespread acceptance and possession. So, educators, hardware designers and program developers started to design hardware and applications that would infuse learning content into the devices. The purpose of this review is to demonstrate the potential of mobile technologies in the education market place, highlighting global initiatives and trends. The paper will also review how universities around the world, Africa and in Kenya have oriented themselves for learning with mobile technologies. The study was a documentary analysis of virtual documents stored electronically for access through the Internet, text books, archival repositories and encyclopedias. The study observed a significant high global mobile ownership and usage rates, but was able to demonstrate that despite its pedagogical advantages, the use of the technology for learning purposes at university level is still at the infantry. Keywords: Mobile, Technologies, Universities, adoption, ICT, eLearning

Using Technology-Nested Instructional Strategies to Enhance Student Learning

OpenAIRE

Angela Lumpkin, PhD; Rebecca M. Achen, PhD; Regan K. Dodd, PhD

2015-01-01

Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested...

Learning by cases in food technology

DEFF Research Database (Denmark)

Løje, Hanne

2012-01-01

The purpose of this paper is to evaluate the use of the method learning by cases for teaching food technology students at the technical university of Denmark (DTU) and to clarify if the method can be used to improve the motivation and make the students more active and thereby be more in control...... of their own learning process, to feel more secure and less frustrated. The applying of the learning by cases method at the food technology course can make the students to learn in a significantly way, where they will be more actively involved in the learning process than previous. The work with real life...... cases with engineering topics, can develop the students knowledge and understanding, which gives the students a more conceptual understanding of engineering tasks, and can improve their skills to analyze and deal with complex situations and furthermore to be more confident with the course curriculum....

E-Learning: learning with new media; E-Learning: Lernen mit neuen Medien. Hager Tehalit setzt auf multimediale Weiterbildung

Energy Technology Data Exchange (ETDEWEB)

Peters, Y. [Hager Tehalit Vertriebs GmbH und Co. KG, Blieskastel (Germany)

2007-01-29

Training seminars and courses have traditionally enjoyed high priority at Hager Tehalit: as early as the 1970s, seminars were already a firm component of the training concept and since the mid-1990s, E-Learning offers have supplemented the training programme offered by the leading manufacturer of electrical installation technology. Today, E-Learning modules combined with classic seminars form a perfectly co-ordinated system of further training. (orig.)

Modern technologies in e-learning

OpenAIRE

Kubičková, Barbora

2013-01-01

This thesis is focused on the educational theories, forms of training, development and types of e - learning. Then there are mentioned new online educational technologies, pros and cons of on-line learning and its trends (gamification, social learning, MOOCs, etc.). This theoretical knowledge is necessary for understanding the principles of the on-line education and importance of massive open online courses. One part of the practical section concentrates on the results of a questionnaire rega...

Impact of E-Learning on Teacher Effectiveness

Science.gov (United States)

Kumar, Rajesh M.; Krishna Kumar, R.

2010-01-01

Technology offers tremendous opportunities for increasing the effectiveness and efficiency of education. Students, faculty and administrators now use technology extensively in their daily activities and have become technologically literate. The trend of using e-learning as learning and teaching tool is now rapidly expanding into education. Many…

MLS student active learning within a "cloud" technology program.

Science.gov (United States)

Tille, Patricia M; Hall, Heather

2011-01-01

In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.

Learning and Technology in Alberta (1975 to 2009)

Science.gov (United States)

Alberta Education, 2009

2009-01-01

Alberta's education system is a leader in the use of technology in teaching and learning. New information technologies create options for how teachers teach, how students learn, and how classrooms look and operate. This document chronicles the history of computer technology in Alberta from 1975-2009. The information is arranged in a tabulated…

A review of learning rates for electricity supply technologies

International Nuclear Information System (INIS)

Rubin, Edward S.; Azevedo, Inês M.L.; Jaramillo, Paulina; Yeh, Sonia

2015-01-01

A variety of mathematical models have been proposed to characterize and quantify the dependency of electricity supply technology costs on various drivers of technological change. The most prevalent model form, called a learning curve, or experience curve, is a log-linear equation relating the unit cost of a technology to its cumulative installed capacity or electricity generated. This one-factor model is also the most common method used to represent endogenous technical change in large-scale energy-economic models that inform energy planning and policy analysis. A characteristic parameter is the “learning rate,” defined as the fractional reduction in cost for each doubling of cumulative production or capacity. In this paper, a literature review of the learning rates reported for 11 power generation technologies employing an array of fossil fuels, nuclear, and renewable energy sources is presented. The review also includes multi-factor models proposed for some energy technologies, especially two-factor models relating cost to cumulative expenditures for research and development (R&D) as well as the cumulative installed capacity or electricity production of a technology. For all technologies studied, we found substantial variability (as much as an order of magnitude) in reported learning rates across different studies. Such variability is not readily explained by systematic differences in the time intervals, geographic regions, choice of independent variable, or other parameters of each study. This uncertainty in learning rates, together with other limitations of current learning curve formulations, suggests the need for much more careful and systematic examination of the influence of how different factors and assumptions affect policy-relevant outcomes related to the future choice and cost of electricity supply and other energy technologies. - Highlights: • We review models explaining the cost of 11 electricity supply technologies. • The most prevalent model

Teachers as Learning Designers: What Technology Has to Do with Learning. A View from Singapore

Science.gov (United States)

Fei, Victor Lim; Hung, David

2016-01-01

This article discusses the controversies and value in the use of technology for learning. It proposes that as a teaching tool, technology also opens up new possibilities for teachers to design meaningful learning experiences for their students. The appropriate use of technology promises to deepen the learning of traditional literacy, numeracy, and…

Designing Nordic Technology-Enhanced Learning

Science.gov (United States)

Cerratto-Pargman, Teresa; Jarvela, Sanna M.; Milrad, Marcelo

2012-01-01

The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic…

Modular Object-Oriented Dynamic Learning Environment: What Open Source Has to Offer

Science.gov (United States)

Antonenko, Pavlo; Toy, Serkan; Niederhauser, Dale

2004-01-01

Open source online learning environments have emerged and developed over the past 10 years. In this paper we will analyze the underlying philosophy and features of MOODLE based on the theoretical framework developed by Hannafin and Land (2000). Psychological, pedagogical, technological, cultural, and pragmatic foundations comprise the framework…

Designing E-learning Model to Learn About Transportation Management System to Support Supply Chain Management with Simulation Problems

OpenAIRE

Wiyono, Didiek Sri; Pribadi, Sidigdoyo; Permana, Ryan

2011-01-01

Focus of this research is designing Transportation Management System (TMS) as e-learning media for logistic education. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. E-learning appears to be at least as effective as classical lectures. Students do not ...

Investigating the Use of Text Messages in Mobile Learning

Science.gov (United States)

Geng, Gretchen

2013-01-01

Nowadays, teaching and learning have been shifted from traditional classrooms to technology-supported learning environment. By offering a convenient, efficient and financially affordable information technology learning environment, mobile learning is a topic that is of considerable interest for education audiences owing to the pervasive nature of…

Robot technologies, autism and designs for learning

DEFF Research Database (Denmark)

Hansbøl, Mikala

2015-01-01

technologies involves several very different educational approaches to supporting young people’s learning and development. The paper discusses how robot technologies as learning resources have been related to the field of autism and education, and argues for a need to further expand the areas of application...... in the future, with a focus on children and young people diagnosed with autism spectrum disorders, their ICT interests and engagement in innovative and creative learning. The paper draws on international research and examples from the author’s own research into education for children and young people diagnosed...... with autism spectrum disorders, drawing on teachers’ and the students’ interests in working with ICT (e.g. robot technology)....

Learning in Strategic Technology Alliances

OpenAIRE

SCHOENMAKERS, Wilfred; DUYSTERS, Geert

2003-01-01

In this paper we examine the influence of strategic technology alliances on organisational learning. From an empirical perspective we examined the pre- and post- alliance knowledge bases of allying firms. We found that the pre- alliance knowledge base overlap of the allying firms has an inverted U-shaped relationship with the degree of learning taking place in the alliance. Alliances established for the purpose of learning also show a significantly greater increase in knowledge base overlap f...

A Framework for Learning about Big Data with Mobile Technologies for Democratic Participation: Possibilities, Limitations, and Unanticipated Obstacles

Science.gov (United States)

Philip, Thomas M.; Schuler-Brown, Sarah; Way, Winmar

2013-01-01

As Big Data becomes increasingly important in policy-making, research, marketing, and commercial applications, we argue that literacy in this domain is critical for engaged democratic participation and that peer-generated data from mobile technologies offer rich possibilities for students to learn about this new genre of data. Through the lens of…

USING DISTANCE LEARNING TECHNOLOGIES IN THE LEARNING PROCESS OF MODERN PROGRAMMING LANGUAGES

Directory of Open Access Journals (Sweden)

Mariia A. Umryk

2014-06-01

Full Text Available In the research it was reviewed the use of distance learning technologies in the organization of research tasks while studying modern programming languages. The article contains an example of a training project on the subject "Modern programming languages". The authors argue the necessity of the use of modern information and communication technologies, in particular in modern programming languages distance learning, for the formation of students' 21st century skills that are essential in the process of programming (it is skills such as self-organization and self-discipline, communication skills, teamwork skills etc.. It is pointed out the structural units of the training project in accordance with the use of distance learning technologies. It is described the general characteristics and the use of appropriate methods of modern information and communication technologies.

Technology-Enhanced Learning in Developing Nations: A review

Directory of Open Access Journals (Sweden)

Shalni Gulati

2008-02-01

Full Text Available Learning ‘using’ technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities. The national governments and non-governmental agencies who fund educational endeavours in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities. The discussion questions whether, in face of these challenges, developing nations should continue to invest money, time, and effort into e-learning developments. Can technology-enhanced learning help address the poverty, literacy, social, and political problems in developing countries?

Offers

CERN Multimedia

Staff Association

2013-01-01

FUTUREKIDS proposes 15% discount for the Staff Association members who enroll their children in FUTUREKIDS activities. New workshop for 12-15 year olds, on how to develop applications for Android phones. Easter activities calendar Extracurricular Activities For Your Children The FUTUREKIDS Geneva Learning Center is open 6 days a week and offers a selection of after-school extracurricular activities for children and teenagers (ages 5 to 16). In addition to teaching in its Learning Centers, Futurekids collaborates with many private schools in Suisse Romande (Florimont, Moser, Champittet, Ecole Nouvelle, etc.) and with the Département de l'Instruction Publique (DIP) Genève. Courses and camps are usually in French but English groups can be set up on demand. FUTUREKIDS Computer Camps (during school holidays) FUTUREKIDS Computer Camps are a way of having a great time during vacations while learning something useful, possibly discovering a new hobby or even, why not, a fut...

Mobile Technologies Enhance the E-Learning Opportunity

Science.gov (United States)

Chuang, Keh-Wen

2009-01-01

The objective of this paper is to identify the mobile technologies that enhance the E-Learning opportunity, examine the educational benefits and implementation issues in mobile learning, discuss the guidelines for implementing effective mobile learning, identify the current application and operation of mobile learning, and discuss the future of…

Conditions of the potential for commercialization of the patent: the implementation of a technology public offering system technology at CNEN

International Nuclear Information System (INIS)

Archila, Daniela Lima Cerqueira

2015-01-01

This dissertation identifies the main factors which represent the conditions for the potential commercialization of patents aiming at the implementation of a system for technology public offering at CNEN as a strategy for creating licensing opportunities to the industrial sector. The method applied refers to an exploratory case study of a patented technology selected from a sample of CNEN's patent portfolio in the biopharmaceutical sector. The case study comprehends a field research of interviews conducted with two specialists in technology and innovation management, one researcher from CNEN and a biopharmaceutical company. The results show that among the nineteen main factors - related to technology, market, business and Science and Technology Organization (STO) - the market dynamics, the potential applications of the technology and an abstract of its main benefits compared to existing technologies are the major relevant information for each technology to be included in the public offering system. Other results indicate that the evaluation of such factors may be conducted by competent professionals to bring less uncertainty and risk to the early-stage of the innovation process, as well as enhance the potential interest of a company in the technology. On the other hand, the latter requires innovation capabilities to move the technology forward – additional R&D, scale-up, manufacturing and marketing - whilst the STO needs a entrepreneurial culture that mitigates its obstacles, creates more positive solutions for its routines and processes and gives sustainability to its Technology Transfer Office (TTO) through valuing its personnel in the long term. Finally, emphasis on technological partnerships with companies can be a motivating feature for directing the STO's patent strategy to the creation of proprietary technological platforms that reflect problems experienced by the commercial environment, as well as the development of this strategic patent

Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches

Science.gov (United States)

Wang, Victor C. X.

2010-01-01

As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. "Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches" provides innovative…

The influence of audio communications technology on computer-supported collaborative learning

Directory of Open Access Journals (Sweden)

Denise Whitelock

1996-12-01

Full Text Available In recent years there has been an appreciation of the benefits that can be obtained by students working in groups or teams using computers (Eraut and Hoyles, 1988. But there is a difference in opinion as to how a partner enhances learning, and in particular how well adult learners do in the collaborative setting. In order to capitalize on the opportunities offered by new technologies, we need to understand more fully how the process of collaboration is effected by different communication technologies, and how the technologies themselves might be used to best advantage for the benefit of distance learners. However, another factor, apart from the technology itself, which is thought to influence computer-supported collaborative learning is in the gender distribution of the group. A number of classroom studies have shown gender differences when children work together with computers, and these have been reported from a number of subject-domains including science (Scanlon et al, 1993; Littleton et al, 1992. Since our own expertise is in the area of science learning, we selected a non-trivial physics task for the subjects to work with, and that is in the area of elastic collisions. Previous studies (Villani and Pacca, 1990; Whitelock et al, 1993 have shown that both adults and school-children have difficulty in predicting the subsequent motion of balls or ice pucks after they collide. Villani's study stresses that even postgraduate students tend to revert to their informal commonsense notions unless they are cued to use formal representations of these types of problem. These studies have demonstrated that the topic of elastic collisions is a complex yet fruitful one in which to engage students in group work.

Big data technologies in e-learning

Directory of Open Access Journals (Sweden)

Gyulara A. Mamedova

2017-01-01

Full Text Available Recently, e-learning around the world is rapidly developing, and the main problem is to provide the students with quality educational information on time. This task cannot be solved without analyzing the large flow of information, entering the information environment of e-learning from participants in the educational process – students, lecturers, administration, etc. In this environment, there are a large number of different types of data, both structured and unstructured. Data processing is difficult to implement by traditional statistical methods. The aim of the study is to show that for the development and implementation of successful e-learning systems, it is necessary to use new technologies that would allow storing and processing large data streams.In order to store the big data, a large amount of disk space is required. It is shown that to solve this problem it is efficient to use clustered NAS (Network Area Storage technology, which allows storing information of educational institutions on NAS servers and sharing them with Internet. To process and personalize the Big Data in the environment of e-learning, it is proposed to use the technologies MapReduce, Hadoop, NoSQL and others. The article gives examples of the use of these technologies in the cloud environment. These technologies in e-learning allow achieving flexibility, scalability, availability, quality of service, security, confidentiality and ease of educational information use.Another important problem of e-learning is the identification of new, sometimes hidden, interconnection in Big Data, new knowledge (data mining, which can be used to improve the educational process and improve its management. To classify electronic educational resources, identify patterns of students with similar psychological, behavioral and intellectual characteristics, developing individualized educational programs, it is proposed to use methods of analysis of Big Data.The article shows that at

An impoverished machine: challenges to human learning and instructional technology.

Science.gov (United States)

Taraban, Roman

2008-08-01

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.

Student Technology Use for Powerful Learning

Science.gov (United States)

Heidenrich, Carol

2013-01-01

Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have…

Everyday complexities and sociomaterialities of learning, technology, affects and effects

DEFF Research Database (Denmark)

Hansbøl, Mikala

design with particular intended educational purposes (e.g. educational technology and technology education), the everyday complexities and sociomaterialities of learning and technology intermingles with how students/professionals become affected by digital technology and hence also which matters......This paper starts out with the challenge of establishing and researching relationships between educational design, digital technology and professional learning. The paper is empirical and takes point of departure in case examples from two development projects with a focus on professional education....... Both projects focus on new waysto build relationships between digital technologies, professional education and learning. Each project takes a different take on how to approach and position digital technology and it’s relationships with the educational programs and students’ learning. Project Wellfare...

What Is Educational Technology? An Inquiry into the Meaning, Use, and Reciprocity of Technology

Science.gov (United States)

Lakhana, Arun

2014-01-01

This position paper explores the ambiguity of technology, toward refined understanding of Educational Technology. The purpose of education is described by John Dewey as growing, or habitual learning. Two philosophical conceptions of technology are reviewed. Dewey positions inquiry as a technology that creates knowledge. Val Dusek offers a…

A Meta-Analysis Method to Advance Design of Technology-Based Learning Tool: Combining Qualitative and Quantitative Research to Understand Learning in Relation to Different Technology Features

Science.gov (United States)

Zhang, Lin

2014-01-01

Educators design and create various technology tools to scaffold students' learning. As more and more technology designs are incorporated into learning, growing attention has been paid to the study of technology-based learning tool. This paper discusses the emerging issues, such as how can learning effectiveness be understood in relation to…

Theory in learning technology

Directory of Open Access Journals (Sweden)

Laura Czerniewicz

2011-12-01

Full Text Available This special issue is being published at a significant point in time in relation tosimultaneous changes in higher education, in technology and in the field of learningtechnology itself. As the 2011 ALT C conference themes clearly state, learningtechnology needs to learn to thrive in a colder and more challenging climate. In thisdifficult political and economic environment technological trends continue todevelop in terms of mobility, cloud computing, ubiquity and the emergence of whathas been called big data. E-learning has become mainstream and the field of learningtechnology itself is beginning to stabilise as a profession. Profession here isunderstood as a knowledge-based occupation and a form of cultural work where thetasks addressed are human problems amenable to expert advice and distinguishablefrom other kinds of work by the fact that it is underpinned by abstract knowledge(Macdonald, 1995.

Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

Science.gov (United States)

Chittleborough, Gail

2014-06-01

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

Lasers. Technology Learning Activity. Teacher Edition. Technology Education Series.

Science.gov (United States)

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This document contains the materials required for presenting an 8-day competency-based technology learning activity (TLA) designed to introduce students in grades 6-10 to advances and career opportunities in the field of laser technology. The guide uses a series of hands-on exploratory experiences into which activities to help students develop…

An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

OpenAIRE

Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

2014-01-01

This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

Teachers as designers of technology enhanced learning

NARCIS (Netherlands)

Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

2015-01-01

Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher

Technology and Products Supporting E-learning by Knowledge Management - A Review

Directory of Open Access Journals (Sweden)

Ying Wang

2014-06-01

Full Text Available Abstract—Knowledge management is supported by many strategies such as business intelligence, collaboration, document management and e-learning. With the development of modern information technology and the increases of demand for building and maintaining dynamic capabilities, E-learning has played more and more important role of all the technologies in the supporting knowledge management. A successful e-learning system is supported by many critical success factors and technology has become the key factor among these factors. Consequently, the review of basic technologies and corresponding products that support e-learning will be in favor of further study on e-learning. From perspective of knowledge management, this paper makes a review about the relationship between e-learning and knowledge management and advanced technologies and corresponding products that support the design and operation of e-learning system. At the end of this paper, we analyze the main trends of the development direction of e-learning technology.

Assessing the Applicability of 3D Holographic Technology as an Enhanced Technology for Distance Learning

Directory of Open Access Journals (Sweden)

Pradeep Kalansooriya

2015-08-01

Full Text Available Distance learning has provided an excellent platform for students in geographically remote locations while enabling them to learn at their own pace and convenience. A number of technologies are currently being utilized to conceptualize, design, enhance and foster distance learning. Teleconferences, electronic field trips, podcasts, webinars, video conferencing and online courses are among such technologies used in providing distance learning opportunities. However limitations in those existing technologies have affected to the increase of distance learners dropout rates. As an attempt to overcome the limitations in the currently adopted distance learning practices, the study aims to utilize 3D Hologram Technology (3DHT in the Engineering discipline. 3D hologram facilitates live and life size 3D telepresence that can interact with remote audiences. A survey had been conducted, using Delphi Technique to gather data from the experts in the field to evaluate the potential of 3DHT over existing technologies. Results of the survey suggested that 3DHT as a good distance learning technology and have the potential of overcoming existing limitations. Lack of infrastructure, High initial cost of infrastructure and Lack of technical know how are the main encounters identified by the experts in the sample. It is expected to develop a classroom environment with 3DHT and to evaluate its effectiveness for the distance learning in the next stage of the study.

Technology-enhanced learning on campus: insights from EUNIS e-Learning Task Force

OpenAIRE

Ferrell, Gill; Alves, Paulo; Bubas, Goran; Engert, Steffi; Epelboin, Yves; Madey, Jan; Palma, José; Piteira, Martinha; Restivo, T.M.; Ribeiro, Ligia; Sidelmann Rossen, Dorte; Soares, Filomena; Uhomoibhi, James

2011-01-01

In 2010 the EUNIS e-Learning Task Force (ELTF) members collaborated on a review of tools and technologies in use across our member institutions. One of the key features of that paper was the use of technology to give off-campus learners, such as distance learners, those undertaking field studies and learners in the workplace a richly supported learning experience. Building on the success of that collaboration, the ELTF members have turned their attention this year to the use of technology on ...

Emerging Technologies for Autonomous Language Learning

Directory of Open Access Journals (Sweden)

Mark Warschauer

2011-09-01

Full Text Available Drawing on a lengthier review completed for the US National Institute for Literacy, this paper examines emerging technologies that are applicable to self-access and autonomous learning in the areas of listening and speaking, collaborative writing, reading and language structure, and online interaction. Digital media reviewed include podcasts, blogs, wikis, online writing sites, text-scaffolding software, concordancers, multiuser virtual environments, multiplayer games, and chatbots. For each of these technologies, we summarize recent research and discuss possible uses for autonomous language learning.

Use of Computer Technology for English Language Learning: Do Learning Styles, Gender, and Age Matter?

Science.gov (United States)

Lee, Cynthia; Yeung, Alexander Seeshing; Ip, Tiffany

2016-01-01

Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students'…

Technological learning in offshore wind energy: Different roles of the government

International Nuclear Information System (INIS)

Smit, Thijs; Junginger, Martin; Smits, Ruud

2007-01-01

Offshore wind energy is a promising source of renewable electricity, even though its current costs prevent large-scale implementation. Technological learning has improved the technology and its economic performance already, and could result in significant further improvements. This study investigates how technological learning takes place in offshore wind energy and how technological learning is related to different policy regimes. Offshore wind energy developments in Denmark and the United Kingdom have been analysed with a technology-specific innovation systems approach. The results reveal that the dominant forms of learning are learning by doing and learning by using. At the same time, learning by interacting is crucial to achieve the necessary binding elements in the technology-specific innovation system. Generally, most learning processes were performed by self-organizing entities. However, sometimes cultural and technical barriers occurred, excluding component suppliers and knowledge institutes from the innovation system. Danish policies successfully anticipated these barriers and removed them; therefore, the Danish policies can be characterized as pro-active. British policies shaped stable conditions for learning only; therefore, they can be characterized as active. In the future, barriers could hinder learning by interacting between the oil and gas industry, the offshore wind industry and academia. Based on this study, we suggest national and international policy makers to design long-term policies to anticipate these barriers, in order to contribute to technological learning

A survey of the knowledge, use, and adoption of emerging technologies by academics in an Open Distance Learning environment

Directory of Open Access Journals (Sweden)

B Chimbo

2014-07-01

Full Text Available The realisation of the advantages offered by e-learning accompanied by the use of various emerging information technologies has resulted in a noticeable shift by academia towards e-learning. An analysis of the use, knowledge and adoption of emerging technologies by academics in an Open Distance Learning (ODL environment at the University of South Africa (UNISA was undertaken in this study. The aim of the study was to evaluate the use, knowledge and adoption of emerging e-learning technologies by the academics from the selected schools. The academics in the Schools of Arts, Computing and Science were purposively selected in order to draw on views of academics from different teaching and educational backgrounds. Questionnaires were distributed both electronically and manually. The results showed that academics in all the Schools were competent at the use of information technology tools and applications such as emailing, word-processing, Internet, myUnisa (UNISA’s online teaching platform, and Microsoft PowerPoint and Excel. An evaluation of the awareness of different emerging technological tools showed that most academics were aware of Open Access Technologies, Social Networking Sites, Blogs, Video Games and Microblogging Platforms. While the level of awareness was high for these technologies, the use by the academics was low. At least 62.3% of the academics indicated willingness to migrate to online teaching completely and also indicated the need for further training on new technologies. A comparison of the different schools showed no statistically significant difference in the use, knowledge and willingness to adopt technology amongst the academics.

Factors Affecting Faculty Use of Learning Technologies: Implications for Models of Technology Adoption

Science.gov (United States)

Buchanan, Tom; Sainter, Phillip; Saunders, Gunter

2013-01-01

This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested…

Utilization of Information and Communication Technologies in Mathematics Learning

Science.gov (United States)

Saadati, Farzaneh; Tarmizi, Rohani Ahmad; Ayub, Ahmad Fauzi Mohd

2014-01-01

Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students' perception regarding the use of Information and Communication Technologies (ICT)…

Enabling Problem Based Learning through Web 2.0 Technologies

DEFF Research Database (Denmark)

Tambouris, Efthimios; Panopoulou, Eleni; Tarabanis, Konstantinos

2012-01-01

of modern educational systems. Established pedagogical strategies, such as Problem Based Learning (PBL), are being adapted for online use in conjunction with modern Web 2.0 technologies and tools. However, even though Web 2.0 and progressive social-networking technologies are automatically associated......Advances in Information and Communications Technology (ICT), particularly the so-called Web 2.0, are affecting all aspects of our life: how we communicate, how we shop, how we socialise, and how we learn. Facilitating learning through the use of ICT, also known as eLearning, is a vital part...... with ideals such as collaboration, sharing, and active learning, it is also possible to use them in a very conservative, teacher-centred way limiting thus their impact. In this paper, we present a PBL 2.0 framework, i.e., a framework combining PBL practices with Web 2.0 technologies. More specifically, we (a...

Technology Integration in Science Education: A Study of How Teachers Use Modern Learning Technologies in Biology Classrooms

Science.gov (United States)

Gnanakkan, Dionysius Joseph

2017-01-01

This multiple case-study investigated how high school biology teachers used modern learning technologies (probes, interactive simulations and animations, animated videos) in their classrooms and why they used the learning technologies. Another objective of the study was to assess whether the use of learning technologies alleviated misconceptions…

Collaborative Visualization Project: shared-technology learning environments for science learning

Science.gov (United States)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

Prospects for carbon capture and sequestration technologies assuming their technological learning

International Nuclear Information System (INIS)

Riahi, Keywan; Rubin, Edward S.; Schrattenholzer, Leo

2004-01-01

This paper analyzes potentials of carbon capture and sequestration technologies (CCS) in a set of long-term energy-economic-environmental scenarios based on alternative assumptions for technological progress of CCS. In order to get a reasonable guide to future technological progress in managing CO 2 emissions, we review past experience in controlling sulfur dioxide emissions (SO 2 ) from power plants. By doing so, we quantify a 'learning curve' for CCS, which describes the relationship between the improvement of costs due to accumulation of experience in CCS construction. We incorporate the learning curve into the energy modeling framework MESSAGE-MACRO and develop greenhouse gas emissions scenarios of economic, demographic, and energy demand development, where alternative policy cases lead to the stabilization of atmospheric CO 2 concentrations at 550 parts per million by volume (ppmv) by the end of the 21st century. Due to the assumed technological learning, costs of the emissions reduction for CCS drop rapidly and in parallel with the massive introduction of CCS on the global scale. Compared to scenarios based on static cost assumptions for CCS, the contribution of carbon sequestration is about 50 percent higher in the case of learning resulting in cumulative sequestration of CO 2 ranging from 150 to 250 billion (10 9 ) tons carbon during the 21st century. The results illustrate that carbon capture and sequestration is one of the obvious priority candidates for long-term technology policies and enhanced R and D efforts to hedge against the risk associated with high environmental impacts of climate change

Linking theory to practice in learning technology research

Directory of Open Access Journals (Sweden)

Cathy Gunn

2012-03-01

Full Text Available We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required.

Modernising Education and Training: Mobilising Technology for Learning

Science.gov (United States)

Attewell, Jill; Savill-Smith, Carol; Douch, Rebecca; Parker, Guy

2010-01-01

In recent years there have been amazing advances in consumer technology. The Mobile Learning Network (MoLeNET) initiative has enabled colleges and schools to harness some of this technology in order to modernise aspects of teaching, learning and training. The result has been improvements in learner engagement, retention, achievement and…

Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments

Science.gov (United States)

Ustunel, Hale H.; Tokel, Saniye Tugba

2018-01-01

When technology is employed challenges increase in learning environments. Kim et al. ("Sci Educ" 91(6):1010-1030, 2007) presented a pedagogical framework that provides a valid technology-enhanced learning environment. The purpose of the present design-based study was to investigate the micro context dimension of this framework and to…

Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan

Science.gov (United States)

Thomas, Susan

2016-01-01

The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, "Future Ready Learning: Reimagining the Role of Technology in Education," articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While…

Emergent theory and technology in e-learning

NARCIS (Netherlands)

Browaeys, M.-J.; Wahyudi, S.

2006-01-01

E-learning should be approached via a new paradigm, one where instruction and information are involved in a recursive process, an approach which counters the concept of linearity. New ways of thinking about how people learn and new technologies favour the emergence of principles of e-learning that

New Models of Learning for New Media: Observations of Young People Learning Digital Design

Directory of Open Access Journals (Sweden)

Rebekah Willett

2017-08-01

Full Text Available There are numerous discourses that seek to define the relationships between young people and digital media. These discourses have different and sometimes contradictory ways of constructing learners and the learning environment (Facer et al. 2001. On the one hand there are panics around new media which position children and young people as being at risk from the dangers of digital technology. In this view children are in need of careful teaching and controlling, as they are unable to learn the correct and safe way to use digital technology on their own. In complete contrast, there are discourses around new technologies which position children as ready learners and technology as offering endless easy-to-use resources for worthwhile learning. This latter view of children as „natural cyberkids’ overlooks many aspects of learning and digital technology, not least the socio-cultural aspects of learning or the possibility that there might be a developmental progression of skills related to learning new technologies.

Ubiquitous Knowledge Construction: Mobile Learning Re-Defined and a Conceptual Framework

Science.gov (United States)

Peng, Hsinyi; Su, Yi-Ju; Chou, Chien; Tsai, Chin-Chung

2009-01-01

Emerging from recent mobile technologies, mobile learning, or m-learning, is beginning to offer "stunning new technical capabilities" in education (DiGiano et al., 2003). This new genre of learning is viewed as a revolutionary stage in educational technology. However, ubiquitous computing technologies have given rise to several issues. This…

Assembling university learning technologies for an open world

DEFF Research Database (Denmark)

Hannon, John; Riddle, Matthew; Ryberg, Thomas

2014-01-01

This paper considers the emergence of social media in university teaching and learning and the capacity or universities as complex organisations with disparate interacting parts to respond to the shift of pedagogies and practices to open networks. Institutional learning technology environments...... reflect a legacy of prescriptive, hierarchical arrangements associated with enterprise systems, and are a poor fit with the heterarchical and self-organised potential for learning associated with social media and open education practices. In this paper we focus on the tensions that arise from...... the juxtaposition of these two orientations to learning technologies, and focus on how an emerging online sociality can destabilise established boundaries of learning and connect to other domains of practice...

Technologies for learning? An actor-network theory critique of ‘affordances' in research on mobile learning

Directory of Open Access Journals (Sweden)

Gale Parchoma

2011-12-01

Full Text Available How is the link between learner and technology made in mobile learning? Whatis the value of the concept of ‘affordances'? And how does research articulatingthis concept act to position mobile devices as ‘technologies for learning'? Thisliterature review used both unstructured and structured search samples of publishedresearch on mobile learning to critically evaluate the prevalence and influenceof the concept of the affordances of mobile technologies. Actor-networktheory is drawn on as a theoretical lens through which to critically considerhow this concept is articulated, and in particular to explore the way it positionsand controls mobile devices as technologies for learning. Parallels in contemporaryaccounts of mobile learning are drawn with classifications of previous discoursesaround the introduction of computers into schools. An alternativeagenda for mobile learning research is suggested with a focus on authentic andinformal contexts rather than controlled experiments.

Using Technology-Nested Instructional Strategies to Enhance Student Learning

Science.gov (United States)

Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

2015-01-01

Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen…

Orchestrating Inquiry Learning

Science.gov (United States)

Littleton, Karen, Ed.; Scanlon, Eileen, Ed.; Sharples, Mike, Ed.

2011-01-01

There is currently a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly when supported by technology, it can be a significant vehicle for developing higher order thinking skills. Inquiry learning methods also offer learners meaningful and productive approaches to the development of their…

Integration of Technology in Teaching and Learning: Comprehensive Initiatives Enhance Student Engagement and Learning

Science.gov (United States)

Nebbergall, Allison

2012-01-01

As technology increasingly transforms our daily lives, educators too are seeking strategies and resources that leverage technology to improve student learning. Research demonstrates that high-quality professional development, digital standards-based content, and personalized learning plans can increase student achievement, engagement, and…

Learning about technology: Family vs. peer pairings

Science.gov (United States)

Heller, Patricia; Padilla, Michael; Hertel, Barbara; Olstad, Roger

Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however.The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers.Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses.Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses.

History and Future of Technology-Enhanced Learning

NARCIS (Netherlands)

Westera, Wim

2009-01-01

Westera, W. (2009). History and Future of Technology-Enhanced Learning. Keynote Presentation at the First International Conference on Software, Services & Semantic Technologies (3ST). October, 28, 2009, Sofia, Bulgaria.

Improving Learning Analytics--Combining Observational and Self-Report Data on Student Learning

Science.gov (United States)

Ellis, Robert A.; Han, Feifei; Pardo, Abelardo

2017-01-01

The field of education technology is embracing a use of learning analytics to improve student experiences of learning. Along with exponential growth in this area is an increasing concern of the interpretability of the analytics from the student experience and what they can tell us about learning. This study offers a way to address some of the…

Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects

Directory of Open Access Journals (Sweden)

Evode Mukama

2014-12-01

Full Text Available This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists, and the wider community.

Factors that Influence Learning Satisfaction Delivered by Video Streaming Technology

Science.gov (United States)

Keenan, Daniel Stephen

2010-01-01

In 2005, over 100,000 e-Learning courses were offered in over half of all U.S. postsecondary education institutions with nearly 90% of all community colleges and four year institutions offering online education. Streaming video is commonplace across the internet offering seamless video and sound anywhere connectivity is available effectively…

Technology Integration and Technology Leadership in Schools as Learning Organizations

Science.gov (United States)

Cakir, Recep

2012-01-01

The purpose of this study was to investigate technology integration in primary schools from the perspective of leadership in learning organizations. To that end, the study examines two groups: school administrators who play effective roles in technology integration in schools and computer teachers who are mainly responsible for schools' technology…

Technology Integration through Professional Learning Community

Science.gov (United States)

Cifuentes, Lauren; Maxwell, Gerri; Bulu, Sanser

2011-01-01

We describe efforts to build a learning community to support technology integration in three rural school districts and the contributions of various program strategies toward teacher growth. The Stages of Adoption Inventory, classroom observations, the Questionnaire for Technology Integration, interviews, STAR evaluation surveys, a survey of…

Advanced Learning Technologies and Learning Networks and Their Impact on Future Aerospace Workforce

Science.gov (United States)

Noor, Ahmed K. (Compiler)

2003-01-01

This document contains the proceedings of the training workshop on Advanced Learning Technologies and Learning Networks and their impact on Future Aerospace Workforce. The workshop was held at the Peninsula Workforce Development Center, Hampton, Virginia, April 2 3, 2003. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry, and universities. The objectives of the workshop were to: 1) provide broad overviews of the diverse activities related to advanced learning technologies and learning environments, and 2) identify future directions for research that have high potential for aerospace workforce development. Eighteen half-hour overviewtype presentations were made at the workshop.

A Technology Enhanced Learning Model for Quality Education

Science.gov (United States)

Sherly, Elizabeth; Uddin, Md. Meraj

Technology Enhanced Learning and Teaching (TELT) Model provides learning through collaborations and interactions with a framework for content development and collaborative knowledge sharing system as a supplementary for learning to improve the quality of education system. TELT deals with a unique pedagogy model for Technology Enhanced Learning System which includes course management system, digital library, multimedia enriched contents and video lectures, open content management system and collaboration and knowledge sharing systems. Open sources like Moodle and Wiki for content development, video on demand solution with a low cost mid range system, an exhaustive digital library are provided in a portal system. The paper depicts a case study of e-learning initiatives with TELT model at IIITM-K and how effectively implemented.

Disruptive Technology Enhanced Learning: The Use and Misuse of Digital Technologies in Higher Education

Science.gov (United States)

Flavin, Michael

2017-01-01

This book is about how technologies are used in practice to support learning and teaching in higher education. Despite digitization and e-learning becoming ever-increasingly popular in university teaching settings, this book convincingly argues instead in favour of simple and convenient technologies, thus disrupting traditional patterns of…

Technology in postgraduate medical education: a dynamic influence on learning?

Science.gov (United States)

Bullock, Alison; Webb, Katie

2015-11-01

The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors' decision-making. Simulations can help develop technical skills and team interactions, and 'in situ' simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

The Student Perspective: Can the Use of Technologies Transform Learning?

OpenAIRE

O'Donnell, Eileen

2010-01-01

PUBLISHED This chapter explores students? perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the cap...

Linking theory to practice in learning technology research

OpenAIRE

Cathy Gunn; Caroline Steel

2012-01-01

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and repor...

Technology-Enhanced Problem-Based Learning Methodology in Geographically Dispersed Learners of Tshwane University of Technology

Directory of Open Access Journals (Sweden)

Sibitse M. Tlhapane

2010-03-01

Full Text Available Improving teaching and learning methodologies is not just a wish but rather strife for most educational institutions globally. To attain this, the Adelaide Tambo School of Nursing Science implemented a Technology-enhanced Problem-Based Learning methodology in the programme B Tech Occupational Nursing, in 2006. This is a two-year post-basic nursing program. The students are geographically dispersed and the curriculum design is the typically student-centred outcomes-based education. The research question posed by this paper is: How does technology-enhanced problem-based learning enhance student-centred learning, thinking skills, social skills and social space for learners? To answer the above question, a case study with both qualitative and quantitative data was utilised. The participants consisted of all students registered for the subject Occupational Health level 4. The sample group was chosen from willing participants from the Pretoria, eMalahleni and Polokwane learning sites, using the snowball method. This method was seen as appropriate due to the timing of the study. Data was collected using a questionnaire with both open and closed-ended questions. An analyses of the students‟ end of year examination was also done, including a comparison of performances by students on technology enhanced problem-based learning and those on problem-based learning only. The findings revealed that with Technology-enhanced Problem Based Learning (PBL, students‟ critical thinking, problem solving, and social skills improved and that social space was enhanced. This was supported by improved grades in students‟ on Technology-enhanced PBL as compared to those on PBL only.

THE INTENTIONAL USE OF LEARNING TECHNOLOGIES TO IMPROVE LEARNING OUTCOMES IN STUDIO.

Directory of Open Access Journals (Sweden)

Andrew MacKenzie

2017-01-01

Full Text Available At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students’ access to their assignment information and feedback from the learning management system (LMS to discover how the students engaged in the design process. The studio curriculum was designed to encourage students to engage in a convergence, divergence dynamic (Brown, 2009; Thomas, Billsberry, Ambrosini, & Barton, 2014 in developing their own understanding of the design process. The staff tailored around points of convergence, online instruction, assessment tools and feedback in studio. We argue that using learning technologies in this way can improve intentionality at the beginning of semester, enhance students understanding of feedback and facilitate a more iterative approach to problem based learning in studio practice.

Statistical assessment of the learning curves of health technologies.

Science.gov (United States)

Ramsay, C R; Grant, A M; Wallace, S A; Garthwaite, P H; Monk, A F; Russell, I T

2001-01-01

(1) To describe systematically studies that directly assessed the learning curve effect of health technologies. (2) Systematically to identify 'novel' statistical techniques applied to learning curve data in other fields, such as psychology and manufacturing. (3) To test these statistical techniques in data sets from studies of varying designs to assess health technologies in which learning curve effects are known to exist. METHODS - STUDY SELECTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): For a study to be included, it had to include a formal analysis of the learning curve of a health technology using a graphical, tabular or statistical technique. METHODS - STUDY SELECTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): For a study to be included, it had to include a formal assessment of a learning curve using a statistical technique that had not been identified in the previous search. METHODS - DATA SOURCES: Six clinical and 16 non-clinical biomedical databases were searched. A limited amount of handsearching and scanning of reference lists was also undertaken. METHODS - DATA EXTRACTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): A number of study characteristics were abstracted from the papers such as study design, study size, number of operators and the statistical method used. METHODS - DATA EXTRACTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): The new statistical techniques identified were categorised into four subgroups of increasing complexity: exploratory data analysis; simple series data analysis; complex data structure analysis, generic techniques. METHODS - TESTING OF STATISTICAL METHODS: Some of the statistical methods identified in the systematic searches for single (simple) operator series data and for multiple (complex) operator series data were illustrated and explored using three data sets. The first was a case series of 190 consecutive laparoscopic fundoplication procedures performed by a single surgeon; the second

A Simple Guide to Enhancing Learning through Web 2.0 Technologies

Science.gov (United States)

Nichol, David; Hunter, Julie; Yaseen, Jonathan; Prescott-Clements, Linda

2012-01-01

This article describes the potential of new and emerging learning technologies to promote excellence in learning and teaching and further seeks to respond positively to the key trends in learning technologies for the higher education community. Through this article, we hope to positively enrich the student experience with technology-enhanced…

Quality Computer Assisted Mobile Learning (CAML and Distance Education Leadership in Managing Technology Enhanced Learning Management System (TELMS in the Malaysian Public Tertiary Education

Directory of Open Access Journals (Sweden)

Lee Tan Luck

2009-07-01

Full Text Available Abstract - The success in the implementation of a quality computer assisted mobile learning and distance education in a Technology Enhanced Learning Management System is highly rely on the academic leadership in managing and application of Information and Communication Technology (ICT in the tertiary level. The effectiveness of its leadership, knowledge, application and management of ICT and learning management system is of utmost important. Successful application and management includes quality and cost effectiveness of universities administration, CAML and distance education leadership development, organizational culture, academic staffs and students’ attitude and their commitment towards teaching and learning process, support towards the usage of state of the art techno-educational facilities, availability of ICT resources, maintenance and funding of a Learning Management System. This paper will discuss the above factors, which present a comprehensive framework for the implementation of a quality CAML and distance education environment in ICT application and management in the Malaysian public universities. Selected Fifty-two respondents from two Malaysian public universities which offer e Learning and distance education with Learning Management System were acquired. A survey questionnaire is used to determine the effectiveness of ICT and mobile learning application management. Data from the questionnaires were analyzed by using non-parametric and parametric statistics testing. Results of this study show there is significant different in the CAML and distance education leadership in TELMS and the application of ICT and its management in the Malaysian public universities. The study will also address the implementation elements necessary for transforming the public universities and its CAML and distance education teaching and learning process into an effective and result oriented computer assisted mobile learning management model in public

Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

Science.gov (United States)

Jeong, Heisawn; Hmelo-Silver, Cindy E.

2016-01-01

This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…

Learning on the move: the potential impact of new mobile technologies on students’ learning

OpenAIRE

Ersoy, Alp Idil

2014-01-01

This study explores the potential use of mobile learning in higher education with a focus on student and academic staff requirements of a potential mobile application. The research examines the stakeholders’ new technology acceptance behaviour within a post-1992 university and examines how new mobile technologies are able to contribute to enhancement of the learning experience of students and additionally the roles of educators in facilitating enhancement of the learning experience.\\ud \\ud A ...

The effects of learning analytics empowered technology on the students' arithmetic skills learning

NARCIS (Netherlands)

Knoop-van Campen, C.A.N.; Molenaar, I.; Hasselman, F.W.

2017-01-01

Learning analytics empowered educational technologies (LA-ET) in primary classrooms lead to blended learning scenarios with teacher lead instruction, class paced and individually paced practice. Learning analytics may function as a bridge between class and individual paced activities to support

Machine learning for healthcare technologies

CERN Document Server

Clifton, David A

2016-01-01

This book brings together chapters on the state-of-the-art in machine learning (ML) as it applies to the development of patient-centred technologies, with a special emphasis on 'big data' and mobile data.

Integrating Technology into the Curriculum for "At-Risk" Youth

Science.gov (United States)

McCall, Denise

2009-01-01

This Independent Learning Project (ILP) discusses the best practices in educational technology to improve the behavior, instruction, and learning of at-risk youth, for whom technology offers unique opportunities. Research is compiled from numerous scholarly print and online sources. A guide for teachers provides detailed strategies, software…

A Systematic Review Approach to Technologies Used for Learning and Education

Science.gov (United States)

Purarjomandlangrudi, Afrooz; Chen, David; Nguyen, Anne

2015-01-01

E-learning is implementation of technologies in learning process and is growing at a very rapid pace. E-learning technology has matured noticeably and the majority of organisations are taking advantage of it in their educational systems. However, there is a lack of methodical and consistent paradigm of these technologies in literature. The purpose…

Towards a Pragmatic Model for Group-Based, Technology-Mediated, Project-Oriented Learning - An Overview of the B2C Model

Science.gov (United States)

Lawlor, John; Conneely, Claire; Tangney, Brendan

The poor assimilation of ICT in formal education is firmly rooted in models of learning prevalent in the classroom which are largely teacher-led, individualistic and reproductive, with little connection between theory and practice and poor linkages across the curriculum. A new model of classroom practice is required to allow for creativity, peer-learning, thematic learning, collaboration and problem solving, i.e. the skills commonly deemed necessary for the knowledge-based society of the 21st century. This paper describes the B2C model for group-based, technology-mediated, project-oriented learning which, while being developed as part of an out of school programme, offers a pragmatic alternative to traditional classroom pedagogy.

Learning by Playing with Digital Technology

DEFF Research Database (Denmark)

Benjaminsen, Nana

2006-01-01

This paper presupposes the notion that there is potential for the integration of play into primary and secondary school activities, because it can stimulate and support the formal as well as informal learning that takes place in school. Digital technology could be a driver for this integration...... Construction Games in Schools. The project is an exploration of how elements of play can be integrated in a technology-based learning environment. I will use examples of empirical data gathered during spring 2006 to demonstrate that play can function as a useful learning strategy, and also point out barriers......, because many of children's play activities already takes place on, and through, digital platforms. The focus for this paper is on how playorientated environmental qualities can be used and might change the current school structure. The background for the paper is the PhD project entitled Computer based...

Teacher Candidate Technology Integration: For Student Learning or Instruction?

Science.gov (United States)

Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

2015-01-01

Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

MOOCs, High Technology, and Higher Learning

Science.gov (United States)

Rhoads, Robert A.

2015-01-01

In "MOOCs, High Technology, and Higher Learning," Robert A. Rhoads places the OpenCourseWare (OCW) movement into the larger context of a revolution in educational technology. In doing so, he seeks to bring greater balance to increasingly polarized discussions of massively open online courses (MOOCs) and show their ongoing relevance to…

Modeling learning technology systems as business systems

NARCIS (Netherlands)

Avgeriou, Paris; Retalis, Symeon; Papaspyrou, Nikolaos

2003-01-01

The design of Learning Technology Systems, and the Software Systems that support them, is largely conducted on an intuitive, ad hoc basis, thus resulting in inefficient systems that defectively support the learning process. There is now justifiable, increasing effort in formalizing the engineering

Learning morphological phenomena of Modern Greek an exploratory approach

OpenAIRE

Kotsanis, Y.; Dimitrios, A. Kokkinos; Manousopoulou, A.G.; Papakonstantinou, G.

1996-01-01

Educational technology is influenced by and closely related to the fields of generative epistemology, Artificial Intelligence, and the learning sciences. Relevant research literature refers to the term constructionism (Papert, 1993) and exploratory learning (diSessa et al, 1995). Constructionism and exploratory learning are a synthesis of the constructivist theory of Piaget and the opportunities offered by technology to education on thinking concretely, on learning while constructing intellig...

Planning Computer-Aided Distance Learning

Directory of Open Access Journals (Sweden)

Nadja Dobnik

1996-12-01

Full Text Available Didactics of autonomous learning changes under the influence of new technologies. Computer technology can cover all the functions that a teacher develops in personal contact with the learner. People organizing distance learning must realize all the possibilities offered by computers. Computers can take over and also combine the functions of many tools and systems, e. g. type­ writer, video, telephone. This the contents can be offered in form of classic media by means of text, speech, picture, etc. Computers take over data pro­cessing and function as study materials. Computer included in a computer network can also function as a medium for interactive communication.

Developments in Interpreting Learning Curves and Applications to Energy Technology Policy

International Nuclear Information System (INIS)

Van der Zwaan, B.C.C.; Wene, C.O.

2011-01-01

The book 'Learning Curves: Theory, Models, and Applications' first draws a learning map that shows where learning is involved within organizations, then examines how it can be sustained, perfected, and accelerated. The book reviews empirical findings in the literature in terms of different sources for learning and partial assessments of the steps that make up the actual learning process inside the learning curve. Chapter 23 on 'Developments in Interpreting Learning Curves and Applications to Energy Technology Policy' is written by Bob van der Zwaan and Clas-Otto Wene. In this chapter they provide some interpretations of experience and learning curves starting from three different theoretical platforms. These interpretations are aimed at explaining learning rates for different energy technologies. The ultimate purpose is to find the role that experience and learning curves can legitimately play in designing efficient government deployment programs and in analyzing the implications of different energy scenarios. The 'Component Learning' section summarizes recent work by the authors that focuses on the disaggregation of technologies in their respective components and argues that traditional learning for overall technology should perhaps be replaced by a phenomenology that recognizes learning for individual components. The 'Learning and Time' section presents an approach that departs more strongly from the conventional learning curve methodology, by suggesting that exponential growth and progress may be the deeper underlying processes behind observed learning-by-doing. Contrary to this view, the cybernetic approach presented in the 'Cybernetic Approach' section sees learning curves as expressing a fundamental property of organizations in competitive markets and applies the findings from second order cybernetics to calculate the learning rates for operationally closed systems. All three interpretations find empirical support. The 'Conclusions' section summarizes the

Developments in Interpreting Learning Curves and Applications to Energy Technology Policy

Energy Technology Data Exchange (ETDEWEB)

Van der Zwaan, B.C.C. [Energy research Centre of the Netherlands, ECN Policy Studies, Petten (Netherlands); Wene, C.O. [Wenergy, Lund (Sweden)

2011-06-15

The book 'Learning Curves: Theory, Models, and Applications' first draws a learning map that shows where learning is involved within organizations, then examines how it can be sustained, perfected, and accelerated. The book reviews empirical findings in the literature in terms of different sources for learning and partial assessments of the steps that make up the actual learning process inside the learning curve. Chapter 23 on 'Developments in Interpreting Learning Curves and Applications to Energy Technology Policy' is written by Bob van der Zwaan and Clas-Otto Wene. In this chapter they provide some interpretations of experience and learning curves starting from three different theoretical platforms. These interpretations are aimed at explaining learning rates for different energy technologies. The ultimate purpose is to find the role that experience and learning curves can legitimately play in designing efficient government deployment programs and in analyzing the implications of different energy scenarios. The 'Component Learning' section summarizes recent work by the authors that focuses on the disaggregation of technologies in their respective components and argues that traditional learning for overall technology should perhaps be replaced by a phenomenology that recognizes learning for individual components. The 'Learning and Time' section presents an approach that departs more strongly from the conventional learning curve methodology, by suggesting that exponential growth and progress may be the deeper underlying processes behind observed learning-by-doing. Contrary to this view, the cybernetic approach presented in the 'Cybernetic Approach' section sees learning curves as expressing a fundamental property of organizations in competitive markets and applies the findings from second order cybernetics to calculate the learning rates for operationally closed systems. All three interpretations find empirical

Multi-dimensional technology-enabled social learning approach

DEFF Research Database (Denmark)

Petreski, Hristijan; Tsekeridou, Sofia; Prasad, Neeli R.

2013-01-01

’t respond to this systemic and structural changes and/or challenges and retains its status quo than it is jeopardizing its own existence or the existence of the education, as we know it. This paper aims to precede one step further by proposing a multi-dimensional approach for technology-enabled social...... in learning while socializing within their learning communities. However, their “educational” usage is still limited to facilitation of online learning communities and to collaborative authoring of learning material complementary to existing formal (e-) learning services. If the educational system doesn...

Technological learning in bioenergy systems

International Nuclear Information System (INIS)

Junginger, Martin; Visser, Erika de; Hjort-Gregersen, Kurt; Koornneef, Joris; Raven, Rob; Faaij, Andre; Turkenburg, Wim

2006-01-01

The main goal of this article is to determine whether cost reductions in different bioenergy systems can be quantified using the experience curve approach, and how specific issues (arising from the complexity of biomass energy systems) can be addressed. This is pursued by case studies on biofuelled combined heat and power (CHP) plants in Sweden, global development of fluidized bed boilers and Danish biogas plants. As secondary goal, the aim is to identify learning mechanisms behind technology development and cost reduction for the biomass energy systems investigated. The case studies reveal large difficulties to devise empirical experience curves for investment costs of biomass-fuelled power plants. To some extent, this is due to lack of (detailed) data. The main reason, however, are varying plant costs due to differences in scale, fuel type, plant layout, region etc. For fluidized bed boiler plants built on a global level, progress ratios (PRs) for the price of entire plants lies approximately between 90-93% (which is typical for large plant-like technologies). The costs for the boiler section alone was found to decline much faster. The experience curve approach delivers better results, when the production costs of the final energy carrier are analyzed. Electricity from biofuelled CHP-plants yields PRs of 91-92%, i.e. an 8-9% reduction of electricity production costs with each cumulative doubling of electricity production. The experience curve for biogas production displays a PR of 85% from 1984 to the beginning of 1990, and then levels to approximately 100% until 2002. For technologies developed on a local level (e.g. biogas plants), learning-by-using and learning-by-interacting are important learning mechanism, while for CHP plants utilizing fluidized bed boilers, upscaling is probably one of the main mechanisms behind cost reductions

Language learning and the technology of international communications

Science.gov (United States)

Batley, Edward

1991-03-01

The author posits a reciprocal relationship between the recent popularisation of computer-based technology and the democratisation of Central and Eastern Europe. Brief reference is made to their common denominator, language and language change. The advent of the communicative approach to language learning and the new wave of language authenticity arising from it, both enhanced by the technological revolution, have made the defining of acceptability in the classroom and of communication in the process of testing more problematic than ever, although several advantages have also accrued. Advances in technology have generally outstripped our ability to apply their full or characteristic potential. While technology can personalise learning and in this way make learning more efficient, it can also impede motivation. Old methods, drills and routines are tending to be sustained by it. Lack of technology can also widen the gulf between developed, developing and underdeveloped countries of the world. The author proposes international partnerships as a means of preventing an imbalance which could threaten stability. Single language dominance is another threat to international understanding, given the growing awareness of our multilingual and multicultural environment. Enlightened language policies reaching from the individual to beyond the national community are needed, which adopt these aspects of language learning, explain decisions about the state's choice of languages and, at the same time, promote individual choice wherever practicable.

Learning Technologies: Affective and Social Issues in Computer-Supported Collaborative Learning

Science.gov (United States)

Jones, Ann; Issroff, Kim

2005-01-01

This paper is concerned with "affective" issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings.…

Technology Integration in Science Education: A Study of How Teachers Use Modern Learning Technologies in Biology Classrooms

Science.gov (United States)

Gnanakkan, Dionysius Joseph

This multiple case-study investigated how high school biology teachers used modern learning technologies (probes, interactive simulations and animations, animated videos) in their classrooms and why they used the learning technologies. Another objective of the study was to assess whether the use of learning technologies alleviated misconceptions in Biology documented by American Association for the Advancement of Science. The sample consisted of eight teachers: four rural public school teachers, two public selective enrollment school teachers, and two private school teachers. Each teacher was followed for two Units of instruction. Data collected included classroom observations, field notes, student assignments and tests, teacher interviews, and pre-and post-misconception assessments. Paired t-tests were done to analyze the pre-post test data at a significance level of 0.05 and the qualitative data was analyzed using the constant comparative method. Each case study was characterized and then a cross-case analyses was done to find common themes across the different cases. Teachers were found to use the learning technologies as a tool to supplement instruction to visualize abstract processes, collect data, and explore abstract concepts and processes. Teachers were found to situate learning, use scaffolding and questioning and make students work in collaborative groups. The genetics, photosynthesis, and evolution misconceptions were better alleviated than cellular respiration. Student work that was collected demonstrated a superficial understanding of the concepts under discussion even when they had misconceptions. The teachers used the learning technologies in their classrooms for a variety of reasons: visual illustrations, time-saving measure to collect data, best way to collect data, engaging and fun for students and the interactive nature of the visualization tools and models. The study's findings had many implications for research, professional development

Teachers as Designers of Technology Enhanced Learning

NARCIS (Netherlands)

Kali, Yael; McKenney, Susan; Sagy, Ornit

2015-01-01

While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

Teachers as Designers of Technology Enhanced Learning

NARCIS (Netherlands)

Kali, Yael; McKenney, Susan; Sagy, Ornit

2016-01-01

While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

Recommender systems for technology enhanced learning research trends and applications

CERN Document Server

Manouselis, Nikos; Verbert, Katrien

2014-01-01

Presents cutting edge research from leading experts in the growing field of Recommender Systems for Technology Enhanced Learning (RecSys TEL) International contributions are included to demonstrate the merging of various efforts and communities Topics include: Linked Data and the Social Web as Facilitators for TEL Recommender Systems in Research and Practice, Personalised Learning-Plan Recommendations in Game-Based Learning and Recommendations from Heterogeneous Sources in a Technology Enhanced Learning Ecosystem

Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users' perceptions.

Science.gov (United States)

Mącznik, Aleksandra K; Ribeiro, Daniel Cury; Baxter, G David

2015-09-28

deepening students' thinking and facilitating reflection, allowing for learning from multiple perspectives, and providing easy communication and support. The results of this review suggest that online technologies (i.e., websites and discussion boards) have many benefits to offer for physiotherapy teaching and learning; There was minimal evidence of barriers for the use of online technologies, however, addressing the identified ones could enhance adherence to use of online technologies in health professionals' education.

Learning How to Design a Technology Supported Inquiry-Based Learning Environment

Science.gov (United States)

Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

The Use of Interactive Learning Technology in Institutions of Higher Learning

Science.gov (United States)

Abykanova, Bakytgul; Nugumanova, Samal; Yelezhanova, Shynar; Kabylkhamit, Zhanargul; Sabirova, Zhanylsyn

2016-01-01

This paper is linked to a study aiming to provide a theoretical rationale for the methodological foundations of the use of interactive learning technology in institutions of higher learning and undertakes to describe the process of practical implementation of this approach and analyze the outcomes. The authors examine the views expressed by…

Volatility forecasting for interbank offered rate using grey extreme learning machine: The case of China

International Nuclear Information System (INIS)

Liu, Xiaoyong; Fu, Hui

2016-01-01

Interbank Offered rate is the only direct market rate in China’s currency market. Volatility forecasting of China Interbank Offered Rate (IBOR) has a very important theoretical and practical significance for financial asset pricing and financial risk measure or management. However, IBOR is a dynamics and non-steady time series whose developmental changes have stronger random fluctuation, so it is difficult to forecast the volatility of IBOR. This paper offers a hybrid algorithm using grey model and extreme learning machine (ELM) to forecast volatility of IBOR. The proposed algorithm is composed of three phases. In the first, grey model is used to deal with the original IBOR time series by accumulated generating operation (AGO) and weaken the stochastic volatility in original series. And then, a forecasting model is founded by using ELM to analyze the new IBOR series. Lastly, the predictive value of the original IBOR series can be obtained by inverse accumulated generating operation (IAGO). The new model is applied to forecasting Interbank Offered Rate of China. Compared with the forecasting results of BP and classical ELM, the new model is more efficient to forecasting short- and middle-term volatility of IBOR.

Technology-Enhanced Learning @ CELSTEC: Ausgangslage, Entwicklung und Trends

NARCIS (Netherlands)

Klemke, Roland

2011-01-01

Klemke, R. (2011). Technology-Enhanced Learning @ CELSTEC: Ausgangslage, Entwicklung und Trends. Presentation given to visitors from Currenta GmbH in the Learning Media Lab. February, 15, 2011, Heerlen, Netherlands. ICoper-project.

How New Technologies Have (and Have Not) Changed Teaching and Learning in Schools

Science.gov (United States)

Halverson, Richard; Smith, Annette

2010-01-01

Information technologies have reshaped teaching and learning in schools, but often not in ways anticipated by technology proponents. This paper proposes a contrast between technologies for learning and technologies for learners to explain how technologies influence teaching and learning in and out of schools. Schools have made significant use of…

Integration Of Innovative Technologies And Affective Teaching amp Learning In Programming Courses

Directory of Open Access Journals (Sweden)

Alvin Prasad

2015-08-01

Full Text Available Abstract Technology has been integral component in the teaching and learning process in this millennium. In this review paper we evaluate the different technologies which are used to currently facilitate the teaching and learning of computer programming courses. The aim is to identify problems or gaps in technology usage in the learning environment and suggest affective solutions for technology integration into programming courses at the University levels in the future. We believe that with the inclusion of suggested innovative technologies and affective solutions in programming courses teaching and learning will be attractive and best for the programming industry.

Digital technology use in ELT classrooms and self-directed learning

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Nehir Sert

2016-04-01

Full Text Available The digital era is a new challenge for teachers. While children get acquainted with digital technology before the age of six, teachers, who have encountered the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use of technology within and beyond classroom settings. The aim of this study was to examine the difference between the perceptions of students in low- and high-income groups about their use of technology in a general sense and their teachers’ use of technology in ELT classrooms. It also tested the correlation between the perceptions of their self-directed learning behaviours and their own/their teachers’ technology use. The population of the study consisted of 75 students from high- and 70 students from low-income groups. Causal comparative and correlational research methods were adopted in the study. The surveys to measure the students’ perceptions about technology use were developed by the researchers. A scale, established by Demirtas and Sert (2010, was used to identify the level of self-directed learning views of the students. The data were collected at the beginning of the first term of the 2015-2016 school year. The results indicated that there was no significant difference between perceptions of the low- and high-income students regarding their own technology use. Likewise, perceptions of the low- and high-income students did not differ regarding their teachers’ technology use. There was no correlation between the perceptions of the low-/high-income mixed group regarding their use of technology and their teachers’ use of technology. Lastly, self-directed learning perceptions of the low-/high-income mixed group did not correlate with their perceptions on any aspects of technology use. The educational implications of these results were discussed and suggestions were put forward in order to produce more effective learning

20 Years of Technology and Language Assessment in "Language Learning & Technology"

Science.gov (United States)

Chapelle, Carol A.; Voss, Erik

2016-01-01

This review article provides an analysis of the research from the last two decades on the theme of technology and second language assessment. Based on an examination of the assessment scholarship published in "Language Learning & Technology" since its launch in 1997, we analyzed the review articles, research articles, book reviews,…

Blogs: Enhancing the Learning Experience for Technology Students

OpenAIRE

Birney, Rosanne

2006-01-01

Weblogs can be used to enhance the learning experience for technology students, by providing them with several features that are often absent in Learning Management Systems (LMSs). This research aims to demonstrate that weblogs can improve the learning experience by allowing students to reflect on their learning, and by allowing them to easily collaborate with their tutors and with one another. The incorporation of weblogs into the existing learning environment can provide several enhancemen...

Using Social Media Technologies to Enhance Online Learning

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Hershey H. Friedman

2013-01-01

Full Text Available Models of distance education have evolved over decades, just in time to collide with modern pedagogies in which communication, interaction, student engagement, and active learning are of critical importance. The number of college students taking online classes continues to grow. Today, nearly 30% of college students are taking at least one online class. The social media technologies encompass a wide variety of Web-based technologies such as blogs, wikis, online social networking, and virtual worlds. This paper examines the relevant published literature, looking at online learning activities through the prism of the defining characteristics of today’s new communication technologies.

Mapping Students Use of Technologies in Problem Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

2011-01-01

This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

Dental nursing education and the introduction of technology-assisted learning.

Science.gov (United States)

Sheridan, C; Gorman, T; Claffey, N

2008-11-01

The aim of this paper is to explore the profile of dental nursing students in the National Dental Nurse Training Programme of Ireland and their adjustment to a technology-assisted learning environment. Evaluation by students of the course and their reactions to the course were analysed. Dental nurses must possess the skills and knowledge to proficiently function in the modern day dental surgery. The implementation of a dental nurse programme that is heavily reliant on technology has started to create a group of dental nurses equipped with basic skills to access and retrieve information over a lifetime. However, the transition to a technology-assisted learning environment including online learning activities requires adaptation and expertise by educators and students alike. Careful evaluation and stakeholder feedback is imperative in the creation and maintaining of a quality programme. In conclusion, the students in this study responded well to the transition to a technology-based learning environment. Furthermore, the findings of this study suggest that the use of an online environment is an effective and stimulating learning environment for the students of a dental nurse programme; however, familiarity skills and knowledge of information technology is a prerequisite for success.

A framework for interactive learning in emerging technologies

OpenAIRE

Rens L.J. Vandeberg; Ellen H.M. Moors

2008-01-01

Innovation is an interactive learning process which is of special interest for emerging technologies in which complex complementary knowledge from heterogeneous stakeholders is combined. In the emerging phase of technology development a lot of knowledge is tacit and can only be transferred face-to-face. At the same time a shared vision between stakeholders is being formed that acts as a driver for innovation. Although the importance of interactive learning is widely acknowledged, an adequate ...

Digital Learning Resources and Ubiquitous Technologies in Education

Science.gov (United States)

Camilleri, Mark Anthony; Camilleri, Adriana Caterina

2017-01-01

This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further ICT investment in compulsory education. A…

Which e-Learning Technology is Right for me?

Directory of Open Access Journals (Sweden)

Jenine Beekhuyzen

2012-06-01

Full Text Available The range of technologies available to support teaching and learning in higher education continues to grow exponentially. There is a growing expectation for educators to be well informed and familiar with the many suitable technologies and systems that are available to be used for delivering courses online, and to complement classroom (face-to-face education. Detailed evidence of the perceptions and applications of the use of e-technologies is needed to inform not only teaching practice, but also policy development. These e-technologies need to be matched to pedagogical styles in order for online teaching and learning to be successful. Based on 33 semi-structured interviews, this paper presents a study of staff experiences of e-technologies, using Chickering and Gamson's 'Seven Principles of Good Practice' to provide educators with information about the most appropriate e-technology to support their pedagogical aims.

Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects

Science.gov (United States)

Gibbone, Anne; Mercier, Kevin

2014-01-01

Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in…

Transformations: Mobile Interaction & Language Learning

Science.gov (United States)

Carroll, Fiona; Kop, Rita; Thomas, Nathan; Dunning, Rebecca

2015-01-01

Mobile devices and the interactions that these technologies afford have the potential to change the face and nature of education in our schools. Indeed, mobile technological advances are seen to offer better access to educational material and new interactive ways to learn. However, the question arises, as to whether these new technologies are…

Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

Science.gov (United States)

Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-01-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students…

Gender Difference of Confidence in Using Technology for Learning

Science.gov (United States)

Yau, Hon Keung; Cheng, Alison Lai Fong

2012-01-01

Past studies have found male students to have more confidence in using technology for learning than do female students. Males tend to have more positive attitudes about the use of technology for learning than do females. According to the Women's Foundation (2006), few studies examined gender relevant research in Hong Kong. It also appears that no…

Technological learning in energy-environment-economy modelling: A survey

International Nuclear Information System (INIS)

Kahouli-Brahmi, Sondes

2008-01-01

This paper aims at providing an overview and a critical analysis of the technological learning concept and its incorporation in energy-environment-economy models. A special emphasis is put on surveying and discussing, through the so-called learning curve, both studies estimating learning rates in the energy field and studies incorporating endogenous technological learning in bottom-up and top-down models. The survey of learning rate estimations gives special attention to interpreting and explaining the sources of variability of estimated rates, which is shown to be mainly inherent in R and D expenditures, the problem of omitted variable bias, the endogeneity relationship and the role of spillovers. Large-scale models survey show that, despite some methodological and computational complexity related to the non-linearity and the non-convexity associated with the learning curve incorporation, results of the numerous modelling experiments give several new insights with regard to the analysis of the prospects of specific technological options and their cost decrease potential (bottom-up models), and with regard to the analysis of strategic considerations, especially inherent in the innovation and energy diffusion process, in particular the energy sector's endogenous responses to environment policy instruments (top-down models)

Learning about the past with new technologies : Fostering historical reasoning in computer-supported collaborative learning

NARCIS (Netherlands)

Drie, J.P. van

2005-01-01

Recent technological developments have provided new environments for learning, giving rise to the question of how characteristics of such new learning environments can facilitate the process of learning in specific domains. The focus of this thesis is on computer-supported collaborative learning

Distributed Collaborative Learning Communities Enabled by Information Communication Technology

NARCIS (Netherlands)

H.L. Alvarez (Heidi Lee)

2006-01-01

textabstractHow and why can Information Communication Technology (ICT) contribute to enhancing learning in distributed Collaborative Learning Communities (CLCs)? Drawing from relevant theories concerned with phenomenon of ICT enabled distributed collaborative learning, this book identifies gaps in

Teachers as Designers of Technology Enhanced Learning

Science.gov (United States)

Kali, Yael; McKenney, Susan; Sagy, Ornit

2015-01-01

While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…

Using E-Learning Portfolio Technology To Support Visual Art Learning

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Greer Jones-Woodham

2009-08-01

Full Text Available Inspired by self-directed learning (SDL theories, this paper uses learning portfolios as a reflective practice to improve student learning and develop personal responsibility, growth and autonomy in learning in a Visual Arts course. Students use PowerPoint presentations to demonstrate their concepts by creating folders that are linked to e-portfolios on the University website. This paper establishes the role of learning e-portfolios to improve teaching and learning as a model of reflection, collaboration and documentation in the making of art as a self-directed process. These portfolios link students' creative thinking to their conceptual frameworks. They also establish a process of inquiry using journals to map students' processes through their reflections and peer feedback. This practice argues that learning e-portfolios in studio art not only depends on a set of objectives whose means are justified by an agreed end but also depends on a practice that engages students' reflection about their actions while in their art- making practice. Using the principles of the maker as the intuitive and reflective practitioner, the making as the process in which the learning e-portfolios communicate the process and conceptual frameworks of learning and the eventual product, and the made as evidence of that learning in light of progress made, this paper demonstrates that learning-in-action and reflecting-in and-on-action are driven by self-direction. With technology, students bring their learning context to bear with the use of SDL. Students' use of PowerPoint program technology in making their portfolios is systematic and builds on students' competencies as this process guides students' beliefs and actions about their work that is based on theory and concepts in response to a visual culture that is Trinidad and Tobago. Students' self–directed art-making process as a self directed learning, models the process of articulated learning. Communicating about

The Interaction Model in iLearning Environments and its Use in the Smart Lab Concept

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Yuliya Lyalina

2011-11-01

Full Text Available This paper identifies and discusses current trends and challenges, offers an overview of state-of-the-art technologies in the development of remote and smart laboratories, and introduces the iLearning interaction model. The use of the model allows reconstructing already- existing iLearning environments. The smart lab model is described for face-to-face, Mobile and Blended Learning. As a result, this allows offering new information technology that organizes the educational process according to learning type (face-to-face, hands-on learning, Life Long Learning, E-Learning, M-Learning, Blended learning, Game-based learning, etc.. The remote access Architecture and Interface for the multifunctional Smart Lab will be developed.

Using technology to support science inquiry learning

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P John Williams

2017-03-01

Full Text Available This paper presents a case study of a teacher’s experience in implementing an inquiry approach to his teaching over a period of two years with two different classes. His focus was on using a range of information technologies to support student inquiry learning. The study demonstrates the need to consider the characteristics of students when implementing an inquiry approach, and also the influence of the teachers level of understanding and related confidence in such an approach. The case also indicated that a range of technologies can be effective in supporting student inquiry learning.

Validation of an instrument to measure students' motivation and self-regulation towards technology learning

Science.gov (United States)

Liou, Pey-Yan; Kuo, Pei-Jung

2014-05-01

Background:Few studies have examined students' attitudinal perceptions of technology. There is no appropriate instrument to measure senior high school students' motivation and self-regulation toward technology learning among the current existing instruments in the field of technology education. Purpose:The present study is to validate an instrument for assessing senior high school students' motivation and self-regulation towards technology learning. Sample:A total of 1822 Taiwanese senior high school students (1020 males and 802 females) responded to the newly developed instrument. Design and method:The Motivation and Self-regulation towards Technology Learning (MSRTL) instrument was developed based on the previous instruments measuring students' motivation and self-regulation towards science learning. Exploratory and confirmatory factor analyses were utilized to investigate the structure of the items. Cronbach's alpha was applied for measuring the internal consistency of each scale. Furthermore, multivariate analysis of variance was used to examine gender differences. Results:Seven scales, including 'Technology learning self-efficacy,' 'Technology learning value,' 'Technology active learning strategies,' 'Technology learning environment stimulation,' 'Technology learning goal-orientation,' 'Technology learning self-regulation-triggering,' and 'Technology learning self-regulation-implementing' were confirmed for the MSRTL instrument. Moreover, the results also showed that male and female students did not present the same degree of preference in all of the scales. Conclusions:The MSRTL instrument composed of seven scales corresponding to 39 items was shown to be valid based on validity and reliability analyses. While male students tended to express more positive and active performance in the motivation scales, no gender differences were found in the self-regulation scales.

The Effect of Learning Based on Technology Model and Assessment Technique toward Thermodynamic Learning Achievement

Science.gov (United States)

Makahinda, T.

2018-02-01

The purpose of this research is to find out the effect of learning model based on technology and assessment technique toward thermodynamic achievement by controlling students intelligence. This research is an experimental research. The sample is taken through cluster random sampling with the total respondent of 80 students. The result of the research shows that the result of learning of thermodynamics of students who taught the learning model of environmental utilization is higher than the learning result of student thermodynamics taught by simulation animation, after controlling student intelligence. There is influence of student interaction, and the subject between models of technology-based learning with assessment technique to student learning result of Thermodynamics, after controlling student intelligence. Based on the finding in the lecture then should be used a thermodynamic model of the learning environment with the use of project assessment technique.

Design A Situated Learning Environment Using Mixed Reality Technology - A Case Study

OpenAIRE

Rasimah Che Mohd Yusoff; Halimah Badioze Zaman; Azlina Ahmad

2010-01-01

Mixed Reality (MR) is one of the newest technologies explored in education. It promises the potential to promote teaching and learning and making learners- experience more "engaging". However, there still lack of research on designing a virtual learning environment using MR technology. In this paper, we describe the Mixed Reality technology, the characteristics of situated learning as instructional design for virtual environment using mixed reality technology. We also exp...

Designing Technology-Enabled Instruction to Utilize Learning Analytics

Science.gov (United States)

Davies, Randall; Nyland, Robert; Bodily, Robert; Chapman, John; Jones, Brian; Young, Jay

2017-01-01

A key notion conveyed by those who advocate for the use of data to enhance instruction is an awareness that learning analytics has the potential to improve instruction and learning but is not currently reaching that potential. Gibbons (2014) suggested that a lack of learning facilitated by current technology-enabled instructional systems may be…

Technologies for Learning? An Actor-Network Theory Critique of "Affordances" in Research on Mobile Learning

Science.gov (United States)

Wright, Steve; Parchoma, Gale

2011-01-01

How is the link between learner and technology made in mobile learning? What is the value of the concept of "affordances"? And how does research articulating this concept act to position mobile devices as "technologies for learning"? This literature review used both unstructured and structured search samples of published research on mobile…

Do we need teachers as designers of technology enhanced learning?

NARCIS (Netherlands)

Kirschner, Paul A.

2016-01-01

In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable.

Methodologies and intelligent systems for technology enhanced learning

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Gennari, Rosella; Vitorini, Pierpaolo; Vicari, Rosa; Prieta, Fernando

2014-01-01

This volume presents recent research on Methodologies and Intelligent Systems for Technology Enhanced Learning. It contains the contributions of ebuTEL 2013 conference which took place in Trento, Italy, on September, 16th 2013 and of mis4TEL 2014 conference, which took take place in Salamanca, Spain, on September, 4th-6th 2014 This conference series are an open forum for discussing intelligent systems for Technology Enhanced Learning and empirical methodologies for its design or evaluation.

Immersive Learning Technologies: Realism and Online Authentic Learning

Science.gov (United States)

Herrington, Jan; Reeves, Thomas C.; Oliver, Ron

2007-01-01

The development of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be…

Synthesizing Technology Adoption and Learners' Approaches towards Active Learning in Higher Education

Science.gov (United States)

Chan, Kevin; Cheung, George; Wan, Kelvin; Brown, Ian; Luk, Green

2015-01-01

In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners' variations, particularly regarding their styles and approaches to learning, on intention and use of learning technologies. This study contributes to further…

Learning in strategic technology alliances

NARCIS (Netherlands)

Schoenmakers, W.W.M.E.; Duysters, G.M.

2006-01-01

In this paper we examine the influence of strategic technology alliances on organisational learning. From an empirical perspective we examine the pre- and post-alliance knowledge bases of allying firms. We find that the pre-alliance knowledge base overlap of the allying firms has an inverted

How Pre-Service Teachers Learn Educational Technology with the Situated Learning Approach

Science.gov (United States)

Kucuk, Sevda

2018-01-01

This research investigated pre-service teachers' motivation, learning strategies, and engagement in a situated learning based educational technology course. In this study, correlational research design was used. The sample of this study was 65 second year science education pre-service teachers. The data were collected through two questionnaires.…

Application of Technology in Project-Based Distance Learning

Directory of Open Access Journals (Sweden)

Ali Mehrabian

2008-06-01

Full Text Available Present technology and the accessibility of internet have made distance learning easier, more efficient, and more convenient for students. This technology allows instructors and students to communicate asynchronously, at times and locations of their own choosing, by exchanging printed or electronic information. The use of project-based approach is being recognized in the literature as a potential component of courses in the faculties of engineering, science, and technology. Instructors may have to restructure their course differently to accommodate and facilitate the effectiveness of distance learning. A project-based engineering course, traditionally taught in a classroom settings using live mode at the College of Engineering and Computer Sciences at the University of Central Florida (UCF has been transformed to a distance course taught using distance modes. In this case, pedagogical transitions and adjustments are required, in particular for obtaining an optimal balance between the course material and the project work. Project collaboration in groups requires communication, which is possible with extensive utilization of new information and communication technology, such as virtual meetings. This paper discusses the course transition from live to distance modes and touches on some issues as they relate to the effectiveness of this methodology and the lessons learned from its application within different context. More specifically, this discussion includes the benefit of implementing project-based work in the domain of the distance learning courses.

Do technologies have politics? The new paradigm and pedagogy in networked learning

OpenAIRE

Jones, Chris

2001-01-01

This paper explores the relationships between the technologies deployed in networked and e-Learning and the pedagogies and politics associated with them. Networked learning and the related move to e-Learning are coincident with the globalisation, commodification and massification of Higher Education. It examines the hard and soft forms of technological determinism (TD) found in the current advocacy of technological futures for Higher Education. Hard TD claims that new technologies bring about...

Survey on Multimedia Technologies for Mobile Learning Applications

Directory of Open Access Journals (Sweden)

Paul POCATILU

2009-01-01

Full Text Available Mobile technologies are developing very fast. This paper presents a survey on multimedia technologies for mobile learning applications, focusing on multimedia programming techniques for Windows Mobile, Symbian, and Java ME.

A Framework for Developing Self-Directed Technology Use for Language Learning

Science.gov (United States)

Lai, Chun

2013-01-01

Critical to maximizing the potential of technology for learning is enhancing language learners' self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and…

Educational innovation, learning technologies and Virtual culture potential'

Directory of Open Access Journals (Sweden)

David Riley

2002-12-01

Full Text Available Learning technologies are regularly associated with innovative teaching but will they contribute to profound innovations in education itself? This paper addresses the question by building upon Merlin.Donald's co-evolutionary theory of mind, cognition and culture. He claimed that the invention of technologies for storing and sharing external symbol systems, such as writing, gave rise to a 'theoretic culture' with rich symbolic representations and a resultant need for formal education. More recently, Shaffer and Kaput have claimed that the development of external and shared symbol-processing technologies is giving rise to an emerging 'virtual culture'. They argue that mathematics curricula are grounded in theoretic culture and should change to meet the novel demands of 'virtual culture' for symbol-processing and representational fluency. The generic character of their cultural claim is noted in this paper and it is suggested that equivalent pedagogic arguments are applicable across the educational spectrum. Hence, four general characteristics of virtual culture are proposed, against which applications of learning technologies can be evaluated for their innovative potential. Two illustrative uses of learning technologies are evaluated in terms of their 'virtual culture potential' and some anticipated questions about this approach are discussed towards the end of the paper.

Game Changer for Online Learning Driven by Advances in Web Technology

Science.gov (United States)

Kaul, Manfred; Kless, André; Bonne, Thorsten; Rieke, Almut

2017-01-01

Almost unnoticed by the e-learning community, the underlying technology of the WWW is undergoing massive technological changes on all levels these days. In this paper we draw the attention to the emerging game changer and discuss the consequences for online learning. In our e-learning project "Work & Study", funded by the German…

Creative learning technologies as a catalyst for rethinking education

DEFF Research Database (Denmark)

Gjedde, Lisa

2017-01-01

is on exploring how learning with creative technologies can be a catalyst for rethinking education in primary and lower secondary school The mixed methods based research project has involved classes from all schools in one municipality in Denmark in digital creative lab activities The research points...... presents preliminary results from an R&D project on teacher led designs for creative and multimodal learning The focus is on developing designs for learning using creative learning technologies These include digital storytelling with mobile devices and digital animation in hybrid environments The focus......There is a movement towards a new paradigm in the mediatized Scandinavian societies that aims at developing the students' creativity, critical sense and ability to collaborate and communicate, thereby equipping them with necessary media skills and competencies for 21st Century learning This paper...

How Technology Matters to Learning

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Ehrmann, Stephen C.

2013-01-01

Did technology make a difference, for good or ill, in students' learning of economics in the three courses described in Dan Berrett's story, first published in the "Chronicle of Higher Education" and reprinted in this issue? That's the question that "Liberal Education" has asked this author to discuss. By…

Self-regulated and technology-enhanced learning: a European perspective

NARCIS (Netherlands)

Mooij, Ton; Steffens, Karl; Andrade, Maureen Snow

2014-01-01

Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate

Self-regulated and technology-enhanced learning: a European perspective

NARCIS (Netherlands)

Mooij, Ton; Steffens, Karl; Andrade, Maureen Snow

2015-01-01

Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate

Buried Waste Integrated Demonstration lessons learned: 1993 technology demonstrations

International Nuclear Information System (INIS)

Kostelnik, K.M.; Owens, K.J.

1994-01-01

An integrated technology demonstration was conducted by the Buried Waste Integrated Demonstration (BWID) at the Idaho National Engineering Laboratory Cold Test Pit in the summer of 1993. This program and demonstration was sponsored by the US Department of Energy Office of Technology Development. The demonstration included six technologies representing a synergistic system for the characterization and retrieval of a buried hazardous waste site. The integrated technology demonstration proved very successful and a summary of the technical accomplishments is presented. Upon completion of the integrated technology demonstration, cognizant program personnel participated in a lessons learned exercise. This exercise was conducted at the Simplot Decision Support Center at Idaho State University and lessons learned activity captured additional information relative to the integration of technologies for demonstration purposes. This information will be used by BWID to enhance program planning and strengthen future technology demonstrations

The opportunities and rewards of distance learning programs offered by the university of Newcastle

International Nuclear Information System (INIS)

Lyall, D.

2002-01-01

Full text: The University of Newcastle offers, via the distance learning mode of study, three innovative postgraduate programs designed for Nuclear Medicine Scientists and Practitioners. The Graduate Diploma in Nuclear Medicine is designed for Nuclear Medicine Scientists who have been absent from the work force for an extended period of time or have completed a qualification in medical imaging, who are currently working as a Nuclear Medicine Scientist. The Graduate Diploma fosters and encourages a greater depth of knowledge of Nuclear Medicine through the understanding and application of clinical skills. The Master of Nuclear Medicine is designed to develop within Nuclear Medicine Scientists and Practitioners a greater depth of knowledge of Nuclear Medicine through the acquisition and application of research skills. The Master of Applied Management (Health) is designed for Nuclear Medicine Scientists, practitioners, health managers and administrators who desire to acquire essential management skills while expanding their clinical skills. Graduates of the Graduate Diploma are eligible to sit the certification examination for the Nuclear Medicine Technology Certification Board in the United States of America. They may also eligible to apply to the Australian and New Zealand Society of Nuclear Medicine Accreditation Board for interim accreditation. Graduates of the Masters of Nuclear Medicine enjoy the same opportunities as per the Graduate Diploma. They also enjoy a greater success with promotion and have the skills necessary to develop a rewarding career in research. Copyright (2002) The Australian and New Zealand Society of Nuclear Medicine Inc

Technology Enhanced Learning in Programming Courses--International Perspective

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Ivanovic, Mirjana; Xinogalos, Stelios; Pitner, Tomáš; Savic, Miloš

2017-01-01

Technology enhanced learning (TEL) is increasingly influencing university education, mainly in overcoming disadvantages of direct instruction teaching approaches, and encouraging creativity, problem solving and critical thinking in student-centered, interactive learning environments. In this paper, experiences from object-oriented programming…

New horizons for e-learning in medical education: ecological and Web 2.0 perspectives.

Science.gov (United States)

Sandars, John; Haythornthwaite, Caroline

2007-05-01

An ecological and a Web 2.0 perspective of e-learning provides new ways of thinking about how people learn with technology and also how new learning opportunities are offered by new technology. These perspectives highlight the importance of developing connections between a wide variety of learning resources, containing both codified and tacit knowledge. New adaptive technology has the potential to create personalized, yet collective, learning. The future implications for e-learning in medical education is considered.

ARCHITECTURES FOR DISTRIBUTED AND COMPLEX M-LEARNING SYSTEMS: Applying Intelligent Technologies.

Directory of Open Access Journals (Sweden)

Ozlem OZAN,

2010-04-01

Full Text Available Today mobile technologies have become an integral part of the learning activities. With mobile technologies ―Any time, anywhere, any device‖ promise of e-learning is going to become actually applicable and mobile technologies are going to provide opportunities to be ―always on‖ and connected for twenty-first century learners and to get information on demand with ―just enough, just in time, and just for me‖ approach (Yamamoto, Ozan, & Demiray, 2010. Mobile technology includes both hardware and networking applications; hence both of them are necessary for the existence of m-Learning. Today one of the big challenges of mobile learning is technical issues. This book provides case studies and solution about technical applications of mobile learning.The book's broader audience is anyone who is interested in mobile learning systems‘ architecture. Beside this, it gives valuable information for mobile learning designers.The book is edited by The book is edited by Angel Juan , Thanasis Daradoumis, Fatos Xhafa and Santi Caballé. Angel A. Juan is an associate professor of simulation and data analysis in the computer sciences department at the Open University of Catalonia (Spain.Thanasis Daradoumis is an associate professor

Collaborative Action Research on Technology Integration for Science Learning

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Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

Willingness and preferences of nurses related to learning with technology.

Science.gov (United States)

Pilcher, Jobeth W; Bedford, Laurie

2011-01-01

To what extent are nurses willing to learn with technology-enhanced tools, such as online education, podcasts, webcasts, mobile learning, and realistic simulations? What factors influence their willingness? This article includes a description of a mixed methodology study that addressed these questions. Nurses of all ages indicated a willingness to learn with a variety of technological tools. Primary determinants of willingness were associated with ease of use, familiarity, convenience, and perceived benefit.

Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

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Kumar, David Devraj

2017-01-01

This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

2nd International Workshop on Learning Technology for Education in Cloud

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Tao, Yu-Hui; Yang, Hsin-Chang; Ting, I-Hsien

2014-01-01

Proceedings from the 2013 LTEC conference in Kaohsiung,Taiwan. The papers examine diverse aspects of Learning Technology for Education in Cloud environments, including social, technical and infrastructure implications. Also addressed is the question of how cloud computing can be used to design applications to support real time on demand learning using technologies. The workshop proceedings provide opportunities for delegates to discuss the latest research in TEL (Technology Enhanced Learning) and its impacts for learners and institutions, using cloud technolgies.

CRITERIA AND QUALITY INDICATORS OF INFORMATION AND COMMUNICATION TECHNOLOGIES OF LEARNING

OpenAIRE

Oleg M. Spirin

2013-01-01

In the article the concept of information and communication technology and information and communication technology of learning is specified. It is grounded an external and internal criteria of information and communication technologies of learning quality assessment based on experience of information and communication technology quality assessment of the methodical system of informatics teachers vocational training. There are considered the external indexes – design, structural, organization...

Technological change in energy systems. Learning curves, logistic curves and input-output coefficients

International Nuclear Information System (INIS)

Pan, Haoran; Koehler, Jonathan

2007-01-01

Learning curves have recently been widely adopted in climate-economy models to incorporate endogenous change of energy technologies, replacing the conventional assumption of an autonomous energy efficiency improvement. However, there has been little consideration of the credibility of the learning curve. The current trend that many important energy and climate change policy analyses rely on the learning curve means that it is of great importance to critically examine the basis for learning curves. Here, we analyse the use of learning curves in energy technology, usually implemented as a simple power function. We find that the learning curve cannot separate the effects of price and technological change, cannot reflect continuous and qualitative change of both conventional and emerging energy technologies, cannot help to determine the time paths of technological investment, and misses the central role of R and D activity in driving technological change. We argue that a logistic curve of improving performance modified to include R and D activity as a driving variable can better describe the cost reductions in energy technologies. Furthermore, we demonstrate that the top-down Leontief technology can incorporate the bottom-up technologies that improve along either the learning curve or the logistic curve, through changing input-output coefficients. An application to UK wind power illustrates that the logistic curve fits the observed data better and implies greater potential for cost reduction than the learning curve does. (author)

What Does Design and Technology Learning Really Look Like?

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Southall, Mary

2016-01-01

This paper presents findings from a research study investigating the relationship between "intended" learning and "actual" learning in Design and Technology lessons (Southall, 2015). The research focused upon the "pre active" phase of the teaching-learning process, that is the teacher's planning processes and…

Physical Learning Environment and its Suitability to the Objectives of Technology Education

Science.gov (United States)

Soobik, Mart

2013-01-01

The present article focuses on Technology Education teachers' opinions on the physical learning environment of Technology Education. The study compares and analyses the changes in the physical learning environment of Technology Education. Two questionnaire surveys (Study I and Study II) were carried out among teachers of Technology Education in…

METHODOLOGY-TECHNOLOGICAL BASES AND COMMUNICATION FACILITIES OF COMMUNICATION IN DISTANCE LEARNING

OpenAIRE

O. Gnedkova; V. Lyakutin

2010-01-01

In this article methodical and technological principles of communication process in distance learning, which are the important constituents of the effective distance course, are analyzed. Communication facilities for the conducting communication process in distance learning are examined. Recommendations for teachers (tutors) for organization of successful and effective learning process with the use of modern communication technologies are pointed.

Supporting Problem Solving with Case-Stories Learning Scenario and Video-based Collaborative Learning Technology

Directory of Open Access Journals (Sweden)

Chun Hu

2004-04-01

Full Text Available In this paper, we suggest that case-based resources, which are used for assisting cognition during problem solving, can be structured around the work of narratives in social cultural psychology. Theories and other research methods have proposed structures within narratives and stories which may be useful to the design of case-based resources. Moreover, embedded within cases are stories which are contextually rich, supporting the epistemological groundings of situated cognition. Therefore the purposes of this paper are to discuss possible frameworks of case-stories; derive design principles as to “what” constitutes a good case story or narrative; and suggest how technology can support story-based learning. We adopt video-based Computer-Supported Collaborative Learning (CSCL technology to support problem solving with case-stories learning scenarios. Our hypothesis in this paper is that well-designed case-based resources are able to aid in the cognitive processes undergirding problem solving and meaning making. We also suggest the use of an emerging video-based collaborative learning technology to support such an instructional strategy.

The Impact of Cloud Computing Technologies in E-learning

Directory of Open Access Journals (Sweden)

Hosam Farouk El-Sofany

2013-01-01

Full Text Available Cloud computing is a new computing model which is based on the grid computing, distributed computing, parallel computing and virtualization technologies define the shape of a new technology. It is the core technology of the next generation of network computing platform, especially in the field of education, cloud computing is the basic environment and platform of the future E-learning. It provides secure data storage, convenient internet services and strong computing power. This article mainly focuses on the research of the application of cloud computing in E-learning environment. The research study shows that the cloud platform is valued for both students and instructors to achieve the course objective. The paper presents the nature, benefits and cloud computing services, as a platform for e-learning environment.

The deployment of new energy technologies and the need for local learning

International Nuclear Information System (INIS)

Neij, Lena; Heiskanen, Eva; Strupeit, Lars

2017-01-01

The objective of this paper is to identify local aspects of technological learning in the deployment of solar photovoltaic (PV), a globally important form of distributed energy technology. We review literature in the economics of innovation and economic geography to identify the need for local learning when adopting new technologies and seek evidence on the local aspects of learning processes in the deployment of new (energy) technologies. The analysis focuses on the empirical evidence of learning processes in PV deployment. Our findings show that learning for PV deployment exhibits characteristics of local learning identified in the innovation literature (tacit knowledge, shared narratives, user relations and learning in interorganizational networks). In addition, we show that competencies in the deployment of PV rely on learning processes that are closely connected to the historically and geographically distinctive characteristics of the built environment. We also find evidence of the significance of proximity in (local) learning, as well as examples of knowledge being codified over time into national and global knowledge flows. We conclude with policy implications that acknowledge the importance of local learning for deployment. - Highlights: • PV deployment exhibits characteristics of local learning. • Some processes of local learning have become codified on a national level. • Based on a proximity in local learning we stress the importance of local policy.

Technology Integration in Education: An Examination of Technology Adoption in Teaching and Learning by Secondary Teachers in Minnesota

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Cherry, Jennifer E.

2014-01-01

The purpose of this study was to explore possible causal factors for level of teachers' adoption of technology in teaching and learning. Furthering the understanding of the factors related to teachers' technology adoption may facilitate increased levels of technology integration in the teaching and learning process. Based on previous research and…

Perceived Convenience in an Extended Technology Acceptance Model: Mobile Technology and English Learning for College Students

Science.gov (United States)

Chang, Chi-Cheng; Yan, Chi-Fang; Tseng, Ju-Shih

2012-01-01

Since convenience is one of the features for mobile learning, does it affect attitude and intention of using mobile technology? The technology acceptance model (TAM), proposed by David (1989), was extended with perceived convenience in the present study. With regard to English language mobile learning, the variables in the extended TAM and its…

An Invitation to Look at Enhancement in Technology-Enhanced Learning

NARCIS (Netherlands)

Gauttier, Stéphanie Emilie Joëlle; Arnedillo-Sanchez, Inmaculada

2016-01-01

The Internet, e-learning and now mobile learning are seen as opportunities for individual to access information and engage in learning anytime, anywhere. However, digital devices and technologies are also perceived as detrimental for learning (Dror, 2007), memory and attention (The Telegraph, 2015).

Making Learning and Web 2.0 Technologies Work for Higher Learning Institutions in Africa

Science.gov (United States)

Lwoga, Edda

2012-01-01

Purpose: This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities. Design/methodology/approach: A combination of content analysis and semi-structured interviews was used to collect…

Fold-Back: Using Emerging Technologies to Move from Quality Assurance to Quality Enhancement

Science.gov (United States)

Leonard, Simon N.; Fitzgerald, Robert N.; Bacon, Matt

2016-01-01

Emerging technologies offer an opportunity for the development, at the institutional level, of quality processes with greater capacity to enhance learning in higher education than available through current quality processes. These systems offer the potential to extend use of learning analytics in institutional-level quality processes in addition…

Persuasive Technology for Learning and Teaching – The EuroPLOT Project

OpenAIRE

Behringer, R; Soosay, M; Gram-Hansen, SB; Øhrstrøm, P; Sørensen, CG; Smith, C; Mikulecká, J; Winther-Nielsen, N; Winther-Nielsen, M; Herber, E

2013-01-01

The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme....

A Professional Learning Model Supporting Teachers to Integrate Digital Technologies

Science.gov (United States)

Sheffield, Rachel; Blackley, Susan; Moro, Paul

2018-01-01

Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…

Middle School Students' Motivation for Learning Technology in South Korea

Science.gov (United States)

Kwon, Hyuksoo

2016-01-01

This study aims to develop a feasible instrument for determining middle school students' motivation to learn technology in South Korea. The authors translated Glynn's motivational instrument and modified it to measure Korean middle school students' motivation to learn technology. The instrument was applied to 441 students of grade 8 and 9 from six…

Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning

Science.gov (United States)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2018-04-01

This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.

Mobile Learning and Integration of Mobile Technologies in Education

Science.gov (United States)

Keengwe, Jared; Bhargava, Malini

2014-01-01

Mobile technologies have a huge potential to transform education provided these technologies are designed and implemented in such a way that they are relevant to the social and cultural context of learning. Clearly, the application, implementation, and design of mobile technology in the global educational context pose technological and…

Methodologies and Intelligent Systems for Technology Enhanced Learning

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Gennari, Rosella; Vittorini, Pierpaolo; Prieta, Fernando

2015-01-01

This volume presents recent research on Methodologies and Intelligent Systems for Technology Enhanced Learning. It contains the contributions of MIS4TEL 2015, which took place in Salamanca, Spain,. On June 3rd to 5th 2015. Like the previous edition, this proceedings and the conference is an open forum for discussing intelligent systems for Technology Enhanced Learning and empirical methodologies for their design or evaluation MIS4TEL’15 conference has been organized by University of L’aquila, Free University of Bozen-Bolzano and the University of Salamanca.  .

Recommender Systems in Technology Enhanced Learning

NARCIS (Netherlands)

Manouselis, Nikos; Drachsler, Hendrik; Vuorikari, Riina; Hummel, Hans; Koper, Rob

2010-01-01

Manouselis, N., Drachsler, H., Vuorikari, R., Hummel, H. G. K., & Koper, R. (2011). Recommender Systems in Technology Enhanced Learning. In P. B. Kantor, F. Ricci, L. Rokach, & B. Shapira (Eds.), Recommender Systems Handbook (pp. 387-415). Berlin: Springer.

Conversational Agents in E-Learning

Science.gov (United States)

Kerry, Alice; Ellis, Richard; Bull, Susan

This paper discusses the use of natural language or 'conversational' agents in e-learning environments. We describe and contrast the various applications of conversational agent technology represented in the e-learning literature, including tutors, learning companions, language practice and systems to encourage reflection. We offer two more detailed examples of conversational agents, one which provides learning support, and the other support for self-assessment. Issues and challenges for developers of conversational agent systems for e-learning are identified and discussed.

Assessing the Applicability of 3D Holographic Technology as an Enhanced Technology for Distance Learning

Science.gov (United States)

Kalansooriya, Pradeep; Marasinghe, Ashu; Bandara, K. M. D. N.

2015-01-01

Distance learning has provided an excellent platform for students in geographically remote locations while enabling them to learn at their own pace and convenience. A number of technologies are currently being utilized to conceptualize, design, enhance and foster distance learning. Teleconferences, electronic field trips, podcasts, webinars, video…

Predicting the Continued Use of Internet-Based Learning Technologies: The Role of Habit

Science.gov (United States)

Limayem, Moez; Cheung, Christy M. K.

2011-01-01

The proliferation and advance of Internet-based technologies create expanded opportunities for educators to provide students with better learning experiences. Although current studies focus mostly on the learning processes and learning outcomes, this article examines the students' usage behaviour with Internet-based learning technologies across…

Promoting the Use of Online Social Technology as a Case-Based Learning Tool

Science.gov (United States)

Ractham, Peter; Chen, Charlie

2013-01-01

Social technology is proliferating and influencing different aspects of society. However, very few studies have examined the use of such a technology for a case-based learning pedagogy. This preliminary study investigates the use of social technology as a case-based learning tool to improve the effectiveness of case-based learning in the…

When Disruptive Approaches Meet Disruptive Technologies: Learning at a Distance.

Science.gov (United States)

Gibson, Chere Campbell

2000-01-01

Reviews research on constructivism in learning and selection of learning strategies. Suggests linking constructivism with instructional technologies for continuing medical education in order to "disrupt" reactive, habitual ways of learning and encourage active engagement. (SK)

EvalEdit - Online Editor for E-learning Tests

Directory of Open Access Journals (Sweden)

Cristea BOBOILA

2008-01-01

Full Text Available As our society has gradually changed in the past few years with the new technology, the internet has become more and more present at our workplace and in our learning methods. The internet brought us an easier access to information offering a range of tools and capabilities to workers.Teaching and learning has changed since the technological explosion. The related aspects to their effectiveness are: time, place, delivery process and learning process.In this article we'll try to explain the associated concepts with e-learning, like the stakeholders involved, the technology and the provided products and services, and other related issues and trends.

Pervasive Computing and Communication Technologies for U-Learning

Science.gov (United States)

Park, Young C.

2014-01-01

The development of digital information transfer, storage and communication methods influences a significant effect on education. The assimilation of pervasive computing and communication technologies marks another great step forward, with Ubiquitous Learning (U-learning) emerging for next generation learners. In the evolutionary view the 5G (or…

Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms

Science.gov (United States)

Campbell, Todd; Wang, Shaing Kwei; Hsu, Hui-Yin; Duffy, Aaron M.; Wolf, Paul G.

2010-10-01

This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. This paper serves to challenge teacher-held assumptions about students learning science `from technology' with a framework and examples of students learning science `with technology'. Whereas a high percentage of students are finding their way in using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical and pedagogical foundation for better connecting the two worlds of students' lives: life in school and life outside of school. This position paper is in response to the changing landscape of students' lives. The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning `with technology' to enhance science learning.

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...

Technology learning in a global - local perspective: - the interplay between technology diffusion, niche markets and experience curves

International Nuclear Information System (INIS)

Martinsen, Thomas

2010-01-01

Preventing dangerous global climate change requires timely deployment of nascent energy technologies with zero or low Co2 emissions. Managing the shift to a common sustainable technology path calls for insight about the influence of global technological change on the national energy system. Moreover, national policies are required to promote the shift to the new technology path. This calls for methods to analyse the national energy system within a global perspective. The objective of the work presented in this thesis was to investigate interplay between technology diffusion, niche markets and technology learning from the perspective of a small open economy like Norway. More specifically, develop methods to include the influence of technology learning manifested in experience and learning curves into national energy-economy-environment models. Moreover, apply the methods to investigate the potential influence and sensitivity to technology learning in a small open economy. In this thesis three such methods have been developed, applied and its importance assessed using Norway as an example. In this work three models have been linked. They are the global Energy Technology Perspectives model operated by the International Energy Agency, the Norwegian Markal model at the Institute for Energy Technology and the macro economic model MSG6 at Statistics Norway. Method one and two has been developed to manage the interplay between the models. In a local perspective technology learning in the global market is perceived as spillover. Based upon a review of the characteristics of technological change and learning curves and its application to energy system modelling some criteria important for the parameterization and modelling of spillover in a small open economy are suggested. The first method incorporates spillover into the national Markal model. The second method establishes a soft-link between the national models. The soft-link served two purposes; to provide input on demand

Web 2.0 and Emerging Technologies in Online Learning

Science.gov (United States)

Diaz, Veronica

2010-01-01

As online learning continues to grow, so do the free or nearly free Web 2.0 and emerging online learning technologies available to faculty and students. This chapter explores the implementation process and corresponding considerations of adapting such tools for teaching and learning. Issues addressed include copyright, intellectual property,…

Developing Course Materials for Technology-Mediated Chinese Language Learning

Science.gov (United States)

Kubler, Cornelius C.

2018-01-01

This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It…

Blending Student Technology Experiences in Formal and Informal Learning

Science.gov (United States)

Lai, K.-W.; Khaddage, F.; Knezek, Gerald

2013-01-01

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

Blended Learning: The Student Viewpoint.

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Shantakumari, N; Sajith, P

2015-01-01

Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

Using information and communication technology (ICT) to the maximum: learning and teaching biology with limited digital technologies

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Van Rooy, Wilhelmina S.

2012-04-01

Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats. Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools. Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning. Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews. Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability. Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning.

Guest Editorial: Special Section on Learning Systems for Science and Technology Education

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Bredeweg, B.; McLaren, B.M.; Biswas, B.

2013-01-01

Computer-based technology can significantly enhance science education and training, as well as shape both what and how people learn. With this special issue of the IEEE Transactions on Learning Technologies (TLT), we present contributions that address education and training in science and technology

Introduction of subsidisation in nascent climate-friendly learning technologies and evaluation of its effectiveness

International Nuclear Information System (INIS)

Rout, Ullash K.; Akimoto, Keigo; Sano, Fuminori; Tomoda, Toshimasa

2010-01-01

Given its importance as a practical phenomenon underlying the progress of learning technologies, attention should be paid to the role of subsidisation in learning theory, particularly in the case of nascent climate-related sociable learning technologies, in order to examine its benefits. Thus, this study focuses on subsidy procurement of energy technologies in several economies in the context of the component learning track in endogenous global clusters in order to suggest improvements to the adoption mechanism and examine the climate stabilization constraint. At the same time, the study attempts to determine the global progress ratio of the lithium-ion battery in order to analyse various endogenous learning scenarios for hybrid technologies. An integrated energy system model with highly disaggregated global regions (DNE21+) is used to execute this research in a medium time frame. Subsidisation of the learning track of battery technology encourages greater development of plug-in hybrid vehicles, promotes early diffusion of hybrid technologies, and relieves heavy dependency on crude oil and biofuels. The subsidies in the common learning domains in few economies benefit the nearby economies because of the technology spillover that occurs through numerous cross-feedback learning mechanisms. Endogenous learning with subsidies augments diffusion potentials, abates emissions, and shifts sectoral emissions.

Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

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McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke

2016-01-01

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…

Technology for French Learning: A Mismatch between Expectations and Reality

Science.gov (United States)

Karabulut, Aliye; Levelle, Kimberly; Li, Jinrong; Suvorov, Ruslan

2012-01-01

The qualitative study reported in this article explored the use of technology for language learning in a third-year French class at a public university in the Midwest of the USA. To address the need for a more holistic study of technology for language learning (Basharina, 2007; Thorne, 2003), an Activity Theory framework was employed to…

Competence Models in Technology-enhanced Competence-based Learning

NARCIS (Netherlands)

Sampson, Demetrios; Fytros, Demetrios

2008-01-01

Please cite as: Sampson, D., & Fytros, D. (2008). Competence Models in Technology-enhanced Competence-based Learning. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski & D. Sampson (Eds.), International Handbook on Information Technologies for Education and Training, 2nd Edition, Springer, June 2008

The Benefits of Adding SETI to the University Curriculum and What We Have Learned from a SETI Course Recently Offered at UCLA

Science.gov (United States)

Lesyna, Larry; Margot, Jean-Luc; Greenberg, Adam; Shinde, Akshay; Alladi, Yashaswi; Prasad MN, Srinivas; Bowman, Oliver; Fisher, Callum; Gyalay, Szilard; McKibbin, William; Miles, Brittany E.; Nguyen, Donald; Power, Conor; Ramani, Namrata; Raviprasad, Rashmi; Santana, Jesse

2017-01-01

We advocate for the inclusion of a full-term course entirely devoted to SETI in the university curriculum. SETI usually warrants only a few lectures in a traditional astronomy or astrobiology course. SETI’s rich interdisciplinary character serves astronomy students by introducing them to scientific and technological concepts that will aid them in their dissertation research or later in their careers. SETI is also an exciting topic that draws students from other disciplines and teaches them astronomical concepts that they might otherwise never encounter in their university studies. We have composed syllabi that illustrate the breadth and depth that SETI courses provide for advanced undergraduate or graduate students. The syllabi can also be used as a guide for an effective SETI course taught at a descriptive level.After a pilot course in 2015, UCLA formally offered a course titled "EPSS C179/279 - Search for Extraterrestrial Intelligence: Theory and Applications" in Spring 2016. The course was designed for advanced undergraduate students and graduate students in the science, technical, engineering, and mathematical fields. In 2016, 9 undergraduate students and 5 graduate students took the course. Students designed an observing sequence for the Arecibo and Green Bank telescopes, observed known planetary systems remotely, wrote a sophisticated and modular data processing pipeline, analyzed the data, and presented the results. In the process, they learned radio astronomy fundamentals, software development, signal processing, and statistics. The instructor believes that the students were eager to learn because of the engrossing nature of SETI. The students rated the course highly, in part because of the observing experience and the teamwork approach. The next offering will be in Spring 2017.See lxltech.com and seti.ucla.edu

Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework

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Leow, Choy Khim; Yahaya, Wan Ahmad Jaafar Wan; Samsudin, Zarina

2014-01-01

The Mobile Assisted Language Learning concept has offered infinite language learning opportunities since its inception 20 years ago. Second Language Acquisition however embraces a considerably different body of knowledge from first language learning. While technological advances have optimized the psycholinguistic environment for language…

Informal Language Learning Setting: Technology or Social Interaction?

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Bahrani, Taher; Sim, Tam Shu

2012-01-01

Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore…

A systematic review examining the effectiveness of blending technology with team-based learning.

Science.gov (United States)

River, Jo; Currie, Jane; Crawford, Tonia; Betihavas, Vasiliki; Randall, Sue

2016-10-01

Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a systematic review examining the effectiveness of blended-TBL in higher education health disciplines. This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference. A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP). The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media. There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effects of Online Problem-Based Learning on Teachers' Technology Perceptions and Planning

Science.gov (United States)

Nelson, Erik T.

2007-01-01

The purpose of this qualitative study was to examine the ways in which the experience of learning through an online problem-based learning (PBL) model affect teachers' perceptions of integrating technology. Participant reflections were collected and analyzed to identify the pros, cons, and challenges of learning technology integration through this…

Integration of problem-based learning and innovative technology into a self-care course.

Science.gov (United States)

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

CULTURE, CULTURE LEARNING AND NEW TECHNOLOGIES: TOWARDS A PEDAGOGICAL FRAMEWORK

Directory of Open Access Journals (Sweden)

Mike Levy

2007-02-01

Full Text Available This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership; culture as contested; and culture as individual (variable and multiple. Each perspective aims to provide a focus for thinking about culture, and thereby to provide a valid and useful point of departure for thinking about the practice of culture learning and teaching with new technologies. The referenced literature draws from a broad range of disciplines and definitions of culture. In Part Two, five projects are chosen to represent relevant technologies currently in use for culture learning: e-mail, chat, a discussion forum and a Web-based project. Each project is used to illustrate facets of the culture concept discussed in Part One with a view to identifying key elements within a pedagogical framework that can help us respond effectively to the challenge of culture learning and teaching utilising new technologies. Thus the goal is to align fundamental qualities of the culture concept with specific pedagogical designs, tasks and technologies.

The Impact of Changing Technology: The Case of E-Learning

Science.gov (United States)

Yusuf, Nadia; Al-Banawi, Nisreen

2013-01-01

For centuries, education has relied on classroom methods, but technology-enhanced learning can potentially bring about a revolution in learning, making high-quality, cost-effective education available to a greater number of people. The basic advantages of e-learning include anytime-anywhere access to learning, cost reductions, ability to reach…

A Research Agenda for Geospatial Technologies and Learning

Science.gov (United States)

Baker, Tom R.; Battersby, Sarah; Bednarz, Sarah W.; Bodzin, Alec M.; Kolvoord, Bob; Moore, Steven; Sinton, Diana; Uttal, David

2015-01-01

Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches.…

Teacher Design Knowledge for Technology Enhanced Learning

NARCIS (Netherlands)

McKenney, Susan

2014-01-01

This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework

Lifelong Learning in Artistic Context Mediated by Advanced Technologies

Science.gov (United States)

Ferrari, Mirella

2016-01-01

This research starts by analysing the current state of artistic heritage in Italy and studying some examples in Europe: we try to investigate the scope of non-formal learning in artistic context, mediated by advanced technology. The framework within which we have placed our investigation is that of lifelong learning and lifedeep learning. The…

Technology learning in a small open economy-The systems, modelling and exploiting the learning effect

International Nuclear Information System (INIS)

Martinsen, Thomas

2011-01-01

This paper reviews the characteristics of technology learning and discusses its application in energy system modelling in a global-local perspective. Its influence on the national energy system, exemplified by Norway, is investigated using a global and national Markal model. The dynamic nature of the learning system boundary and coupling between the national energy system and the global development and manufacturing system is elaborated. Some criteria important for modelling of spillover are suggested. Particularly, to ensure balance in global energy demand and supply and accurately reflect alternative global pathways spillover for all technologies as well as energy carrier cost/prices should be estimated under the same global scenario. The technology composition, CO 2 emissions and system cost in Norway up to 2050 exhibit sensitivity to spillover. Moreover, spillover may reduce both CO 2 emissions and total system cost. National energy system analysis of low carbon society should therefore consider technology development paths in global policy scenarios. Without the spillover from international deployment a domestic technology relies only on endogenous national learning. However, with high but realistic learning rates offshore floating wind may become cost-efficient even if initially deployed only in Norwegian niche markets. - Research highlights: → Spillover for all technologies should emanate from the same global scenario. → A global model is called for to estimate spillover.→ Spillover may reduce CO 2 emissions and the total system cost in a small open economy. → Off-shore floating wind may become cost-efficient in a national niche market.

Building Virtual Teams: Experiential Learning Using Emerging Technologies

Science.gov (United States)

Hu, Haihong

2015-01-01

Currently, virtual teams are being used exponentially in higher education and business because of the development of technologies and globalization. These teams have become an essential approach for collaborative learning as well as task completion. Team learning, especially in an online format, can be challenging due to lack of effective…

The Use of information technology tools to reduce barriers of distance learning

OpenAIRE

Targamadzė, Aleksandras; Petrauskienė, Rūta

2012-01-01

Distance learning takes place when learning conditions do not allow using traditional learning. Remoteness is the main feature of distance learning; however, it can be various. Remoteness is frequently described as barriers and includes traditional barriers such as distance and time as well as technological, organizational, social, cultural, psychological and other barriers that have not been examined so widely. Barriers can be eliminated or reduced when using information technologies (ITs). ...

Learning curve analysis of mitral valve repair using telemanipulative technology.

Science.gov (United States)

Charland, Patrick J; Robbins, Tom; Rodriguez, Evilio; Nifong, Wiley L; Chitwood, Randolph W

2011-08-01

To determine if the time required to perform mitral valve repairs using telemanipulation technology decreases with experience and how that decrease is influenced by patient and procedure variables. A single-center retrospective review was conducted using perioperative and outcomes data collected contemporaneously on 458 mitral valve repair surgeries using telemanipulative technology. A regression model was constructed to assess learning with this technology and predict total robot time using multiple predictive variables. Statistical analysis was used to determine if models were significantly useful, to rule out correlation between predictor variables, and to identify terms that did not contribute to the prediction of total robot time. We found a statistically significant learning curve (P learning percentage∗ derived from total robot times† for the first 458 recorded cases of mitral valve repair using telemanipulative technology is 95% (R(2) = .40). More than one third of the variability in total robot time can be explained through our model using the following variables: type of repair (chordal procedures, ablations, and leaflet resections), band size, use of clips alone in band implantation, and the presence of a fellow at bedside (P Learning in mitral valve repair surgery using telemanipulative technology occurs at the East Carolina Heart Institute according to a logarithmic curve, with a learning percentage of 95%. From our regression output, we can make an approximate prediction of total robot time using an additive model. These metrics can be used by programs for benchmarking to manage the implementation of this new technology, as well as for capacity planning, scheduling, and capital budget analysis. Copyright © 2011 The American Association for Thoracic Surgery. All rights reserved.

E-Learning over Mobile Phone Technology: Best Practices and Guidelines

Directory of Open Access Journals (Sweden)

Ferial Khaddage

2009-07-01

Full Text Available Over the past decade, we have seen a large advancement in picture and sound quality that is now offered through mobile phones. Through this advancement we have now seen the development of mobile phones that have cameras that can take picture and videos. They can also play music, provide internet services, pay-per-view TV, radio, and even hi-res computer games are now becoming available to mobile phone users. With all these available services that are now offered through mobile phone, we now believe that those who provide E-learning materials can now provide their presentations that is clear and concise, but also make their materials fun and enjoyable so that it does not have the opposite effect of learning. In this brief paper, we covered some of the best practices and guidelines that course designers could use in guiding them to provide E-learning material over mobile phones.

TECHNOLOGIES OF INITIATING STUDENTS INTO INDEPENDENT (SELF-GUIDED ACTIVITY IN SUPPLEMENTARY DISTANCE LEARNING

Directory of Open Access Journals (Sweden)

Irina V. Abakumova

2016-12-01

Full Text Available The research in question investigates the technologies of initiating independent activity within the framework of distance learning and their psychological aspects. The authors’ classification of educational technologies of initiating students into independent cognitive activity is presented. Such technologies utilize various psychological mechanisms of exciting students’ cognitive interest, intensifying cognitive processes, developing independent activity skills, and, as a result, increase motivation for independent activity and learning on the whole. These include such types of technologies as developmental technologies, interactive technologies, technologies of information transfer, technologies of meaning-making initiation. The research of the attitude of distance learning educators to independent activity of students and the content of the academic courses were done at Moodle-based education programs. The findings show the differences in retention rate among distance learning educators whose competence in terms of initiating students into independent (self-guided activity varies. It’s emphasized that interactive lectures, videoconferences, audio-visual aids, interactive seminars, glossaries, interactive tests are considered the most efficient technologies in initiating students into independent (self-guided activity. The obtained results have made it possible to stress the developmental effect of distance learning technologies and the technologies of initiating students into independent (self-guided activity in various psychic spheres of students: cognitive, individual, emotional. We mention the changes in motivational sphere of students and their meaning-making activity. In the course of correct development of distance learning we notice the development of voluntary and nonvoluntary cognitive activity. A student starts actively participating in educational process, he becomes the creator of his own world.

The implications of technological learning on the prospects of specific renewable energy technologies in Europe

International Nuclear Information System (INIS)

Uyterlinde, M.A.; De Vries, H.J.; Junginger, H.M.

2005-05-01

The objective of this chapter is to examine the impact of technological learning on the diffusion of specific renewable energy technologies into the electricity market of the EU-25 until 2020, using a market simulation model (ADMIRE REBUS). It is assumed that from 2012 a harmonized trading system for renewable energy certificates will be implemented. Also it is assumed that a target of 24% renewable electricity (RES-E) in 2020 is set and met. By comparing optimistic and pessimistic endogenous technological learning scenarios, it is found that the diffusion of onshore wind energy into the market is relatively robust, regardless of technological development. However the diffusion rates of offshore wind energy and biomass gasification greatly depend on their technological development. Competition between these two options and already existing biomass combustion options largely determines the overall costs of electricity from renewables and the choice of technologies for the individual member countries. In the optimistic learning scenario, in 2020 the market price for RES-E is 1 euroct/kWh lower than in the pessimistic scenario (about 7 vs. 8 euroct/kWh). As a result, the total expenditures for RES-E market stimulation are 30% lower in the optimistic scenario. For comparison, instead of introducing a harmonized trading system, also continuation of present policies to support renewables was evaluated, assuming that the member states of the EU can fulfil their ambition levels only by exploiting their domestic renewable energy potentials (i.e. exclusion of international trade). This would require many member states to use their offshore wind potential, making the diffusion of offshore wind much less dependent on both the rate of technological learning and competition from biomass options, compared to the harmonization policy scenario

Ubiquitous Learning Project Using Life-Logging Technology in Japan

Science.gov (United States)

Ogata, Hiroaki; Hou, Bin; Li, Mengmeng; Uosaki, Noriko; Mouri, Kosuke; Liu, Songran

2014-01-01

A Ubiquitous Learning Log (ULL) is defined as a digital record of what a learner has learned in daily life using ubiquitous computing technologies. In this paper, a project which developed a system called SCROLL (System for Capturing and Reusing Of Learning Log) is presented. The aim of developing SCROLL is to help learners record, organize,…

Shaping concepts of technology : what concepts and how to shape them?

NARCIS (Netherlands)

Vries, de M.J.; Tamir, A.; Vries, de M.J.; Tamir, A.

1997-01-01

Philosophy of technology is a discipline that has much to offer for technology education. Insights into the real nature of technology and its relationship with science and society can help technology educators to build a subject that helps pupils get a good concept of technology and to learn to

Has Research on Collaborative Learning Technologies Addressed Massiveness? A Literature Review

Science.gov (United States)

Manathunga, Kalpani; Hernández-Leo, Davinia

2015-01-01

There is a growing interest in understanding to what extent innovative educational technologies can be used to support massive courses. Collaboration is one of the main desired elements in massive learning actions involving large communities of participants. Accumulated research in collaborative learning technologies has proposed and evaluated…

The use of MOOCs to support personalized learning: An application in the technology entrepreneurship field

Directory of Open Access Journals (Sweden)

Federica Cirulli

2016-03-01

Full Text Available Massive open online courses (MOOCs are changing the way in which people can access digital knowledge, thus creating new opportunities for learning and competence development. MOOCs leverage the free and open use of digitized material through supportive on-line systems. MOOCs have gained worldwide popularity and many education providers have started to offer courses in different domains such as innovation management and entrepreneurship tackling recent demands for better employability and social inclusion. This paper presents a beneficial application of MOOCs to support the design and delivery of personalized learning paths aimed to develop competencies in the technology entrepreneurship domain. Using a design science approach, a platform for the delivery of open courses has been developed along with a set of experimental courses and learner/instructors guidelines. The platform is based on a roadmap purposefully designed to drive course classification, competence mapping and interactive learning gap/priority analysis. The paper reports a trial set of the system with undergraduate students conducted to draw feedback for iterative system design.

Factors that Impact Quality of E-Teaching/Learning Technologies in Higher Education

Science.gov (United States)

Daukilas, Sigitas; Kaciniene, Irma; Vaisnoriene, Daiva; Vascila, Vytautas

2008-01-01

The article analyzes and assesses factors that have impact upon the quality of eTeaching/learning technologies in higher education; it is on their basis that the concept of eTeaching/learning quality is denied. Research data about the students' motives in choosing various teaching/learning technologies for the development of their competence are…

A framework for technological learning in the supply chain: A case study on CdTe photovoltaics

International Nuclear Information System (INIS)

Bergesen, Joseph D.; Suh, Sangwon

2016-01-01

Highlights: • A framework for technological learning in the supply chain is proposed. • This framework separates learning effects on value added and intermediate inputs. • Supply-chain learning can project both changing environmental impacts and costs. • Learning upstream in the supply chain can influence observed learning rates. • An example for CdTe photovoltaics illustrates how this framework can be implemented. - Abstract: Accounting for technological changes and innovation is important when assessing the implications of rapidly-developing greenhouse gas (GHG) mitigation technologies. Technological learning curves have been commonly used as a tool to understand technological change as a function of cumulative production. Traditional learning curve approaches, however, do not distinguish the direct and upstream, supply chain technological changes by which cost reductions are achieved. While recent advances in learning curves have focused on distinguishing the different physical and economic drivers of learning, forecasted technological changes have not been applied to estimate the potential changes in the environmental performance of a technology. This article illustrates how distinguishing the different effects of technological learning throughout the supply chain can help assess the changing costs, environmental impacts and natural resource implications of technologies as they develop. We propose a mathematical framework to distinguish the effects of learning on the direct inputs to a technology from the effects of learning on value added, and we incorporate those effects throughout the supply chain of a technology using a life cycle assessment (LCA) framework. An example for cadmium telluride (CdTe) photovoltaics (PV) illustrates how the proposed framework can be implemented. Results show that that life cycle GHG emissions can decrease at least 40% and costs can decrease at least 50% as cumulative production of CdTe reaches 100 GW. Technological

Technology and human issues in reusing learning objects

NARCIS (Netherlands)

Collis, Betty; Strijker, A.

2004-01-01

Reusing learning objects is as old as retelling a story or making use of libraries and textbooks, and in electronic form has received an enormous new impetus because of the World Wide Web and Web technologies. Are we at the brink of changing the "shape and form of learning, ... of being able to

Implementing digital technology to enhance student learning of pathology.

Science.gov (United States)

Farah, C S; Maybury, T

2009-08-01

The introduction of digital technologies into the dental curriculum is an ongoing feature of broader changes going on in tertiary education. This report examines the introduction of digital virtual microscopy technology into the curriculum of the School of Dentistry at the University of Queensland (UQ) in Brisbane, Australia. Sixty students studying a course in pathology in 2005 were introduced to virtual microscopy technology alongside the more traditional light microscope and then asked to evaluate their own learning outcomes from this technology via a structured 5-point LIKART survey. A wide variety of questions dealing the pedagogic implications of the introduction of virtual microscopy into pathology were asked of students with the overall result being that it positively enhanced their learning of pathology via digital microscopic means. The success of virtual microscopy in dentistry at UQ is then discussed in the larger context of changes going on in tertiary education. In particular, the change from the print-literate tradition to the electronic one, that is from 'literacy to electracy'. Virtual microscopy is designated as a component of this transformation to electracy. Whilst traditional microscopic skills may still be valued in dental curricula, the move to virtual microscopy and computer-assisted, student-centred learning of pathology appears to enhance the learning experience in relation to its effectiveness in helping students engage and interact with the course material.

An Integrated Framework Of Web 2.0 Technology And A Collaborative Learning

Directory of Open Access Journals (Sweden)

Mohamed Madar

2015-05-01

Full Text Available Abstract This paper contributes to the suitability of web 2.0 technology in implementing collaborative learning and proposes an integrated framework of Web 2.0 tools and collaborative learning activities. This paper is also identifying the mismatch between adopting web 2.0 technologies and the delivery of the curriculum on the cloud or via the Internet. It is found that Web 2.0 and a collaborative learning are two platforms to be easily synchronized due to their common attributes that enable their complementariness. This paper argues that integrated framework of Web 2.0 and CL allow users exploit teachinglearning materials maximally and at the same upsurges learners understanding in the subject knowledge. Suitable of Web 2.0 in implementing curriculum was also encouraged since the proposed framework consists of both components of Web 2.0 functions and activities of collaborative learning environment. Pedagogically there has been a mismatch between E-learning technologies and mode of delivery for instance E-learning platforms are widely used to increase content accessibility only while now this framework introduces that Web 2.0 technology of E-learning can also be used to create share knowledge among users. The proposed framework if efficiently exploited will also allow users at all levels create personalized learning environment which suits perspective teachinglearning styles of the users. Apart from academic achievement or enhancements of the teaching and learning processes the proposed framework also would help learners develop generic skills which are very important in the workplaces. As a result of this fast and independent learning technically depend on technology based pedagogy and in this case this proposed model has two dimensions which are very crucial to the enrichment of students learning activities.

Technology-Supported Learning Environments in Science Classrooms in India

Science.gov (United States)

Gupta, Adit; Fisher, Darrell

2012-01-01

The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in…

Teaching and Learning in the Mixed-Reality Science Classroom

Science.gov (United States)

Tolentino, Lisa; Birchfield, David; Megowan-Romanowicz, Colleen; Johnson-Glenberg, Mina C.; Kelliher, Aisling; Martinez, Christopher

2009-12-01

As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.

Initial Development of the Meaningful Learning with Technology Scale (MeLTS) for High-School Students

Science.gov (United States)

Lee, Chwee Beng

2018-01-01

With the rapid developments in emerging technologies and the emphasis on technologies in learning environments, the connection between technologies and meaningful learning has strengthened. Developing an understanding of the components of meaningful learning with technology is pivotal, as this may enable educators to make more informed decisions…

Applying Technology to Marine Corps Distance Learning

National Research Council Canada - National Science Library

Broihier, Michael

1997-01-01

The purpose of this thesis is to investigate the application of technology to distance learning with the intention of recommending to the Marine Corps a feasible migration path away from its current...

Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

Science.gov (United States)

Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom

Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment

NARCIS (Netherlands)

Pedaste, Margus; Kori, Külli; Maeots, Mario; de Jong, Anthonius J.M.; Riopel, Martin; Smyrnaiou, Zacharoula

2016-01-01

Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and

Professional Learning Design Framework: Supporting Technology Integration in Alberta

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van Thiel, Lydia

2018-01-01

Researchers around the world are interested in knowing how to support teachers in developing both their technology skills and their understanding of how educational technologies can provide opportunity to engage all learners at their skill and interest level in learning activities that were not possible without technology. The solution involves…

E-learning: new strategies and trends

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Matteo Martini

2017-01-01

Full Text Available The aim of this paper is to present a personal point of view on the possible future trends in distance learning. The starting point of this study is represented by a review of the main innovations in digital and information technologies. This step is necessary since the evolution of distance learning is strictly correlated to the evolution of the technology that can be exploited to increase learning quality. The main arguments discussed in this paper are: massive open on-line courses (MOOCs, flipped classrooms and the evolution of the learning objects based on web and on internet technology. Concerning MOOCs, a critical analysis of the status of this type of learning is necessary to understand their possible evolution and/or their substitution. A huge number of case studies demonstrated the validity of the flipped classroom and the possibility to adopt this approach into e-learning is surely interesting. The last part of the paper is instead dedicated to future technologies like: mobile learning, 3D virtual laboratories and internet of things. As discussed, this latest innovations can push the evolution of distance learning offering real student-centered solutions.

Children Learning to Use Technologies through Play: A Digital Play Framework

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Bird, Jo; Edwards, Susan

2015-01-01

Digital technologies are increasingly acknowledged as an important aspect of early childhood education. A significant problem for early childhood education has been how to understand the pedagogical use of technologies in a sector that values play-based learning. This paper presents a new framework to understand how children learn to use…

A CONCEPT OF SOFTWARE SUPPORT OF LEARNING PROGRAMMING LANGUAGE AND TECHNOLOGIES

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V. Kruglyk

2013-03-01

Full Text Available A concept of software support of learning programming language and technologies is regarded in the article. Present systems of independent study of subjects, related to programming, are examined. Necessary components of a system of support learning programming languages and technologies, which is oriented on independent study, are considered.

Explain the Behavior Intention to Use e-Learning Technologies: A Unified Theory of Acceptance and Use of Technology Perspective

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Shaqrah, Amin A.

2015-01-01

The purpose of this study is to explain the behavior intention to use e-learning technologies. In order to achieve a better view and validate the study, researcher attempts to give details of how technology acceptance models help Jordanian trainees firms in accepting e-learning technology, and how if applied will result more attention to usage…

A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

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Casanova, Diogo; Moreira, António

2017-01-01

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the…

Typology and Hierarchy of Students’ Motivations to Use Technology in Learning

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Kenneth J Stevens

2018-03-01

Full Text Available Considerable discussion has taken place in practice and academe regarding the need for changes to the educational system to better suit current student’s approaches and preferences for technology use in learning. Much of this discussion involves assumptions about the current students (referred to by some as ‘digital natives’ preference for independent learning and that students are motivated in similar ways to use technology to achieve and support their preferred learning style. This study sought to better understand student’s motivations for technology use in learning and whether assumptions about the homogeneity of motivations are warranted. We sought to identify students’ motivation typology and any groupings within these typologies, and understand the inter-relationship between motivations. Using data collected from 16 Information Systems (IS students via the Repertory Grid Interview technique (RGT, a cluster analysis segmented respondents into two distinct groups: ‘Independent Learners’ and ‘Traditional Learners’. A hierarchical framework of technology use motivations was developed for each group using Interpretive Structural Modelling (ISM and Cross-impact Matrix Multiplication Applied to Classification (MICMAC was used to categorise each group’s motivation factors. Results show that the two groups were driven to achieve the same learning goals by different paths and hence questioning the assumption of homogeneity in technology use motivations among the current student cohort.

XML technology planning database : lessons learned

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Some, Raphael R.; Neff, Jon M.

2005-01-01

A hierarchical Extensible Markup Language(XML) database called XCALIBR (XML Analysis LIBRary) has been developed by Millennium Program to assist in technology investment (ROI) analysis and technology Language Capability the New return on portfolio optimization. The database contains mission requirements and technology capabilities, which are related by use of an XML dictionary. The XML dictionary codifies a standardized taxonomy for space missions, systems, subsystems and technologies. In addition to being used for ROI analysis, the database is being examined for use in project planning, tracking and documentation. During the past year, the database has moved from development into alpha testing. This paper describes the lessons learned during construction and testing of the prototype database and the motivation for moving from an XML taxonomy to a standard XML-based ontology.

Recommender Systems for Technology Enhanced Learning: Research Trends & Applications

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Manouselis, Nikos; Verbert, Katrien; Drachsler, Hendrik; Santos, Olga

2014-01-01

As an area, Technology Enhanced Learning (TEL) aims to design, develop and test socio-technical innovations that will support and enhance learning practices of individuals and organizations. Information retrieval is a pivotal activity in TEL and the deployment of recommender systems has attracted

International Workshop on Evidence-Based Technology Enhanced Learning

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Gennari, Rosella; Marenzi, Ivana; Prieta, Fernando; Rodríguez, Juan

2012-01-01

Research on Technology Enhanced Learning (TEL) investigates how information and communication technologies can be designed in order to support pedagogical activities. The workshop proceedings collects contributions concerning evidence based TEL systems, like their design following EBD principles as well as studies or best practices that educators, education stakeholders or psychologists used to diagnose or improve their students' learning skills, including students with specific difficulties. The international ebTEL’12 workshop wants to be a forum in which TEL researchers and practitioners alike can discuss ideas, projects, and lessons related to ebTEL. The workshop takes place in Salamanca, Spain, on March 28th-30th 2012.  

Climate policies and learning by doing: Impacts and timing of technology subsidies

International Nuclear Information System (INIS)

Kverndokk, Snorre; Rosendahl, Knut Einar

2007-01-01

We study the role of technology subsidies in climate policies, using a simple dynamic equilibrium model with learning by doing. The optimal subsidy rate of a carbon-free technology is high when the technology is first adopted, but falls significantly over the next decades. However, the efficiency costs of uniform instead of optimal subsidies, may be low if there are adjustment costs for a new technology. Finally, supporting existing energy technologies only, may lead to technology lock-in, and the impacts of lock-in increase with the learning potential of new technologies as well as the possibilities for early entry. (author)

Exploring Mobile Technologies for Learning Chinese

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Jing Wang

2012-08-01

Full Text Available The present study aimed to reveal how learners of Chinese as a foreign language use mobile technology to study Chinese outside the classroom. Researchers used sociocultural perspectives to frame the study and grounded theory to analyze data. Eleven English-speaking students who had learned Chinese for different years at a midwestern university participated in the study. They answered 23 major questions by submitting journal entries and participating in an interview. Compared with computer assisted language learning, mobile devices bring changes to tutorial functions, social computing, and gaming. Participants heavily explored tutorial functions, used mobile devices differently from computers for social computing, and showed interest in gaming. Although participants were enthusiastic about using mobile devices to learn Chinese, the number of applications they used and the variety of activities they engaged in were limited. Findings suggest that the effective incorporation of mobile devices to learn Chinese depends on collaboration and scaffolding

Editorial: Advanced Learning Technologies, Performance Technologies, Open Contents, and Standards - Some Papers from the Best Papers of the Conference ICCE C3 2009

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Fanny Klett (IEEE Fellow

2010-09-01

Full Text Available This special issue deals with several cutting edge research outcomes from recent advancement of learning technologies. Advanced learning technologies are the composition of various related technologies and concepts such as i internet technologies and mobile technologies, ii human and organizational performance/knowledge management, and iii underlying trends toward open technology, open content and open education. This editorial note describes the overview of these topics related to the advanced learning technologies to provide the common framework for the accepted papers in this special issue.

Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

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Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

2013-01-01

The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

Critical Success in E-learning: An Examination of Technological and Institutional Support Factors

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Maslin Masrom

2008-12-01

Full Text Available In recent years, information technology (IT becomes prominent to support teaching and learning activities. IT tools allow us to create, collect, store and use the information and knowledge. E-learning was one of IT tools introduced at College of Science and Technology (CST, University Technology Malaysia (UTM Kuala Lumpur since 2001. It has enabled a paradigm shift from institutio n-centered instruction to anywhere, anytime and anybody learning models. In CST the e-learning technology was used for accessing the syllabus and course content, submitting assignments, and taking class quizzes. This paper focuses on issues relating to the e-learning critical success factors (CSFs from university students’ perspective. In this study, two main factors related to the e-learning CSFs within a university environment included technological and institutional support factors were examined. Confirmatory factor modeling approach was used to assess the criticality of the measures included in each factor. The results indicated that the most critical measures for technological factor in terms of ease of access and infrastructure are the browser efficiency, course website ease of use and computer network reliability. Meanwhile, for institutional support factor, the most critical measure is the availability of technical support or help desk.

Grounded in Theory: Immersing Preservice Teachers in Technology-Mediated Learning

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DeGennaro, Donna

2010-01-01

The integration of technology into preservice teacher education continues to be emphasized as important. The hope is that if future teachers obtain technology skills they will design meaningful technology-mediated learning experiences for their students. However, gaining technology skills alone does not ensure the ability to envision and employ…

The antecedents of e-learning outcome: an examination of system quality, technology readiness, and learning behavior.

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Ho, Li-An

2009-01-01

The rapid advancement of Internet and computer technology has not only influenced the way we live, but also the way we learn. Due to the implementation of e-learning in urban junior high schools in Taiwan, it has become essential to find out how external and internal factors affect junior high school students' online learning behavior, which consequently affects their learning outcome. The present study aims to propose a conceptual structural equation model to investigate the relationships among e-Learning system quality (eLSQ), technology readiness (TR), learning behavior (LB), and learning outcome (LO), and to demonstrate the direct and indirect effect of eLSQ and TR on LO from the perspectives of LB. Data collected from 10 urban junior high schools in Taiwan (N = 376) were analyzed using structural equation modeling. Results reveal that both eLSQ and TR have a direct and significant impact on LB. However, eLSQ and TR influence LO indirectly through LB. In addition, LB has a direct and positive significant influence on LO. Managerial implications are proposed and research limitations are discussed.

Addressing Learning Disabilities with UDL and Technology: Strategic Reader

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Hall, Tracey E.; Cohen, Nicole; Vue, Ge; Ganley, Patricia

2015-01-01

CAST created "Strategic Reader," a technology-based system blending Universal Design for Learning (UDL) and Curriculum-Based Measurement (CBM) in a digital learning environment to improve reading comprehension instruction. This experimental study evaluates the effectiveness of Strategic Reader using two treatment conditions for measuring…

Trickle down Technology: Tech Lessons Learned from Higher Ed

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O'Hanlon, Charlene

2010-01-01

Care has to be taken when relating technology's use in college and university lecture halls to the way it's applied in K-12 classrooms. Differences in pedagogy, learning styles, and even attendance can impact the way the respective students in the two environments consume technology, which in turn impacts the technology's effectiveness as a…

ONLINE-SERVICES AND INFORMATION TECHNOLOGIES IN DISTANCE LEARNING

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U. A. Vishniakou

2017-01-01

Full Text Available The article deals with the analysis of distance learning (DL methods, approaches, technologies, tools, the use as known online services so and developing the new ones. The terminology in area of DL is discussed and differences between correspondence course and DL are done. The development tendencies of distance learning are analyzed. Their technical and organization components are done. The course programs for DL are realizing by software which functions are shown. The typical lines of DL, their advances and lacks are conceded. As DL advances are self activity, individuality, independence and so on. As DL lacks are insufficiently individual, psychological, practical aspects, writing forms of DL and so on.Technologies and organization of DL including IT are discussed. The tutor activity is divided on two stages: decision of methodological, organizational problems and realization of distance courses. The various kind of online services in DL such as chats, web, TV, video conferences multimedia, robot learning, web-services are shown. Such IT for DL as CD, net, TV, satellite, cloud are discussed.The models of integration decisions for DL development such as Remote Procedure Calls (RPS, Enterprise Application Integration (EAL, Web-Services (WS, Enterprise Service Bus (ESB are proposed. The content of e-learning online services including intellectual technologies and cloud computing are done. As new one integration method for DL is Semantic Web and Web-service (SWWS with knowledge representation support on ontology base and knowledge processing on agents support are representation.

Teaching and Learning in the Mixed-Reality Science Classroom

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Tolentino, Lisa; Birchfield, David; Megowan-Romanowicz, Colleen; Johnson-Glenberg, Mina C.; Kelliher, Aisling; Martinez, Christopher

2009-01-01

As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to…

Technology in the Pharmacy Learning Environment: Surveys of Use and Misuse

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Kimberley J. Begley