technology based learning: Topics by WorldWideScience.org

Sample records for technology based learning

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.
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…
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.
A Survey of Technologies Supporting Virtual Project Based Learning

DEFF Research Database (Denmark)

Dirckinck-Holmfeld, Lone

2002-01-01

This paper describes a survey of technologies and to what extent they support virtual project based learning. The paper argues that a survey of learning technologies should be related to concrete learning tasks and processes. Problem oriented project pedagogy (POPP) is discussed, and a framework...... for evaluation is proposed where negotiation of meaning, coordination and resource management are identified as the key concepts in virtual project based learning. Three e-learning systems are selected for the survey, Virtual-U, Lotus Learningspace and Lotus Quickplace, as each system offers different strategies...... for e-learning. The paper concludes that virtual project based learning may benefit from facilities of all these systems....
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....
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...
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…
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.
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.
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...
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…
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.
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.
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
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…
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…
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.
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.
Design based action research in the world of robot technology and learning

DEFF Research Database (Denmark)

Majgaard, Gunver

2010-01-01

Why is design based action research method important in the world of robot technology and learning? The article explores how action research and interaction-driven design can be used in development of educational robot technological tools. The actual case is the development of “Fraction Battle......” which is about learning fractions in primary school. The technology is based on robot technology. An outdoor digital playground is taken into to the classroom and then redesigned. The article argues for interaction design takes precedence to technology or goal driven design for development...... of educational tools....
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…

International Workshop on Evidence-Based Technology Enhanced Learning

CERN Document Server

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.
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…
Using findings in multimedia learning to inform technology-based behavioral health interventions.

Science.gov (United States)

Aronson, Ian David; Marsch, Lisa A; Acosta, Michelle C

2013-09-01

Clinicians and researchers are increasingly using technology-based behavioral health interventions to improve intervention effectiveness and to reach underserved populations. However, these interventions are rarely informed by evidence-based findings of how technology can be optimized to promote acquisition of key skills and information. At the same time, experts in multimedia learning generally do not apply their findings to health education or conduct research in clinical contexts. This paper presents an overview of some key aspects of multimedia learning research that may allow those developing health interventions to apply informational technology with the same rigor as behavioral science content. We synthesized empirical multimedia learning literature from 1992 to 2011. We identified key findings and suggested a framework for integrating technology with educational and behavioral science theory. A scientific, evidence-driven approach to developing technology-based interventions can yield greater effectiveness, improved fidelity, increased outcomes, and better client service.
Applying Adaptive Swarm Intelligence Technology with Structuration in Web-Based Collaborative Learning

Science.gov (United States)

Huang, Yueh-Min; Liu, Chien-Hung

2009-01-01

One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…
75 FR 13305 - Comment Request for Information Collection for Evaluation of the Technology-Based Learning Grants...

Science.gov (United States)

2010-03-19

... Collection for Evaluation of the Technology-Based Learning Grants: New Collection AGENCY: Employment and... Technology- Based Learning Grants Evaluation. A copy of the proposed information collection request (ICR) can... INFORMATION: I. Background The Evaluation of the Technology-Based Learning (TBL) Grants is a two-year...
Case-Based Learning, Pedagogical Innovation, and Semantic Web Technologies

Science.gov (United States)

Martinez-Garcia, A.; Morris, S.; Tscholl, M.; Tracy, F.; Carmichael, P.

2012-01-01

This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: "Ensemble: Semantic…
Designing for Diverse Learning: Case Study of Place-Based Learning in Design and Technologies Pre-Service Teacher Education

Science.gov (United States)

Best, Marnie; MacGregor, Denise; Price, Deborah

2017-01-01

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with…
Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

Science.gov (United States)

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…
Evaluating interactive computer-based scenarios designed for learning medical technology.

Science.gov (United States)

Persson, Johanna; Dalholm, Elisabeth Hornyánszky; Wallergård, Mattias; Johansson, Gerd

2014-11-01

The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of the prototype to the needs of the clinical practice and to create a situated learning experience. An evaluation with 18 practitioners showed that practitioners were positive to this type of tool for learning and that it served as a good platform for eliciting and sharing knowledge. Our conclusion is that this type of tools can be a complement to traditional learning resources to situate the learning in a context without requiring advanced technology or being resource-demanding. Copyright © 2014 Elsevier Ltd. All rights reserved.
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.
Becoming Little Scientists: Technologically-Enhanced Project-Based Language Learning

Science.gov (United States)

Dooly, Melinda; Sadler, Randall

2016-01-01

This article outlines research into innovative language teaching practices that make optimal use of technology and Computer-Mediated Communication (CMC) for an integrated approach to Project-Based Learning. It is based on data compiled during a 10- week language project that employed videoconferencing and "machinima" (short video clips…
Identification of Quality Visual-Based Learning Material for Technology Education

Science.gov (United States)

Katsioloudis, Petros

2010-01-01

It is widely known that the use of visual technology enhances learning by providing a better understanding of the topic as well as motivating students. If all visual-based learning materials (tables, figures, photos, etc.) were equally effective in facilitating student achievement of all kinds of educational objectives, there would virtually be no…
Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

Science.gov (United States)

Jin, Jun

2014-01-01

Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for
Educational technologies in problem-based learning in health sciences education: a systematic review.

Science.gov (United States)

Jin, Jun; Bridges, Susan M

2014-12-10

As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education
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…
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,…
Choose to Use: Scaffolding for Technology Learning Needs in a Project-Based Learning Environment

Science.gov (United States)

Weimer, Peggy D.

2017-01-01

Project-based learning is one approach used by teachers to meet the challenge of developing more technologically proficient students. This approach, however, requires students to manage a large number of tasks including the mastery of technology. If a student's perception that their capability to perform a task falls below the task's difficulty,…
Students’ Views about the Problem Based Collaborative Learning Environment Supported By Dynamic Web Technologies

Directory of Open Access Journals (Sweden)

Erhan ÜNAL

2017-04-01

Full Text Available The purpose of this study is to design a problem based collaborative learning environment supported by dynamic web technologies and examine students’ views about this learning environment. The study was designed as a qualitative research. 36 students who took Object Oriented Programming I-II course from a public university at the department of computer programming participated in the study. During the research process, the Object Oriented Programming I-II course was designed with incorporating different dynamic web technologies (Edmodo, Google Services, and Mind42 and Nelson (1999’s collaborative problem solving method. At the end of the course, there were focus group interviews in regards to the students’ views on a learning environment supported by dynamic web technologies and collaborative problem solving method. At the end of the focus group interviews, 4 themes were obtained from the students’ views, including positive aspects of the learning environment, difficulties faced in the learning environment, advantages of the learning environment, and skills gained as a result of the project. The results suggest that problem based collaborative learning methods and dynamic web technologies can be used in learning environments in community colleges.
Project-Based Learning in Electronic Technology: A Case Study

Science.gov (United States)

Li, Li

2015-01-01

A case study of project-based learning (PBL) implemented in Tianjin University of Technology and Education is presented. This multidiscipline project is innovated to meet the novel requirements of industry while keeping its traditional effectiveness in driving students to apply knowledge to practice and problem-solving. The implementation of PBL…
Bringing Technology to Students' Proximity: A Sociocultural Account of Technology-Based Learning Projects

Science.gov (United States)

Mukama, Evode

2014-01-01

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…

Post secondary project-based learning in science, technology, engineering and mathematics

OpenAIRE

Ralph, Rachel A.

2016-01-01

Project-based learning (PjBL - to distinguish from problem-based learning - PBL) has become a recurrent practice in K-12 classroom environments. As PjBL has become prominent in K-12 classrooms, it has also surfaced in post-secondary institutions. The purpose of this paper is to examine the research that has studied a variety of science, technology, engineering and mathematic subjects using PjBL in post-secondary classrooms. Eleven articles (including qualitative, quantitative and mixed metho...
Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

Science.gov (United States)

Tarhini, Ali; Elyas, Tariq; Akour, Mohammad Ali; Al-Salti, Zahran

2016-01-01

The main aim of this paper is to develop an amalgamated conceptual model of technology acceptance that explains how individual, social, cultural and organizational factors affect the students' acceptance and usage behaviour of the Web-based learning systems. More specifically, the proposed model extends the Technology Acceptance Model (TAM) to…
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…
A Technology-based Model for Learning

Directory of Open Access Journals (Sweden)

Michael Williams

2004-12-01

Full Text Available The Math Emporium, opened in 1997, is an open 7000-squaremeter facility with 550+ workstations arranged in an array of widely spaced hexagonal "pods", designed to support group work at the same time maintaining an academic air. We operate it 24/7 with math support personnel in attendance 12 hours per day. Students have access to online course resources at all times, from anywhere. We have used this unique asset to transform traditional classroom-based courses into technology based learning programs that have no class meetings at all. The structure of the program is very different from the conventional one, having a new set of expectations and motivations. The results include: more effective students, substantial cost savings, economies of scale and scope and a stream-lined process for creating new on-line courses.
Reflections on Students’ Projects with Motion Sensor Technologies in a Problem-Based Learning Environment

DEFF Research Database (Denmark)

Triantafyllou, Eva; Timcenko, Olga; Triantafyllidis, George

2014-01-01

Game-based learning (GBL) has been applied in many fields to enhance learning motivations. In recent years, motion sensor technologies have been also introduced in GBL with the aim of using active, physical modalities to facilitate the learning process, while fostering social development...... and collaboration (when these activities involve more than one student at a time). The approaches described in literature, which used motion sensors in GBL, cover a broad spectrum of educational fields. These approaches investigated the effect of learning games using motion sensors on the development of specific...... skills or on the learning experience. This paper presents our experiences on the educational use of motion sensor technologies. Our research was conducted at the department of Medialogy in Aalborg University Copenhagen. Aalborg University applies a problem-based, project-organized model of teaching...
Use of Handwriting Recognition Technologies in Tablet-Based Learning Modules for First Grade Education

Science.gov (United States)

Yanikoglu, Berrin; Gogus, Aytac; Inal, Emre

2017-01-01

Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application…
Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning

Science.gov (United States)

Alaswad, Zina; Nadolny, Larysa

2015-01-01

The use of games and game structures in educational contexts is growing in popularity. An increasing number of technologies have been developed to meet the needs of designing a course as a game. This article discussed the design process in game-based learning and reviewed the research on structuring a course with a focus on feedback, goals, and…
2nd International Workshop on Evidence-Based Technology Enhanced Learning

CERN Document Server

Gennari, Rosella; Marenzi, Ivana; Mascio, Tania; Prieta, Fernando

2013-01-01

Research on Technology Enhanced Learning (TEL) investigates how information and communication technologies can be designed in order to support pedagogical activities. The Evidence Based Design (EBD) of a system bases its decisions on empirical evidence and effectiveness. The evidence-based TEL workshop (ebTEL) brings together TEL and EBD. The first edition of ebTEL collected contributions in the area of TEL from computer science, artificial intelligence, evidence-based medicine, educational psychology and pedagogy. Like the previous edition, this second edition, ebTEL’13, wants to be a forum in which TEL researchers and practitioners alike can discuss innovative evidence-based ideas, projects, and lessons related to TEL. The workshop took place in Salamanca, Spain, on May 22nd-24th 2013.
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.)
Integration of advanced technologies to enhance problem-based learning over distance: Project TOUCH.

Science.gov (United States)

Jacobs, Joshua; Caudell, Thomas; Wilks, David; Keep, Marcus F; Mitchell, Steven; Buchanan, Holly; Saland, Linda; Rosenheimer, Julie; Lozanoff, Beth K; Lozanoff, Scott; Saiki, Stanley; Alverson, Dale

2003-01-01

Distance education delivery has increased dramatically in recent years as a result of the rapid advancement of communication technology. The National Computational Science Alliance's Access Grid represents a significant advancement in communication technology with potential for distance medical education. The purpose of this study is to provide an overview of the TOUCH project (Telehealth Outreach for Unified Community Health; http://hsc.unm.edu/touch) with special emphasis on the process of problem-based learning case development for distribution over the Access Grid. The objective of the TOUCH project is to use emerging Internet-based technology to overcome geographic barriers for delivery of tutorial sessions to medical students pursuing rotations at remote sites. The TOUCH project also is aimed at developing a patient simulation engine and an immersive virtual reality environment to achieve a realistic health care scenario enhancing the learning experience. A traumatic head injury case is developed and distributed over the Access Grid as a demonstration of the TOUCH system. Project TOUCH serves as an example of a computer-based learning system for developing and implementing problem-based learning cases within the medical curriculum, but this system should be easily applied to other educational environments and disciplines involving functional and clinical anatomy. Future phases will explore PC versions of the TOUCH cases for increased distribution. Copyright 2003 Wiley-Liss, Inc.
Developing a Framework for Social Technologies in Learning via Design-Based Research

Science.gov (United States)

Parmaxi, Antigoni; Zaphiris, Panayiotis

2015-01-01

This paper reports on the use of design-based research (DBR) for the development of a framework that grounds the use of social technologies in learning. The paper focuses on three studies which step on the learning theory of constructionism. Constructionism assumes that knowledge is better gained when students find this knowledge for themselves…
Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning

Directory of Open Access Journals (Sweden)

Catherine Hack

2013-08-01

Full Text Available Web 2.0 technologies, such as social networks, wikis, blogs, and virtual worlds provide a platform for collaborative working, facilitating sharing of resources and joint document production. They can act as a stimulus to promote active learning and provide an engaging and interactive environment for students, and as such align with the philosophy of Problem-based Learning. Furthermore, Web 2.0 technologies can provide the tutor or facilitator with an opportunity to scaffold and asses the PBL process. However, whilst it is recognised that technology has an important role in enhancing each step of a PBL exercise, academic staff can be reluctant to use it. This paper provides some illustrative examples of the technologies that have been used to enhance, scaffold and assess PBL and their evaluation by distance learning and on-campus students at the University of Ulster. The benefits and limitations of using technology for both staff and students to support PBL are discussed.
Effectiveness of technology to support work based learning: the stakeholders' perspective

Directory of Open Access Journals (Sweden)

Roger Penlington

2011-02-01

Full Text Available Higher education provision typically requires learners to physically attend sessions on campus. The economic climate has changed significantly over the past few years in the UK and globally. Inevitably changes to student funding and the increased competitive nature of the job market have impacted on university teaching. The use of work based learning (WBL is an alternative flexible form of learning that attempts to tackle these issues. It enables students to learn whilst they work, addressing the funding issues, and enhancing their employability through the acquisition of higher professional qualifications. Often such WBL programmes are designed, delivered and supported from the view of the student and academic staff with little consideration of other stakeholders such as employers, workplace mentors and professional bodies and the input they can bring to enrich the learning and teaching provision. This paper presents the findings from a survey conducted among stakeholders from all four pillars of WBL, namely the learner, the academic environment, the workplace and the external context. Online questionnaires and interviews were carried out with students, tutors, program leaders, employers and professional bodies from four postgraduate programmes at the university. The results show that while there is a reluctance to embrace technology among some academic staff, students are generally positive about using the technology. The survey also demonstrates that there is a lack of creativity and imagination in the use of technology, where often platforms such as virtual learning environments are used simply as repositories for presentation slides, handouts, etc. The results of the study conclude or rather remind all involving parties to pay more emphasis on quality of online programme delivery by embracing technology and use it in novel and imaginative ways to provide a learning and teaching provision fit for the twenty-first century.
VATE: VAlidation of high TEchnology based on large database analysis by learning machine

NARCIS (Netherlands)

Meldolesi, E; Van Soest, J; Alitto, A R; Autorino, R; Dinapoli, N; Dekker, A; Gambacorta, M A; Gatta, R; Tagliaferri, L; Damiani, A; Valentini, V

2014-01-01

The interaction between implementation of new technologies and different outcomes can allow a broad range of researches to be expanded. The purpose of this paper is to introduce the VAlidation of high TEchnology based on large database analysis by learning machine (VATE) project that aims to combine
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 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...
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.
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
Teachers' Experiences of Technology-Based Teaching and Learning in the Foundation Phase

Science.gov (United States)

Hannaway, D. M.; Steyn, M. G.

2017-01-01

This paper presents one aspect of a larger scale doctoral study, namely the teachers' experiences of technology-based teaching and learning in the Foundation Phase. Technology is a huge driver of change and South African education has to change regularly to meet the requirements set out by the Department of Education, including the development of…
Criteria and indicators of the effective application of problem-based learning technologies in teaching at college

Directory of Open Access Journals (Sweden)

Shikhova A.T.

2017-01-01

Full Text Available this article deals with «the efficiency of the educational process» and «criterion» concepts and the term «indicators». The author designated the requirements for evaluating the criteria of the effectiveness of developed problem-based learning technology at college and showed the most important options of evaluating the effectiveness of problem-based learning technologies implementation in teaching at college, from his point of view. The list of indicated parameters can serve as a mean of evaluation the effectiveness of educational technology in general, and of a specific training session on the subject.

A Web-Based Learning Support System for Inquiry-Based Learning

Science.gov (United States)

Kim, Dong Won; Yao, Jingtao

The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.
Technology-Based Participatory Learning for Indigenous Children in Chiapas Schools, Mexico

Science.gov (United States)

Heredia, Yolanda; Icaza, Jose I.

2012-01-01

This research created a technology-based learning environment at two schools belonging to the National Council of Educational Development (CONAFE) for indigenous children in the state of Chiapas, Mexico. The purpose of the study was to describe the educational impact of using the Classmate PC netbooks and the Sugar Educational Platform in the…
The Beast of Aggregating Cognitive Load Measures in Technology-Based Learning

Science.gov (United States)

Leppink, Jimmie; van Merriënboer, Jeroen J. G.

2015-01-01

An increasing part of cognitive load research in technology-based learning includes a component of repeated measurements, that is: participants are measured two or more times on the same performance, mental effort or other variable of interest. In many cases, researchers aggregate scores obtained from repeated measurements to one single sum or…
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.
Criteria and indicators of the effective application of problem-based learning technologies in teaching at college

OpenAIRE

Shikhova A.T.

2017-01-01

this article deals with «the efficiency of the educational process» and «criterion» concepts and the term «indicators». The author designated the requirements for evaluating the criteria of the effectiveness of developed problem-based learning technology at college and showed the most important options of evaluating the effectiveness of problem-based learning technologies implementation in teaching at college, from his point of view. The list of indicated parameters can serve as a mean of eva...
Flexible and Affordable Foreign Language Learning Environment based on Web 2.0 Technologies

Directory of Open Access Journals (Sweden)

Christian Guetl

2013-05-01

Full Text Available Web technologies and educational platforms have greatly evolved over the past decade. One of the most significant factors contributing to education on the Internet has been the development of Web 2.0 technologies. These technologies, socially interactive in nature, have much to contribute to the area of Computer Assisted Language Leaning. Unfortunately, Web 2.0 technologies for the most part have been used in an ad hoc manner, permitting language learners acquire knowledge through interaction, but not through a more structured manner as these technologies were not developed to help lean languages as such. The goal of our work is to research and develop an environment, which employs Web 2.0 technology plus online language learning tools to provide a more integrated language learning environment. This paper will explore the technologies and provide information about how tools can be better integrated to provide a more productive working environment for language learners. A first working proof of concept based on our approach introduced is promising supporting modern language requirements and first findings and space for improvements are discussed.
Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies

Science.gov (United States)

Ünal, Erhan; Çakir, Hasan

2017-01-01

The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…
Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

Science.gov (United States)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-10-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.
The Impact of Project-Based Learning on Pre-Service Teachers' Technology Attitudes and Skills

Science.gov (United States)

Alexander, Curby; Knezek, Gerald; Christensen, Rhonda; Tyler-Wood, Tandra; Bull, Glen

2014-01-01

Researchers in this study looked at the effect of content-specific, technology-rich project-based learning activities on EC-8 pre-service teachers' competencies and skills, as well as pre-service teacher's attitudes toward science, technology, engineering and mathematics (STEM). Researchers employed a quantitative design involving participants in…
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
Summary of vulnerability related technologies based on machine learning

Science.gov (United States)

Zhao, Lei; Chen, Zhihao; Jia, Qiong

2018-04-01

As the scale of information system increases by an order of magnitude, the complexity of system software is getting higher. The vulnerability interaction from design, development and deployment to implementation stages greatly increases the risk of the entire information system being attacked successfully. Considering the limitations and lags of the existing mainstream security vulnerability detection techniques, this paper summarizes the development and current status of related technologies based on the machine learning methods applied to deal with massive and irregular data, and handling security vulnerabilities.
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…
Adaptive and perceptual learning technologies in medical education and training.

Science.gov (United States)

Kellman, Philip J

2013-10-01

Recent advances in the learning sciences offer remarkable potential to improve medical education and maximize the benefits of emerging medical technologies. This article describes 2 major innovation areas in the learning sciences that apply to simulation and other aspects of medical learning: Perceptual learning (PL) and adaptive learning technologies. PL technology offers, for the first time, systematic, computer-based methods for teaching pattern recognition, structural intuition, transfer, and fluency. Synergistic with PL are new adaptive learning technologies that optimize learning for each individual, embed objective assessment, and implement mastery criteria. The author describes the Adaptive Response-Time-based Sequencing (ARTS) system, which uses each learner's accuracy and speed in interactive learning to guide spacing, sequencing, and mastery. In recent efforts, these new technologies have been applied in medical learning contexts, including adaptive learning modules for initial medical diagnosis and perceptual/adaptive learning modules (PALMs) in dermatology, histology, and radiology. Results of all these efforts indicate the remarkable potential of perceptual and adaptive learning technologies, individually and in combination, to improve learning in a variety of medical domains. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.
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.
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.
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…
Considerations upon the Machine Learning Technologies

OpenAIRE

Alin Munteanu; Cristina Ofelia Sofran

2006-01-01

Artificial intelligence offers superior techniques and methods by which problems from diverse domains may find an optimal solution. The Machine Learning technologies refer to the domain of artificial intelligence aiming to develop the techniques allowing the computers to “learn”. Some systems based on Machine Learning technologies tend to eliminate the necessity of the human intelligence while the others adopt a man-machine collaborative approach.
Adapting a Technology-Based Implementation Support Tool for Community Mental Health: Challenges and Lessons Learned.

Science.gov (United States)

Livet, Melanie; Fixsen, Amanda

2018-01-01

With mental health services shifting to community-based settings, community mental health (CMH) organizations are under increasing pressure to deliver effective services. Despite availability of evidence-based interventions, there is a gap between effective mental health practices and the care that is routinely delivered. Bridging this gap requires availability of easily tailorable implementation support tools to assist providers in implementing evidence-based intervention with quality, thereby increasing the likelihood of achieving the desired client outcomes. This study documents the process and lessons learned from exploring the feasibility of adapting such a technology-based tool, Centervention, as the example innovation, for use in CMH settings. Mixed-methods data on core features, innovation-provider fit, and organizational capacity were collected from 44 CMH providers. Lessons learned included the need to augment delivery through technology with more personal interactions, the importance of customizing and integrating the tool with existing technologies, and the need to incorporate a number of strategies to assist with adoption and use of Centervention-like tools in CMH contexts. This study adds to the current body of literature on the adaptation process for technology-based tools and provides information that can guide additional innovations for CMH settings.
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…
A Learning Object Approach To Evidence based learning

Directory of Open Access Journals (Sweden)

Zabin Visram

2005-06-01

Full Text Available This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has meant increasingly, there is a desperate need to adopt wireless schemes, whereby bespoke courses can be developed to help practitioners keep up with expanding knowledge base. Evidently, without current best evidence, practice risks becoming rapidly out of date, to the detriment of the patient. There is a need to provide a tactical, operational and effective environment, which allows professional to update their education, and complete specialised training, just-in-time, in their own time and location. Following this demand in the marketplace the information engineering group, in combination with several medical and dental schools, set out to develop and design a conceptual framework which form the basis of pioneering research, which at last, enables practitioner's to adopt a philosophy of life long learning. The body and structure of this framework is subsumed under the term Object oriented approach to Evidence Based learning, Just-in-time, via Internet sustained by Reusable Learning Objects (The OEBJIRLO Progression. The technical pillars which permit this concept of life long learning are pivoted by the foundations of object oriented technology, Learning objects, Just-in-time education, Data Mining, intelligent Agent technology, Flash interconnectivity and remote wireless technology, which allow practitioners to update their professional skills, complete specialised training which leads to accredited qualifications. This paper sets out to develop and

Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...
Considerations upon the Machine Learning Technologies

Directory of Open Access Journals (Sweden)

Alin Munteanu

2006-01-01

Full Text Available Artificial intelligence offers superior techniques and methods by which problems from diverse domains may find an optimal solution. The Machine Learning technologies refer to the domain of artificial intelligence aiming to develop the techniques allowing the computers to “learn”. Some systems based on Machine Learning technologies tend to eliminate the necessity of the human intelligence while the others adopt a man-machine collaborative approach.
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.
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...
Supporting Case-Based Learning in Information Security with Web-Based Technology

Science.gov (United States)

He, Wu; Yuan, Xiaohong; Yang, Li

2013-01-01

Case-based learning has been widely used in many disciplines. As an effective pedagogical method, case-based learning is also being used to support teaching and learning in the domain of information security. In this paper, we demonstrate case-based learning in information security by sharing our experiences in using a case study to teach security…
Drilling Students’ Communication Skill through Science, Environment, Technology, and Society (SETS)-Based Learning

Science.gov (United States)

Al-Farisi, B. L.; Tjandrakirana; Agustini, R.

2018-01-01

Student’s communication skill paid less attention in learning activity at school, even though communication skill is needed by students in the 21st century based on the demands of new curriculum in Indonesia (K13). This study focuses on drilling students’ communication skill through science, environment, technology, and society (SETS)-based learning. The research is a pre-experimental design with a one-shot case study model involving 10 students of ninth-grader of SMPN 2 Manyar, Gresik. The research data were collected through observation method using communication observation sheet. The data were analyzed using the descriptive qualitative method. The result showed that students’ communication skill reached the completeness of skills decided both individually and classically in the curriculum. The fundamental result of this research that SETS-based learning can be used to drill students’ communication skill in K13 context.
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....
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…
Cloud-Based Mobile Learning

Directory of Open Access Journals (Sweden)

Alexandru BUTOI

2013-01-01

Full Text Available As the cloud technologies are largely studied and mobile technologies are evolving, new di-rections for development of mobile learning tools deployed on cloud are proposed.. M-Learning is treated as part of the ubiquitous learning paradigm and is a pervasive extension of E-Learning technologies. Development of such learning tools requires specific development strategies for an effective abstracting of pedagogical principles at the software design and implementation level. Current paper explores an interdisciplinary approach for designing and development of cloud based M-Learning tools by mapping a specific development strategy used for educational programs to software prototyping strategy. In order for such instruments to be user effective from the learning outcome point of view, the evaluation process must be rigorous as we propose a metric model for expressing the trainee’s overall learning experience with evaluated levels of interactivity, content presentation and graphical user interface usability.
Location-based technology and game-based learning in secondary education: learning about medieval Amsterdam

NARCIS (Netherlands)

Admiraal, W.; Akkerman, S.; Huizenga, J.; van Zeijts, H.

2009-01-01

Mobile games in education are excellent ways to combine situated, active and constructive learning with fun. In the mobile city game Frequency 1550 teams -of four students each- step into the game's world. With help of the Internet, smart phones and GPS technology, Amsterdam changes into a medieval
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.
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…
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…
Summer Teacher Enhancement Institute for Science, Mathematics, and Technology Using the Problem-Based Learning Model

Science.gov (United States)

Petersen, Richard H.

1997-01-01

The objectives of the Institute were: (a) increase participants' content knowledge about aeronautics, science, mathematics, and technology, (b) model and promote the use of scientific inquiry through problem-based learning, (c) investigate the use of instructional technologies and their applications to curricula, and (d) encourage the dissemination of TEI experiences to colleagues, students, and parents.
Research Trends in Technology-Based Learning from 2000 to 2009: A Content Analysis of Publications in Selected Journals

Science.gov (United States)

Hsu, Yu-Chen; Ho, Hsin Ning Jessie; Tsai, Chin-Chung; Hwang, Gwo-Jen; Chu, Hui-Chun; Wang, Chin-Yeh; Chen, Nian-Shing

2012-01-01

This paper provides a content analysis of studies in technology-based learning (TBL) that were published in five Social Sciences Citation Index (SSCI) journals (i.e. "the British Journal of Educational Technology, Computers & Education, Educational Technology Research & Development, Educational Technology & Society, the Journal of Computer…
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
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.
Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

Science.gov (United States)

Gosper, Maree; McNeill, Margot; Woo, Karen; Phillips, Rob; Preston, Greg; Green, David

2011-01-01

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture…
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.
Campus-Based Student Experiences of Learning Technologies in a First-Year Science Course

Science.gov (United States)

Ellis, Robert; Weyers, Mark; Hughes, Jane

2013-01-01

This study reports on an investigation into the campus-based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which…

Technology based Education System

DEFF Research Database (Denmark)

Kant Hiran, Kamal; Doshi, Ruchi; Henten, Anders

2016-01-01

Abstract - Education plays a very important role for the development of the country. Education has multiple dimensions from schooling to higher education and research. In all these domains, there is invariably a need for technology based teaching and learning tools are highly demanded in the acad......Abstract - Education plays a very important role for the development of the country. Education has multiple dimensions from schooling to higher education and research. In all these domains, there is invariably a need for technology based teaching and learning tools are highly demanded...... in the academic institutions. Thus, there is a need of comprehensive technology support system to cater the demands of all educational actors. Cloud Computing is one such comprehensive and user-friendly technology support environment that is the need of an hour. Cloud computing is the emerging technology that has...
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/
Evaluating Web-Based Learning Systems

Science.gov (United States)

Pergola, Teresa M.; Walters, L. Melissa

2011-01-01

Accounting educators continuously seek ways to effectively integrate instructional technology into accounting coursework as a means to facilitate active learning environments and address the technology-driven learning preferences of the current generation of students. Most accounting textbook publishers now provide interactive, web-based learning…
Personalised Learning Object System Based on Self-Regulated Learning Theories

Directory of Open Access Journals (Sweden)

Ali Alharbi

2014-06-01

Full Text Available Self-regulated learning has become an important construct in education research in the last few years. Selfregulated learning in its simple form is the learner’s ability to monitor and control the learning process. There is increasing research in the literature on how to support students become more self-regulated learners. However, the advancement in the information technology has led to paradigm changes in the design and development of educational content. The concept of learning object instructional technology has emerged as a result of this shift in educational technology paradigms. This paper presents the results of a study that investigated the potential educational effectiveness of a pedagogical framework based on the self-regulated learning theories to support the design of learning object systems to help computer science students. A prototype learning object system was developed based on the contemporary research on self-regulated learning. The system was educationally evaluated in a quasi-experimental study over two semesters in a core programming languages concepts course. The evaluation revealed that a learning object system that takes into consideration contemporary research on self-regulated learning can be an effective learning environment to support computer science education.
Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

Science.gov (United States)

Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong

2017-01-01

Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA…
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…
Web-based Cooperative Learning in College Chemistry Teaching

Directory of Open Access Journals (Sweden)

Bin Jiang

2014-03-01

Full Text Available With the coming of information era, information process depend on internet and multi-media technology in education becomes the new approach of present teaching model reform. Web-based cooperative learning is becoming a popular learning approach with the rapid development of web technology. The paper aims to how to carry out the teaching strategy of web-based cooperative learning and applied in the foundation chemistry teaching.It was shown that with the support of modern web-based teaching environment, students' cooperative learning capacity and overall competence can be better improved and the problems of interaction in large foundation chemistry classes can be solved. Web-based cooperative learning can improve learning performance of students, what's more Web-based cooperative learning provides students with cooperative skills, communication skills, creativity, critical thinking skills and skills in information technology application.
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.
ASPECTS OF USING CLOUD TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENT

OpenAIRE

ZHVANIA, Taliko; KAPANADZE, David; KIKNADZE, Mzia; TANDILASHVILI, George

2016-01-01

Thereare increased using the e-Learning technologies at the modern institutions ofhigher education, which favored to integrate the various instruments in thevirtual learning environment. Recently,the cloud technologies have become the most popular, which offer e-Learninginternet technologies based dynamical and actual new opportunities to theeducational institutions. The cloud technologies provide a high level of theservice and they impact on the design of the training courses, offered servic...
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...
Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

Directory of Open Access Journals (Sweden)

Karen Woo

2008-12-01

Full Text Available Web-based lecture technologies (WBLT have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.
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
Synthesis of Collaborative Learning Processes with Technology Based Education to Enhance Classroom Teaching

Science.gov (United States)

Ghosh, Sumit

2016-07-01

A major hurdle in school education in India is the presence of large number of teachers who are inexperienced and have merely taken up the profession of teaching only after exhausting all avenues or getting rejected from all quarters. Empowering and training such teachers with information is a herculean task. Students tend to pay attention and show enthusiasm in learning when they view the class as relevant to themselves and connected to their interests. The current teaching-learning methods for teaching science and astronomy have become obsolete and require a major overhaul. A teaching-learning process which concentrates on an explorative-collaborative-comprehending methodology with simultaneous combination of technology has been developed with the objective to reignite the scientific temper among the future budding scientists. Attaining this goal will be possible when instructors adopt a bottom-up approach, which involves understanding the student's needs, designing flexible course content and synchronizing teaching techniques that focus on increasing student engagement by making the learning experience meaningful and purposeful. The International Year of Light (IYL 2015) is a global initiative that highlights to the citizens of the world the importance of light and optical technologies in their lives, for their futures, and for the development of society. One of the strong legacies left by the 2009 International Year of Astronomy was to use Astronomy in making the world a better place. On the eve of IYL 2015, an Optical Society funded outreach program, 'Spark of Light' was organised for under-privileged school children by using the explorative-collaborative-technology based mechanism and make them understand the nature and properties of light with emphasis on how Astronomy has been crucial for the evolution of sophisticated technology. A major paradigm shift from our previous program was the engagement of such untrained teachers in each and every aspect of
The use of a mobile assistant learning system for health education based on project-based learning.

Science.gov (United States)

Wu, Ting-Ting

2014-10-01

With the development of mobile devices and wireless technology, mobile technology has gradually infiltrated nursing practice courses to facilitate instruction. Mobile devices save manpower and reduce errors while enhancing nursing students' professional knowledge and skills. To achieve teaching objectives and address the drawbacks of traditional education, this study presents a mobile assistant learning system to help nursing students prepare health education materials. The proposed system is based on a project-based learning strategy to assist nursing students with internalizing professional knowledge and developing critical thinking skills. Experimental results show that the proposed mobile system and project-based learning strategy can promote learning effectiveness and efficiency. Most nursing students and nursing educators showed positive attitudes toward this mobile learning system and looked forward to using it again in related courses in the future.
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.
Can New Digital Technologies Support Parasitology Teaching and Learning?

Science.gov (United States)

Jabbar, Abdul; Gasser, Robin B; Lodge, Jason

2016-07-01

Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. Copyright © 2016 Elsevier Ltd. All rights reserved.
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...
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,…
Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics?

Science.gov (United States)

Bingham, Teri; Ray, Jan

2013-01-01

In an effort to keep up with the new generation of digital learners, educators are integrating multiple forms of technology into their teaching, including online learning game applications. The purpose of this study was to determine the degree to which internet-based learning game applications selected by preservice teachers were aligned with the…
Advancing Higher Education with Mobile Learning Technologies: Cases, Trends, and Inquiry-Based Methods

Science.gov (United States)

Keengwe, Jared, Ed.; Maxfield, Marian B., Ed.

2015-01-01

Rapid advancements in technology are creating new opportunities for educators to enhance their classroom techniques with digital learning resources. Once used solely outside of the classroom, smartphones, tablets, and e-readers are becoming common in many school settings. "Advancing Higher Education with Mobile Learning Technologies: Cases,…

Technology enhanced learning for occupational and environmental health nursing: a global imperative.

Science.gov (United States)

Olson, D K; Cohn, S; Carlson, V

2000-04-01

One strategy for decreasing the barriers to higher education and for increasing the competency and performance of the occupational and environmental health nurse in the information age is technology enhanced learning. Technology enhanced learning encompasses a variety of technologies employed in teaching and learning activities of presentation, interaction, and transmission to on campus and distant students. Web based learning is growing faster than any other instructional technology, offering students convenience and a wealth of information.
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…
PRACTICE-ORIENTED TRAINING BASED ON DISTANCE LEARNING WEB-TECHNOLOGIES (THE EXAMPLE OF WEB-PLATFORM FOR ENTREPRENEURSHIP EDUCATION IN UNIVERSITY OF NIZHNY NOVGOROD, IGENERATION)

OpenAIRE

Olga R. Chepyuk; Anton O. Shalyminov

2014-01-01

This article discusses the possibility of organizing a practice-based learning using modern web-based technologies of distance learning like cMOOC. The authors share their experience of practical implementation of proprietary technology in the organization of a University course of innovative entrepreneurship. Based on their practice results authors propose the concept of a new generation of educational platforms based on the four vectors of development.
Information Technology-Based Open Learning--A Study Report. Occasional Paper InTER/12/89.

Science.gov (United States)

Hodgson, V., Ed.; And Others

This document reports on a study which focused on improving the flexibility and responsiveness of vocational education and training provision in Great Britain by producing a plan for information technology-based open learning (ITOL) provision. In the first section, the ITOL model is described through three scenarios. Benefits to learners such as…
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
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
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.…
Addressing Learning Disabilities with UDL and Technology: Strategic Reader

Science.gov (United States)

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…
Web-based lecture technologies and learning and teaching: a study of change in four Australian universities

Directory of Open Access Journals (Sweden)

M. Gosper

2010-12-01

Full Text Available The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning – freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about the quality of learning are of concern to many, lecturers have largely responded by simply modifying lectures. For most, the challenges of catering for the learning needs of a cohort with variable lecture attendance have not been addressed at a whole of the curriculum level. The technologies have been added on, rather than integrated into the curriculum. This paper will review the changes taking place in learning and teaching, explore the reluctance to embrace more wholesale change to the curriculum, and discuss the implications for institutions in the face of ongoing change.
PRACTICE-ORIENTED TRAINING BASED ON DISTANCE LEARNING WEB-TECHNOLOGIES (THE EXAMPLE OF WEB-PLATFORM FOR ENTREPRENEURSHIP EDUCATION IN UNIVERSITY OF NIZHNY NOVGOROD, IGENERATION

Directory of Open Access Journals (Sweden)

Olga R. Chepyuk

2014-01-01

Full Text Available This article discusses the possibility of organizing a practice-based learning using modern web-based technologies of distance learning like cMOOC. The authors share their experience of practical implementation of proprietary technology in the organization of a University course of innovative entrepreneurship. Based on their practice results authors propose the concept of a new generation of educational platforms based on the four vectors of development.
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.
Determinants of Intention to Use eLearning Based on the Technology Acceptance Model

Science.gov (United States)

Punnoose, Alfie Chacko

2012-01-01

The purpose of this study was to find some of the predominant factors that determine the intention of students to use eLearning in the future. Since eLearning is not just a technology acceptance decision but also involves cognition, this study extended its search beyond the normal technology acceptance variables into variables that could affect…
Introducing a technology-enabled problem-based learning approach into a health informatics curriculum.

Science.gov (United States)

Green, Carolyn J; van Gyn, Geraldine H; Moehr, Jochen R; Lau, Francis Y; Coward, Patricia M

2004-03-18

To investigate the effect on learner satisfaction of introducing a technology-enabled problem-based learning (PBL) approach into a health informatics curriculum. Course redesign was undertaken to prepare students for three 4-month work terms and a rapidly changing professional environment upon graduation. Twenty-six Canadian undergraduate students of a redesigned course in biomedical fundamentals completed a midterm questionnaire in 2002. Eight of these students participated in a focus group. Students agreed that seven of nine functions provided by the web-based online course management system enhanced their learning: private email (92.3%), calendaring (88.5%), course notes (88.5%), discussion forums (84.5%), online grades (84.5%) assignment descriptions (80.8%) and online quizzes (80.8%). Although students agreed that two PBL activities enhanced learning (learning to present information) (84.5%) and learning to identify information needed (73.1%), the majority of students (69.2%) expressed a preference for the traditional lecture approach over the PBL approach. Students reported feeling uncertain of what was required of them and related anxiety accounted for most of the negative feedback. These findings give us clear goals for improvement in the course beginning with a comprehensive, carefully guided introduction to the processes of PBL. The positive trends are encouraging for the use of web-enabled courseware and for the further development of the PBL approach.
Teaching Information Systems Technologies: a New Approach based on Virtualization and Hosting Technologies

Directory of Open Access Journals (Sweden)

Carmelo R. García

2012-11-01

Full Text Available This paper describes how to provide suitable computing systems for information systems technologies learning using virtualization and hosting technologies. The main functionalities and components of an university learning lab based on these technologies are presented. All the software components used in its development are open source. Also, the use of this lab, providing the computing systems required for the learning activities of different matters related to the information systems technologies, is illustrated. The model of computing lab proposed is a more sustainable and scalable alternative than the traditional academic computing lab.
Technology Integration in Education: An Examination of Technology Adoption in Teaching and Learning by Secondary Teachers in Minnesota

Science.gov (United States)

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…
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.
Students’ Perceptions About Learning Environment of a Distance Course Based on Technology Acceptance Model: A Descriptive Study

Directory of Open Access Journals (Sweden)

Erman UZUN

2013-03-01

Full Text Available Technology Acceptance Model (TAM is a measure to assess the underlying reasons about the use of a technology. In this study an extended version of TAM were used. This extended version composed of three factors. These are “perceived motivation towards learning environment”, “perceived usefulness” and “perceived ease of use”. In this study, the learning environment of a distance course was investigated to see students’ perceptions. This distance course was delivered from one university to the other university via video-conferencing with ITL Learning Gateway content management system during the whole semester. The participants were the 32 first year vocational higher education institution students. The descriptive findings revealed that each factor of TAM perceived by students as having moderate advantages. It is believed that the underlying reason of this situation was based on the students’ low computer competency and e-learning experiences.
Using Social Media Technologies to Enhance Online Learning

Directory of Open Access Journals (Sweden)

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.
Game-Based Life-Long Learning

NARCIS (Netherlands)

Kelle, Sebastian; Sigurðarson, Steinn; Westera, Wim; Specht, Marcus

2010-01-01

Kelle, S., Sigurðarson, S., Westera, W., & Specht, M. (2011). Game-Based Life-Long Learning. In G. D. Magoulas (Ed.), E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments (pp. 337-349). Hershey, PA: IGI Global.
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.

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

NARCIS (Netherlands)

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
Knowledge Based Artificial Augmentation Intelligence Technology: Next Step in Academic Instructional Tools for Distance Learning

Science.gov (United States)

Crowe, Dale; LaPierre, Martin; Kebritchi, Mansureh

2017-01-01

With augmented intelligence/knowledge based system (KBS) it is now possible to develop distance learning applications to support both curriculum and administrative tasks. Instructional designers and information technology (IT) professionals are now moving from the programmable systems era that started in the 1950s to the cognitive computing era.…
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.
Teacher Perception of Project-Based Learning in a Technology-Infused Secondary School Culture: A Critical Cine-Ethnographic Study

Science.gov (United States)

Gratch, Jonathan

2012-01-01

Project-based learning has long been used in the educational realm as it emphasis a student-centered strategy which promotes meaning, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom.…
Benefits and Financial Impacts of Adopting Technology in Learning

Science.gov (United States)

Grenman, Katri; Isomursu, Minna; Federley, Maija; Seisto, Anu

2013-01-01

This paper summarizes the results of an analysis of the impacts of adopting information and communication technology (ICT) solutions in a learning context. The analysis is based on a literature survey of articles reporting research cases studying the impact of adopting ICT based solutions in various learning contexts. The subject has been reviewed…
Collaborative Action Research on Technology Integration for Science Learning

Science.gov (United States)

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.
Supporting Inquiry-based Learning with Google Glass (GPIM)

NARCIS (Netherlands)

Suarez, Angel; Ternier, Stefaan; Kalz, Marco; Specht, Marcus

2015-01-01

Wearable technology is a new genre of technology that is appearing to enhance learning in context. This manuscript introduces a Google Glass application to support Inquiry-based Learning (IBL). Applying Google Glass to IBL, we aim to transform the learning process into a more seamless, personal and
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.
Informal Language Learning Setting: Technology or Social Interaction?

Science.gov (United States)

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…
Post secondary project-based learning in science, technology, engineering and mathematics

Directory of Open Access Journals (Sweden)

Rachel A Ralph

2016-03-01

Full Text Available Project-based learning (PjBL - to distinguish from problem-based learning - PBL has become a recurrent practice in K-12 classroom environments. As PjBL has become prominent in K-12 classrooms, it has also surfaced in post-secondary institutions. The purpose of this paper is to examine the research that has studied a variety of science, technology, engineering and mathematic subjects using PjBL in post-secondary classrooms. Eleven articles (including qualitative, quantitative and mixed methods were included. The format includes: an introduction and background (which defines PjBL and STEM, research methods, quality appraisal used, results, and a discussion, future research and a conclusion. Two tables and two figures are included. In this paper, theoretical backgrounds and key terms were identified, followed by a literature review discussing four themes: content knowledge, interdisciplinary skills, collaboration and skill development for future education and careers. Results suggested that there is a positive connection between content knowledge learning and PjBL in collaborative settings. Additionally, some negative perceptions arose regarding teamwork situations. Interdisciplinary skills were achieved, but quite limited in post-secondary classrooms. PjBL and STEM were perceived to be important for future education and careers. Future research needs to be completed and institutional curriculum changes informed by the results of this research need to occur to further explore interdisciplinary courses and the use of PjBL.
Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... didactic model has until now been a positive experience........ The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...
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 Enhanced Learning in Science: Interactions, Affordances and Design Based Research

Science.gov (United States)

Scanlon, Eileen

2010-01-01

The role of an educational technologist is difficult to define. This paper reflects on the experience of working on a range of technology enhanced learning in science projects to review a number of working principles which have proved effective in the practice of educational technology. It discusses how these principles relate to the theories in…
Preparing Digital Stories through the Inquiry-Based Learning Approach: Its Effect on Prospective Teachers' Resistive Behaviors toward Research and Technology-Based Instruction

Science.gov (United States)

Yavuz Konokman, Gamze; Yanpar Yelken, Tugba

2016-01-01

The purpose of the study was to determine the effect of preparing digital stories through an inquiry based learning approach on prospective teachers' resistive behaviors toward technology based instruction and conducting research. The research model was convergent parallel design. The sample consisted of 50 prospective teachers who had completed…
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.
AR-based Technoself Enhanced Learning Approach to Improving Student Engagement

OpenAIRE

Jin, L.; Huang, W.; Wen, Z.

2016-01-01

The emerging technologies have expanded a new dimension of self – ‘technoself’ driven by socio-technical innovations and taken an important step forward in pervasive learning. Technology Enhanced Learning (TEL) research has increasingly focused on emergent technologies such as Augmented Reality (AR) for augmented learning, mobile learning, and game-based learning in order to improve self-motivation and self-engagement of the learners in enriched multimodal learning environments. These researc...
A Learning Object Approach To Evidence based learning

OpenAIRE

Zabin Visram; Bruce Elson; Patricia Reynolds

2005-01-01

This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has mea...

Investigating the Quality of Project-Based Science and Technology Learning Environments in Elementary School: A Critical Review of Instruments

Science.gov (United States)

Thys, Miranda; Verschaffel, Lieven; Van Dooren, Wim; Laevers, Ferre

2016-01-01

This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up…
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.
Children Learning to Use Technologies through Play: A Digital Play Framework

Science.gov (United States)

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…
Web-Based Learning Environment Based on Students’ Needs

Science.gov (United States)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.
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.
Enhancement of Online Robotics Learning Using Real-Time 3D Visualization Technology

OpenAIRE

Richard Chiou; Yongjin (james) Kwon; Tzu-Liang (bill) Tseng; Robin Kizirian; Yueh-Ting Yang

2010-01-01

This paper discusses a real-time e-Lab Learning system based on the integration of 3D visualization technology with a remote robotic laboratory. With the emergence and development of the Internet field, online learning is proving to play a significant role in the upcoming era. In an effort to enhance Internet-based learning of robotics and keep up with the rapid progression of technology, a 3- Dimensional scheme of viewing the robotic laboratory has been introduced in addition to the remote c...
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…
Learning and Sharing Technology in Informal Contexts. A Multiagent-Based Ontological Approach

Directory of Open Access Journals (Sweden)

Dino Borri

2014-05-01

Full Text Available An increasing debate is growing today, in both academic and research-in-action contexts, about the roles of new and traditional technologies in raising knowledge of agents involved, as well as in boosting an effective development of communities. The last century has been largely dominated by capital-intensive technologies, impacting large and populated areas. From the late 1990s up to the present days, due to social, financial, environmental concerns, new low-impact, local-born, little to medium-scale experiences have been challenging large technologies, with interesting results. The importance of such experiences seems to lay on the abilities and knowledge of local populations, which are quite difficult to emerge as formal methodologies and attain recognizable levels of generalization and sharing. Yet the effectiveness of local-based technologies is being increasingly documented, often succeeding in cases where more formal technologies had previously failed. The EU-funded ANTINOMOS project has largely dealt with local-community knowledge enhancing and managing in the water sector management, aiming at creating a real learning environment for the sharing and the active generation of knowledge through mutual synergies. In this paper, the above subject is discussed and carried out with a cross-disciplinary, cross-scale, multi-agent approach, considering the different forms of local knowledge and language involved.
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...
iPad Learning Ecosystem: Developing Challenge-Based Learning Using Design Thinking

Science.gov (United States)

Marin, Catalina; Hargis, Jace; Cavanaugh, Cathy

2013-01-01

In order to maximize college English language students' learning, product development, 21st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology. This article describes the course design, which was grounded in design thinking, and…
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.
Developing eLearning Technologies to Implement Competency Based Medical Education: Experiences from Muhimbili University of Health and Allied Sciences

Science.gov (United States)

Nagunwa, Thomas; Lwoga, Edda

2012-01-01

This paper provides the practical experience of developing an eLearning technology as a tool to implement Competency-based Medical Education (CBME) in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences. The paper provides a background to eLearning and the early attempt to adopt it in 2006 at…
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
Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

Science.gov (United States)

Loh, Christian Sebastian

2001-01-01

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)
Simulation-Based e-Learning Tools for Science,Engineering, and Technology Education(SimBeLT)

Science.gov (United States)

Davis, Doyle V.; Cherner, Y.

2006-12-01

The focus of Project SimBeLT is the research, development, testing, and dissemination of a new type of simulation-based integrated e-learning set of modules for two-year college technical and engineering curricula in the areas of thermodynamics, fluid physics, and fiber optics that can also be used in secondary schools and four-year colleges. A collection of sophisticated virtual labs is the core component of the SimBeLT modules. These labs will be designed to enhance the understanding of technical concepts and underlying fundamental principles of these topics, as well as to master certain performance based skills online. SimBeLT software will help educators to meet the National Science Education Standard that "learning science and technology is something that students do, not something that is done to them". A major component of Project SimBeLT is the development of multi-layered technology-oriented virtual labs that realistically mimic workplace-like environments. Dynamic data exchange between simulations will be implemented and links with instant instructional messages and data handling tools will be realized. A second important goal of Project SimBeLT labs is to bridge technical skills and scientific knowledge by enhancing the teaching and learning of specific scientific or engineering subjects. SimBeLT builds upon research and outcomes of interactive teaching strategies and tools developed through prior NSF funding (http://webphysics.nhctc.edu/compact/index.html) (Project SimBeLT is partially supported by a grant from the National Science Foundation DUE-0603277)
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...
Transformation through expeditionary change using online learning and competence-building technologies

Directory of Open Access Journals (Sweden)

Donald M. Norris

2011-12-01

Full Text Available This paper presents a patterns-based model of the evolution of learning and competence-building technologies, grounded in examples of current practice. The model imagines five simple stages in how institutions use ‘expeditionary change' to innovate more nimbly. It builds upon three assertions. First, the pervasiveness of web-based knowledge-sharing in higher education's communities, observatories and social networks makes it easier to: introduce relevant technologies, find people doing similar things, learn from their experiences, find and collaborate with early adopters of learning technologies, hear about relevant innovations, and discover and exploit news of opportunities, threats and trends. Second, expeditionary change based on such knowledge-sharing facilitates transformations in: production functions for learning, roles of faculty and mentors, business models, patterns and cadences of interactivity, use of open resources, and the roles of learners. Third, those transformations make it easier for disruptive forms of higher education to emerge; for example, dynamically updated curricula that address emerging and important knowledge gaps, and thereby increase students' employability.

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.
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.
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.
Linking Theory to Practice in Learning Technology Research

Science.gov (United States)

Gunn, Cathy; Steel, Caroline

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…
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…
Motion Learning Based on Bayesian Program Learning

Directory of Open Access Journals (Sweden)

Cheng Meng-Zhen

2017-01-01

Full Text Available The concept of virtual human has been highly anticipated since the 1980s. By using computer technology, Human motion simulation could generate authentic visual effect, which could cheat human eyes visually. Bayesian Program Learning train one or few motion data, generate new motion data by decomposing and combining. And the generated motion will be more realistic and natural than the traditional one.In this paper, Motion learning based on Bayesian program learning allows us to quickly generate new motion data, reduce workload, improve work efficiency, reduce the cost of motion capture, and improve the reusability of data.
Why simulation can be efficient: on the preconditions of efficient learning in complex technology based practices.

Science.gov (United States)

Hofmann, Bjørn

2009-07-23

It is important to demonstrate learning outcomes of simulation in technology based practices, such as in advanced health care. Although many studies show skills improvement and self-reported change to practice, there are few studies demonstrating patient outcome and societal efficiency. The objective of the study is to investigate if and why simulation can be effective and efficient in a hi-tech health care setting. This is important in order to decide whether and how to design simulation scenarios and outcome studies. Core theoretical insights in Science and Technology Studies (STS) are applied to analyze the field of simulation in hi-tech health care education. In particular, a process-oriented framework where technology is characterized by its devices, methods and its organizational setting is applied. The analysis shows how advanced simulation can address core characteristics of technology beyond the knowledge of technology's functions. Simulation's ability to address skilful device handling as well as purposive aspects of technology provides a potential for effective and efficient learning. However, as technology is also constituted by organizational aspects, such as technology status, disease status, and resource constraints, the success of simulation depends on whether these aspects can be integrated in the simulation setting as well. This represents a challenge for future development of simulation and for demonstrating its effectiveness and efficiency. Assessing the outcome of simulation in education in hi-tech health care settings is worthwhile if core characteristics of medical technology are addressed. This challenges the traditional technical versus non-technical divide in simulation, as organizational aspects appear to be part of technology's core characteristics.
Teaching with technology: free Web resources for teaching and learning.

Science.gov (United States)

Wink, Diane M; Smith-Stoner, Marilyn

2011-01-01

In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.
Internet Technology-Based Projects in Learning and Teaching English as a Foreign Language at Yakutsk State University

Science.gov (United States)

Zamorshchikova, Lena; Egorova, Olga; Popova, Marina

2011-01-01

This paper discusses recent uses of information and communication technologies (ICTs) in fostering Internet-based projects for learning English as a Foreign Language (EFL) at the Faculty of Foreign Languages in Yakutsk State University, Russia. It covers the authors' experiences integrating distance education and creating educational resources…
Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration

Science.gov (United States)

Christensen, Rhonda; Knezek, Gerald

2016-01-01

Mobile learning readiness as a new aspect of technology integration for classroom teachers is confirmed through the findings of this study to be significantly aligned with well-established measures based on older information technologies. The Mobile Learning Readiness Survey (MLRS) generally exhibits the desirable properties of step-wise increases…
The Design and Analysis of Learning Effects for a Game-based Learning System

OpenAIRE

Wernhuar Tarng; Weichian Tsai

2010-01-01

The major purpose of this study is to use network and multimedia technologies to build a game-based learning system for junior high school students to apply in learning “World Geography" through the “role-playing" game approaches. This study first investigated the motivation and habits of junior high school students to use the Internet and online games, and then designed a game-based learning system according to situated and game-based learning theories. A teaching experiment was conducted to...
Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

OpenAIRE

Woo, Karen; Gosper, Maree; McNeill, Margot; Preston, Greg; Green, David; Phillips, Rob

2008-01-01

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students ...
Integrating Augmented Reality Technology to Enhance Children's Learning in Marine Education

Science.gov (United States)

Lu, Su-Ju; Liu, Ying-Chieh

2015-01-01

Marine education comprises rich and multifaceted issues. Raising general awareness of marine environments and issues demands the development of new learning materials. This study adapts concepts from digital game-based learning to design an innovative marine learning program integrating augmented reality (AR) technology for lower grade primary…
Features and characteristics of problem based learning

Directory of Open Access Journals (Sweden)

Eser Ceker

2016-12-01

Full Text Available Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of Problem Based Learning. This research showed that the most researched characteristics of PBL are; teacher and student assessments on Problem Based Learning, Variety of disciplines in which Problem Based Learning strategies were tried and success evaluated, Using Problem Based Learning alone or with other strategies (Hybrid or Mix methods, Comparing Problem Based Learning with other strategies, and new trends and tendencies in Problem Based Learning related research. Our research may help us to identify the latest trends and tendencies referred to in the published studies related to “problem based learning” areas. In this research, Science Direct and Ulakbim were used as our main database resources. The sample of this study consists of 150 articles.
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…
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.
Scaffolding Problem-Based Learning with CSCL Tools

Science.gov (United States)

Lu, Jingyan; Lajoie, Susanne P.; Wiseman, Jeffrey

2010-01-01

Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress in CSCL, educational researchers are now exploring how to design digitally-implemented scaffolding…
The Office Software Learning and Examination System Design Based on Fragmented Learning Idea

Directory of Open Access Journals (Sweden)

Xu Ling

2016-01-01

Full Text Available Fragmented learning is that through the segmentation of learning content or learning time, make learners can use the fragmented time for learning fragmentated content, have the characteristics of time flexibility, learning targeted and high learning efficiency. Based on the fragmented learning ideas, combined with the teaching idea of micro class and interactive teaching, comprehensive utilization of flash animation design software, .NET development platform, VSTO technology, multimedia development technology and so on, design and develop a system integrated with learning, practice and examination of the Office software, which is not only conducive to the effective and personalized learning of students, but also conducive to the understanding the students’ situation of teachers, and liberate teachers from the heavy labor of mechanical, focus on promoting the formation of students’ knowledge system.
Why simulation can be efficient: on the preconditions of efficient learning in complex technology based practices

Directory of Open Access Journals (Sweden)

Hofmann Bjørn

2009-07-01

Full Text Available Abstract Background It is important to demonstrate learning outcomes of simulation in technology based practices, such as in advanced health care. Although many studies show skills improvement and self-reported change to practice, there are few studies demonstrating patient outcome and societal efficiency. The objective of the study is to investigate if and why simulation can be effective and efficient in a hi-tech health care setting. This is important in order to decide whether and how to design simulation scenarios and outcome studies. Methods Core theoretical insights in Science and Technology Studies (STS are applied to analyze the field of simulation in hi-tech health care education. In particular, a process-oriented framework where technology is characterized by its devices, methods and its organizational setting is applied. Results The analysis shows how advanced simulation can address core characteristics of technology beyond the knowledge of technology's functions. Simulation's ability to address skilful device handling as well as purposive aspects of technology provides a potential for effective and efficient learning. However, as technology is also constituted by organizational aspects, such as technology status, disease status, and resource constraints, the success of simulation depends on whether these aspects can be integrated in the simulation setting as well. This represents a challenge for future development of simulation and for demonstrating its effectiveness and efficiency. Conclusion Assessing the outcome of simulation in education in hi-tech health care settings is worthwhile if core characteristics of medical technology are addressed. This challenges the traditional technical versus non-technical divide in simulation, as organizational aspects appear to be part of technology's core characteristics.
Elucidating Usage of e-Government Learning: A Perspective of the Extended Technology Acceptance Model

Science.gov (United States)

Shyu, Stacy Huey-Pyng; Huang, Jen-Hung

2011-01-01

Learning is critical to both economic prosperity and social cohesion. E-government learning, which refers to the government's use of web-based technologies to facilitate learning about subjects that are useful to citizens, is relatively new, relevant, and potentially cost-effective. This work proposes and verifies that the technology acceptance…

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
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
Cloud Computing Technologies in Writing Class: Factors Influencing Students’ Learning Experience

Directory of Open Access Journals (Sweden)

Jenny WANG

2017-07-01

Full Text Available The proposed interactive online group within the cloud computing technologies as a main contribution of this paper provides easy and simple access to the cloud-based Software as a Service (SaaS system and delivers effective educational tools for students and teacher on after-class group writing assignment activities. Therefore, this study addresses the implementation of the most commonly used cloud applications, Google Docs, in a higher education course. The learning environment integrated Google Docs that students are using to develop and deploy writing assignments in between classes has been subjected to learning experience assessment. Using the questionnaire as an instrument to study participants (n=28, the system has provided an effective learning environment in between classes for the students and the instructor to stay connected. Factors influencing students’ learning experience based on cloud applications include frequency of interaction online and students’ technology experience. Suggestions to cope with challenges regarding the use of them in higher education including the technical issues are also presented. Educators are therefore encouraged to embrace cloud computing technologies as they design the course curriculum in hoping to effectively enrich students’ learning.
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)
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.
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
CRITERIA AND QUALITY INDICATORS OF INFORMATION AND COMMUNICATION TECHNOLOGIES OF LEARNING

Directory of Open Access Journals (Sweden)

Oleg M. Spirin

2013-03-01

Full Text Available 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, organizational, communicative and gnostic criteria, and internal – differentiation, individualization, intensification of teaching process and effectiveness of educational activity. There are presented the approaches to assess the indicators for determination of criteria demonstration degree.
[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.
Innovation in technology for the least product price and cost - a new minimum cost relation for reductions during technological learning

International Nuclear Information System (INIS)

Duffey, R.B.

2004-01-01

By analogy with the concepts of human learning, we show and introduce a new method to obtain least product cost and price that includes the effect of innovation and technological learning in manufacturing and production. This key result is a new paradigm instead of the usual economic 'power law' formulation. The new analysis is based on extensive analysis of many technological systems, and is directly related to the presence of learning as experience is accumulated. The results agree with the observed data. By using a consistent basis, the method replaces previous empirical 'power law' descriptions of the technological learning curve with a new 'marginal minimum cost equation' (MCE). (author)
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...
Effects of Game Technology on Elementary Student Learning in Mathematics

Science.gov (United States)

Shin, Namsoo; Sutherland, LeeAnn M.; Norris, Cathleen A.; Soloway, Elliot

2012-01-01

This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a…
Distance Learning With NASA Lewis Research Center's Learning Technologies Project

Science.gov (United States)

Petersen, Ruth

1998-01-01

The NASA Lewis Research Center's Learning Technologies Project (LTP) has responded to requests from local school district technology coordinators to provide content for videoconferencing workshops. Over the past year we have offered three teacher professional development workshops that showcase NASA Lewis-developed educational products and NASA educational Internet sites. In order to determine the direction of our involvement with distance learning, the LTP staff conducted a survey of 500 U.S. schools. We received responses from 72 schools that either currently use distance learning or will be using distance learning in 98-99 school year. The results of the survey are summarized in the article. In addition, the article provides information on distance learners, distance learning technologies, and the NASA Lewis LTP videoconferencing workshops. The LTP staff will continue to offer teacher development workshops through videoconferencing during the 98-99 school year. We hope to add workshops on new educational products as they are developed at NASA Lewis.
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.
The emergence of new technology-based industries: the case of fuel cells and its technological relatedness to regional knowledge bases

DEFF Research Database (Denmark)

Tanner, Anne Nygaard

2016-01-01

to emerging radical technologies that create the foundation for new industries. The article develops a new measure for technological relatedness between the knowledge base of a region and that of a radical technology based on patent classes. It demonstrates that emerging fuel cell technology develops where...... the regional knowledge base is technologically related to that of fuel cells and consequently confirms the evolutionary thesis.......Evolutionary economic geographers propose that regional diversification is a path-dependent process whereby industries grow out of pre-existing industrial structures through technologically related localised knowledge spillovers and learning. This article examines whether this also applies...
XML technology planning database : lessons learned

Science.gov (United States)

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.
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…
Agriscience Teachers' Implementation of Digital Game-based Learning in an Introductory Animal Science Course

Science.gov (United States)

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.

2015-12-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.

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
A Java-Web-Based-Learning Methodology, Case Study ...

African Journals Online (AJOL)

A Java-Web-Based-Learning Methodology, Case Study : Waterborne diseases. The recent advances in web technologies have opened new opportunities for computer-based-education. One can learn independently of time and place constraints, and have instantaneous access to relevant updated material at minimal cost.
Web-Based Learning Support System

Science.gov (United States)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.
Tool Choice for E-Learning: Task-Technology Fit through Media Synchronicity

Science.gov (United States)

Sun, Jun; Wang, Ying

2014-01-01

One major challenge in online education is how to select appropriate e-learning tools for different learning tasks. Based on the premise of Task-Technology Fit Theory, this study suggests that the effectiveness of student learning in online courses depends on the alignment between two. Furthermore, it conceptualizes the formation of such a fit…
ICT in Problem- and Project-based Learning

DEFF Research Database (Denmark)

Andreasen, Lars Birch; Lerche Nielsen, Jørgen

2012-01-01

The paper discusses how teaching and learning practices at universities can implement new information technologies, inspired by the traditions of problem- and project-based learning. The changing roles in the teacher-student relationship, and students’ development of information literacy are disc...
Supporting Collective Inquiry: A Technology Framework for Distributed Learning

Science.gov (United States)

Tissenbaum, Michael

This design-based study describes the implementation and evaluation of a technology framework to support smart classrooms and Distributed Technology Enhanced Learning (DTEL) called SAIL Smart Space (S3). S3 is an open-source technology framework designed to support students engaged in inquiry investigations as a knowledge community. To evaluate the effectiveness of S3 as a generalizable technology framework, a curriculum named PLACE (Physics Learning Across Contexts and Environments) was developed to support two grade-11 physics classes (n = 22; n = 23) engaged in a multi-context inquiry curriculum based on the Knowledge Community and Inquiry (KCI) pedagogical model. This dissertation outlines three initial design studies that established a set of design principles for DTEL curricula, and related technology infrastructures. These principles guided the development of PLACE, a twelve-week inquiry curriculum in which students drew upon their community-generated knowledge base as a source of evidence for solving ill-structured physics problems based on the physics of Hollywood movies. During the culminating smart classroom activity, the S3 framework played a central role in orchestrating student activities, including managing the flow of materials and students using real-time data mining and intelligent agents that responded to emergent class patterns. S3 supported students' construction of knowledge through the use individual, collective and collaborative scripts and technologies, including tablets and interactive large-format displays. Aggregate and real-time ambient visualizations helped the teacher act as a wondering facilitator, supporting students in their inquiry where needed. A teacher orchestration tablet gave the teacher some control over the flow of the scripted activities, and alerted him to critical moments for intervention. Analysis focuses on S3's effectiveness in supporting students' inquiry across multiple learning contexts and scales of time, and in
Why Do Teachers Use Game-Based Learning Technologies? The Role of Individual and Institutional ICT Readiness

OpenAIRE

Hamari, Juho; Nousiainen, Tuula

2015-01-01

This paper investigates how different individual and institutional factors pertaining to ICT readiness influence teachers’ adoption of game-based learning technologies. The data were gathered from Finnish primary, lower secondary and upper secondary school teachers (N=1668) with an online survey. The results indicate that openness towards ICT, ICT attitude and the ICT compatibility with teaching positively influence the perceived value whereas openness towards ICT, ...
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…
Clinical case in digital technology for nursing students' learning: An integrative review.

Science.gov (United States)

Hara, Cristina Yuri Nakata; Aredes, Natália Del Angelo; Fonseca, Luciana Mara Monti; Silveira, Renata Cristina de Campos Pereira; Camargo, Rosangela Andrade Aukar; de Goes, Fernanda Santos Nogueira

2016-03-01

This review aimed to analyze the available evidences in literature about clinical case studies inserted in digital technologies for nursing education, characterizing the technology resources and cognitive, procedural and attitudinal learnings. Integrative review of literature with the following steps: development of the research problem, data collection, data extraction and critic evaluation, data analysis and interpretation and presentation of results. The research question was: how does the clinical case study inserted in educational digital technology collaborate for cognitive, attitudinal and procedural learning of nursing students? data bases LILACS, PUBMED, CINAHL and Scopus. the search resulted in 437 studies: 136 from LILACS, 122 from PUBMED, 104 from Scopus and 75 from CINAHL. Of these, 143 did not meet the including criteria, 93 were duplicated and four studies were unavailable. After analyzing all abstracts based on inclusion and exclusion criteria, there were selected 197 studies and after full text analysis the final sample resulted in 21 primary studies. Case study use in educational digital technologies allowed the students to build different types of learning: cognitive learning (n 16 studies), attitudinal learning (n=12 studies) and procedural learning (n=8 studies). It is possible to conclude that case studies can collaborate with the students to develop different learnings which can be built integrate, continuous, informative and formative, aiming integral formation and aligned to policies of formation in nursing, both national and international. Copyright © 2015 Elsevier Ltd. All rights reserved.
Evaluation of a Learning Object Based Learning Environment in Different Dimensions

Directory of Open Access Journals (Sweden)

Ünal Çakıroğlu

2009-11-01

Full Text Available Learning Objects (LOs are web based learning resources presented by Learning Object Repositories (LOR. For recent years LOs have begun to take place on web and it is suggested that appropriate design of LOs can make positive impact on learning. In order to support learning, research studies recommends LOs should have been evaluated pedagogically and technologically, and the content design created by using LOs should have been designed through appropriate instructional models. Since the use of LOs have recently begun, an exact pedagogical model about efficient use of LOs has not been developed. In this study a LOR is designed in order to be used in mathematics education. The LOs in this LOR have been evaluated pedagogically and technologically by mathematics teachers and field experts. In order to evaluate the designed LO based environment, two different questionnaires have been used. These questionnaires are developed by using the related literature about web based learning environments evaluation criteria and also the items are discussed with the field experts for providing the validity. The reliability of the questionnaires is calculated cronbach alpha = 0.715 for the design properties evaluation survey and cronbach alpha =0.726 for pedagogic evaluation. Both of two questionnaires are five point Likert type. The first questionnaire has the items about “Learning Support of LOs, Competency of LOR, The importance of LOs in mathematics education, the usability of LOs by students”. “The activities on LOs are related to outcomes of subjects, there are activities for students have different learning styles. There are activities for wondering students.” are examples for items about learning support of LOs. “System helps for exploration of mathematical relations”, “I think teaching mathematics with this system will be enjoyable.” are example items for importance of LOs in mathematics education. In the competency of LOR title, �
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…
E-Learning and the Use of New Technologies in the "Kolumbus-Kids" Project in Germany

Science.gov (United States)

Wegner, Claas; Homann, Wiebke; Strehlke, Friederike; Borgmann, Annika

2014-01-01

This article presents the science project "Kolumbus-Kids" as an example of the innovative use of "E-Learning" and other "new technologies" to advance student learning and new-media education. The project benefits from various technology-based education strategies and E-Learning scenarios which are employed during the…
Language and Text-to-Speech Technologies for Highly Accessible Language & Culture Learning

Directory of Open Access Journals (Sweden)

Anouk Gelan

2011-06-01

Full Text Available This contribution presents the results of the “Speech technology integrated learning modules for Intercultural Dialogue” project. The project objective was to increase the availability and quality of e-learning opportunities for less widely-used and less taught European languages using a user-friendly and highly accessible learning environment. The integration of new Text-to-Speech developments into web-based authoring software for tutorial CALL had a double goal: on the one hand increase the accessibility of e-learning packages, also for learners having difficulty reading (e.g. dyslexic learners or preferring auditory learning; on the other hand exploiting some didactic possibilities of this technology.
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.
Predicting User Acceptance of Collaborative Technologies: An Extension of the Technology Acceptance Model for E-Learning

Science.gov (United States)

Cheung, Ronnie; Vogel, Doug

2013-01-01

Collaborative technologies support group work in project-based environments. In this study, we enhance the technology acceptance model to explain the factors that influence the acceptance of Google Applications for collaborative learning. The enhanced model was empirically evaluated using survey data collected from 136 students enrolled in a…
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…

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.
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, ...
Online Learning for Mobile Technology Applications in Health Surveys

International Development Research Centre (IDRC) Digital Library (Canada)

Online Learning for Mobile Technology Applications in Health Surveys. In light of ... to develop a globally accessible asynchronous Internet-based training packaged backed by a real-time coaching service. Project ID. 105932. Project status.
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.
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.
Enhancement of Online Robotics Learning Using Real-Time 3D Visualization Technology

Directory of Open Access Journals (Sweden)

Richard Chiou

2010-06-01

Full Text Available This paper discusses a real-time e-Lab Learning system based on the integration of 3D visualization technology with a remote robotic laboratory. With the emergence and development of the Internet field, online learning is proving to play a significant role in the upcoming era. In an effort to enhance Internet-based learning of robotics and keep up with the rapid progression of technology, a 3- Dimensional scheme of viewing the robotic laboratory has been introduced in addition to the remote controlling of the robots. The uniqueness of the project lies in making this process Internet-based, and remote robot operated and visualized in 3D. This 3D system approach provides the students with a more realistic feel of the 3D robotic laboratory even though they are working remotely. As a result, the 3D visualization technology has been tested as part of a laboratory in the MET 205 Robotics and Mechatronics class and has received positive feedback by most of the students. This type of research has introduced a new level of realism and visual communications to online laboratory learning in a remote classroom.
Using information and communication technology (ICT) to the maximum: learning and teaching biology with limited digital technologies

Science.gov (United States)

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.
Digital learning objects in nursing consultation: technology assessment by undergraduate students.

Science.gov (United States)

Silveira, DeniseTolfo; Catalan, Vanessa Menezes; Neutzling, Agnes Ludwig; Martinato, Luísa Helena Machado

2010-01-01

This study followed the teaching-learning process about the nursing consultation, based on digital learning objects developed through the active Problem Based Learning method. The goals were to evaluate the digital learning objects about nursing consultation, develop cognitive skills on the subject using problem based learning and identify the students' opinions on the use of technology. This is an exploratory and descriptive study with a quantitative approach. The sample consisted of 71 students in the sixth period of the nursing program at the Federal University of Rio Grande do Sul. The data was collected through a questionnaire to evaluate the learning objects. The results showed positive agreement (58%) on the content, usability and didactics of the proposed computer-mediated activity regarding the nursing consultation. The application of materials to the students is considered positive.
Leveraging Mobile Games for Place-Based Language Learning

Science.gov (United States)

Holden, Christopher L.; Sykes, Julie M.

2011-01-01

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern…
Improving Information Technology Curriculum Learning Outcomes

Directory of Open Access Journals (Sweden)

Derrick L Anderson

2017-06-01

The case study research methodology has been selected to conduct the inquiry into this phenomenon. This empirical inquiry facilitates exploration of a contemporary phenomenon in depth within its real-life context using a variety of data sources. The subject of analysis will be two Information Technology classes composed of a combination of second year and third year students; both classes have six students, the same six students. Contribution It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes. Findings The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model. Recommendations Instruction based purely on either of these does a disservice to the typical college and university level learner. The correct approach lies somewhere in between them; the most successful outcome attainment would be the product of incorporating the best of both. Impact on Society Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life. Future Research Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world.
Information and Communication Technology and School Based ...

African Journals Online (AJOL)

Information and Communication technology and school based assessment (SBA) is practice that broadens the form mode, means and scope of assessment in the school using modern technologies in order to facilitate and enhance learning. This study sought to ascertain the efficacy of Information and Communication ...
Preschool Children's Learning with Technology at Home

Science.gov (United States)

Plowman, Lydia; Stevenson, Olivia; Stephen, Christine; McPake, Joanna

2012-01-01

We produced case studies of fourteen families based on nine rounds of data collection during the period from June 2008 to October 2009. We focused on fourteen children who were three years old when our visits started and used an ecocultural approach to examine their experiences of learning and playing with technologies at home. The study describes…
Game-based Learning in Technology Management Education: A Novel Business Simulation

Directory of Open Access Journals (Sweden)

Markus Günther

2011-03-01

Full Text Available Management games allow students to obtain valuable first-hand experience that is of particular value in a field such as technology management, which usually involves substantial risk as well as significant time lags between a managerial decision and its effects. In drawing from more than fifteen years of experience with management games in higher education, we have developed a management simulation for teaching technology management, a field that is increasingly regarded an important area of study for engineering students. This paper outlines a blended-learning design for a course on technology management, describes the various didactical elements as well as their effects in class, and addresses the technical implementation of the management game as a service-oriented multi-tier application in Java.
Technology-Enhanced Physics Programme for Community-Based Science Learning: Innovative Design and Programme Evaluation in a Theme Park

Science.gov (United States)

Tho, Siew Wei; Chan, Ka Wing; Yeung, Yau Yuen

2015-01-01

In this study, a new physics education programme is specifically developed for a famous theme park in Hong Kong to provide community-based science learning to her visitors, involving her three newly constructed rides. We make innovative use of digital technologies in this programme and incorporate a rigorous evaluation of the learning…
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,
Applying Internet-based Technologies to Teaching Corporate Finance and Investments

Directory of Open Access Journals (Sweden)

Zhuoming “Joe” Peng, Ph.D.,

2006-07-01

Full Text Available Finance faculty are increasingly encouraged to use internet-based technologies in teaching. This paper examines students’ perceptions of finance faculty who use internet-based technologies and the impact on their learning experiences in undergraduate introductory corporate finance, investments, and MBA investments courses. The results suggest that offering all course materials online may enhance students’ learning experiences, however, the technologies may be best thought of as teaching tools. A better methodology for a finance course delivery may be that of in-classroom interactions between an instructor and the students while all the pertinent course materials are available online throughout the semester. There is a statistically significant difference between MBA (Master of Business Administration students and undergraduate business students in terms of their desire to use the internet for learning finance. Consistent with previous research, results indicate that it may not be common practice among faculty to use internet-based technologies, and that assistant professors tend to use technologies in teaching more often than their higher-ranked colleagues do.
The role of professional objects in technology-enhanced learning environments in higher education

NARCIS (Netherlands)

Zitter, I.I.; Bruijn, E. de; Simons, P.R.J.; Cate, Th.J. ten

2010-01-01

We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from
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…
Towards a Standard-based Domain-specific Platform to Solve Machine Learning-based Problems

Directory of Open Access Journals (Sweden)

Vicente García-Díaz

2015-12-01

Full Text Available Machine learning is one of the most important subfields of computer science and can be used to solve a variety of interesting artificial intelligence problems. There are different languages, framework and tools to define the data needed to solve machine learning-based problems. However, there is a great number of very diverse alternatives which makes it difficult the intercommunication, portability and re-usability of the definitions, designs or algorithms that any developer may create. In this paper, we take the first step towards a language and a development environment independent of the underlying technologies, allowing developers to design solutions to solve machine learning-based problems in a simple and fast way, automatically generating code for other technologies. That can be considered a transparent bridge among current technologies. We rely on Model-Driven Engineering approach, focusing on the creation of models to abstract the definition of artifacts from the underlying technologies.
Overcoming Learning Time And Space Constraints Through Technological Tool

Directory of Open Access Journals (Sweden)

Nafiseh Zarei

2015-08-01

Full Text Available Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigate how the Learning Management Blog (LMB overcomes the learning time and space constraints that contribute to students’ language learning and language acquisition processes. The participants were 30 ESL students at National University of Malaysia. A qualitative approach comprising an open-ended questionnaire and a semi-structured interview was used to collect data. The results of the study revealed that the students’ language learning and acquisition processes were enhanced. The students did not face any learning time and space limitations while being engaged in the learning process via the LMB. They learned and acquired knowledge using the language learning materials and forum at anytime and anywhere. Keywords: learning time, learning space, learning management blog

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…
Using E-Learning Portfolio Technology To Support Visual Art Learning

Directory of Open Access Journals (Sweden)

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
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
AHEAD OF THE GAME: ADOPTING 21ST CENTURY LEARNING APPROACHES SUPPORTED BY VIDEO-BASED WEB CONFERENCING TECHNOLOGY IN A ROMANIAN PROFESSIONAL TRAINING MILITARY CONTEXT

Directory of Open Access Journals (Sweden)

Paula CHARBONNEAU-GOWDY

2012-01-01

Full Text Available Recent major political uprisings are indicating the extent to which social learning Web 2.0 technologies, can infl uence change in informal learning settings. Recognition and a discussion of the potential of that infl uence in formal learning settings have only just begun. This article describes a study of an international distance learning project in 2004, using a variety of Web 2.0 technologies, including video-based web conferencing, that sought to initiate and respond to this urgent need for dialogue in the research. Self-selected participants took part in a 5-week English as a foreign language (EFL program, a joint NATO sponsored Canadian and Romanian Ministry of Defense-supported initiative. Clear evidence of linguistic knowledge construction and of important changes to participants’ learner identities, indicates the power of these technologies to support the kind of learning that can lead to the development of global citizens and the skills they will increasingly require in the 21st century.
Interdisciplinary project-based learning: technology for improving student cognition

OpenAIRE

Natalia Stozhko; Boris Bortnik; Ludmila Mironova; Albina Tchernysheva; Ekaterina Podshivalova

2015-01-01

The article studies a way of enhancing student cognition by using interdisciplinary project-based learning (IPBL) in a higher education institution. IPBL is a creative pedagogic approach allowing students of one area of specialisation to develop projects for students with different academic profiles. The application of this approach in the Ural State University of Economics resulted in a computer-assisted learning system (CALS) designed by IT students. The CALS was used in an analytical chemi...
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.
Web-Based Reading Annotation System with an Attention-Based Self-Regulated Learning Mechanism for Promoting Reading Performance

Science.gov (United States)

Chen, Chih-Ming; Huang, Sheng-Hui

2014-01-01

Due to the rapid development of information technology, web-based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web-based learning environments, and self-regulated learning (SRL) is key to autonomic learning…
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.
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...
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.
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…
Mobile-Based Dictionary of Information and Communication Technology

Science.gov (United States)

Liando, O. E. S.; Mewengkang, A.; Kaseger, D.; Sangkop, F. I.; Rantung, V. P.; Rorimpandey, G. C.

2018-02-01

This study aims to design and build mobile-based dictionary of information and communication technology applications to provide access to information in the form of glossary of terms in the context of information and communication technologies. Applications built in this study using the Android platform, with SQLite database model. This research uses prototype model development method which covers the stages of communication, Quick Plan, Quick Design Modeling, Construction of Prototype, Deployment Delivery & Feedback, and Full System Transformation. The design of this application is designed in such a way as to facilitate the user in the process of learning and understanding the new terms or vocabularies encountered in the world of information and communication technology. Mobile-based dictionary of Information And Communication Technology applications that have been built can be an alternative to learning literature. In its simplest form, this application is able to meet the need for a comprehensive and accurate dictionary of Information And Communication Technology function.
Innovation in Construction: Learning Processes in implementing new Technologies

DEFF Research Database (Denmark)

Clausen, Lennie

1999-01-01

The article is concerned with the question: How do construction firms implement new technology on construction projects? A model of the implementation process is presented based on a review of the construction innovation literature, innovation theory, and organisational learning theories....
Technology Assisted Language Learning is a silver bullet for enhancing Language competence and performance: A Case Study

Directory of Open Access Journals (Sweden)

Jameel Ahmad

2016-11-01

Full Text Available Technology Assisted Language Learning (TALL is an infallible means to develop profound knowledge and wide range of language skills. It instills in EFL learners an illimitable passion for task-based and skills oriented learning rather than rote memorization. New technological gadgets have commoditized a broad-based learning and teaching avenues and brought the whole learning process to life. A vast variety of authentic online- learning resources, motivational visual prompts, exciting videos, web-based interactivity and customizable language software, email, discussion forums, Skype, Twitter, apps, Internet mobiles, Facebook and YouTube have become obtrusive tools to enhance competence and performance in EFL teaching and learning realms. Technology can also provide various types of scaffolding for students learning to read. Nevertheless, instructors can also enhance their pedagogical effectiveness. However, the main focus of interest in this study is to ascertain to what extent the modern technological devices augment learners’ competence and performance specifically in vocabulary learning, grammatical accuracy and listening/ speaking skills. The remarkable scores of empirical surveys conducted in the present study reveal that TALL does assist learners to improve listening / speaking skills, pronunciation, extensive vocabulary and grammatical accuracy. The findings also manifest that the hybridity, instantaneity and super-diversity of digital learning lay far-reaching impact on learners' motivation for learning and incredibly maneuver learners to immerse in the whole learning process.
TBAL: Technology-Based Active Learning in Higher Education

Science.gov (United States)

Ghilay, Yaron; Ghilay, Ruth

2015-01-01

In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called…
Nationalism and technological learning; Nacionalismo e aprendizagem tecnologica

Energy Technology Data Exchange (ETDEWEB)

Furtado, Andre Tosi; Freitas, Adriana Gomes [Universidade Estadual de Campinas, SP (Brazil). Inst. de Geociencias. Dept. de Politica Cientifica e Tecnologica]. E-mail: furtado@ige.unicamp.br; adriana@ige.unicamp.br

2002-07-01

This work evaluates the economic impacts resulting from the different forms of learning resulting from the execution of national technological projects. As an example, the work mentions the technological capability in deep water production systems promote by the PETROBRAS, in the period of the years 1986-2000. Based on a prior study, seven projects have been selected by a common characteristic of non successful commercial results. The main argument shows that nevertheless the commercial throwback, these projects were in the origin of important learning processes in the company, resulting in significant indirect economic impacts. Each of the project and the economic impact are described. The data of the research referring to the project samples are presented, revealing that the economic impacts are greater than seven times the project costs.

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.
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.
The development of learning material using learning cycle 5E model based stem to improve students’ learning outcomes in Thermochemistry

Science.gov (United States)

sugiarti, A. C.; suyatno, S.; Sanjaya, I. G. M.

2018-04-01

The objective of this study is describing the feasibility of Learning Cycle 5E STEM (Science, Technology, Engineering, and Mathematics) based learning material which is appropriate to improve students’ learning achievement in Thermochemistry. The study design used 4-D models and one group pretest-posttest design to obtain the information about the improvement of sudents’ learning outcomes. The subject was learning cycle 5E based STEM learning materials which the data were collected from 30 students of Science class at 11th Grade. The techniques used in this study were validation, observation, test, and questionnaire. Some result attain: (1) all the learning materials contents were valid, (2) the practicality and the effectiveness of all the learning materials contents were classified as good. The conclution of this study based on those three condition, the Learnig Cycle 5E based STEM learning materials is appropriate to improve students’ learning outcomes in studying Thermochemistry.
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.
Scale in technology and learning-by-doing in the windmill industry

DEFF Research Database (Denmark)

Madsen, Erik Strøjer; Jensen, Camilla; Hansen, Jørgen Drud

2003-01-01

that learning-by-doing in the Danish windmill industry has contributed significantly to improve the cost efficiency of the producers. The technological development has been stimulated both by process and product innovations as the capacity of the individual mills has increased. The learning effect created......This paper examines the remarkable development of technology and the fast learning-by-doing in the windmill industry since it emerged in the beginning of the 1980s. Based on time series of prices of windmills, a dynamic cost function for producing windmills is tested. The estimations verified...... by early subsidies from the government has consolidated the competitive advantages of the windmill cluster in Denmark and preserved the first mover advantages at the world market. The article concludes that the industry probably will enter into a matured phase in the future with more modest technological...
Scale in Technology and Learning-by-Doing in the Windmill Industry

DEFF Research Database (Denmark)

Madsen, Erik Strøjer; Jensen, Camilla; Hansen, Jørgen Drud

that learning-by-doing in the Danish windmill industry has contributed significantly to improve the cost efficiency of the producers. The technological development has been stimulated both by process and product innovations as the capacity of the individual mills has increased. The learning effect created......This paper examines the remarkable development of technology and the fast learning-by-doing in the windmill industry since it emerged in the beginning of the 1980s. Based on time series of prices of windmills a dynamic cost function for producing windmills is tested. The estimations verified...... by early subsidies from the government has consolidated the competitive advantages of the windmill cluster in Denmark and preserved the first mover advantages at the world market. The article concludes that the industry probably will enter into a matured phase in the future with more modest technological...
Scale in technology and learning-by-doing in the windmill industry

DEFF Research Database (Denmark)

Madsen, Erik Strøjer; Jensen, Camilla; Hansen, Jørgen Drud

2003-01-01

This paper examines the remarkable development of technology and the fast learning-by-doing in the windmill industry since it emerged in the beginning of the 1980s. Based on time series of prices of windmills, a dynamic cost function for producing windmills is tested. The estimations verified...... that learning-by-doing in the Danish windmill industry has contributed significantly to improve the cost efficiency of the producers. The technological development has been stimulated both by process and product innovations as the capacity of the individual mills has increased. The learning effect created...... by early subsidies from the government has consolidated the competitive advantages of the windmill cluster in Denmark and preserved the first mover advantages at the world market. The article concludes that the industry probably will enter into a matured phase in the future with more modest technological...
Case-based learning in VTLE: An effective strategy for improving learning design

OpenAIRE

Guàrdia Ortiz, Lourdes; Sangrà, Albert; Maina, Marcelo Fabián

2014-01-01

This article presents preliminary research from an instructional design perspective on the design of the case method as an integral part of pedagogy and technology. Key features and benefits using this teaching and learning strategy in a Virtual Teaching and Learning Environment (VTLE) are identified, taking into account the requirements of the European Higher Education Area (EHEA) for a competence-based curricula design. The implications of these findings for a learning object appro...
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…
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.
A Web-Based Learning System for Software Test Professionals

Science.gov (United States)

Wang, Minhong; Jia, Haiyang; Sugumaran, V.; Ran, Weijia; Liao, Jian

2011-01-01

Fierce competition, globalization, and technology innovation have forced software companies to search for new ways to improve competitive advantage. Web-based learning is increasingly being used by software companies as an emergent approach for enhancing the skills of knowledge workers. However, the current practice of Web-based learning is…
E-learning: Web-based education.

Science.gov (United States)

Sajeva, Marco

2006-12-01

This review introduces state-of-the-art Web-based education and shows how the e-learning model can be applied to an anaesthesia department using Open Source solutions, as well as lifelong learning programs, which is happening in several European research projects. The definition of the term e-learning is still a work in progress due to the fact that technologies are evolving every day and it is difficult to improve teaching methodologies or to adapt traditional methods to a new or already existing educational model. The European Community is funding several research projects to define the new common market place for tomorrow's educational system; this is leading to new frontiers like virtual Erasmus inter-exchange programs based on e-learning. The first step when adapting a course to e-learning is to re-define the educational/learning model adopted: cooperative learning and tutoring are the two key concepts. This means that traditional lecture notes, books and exercises are no longer effective; teaching files must use rich multimedia content and have to be developed using the new media. This can lead to several pitfalls that can be avoided with an accurate design phase.
Achieving Complex Learning Outcomes through Adoption of a Pedagogical Perspective: A Model for Computer Technology Delivered Instruction

Science.gov (United States)

Bellard, Breshanica

2018-01-01

Professionals responsible for the delivery of education and training using technology systems and platforms can facilitate complex learning through application of relevant strategies, principles and theories that support how learners learn and that support how curriculum should be designed in a technology based learning environment. Technological…
ONLINE-SERVICES AND INFORMATION TECHNOLOGIES IN DISTANCE LEARNING

Directory of Open Access Journals (Sweden)

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.
Foreign Language Learning using E-Communication Technologies in the Educational Sector

Directory of Open Access Journals (Sweden)

Andreea-Maria Tirziu

2015-05-01

Full Text Available E-communication places new demands on language, leading to interesting variations in written language use. E-mail, chats, online discussions and SMS messages use a language marked by traits of both informal speech and formal writing, a host of text-based icons and acronyms for handling social interaction and modifications in spelling norms. Objectives: The purpose of this article is to provide a framework on individuals’ possibilities to learn a foreign language using e-communication technologies. Approach: It shows the specialty literature that focuses on e-learning, with priority to e-communication. Results: Proper use of new technologies allows a more systematic integration of language, content and culture, and gives individuals unprecedented opportunities for autonomous learning. E-communication not only helps teachers and students to exceed linguistic, geographical and time barriers, but also to build bridges between native and foreign language programs. Implications: This research work is important for academics and students who use online technologies to teach or learn another language. Value: In this paper, we have identified that the use of new technologies consents learners to engage in forms of online communication, thus research becoming vital for success in their academic and professional pursuits.
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...
"A Dance with the Butterflies:" A Metamorphosis of Teaching and Learning through Technology

Science.gov (United States)

McPherson, Sarah

2009-01-01

This paper describes a web-based collaborative project called "A Dance with the Butterflies" that applied the brain-based research of the Center for Applied Special Technologies (CAST) and principles of Universal Design for Learning (UDL) to Pre-K-4 science curriculum. Learning experiences were designed for students to invoke the Recognition,…
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....
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...
Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

Directory of Open Access Journals (Sweden)

Effendi Limbong

2017-06-01

Full Text Available The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK, integrating various Pedagogical Knolwedge (PK and implementing Technological Knowledge (TK in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK framework, this research implemented blended learning: traditional face to face (F2F and Facebook closed-group discussion (FBcgD based on Project-Based Learning (PBL. This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.
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…
Cloud Pedagogy: Utilizing Web-Based Technologies for the Promotion of Social Constructivist Learning in Science Teacher Preparation Courses

Science.gov (United States)

Barak, Miri

2017-10-01

The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers' perceptions of "cloud pedagogy"—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers ( N = 48) and pre-service science teachers ( N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the "cloud pedagogy" was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.
Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools

Science.gov (United States)

Ghavifekr, Simin; Rosdy, Wan Athirah Wan

2015-01-01

Integration of Information, Communication, and Technology (ICT) will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements in transforming the country to the future development. The Ministry of…
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…
Twenty-first century learning in schools: A case study of New Technology High School in Napa, California.

Science.gov (United States)

Pearlman, Bob

2006-01-01

The most pertinent question concerning teaching and learning in the twenty-first century is not what knowledge and skills students need--that laundry list was identified over a decade ago--but rather how to foster twenty-first century learning. What curricula, experiences, assessments, environments, and technology best support twenty-first century learning? New Technology High School (NTHS) in Napa, California, is one example of a successful twenty-first century school. In this chapter, the author describes the components of this exemplary high school, illustrating an environment that will cultivate twenty-first century student learning. New Technology High School began by defining eight learning outcomes, aligned with the standards of the Partnership for 21st Century Skills; to graduate, students demonstrate mastery of these outcomes through an online portfolio. To help students achieve the outcomes, NTHS employs project- and problem-based learning. Whereas in traditional classrooms students work alone on short-term assignments that do not lend themselves to deep understanding, the project-based learning approach has students working in teams on long-term, in-depth, rigorous projects. Students' work is supported by the school's workplace-like environment and effectiv use of technology. Meaningful assessment is essential to project-based learning; students receive continuous feedback, helping them become self-directed learners. In fact, NTHS uses outcome-based grading through which students constantly know how they are performing on the twenty-first century outcomes. Research has shown that NTHS graduates are better prepared for postsecondary education, careers, and citizenship than their peers from other schools. To facilitate twenty-first century learning, all schools need to rethink their approach to teaching and learning. New Technology High School is one way to do so.
Editorial: Web-Based Learning: Innovations and Challenges

Directory of Open Access Journals (Sweden)

Mudasser F. Wyne

2010-12-01

Full Text Available This special issue of the Knowledge Management & E-Learning: an international journal(KM&EL aims to stimulate interest in the web based issues in both teaching and learning, expose natural collaboration among the authors and readers, inform the larger research community of the interest and importance of this area and create a forum for evaluating innovations and challenges. We intend to bring together researchers and practitioners interested in developing and enhancing web-based learning environment. The objectives for this attempt are to provide a forum for discussion of ideas and techniques developed and used in web based learning. In addition the issue can also be used for educators and developers to discuss requirements for web-based education. Both theoretical papers and papers reporting implementation models, technology used and practical results are included in the issue.
Effects of a Technology Supported Project Based Learning (TS-PBL Approach on the Success of a Mobile Application Development Course and the Students’ Opinions

Directory of Open Access Journals (Sweden)

Fezile Ozdamli

2017-05-01

Full Text Available Similar to traditional desktop software development processes, teamwork is a necessity in the mobile application development process. Thus, the aim of this study is to examine the effects of the technology supported project-based learning approach in mobile application development courses on the academic achievement of students and to clarify the engineering students’ opinions. A total of 130 engineering students from the Department taking mobile application development courses were the participants of this study. The lessons progressed in one group in the form of technology supported project-based learning steps, while in the other group, they were conducted using traditional methods. Based on the results, the practical implementation of a mobile application with a TS-PBL approach in engineering students’ education will be discussed.
A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types

Directory of Open Access Journals (Sweden)

Yeonjeong Park

2011-02-01

Full Text Available Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning with electronic learning (e-learning and ubiquitous learning (u-learning and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1 high transactional distance socialized m-learning, 2 high transactional distance individualized m-learning, 3 low transactional distance socialized m-learning, and 4 low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.
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)....
Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

Science.gov (United States)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-01-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional…
Improving access to learning in the workplace using technology in an accredited course.

Science.gov (United States)

Munro, Kathleen M; Peacock, Susi

2005-03-01

This article gives an account of a case study which seeks to explore the potential for using technology to deliver learning in the workplace: a syringe driver course for nurses. We provide a brief overview of workplace learning, continuing professional development and learning technology in the health sciences. The paper then draws upon a three-year project that involved the transition of a traditionally taught, institution-based face-to-face course to work-based learning using technology. Through the evaluation and discussion of the case study we address key issues that have emerged, such as, marketing of the product; in our case it was decided that the most cost-effective way to provide the course and recuperate some costs was to accredit the course by the Institution. Registered practitioners in the workplace assess learning and are linked to the quality assurance mechanisms of the Institution. We also consider some of the major barriers to implementation, highlighting critical areas for consideration for those undertaking a similar project. These include the lack of technical knowledge in the Group, which resulted in a steep learning curve for all members. This and numerous iterations of materials (including video and animations) lengthened the project considerably whilst technological advances meant other more sophisticated technological solutions that became available during the production process were incorporated. A cost benefit analysis would show that the product has been delivered across Scotland and production costs covered and that there have been unquantifiable gains, including improving the external profile of the academic institution and the NHS Trust, developing the technical skills of the Group and providing invaluable experience of working in a cross-disciplinary collaborative working environment.
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.
Technological mediation as a learning tool for writing and reading

Directory of Open Access Journals (Sweden)

Gladys Molano Caro

2015-12-01

Full Text Available This article disclosed the progress a technological mediation has built to the adquisition, use and development of reading and writing from Cognitive Affective Method for Learning -MACPA-. A development like the one being proposed, is an option for children and young people to, activate, promote, develop and / or enhance the learning of reading and writing. Likewise, it is an option to consider the results achieved in the PISA test and case reports, done by teachers by teachers, showing that that elementary students do not perform production of texts so spontaneous or directed; and they fail to make progress in reading comprehension levels. Given this context, the partial results achieved in the second phase of the research aims to implement a technology platform based mediation MACPA as an educational resource to enhance the processes of reading and writing among students from first to fourth grades of primary education. Accordingly, through Article basis be found in a software for reading and writing that takes into account the particularities of learning of students with intellectual disabilities, learning disabilities in students who have not evidenced difficulties in academic learning processes, though they require a new method to accelerate learning.

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?
Perceived Benefits of Technology Enhanced Learning by Learners in Uganda: Three Band Benefits

OpenAIRE

Kafuko M. Maria; Namisango Fatuma; Byomire Gorretti

2016-01-01

Mobile learning (m-learning) is steadily growing and has undoubtedly derived benefits to learners and tutors in different learning environments. This paper investigates the variation in benefits derived from enhanced classroom learning through use of m-learning platforms in the context of a developing country owing to the fact that it is still in its initial stages. The study focused on how basic technology-enhanced pedagogic innovation like cell phone-based learning is enhancing classroom le...
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…
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…
An Evaluation Quality Framework for Analysing School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module

International Nuclear Information System (INIS)

Alseddiqi, M; Mishra, R; Pislaru, C

2012-01-01

The paper presents the results from a quality framework to measure the effectiveness of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Technical and Vocational Education (TVE) system in Bahrain. The framework is an extended version of existing information quality frameworks with respect to pedagogical and technological contexts. It incorporates specific pedagogical and technological dimensions as per the Bahrain modern industry requirements. Users' views questionnaire on the effectiveness of the new transition module was distributed to various stakeholders including TVE teachers and students. The aim was to receive critical information in diagnosing, monitoring and evaluating different views and perceptions about the effectiveness of the new module. The analysis categorised the quality dimensions by their relative importance. This was carried out using the principal component analysis available in SPSS. The analysis clearly identified the most important quality dimensions integrated in the new module for SBL-to-WBL transition. It was also apparent that the new module contains workplace proficiencies, prepares TVE students for work placement, provides effective teaching and learning methodologies, integrates innovative technology in the process of learning, meets modern industrial needs, and presents a cooperative learning environment for TVE students. From the principal component analysis finding, to calculate the percentage of relative importance of each factor and its quality dimensions, was significant. The percentage comparison would justify the most important factor as well as the most important quality dimensions. Also, the new, re-arranged quality dimensions from the finding with an extended number of factors tended to improve the extended version of the quality information framework to a revised quality framework.
Impact of technology on the content and nature of teaching and learning.

Science.gov (United States)

Edwards, Patricia A

2005-01-01

Excelsior College has a Web-based graduate nursing program with a focus on clinical systems management and health care informatics that incorporates a variety of technology-based educational strategies: synchronous and asynchronous collaborative communication, project/activity-based learning, and web-based interaction and feedback. This pilot study was undertaken to examine the relationship between the use of technology and outcomes in two computer-mediated courses in the program. Questionnaires, interviews, standardized scales, and course assessments were selected or developed as needed, and existing demographic information and evaluations were accessed for comparison purposes. The analysis strategy was specific to the data, the sample size, and the types of questions posed. The tools developed for and used in the study can be applied across the curriculum to enhance evaluation of learning and program effectiveness.
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
Rethinking Game Based Learning: applying pedagogical standards to educational games

NARCIS (Netherlands)

Schmitz, Birgit; Kelle, Sebastian

2010-01-01

Schmitz, B., & Kelle, S. (2010, 1-6 February). Rethinking Game Based Learning: applying pedagogical standards to educational games. Presentation at JTEL Winter School 2010 on Advanced Learning Technologies, Innsbruck, Austria.
A Plane Target Detection Algorithm in Remote Sensing Images based on Deep Learning Network Technology

Science.gov (United States)

Shuxin, Li; Zhilong, Zhang; Biao, Li

2018-01-01

Plane is an important target category in remote sensing targets and it is of great value to detect the plane targets automatically. As remote imaging technology developing continuously, the resolution of the remote sensing image has been very high and we can get more detailed information for detecting the remote sensing targets automatically. Deep learning network technology is the most advanced technology in image target detection and recognition, which provided great performance improvement in the field of target detection and recognition in the everyday scenes. We combined the technology with the application in the remote sensing target detection and proposed an algorithm with end to end deep network, which can learn from the remote sensing images to detect the targets in the new images automatically and robustly. Our experiments shows that the algorithm can capture the feature information of the plane target and has better performance in target detection with the old methods.
TECHNOLOGY AND METHODS OF CREATING WEB-BASED LEARNING ENVIRONMENT FOR HUMANITIES EDUCATION

Directory of Open Access Journals (Sweden)

Вилена Александровна Брылева

2013-04-01

Full Text Available The purpose of the article is to describe the structure of web environment in frames of new educational paradigm in teaching Humanities, to clarify the scientifical and practical importance of using Web 2.0 technologies in higher education. This problem is of great importance due to the necessity of integration of modern IT into educational environment which needs to develop new methods of teaching.The model of educational environment presented in the article is based on the integration of LMS Moodle and PLE Mahara. The authors define the functional modules and means of the environment, describe its didactic qualities, organization requirements and usage advantages. The methodic model of teaching English worked out by the authors supposes step-by-step formation of professional as well as informational competence necessary to any modern specialist. The effectiveness of the model is verified by experiental learning, based on individual and group forms of work on educational site of Institute of Philology and Intercultural Communication of Volgograd State university.DOI: http://dx.doi.org/10.12731/2218-7405-2013-2-8
An Overview to Research on Education Technology Based on Constructivist Learning Approach

Science.gov (United States)

Asiksoy, Gulsum; Ozdamli, Fezile

2017-01-01

The aim of this research is to determine the trends of education technology researches on Constructivist Learning Approach, which were published on database of ScienceDirect between 2010 and 2016. It also aims to guide researchers who will do studies in this field. After scanning the database, 81 articles published on ScienceDirect's data base…
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…
ICT support for students’ collaboration in problem and project based learning

DEFF Research Database (Denmark)

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

2011-01-01

This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of how students use various technologies to support their project collaboration activities in a problem and project based learning environment. More generally the aim of the study......, and the present paper, is to shed light on students’ technology practices within higher education – particularly in relation to problem and project based learning....
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...
Learning Across the Big-Science Boundary: Leveraging Big-Science Centers for Technological Learning

CERN Document Server

Autio, E.; Streit-Bianchi, M.

2003-01-01

The interaction between industrial companies and the public research sector has intensiﬁed signiﬁcantly during recent years (Bozeman, 2000), as ﬁrms attempt to build competitive advantage by leveraging external sources of learning (Lambe et al., 1997). By crossing the boundary between industrial and re- search spheres, ﬁrms may tap onto sources of technological learning, and thereby gain a knowledge- based competitive advantage over their competitors. Such activities have been actively supported by national governments, who strive to support the international competitiveness of their industries (Georghiou et al., 2000; Lee, 1994; Rothwell et al., 1992).
The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

Science.gov (United States)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.
Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning

NARCIS (Netherlands)

Pedaste, Margus; Lazonder, Adrianus W.; Raes, Annelies; Wajeman, Claire; Moore, Emily; Girault, Isabelle; Eberle, Julia; Lund, Kristine; Tchounikine, Pierre; Fischer, Frank

2016-01-01

Inquiry learning in technology-enhanced learning (TEL) environments has potential to support science learning. The “symbiosis” between teachers and TEL environments is needed and, therefore, virtual assistants should be “taught” based on pedagogical theories. These assistants should be dynamically
The effect of technology-enabled active learning on undergraduate students understanding of electromagnetism

International Nuclear Information System (INIS)

Dori, Y.J.

2005-01-01

Full Text:The Technology-Enabled Active Learning Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman physics carried out in a specially redesigned classroom to facilitate group interaction. These technology-based learning materials are especially useful in electromagnetism to help students conceptualize phenomena and processes. This study analyzes the effects of the unique learning environment of the Technology-Enabled Active Learning Project project on students cognitive and affective outcomes. The assessment of the project included examining students conceptual understanding before and after studying electromagnetism in a media-rich environment. We also investigated the effect of this environment on students preferences regarding the various teaching methods. As part of the project, we developed pre- and post-tests consisting of conceptual questions from standardized tests, as well as questions designed to assess the effect of visualizations and experiments. The research population consisted of 811 undergraduate students. It consisted of a small- and a large-scale experimental groups and a control group. Technology-Enabled Active Learning Project students improved their conceptual understanding concepts of the subject matter to a significantly higher extent than their control group peers. A majority of the students in the small-scale experiment noted that they would recommend the Technology-Enabled Active Learning Project course to fellow students, indicating the benefits of inter activity, visualization, and hands-on experiments, which the technology helped enable. In the large-scale implementation students expressed both positive and negative attitudes in the course survey
Technology Development, Implementation and Assessment: K-16 Pre-Service, In-Service and Distance Learning Initiatives

Science.gov (United States)

Williams, William B., Jr.

1999-01-01

The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.

Integrating New Technologies and Existing Tools to Promote Programming Learning

Directory of Open Access Journals (Sweden)

Álvaro Santos

2010-04-01

Full Text Available In recent years, many tools have been proposed to reduce programming learning difficulties felt by many students. Our group has contributed to this effort through the development of several tools, such as VIP, SICAS, OOP-Anim, SICAS-COL and H-SICAS. Even though we had some positive results, the utilization of these tools doesn’t seem to significantly reduce weaker student’s difficulties. These students need stronger support to motivate them to get engaged in learning activities, inside and outside classroom. Nowadays, many technologies are available to create contexts that may help to accomplish this goal. We consider that a promising path goes through the integration of solutions. In this paper we analyze the features, strengths and weaknesses of the tools developed by our group. Based on these considerations we present a new environment, integrating different types of pedagogical approaches, resources, tools and technologies for programming learning support. With this environment, currently under development, it will be possible to review contents and lessons, based on video and screen captures. The support for collaborative tasks is another key point to improve and stimulate different models of teamwork. The platform will also allow the creation of various alternative models (learning objects for the same subject, enabling personalized learning paths adapted to each student knowledge level, needs and preferential learning styles. The learning sequences will work as a study organizer, following a suitable taxonomy, according to student’s cognitive skills. Although the main goal of this environment is to support students with more difficulties, it will provide a set of resources supporting the learning of more advanced topics. Software engineering techniques and representations, object orientation and event programming are features that will be available in order to promote the learning progress of students.
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.
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.
The Future of Learning Technology: Some Tentative Predictions

Science.gov (United States)

Rushby, Nick

2013-01-01

This paper is a snapshot of an evolving vision of what the future may hold for learning technology. It offers three personal visions of the future and raises many questions that need to be explored if learning technology is to realise its full potential.
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
Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

Science.gov (United States)

Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

2011-01-01

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…
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 ...
An Interactive Web-based Learning System for Assisting Machining Technology Education

Directory of Open Access Journals (Sweden)

Min Jou

2008-05-01

Full Text Available The key technique of manufacturing methods is machining. The degree of technique of machining directly affects the quality of the product. Therefore, the machining technique is of primary importance in promoting student practice ability during the training process. Currently, practical training is applied in shop floor to discipline student’s practice ability. Much time and cost are used to teach these techniques. Particularly, computerized machines are continuously increasing in use. The development of educating engineers on computerized machines becomes much more difficult than with traditional machines. This is because of the limitation of the extremely expensive cost of teaching. The quality and quantity of teaching cannot always be promoted in this respect. The traditional teaching methods can not respond well to the needs of the future. Therefore, this research aims to the following topics; (1.Propose the teaching strategies for the students to learning machining processing planning through web-based learning system. (2.Establish on-line teaching material for the computer-aided manufacturing courses including CNC coding method, CNC simulation. (3.Develop the virtual machining laboratory to bring the machining practical training to web-based learning system. (4.Integrate multi-media and virtual laboratory in the developed e-learning web-based system to enhance the effectiveness of machining education through web-based system.
Organizational learning in high risk technologies: Evidence from the nuclear power industry

International Nuclear Information System (INIS)

Marcus, A.; Bromiley, P.; Nichols, M.

1990-01-01

Technologies where catastrophe is possible pose dangers not only to the immediate victims, but also to innocent bystanders and to future generations who have no control over the system. The question has been raised as to whether organization theory can be extended to such high risk technologies; for, after all, this theory is based on organizations that do not have catastrophic potential. It has been argued that there may be special features of high risk technologies, for example the need to combine structured and disciplined organizational forms with decentralization to deal with unplanned interactions, that makes the application of organization theory especially difficult. Furthermore, there has been relatively little empirical work on the management of high risk technologies (with regard to the nuclear power industry the exceptions are noted); and much of what is known comes from case analyses. This paper attempts to respond to these challenges, first, by taking a concept from organizational theory and applying it to a high risk technology, and second, by trying to empirically relate measures of this concept to measures of safety. The concept is organizational learning. The authors wish to determine if there is evidence of learning in the nuclear power industry, and, if there is evidence of learning, what form this learning takes
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.
Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works

Science.gov (United States)

Yusop, Farrah Dina; Sumari, Melati

2015-01-01

The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and…
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'…
Applying the technology acceptance model to explore public health nurses' intentions towards web-based learning: a cross-sectional questionnaire survey.

Science.gov (United States)

Chen, I Ju; Yang, Kuei-Feng; Tang, Fu-In; Huang, Chun-Hsia; Yu, Shu

2008-06-01

In the era of the knowledge economy, public health nurses (PHNs) need to update their knowledge to ensure quality of care. In pre-implementation stage, policy makers and educators should understand PHNs' behavioural intentions (BI) toward web-based learning because it is the most important determinant of actual behaviour. To understand PHNs' BI toward web-based learning and further to identify the factors influencing PHNs' BI based on the technology acceptance model (TAM) in pre-implementation stage. A nationwide-based cross-sectional research design was used in this study. Three hundred and sixty-nine health centres in Taiwan. A randomly selected sample, 202 PHNs participated in this study. Data were collected by mailing in a questionnaire. The majority of PHNs (91.6%, n=185) showed an affirmative BI toward web-based learning. PHNs rated moderate values of perceived usefulness (U), perceived ease of use (EOU) and attitude toward web-based learning (A). Multiple regression analyses indicated that only U revealed a significantly direct influence on BI. U and EOU had significantly direct relationships with A; however, no significant relationship existed between A and BI. Additionally, EOU and an individual's computer competence revealed significant relationships with U; Internet access at the workplace revealed a significant relationship with EOU. In the pre-implementation stage, PHNs perceived a high likelihood of adopting web-based learning as their way of continuing education. In pre-implementation stage, perceived usefulness is the most important factor for BI instead of the attitude. Perceived EOU, an individual's computer competency, and Internet access at workplaces revealed indirect effects on BI. Therefore, increasing U, EOU, computer competence, and Internet access at workplace will be helpful in increasing PHNs' BI. Moreover, we suggest that future studies should focus on clarifying problems in different stages of implementation to build a more complete
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)…
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
eLearning or technology enhanced learning in medical education-Hope, not hype.

Science.gov (United States)

Goh, Poh Sun

2016-09-01

This Personal View elaborates on my strong conviction that the excitement and positive feelings that many of us have for eLearning or Technology enhanced learning (TeL) is well founded, and will argue why our hopes are justified, and not misplaced. In a nutshell, I believe that eLearning or TeL is a significant advance from previous generations of educational innovation, and offers benefits for students, educators and administrators; by synergistically combining the capabilities of digital content, the Internet, and mobile technology, supported by software and applications or "Apps".
Technology learning for renewable energy: Implications for South Africa's long-term mitigation scenarios

International Nuclear Information System (INIS)

Winkler, Harald; Hughes, Alison; Haw, Mary

2009-01-01

Technology learning can make a significant difference to renewable energy as a mitigation option in South Africa's electricity sector. This article considers scenarios implemented in a Markal energy model used for mitigation analysis. It outlines the empirical evidence that unit costs of renewable energy technologies decline, considers the theoretical background and how this can be implemented in modeling. Two scenarios are modelled, assuming 27% and 50% of renewable electricity by 2050, respectively. The results show a dramatic shift in the mitigation costs. In the less ambitious scenario, instead of imposing a cost of Rand 52/t CO 2 -eq (at 10% discount rate), reduced costs due to technology learning turn renewables into negative cost option. Our results show that technology learning flips the costs, saving R143. At higher penetration rate, the incremental costs added beyond the base case decline from R92 per ton to R3. Including assumptions about technology learning turns renewable from a higher-cost mitigation option to one close to zero. We conclude that a future world in which global investment in renewables drives down unit costs makes it a much more cost-effective and sustainable mitigation option in South Africa.

Technology supporting written productivity in children with learning disabilities: a critical review.

Science.gov (United States)

Batorowicz, Beata; Missiuna, Cheryl A; Pollock, Nancy A

2012-10-01

Occupational therapists working with school-aged children are often in the position of recommending technology to enhance written productivity. The outcome of using technology on the writing of children with learning disabilities has not been reviewed critically, and this knowledge is necessary for evidence-based practice. To review evidence regarding the use of technology to support written productivity in children with learning disabilities. A systematic search of seven databases, plus a manual search, retrieved 864 papers published between 1985 and March 2012. Twenty-seven papers (28 studies) met inclusion criteria. The evidence is of a moderately low level and results are inconclusive; however, trends suggest a positive influence of some technology on children's performance and behaviour. Methodological limitations exist in most studies and the description of specific technology intervention is often combined with teaching instructions. The available research is encouraging, but high-quality investigations with newer technologies are needed.
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…
Learning Media Application Based On Microcontroller Chip Technology In Early Age

Science.gov (United States)

Ika Hidayati, Permata

2018-04-01

In Early childhood cognitive intelligence need right rncdia learning that can help a child’s cognitive intelligence quickly. The purpose of this study to design a learning media in the form of a puppet can used to introduce human anatomy during early childhood. This educational doll utilizing voice recognition technology from EasyVR module to receive commands from the user to introduce body parts on a doll, is used as an indicator TED. In addition to providing the introduction of human anatomy, this dolljut. a user can give a shout out to mainly play previously stored voice module sound recorder. Results obtained from this study is that this educational dolls can detect more than voice and spoken commands that can be random detected. Distance concrete of this doll in detecting the sound is up to a distance of 2.5 meters.
Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods

Directory of Open Access Journals (Sweden)

Jannicke Madeleine Baalsrud Hauge

2015-02-01

Full Text Available The challenge of delivering personalized learning experiences is often increased by the size of classrooms and online learning communities. Serious Games (SGs are increasingly recognized for their potential to improve education. However, the issues related to their development and their level of effectiveness can be seriously affected when brought too rapidly into growing online learning communities. Deeper insights into how the students are playing is needed to deliver a comprehensive and intelligent learning framework that facilitates better understanding of learners' knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper discusses current SOTA and aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model (ecosystem and architecture discussed in this paper aims to highlight the key considerations that may advance the current state of learning analytics, adaptive learning and SGs, by leveraging SGs as an suitable medium for gathering data and performing adaptations.
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.
Supporting teachers integrating web 2.0 in a Problem Based Learning approach

DEFF Research Database (Denmark)

Buus, Lillian

2010-01-01

Based on theoretical and methodological considerations within problem-based learning (PBL), web 2.0 technologies and learning designs, the article try to illustrate a design model for supporting teachers in their learning design trying to integrate web 2.0 technologies into their PBL approach...... that a transition from curriculum-based teaching to PBL entails a movement from a teacher-centered approach to a learner-centered approach [4],[5]. This move can in many ways be compared to the conceptual move from web 1.0 to web 2.0 that by some is seen as a transition from ‘users/learners as consumers’ towards...... ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E...
Multimedia Based E-learning : Design and Integration of Multimedia Content in E-learning

Directory of Open Access Journals (Sweden)

Abdulaziz Omar Alsadhan

2014-05-01

Full Text Available The advancement in multimedia and information technologies also have impacted the way of imparting education. This advancement has led to rapid use of e learning systems and has enabled greater integration of multimedia content into e learning systems. This paper present a model for development of e learning systems based on multimedia content. The model is called “Multimedia based e learning” and is loosely based on waterfall software development model. This model consists of three distinct phases; Multimedia Content Modelling, Multimedia content Development, Multimedia content Integration. These three phases are further sub divided into 7 different activities which are analysis, design, technical requirements, content development, content production & integration, implementation and evaluation. This model defines a general framework that can be applied for the development of e learning systems across all disciplines and subjects.
Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

Science.gov (United States)

Kizito, Rita Ndagire

2016-01-01

This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism--an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical…
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…
Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

Directory of Open Access Journals (Sweden)

Sanja Bauk

2014-01-01

Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.
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
Content-based VLE designs improve learning efficiency in constructivist statistics education.

Science.gov (United States)

Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

2011-01-01

We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific-purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a
Content-based VLE designs improve learning efficiency in constructivist statistics education.

Directory of Open Access Journals (Sweden)

Patrick Wessa

Full Text Available BACKGROUND: We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses, which required us to develop a specific-purpose Statistical Learning Environment (SLE based on Reproducible Computing and newly developed Peer Review (PR technology. OBJECTIVES: The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. METHODS: Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. RESULTS: The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student
Content-Based VLE Designs Improve Learning Efficiency in Constructivist Statistics Education

Science.gov (United States)

Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

2011-01-01

Background We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific–purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. Objectives The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Methods Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. Results The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under
Cloud and traditional videoconferencing technology for telemedicine and distance learning.

Science.gov (United States)

Liu, Wei-Li; Zhang, Kai; Locatis, Craig; Ackerman, Michael

2015-05-01

Cloud-based videoconferencing versus traditional systems are described for possible use in telemedicine and distance learning. Differences between traditional and cloud-based videoconferencing systems are examined, and the methods for identifying and testing systems are explained. Findings are presented characterizing the cloud conferencing genre and its attributes versus traditional H.323 conferencing. Because the technology is rapidly evolving and needs to be evaluated in reference to local needs, it is strongly recommended that this or other reviews not be considered substitutes for personal hands-on experience. This review identifies key attributes of the technology that can be used to appraise the relevance of cloud conferencing technology and to determine whether migration from traditional technology to a cloud environment is warranted. An evaluation template is provided for assessing systems appropriateness.
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.
Innovative teaching: Using multimedia in a problem-based learning environment

Directory of Open Access Journals (Sweden)

Mai Neo

2001-10-01

Full Text Available Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. The purpose of this project was to access the students skills in framing and solving problems using multimedia technologies. The students worked in groups and each group had to pick a topic for their project, develop, design and present it in a CD-ROM. They were then surveyed on their attitudes toward the project and their skills as a team. Results showed that the students were very positive toward the project, enjoyed teamwork, able to think critically and became active participants in their learning process. Therefore, multimedia-oriented projects, like many other problem-based learning solutions, can be used alternatively as an innovative and effective tool in a problem-based learning environment for the acquisition of problem-solving skills.
Have Chinese firms learned from their prior technology in-licensing? An analysis based on patent citations

DEFF Research Database (Denmark)

Li-Ying, Jason; Wang, Yuandi; Salomo, Søren

2013-01-01

With the rapid rise of Chinese economy, now ranking as the second largest economy in the world in 2010, many Chinese firms have started taking technological lead in the global market. Nevertheless, whether Chinese firms have learned from their prior inlicensing technologies and accumulated...

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…
Convergence of Information and Communication Technology (ICT) Tools in Project Based Learning (PBL)

Science.gov (United States)

Thamarasseri, Ismail

2014-01-01

Rapid technological advancement influences the communication and information management as well as knowledge construction. Within the context of new challenges, lifelong learning emerges a fundamental element for the constant development of professionals. So that it dynamically adapts to change and retain a state-of-the-art identity. At present,…
Fifty years of computer analysis in chest imaging: rule-based, machine learning, deep learning.

Science.gov (United States)

van Ginneken, Bram

2017-03-01

Half a century ago, the term "computer-aided diagnosis" (CAD) was introduced in the scientific literature. Pulmonary imaging, with chest radiography and computed tomography, has always been one of the focus areas in this field. In this study, I describe how machine learning became the dominant technology for tackling CAD in the lungs, generally producing better results than do classical rule-based approaches, and how the field is now rapidly changing: in the last few years, we have seen how even better results can be obtained with deep learning. The key differences among rule-based processing, machine learning, and deep learning are summarized and illustrated for various applications of CAD in the chest.
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.
Web-based learning: pros, cons and controversies.

Science.gov (United States)

Cook, David A

2007-01-01

Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (e.g., for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.
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.
Web3D Technologies in Learning, Education and Training: Motivations, Issues, Opportunities

Science.gov (United States)

Chittaro, Luca; Ranon, Roberto

2007-01-01

Web3D open standards allow the delivery of interactive 3D virtual learning environments through the Internet, reaching potentially large numbers of learners worldwide, at any time. This paper introduces the educational use of virtual reality based on Web3D technologies. After briefly presenting the main Web3D technologies, we summarize the…
Interference and deception detection technology of satellite navigation based on deep learning

Science.gov (United States)

Chen, Weiyi; Deng, Pingke; Qu, Yi; Zhang, Xiaoguang; Li, Yaping

2017-10-01

Satellite navigation system plays an important role in people's daily life and war. The strategic position of satellite navigation system is prominent, so it is very important to ensure that the satellite navigation system is not disturbed or destroyed. It is a critical means to detect the jamming signal to avoid the accident in a navigation system. At present, the detection technology of jamming signal in satellite navigation system is not intelligent , mainly relying on artificial decision and experience. For this issue, the paper proposes a method based on deep learning to monitor the interference source in a satellite navigation. By training the interference signal data, and extracting the features of the interference signal, the detection sys tem model is constructed. The simulation results show that, the detection accuracy of our detection system can reach nearly 70%. The method in our paper provides a new idea for the research on intelligent detection of interference and deception signal in a satellite navigation system.
Strategic learning and information and communication technology: a critical review

Directory of Open Access Journals (Sweden)

Carles Monerero Font

2013-08-01

Full Text Available 0 0 1 93 514 USAL 4 1 606 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} This article presents an outline of a learning strategy redefinition, based on recent contributions from learning technologies. This new definition addresses the question of how technological affordances of the software, of the technological tools, or an educational environment, allow a learner or a group of learners develop a new ways to perform a strategic learning action. We review how different characteristics of learning strategy definition have been transformed because of introduction of ICT into education. Finally, the article points toward conceptual challenges and future research questions.
Using Biomimicry to Engage Students in a Design-Based Learning Activity

Science.gov (United States)

Gardner, Grant E.

2012-01-01

I describe a design-based learning activity that utilizes the interdisciplinary content domain of biomimicry. Design-based learning requires student creativity and technological innovation to address novel science problems, characteristics of the nature of science not often addressed in schools. Alignment with national standards documents,…
LBS Mobile Learning System Based on Android Platform

Directory of Open Access Journals (Sweden)

Zhang Ya-Li

2017-01-01

Full Text Available In the era of mobile internet, PC-end internet services can no long satisfy people’s demands, needs for App and services on mobile phones are more urgent than ever. With increasing social competition, the concept of lifelong learning becomes more and more popular and accepted, making full use of spare time to learn at any time and any place meets updating knowledge desires of modern people, Location Based System (LBS mobile learning system based on Android platform was created under such background. In this Paper, characteristics of mobile location technology and intelligent terminal were introduced and analyzed, mobile learning system which will fulfill personalized needs of mobile learners was designed and developed on basis of location information, mobile learning can be greatly promoted and new research ideas can be expanded for mobile learning.
Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning

Science.gov (United States)

Hack, Catherine

2013-01-01

Web 2.0 technologies, such as social networks, wikis, blogs, and virtual worlds provide a platform for collaborative working, facilitating sharing of resources and joint document production. They can act as a stimulus to promote active learning and provide an engaging and interactive environment for students, and as such align with the philosophy…
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…
Smart learning services based on smart cloud computing.

Science.gov (United States)

Kim, Svetlana; Song, Su-Mi; Yoon, Yong-Ik

2011-01-01

Context-aware technologies can make e-learning services smarter and more efficient since context-aware services are based on the user's behavior. To add those technologies into existing e-learning services, a service architecture model is needed to transform the existing e-learning environment, which is situation-aware, into the environment that understands context as well. The context-awareness in e-learning may include the awareness of user profile and terminal context. In this paper, we propose a new notion of service that provides context-awareness to smart learning content in a cloud computing environment. We suggest the elastic four smarts (E4S)--smart pull, smart prospect, smart content, and smart push--concept to the cloud services so smart learning services are possible. The E4S focuses on meeting the users' needs by collecting and analyzing users' behavior, prospecting future services, building corresponding contents, and delivering the contents through cloud computing environment. Users' behavior can be collected through mobile devices such as smart phones that have built-in sensors. As results, the proposed smart e-learning model in cloud computing environment provides personalized and customized learning services to its users.
Smart Learning Services Based on Smart Cloud Computing

Directory of Open Access Journals (Sweden)

Yong-Ik Yoon

2011-08-01

Full Text Available Context-aware technologies can make e-learning services smarter and more efficient since context-aware services are based on the user’s behavior. To add those technologies into existing e-learning services, a service architecture model is needed to transform the existing e-learning environment, which is situation-aware, into the environment that understands context as well. The context-awareness in e-learning may include the awareness of user profile and terminal context. In this paper, we propose a new notion of service that provides context-awareness to smart learning content in a cloud computing environment. We suggest the elastic four smarts (E4S—smart pull, smart prospect, smart content, and smart push—concept to the cloud services so smart learning services are possible. The E4S focuses on meeting the users’ needs by collecting and analyzing users’ behavior, prospecting future services, building corresponding contents, and delivering the contents through cloud computing environment. Users’ behavior can be collected through mobile devices such as smart phones that have built-in sensors. As results, the proposed smart e-learning model in cloud computing environment provides personalized and customized learning services to its users.
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.
Developing student engagement in networked teaching and learning practices through problem- and project-based learning approaches

DEFF Research Database (Denmark)

Andreasen, Lars Birch; Lerche Nielsen, Jørgen

2012-01-01

This paper focuses on how learner engagement can be facilitated through use of social media and communication technologies. The discussions are based on the Danish Master’s Programme of ICT and Learning (MIL), where students study in groups within a networked learning structure. The paper reflect...
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…

Problem and Project Based Learning in Hybrid Spaces

DEFF Research Database (Denmark)

Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

2016-01-01

There is a need within networked learning to understand and conceptualise the interplay between digital and physical spaces or what we could term hybrid spaces. Therefore, we discuss a recent study of students from two different programmes who are engaged in long-term, group-based problem...... and project based learning. Based on interviews, workshops and observations of students’ actual group practices in open, shared and flexible spaces in Aalborg University (AAU), we identify and discuss how students incorporate networked and digital technologies into their group work and into the study places...... they create for themselves. We describe how in one of the programmes ‘nomadic’ groups of students used different technologies and spaces for ‘placemaking’. We then show how their experience and approach to collaborative work differs to that of the more static or ‘artisan’ groups of students in the other...
THIRD GENERATION TELEPHONY: NEW TECHNOLOGICAL SUPPORT FOR COMPUTER ASSISTED LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Jose Carlos Garcia Cabrero

2002-06-01

Full Text Available The expansion of the lnternet has Ied to the development of distance teaching models based on the net (e learning. One of the crucial factors in this phenomenon is the continuous training required by workers to maintain or improve their professional skills. Foreign languages are, without doubt, one of the most in demand subjects. This is because they are needed for comunication in an increasingly globalized world. The development of new wireless communication technologies, UMTS or 3G nets, and their corresponding access terminals (Palm-size PCs, PPCs, with wireless telephone connection. also called smart-phones. will enable solutions to be found for some of the problems Iaeed hy current e-learning users. These problems include access speed and the physical constraints of tlhe ( The new wireless comunication technologies will bring other benefits like portability. always on-line, etc. This article presents one on' the world's first prototypes of language learning software or smart-phones, produced by the Laboratorio de lngenieria Didactica e lngenieria Linguistica of UNED (Didactic Engineering and Linguistic Engineering Laboratory (LIDIL, http://www.vip.~ined.es. i¿le Enlbased multimedia application designed for 3G mobile phones with audio, video and interactive exercises for learning Spanish for business.
University technology platform of anticipatory learning

Directory of Open Access Journals (Sweden)

Leonid Davidovich Gitelman

2016-03-01

Full Text Available The innovative development sets large-scale and challenging tasks, which need to be addressed in the lack-of-knowledge conditions and require the coordination and integration of numerous expert structures, which are scattered around the world and have different status and competencies. One of the mechanisms of integrating the partners’ intellectual and financial resources is provided by the technology platforms. The article discusses the nature and functions of technology platforms and analyzes the experience of their application in different countries with a special emphasis on universities. The article gives an overview of the various interpretations of technology platform concepts. It also describes the development and implementation of the technological platform at the Ural Federal University (research and education centre ‘ENGEC’, which was targeted at organizing anticipatory learning in the sphere of energy engineering and high-tech industries; its mechanism and role in improving different university activities and processes are shown. This platform is based on the original methodology ‘Integrated System of Consulting, Training, and Transformation’ (ISCT, which includes authentic methods and technologies, which are used in the educational process. A significant advantage of this methodology is that it can be applied in university education as well as in corporate training integrated with innovative activities.
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/
Agriscience Teachers' Implementation of Digital Game-Based Learning in an Introductory Animal Science Course

Science.gov (United States)

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F.

2015-01-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based…
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...
Application of Kinect Technology in Blind Aerobics Learning

Directory of Open Access Journals (Sweden)

Hui Qu

2017-12-01

Full Text Available In order for blind people to learn aerobics more conveniently, we combined Kinect skeletal tracking technology with aerobics-assisted training to design a Kinect-based aerobics-assisted training system. Through the Kinect somatosensory camera, the feature extraction method and recognition algorithm of sign language are improved, and the sign language recognition system is realized. Sign language is translated through the sign language recognition system and expressed in understandable terms, providing a sound way of learning. The experimental results show that the system can automatically collect and recognize the aerobics movements. By comparing with the standard movements in the database, the system evaluates the posture of trainers from the perspectives of joint coordinates and joint angles, followed by the provision of movements contrast graphics and corresponding advice. Therefore, the system can effectively help the blind to learn aerobics.
A reflexive evaluation of technology-enhanced learning

Directory of Open Access Journals (Sweden)

Suzanne Young

2017-11-01

Full Text Available 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 these challenges by empowering students to engage self-confidently. Through an evaluation of the authors’ own experiences of using social media, polling and web-conferencing software, the article shows how interacting with students via a range of learning technologies can create more inclusive and engaging learning environments. Including feedback from students within this article provides evidence that diversification of communication within teaching and learning practice gives students more choice and opportunity to interact with both their peers and teaching staff. The article concludes with recommendations for embedding technology, whilst acknowledging the well-established value of face-to-face interaction.
Uncertainty in the learning rates of energy technologies. An experiment in a global multi-regional energy system model

International Nuclear Information System (INIS)

Rout, Ullash K.; Blesl, Markus; Fahl, Ulrich; Remme, Uwe; Voss, Alfred

2009-01-01

The diffusion of promising energy technologies in the market depends on their future energy production-cost development. When analyzing these technologies in an integrated assessment model using endogenous technological learning, the uncertainty in the assumed learning rates (LRs) plays a crucial role in the production-cost development and model outcomes. This study examines the uncertainty in LRs of some energy technologies under endogenous global learning implementation and presents a floor-cost modeling procedure to systematically regulate the uncertainty in LRs of energy technologies. The article narrates the difficulties of data assimilation, as compatible with mixed integer programming segmentations, and comprehensively presents the causes of uncertainty in LRs. This work is executed using a multi-regional and long-horizon energy system model based on 'TIMES' framework. All regions receive an economic advantage to learn in a common domain, and resource-ample regions obtain a marginal advantage for better exploitation of the learning technologies, due to a lower supply-side fuel-cost development. The lowest learning investment associated with the maximum LR mobilizes more deployment of the learning technologies. The uncertainty in LRs has an impact on the diffusion of energy technologies tested, and therefore this study scrutinizes the role of policy support for some of the technologies investigated. (author)
Using a Mixed Methods Research Design in a Study Investigating the "Heads of e-Learning" Perspective towards Technology Enhanced Learning

Science.gov (United States)

Almpanis, Timos

2016-01-01

This paper outlines the research design, methodology and methods employed in research conducted in the context of Higher Education Institutions (HEIs) and focuses on the Heads of e-Learning (HeLs) perspective about Technology Enhanced Learning (TEL) by campus-based UK institutions. This paper aims to expand on the research design and the research…
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
Design of a Blended Learning Environment Based on Merrill’s Principles

Science.gov (United States)

Simarmata, Janner; Djohar, Asari; Purba, Janulis; Juanda, Enjang A.

2018-01-01

Designing blended learning courses requires a systematic approach, in instructional design decisions and implementations, instructional principles help educators not only to specify the elements of the course, but also to provide a solid base from which to build the technology. The blended learning course was designed based on Merrill’s First Principles of Instruction with five phases. This paper helps inform educators about how to develop appropriate learning styles and preferences according to students’ learning needs.
[E-learning and problem based learning integration in cardiology education].

Science.gov (United States)

Gürpinar, Erol; Zayim, Neşe; Başarici, Ibrahim; Gündüz, Filiz; Asar, Mevlüt; Oğuz, Nurettin

2009-06-01

The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students' satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students' academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching.
Project-Based Collaborative Learning in Distance Education

DEFF Research Database (Denmark)

Knudsen, Morten; Bajard, C.; Helbo, Jan

2003-01-01

This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII)......, didactic adjustments have been made based on feedback, in particular from evaluation questionnaires. This process has been very constructive in approaching the goal: a successful model for project organized learning in distance education.......) programme indicates, however, that adjustments are required in transforming the on-campus model to distance education. The main problem is that while project work is an excellent regulator of the learning process for on-campus students, this does not seem to be the case for off-campus students. Consequently......This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII...
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…
Development of E-learning Software Based Multiplatform Components

OpenAIRE

Salamah, Irma; Ganiardi, M. Aris

2017-01-01

E-learning software is a product of information and communication technology used to help dynamic and flexible learning process between teacher and student. The software technology was first used in the development of e-learning software in the form of web applications. The advantages of this technology because of the ease in the development, installation, and distribution of data. Along with advances in mobile/wireless electronics technology, e-learning software is adapted to this technology...
AN ACTION RESEARCH IN ENGLISH LANGUAGE TEACHING AND LEARNING FOR CHILDREN WITH USE OF DIGITAL TECHNOLOGIES

Directory of Open Access Journals (Sweden)

Maria Carolina Coelho Chimenti

2016-12-01

Full Text Available The present article is based on a field research that aimed to provide educational subsidies for the use of digital technologies in teaching and learning process of English language, in two classes of the fifth grade from the elementary school, at the public school located in Campinas, São Paulo, Brazil. Based on the perspective of childhood pedagogy, which conceives the child as the protagonist and also (reproductive of knowledge, activities were carried with YouTube videos, online games, music, and many other learning objects. Likewise, observations, interviews and questionnaires were made with teachers and students involved in the research. Based on the action research, we analyzed aspects related to the contribution of some digital resources in teaching and learning of English at elementary school and we obtained many elements that allowed us to know the importance of learning a foreign language in the childhood nowadays, mainly English, and how new technologies can make learning more contextualized, meaningful, motivating children for language learning in a context in which they can be (criative.
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
7th International Conference in Methodologies and Intelligent Systems for Technology Enhanced Learning

CERN Document Server

Gennari, Rosella; Mascio, Tania; Rodríguez, Sara; Prieta, Fernando; Ramos, Carlos; Silveira, Ricardo

2017-01-01

This book presents the outcomes of the 7th International Conference in Methodologies and Intelligent Systems for Technology Enhanced Learning (MIS4TEL'17), hosted by the Polytechnic of Porto, Portugal from 21 to 23 June 2017. Expanding on the topics of the previous conferences, it provided an open forum for discussing intelligent systems for technology enhanced learning (TEL) and their roots in novel learning theories, empirical methodologies for their design or evaluation, stand-alone and web-based solutions, and makerspaces. It also fostered entrepreneurship and business startup ideas, bringing together researchers and developers from industry, education and the academic world to report on the latest scientific research, technical advances and methodologies.

Web-based Collaborative learning in secondary education: Teachers’ reflection

Directory of Open Access Journals (Sweden)

Hsi-Chi Hsiao

2010-06-01

Full Text Available This article is based on the researchers’ reflections after twice participating in a Web-based Collaborative Learning Program Contest. The contests were held by Asia-Pacific Economic Cooperation (APEC Cyber Academy (ACA. In collaborative learning, teachers are expected to provide participants with scaffolding assistance. The ACA is designed to provide student-centered activities for enhancing skills in information and communication technologies. Students are expected to find data, prepare presentations, and report their topics in English to communicate with other teams from other countries. During these processes, the researcher tried to apply theoretical models such as computerized instruction and topic based learning. The results of this study show the various benefits of Web-based Collaborative Learning for students and teachers. This study also includes several recommendations for primary and secondary schools.
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.
Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning

Science.gov (United States)

Kaddoura, Mahmoud A.

2011-01-01

In today's technologically advanced healthcare world, nursing students should be active learners and think critically to provide safe patient care. A strategy that promotes students' active learning is case-based learning (CBL). The purpose of this study was to examine critical thinking (CT) abilities of nursing students from two different…
Interactive Multimedia-Based Animation: A Study of Effectiveness on Fashion Design Technology Learning

Science.gov (United States)

Wiana, W.

2018-01-01

The learning process is believed will reach optimal results if facilitated by diversity of learning’s device from aspects of the approach, method, media or it’s evaluation system, in individually, groups, or as well as classical. One of the learning’s Device can be developed in an attempt to improve the results of the study is Computer Based Learning (CBL). CBL was developed aim to help students to understand the concepts of the learning material which presented interactively by the system and able to provide information and learning process better. This research is closely related to efforts to improve the quality of Fashion design in digital format learning, with specific targets to generate interactive multimedia-based animation as effective media and learning resources for fashion design learning. Applications that are generated may be an option for delivering learning material as well as to engender interest in learning as well as understanding with students against the subject matter so that it can improve the learning achievements of students. The instruments used to collect data is a test sheet of mastering the concept which developed on the basis of indicators understanding the concept of fashion design, the material elements and principles of fashion design as well as application on making fashion design. As for the skills test is done through test performance to making fashion design in digital format. The results of testing against the mastery of concepts and skills of fashion designing in digital formatted shows that experimental group obtained significantly higher qualifications compared to the control group. That means that the use of interactive multimedia-based animation, effective to increased mastery of concepts and skills on making fashion design in digital format.
Preparing Instructional Designers for Game-Based Learning: Part 1

Science.gov (United States)

Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

2010-01-01

Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…
Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing.

Science.gov (United States)

Alvarez, Ana Graziela; Dal Sasso, Grace T Marcon; Iyengar, M Sriram

2017-03-01

Thousands of patients seek health services every day with complaints of pain. However, adequate pain assessment is still flawed, a fact that is partly related to gaps in professional learning on this topic. Innovative strategies such as the use of a virtual learning object mediated by persuasive technology in the learning of undergraduate nursing students can help to fill these gaps and to provide different ways of learning to learn. To evaluate the results in learning among undergraduate nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention. This is a quasi-experimental, non-equivalent study using pre-and post-testing. Federal University of Santa Catarina, Brazil. 75 undergraduate nursing students. Our study was conducted in three steps (pre-test, education intervention, post-test). Data were collected from November 2013 to February 2014. The educational intervention was performed using online access to virtual learning object about acute pain assessment, which students accessed on their mobile devices. A significant difference was seen in student learning (ptechnology and method applied. The use of persuasive technology such as small mobile devices as mediators of online educational interventions broadens learning spaces in an innovative, flexible, motivational, and promising manner. Copyright © 2016 Elsevier Ltd. All rights reserved.
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…
A Quantitative Exploration of Preservice Teachers' Intent to Use Computer-based Technology

Science.gov (United States)

Kim, Kioh; Jain, Sachin; Westhoff, Guy; Rezabek, Landra

2008-01-01

Based on Bandura's (1977) social learning theory, the purpose of this study is to identify the relationship of preservice teachers' perceptions of faculty modeling of computer-based technology and preservice teachers' intent of using computer-based technology in educational settings. There were 92 participants in this study; they were enrolled in…
Mathematics Learning Assisted Geogebra using Technologically Aligned Classroom (TAC) to Improve Communication Skills of Vocasional High School Student

Science.gov (United States)

Yuliardi, R.; Nurjanah

2017-09-01

The purpose of this study to analyze mathematical communication skill’s student to resolve geometry transformation problems through computer Assisted Geogebra using Technologically Aligned Classroom (TAC). The population in this study were students from one of Vocasional High School Student in West Java. Selection of sample by purposed random sampling, the experimental class is taught Technologically Aligned Classroom (TAC) with GeoGebra, while the control class is taught by conventional learning. This study was quasi-experimental with pretest and posttest control group design. Based on the results; (1) The enhancement of student mathematical communication skills through TAC was higher than the conventional learning; (2) based on gender, there were no differences of mathematical communication skilss student who exposed with TAC and conventional learning; (3) based on KAM test, there was significant enhancement of students’ communication skills among ability of high, middle, and low KAM. The differences occur between high KAM and middle KAM, and also between high KAM and low KAM. Based on this result, mathematics learning Assisted Geogebra using Technologically Aligned Classroom (TAC) can be applied in the process of Mathematics Learning in Vocasional High School.
Using Project-Based Learning and Google Docs to Support Diversity

Science.gov (United States)

Leh, Amy

2014-01-01

A graduate course, ETEC543 ("Technology and Learning I"), was revised to better serve increasing new student population, international students, in an academic program. Project-based learning, Google Docs, and instructional strategies fostering diversity and critical thinking were incorporated into the course redesign. Observations,…
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…
Application Design Of Interactive Multimedia Development Based Motion Graphic On Making Fashion Design Learning In Digital Format

Directory of Open Access Journals (Sweden)

Winwin Wiana

2017-05-01

Full Text Available This study is a research and development aimed at developing multimedia interactive learning based animation as an effort to improve student learning motivation in learning Fashion Design Technology apart from this study also aims to design a learning program courses Fashion Design Technology with a focus on optimizing the use of interactive media in learning process. From this study showed 1 A preliminary study found that the problems faced by students when studying Fashion Design Technology is the student is not optimal when learning designing clothes based computer technology both in terms of learning content learning mechanisms that still uses a linear media and limitations of highly structured learning time. 2 Animation multimedia has the following characteristics a media of learning is convergent interactive self-contained in the sense of giving convenience to users without the guidance of others as multimedia applications can present the material to see more interesting and informative. 3 Design of multimedia learning software developed include the creation of flowcharts storyboards and drafting manuscript of interactive multimedia based animation. 4 Based on the results of validation by multimedia experts obtained an average percentage of 85.55 viability of the material experts obtained an average percentage of 90.84 viability and by students as users gained an average percentage of 96.38 eligibility so it can be said that the standard of the feasibility of interactive multimedia based animation developed is included in the category of Very High or Very Good. Furthermore experts agree that the development of interactive multimedia based animation on learning Fashion Design Technology can be used with some aspects that need to be improved to obtain higher levels of feasibility more optimal.
Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches

Science.gov (United States)

Garcia-Penalvo, Francicso Jose

2013-01-01

Our differences in language, cultures, and history around the world play a vital role in the way we learn. As technology-based education continues to be used worldwide, there is an ever growing interest in how multiculturalism comes into effect. Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches explores the…
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…
Using Problem Based Learning and Game Design to motivate Non-technical Students to engage in Technical Learning

DEFF Research Database (Denmark)

Reng, Lars; Schoenau-Fog, Henrik

2010-01-01

technology, a broader segment of students are consequently enrolled. One of the challenges of these new educations is to motivate the artistic minded students in learning the technical aspects of the curriculum, as they need these qualifications to work in the industry. At Aalborg University’s department...... have engaged and motivated artistic students to learn technical topics on their own....... of Medialogy, we employ problem based learning and game design to engage these students in learning the technical elements. This paper will describe our approach and exemplify the method by introducing various examples of student projects, where the interest in game design combined with problem based learning...
Harnessing the Power of Technologies to Manage Collaborative e-Learning Projects in Dispersed Environments

Science.gov (United States)

Gosper, Maree Veroncia; McNeill, Margot Anne; Woo, Karen

2010-01-01

"The impact of web-based lecture technologies on current and future practice in learning and teaching" was a collaborative project across four Australian universities, funded by the Australian Learning and Teaching Council (ALTC). The project was both exploratory and developmental in nature and according to the project's external…
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
New Approaches and Trends in the Philosophy of Educational Technology for Learning and Teaching Environments

Science.gov (United States)

Ipek, Ismail; Ziatdinov, Rushan

2017-01-01

The purpose of this study is to discuss instructional design and technology (IDT) model strategies for developing learning and teaching environments, based on philosophical approaches to educational technology theory. The study begins with a discussion of IDT models to define the history of educational technology or instructional technology…
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

Enabling People Who Are Blind to Experience Science Inquiry Learning through Sound-Based Mediation

Science.gov (United States)

Levy, S. T.; Lahav, O.

2012-01-01

This paper addresses a central need among people who are blind, access to inquiry-based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used…
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
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
Students views of integrating web-based learning technology into the nursing curriculum - A descriptive survey.

Science.gov (United States)

Adams, Audrey; Timmins, Fiona

2006-01-01

This paper describes students' experiences of a Web-based innovation at one university. This paper reports on the first phase of this development where two Web-based modules were developed. Using a survey approach (n=44) students' access to and use of computer technology were explored. Findings revealed that students' prior use of computers and Internet technologies was higher than previously reported, although use of databases was low. Skills in this area increased during the programme, with a significant rise in database, email, search engine and word processing use. Many specific computer skills were learned during the programme, with high numbers reporting ability to deal adequately with files and folders. Overall, the experience was a positive one for students. While a sense of student isolation was not reported, as many students kept in touch by phone and class attendance continued, some individual students did appear to isolate themselves. This teaching methodology has much to offer in the provision of convenient easy to access programmes that can be easily adapted to the individual lifestyle. However, student support mechanisms need careful consideration for students who are at risk of becoming isolated. Staff also need to supported in the provision of this methodology and face-to-face contact with teachers for some part of the programme is preferable.
Teachers' Knowing How to Use Technology: Exploring a Conceptual Framework for Purposeful Learning Activity

Science.gov (United States)

Fisher, Tony; Denning, Tim; Higgins, Chris; Loveless, Avril

2012-01-01

This article describes a project to apply and validate a conceptual framework of clusters of purposeful learning activity involving ICT tools. The framework, which is based in a socio-cultural perspective, is described as "DECK", and comprises the following major categories of the use of digital technologies to support learning:…
Web-Based Learning for Cultural Heritage: First Experienced with Students of the Private University of Technology in Northern Taiwan

Science.gov (United States)

Yen, Y.-N.; Wu, Y.-W.; Weng, K.-H.

2013-07-01

E-learning assisted teaching and learning is the trend of the 21st century and has many advantages - freedom from the constraints of time and space, hypertext and multimedia rich resources - enhancing the interaction between students and the teaching materials. The purpose of this study is to explore how rich Internet resources assisted students with the Western Architectural History course. First, we explored the Internet resources which could assist teaching and learning activities. Second, according to course objectives, we built a web-based platform which integrated the Google spreadsheets form, SIMILE widget, Wikipedia and the Google Maps and applied it to the course of Western Architectural History. Finally, action research was applied to understanding the effectiveness of this teaching/learning mode. Participants were the students of the Department of Architecture in the Private University of Technology in northern Taiwan. Results showed that students were willing to use the web-based platform to assist their learning. They found this platform to be useful in understanding the relationship between different periods of buildings. Through the view of the map mode, this platform also helped students expand their international perspective. However, we found that the information shared by students via the Internet were not completely correct. One possible reason was that students could easily acquire information on Internet but they could not determine the correctness of the information. To conclude, this study found some useful and rich resources that could be well-integrated, from which we built a web-based platform to collect information and present this information in diverse modes to stimulate students' learning motivation. We recommend that future studies should consider hiring teaching assistants in order to ease the burden on teachers, and to assist in the maintenance of information quality.
Organisational Problem Based Learning and Social Communities for SMEs

Science.gov (United States)

O'Brien, Emma; Hamburg, Ileana

2013-01-01

This paper highlights reasons for SMEs low uptake of training and argues that current offerings are not suitable for their needs. It highlights the need to leverage the benefits of work based learning through the use of technology. Social media and web 2.0 has significantly changed the way people learn and access knowledge. The body of knowledge…
Educating Urban Designers using Augmented Reality and Mobile Learning Technologies

Directory of Open Access Journals (Sweden)

Ernest Redondo

2017-03-01

Full Text Available This paper describes an educational experience using augmented reality (AR on mobile devices as a tool for learning urban design concepts and specifically for architecture degree students. In a real project-based exercise, the participants had to design a sculpture to be placed in a public space, checking the suitability of the object as for example the form, scale, location, materials, etc., and taking into account the surroundings. The project is controlled on-site using AR on mobile platforms, encouraging collaborative learning by sharing the 3D models of their proposals, and acting both as producers and consumers of AR content in the process. To assess both the usability of technology, as well as the learning improvement, the class was divided into two groups with equivalent pre-course grades: a control group, who followed the conventional course in the laboratory, and a test group, who used AR technology. At the end of the course, the AR-using group showed a significant increase in academic performance, higher motivation and satisfaction compared to the control group.
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…
A Co-Citation Network of Young Children's Learning with Technology

Science.gov (United States)

Tang, Kai-Yu; Li, Ming-Chaun; Hsin, Ching-Ting; Tsai, Chin-Chung

2016-01-01

This paper used a novel literature review approach--co-citation network analysis--to illuminate the latent structure of 87 empirical papers in the field of young children's learning with technology (YCLT). Based on the document co-citation analysis, a total of 206 co-citation relationships among the 87 papers were identified and then graphically…
Learning second language vocabulary: neural dissociation of situation-based learning and text-based learning.

Science.gov (United States)

Jeong, Hyeonjeong; Sugiura, Motoaki; Sassa, Yuko; Wakusawa, Keisuke; Horie, Kaoru; Sato, Shigeru; Kawashima, Ryuta

2010-04-01

Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-life situations (situation-based learning). Brain activity was then measured during subsequent retrieval of these words. The right supramarginal gyrus and left middle frontal gyrus were involved in situation-based learning and text-based learning, respectively, whereas the left inferior frontal gyrus was activated when learners used L2 knowledge in a mode different from the learning mode. Our findings indicate that the brain regions that mediate L2 memory differ according to how L2 words are learned and used. Copyright 2009 Elsevier Inc. All rights reserved.
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…
Project-based Collaborative learning in distance education

DEFF Research Database (Denmark)

Knudsen, Morten; Bajard, Christine; Helbo, Jan

2004-01-01

) programme indicates, however, that adjustments are required in transforming the on-campus model to distance education. The main problem is that while project work is an excellent regulator of the learning process for on-campus students, this does not seem to be the case for off-campus students. Consequently......This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII......, didactic adjustments have been made based on feedback, in particular from evaluation questionnaires. This process has been very constructive in approaching the goal: a successful model for project organized learning in distance education....
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

Directory of Open Access Journals (Sweden)

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

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...
Integrating Web-Based Technology to Assist and Enhance Instruction, Assessment,and Application of Problem-Based Learning for Manual Therapy Techniques Used in Athletic Training and Sports Medicine

Directory of Open Access Journals (Sweden)

Todd Botto

2006-06-01

Full Text Available As students of the 21st century enter into higher education, faculty's pedagogical styles and delivery methods must evolve to address the rapidly changing needs and skills of the students and society. One such method is through the use of web-based course management delivery systems and interactive software. Web-based interactive course management tools are relatively new educational phenomena. In the therapeutic and rehabilitative exercise curriculums this powerful new instrument may be utilized to enhance cognitive comprehension of basic theories, definitions, and applications. In addition, this web-based interactive tool may also function as a virtual assistant for the learning and mastery of various psychomotor skills necessary in the clinic. Incorporating and utilizing the various computer technologies, allows for the necessary foundational cognitive building outside the traditional classroom while creating a more inclusive environment inside the classroom for a deeper and richer problem-based learning exercise. In the rehabilitation settings it is not only important that the student understands the material but that they also develop the necessary critical thinking skills for appropriate application of the theoretical knowledge. It has been shown that incorporating problem-based learning into a curriculum is an effective way to improve an individual's critical thinking skills. In the model careful planning and implementation was needed to develop an interactive web-based instrument that serves all students in the class regardless of their learning style or rate of comprehension.
Integrated learning of mathematics, science and technology concepts through LEGO/Logo projects

Science.gov (United States)

Wu, Lina

This dissertation examined integrated learning in the domains of mathematics, science and technology based on Piaget's constructivism, Papert's constructionism, and project-based approach to education. Ten fifth grade students were involved in a two-month long after school program where they designed and built their own computer-controlled LEGO/Logo projects that required the use of gears, ratios and motion concepts. The design of this study centered on three notions of integrated learning: (1) integration in terms of what educational materials/settings provide, (2) integration in terms of students' use of those materials, and (3) integration in the psychological sense. In terms of the first notion, the results generally showed that the LEGO/Logo environment supported the integrated learning of math, science and technology concepts. Regarding the second notion, the students all completed impressive projects of their own design. They successfully combined gears, motors, and LEGO parts together to create motion and writing control commands to manipulate the motion. But contrary to my initial expectations, their successful designs did not require numerical reasoning about ratios in designing effective gear systems. When they did reason about gear relationships, they worked with "qualitative" ratios, e.g., "a larger driver gear with a smaller driven gear increases the speed." In terms of the third notion of integrated learning, there was evidence in all four case study students of the psychological processes involved in linking mathematical, scientific, and/or technological concepts together to achieve new conceptual units. The students not only made connections between ideas and experiences, but also recognized decisive patterns and relationships in their project work. The students with stronger overall project performances showed more evidence of synthesis than the students with relatively weaker performances did. The findings support the conclusion that all three
Unraveling the photovoltaic technology learning curve by incorporation of input price changes and scale effects

International Nuclear Information System (INIS)

Yu, C.F.; van Sark, W.G.J.H.M.; Alsema, E.A.

2011-01-01

In a large number of energy models, the use of learning curves for estimating technological improvements has become popular. This is based on the assumption that technological development can be monitored by following cost development as a function of market size. However, recent data show that in some stages of photovoltaic technology (PV) production, the market price of PV modules stabilizes even though the cumulative capacity increases. This implies that no technological improvement takes place in these periods: the cost predicted by the learning curve in the PV study is lower than the market one. We propose that this bias results from ignoring the effects of input prices and scale effects, and that incorporating the input prices and scale effects into the learning curve theory is an important issue in making cost predictions more reliable. In this paper, a methodology is described to incorporate the scale and input-prices effect as the additional variables into the one factor learning curve, which leads to the definition of the multi-factor learning curve. This multi-factor learning curve is not only derived from economic theories, but also supported by an empirical study. The results clearly show that input prices and scale effects are to be included, and that, although market prices are stabilizing, learning is still taking place. (author)
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 ...
Assessment of Project-Based Learning in a MECHATRONICS Context

Science.gov (United States)

Doppelt, Yaron

2005-01-01

Project-based learning (PBL) that has authenticity in the pupils' world enables the teaching of science and technology to pupils from a variety of backgrounds. PBL has the potential to enable pupils to research, plan, design, and reflect on the creation of technological projects (Doppelt, 2000). Engineering education, which is common in Israel,…
An Analysis of Learners' Intentions toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

Science.gov (United States)

Huang, Hsiu-Mei; Liaw, Shu-Sheng

2018-01-01

Within a constructivist paradigm, the virtual reality technology focuses on the learner's actively interactive learning processes and attempts to reduce the gap between the learner's knowledge and a real-life experience. Recently, virtual reality technologies have been developed for a wide range of applications in education, but further research…
Technology learning for renewable energy: Implications for South Africa's long-term mitigation scenarios

Energy Technology Data Exchange (ETDEWEB)

Winkler, Harald, E-mail: Harald.Winkler@uct.ac.z [Energy Research Centre, University of Cape Town, Private Bag, Rondebosch 7701 (South Africa); Hughes, Alison [Energy Research Centre, University of Cape Town, Private Bag, Rondebosch 7701 (South Africa); Haw, Mary [PJ Carew Consulting, 103 Hout Street, Cape Town 8001 (South Africa)

2009-11-15

Technology learning can make a significant difference to renewable energy as a mitigation option in South Africa's electricity sector. This article considers scenarios implemented in a Markal energy model used for mitigation analysis. It outlines the empirical evidence that unit costs of renewable energy technologies decline, considers the theoretical background and how this can be implemented in modeling. Two scenarios are modelled, assuming 27% and 50% of renewable electricity by 2050, respectively. The results show a dramatic shift in the mitigation costs. In the less ambitious scenario, instead of imposing a cost of Rand 52/t CO{sub 2}-eq (at 10% discount rate), reduced costs due to technology learning turn renewables into negative cost option. Our results show that technology learning flips the costs, saving R143. At higher penetration rate, the incremental costs added beyond the base case decline from R92 per ton to R3. Including assumptions about technology learning turns renewable from a higher-cost mitigation option to one close to zero. We conclude that a future world in which global investment in renewables drives down unit costs makes it a much more cost-effective and sustainable mitigation option in South Africa.
How to Incorporate Technology with Inquiry-Based Learning to Enhance the Understanding of Chemical Composition; How to Analyze Unknown Samples

Directory of Open Access Journals (Sweden)

Suzanne Lunsford

2017-02-01

Full Text Available The use of technology in teaching offers numerous amounts of possibilities and can be challenging for physics, chemistry and geology content courses. When incorporating technology into a science content lab it is better to be driven by pedagogy than by technology in an inquiry-based lab setting. Students need to be introduced to real-world technology in the beginning of first year chemistry or physics course to ensure real-world technology concepts while assisting with content such as periodic trends on the periodic table. This article will describe the use of technology with Raman Spectroscopy and Energy Dispersive XRay Spectroscopy (EDS and Fourier Transform Infrared Spectroscopy (FTIR to research chemical compositions in the real world of unknown samples. Such unknown samples utilized in this lab were clamshell (parts of clams that look like shark teeth versus shark teeth. The data will be shared to show how the students (pre-service teachers and in-service teachers solved the problem using technology while learning important content that will assist in the next level of chemistry, physics and even geology.
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…
New Concepts of Play and the Problem of Technology, Digital Media and Popular-Culture Integration with Play-Based Learning in Early Childhood Education

Science.gov (United States)

Edwards, Susan

2016-01-01

Technology, digital media and popular culture form an important aspect of young children's life-worlds in contemporary post-industrial societies. A problem for early childhood educators is how to most effectively integrate these aspects of children's life-worlds into the provision of play-based learning. Traditionally, research has considered…
Authentic Learning for Pre-Service Teachers in a Technology-Rich Environment

Science.gov (United States)

Latham, Gloria; Carr, Nicky

2012-01-01

This paper shares the findings from a three year Participatory Action Research Study around the selection, implementation and effectiveness of educational technologies for enhancing learning in a Teacher Education subject for second year pre-service primary teachers. The innovative Project-Based subject is described using a critical lens. The…
DIGITAL GAME-BASED LANGUAGE LEARNING IN FOREIGN LANGUAGE TEACHER EDUCATION

OpenAIRE

ALYAZ, Yunus; GENC, Zubeyde Sinem

2016-01-01

New technologies including digital game-based language learning have increasingly received attention. However, their implementation is far from expected and desired levels due to technical, instructional, financial and sociological barriers. Previous studies suggest that there is a strong need to establish courses in order to support adaptation of game-based learning pedagogy through helping teachers experience digital games themselves before they are expected to use them in teaching. This st...
Application Design Of Interactive Multimedia Development Based Motion Graphic On Making Fashion Design Learning In Digital Format

OpenAIRE

Winwin Wiana

2017-01-01

This study is a research and development aimed at developing multimedia interactive learning based animation as an effort to improve student learning motivation in learning Fashion Design Technology apart from this study also aims to design a learning program courses Fashion Design Technology with a focus on optimizing the use of interactive media in learning process. From this study showed 1 A preliminary study found that the problems faced by students when studying Fashion Design Technology...
The Effect of Virtual versus Traditional Learning in Achieving Competency-Based Skills

Science.gov (United States)

Mosalanejad, Leili; Shahsavari, Sakine; Sobhanian, Saeed; Dastpak, Mehdi

2012-01-01

Background: By rapid developing of the network technology, the internet-based learning methods are substituting the traditional classrooms making them expand to the virtual network learning environment. The purpose of this study was to determine the effectiveness of virtual systems on competency-based skills of first-year nursing 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…
"Sustainability on Earth" Webquests: Do They Qualify as Problem-Based Learning Activities?

Science.gov (United States)

Leite, Laurinda; Dourado, Luís; Morgado, Sofia

2015-01-01

Information and communication technologies (ICT), namely the Internet, can play a valuable educational role in several school subjects, including science education. The same applies to problem-based learning (PBL), that is, a student-centered active learning methodology that can prepare students for lifelong learning. WebQuests (WQs) combine PBL…
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
DESIGNING INSTRUCTION FOR THE TRADITIONAL, ADULT, AND DISTANCE LEARNER: A New Engine for Technology-Based Teaching

Directory of Open Access Journals (Sweden)

Lawrence A. Tomei

2011-10-01

Full Text Available Adult students demand a wider variety of instructional strategies that encompass real-world, interactive, cooperative, and discovery learning experiences.Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching explores how technology impacts the process of devising instructional plans as well as learning itself in adult students. Containing research from leading international experts, this publication proposes realistic and accurate archetypes to assist educators in incorporating state-of-the-art technologies into online instruction.This text proposes a new paradigm for designing, developing, implementing, and assessed technology-based instruction. It addresses three target populations of today's learner: traditional, adult, and distance education. The text proposes a new model of instructional system design (ISD for developing effective technology-based education that involves a five-step process focusing on the learner, learning theories, resources, delivery modalities, and outcomes.

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…
Analysis of Language Learning Strategies Used by Students of Traffic Technology

Directory of Open Access Journals (Sweden)

Violeta Jurkovič

2005-06-01

Full Text Available Language learning strategies play a vital role in the language acquisition process, and this includes the realm of ESP at the tertiary level of education. This contribution first defines the concept of language learning strategies and gives a historical background to language learning strategy research. The central section focuses on a comparative analysis of language learning strategies used by first year students of traffic technology at the Faculty of Maritime Studies and Transport in Portorož, University of Ljubljana. The analysis, based on Rebecca Oxford’s “Strategy Inventory for Language Learning”, aims to assess the students’ existing awareness of the process of language acquisition and the learning strategies that they use. Objectives of language teachers should include helping students to raise their awareness of language learning strategies and providing them with contexts for their development. Therefore, the concluding section contains sample ESP teaching materials and student instructions focusing on cognitive language learning strategies.
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.
Using technology to support science inquiry learning

Directory of Open Access Journals (Sweden)

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.
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...
Providing Learning Computing Labs using Hosting and Virtualization Technologies

Directory of Open Access Journals (Sweden)

Armide González

2011-05-01

Full Text Available This paper presents a computing hosting system to provide virtual computing laboratories for learning activities. This system is based on hosting and virtualization technologies. All the components used in its development are free software tools. The computing lab model provided by the system is a more sustainable and scalable alternative than the traditional academic computing lab, and it requires lower costs of installation and operation.
Simulation-based learning: Just like the real thing.

Science.gov (United States)

Lateef, Fatimah

2010-10-01

Simulation is a technique for practice and learning that can be applied to many different disciplines and trainees. It is a technique (not a technology) to replace and amplify real experiences with guided ones, often "immersive" in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Simulation-based learning can be the way to develop health professionals' knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks. Simulation-based medical education can be a platform which provides a valuable tool in learning to mitigate ethical tensions and resolve practical dilemmas. Simulation-based training techniques, tools, and strategies can be applied in designing structured learning experiences, as well as be used as a measurement tool linked to targeted teamwork competencies and learning objectives. It has been widely applied in fields such aviation and the military. In medicine, simulation offers good scope for training of interdisciplinary medical teams. The realistic scenarios and equipment allows for retraining and practice till one can master the procedure or skill. An increasing number of health care institutions and medical schools are now turning to simulation-based learning. Teamwork training conducted in the simulated environment may offer an additive benefit to the traditional didactic instruction, enhance performance, and possibly also help reduce errors.
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…
Learning in renewable energy technology development

International Nuclear Information System (INIS)

Junginger, M.

2005-01-01

The main objectives of this thesis are: to investigate technological change and cost reduction for a number of renewable electricity technologies by means of the experience curve approach; to address related methodological issues in the experience curve approach, and, based on these insights; and to analyze the implications for achieving the Dutch renewable electricity targets for the year 2020 within a European context. In order to meet these objectives, a number of research questions have been formulated: What are the most promising renewable electricity technologies for the Netherlands until 2020 under different technological, economic and environmental conditions?; To what extent is the current use of the experience curve approach to investigate renewable energy technology development sound, what are differences in the utilization of this approach and what are possible pitfalls?; How can the experience curve approach be used to describe the potential development of partially new energy technologies, such as offshore wind energy? Is it possible to describe biomass fuel supply chains with experience curves? What are the possibilities and limits of the experience curve approach when describing non-modular technologies such as large (biomass) energy plants?; What are the main learning mechanisms behind the cost reduction of the investigated technologies?; and How can differences in the technological progress of renewable electricity options influence the market diffusion of renewable electricity technologies, and what implications can varying technological development and policy have on the implementation of renewable electricity technologies in the Netherlands? The development of different renewable energy technologies is investigated by means of some case studies. The possible effects of varying technological development in combination with different policy backgrounds are illustrated for the Netherlands. The thesis focuses mainly on the development of investment
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

CERN Document Server

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…
Design of an Effective WSN-Based Interactive u-Learning Model

OpenAIRE

Kim, Hye-jin; Caytiles, Ronnie D.; Kim, Tai-hoon

2012-01-01

Wireless sensor networks include a wide range of potential applications to improve the quality of teaching and learning in a ubiquitous environment. WSNs become an evolving technology that acts as the ultimate interface between the learners and the context, enhancing the interactivity and improving the acquisition or collection of learner's contextual information in ubiquitous learning. This paper presents a model of an effective and interactive ubiquitous learning environment system based on...
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…
The Study of the Application Rate of Effective Learning Technologies in Self-Regulation of KFU and VIIU Students

Science.gov (United States)

Khuziakhmetov, Anvar N.; Amin, Azimi Sayed

2015-01-01

The aim of the present research is the study of the application rate of learning technologies in KFU and VIIU electronic courses to improve students' self-regulation. For this aim, this research was based on Kitsantas research, the rate of the use of effective learning technologies in students' self-regulation in electronic courses in these two…
Problem based learning approaches to the technology education of physical therapy students.

Science.gov (United States)

Castro-Sánchez, Adelaida M; Aguilar-Ferrándiz, María Encarnación M E; Matarán-Peñarrocha, Guillermo A Ga; Iglesias-Alonso, Alberto A; Fernández-Fernández, Maria Jesus M J; Moreno-Lorenzo, Carmen C

2012-01-01

Problem-Based Learning (PBL) is a whole-curriculum concept. This study aimed to compare learning preferences and strategies between physical therapy students taught by PBL and those receiving conventional lectures on massage therapy, trauma physical therapy, and electrotherapy, hydrotherapy, and thermotherapy. This quasi-experimental study included 182 male and female students on physical therapy diploma courses at three universities in Andalusia (Spain). The Canfield Learning Skills Inventory (CLSI) was used to assess learning strategies and the Approaches to Study Skills Inventory for Students (ASSIST) to analyze study preferences. At the end of the academic year 2009/10, physical therapy students taught by PBL considered the most important learning strategies to be group work, study organization, relationship of ideas, and academic results. In comparison to conventionally taught counterparts, they considered that PBL reduced lack of purpose, memorizing without relating, the law of minimum effort, and fear of failure. Among these PBL students, the most highly rated study preferences were: organization of course tasks, cordial interaction with the teacher, learning by reading and images, and direct hands-on experience. For these physical therapy students, PBL facilitates learning strategies and study preferences in comparison to conventional teaching.
The importance of educational theories for facilitating learning when using technology in medical education.

Science.gov (United States)

Sandars, John; Patel, Rakesh S; Goh, Poh Sun; Kokatailo, Patricia K; Lafferty, Natalie

2015-01-01

There is an increasing use of technology for teaching and learning in medical education but often the use of educational theory to inform the design is not made explicit. The educational theories, both normative and descriptive, used by medical educators determine how the technology is intended to facilitate learning and may explain why some interventions with technology may be less effective compared with others. The aim of this study is to highlight the importance of medical educators making explicit the educational theories that inform their design of interventions using technology. The use of illustrative examples of the main educational theories to demonstrate the importance of theories informing the design of interventions using technology. Highlights the use of educational theories for theory-based and realistic evaluations of the use of technology in medical education. An explicit description of the educational theories used to inform the design of an intervention with technology can provide potentially useful insights into why some interventions with technology are more effective than others. An explicit description is also an important aspect of the scholarship of using technology in medical education.
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...

Some links on this page may take you to non-federal websites. Their policies may differ from this site.