WorldWideScience

Sample records for technology learning activities

  1. Control Robotics Programming Technology. Technology Learning Activity. Teacher Edition.

    Science.gov (United States)

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

    This Technology Learning Activity (TLA) for control robotics programming technology in grades 6-10 is designed to teach students to construct and program computer-controlled devices using a LEGO DACTA set and computer interface and to help them understand how control technology and robotics affect them and their lifestyle. The suggested time for…

  2. 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...

  3. The future of technology enhanced active learning – a roadmap

    OpenAIRE

    Pahl, Claus; Kenny, Claire

    2008-01-01

    The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning syste...

  4. 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.

  5. Robotics-Control Technology. 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 robotics-control technology. The guide uses hands-on exploratory experiences into which activities to help students develop…

  6. Learner-Interface Interaction for Technology-Enhanced Active Learning

    Science.gov (United States)

    Sinha, Neelu; Khreisat, Laila; Sharma, Kiron

    2009-01-01

    Neelu Sinha, Laila Khreisat, and Kiron Sharma describe how learner-interface interaction promotes active learning in computer science education. In a pilot study using technology that combines DyKnow software with a hardware platform of pen-enabled HP Tablet notebook computers, Sinha, Khreisat, and Sharma created dynamic learning environments by…

  7. 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.

  8. 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…

  9. How Technology and Collaboration Promote Formative Feedback: A Role for CSCL Research in Active Learning Interventions

    Science.gov (United States)

    Wu, Sally P. W.; Rau, Martina A.

    2017-01-01

    Recent evidence for the effectiveness of active learning interventions has led educators to advocate for widespread adoption of active learning in undergraduate science, technology, engineering, and mathematics courses. Active learning interventions implement technology and collaboration to engage students actively with the content. Yet, it is…

  10. Teachers as co-designers of technology-rich learning activities for emergent literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2016-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning

  11. Teachers as co-designers of technology-rich learning activities for early literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2015-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning

  12. 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…

  13. Comparison of Exams for Active Learning Technologies vs. Traditional Lectures

    Science.gov (United States)

    Hornstra, Andrew; Djordjevic, Branislav; Dworzecka, Maria

    2017-01-01

    George Mason University has first semester (PHYS-160) and second semester (PHYS-260) physics course which consist of two sections. One is a traditional lecture style format (TRAD) and the other is a newer format which is a take on the ``flipped'' classroom. This newer style is referred to as Active Learning with Technologies (ALT). This course style has been in place for several years and has been studied before within George Mason University for final grade differences. These studies suggested that the ALT sections performed better, but grade weighting consistency, test time, and test content were not strictly controlled. The purpose of this study is to cross-examine the performance of students in these different class formats during Fall 2016 (PHYS-260) and Spring 2015 (PHYS-160) on very nearly identical exams over identical test times while controlling for almost every variable.

  14. The Green Revolution in Transportation. Resource Recovery. Technology Learning Activities.

    Science.gov (United States)

    Technology Teacher, 1991

    1991-01-01

    These two learning activities provide context, objectives, list of materials, student activity, and evaluation criteria. The first involves an automotive class in developing a model alternative fueled vehicle, and the second involves the design of a useful recyclable product. (JOW)

  15. Active Learning Methods and Technology: Strategies for Design Education

    Science.gov (United States)

    Coorey, Jillian

    2016-01-01

    The demands in higher education are on the rise. Charged with teaching more content, increased class sizes and engaging students, educators face numerous challenges. In design education, educators are often torn between the teaching of technology and the teaching of theory. Learning the formal concepts of hierarchy, contrast and space provide the…

  16. How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?

    Science.gov (United States)

    Dori, Yehudit Judy; Belcher, John

    2005-01-01

    Educational technology supports meaningful learning and enables the presentation of spatial and dynamic images, which portray relationships among complex concepts. The Technology-Enabled Active Learning (TEAL) Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman…

  17. 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…

  18. 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.

  19. Student Attitudes in the Transition to an Active-Learning Technology

    Science.gov (United States)

    Koretsky, Milo D.; Brooks, Bill J.

    2012-01-01

    Changes in student perceptions to a novel technology-based, active-learning pedagogy using a custom, sophisticated, personal response system called WISE were studied over the first five years it was used. Students tended to view active learning more favorably over time, particularly in regards to statements that required them to be interpretive of…

  20. Promoting Active Learning in Technology-Infused TILE Classrooms at the University of Iowa

    Directory of Open Access Journals (Sweden)

    Sam Van Horne

    2012-06-01

    Full Text Available In this case study, the authors describe the successful implementation of technology-infused TILE classrooms at the University of Iowa. A successful collaboration among campus units devoted to instructional technologies and teacher development, the TILE Initiative has provided instructors with a new set of tools to support active learning. The authors detail the implementation of the TILE classrooms, the process of training instructors to design effective instruction for these classrooms, and an assessment project that helps improve the process of ensuring faculty can successfully facilitate learning activities in a technology-infused learning environment.

  1. Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities

    Science.gov (United States)

    Jones, Monty; Dexter, Sara

    2018-01-01

    This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers' own voices an illustration of their learning processes is presented, and the gap between what is supported by their…

  2. Promoting Active Learning in Technology-Infused TILE Classrooms at the University of Iowa

    Science.gov (United States)

    Van Horne, Sam; Murniati, Cecilia; Gaffney, Jon D. H.; Jesse, Maggie

    2012-01-01

    In this case study, the authors describe the successful implementation of technology-infused TILE classrooms at the University of Iowa. A successful collaboration among campus units devoted to instructional technologies and teacher development, the TILE Initiative has provided instructors with a new set of tools to support active learning. The…

  3. 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…

  4. Homework through a network: designing technologies to support learning activities within the home and between home and school

    OpenAIRE

    Fraser, Katie C.

    2009-01-01

    Government policy and academic research both talk about transforming learning through networked technologies – sharing newly available information about the learning context with new partners to support lifelong learning activities, and giving learners increased power and autonomy. This thesis examines how such learning opportunities might be supported. In order to ground these learning opportunities in current educational activity it studies homework, which is an example of a learning activi...

  5. Design Brief--Packaging: More than Just a Box! Communications: Getting the Message across with Advertising. Technology Learning Activities.

    Science.gov (United States)

    Technology Teacher, 1991

    1991-01-01

    Each technology learning activity in this article includes content description, objectives, required materials, challenge, and evaluation questions. Subjects are designing product packages and communication through advertising. (SK)

  6. Active Learning Strategies: An illustrative approach to bring out better learning outcomes from Science, Technology, Engineering and Mathematics (STEM students

    Directory of Open Access Journals (Sweden)

    Adusumilli Srinath

    2014-10-01

    Full Text Available Teaching in a Teacher centric manner has been the mainframe teaching style in engineering education, however students feel it as a single sided approach and feel they are only passive listeners thus this style has now paved way to a Learner centric style of teaching-learning which is ACTIVE LEARNING, wherein every student is actively involved in one or the other form of learning and thus gets a chance to develop the key aspects of the course either on their own or by being a member of an active-learning group. They thus not only learn and practice the course contents but also learn managerial and team skills which are of much importance in present scenario in regard to Industries and companies where these students will be ultimately hired as employees. Professional education is making one’s students ready for the profession which includes team work, management and technical skills, thus Active learning has emerged as a mainframe tool for cherishing this aim of professional education, especially Science, Technology, Engineering and Management (STEM education. This paper aims to focus on a few facets of this active learning process and give an overview to the teaching faculty as well as students on what their individual roles must be like in this process for getting the most out of this process.

  7. Individual response technology to promote active learning within the caring sciences: An experimental research study.

    Science.gov (United States)

    Hedén, Lena; Ahlstrom, Linda

    2016-01-01

    One major challenge in delivering lectures to large and diverse classes is the maintenance of a high standard of lecturing in order to engage students and increase their participation and involvement. The lecturer's assignment is to arrange and prepare the lecture before teaching, hence enabling students' enhanced learning. Individual response technology could encourage students' active learning and activate higher cognitive levels. The aim of this study was to evaluate individual response technology as a complement during lectures for students in higher education, in terms of the students' experiences of participation, engagement, and active learning. Also of interest was whether this technology can be considered a supportive technical system. Data were collected through a questionnaire where levels of each condition were reported on a numeric rating scale (0-10) at baseline and after the introduction of individual response technology. To get a broader perspective, two types of lectures (pediatric and statistical) were included, giving a total of four assessment times. The participants comprised 59 students in Bachelor of Nursing program at a Swedish metropolitan university. Overall, when individual response technology was used, students reported increased experience of engagement (n=82, mean 6.1 vs. n=65, mean 7.3, pactive learning (n=92, mean 7.3 vs. n=79, mean 8.2 plectures (mean 6.6 vs. mean 8.1, plearning within the caring sciences. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. Teacher roles in designing technology-rich learning activities for early literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2015-01-01

    The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a different teacher role (executor-only, re-designer, co-designer) were examined. In the executor-only

  9. Machine Shop I. Learning Activity Packets (LAPs). Section B--Basic and Related Technology.

    Science.gov (United States)

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

    This document contains eight learning activity packets (LAPs) for the "basic and related technology" instructional area of a Machine Shop I course. The eight LAPs cover the following topics: basic mathematics, blueprints, rules, micrometer measuring tools, Vernier measuring tools, dial indicators, gaging and inspection tools, and…

  10. Educational Administrators’ Technological Leadership Efficacy and Perceptions towards Implementation Levels of Teaching and Learning Activities

    Directory of Open Access Journals (Sweden)

    Fatih ULUKAYA

    2017-12-01

    Full Text Available The aim of this study is to identify the educational administrators’ technological leadership efficacy (TLE and perceptions towards implementation levels of teaching and learning activities (ITLA, and then to present the contribution of the TLE as a predictor of the ITLA. We collected data from 112 educational administrators who are working in Tokat. According to the results of this study, educational administrators’ TLE level was “adequate” for only Digital age learning culture, for the other factors and the total of the TLE levels were “intermediate” level. According to ITLA results, all the sub-factors and total of the scale were “strongly agree” level. The technological leadership efficacy and perceptions towards implementation levels of teaching and learning activities differ according to educational administrators’ age, school type and working in town/city. There is a positive, medium level and significant correlation between educational administrators’ total scores of the TLE and ITLA. A simple linear regression was calculated to predict administrators’ perceptions towards implementation levels of teaching and learning activities based on their technological leadership efficacy, and TLE explains only 29% of the variation in ITLA.

  11. Creating experiential learning activities using Web 2.0 tools and technologies: a case study.

    Science.gov (United States)

    Brixey, Juliana J; Warren, Judith J

    2009-01-01

    Learning is no longer an internal individual activity but occurs through networks and connections. The aim of this project was to teach online health informatics students to use Web 2.0 tools and technologies to form networks and connections through experiential learning assignments. Web 2.0 tools and technologies were evaluated using a criteria checklist prior to implementation for students enrolled in health informatics classes at the University of Kansas School of Nursing. Health informatics students have developed competencies using an instant message service, blogging, concept mapping, social bookmarking, and interacting a virtual environment. In the future, health care professionals will have to work in rapidly changing environments and keep abreast of new innovations and tools, learn to use those tools, and to teach others about the tools.

  12. Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed

    Science.gov (United States)

    Harris, Judith; Mishra, Punya; Koehler, Matthew

    2009-01-01

    In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge…

  13. The Effect of Technology on Students' Opinions about Authentic Learning Activities in Science Courses

    Science.gov (United States)

    Coskun, Hilal; Dogan, Alev; Uluay, Gulsah

    2017-01-01

    Today, most of the researchers have agreed on the importance of classroom environment where students responsible of their own learning. It is important to use modern learning methods with technology to reach this aim in courses. The main purpose of this study is to investigate the effect of using Technology in science courses to investigate 7th…

  14. Better Learning Through Technology

    Science.gov (United States)

    Mathieu, R. D.; National InstituteScience Education, College Level-One Team

    2000-12-01

    The Learning Through Technology (LT2) resource is designed to help college Science, Mathematics, Engineering and Technology (SMET) instructors: - understand why and how they should use technology-enhanced learning strategies; - shape the powerful emerging technologies into learning tools that better prepare college students for the 21st century; and - provide all their students more experience with, and a better appreciation for, SMET as a living enterprise. The LT2 website includes case studies of learning technology innovations at a variety of post-secondary institutions. Personal narratives of faculty and students cover virtually every logistical, technological, inter-personal, and political issue involved in adapting learning technologies into courses or curricula. The site also includes a wide array of lively first-person vignettes about learning technology experiences from around the country. Frequently Asked Questions is a quick stop for opinions, advice, and bits of wisdom from experienced learning technology users. Finally, the Team is developing user-friendly evaluation resources to help faculty assess the success of learning technologies in improving student learning. The LT2 site is an element of the NISE website "Innovations in SMET Education". This site is intended to help college faculty meet multiple challenging goals including: educating all students to be scientifically literate in a technological society, developing the ranks of future scientists and skilled technicians, and preparing K-12 science and math teachers. The "Innovations in SMET Education" website can be found at www.wcer.wisc.edu/nise/cl1 .

  15. Connecting Technology and Learning.

    Science.gov (United States)

    Woolley, Ginny

    1998-01-01

    Teacher training programs must go beyond "how-to" workshops to facilitate understanding about technology's relationship to learning. An International School of Bangkok training program transforms teachers into learners immersed in technology-rich environments. The process involves seven phases: getting ready, learning about technology,…

  16. 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…

  17. Elements of Technology Enabled/Enhanced Active Learning (TEAL to Enhance Quality and Employability of Bachelor’s Students

    Directory of Open Access Journals (Sweden)

    Hassan Nur Farha Bte

    2018-01-01

    Full Text Available The application of technology innovation is rapidly increasing in industries and educational institutions. This phenomenon has led to the emergence of Technology Enabled/Enhanced Active Learning (TEAL which emphasizes the use of various techniques and technologies. TEAL is a new learning format that combines educational content from a lecturer, simulation, and student’s experiences using technological tools to provide a rich collaborative learning experience for students. This approach is used to provide academic professional development that brings innovation to the learning content, practically by using pedagogy, technology and classroom design. TEAL ensures the enhanced development of student's knowledge and skills in order to produce quality skilful workers with adequate employability skills. Technology is an effective tool used to facilitate the teaching and learning process, which can, in turn, create an active environment for students to build their knowledge, skill and experience. This paper determines the elements of TEAL based on interview sessions with expert academicians and from a systematic literature review. The selection of TEAL elements for this study was carried out using thematic analysis approach. Findings show that these TEAL elements would help institutions to promote students in involving themselves in active learning in order to enhance the quality of graduates in improving their technical knowledge, thereby enhancing their employability skills.

  18. The Impact of Learning about Technology via Action Research as a Professional Development Activity on Higher Education: A Case Study

    Science.gov (United States)

    Premdas, Leisa

    2017-01-01

    The purpose of this mixed method study was to determine the perceived impact of learning about technology via action research as a professional development activity on faculty and students in higher education. Nine faculty members--also Teaching and Technology Fellows representing various disciplines at St. John's University--were selected based…

  19. From Swimming Pool to Collaborative Learning Studio: Pedagogy, Space, and Technology in a Large Active Learning Classroom

    Science.gov (United States)

    Lee, Dabae; Morrone, Anastasia S.; Siering, Greg

    2018-01-01

    To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms to replace traditional lecture halls. Although there have been many efforts to examine the effects of those classrooms on learning outcomes, there is paucity of research that can inform the design and…

  20. Athletic Training Student Active Learning Time with and without the Use of Bug-In-Ear Technology

    Science.gov (United States)

    Nottingham, Sara L.; Montgomery, Melissa M.; Kasamatsu, Tricia M.

    2017-01-01

    Context: Clinical education experiences that actively engage students in patient care are important to the development of competent clinicians. It is important to assess athletic training students' time spent clinically and explore new technology that may facilitate more active learning during clinical education. Objective: To assess athletic…

  1. Conceptions of Effective Teaching and Perceived Use of Computer Technologies in Active Learning Classrooms

    Science.gov (United States)

    Gebre, Engida; Saroyan, Alenoush; Aulls, Mark W.

    2015-01-01

    This paper examined professors' conceptions of effective teaching in the context of a course they were teaching in active learning classrooms and how the conceptions related to the perceived role and use of computers in their teaching. We interviewed 13 professors who were teaching in active learning classrooms in winter 2011 in a large research…

  2. A case study of technology-enhanced active learning in introductory cellular biology

    Science.gov (United States)

    Chacon Diaz, Lucia Bernardette

    Science teaching and learning in higher education has been evolving over the years to encourage student retention in STEM fields and reduce student attrition. As novel pedagogical practices emerge in the college science classroom, research on the effectiveness of such approaches must be undertaken. The following research applied a case study research design in order to evaluate the experiences of college students in a TEAL classroom. This case study was conducted during the 2017 Summer Cellular and Organismal Biology course at a four-year Hispanic Serving Institution located in the Southwest region of the United States. The main components evaluated were students' exam performance, self-efficacy beliefs, and behaviors and interactions in the Technology-Enhanced Active Learning (TEAL) classroom. The findings suggest that students enrolled in a TEAL classroom are equally capable of answering high and low order thinking questions. Additionally, students are equally confident in answering high and low order thinking items related to cellular biology. In the TEAL classroom, student-student interactions are encouraged and collaborative behaviors are exhibited. Gender and ethnicity do not influence self-efficacy beliefs in students in the TEAL room, and the overall class average of self-efficacy beliefs tended to be higher compared to exam performance. Based on the findings of this case study, TEAL classrooms are greatly encouraged in science higher education in order to facilitate learning and class engagement for all students. Providing students with the opportunity to expand their academic talents in the science classroom accomplishes a crucial goal in STEM higher education.

  3. Technology Enhanced Learning Spaces

    NARCIS (Netherlands)

    Specht, Marcus

    2016-01-01

    Today’s tools and learning environments are often not designed for supporting situated, social, and mobile learning experiences and linking them to real world experiences. The talk will discuss some of the approaches for linking information space and real world space with new technology. By linking

  4. Teacher roles in designing technology-rich learning activities for early literacy: a cross-case analysis

    NARCIS (Netherlands)

    Cviko, A.; McKenney, S.; Voogt, J.

    2014-01-01

    The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a different teacher role (executor-only, re-designer, co-designer) were examined. In the executor-only

  5. Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2014-01-01

    The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a different teacher role (executor-only, re-designer, co-designer) were examined. In the executor-only

  6. DIRECTIONS OF PREPARATION OF FUTURE TEACHERS TO THE USE OF DISTANCE LEARNING TECHNOLOGIES IN PROFESSIONAL ACTIVITY (PRAXIOLOGICAL ASPECT OF THE ACTIVITY APPROACH

    Directory of Open Access Journals (Sweden)

    Tatyana A. Boronenko

    2015-01-01

    Full Text Available The aim of the article is to demonstrate the need of preparing future teachers to use distance learning technologies in the professional activities. Introduction in educational process of distance learning technologies contributes to improving the quality of education. Methods. The authors’ technique of preparation of students of pedagogical specialities to work in the information-educational environment is designed on the basis of the analysis and generalisation of numerous scientific publications. Results. The system of training to implementation of the distance learning technologies in the teaching activity is developed and described, consisting of the following directions: realisation within the program of the principal educational program of specialised training courses in variable-based curriculum parts; the organisation of educational and research activity of students with the use of distance learning technologies; classroom-based and extracurricular independent work of students directed to designing of teaching and learning aids and materials on the basis of distance learning technologies; application of elements of distance learning technologies for students’ teaching; attraction of students to formation of corpus of multimedia educational resources of university. The purposes, the content and expected results of each direction are specified. Scientific novelty. The authors point out that concrete scientifically wellfounded methodical recommendations for the future teachers on implementation of distance learning technologies haven’t been presented in the Russian literature till now; despite an abundance of scientifically-information sources of distance learning technologies and sufficiently high-leveled degree knowledge of the issues of its efficiency in educational activity, conditions of introduction of such technologies in high school, construction of models of distance training. Authors of article have tried to close this

  7. Learning Languages through Technology

    Science.gov (United States)

    Hanson-Smith, Elizabeth, Ed.; Rilling, Sarah, Ed.

    2007-01-01

    While posing important questions about how learning proceeds with new technologies, this volume demonstrates how teachers captivate the imagination of learners, from schoolchildren to postgraduates, by providing real-world purposes for language. The authors are from educational institutions in many regions of the world, and describe technology use…

  8. 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…

  9. Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment

    Science.gov (United States)

    Vellonen, Virpi; Kärnä, Eija; Virnes, Marjo

    2013-01-01

    This paper introduces four principles for the establishment of a technology-enhanced learning environment with and for children with autism spectrum disorders and presents results on how the principles were actualized in relation to children's actions in the environment. The study was conducted as action research premised on the children's active…

  10. An active learning approach to education in MRI technology for the biomedical engineering curriculum

    DEFF Research Database (Denmark)

    Hanson, L.G.

    sense expressed in the math is in focus. Unfortunately, the nuclear dynamics happen in four dimensions, and are therefore not well suited for illustration on blackboard. 3D movies are more appropriate, but they do not encourage active learning. The typical solution employed by educators is hand waving......, and to what extent, active learning based on the software may improve student understanding. An interactive teaching session on advanced topics (pulse types, the Fourier relationship, selectivity) was evaluated using pre- and post-lecture anonymous questionnaires. These are challenging and significant...

  11. Aligning Professional Skills and Active Learning Methods: An Application for Information and Communications Technology Engineering

    Science.gov (United States)

    Llorens, Ariadna; Berbegal-Mirabent, Jasmina; Llinàs-Audet, Xavier

    2017-01-01

    Engineering education is facing new challenges to effectively provide the appropriate skills to future engineering professionals according to market demands. This study proposes a model based on active learning methods, which is expected to facilitate the acquisition of the professional skills most highly valued in the information and…

  12. The Enforcement Of The E-Learning Activities Under The Framework Of ANENT (Asian Network For Education In Nuclear Technology): Blended Leaning And E-Learning

    Energy Technology Data Exchange (ETDEWEB)

    Rho, Sipyo; Nam, Youngmi; Hwang, Hyeseon [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)

    2016-10-15

    The IAEA (International Atomic Energy Agency) had declared the nuclear Knowledge should be managed and reserved to well to prevent cutting form old generation just retiring to young generation who had little interest about nuclear technology. In this background, ANENT (Asian Network for Education in Nuclear Technology)1), supported by the IAEA, had been organized as a partnership among Asian countries in 2004. Presently, including China, Japan, and Korea 19 Member states are joined and it does various activities to share the nuclear science and technology through the yearly coordination meeting, train the trainer workshop for to enforce e-Learning activities among member states. The IAEA (International Atomic Energy Agency) had declared the nuclear Knowledge should be managed and reserved to well to prevent cutting form old generation just retiring to young generation who had little interest about nuclear technology. In this background, ANENT (Asian Network for Education in Nuclear Technology)1), supported by the IAEA, had been organized as a partnership among Asian countries in 2004. Presently, including China, Japan, and Korea 19 Member states are joined and it does various activities to share the nuclear science and technology through the yearly coordination meeting, train the trainer workshop for to enforce e-Learning activities among member states.

  13. An active learning approach to education in MRI technology for the biomedical engineering curriculum

    DEFF Research Database (Denmark)

    Hanson, Lars G.

    2012-01-01

    It is challenging to give students an intuitive understanding of the basic magnetic resonance phenomenon and a sample of the many MRI techniques. Whereas compact mathematical descriptions of MRI techniques can be made, students are typically left with no intuitive understanding unless the common...... sense expressed in the math is in focus. Unfortunately, the nuclear dynamics happen in four dimensions, and are therefore not well suited for illustration on blackboard. 3D movies are more appropriate, but they do not encourage active learning. The typical solution employed by educators is hand waving......,and to what extent, active learning based on the software may improve student understanding. An interactive teaching session on advanced topics (pulse types, the Fourier relationship, selectivity) was evaluated using pre- and post-lecture anonymous questionnaires. These are challenging and significant...

  14. 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.

  15. 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.)

  16. 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...

  17. Managing Investment in Teaching and Learning Technologies

    Science.gov (United States)

    Coen, Michael; Nicol, David

    2007-01-01

    Information and communications technologies are radically changing the way that teaching and learning activities are organised and delivered within higher education (HE) institutions. A wide range of technologies is being deployed in quite complex and interactive ways, including virtual learning environments (VLEs), mobile communication…

  18. Student movement in Chile, situated learning and digital activism. Commitment, social change and technological uses in teenagers

    Directory of Open Access Journals (Sweden)

    Patricia Peña

    2016-07-01

    Full Text Available From the student movement emerged in Chile in 2011, the article reflects on the school as a learning space of audiovisual digital technologies and how this process can impact on the political communication dimension of a social movement. To do this, it is described and analyzed the case of a school where formal education in languages and digital technologies is overlapping with the use of applications and resources of the social web and so-called "social media" (youtube, blogs, social networks by high school students who become student leaders. Data are generated through key informant interviews and a selection of videos created for the students and uploaded to the Internet. The content of the interviews is approached from the concept of situated learning (Lave & Wenger, 1991 and videos from the concept of video activism (Askanius, 2013; Mateos & Rajas, 2014. The results show that concrete use of digital tools obtained in formal educational spaces in a context of mobilization processes, generates new experiences of non-formal learning, which allow both students and teachers to reflect on their communicative practices and improve them. They also show an uncritical use of digital tools, which is a wake-up call on the need to incorporate privacy and self-care topics in internet within the contents to be developed by the school as space for digital learning.

  19. Thermally activated technologies: Technology Roadmap

    Energy Technology Data Exchange (ETDEWEB)

    None, None

    2003-05-01

    The purpose of this Technology Roadmap is to outline a set of actions for government and industry to develop thermally activated technologies for converting America’s wasted heat resources into a reservoir of pollution-free energy for electric power, heating, cooling, refrigeration, and humidity control. Fuel flexibility is important. The actions also cover thermally activated technologies that use fossil fuels, biomass, and ultimately hydrogen, along with waste heat.

  20. An active learning approach to education in MRI technology for the biomedical engineering curriculum

    DEFF Research Database (Denmark)

    Hanson, L.G.

    It is challenging to give students an intuitive understanding of the basic magnetic resonance phenomenon and a sample of the many MRI techniques. Whereas compact mathematical descriptions of MRI techniques can be made, students are typically left with no intuitive understanding unless the common...... sense expressed in the math is in focus. Unfortunately, the nuclear dynamics happen in four dimensions, and are therefore not well suited for illustration on blackboard. 3D movies are more appropriate, but they do not encourage active learning. The typical solution employed by educators is hand waving...

  1. 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)

  2. CP-5 reactor remote dismantlement activities: Lessons learned in the integration of new technology in an operations environment

    Energy Technology Data Exchange (ETDEWEB)

    Noakes, M.W.

    1998-06-01

    This paper presents the developer`s perspective on lessons learned from one example of the integration of new prototype technology into a traditional operations environment. The dual arm work module was developed by the Robotics Technology Development Program as a research and development activity to examine manipulator controller modes and deployment options. It was later reconfigured for the dismantlement of the Argonne National Laboratory Chicago Pile No. 5 reactor vessel as the crane-deployed dual arm work platform. Development staff worked along side operations staff during a significant part of the deployment to provide training, maintenance, and tooling support. Operations staff completed all actual remote dismantlement tasks. At the end of available development support funding, the Dual Arm Work Platform was turned over to the operations staff, who are still using it to complete their dismantlement tasks.

  3. Learning&Information Technologies Cartography

    OpenAIRE

    Flores Naranjo, Pamela Catherine; Medinilla Martinez, Nelson

    2012-01-01

    Nowadays, many researches focus their efforts in studies and applications on the Learning area. However, there is a lack of a reference system that permits to know the positioning and the existing links between Learning and Information Technologies. This paper proposes a Cartography where explains the relationships between the elements that compose the Learning Theories and Information Technologies, considering the own features of the learner and the Information Technologies Properties. This ...

  4. Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

    Science.gov (United States)

    Demirci, Cavide; Düzenli, Halil

    2017-01-01

    Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores…

  5. Organisational Learning with Technology

    DEFF Research Database (Denmark)

    Hundebøl, Jesper

    practices, I discuss how it has effects for work methods and routines in an (inter-)organisational setting, namely that of architects and consulting engineers. The technology is introduced in the practices in question, in part because of a program referred to as Det Digitale Byggeri (Digital Construction...... in practice. I will discuss these cases with a view to understand the implications for organising, learning and knowing in the design phases of a construction projects. Before this, however, I will present in detail the research question and how I intend to deal with it methodologically. I will outline...... a method assemblage, based on actor-network theory, and I will argue for why I have chosen this particular approach. Prior to the empirically grounded observations and description I have chosen to include a brief section on digitalization and construction IT....

  6. Prototyping Feedback for Technology Enhanced Learning

    DEFF Research Database (Denmark)

    Cojocaru, Dorian; Spikol, Daniel; Friesel, Anna

    2016-01-01

    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...

  7. Technology and Second Language Learning

    Science.gov (United States)

    Lin, Li Li

    2009-01-01

    Current technology provides new opportunities to increase the effectiveness of language learning and teaching. Incorporating well-organized and effective technology into second language learning and teaching for improving students' language proficiency has been refined by researchers and educators for many decades. Based on the rapidly changing…

  8. Prototyping Feedback for Technology Enhanced Learning

    DEFF Research Database (Denmark)

    Cojocaru, Dorian; Spikol, Daniel; Friesel, Anna

    2016-01-01

    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...... 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...

  9. Characterizing Learning Mediated by Mobile Technologies: A Cultural-Historical Activity Theoretical Analysis

    Science.gov (United States)

    Nouri, Jalal; Cerratto-Pargman, Teresa

    2015-01-01

    Mobile technologies have not yet triggered the knowledge revolution in schools anticipated, in particular, by the telecommunications industry. On the contrary, mobile technologies remain extensively used outside the frontiers of formal education. The reasons for this are many and varied. In this paper, we concentrate on those associated with the…

  10. 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…

  11. Primary School Students' Spatial Orientation Strategies in an Outdoor Learning Activity Supported by Mobile Technologies

    Science.gov (United States)

    Peng, Aihui; Sollervall, Håkan

    2014-01-01

    Students' different learning performance on mathematical problem solving across contexts has attracted a number of researchers' interest. The study investigates the spatial orientation ability of primary school students in an outdoor situation, where six pairs of grade six students are asked to coordinate themselves physically in terms of given…

  12. 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.

  13. 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.

  14. Learning Theory and Online Technologies

    Science.gov (United States)

    Harasim, Linda

    2011-01-01

    "Learning Theory and Online Technologies" offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know…

  15. 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,

  16. Active ageing technologies

    DEFF Research Database (Denmark)

    Lassen, Aske Juul

    ‘sites of active aging’ in Denmark. By presenting three technologies of active aging (billiards at an activity center for elderly persons, dancing tiles for rehabilitation after falls and an online fitness community for elderly persons) the paper suggests that active aging is more than regimes...... in their socio-material practices form active aging. Hence, active aging is a mutual entanglement (Callon and Rabeharisoa 2004) between technologies, practices and subjectivities. The paper is based on four months of participant observations and 17 in-depth interviews with elderly persons conducted at three...... of physical and productive activity; e.g. that a game of billiards is a technology of active aging. Thus, active aging is enacted in the socio-material practices of the technologies in this paper. The paper contributes with a strengthening of the concept of active aging, by focusing on entangled practices...

  17. Piloting a Sex-Specific, Technology-Enhanced, Active Learning Intervention for Stroke Prevention in Women.

    Science.gov (United States)

    Dirickson, Amanda; Stutzman, Sonja E; Alberts, Mark J; Novakovic, Roberta L; Stowe, Ann M; Beal, Claudia C; Goldberg, Mark P; Olson, DaiWai M

    2017-12-01

    Recent studies reveal deficiencies in stroke awareness and knowledge of risk factors among women. Existing stroke education interventions may not address common and sex-specific risk factors in the population with the highest stroke-related rate of mortality. This pilot study assessed the efficacy of a technology-enhanced, sex-specific educational program ("SISTERS") for women's knowledge of stroke. This was an experimental pretest-posttest design. The sample consisted of 150 women (mean age, 55 years) with at least 1 stroke risk factor. Participants were randomized to either the intervention (n = 75) or control (n = 75) group. Data were collected at baseline and at a 2-week posttest. There was no statistically significant difference in mean knowledge score (P = .67), mean confidence score (P = .77), or mean accuracy score (P = .75) between the intervention and control groups at posttest. Regression analysis revealed that older age was associated with lower knowledge scores (P women may have less comfort with technology and require consideration for cognitive differences.

  18. Active Learning Methods

    Science.gov (United States)

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

  19. Instructional Utility and Learning Efficacy of Common Active Learning Strategies

    Science.gov (United States)

    McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer

    2017-01-01

    The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

  20. Organisational Learning with Technology

    DEFF Research Database (Denmark)

    Hundebøl, Jesper

    Based on multi-site ethno-methodological field studies in the Danish construction industry this paper examines the relational effects of 3D object-based modelling. In describing how that technology is being introduced, shaped and enacted, how it associates with, mediates and translates existing...... practices, I discuss how it has effects for work methods and routines in an (inter-)organisational setting, namely that of architects and consulting engineers. The technology is introduced in the practices in question, in part because of a program referred to as Det Digitale Byggeri (Digital Construction...

  1. Active ageing technologies

    DEFF Research Database (Denmark)

    Lassen, Aske Juul

    In the recent decade the concept of active aging has become important in the Western hemisphere. The World Health Organization and The European Union have staged active aging as a core policy area and initiated programs of physical activity, independence and prolonged working lives among...... the elderly. As part of this rearticulation of old age, many new technologies take form. This paper uses a wide concept of technologies (devices, regimes, strategies and ways of doing) and argues that technologies form active aging subjectivities, and on the other hand, that these subjectivities...... in their socio-material practices form active aging. Hence, active aging is a mutual entanglement (Callon and Rabeharisoa 2004) between technologies, practices and subjectivities. The paper is based on four months of participant observations and 17 in-depth interviews with elderly persons conducted at three...

  2. Overcoming Learning Time and Space Constraints through Technological Tool

    Science.gov (United States)

    Zarei, Nafiseh; Hussin, Supyan; Rashid, Taufik

    2015-01-01

    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 investigates how the Learning Management Blog (LMB) overcomes…

  3. How Technology Matters to Learning

    Science.gov (United States)

    Ehrmann, Stephen C.

    2013-01-01

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

  4. Using Soil Conservation Strategies in the Development of Learning Activities for the Students of Roi - Et College of Agriculture and Technology

    Directory of Open Access Journals (Sweden)

    Jariya Kanchanwong

    2017-06-01

    Full Text Available The purposes of this research were 1 to study nutrient content in soil samples taken from Roi - Et College of Agriculture and Technology Campus, 2 to study the social factors, economic factors and technological factors the effect on soil conservation of Roi - Et College of Agriculture and Technology students, 3 the development of soil conservation activities Learning package efficiency of 80/80, 4 to Study and to compare the knowledge, attitudes and skills regarding soil conservation of students of Roi - Et College of Agriculture and Technology. The student activities package of learning soil conservation was enrolled by 40 people in its club. These people were selected by purposive sampling. The instruments were used in this research as follows; 1 scientific analysis, 2 social questionnaire on economic and technological factors affecting soil conservation, 3 test of knowledge about soil conservation, 4 test of attitudes about soil conservation, 5 test of skill about soil conservation. The experimental research was designed to use students as key informants. The statistics analysis was used in the research as follows: frequency, percentage, average, standard deviation, test results, assumptions which included a dependent t-test statistical at the significance level of 0.05. The results of the study were as follows: 1 The study found that the amount of soil nutrient content (N: P: K around cultivated plants in an area of converted agriculture land have the significance: Soil checks collected in plots from soil containing morning glory, chrysanthemums, marigolds, corn and cassava, and had neutral pH. 2 The results of the analysis determing the factors that affected the conservation of soil found economic factors were at a high level Social factors and technology factors were moderate thus leading the approach that has come to create of learning activities package in soil conservation. 3 The results showed that the efficiency of the manual was 83

  5. 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…

  6. 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

  7. Book Review: English Language Learning and Technology

    OpenAIRE

    Shojaei, Abouzar; Motallebzadeh, Khalil

    2016-01-01

    This book is a very helpful book which gives us information and knowledge of using technology in language learning and teaching. It contains detailed consideration to articulatory and auditory Language learning as well as to the practicalities of English language learning. The book discusses the relationship between English language learning and technology

  8. Book Review: English Language Learning and Technology

    OpenAIRE

    Shojaei, Abouzar; Motallebzadeh, Khalil

    2016-01-01

    This book is a very helpful book which gives us information and knowledge of using technology in language learning and teaching. It contains detailed consideration to articulatory and auditory Language learning as well as to the practicalities of English language learning. The book discusses the relationship between English language learning and technology.

  9. A Learning Studio That Inspires Active Pedagogy

    Science.gov (United States)

    Wanless, Linda

    2016-01-01

    For this case study, the author describes the successful collaboration between Michigan Technological University and Herman Miller in the creation of a learning studio within an emerging learning commons. This recently opened learning studio provides faculty and students a place to develop their level of understanding in active teaching and…

  10. Exploring Mobile Technologies for Learning Chinese

    Directory of Open Access Journals (Sweden)

    Jing Wang

    2012-08-01

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

  11. From learning objects to learning activities

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...

  12. Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Voogt, Joke; Agyei, Douglas; McBride, Ron; Searson, Michael

    2013-01-01

    This study examined 100 beginning teachers’ transfer of learning in utilizing Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program characterized by ‘learning technology by collaborative design’

  13. Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, J.

    2014-01-01

    This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by

  14. 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

  15. Technology for French Learning: A Mismatch between Expectations and Reality

    Science.gov (United States)

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

    2012-01-01

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

  16. Developing Course Materials for Technology-Mediated Chinese Language Learning

    Science.gov (United States)

    Kubler, Cornelius C.

    2018-01-01

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

  17. People with multiple disabilities learn to engage in occupation and work activities with the support of technology-aided programs.

    Science.gov (United States)

    Lancioni, Giulio E; Singh, Nirbhay N; O'Reilly, Mark F; Sigafoos, Jeff; Alberti, Gloria; Perilli, Viviana; Laporta, Dominga; Campodonico, Francesca; Oliva, Doretta; Groeneweg, Jop

    2014-06-01

    These two studies were aimed at assessing technology-aided programs to help persons with multiple disabilities engage in basic occupation or work activities. Specifically, Study I focused on teaching two participants (an adolescent and an adult) with low vision or total blindness, severe/profound intellectual disabilities, and minimal object interaction to engage in constructive object-manipulation responses. The technology monitored their responses and followed them with brief stimulation periods automatically. Study II focused on teaching three adults with deafness, severe visual impairment, and profound intellectual disabilities to perform a complex activity, that is, to assemble a five-component water pipe. The technology regulated (a) light cues to guide the participants through the workstations containing single pipe components and the carton for completed pipes and (b) stimulation events. The results of both studies were positive. The participants of Study I showed consistent and independent engagement in object-manipulation responses. The participants of Study II showed consistent and independent pipe assembling performance. General implications of the two programs and the related technology packages for intervention with persons with multiple disabilities are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

  18. Captivate: Building Blocks for Implementing Active Learning

    Science.gov (United States)

    Kitchens, Brent; Means, Tawnya; Tan, Yinliang

    2018-01-01

    In this study, the authors propose a set of key elements that impact the success of an active learning implementation: content delivery, active learning methods, physical environment, technology enhancement, incentive alignment, and educator investment. Through a range of metrics the authors present preliminary evidence that students in courses…

  19. 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.

  20. 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…

  1. PSYCHOLOGICAL STRATEGY OF COOPERATION, MOTIVATIONAL, INFORMATION AND TECHNOLOGICAL COMPONENTS OF FUTURE HUMANITARIAN TEACHER READINESS FOR PROFESSIONAL ACTIVITY IN POLYSUBJECTIVE LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Y. Spivakovska

    2014-04-01

    Full Text Available Redefining of modern information and communication technologies (ICT from teaching aids to teaching process subjects, continuous growth of their subjectivity necessary demands appropriate knowledge, skills, appropriate attitude to didactic capabilities of ICT, ability to cooperate with them and to build pupils learning activity aimed at formation and development of self organization, self development skills, promoting their subjective position in getting education that will be readiness of modern teacher to organize effective professional activities in polysubjective learning environment (PLE. The new tasks of humanitarian teacher related to self selection and design of educational content as well as the modeling of the learning process in conditions of PLE virtualized alternatives choice, impose special requirements to professionally important teacher’s personality qualities, rather to his readiness to implement effective professional work in such conditions. In this article the essence of future humanitarian teacher readiness concept to professional activity in polysubjective educational environment is proved. The structure of the readiness is analyzed. Psychological strategy of cooperation, reflective, motivational and informational partials are substantiated and characterized as components of the future humanitarian teacher readiness to professional activities in polysubjective educational environment.

  2. Incorporating active-learning techniques into the photonics-related teaching in the Erasmus Mundus Master in "Color in Informatics and Media Technology"

    Science.gov (United States)

    Pozo, Antonio M.; Rubiño, Manuel; Hernández-Andrés, Javier; Nieves, Juan L.

    2014-07-01

    In this work, we present a teaching methodology using active-learning techniques in the course "Devices and Instrumentation" of the Erasmus Mundus Master's Degree in "Color in Informatics and Media Technology" (CIMET). A part of the course "Devices and Instrumentation" of this Master's is dedicated to the study of image sensors and methods to evaluate their image quality. The teaching methodology that we present consists of incorporating practical activities during the traditional lectures. One of the innovative aspects of this teaching methodology is that students apply the concepts and methods studied in class to real devices. For this, students use their own digital cameras, webcams, or cellphone cameras in class. These activities provide students a better understanding of the theoretical subject given in class and encourage the active participation of students.

  3. 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…

  4. 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.

  5. 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.

  6. 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

  7. 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

  8. Nutrition. Learning Activity Package.

    Science.gov (United States)

    Lee, Carolyn

    This learning activity package on nutrition is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  9. Implementing Learning Activities

    Science.gov (United States)

    Lipscomb, Kevin; Nato, Sandy; Ernst, Jeremy; Clark, Aaron; DeLuca, V. William; Kelly, Daniel

    2018-01-01

    When students walk into a classroom, often the first question is, "What are we going to do today?" It is easy for educators to fall into the trap of using activities exclusively without considering the value or intent of the content. After all, the students are engaged, and if they are busy they must be learning. Simply being busy,…

  10. Active Math Learning

    DEFF Research Database (Denmark)

    The presentation is concerned with general course planning philosophy and a specific case study (boomerang flight geometro-dynamics) for active learning of mathematics via computer assisted and hands-on unfolding of first principles - in this case the understanding of rotations and Eulers equations...

  11. Grooming. Learning Activity Package.

    Science.gov (United States)

    Stark, Pamela

    This learning activity package on grooming for health workers is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  12. 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.

  13. Learning Technologies for Adult Continuing Education

    Science.gov (United States)

    Mason, Robin

    2006-01-01

    This paper discusses three technologies used in an adult continuing education Masters programme: blogging, learning objects and e-portfolios. My reflections on their use and on the literature underpinning their use form the basis of the discussion. All three of these technologies were used to promote self-directed learning, reflection and learner…

  14. 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…

  15. 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,

  16. 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.

  17. 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…

  18. Comparison of Effectiveness of Different Learning Technologies

    Directory of Open Access Journals (Sweden)

    Nuha H. El-Khalili

    2014-10-01

    Full Text Available E-learning has become one of the powerful supporting tools that expand traditional teaching in higher education. Designers of learning objects (LOs for blended learning higher education face number of challenges; one of them is choosing the right technology to develop learning objects. This study adopts the Bloom-Redeker-Guerra (B-R-G mapping model which guides designers to transform the contents and objectives of a traditional course into a number of suggested LOs for a blended course. The study attempts to empirically validate the first dimension of its evaluation scale which measures the effectiveness of learning objects that targets achieving lower order thinking skills (i.e. Knowledge and Comprehension according to Bloom's Taxonomy. This paper presents the results of the empirical study that validates the students' learning achievement and students' perceived satisfaction differ for receptive learning objects that have been developed with different learning technologies. The empirical study has been implemented using pretest-posttest experiments, in addition to a questionnaire that measures students' satisfaction. Participants were about 100 Information Technology (IT students enrolled in different courses. Results show that students' learning achievement and students' perceived satisfaction improve with learning objects designed with advanced learning technologies (according to Guerra scale, hence better achieve the targeted learning objectives.

  19. 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...

  20. Orchestration in Learning Technology Research: Evaluation of a Conceptual Framework

    Science.gov (United States)

    Prieto, Luis P.; Dimitriadis, Yannis; Asensio-Pérez, Juan I.; Looi, Chee-Kit

    2015-01-01

    The term "orchestrating learning" is being used increasingly often, referring to the coordination activities performed while applying learning technologies to authentic settings. However, there is little consensus about how this notion should be conceptualised, and what aspects it entails. In this paper, a conceptual framework for…

  1. Recommender Systems for Technology Enhanced Learning: Research Trends & Applications

    NARCIS (Netherlands)

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

    2014-01-01

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

  2. Integration of Various Technologies in Biology Learning

    Science.gov (United States)

    Safitri, M.; Riandi, R.; Widodo, A.; Nasution, W. R.

    2017-09-01

    Current technological developments require teachers to be able to create effective and efficient learning by integrating technology into teaching. The purpose of this study was to identify the type of technology used by teachers in biology teaching. This research uses descriptive method through observation and a semi-structured interview. Participants involved in this research are three teachers of X class biology from different Senior High School in Indonesia. The findings of the study were analyzed using the rubric of technology integration in the implementation of the use of technology in learning and teaching developed by Britten & Casady. The results of the study revealed that the various technologies used in the biological material of Animalia biology included in the technology that supports learning by using conventional methods or lectures on the material Kingdom Animalia. Teacher’s consideration in using technology on biology learning is limited facilities, the limited ability of teachers, complex content, and learning method used. The number of teachers’ considerations in integrating technology suggests that teachers in Indonesia need the development of the ability to integrate different types of technology in the lessons learned.

  3. Learning how to Active Learn: A Deep Reinforcement Learning Approach

    OpenAIRE

    Fang, Meng; Li, Yuan; Cohn, Trevor

    2017-01-01

    Active learning aims to select a small subset of data for annotation such that a classifier learned on the data is highly accurate. This is usually done using heuristic selection methods, however the effectiveness of such methods is limited and moreover, the performance of heuristics varies between datasets. To address these shortcomings, we introduce a novel formulation by reframing the active learning as a reinforcement learning problem and explicitly learning a data selection policy, where...

  4. Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

    Science.gov (United States)

    Gürleyik, Sinan; Akdemir, Elif

    2018-01-01

    Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…

  5. 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.

  6. Technology enhanced peer learning and peer assessment

    DEFF Research Database (Denmark)

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

    2016-01-01

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

  7. Learning to make technology work - a study of learning in technology demonstration projects

    DEFF Research Database (Denmark)

    Sutherland Olsen, Dorothy; Andersen, Per Dannemand

    2014-01-01

    participants, including users. The aim of the project is usually to test the technology and promote changes in users habits, while learning is frequently cited as the main outcome. In this paper we review existing studies of demonstration projects and try to gain an overview of the main aims and effects......Building working demonstrations of new technologies within sustainable energy and transport has become an important activity in the move towards a more energy efficient society. The work involved in building these demonstrations is usually organised in a project with a variety of different...

  8. Technological learning in the energy sector

    NARCIS (Netherlands)

    Junginger, H.M.; Lako, P.; Lensink, S.; van Sark, W.G.J.H.M.; Weiss, M.

    2008-01-01

    Technology learning is a key driver behind the improvement of (energy) technologies available to mankind and subsequent reduction of production costs. Many of the conventional technologies in use today have already been continuously improved over decades, sometimes even a century. In contrast, many

  9. Learning activism, acting with phronesis

    Science.gov (United States)

    Lee, Yew-Jin

    2015-12-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

  10. 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.

  11. 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.

  12. Learning Activities in a Sociable Smart City

    Directory of Open Access Journals (Sweden)

    Dimitrios Ringas

    2013-08-01

    Full Text Available We present our approach on how smart city technologies may enhance the learning process. We have developed the CLIO urban computing system, which invites people to share personal memories and interact the collective city memory. Various educational scenarios and activities were performed exploiting CLIO; in this paper we present the methodology we followed and the experience we gained. Learning has always been the cognitive process of acquiring skills or knowledge, while teachers are often eager to experiment with novel technological means and methods; our aim was to explore the effect that urban computing could have to the learning process. We applied our methodology in the city of Corfu inviting schools to engage their students in learning through the collective city memory while exploiting urban computing. Results from our experience demonstrate the potential of exploiting urban computing in the learning process and the benefits of learning out of the classroom.

  13. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

    Science.gov (United States)

    Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to…

  14. 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,…

  15. 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

  16. Active inference and learning.

    Science.gov (United States)

    Friston, Karl; FitzGerald, Thomas; Rigoli, Francesco; Schwartenbeck, Philipp; O Doherty, John; Pezzulo, Giovanni

    2016-09-01

    This paper offers an active inference account of choice behaviour and learning. It focuses on the distinction between goal-directed and habitual behaviour and how they contextualise each other. We show that habits emerge naturally (and autodidactically) from sequential policy optimisation when agents are equipped with state-action policies. In active inference, behaviour has explorative (epistemic) and exploitative (pragmatic) aspects that are sensitive to ambiguity and risk respectively, where epistemic (ambiguity-resolving) behaviour enables pragmatic (reward-seeking) behaviour and the subsequent emergence of habits. Although goal-directed and habitual policies are usually associated with model-based and model-free schemes, we find the more important distinction is between belief-free and belief-based schemes. The underlying (variational) belief updating provides a comprehensive (if metaphorical) process theory for several phenomena, including the transfer of dopamine responses, reversal learning, habit formation and devaluation. Finally, we show that active inference reduces to a classical (Bellman) scheme, in the absence of ambiguity. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  17. 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…

  18. [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.

  19. Applying Technology to Marine Corps Distance Learning

    National Research Council Canada - National Science Library

    Broihier, Michael

    1997-01-01

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

  20. Recommender Systems in Technology Enhanced Learning

    NARCIS (Netherlands)

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

    2010-01-01

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

  1. Technology-enhanced learning in the workplace

    NARCIS (Netherlands)

    Van der Klink, Marcel; Drachsler, Hendrik; Sloep, Peter

    2011-01-01

    Van der Klink, M., Drachsler, H., & Sloep, P. B. (2013). Technology-enhanced learning in the workplace. In D. Derks, & A. B. Bakker (Eds.), The psychology of ditigal media @ work (pp. 145-165). London, UK: Psychology Press.

  2. Buried Waste Integrated Demonstration lessons learned: 1993 technology demonstrations

    International Nuclear Information System (INIS)

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

    1994-01-01

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

  3. Immersive Technologies and Language Learning

    Science.gov (United States)

    Blyth, Carl

    2018-01-01

    This article briefly traces the historical conceptualization of linguistic and cultural immersion through technological applications, from the early days of locally networked computers to the cutting-edge technologies known as virtual reality and augmented reality. Next, the article explores the challenges of immersive technologies for the field…

  4. 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.

  5. Engaging Students' Learning Through Active Learning

    Directory of Open Access Journals (Sweden)

    Margaret Fitzsimons

    2014-06-01

    Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

  6. 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

  7. 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...

  8. 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.

  9. The Dialectic Nature of Technology and Holism: Use of Technology to Liberate Individuals with Learning Disabilities.

    Science.gov (United States)

    Poplin, Mary S.

    1995-01-01

    This article explores the dialectic nature of technology and holism as an example of the way in which reductionism is embedded inside holistic principles. Factors that limit or enhance the activities of individuals with learning disabilities in school and elsewhere are examined, and the role of technology in compensating for and/or developing…

  10. 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…

  11. Computer Technology-Infused Learning Enhancement

    Science.gov (United States)

    Keengwe, Jared; Anyanwu, Longy O.

    2007-01-01

    The purpose of the study was to determine students' perception of instructional integration of computer technology to improve learning. Two key questions were investigated in this study: (a) What is the students' perception of faculty integration of computer technology into classroom instruction? (b) To what extent does the students' perception of…

  12. 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…

  13. Technologies in Use for Second Language Learning

    Science.gov (United States)

    Levy, Mike

    2009-01-01

    This article describes the technologies in use for second language learning, in relation to the major language areas and skills. In order, these are grammar, vocabulary, reading, writing, pronunciation, listening, speaking, and culture. With each language area or skill, the relevant technologies are discussed with examples that illustrate how…

  14. Achieving Teaching and Learning Excellence with Technology

    Science.gov (United States)

    Marcoux, Elizabeth; Loertscher, David V.

    2009-01-01

    Since the very first introduction of a Commodore Pet, TRS 80, and the Apple II microcomputers beginning in 1977, billions of dollars have been spent chasing a dream about the effect of technology on teaching and learning. Now, educators face the second decade of the 21st Century with seemingly unlimited ways technology can influence what people…

  15. Enhancing Fieldwork Learning with Technology: Practitioner's Perspectives

    Science.gov (United States)

    Welsh, Katharine E.; Mauchline, Alice L.; Park, Julian R.; Whalley, W. Brian; France, Derek

    2013-01-01

    This research paper reports the findings from an international survey of fieldwork practitioners on their use of technology to enhance fieldwork teaching and learning. It was found that there was high information technology usage before and after time in the field, but some were also using portable devices such as smartphones and global…

  16. Robot technologies, autism and designs for learning

    DEFF Research Database (Denmark)

    Hansbøl, Mikala

    2015-01-01

    The field of robot technologies and education is rapidly evolving. Within only a few years, internationally and in Denmark, the focus on educational service robots and educational robotics has become more widespread. The 2015 NMC Technology Outlook report providing a technology outlook...... on Scandinavian schools places robotics and programming within a four to five year time-to-adoption period. At the moment in Denmark, many municipalities are initiating trials, investing in and engaging a diverse range of robot technologies in both daycare and schools. The field of education and robot...... 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...

  17. 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.

  18. 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

  19. Focus on Learning and Technology.

    Science.gov (United States)

    Kalkowski, Marsha A.

    2001-01-01

    Discusses results of a survey of Nebraska high school journalism teachers, their use of technology and their attitudes towards it. Discusses concerns about balancing technology and its uses and demands with the teaching of good writing and good journalism practices. Discusses negative scanners, buying a digital camera, and new image-editing…

  20. Autonomous Language Learning with Technology

    Science.gov (United States)

    Forsythe, Edward

    2013-01-01

    Japan's Ministry of Education, Culture, Sports, Science and Technology (MEXT) wants English language education to be more communicative. Japanese teachers of English (JTEs) need to adapt their instructional practices to meet this goal; however, they may not feel confident enough to teach speaking themselves. Using technology, JTEs have the ability…

  1. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

    Science.gov (United States)

    Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  2. Research in Learning Technology Strategy 2015-17

    OpenAIRE

    Deepwell, Maren

    2015-01-01

    Research in Learning Technology is the journal published by the Association for Learning Technology (ALT) with Co-Action Publishing. At the heart of ALT’s aims and values is the importance of Learning Technology research in underpinning the intelligent use of technology in support of learning, teaching and assessment. One of our key aims as set out in our 2014-17 strategy is to strengthen learning technology research and practice through collaboration, sharing and networking, nati...

  3. Student Perceptions of Active Learning

    Science.gov (United States)

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

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  4. Simulation and New Learning Technologies.

    Science.gov (United States)

    Issenberg, S. Barry; Gordon, Michael S.; Gordon, David Lee; Safford, Robert E.; Hart, Ian R.

    2001-01-01

    In the future, virtual reality technology based initially on data from Visible Human Data sets will provide the majority of simulation-based training. Indicates that evidence-based outcomes must show these systems to be effective instruments for teaching and assessment, and medical educators must be willing to effect change in medical education to…

  5. 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.

  6. 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.

  7. 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.

  8. STRATEGIC APPLICATIONS OF DISTANCE LEARNING TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Reviewed by Yavuz AKBULUT

    2008-10-01

    Full Text Available The book is edited by Mahbubur Rahman Syed from Minnesota State University in Mankato, USA. It is published by Information Science Reference, which is an imprint of IGI Global, an international publishing company specialized in research publications inthe fields of technology, management and information science.The book is consisted of 354 pages covering 18 chapters. Topics covered can be listed as adaptive QOS, agent-based architecture, algorithm education, asynchronous learning environments, collaborative education model, distance learning, e-Learning, hypermedia,lecture video contents, lecture video player, multicast applications and SEAMAN .

  9. Technology enhanced peer learning and peer assessment

    DEFF Research Database (Denmark)

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

    2016-01-01

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

  10. Use of Flipped Classroom Technology in Language Learning

    OpenAIRE

    Evseeva, Arina Mikhailovna; Solozhenko, Anton

    2015-01-01

    The flipped classroom as a key component of blended learning arouses great interest among researchers and educators nowadays. The technology of flipped classroom implies such organization of the educational process in which classroom activities and homework assignments are reversed. The present paper gives the overview of the flipped classroom technology and explores its potential for both teachers and students. The authors present the results obtained from the experience of the flipped class...

  11. Learning and Active Aging

    Science.gov (United States)

    Boulton-Lewis, Gillian M.; Buys, Laurie; Lovie-Kitchin, Jan

    2006-01-01

    Learning is an important aspect of aging productively. This paper describes results from 2645 respondents (aged from 50 to 74+ years) to a 165-variable postal survey in Australia. The focus is on learning and its relation to work; social, spiritual, and emotional status; health; vision; home; life events; and demographic details. Clustering…

  12. 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.  

  13. Active Learning for Player Modeling

    DEFF Research Database (Denmark)

    Shaker, Noor; Abou-Zleikha, Mohamed; Shaker, Mohammad

    2015-01-01

    Learning models of player behavior has been the focus of several studies. This work is motivated by better understanding of player behavior, a knowledge that can ultimately be employed to provide player-adapted or personalized content. In this paper, we propose the use of active learning for player...... experience modeling. We use a dataset from hundreds of players playing Infinite Mario Bros. as a case study and we employ the random forest method to learn mod- els of player experience through the active learning approach. The results obtained suggest that only part of the dataset (up to half the size...

  14. Problem-based learning in photonics technology education

    Science.gov (United States)

    Massa, Nicholas M.; Dischino, Michele; Donnelly, Judith; Hanes, Fenna

    2008-08-01

    Problem-based learning (PBL) is an instructional approach in which students learn by actively and collaboratively solving authentic problems encountered in real-world situations. Research demonstrates that PBL improves students' learning and retention, motivation, critical thinking and problem-solving skills, and their ability to skillfully apply knowledge in new and novel situations - skills deemed critical for lifelong learning. In this paper, we present the Photon PBL project, a three-year National Science Foundation Advanced Technological Education (NSF-ATE) project aimed at developing, in partnership with photonics industry and university partners, a comprehensive series of multimedia PBL instructional materials and training for photonics technology educators from across the US and abroad. Results from first-year pilot testing of multimedia PBL instructional materials, problem development and implementation strategies are detailed.

  15. 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)…

  16. Learning Approach and Learning: Exploring a New Technological Learning System

    Science.gov (United States)

    Aflalo, Ester; Gabay, Eyal

    2013-01-01

    This study furthers the understanding of the connections between learning approaches and learning. The research population embraced 44 males from the Jewish ultraorthodox community, who abide by distinct methods of study. One group follows the very didactic, linear and structured approach of a methodical and gradual order, while the second group…

  17. The Use of "Socrative" in ESL Classrooms: Towards Active Learning

    Science.gov (United States)

    El Shaban, Abir

    2017-01-01

    The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students' active learning. In this qualitative study, "Socrative", a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English…

  18. Japanese activities in refrigeration technology

    Science.gov (United States)

    Fujita, T.; Ohtsuka, T.; Ishizaki, Y.

    This paper reviews recent activities in refrigeration technology in Japan. The projects described are stimulated by growing industrial needs or form part of large national projects. The JNR project on the MAGLEV train is currently the most powerful activity and it demands knowledge in all the different disciplines of cryogenics in particular on various scales of refrigeration. Research activities are also directed towards the development of Stirling cycle and magnetic refrigerators for applications in a wider area.

  19. Agnostic Active Learning Without Constraints

    OpenAIRE

    Beygelzimer, Alina; Hsu, Daniel; Langford, John; Zhang, Tong

    2010-01-01

    We present and analyze an agnostic active learning algorithm that works without keeping a version space. This is unlike all previous approaches where a restricted set of candidate hypotheses is maintained throughout learning, and only hypotheses from this set are ever returned. By avoiding this version space approach, our algorithm sheds the computational burden and brittleness associated with maintaining version spaces, yet still allows for substantial improvements over supervised learning f...

  20. 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…

  1. Embodied Experiences of Place: A Study of History Learning with Mobile Technologies

    Science.gov (United States)

    Price, S.; Jewitt, C.; Sakr, M.

    2016-01-01

    This paper reports an empirical study that takes a multimodal analytical approach to examine how mobile technologies shape students' exploration and experience of place during a history learning activity in situ. In history education, mobile technologies provide opportunities for authentic experiential learning activities that have the potential…

  2. 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

  3. 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…

  4. The International Active Learning Space

    DEFF Research Database (Denmark)

    Manners, Ian James

    2015-01-01

    For me, internationalisation is a learning outcome, not just about international mobility. It is about ensuring that students actively participate in a learning experience that prepares them for a world that is more and more internationally and interculturally connected - that both Danish and non...

  5. 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

  6. Athletic Training Students' and Preceptors' Perceptions of Active Learning Time and Bug-in-Ear Technology during Clinical Education Experiences

    Science.gov (United States)

    Nottingham, Sara L.; Kasamatsu, Tricia M.; Montgomery, Melissa M.

    2017-01-01

    Context: Engaging clinical experiences that allow extensive active learning and patient care interactions are important for the professional development of athletic training students. Understanding students' use of clinical time is important when attempting to improve these experiences. Objective: To gain participants' perspectives on active…

  7. Exploring the Extreme: High Performance Learning Activities in Mathematics, Science and Technology. An Educator's Guide. EG-2002-10-001-DFRC

    Science.gov (United States)

    Dana, Judi; Kock, Meri; Lewis, Mike; Peterson, Bruce; Stowe, Steve

    2010-01-01

    The many activities contained in this teaching guide emphasize hands-on involvement, prediction, data collection and interpretation, teamwork, and problem solving. The guide also contains background information about aeronautical research that can help students learn how airplanes fly. Following the background sections are a series of activities…

  8. Collegewide Promotion of E-Learning/Active Learning and Faculty Development

    Science.gov (United States)

    Ogawa, Nobuyuki; Shimizu, Akira

    2016-01-01

    Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning…

  9. Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice

    Science.gov (United States)

    Agyei, Douglas D.; Voogt, Joke

    2014-01-01

    This study examined 100 beginning teachers' transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by "learning technology by collaborative design" in their final year of…

  10. Object Learning Through Active Exploration

    OpenAIRE

    Ivaldi, Serena; Sao Mai Nguyen; Lyubova, Natalia; Droniou, Alain; Padois, Vincent; Filliat, David; Oudeyer, Pierre-Yves; Sigaud, Olivier

    2014-01-01

    International audience; This paper addresses the problem of active object learning by a humanoid child-like robot, using a developmental approach. We propose a cognitive architecture where the visual representation of the objects is built incrementally through active exploration. We present the design guidelines of the cognitive architecture, its main functionalities, and we outline the cognitive process of the robot by showing how it learns to recognize objects in a human-robot interaction s...

  11. 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.

  12. Face-to-Face Activities in Blended Learning

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette

    While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

  13. Brain Activities and Educational Technology

    Science.gov (United States)

    Riza, Emel

    2002-01-01

    There are close relationships between brain activities and educational technology. Brain is very important and so complicated part in our bodies. From long time scientists pay attention to that part and did many experiments, but they just reached little information like a drop in the sea. However from time to time they gave us some light to…

  14. Flipped Classroom, active Learning?

    DEFF Research Database (Denmark)

    Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

    2015-01-01

    with the teaching subject compared to more traditional teaching, where introductions and theoretical monologs conducted by the teacher prevail. In addition it is assumed that the pupils learning processes move towards more independency and metacognitive thinking.   During the study period interventions...

  15. Learning by Playing with Digital Technology

    DEFF Research Database (Denmark)

    Benjaminsen, Nana

    2006-01-01

    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...... strategy might lead to changes on three interrelated levels: the teaching material, the educational context (i.e. teaching style, use of the physical facilities and schools organisational structure) and the cultural-historical way schools function within Danish in society....

  16. 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.

  17. 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.

  18. The Effective of Using 5 Simple Steps (QSCCS) Learning Activities on Facebook to Promote Self-Learning in the 21st Century in Technology Printing and Advertising Course for Undergraduate Students in Education Technology and Communications

    Science.gov (United States)

    Sittiwong, Tipparat; Wongnam, Thanet

    2015-01-01

    The objectives of this study were to: 1) study the result of implementing QSCCS with Facebook; 2) study students' opinions concerning the implementation of QSCCS with Facebook. The samples were 38 Technology and Communications undergraduates who attended Printing and Advertising Technology course in academic year of 2013. The information was…

  19. Learning How To Learn. A Learning Activity Packet.

    Science.gov (United States)

    Edelnant, Vicki V.

    An intermediate to junior high level activity packet presents learning activities for improving student outlining, notetaking, and listening skills. In part I, students gain experience in the use of complete sentences, phrases, and word outlines by outlining reports, arranging facts and details into logical order, and writing from outlines. Part…

  20. Teaching for Engagement: Part 3: Designing for Active Learning

    Science.gov (United States)

    Hunter, William J.

    2015-01-01

    In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

  1. Learning from the social construction of environmental indicators: From the retrospective to the pro-active use of SCOT in technology development

    DEFF Research Database (Denmark)

    Elle, Morten; Darnmann, Sven; Lentsch, Justus

    2010-01-01

    professional groups in a multi-actor decision-making process. Using SCOT in a pro-active way means the research becomes action research and the researcher goes beyond the role of a mere observer and becomes an actor too. This means the researcher has to consider the criteria for valid action research when......This article explores the challenges, advantages and limitations of the pro-active use of the social construction of technology (SCOT) to improve the methods applied in the development of technology for use by a broad range of actors. Our example is the development of environmental indicators...

  2. Technology-Mediated Learning for Resilience

    DEFF Research Database (Denmark)

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

    Resilience is a topic of steadily increasing interest. It particularly gains importance when discussing how communities (e.g. municipalities) can prepare themselves for potential future disruptions. A resilient community will overcome immediate shocks, such as an earthquake, as well as stresses......, 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....

  3. 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

  4. Incorporating learning technologies into undergraduate radiography education

    International Nuclear Information System (INIS)

    Lorimer, Jenny; Hilliard, Alan

    2009-01-01

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

  5. Incorporating learning technologies into undergraduate radiography education

    Energy Technology Data Exchange (ETDEWEB)

    Lorimer, Jenny [University of Hertfordshire, Health and Emergency Professions, College Lane Campus, Hatfield AL10 9AB (United Kingdom)], E-mail: J.Lorimer@herts.ac.uk; Hilliard, Alan [University of Hertfordshire, Health and Emergency Professions, College Lane Campus, Hatfield AL10 9AB (United Kingdom)], E-mail: A.P.Hilliard@herts.ac.uk

    2009-08-15

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

  6. 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

  7. PHOTON PBL: problem-based learning in photonics technology education

    Science.gov (United States)

    Massa, Nicholas; Audet, Richard; Donnelly, Judith; Hanes, Fenna; Kehrhahn, Marijke

    2007-06-01

    Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Research shows that PBL improves student learning and retention, critical thinking and problem-solving skills, and the ability to skillfully apply knowledge to new situations - skills deemed critical to lifelong learning. Used extensively in medical education since the 1970's, and widely adopted in other fields including business, law, and education, PBL is emerging as an alternative to traditional lecture-based courses in engineering and technology education. In today's ever-changing global economy where photonics technicians are required to work productively in teams to solve complex problems across disciplines as well as cultures, PBL represents an exciting alternative to traditional lecture-based photonics education. In this paper we present the PHOTON PBL project, a National Science Foundation Advanced Technology Education (NSF-ATE) project aimed at creating, in partnership with the photonics industry and university research labs from across the US, a comprehensive series of multimedia-based PBL instructional resource materials and offering faculty professional development in the use of PBL in photonics technology education. Quantitative and qualitative research will be conducted on the effectiveness of PBL in photonics technician education.

  8. Active learning of Pareto fronts.

    Science.gov (United States)

    Campigotto, Paolo; Passerini, Andrea; Battiti, Roberto

    2014-03-01

    This paper introduces the active learning of Pareto fronts (ALP) algorithm, a novel approach to recover the Pareto front of a multiobjective optimization problem. ALP casts the identification of the Pareto front into a supervised machine learning task. This approach enables an analytical model of the Pareto front to be built. The computational effort in generating the supervised information is reduced by an active learning strategy. In particular, the model is learned from a set of informative training objective vectors. The training objective vectors are approximated Pareto-optimal vectors obtained by solving different scalarized problem instances. The experimental results show that ALP achieves an accurate Pareto front approximation with a lower computational effort than state-of-the-art estimation of distribution algorithms and widely known genetic techniques.

  9. 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

  10. Active Learning versus Traditional Teaching

    Directory of Open Access Journals (Sweden)

    L.A. Azzalis

    2009-05-01

    Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand,  active learning  changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class;  moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections  in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant  difference between active  learning and traditional  teaching. Our conclusions were that strategies promoting  active  learning to  traditional lectures could increase knowledge and understanding.

  11. 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.

  12. Learning Activities for Toddlers.

    Science.gov (United States)

    Texas Child Care, 1996

    1996-01-01

    Suggests activities to help toddlers develop skills in the four important areas of self-help, creativity, world mastery, and coordination. Activities include hand washing, button practice, painting, movement and music, bubble making, creation of a nature mural, and a shoe print trail. (TJQ)

  13. Cooperative activity and its potential for learning in tertiary education

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2007-01-01

    Full Text Available A learning situation can be structured in different ways, as an individual, competitive, or cooperative activity. Each of these structures can be used for different purposes and can lead to different learning outcomes. This paper focuses on cooperative activity and its potential for learning in tertiary education. After defining cooperative activity (or, in a broader sense, learning in interaction and introducing the CAMS theoretical framework to analyse cooperative activity, the main discussion focuses on the theoretical reasons for the usefulness of group learning and on the research of effects of cooperative learning on cognitive (metacognitive, affective-motivational and social processes in university students. The key elements that should be established for successful cooperation are also discussed. At the end, a new direction in using cooperative activity in learning—computer supported collaborative learning (CSCL, which emerged with rapid technology development in the last two decades—is presented and discussed.

  14. Creative learning technologies as a catalyst for rethinking education

    DEFF Research Database (Denmark)

    Gjedde, Lisa

    2017-01-01

    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...... 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...

  15. 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.

  16. TECHNOLOGY SUPPORTED LEARNING PLATFORM: Moodle Integrated Academic Course

    Directory of Open Access Journals (Sweden)

    Saziye YAMAN

    2010-04-01

    Full Text Available It is substantially accepted that constructivism proposes knowledge as “not a fixed object”; constructed by an individual through her own experiences. As a learning theory, constructivism in education emphasizes collaborative learning, such as authentic challenging projects involving in students, teachers and experts in the learning community. Its goal is to create learning communities that are more closely related to the collaborative practice of the real world as strongly reflected in social constructivist idea. The technologies used in the filed of education will support learning through collaborative practices, using learners’ experiences for “meaning making”. The challenge now is to extend the educational networks so that it offers access to learning resources, online storage and tools for communication and management not just within the limitation of school and time. Through learning platforms, such as Moodle, teachers and administrators may bring hardware, software and supporting services together to enable more effective conditions among teachers and students. In this study, Moodle was used to support the 4th grade pre-service language teachers’ (student teachers one of the academic courses, named as “Field Experience”. The student teachers were expected to prepare graduation theses in the field of English language teaching. Moodle was integrated as a technological learning aid and used as online support throughout a semester course. So, we will discuss how Moodle was integrated as a learning platform, while discussing, the use of Moodle as a “course supporter” process, steps and the sample activities will be presented as well.

  17. ONLINE EDUCATION, ACTIVE LEARNING, AND ANDRAGOGY: An approach for Student Engagement

    OpenAIRE

    CARUTH, Gail D.

    2015-01-01

    Online learning opportunities have become essential for today’s colleges and universities. Online technology can support active learning approaches to learning. The purpose of the paper was to investigate why active learning in online classes has a positive effect on student engagement. A review of the literature revealed that research studies have been conducted to investigate the benefits of active learning. There exists extensive evidence to support the notion that active learning enhances...

  18. Creating Educational Technology Curricula for Advanced Studies in Learning Technology

    Directory of Open Access Journals (Sweden)

    Minoru Nakayama

    2016-08-01

    Full Text Available Curriculum design and content are key factors in the area of human resource development. To examine the possibility of using a collaboration of Human Computer Interaction (HCI and Educational Technology (ET to develop innovative improvements to the education system, the curricula of these two areas of study were lexically analyzed and compared. As a further example, the curriculum of a joint course in HCI and ET was also lexically analyzed and the contents were examined. These analyses can be used as references in the development of human resources for use in advanced learning environments.

  19. Orchestration Framework for Learning Activities in Augmented Reality Environments

    OpenAIRE

    Ibáñez, María Blanca; Delgado Kloos, Carlos; Di Serio, Angela

    2011-01-01

    Proceedings of: Across Spaces11 Workshop in conjunction with the EC-TEL2011, Palermo, Italy, September 21, 2011 In this paper we show how Augmented Reality (AR) technology restricted to the use of mobiles or PCs, can be used to develop learning activities with the minimun level of orchestation required by meaningful learning sequences. We use Popcode as programming language to deploy orchestrated learning activities specified with an AR framework. Publicado

  20. Finite Element Learning Modules as Active Learning Tools

    Science.gov (United States)

    Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh

    2012-01-01

    The purpose of active learning is to solicit participation by students beyond the passive mode of traditional classroom lectures. Reading, writing, participating in discussions, hands-on activities, engaging in active problem solving, and collaborative learning can all be involved. The skills acquired during active learning tend to go above and…

  1. Lectures Abandoned: Active Learning by Active Seminars

    DEFF Research Database (Denmark)

    Christensen, Henrik Bærbak; Corry, Aino Vonge

    2012-01-01

    engi- neering course in software architecture to employ a range of active learning techniques. The course was constrained by the study administration's traditional assignment of a three hour lecturing slot and as such we had to make techniques that tted this imposed constraint. Our contribution is ac...

  2. A Path Model of Effective Technology-Intensive Inquiry-Based Learning

    Science.gov (United States)

    Avsec, Stanislav; Kocijancic, Slavko

    2016-01-01

    Individual aptitude, attitudes, and behavior in inquiry-based learning (IBL) settings may affect work and learning performance outcomes during activities using different technologies. To encourage multifaceted learning, factors in IBL settings must be statistically significant and effective, and not cognitively or psychomotor intensive. We…

  3. Technology-Assisted Learning: A Longitudinal Field Study of Knowledge Category, Learning Effectiveness and Satisfaction in Language Learning

    Science.gov (United States)

    Hui, W.; Hu, P. J.-H.; Clark, T. H. K.; Tam, K. Y.; Milton, J.

    2008-01-01

    A field experiment compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential learning model, we show that technology-assisted…

  4. Newest technology in cadastral activities

    Directory of Open Access Journals (Sweden)

    В. А. Павлова

    2017-06-01

    Full Text Available The article provides comparative analysis of multiple innovative technology in the field of cadaster activities. This analysis covers almost all currently available intellectual developments in this area. Paying tribute to contemporary trends in cadastral areas, the authors note the urgent need to upgrade the cadastral activities in the Russian Federation in relation to the transformation of the national economy. The authors suggest classifying the cadastral activities depending on type and kind of activity carried out with an object of cadaster registry. The article covers the most urgent issues in the area of functionality of existing special software packages in order to improve the labour efficiency of a cadaster engineer. It is concluded that the main purpose of existing software systems for cadastral engineers is creation of documents in electronic format for facilitating the process of interaction with public authorities in the sphere of land property relations. It examines in detail several software packages («TechnoKad-Express», «ARGO», «PKZO», «Poligon», «ProGeo». The article provides comparative analysis of special software systems according to a number of authors’ criteria. Based on the characteristics of programs and their comparative analysis, it is concluded that all the described software systems to greater or lesser degree, meet the needs of the working cadastral engineer. The choice of a specific program depends on the financial possibilities, personal preferences and level of computer-literacy of cadastral engineer, including in the sphere of GIS-technologies.

  5. 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.

  6. STEM learning activity among home-educating families

    Science.gov (United States)

    Bachman, Jennifer

    2011-12-01

    Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

  7. 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).

  8. 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.

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

    International Nuclear Information System (INIS)

    Pan, Haoran; Koehler, Jonathan

    2007-01-01

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

  10. 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.

  11. Adapting Active Learning in Ethiopia

    Science.gov (United States)

    Casale, Carolyn Frances

    2010-01-01

    Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This…

  12. Oral Hygiene. Learning Activity Package.

    Science.gov (United States)

    Hime, Kirsten

    This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  13. Adaptive Batch Mode Active Learning.

    Science.gov (United States)

    Chakraborty, Shayok; Balasubramanian, Vineeth; Panchanathan, Sethuraman

    2015-08-01

    Active learning techniques have gained popularity to reduce human effort in labeling data instances for inducing a classifier. When faced with large amounts of unlabeled data, such algorithms automatically identify the exemplar and representative instances to be selected for manual annotation. More recently, there have been attempts toward a batch mode form of active learning, where a batch of data points is simultaneously selected from an unlabeled set. Real-world applications require adaptive approaches for batch selection in active learning, depending on the complexity of the data stream in question. However, the existing work in this field has primarily focused on static or heuristic batch size selection. In this paper, we propose two novel optimization-based frameworks for adaptive batch mode active learning (BMAL), where the batch size as well as the selection criteria are combined in a single formulation. We exploit gradient-descent-based optimization strategies as well as properties of submodular functions to derive the adaptive BMAL algorithms. The solution procedures have the same computational complexity as existing state-of-the-art static BMAL techniques. Our empirical results on the widely used VidTIMIT and the mobile biometric (MOBIO) data sets portray the efficacy of the proposed frameworks and also certify the potential of these approaches in being used for real-world biometric recognition applications.

  14. 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....

  15. Technology transfer in Activities Implemented Jointly (AIJ)

    Energy Technology Data Exchange (ETDEWEB)

    Usher, P.E.O. [United Nations Environment Programme (Cayman Islands)

    1998-08-01

    The agreed objective of the United Nations Framework Convention on Climate Change is to bring about early and significant reductions in greenhouse gas emissions. For many, the most attractive option for promoting this end is joint implementation. Indivisible from this is the transfer of current and innovative technology, though technology transfer is not conditional on joint implementation. The somewhat ad hoc nature of Activities Implemented Jointly (AIJ) and the failure to establish ground rules at the outset is considered. Common action can contribute to cost-effective mitigation of climate change through a sharing of the costs, benefits and risks of R and D, cross fertilisation of ideas among countries, economies of scale for new technologies, and clear signals to the international market. Potential problems include: the reluctance of national private industry to share proprietary information which might compromise competitiveness; premature convergence on technical standards that might inhibit the emergence of more developed technology; specific national circumstances which mean that solutions satisfactory to others are inappropriate in its case. This latter issue is of particular relevance to developing countries. AIJ needs to be approached in a systematic way taking into account lessons learned from evaluating the pilot phase if it is to be seen to be working effectively. (UK)

  16. 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.

  17. How an Active Learning Classroom Transformed IT Executive Management

    Science.gov (United States)

    Connolly, Amy; Lampe, Michael

    2016-01-01

    This article describes how our university built a unique classroom environment specifically for active learning. This classroom changed students' experience in the undergraduate executive information technology (IT) management class. Every college graduate should learn to think critically, solve problems, and communicate solutions, but 90% of…

  18. Using Oceanography to Support Active Learning

    Science.gov (United States)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  19. 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....

  20. 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.

  1. 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…

  2. 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)…

  3. Laser Technology.

    Science.gov (United States)

    Gauger, Robert

    1993-01-01

    Describes lasers and indicates that learning about laser technology and creating laser technology activities are among the teacher enhancement processes needed to strengthen technology education. (JOW)

  4. 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…

  5. 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…

  6. Didactic Content of Constructively-Projective Function of Students Learning: The Extrapolation in Information Technology

    Science.gov (United States)

    Kutuev, Ruslan A.; Nuriyeva, Elvira N.; Safiullina, Tatyana R.; Kryukova, Nina I.; Tagirova, Nataliya P.; Karpenko, Galina V.

    2016-01-01

    The relevance of the study is conditioned by a radical impact on the learning process of the university by information technology, which put start a new phase in its transformation. According to experts at the present time the main factor of efficiency of university's activity becomes the expansion of students' learning activities, realized on the…

  7. Active Learning with Irrelevant Examples

    Science.gov (United States)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

  8. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  9. Stimulating Deep Learning Using Active Learning Techniques

    Science.gov (United States)

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  12. 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

  13. 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.

  14. IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING

    Data.gov (United States)

    National Aeronautics and Space Administration — IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING ISAAC PERSING AND VINCENT NG Abstract. Active learning has been successfully applied to many natural language...

  15. History and Evolution of Active Learning Spaces

    Science.gov (United States)

    Beichner, Robert J.

    2014-01-01

    This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

  16. DISTANCE LEARNING TECHNOLOGIES IN FORMATION OF PROFESSIONAL TRAINING OF FUTURE ENGLISH TEACHERS

    Directory of Open Access Journals (Sweden)

    Оlga Gnedkova

    2016-12-01

    Full Text Available Due to the global informatization of society and the process of involving information and communication technologies (ICT in all areas of human activity, including the educational process of high school raise the problem of new model construction of process of future highly qualified and competitive professionals training. In conditions of Ukraine integration into the European educational space, the significant changes in professional training of teachers in higher education institutions are taken place. ICT and distance learning technologies are implemented in learning process. However, this process causes many difficulties in students and teachers, for example, the lack of guidance on the implementation of ICT and distance learning technologies in the learning process and not enough formed skills and abilities of teachers and students to use ICT and distance learning technologies in professional activity. These problems negatively affect on the quality of future specialists training, including teachers of foreign language (English. To increase the quality of English teachers training there is a need to introduce distance learning technologies in language learning process, at study the discipline “Practical English Course”. On the base of analysis of psychological and educational literature in future English teachers training, the results of international studies and methodological literature of distance learning the practical implementation of distance learning technologies in educational process of training of English teachers of Kherson State University was presented

  17. 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.

  18. Create a good learning environment and motivate active learning enthusiasm

    Science.gov (United States)

    Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

    2017-08-01

    In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.

  19. 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.

  20. Professional learning design framework: supporting technology integration in Alberta

    Directory of Open Access Journals (Sweden)

    Lydia van Thiel

    2018-02-01

    Full Text Available Researchers around the world are interested in knowing how to support teachers in developing both their technology skills and their understanding of how educational technologies can provide opportunity to engage all learners at their skill and interest level in learning activities that were not possible without technology. The solution involves the design and development of teacher professional learning (PL. This study examines a snapshot of one school district, which has experienced a growth in available digital student technology occurring at the same time when teachers experienced a loss of traditional pen and paper resources. Qualitative and quantitative data were gathered and analysed to determine what features of PL would best support teachers in this district. These findings were then considered within the scope of government suggested policy, frameworks and reports. The final suggested framework is for a PL that is collaborative, grade and subject relevant; offers hands-on opportunities; is supported by coaching; is based on research; and is supported by leadership which provides both time and a collaboratively developed vision.

  1. Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

    Directory of Open Access Journals (Sweden)

    Alanah Mitchell

    2017-01-01

    Full Text Available Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners\t: This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful

  2. Mobile Learning and Integration of Mobile Technologies in Education

    Science.gov (United States)

    Keengwe, Jared; Bhargava, Malini

    2014-01-01

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

  3. Employees' Choices in Learning How to Use Information and Communication Technology Systems at Work: Strategies and Approaches

    Science.gov (United States)

    Korpelainen, Eija; Kira, Mari

    2010-01-01

    The purpose of this paper is to promote the understanding of how employees learn to use information and communication technology (ICT) systems at work. The elements of a learning activity in the context of ICT use are identified from the literature. In particular, approaches to learning, learning strategies and problem-solving strategies are…

  4. 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…

  5. Developing metacognition: a basis for active learning

    NARCIS (Netherlands)

    Vos, Henk; de Graaff, E.

    2004-01-01

    The reasons to introduce formats of Active Learning in Engineering (ALE) like project work, problem based learning, use of cases, etc., are mostly based on practical experience and sometimes from applied research on teaching and learning. Such research shows that students learn more and different

  6. WHAT DRIVES TECHNOLOGY UTILISATION, LEARNING AND TRANSFER IN AGRICULTURE? LESSONS FROM NIGERIAN WOMEN FARMERS

    Directory of Open Access Journals (Sweden)

    Olajumoke ADEYEYE

    2013-01-01

    Full Text Available This study examines the factors that drive technology utilisation, learning and transfer among women farmers in Nigeria. It assesses both modern and indigenous technologies used in farming activities. Three states were purposively selected from the six that comprise the South West geopolitical zone of the country. Structured questionnaire was administered to 180 women smallholder farmers who were randomly selected in equal proportion across the three states. Some 128 copies of questionnaire were retrieved representing a response rate of about 71%. The study reveals that majority of the women (about 67% use indigenous technologies while only a few (17% and 16% use modern technologies and a combination of both respectively. Family and friends are the main source of learning indigenous technologies while extension agents are the major source of modern. The study uses spearman correlation to determine the drivers of the dependent variables. Age, level of education, years of experience and learning intensity are significantly correlated with technology utilisation at 1% level of confidence while primary occupation and learning have significant correlation with technology learning at 5% and 1% confidence level respectively. The study also reveals that farmers’ age, experience and availability of learning system are have significant correlation with technology transfer. The study advocates the introduction of need and gender-specific new technologies. There is the need for integration of indigenous technologies into research so that it can be attractive to the older women. Also, farmers should be integrated into the technology development process. This will help in sustaining the rising interest of younger women in adapting modern and indigenous technologies in agriculture. The study also advocates the need for deeper and broader interactions among key actors, such as, R&D institutions, extension agents, NGOs, CBOs and farmers on the effectiveness

  7. Middle School Students' Motivation for Learning Technology in South Korea

    Science.gov (United States)

    Kwon, Hyuksoo

    2016-01-01

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

  8. Identifying Our Approaches to Language Learning Technologies: Improving Professional Development

    Science.gov (United States)

    Petrie, Gina Mikel; Avery, Lisa

    2011-01-01

    The mid- to late 1990s was an exciting time for those concerned with incorporating new technology into their teaching of English as a second or foreign language (ESL/EFL). Commonly referred to as Computer-Assisted Language Learning (CALL), or sometimes with the broader term Technology-Enhanced Language Learning (TELL), the field took huge leaps…

  9. 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…

  10. 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…

  11. The Center for Interactive Learning: An Incubator for Hatching Technology.

    Science.gov (United States)

    Coburn, Janet

    1999-01-01

    Describes a state-of-the-art community college facility (Center for Interactive Learning) that helps professors integrate technology and instruction to provide students with unique technology-enhanced learning experiences. The center's planning, distinctive features, and amenities are detailed. (GR)

  12. 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'…

  13. Perceptions of Active Learning between Faculty and Undergraduates: Differing Views among Departments

    Science.gov (United States)

    Patrick, Lorelei E.; Howell, Leigh Anne; Wischusen, William

    2016-01-01

    There have been numerous calls recently to increase the use of active learning in university science, technology, engineering, and math (STEM) classrooms to more actively engage students and enhance student learning. However, few studies have investigated faculty and student perceptions regarding the effectiveness of active learning or the…

  14. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

    Science.gov (United States)

    Stoltzfus, Jon R.; Libarkin, Julie

    2016-01-01

    SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well…

  15. Appropriating Technologies for Contextual Knowledge: Mobile Personal Learning Environments

    Science.gov (United States)

    Attwell, Graham; Cook, John; Ravenscroft, Andrew

    The development of Technology Enhanced Learning has been dominated by the education paradigm. However social software and new forms of knowledge development and collaborative meaning making are challenging such domination. Technology is increasingly being used to mediate the development of work process knowledge and these processes are leading to the evolution of rhizomatic forms of community based knowledge development. Technologies can support different forms of contextual knowledge development through Personal Learning Environments. The appropriation or shaping of technologies to develop Personal Learning Environments may be seen as an outcome of learning in itself. Mobile devices have the potential to support situated and context based learning, as exemplified in projects undertaken at London Metropolitan University. This work provides the basis for the development of a Work Orientated MoBile Learning Environment (WOMBLE).

  16. 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…

  17. Ubiquitous Learning Project Using Life-Logging Technology in Japan

    Science.gov (United States)

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

    2014-01-01

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

  18. Lifelong Learning in Artistic Context Mediated by Advanced Technologies

    Science.gov (United States)

    Ferrari, Mirella

    2016-01-01

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

  19. Mobile Technology as a Learning Tool: Use and Effects

    Science.gov (United States)

    Ishtaiwa, Fawzi

    2014-01-01

    This study investigated students' actual use of mobile technology (MT) as a learning tool and identified their perceptions towards the effects of using MT on the learning process. It also examined the impact of students' academic major on their use and perceived effects of MT. The relationship between MT use and its effect on learning was explored…

  20. Editorial: Technology for higher education, adult learning and human performance

    Directory of Open Access Journals (Sweden)

    Minhong Wang

    2013-09-01

    Full Text Available This special issue is dedicated to technology-enabled approaches for improving higher education, adult learning, and human performance. Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals, institutions, and organizations to strengthen their competitive advantages. It becomes crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, advances in technology have been increasingly enabling and facilitating learning and knowledge-related initiatives.. They have largely extended learning opportunities through the provision of resource-rich and learner-centered environment, computer-based learning support, and expanded social interactions and networks. Papers in this special issue are representative of ongoing research on integration of technology with learning for innovation and sustainable development in higher education institutions and organizational and community environments.

  1. Journaling; an active learning technique.

    Science.gov (United States)

    Blake, Tim K

    2005-01-01

    Journaling is a method frequently discussed in nursing literature and educational literature as an active learning technique that is meant to enhance reflective practice. Reflective practice is a means of self-examination that involves looking back over what has happened in practice in an effort to improve, or encourage professional growth. Some of the benefits of reflective practice include discovering meaning, making connections between experiences and the classroom, instilling values of the profession, gaining the perspective of others, reflection on professional roles, and development of critical thinking. A review of theory and research is discussed, as well as suggestions for implementation of journaling into coursework.

  2. Reinforcement learning or active inference?

    Science.gov (United States)

    Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

    2009-07-29

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

  3. Reinforcement learning or active inference?

    Directory of Open Access Journals (Sweden)

    Karl J Friston

    2009-07-01

    Full Text Available This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

  4. Active Learning in the Middle Grades

    Science.gov (United States)

    Edwards, Susan

    2015-01-01

    What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

  5. 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.

  6. Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

    Directory of Open Access Journals (Sweden)

    Janine E. Trempy

    2009-12-01

    Full Text Available A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes, integrates science, math, engineering, and technology (SMET majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.

  7. Incorporating active learning in psychiatry education.

    Science.gov (United States)

    Kumar, Sonia; McLean, Loyola; Nash, Louise; Trigwell, Keith

    2017-06-01

    We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. We undertook a literature search on 'active learning', 'flipped classroom', 'problem-based learning' and 'psychiatry education'. The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new 'flipped classroom' format was developed for the Master of Medicine (Psychiatry). Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

  8. 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

  9. 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.

  10. Computer-Supported Co-operative Learning Systems: Interactive Group Technologies and Open Learning.

    Science.gov (United States)

    Davies, Dick

    1988-01-01

    Discussion of interactive technologies and open learning focuses on computer supported cooperative work (CSCW), especially computer based message systems, and their effects on open learning. Topics discussed include cooperative learning; distance learning; individualized instruction; local area networks; group communication; and design principles…

  11. Increased Technology Provision and Learning: Giving More for Nothing?

    Directory of Open Access Journals (Sweden)

    Emmanuelle Quillérou

    2011-10-01

    Full Text Available The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for studying and learning because of work and/or family commitments. This paper focuses on the actual use by distance learning students of different teaching and learning resources and their associated teaching technologies (learning tools. The organisation of one module has been conceptualised as a toolbox, encompassing all the learning tools provided to students. This toolbox also explicitly includes an embedded priority system for the examination of available learning resources, conceptualised as a traffic-light toolbox in this paper. Results from a survey on the resources actually used by students show that students are indeed time-constrained. Students consequently follow the priority system embedded into the module and do not use non-examinable resources much. This paper concludes that students’ specific needs or situations need to be considered for the design of an effective learning toolbox, as opposed to just providing a bundle of learning tools that may be effective on their own.

  12. Higher Education and Learning Technologies an Organisational Perspective

    OpenAIRE

    White, Su

    2006-01-01

    The uptake and diffusion of the use of learning technologies in UK Higher Education is an instance of the adoption of change. There has been considerable research into the ways in which the uptake and diffusion of innovation can bring about change processes. This work has identified the importance of barriers and drivers to change as a part of the process. Areas of study have included general instances, those specific to technology and those relevant to the use of learning technology in highe...

  13. Prototype-based active learning for lemmatization

    CSIR Research Space (South Africa)

    Daelemans, W

    2009-09-01

    Full Text Available Annotation of training data for machine learning is often a laborious and costly process. In Active Learning (AL), criteria are investigated that allow ordering the unannotated data in such a way that those instances potentially contributing most...

  14. Using technology to promote mobile learning: engaging students with cell phones in the classroom.

    Science.gov (United States)

    Robb, Meigan; Shellenbarger, Teresa

    2012-01-01

    Advancements in cell phone technology have impacted every aspect of society. Individuals have instant access to social networks, Web sites, and applications. Faculty need to consider using these mobile devices to enrich the classroom. The authors discuss how they successfully designed and incorporated cell phone learning activities into their classrooms. Teaching-learning strategies using cell phone technology and recommendations for overcoming challenges associated with cell phone use in the classroom are discussed.

  15. Implementation of Active Learning Method in Unit Operations II Subject

    OpenAIRE

    Ma'mun, Sholeh

    2018-01-01

    ABSTRACT: Active Learning Method which requires students to take an active role in the process of learning in the classroom has been applied in Department of Chemical Engineering, Faculty of Industrial Technology, Islamic University of Indonesia for Unit Operations II subject in the Even Semester of Academic Year 2015/2016. The purpose of implementation of the learning method is to assist students in achieving competencies associated with the Unit Operations II subject and to help in creating...

  16. 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.

  17. Technology-Supported Learning Environments in Science Classrooms in India

    Science.gov (United States)

    Gupta, Adit; Fisher, Darrell

    2012-01-01

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

  18. M-Learning Systems Design--Technology and Pedagogy Aspects

    Science.gov (United States)

    Gourova, Elissaveta; Asenova, Asya; Dulev, Pavlin

    2013-01-01

    Technology developments face universities with many challenges--to integrate technologies in educational processes, design new electronic materials, change teaching styles, and better meet the demands of the technology-savvy generation. The paper considers problems of m-learning adoption in Bulgaria at one Faculty of the Technical…

  19. Technology in Language Use, Language Teaching, and Language Learning

    Science.gov (United States)

    Chun, Dorothy; Smith, Bryan; Kern, Richard

    2016-01-01

    This article offers a capacious view of technology to suggest broad principles relating technology and language use, language teaching, and language learning. The first part of the article considers some of the ways that technological media influence contexts and forms of expression and communication. In the second part, a set of heuristic…

  20. Effects of DDL Technology on Genre Learning

    Science.gov (United States)

    Cotos, Elena; Link, Stephanie; Huffman, Sarah

    2017-01-01

    To better understand the promising effects of data-driven learning (DDL) on language learning processes and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a web-based platform containing an English language corpus annotated to enhance rhetorical input, a concordancer that was searchable for…

  1. Multi-User Virtual Environments for Learning: Experience and Technology Design

    Science.gov (United States)

    Di Blas, N.; Bucciero, A.; Mainetti, L.; Paolini, P.

    2012-01-01

    Multi-User Virtual Environments (MUVEs) are often used to support learning in formal and informal educational contexts. A technology-based educational experience consists of several elements: content, syllabus, roles, sequence of activities, assignments, assessment procedures, etc. that must be aligned with the affordances of the technologies to…

  2. Millennial generation student nurses' perceptions of the impact of multiple technologies on learning.

    Science.gov (United States)

    Montenery, Susan M; Walker, Marjorie; Sorensen, Elizabeth; Thompson, Rhonda; Kirklin, Dena; White, Robin; Ross, Carl

    2013-01-01

    To determine how millennial nursing students perceive the effects of instructional technology on their attentiveness, knowledge, critical thinking, and satisfaction. BACKGROUND Millennial learners develop critical thinking through experimentation, active participation, and multitasking with rapid shifts between technological devices. They desire immediate feedback. METHOD; A descriptive, longitudinal, anonymous survey design was used with a convenience sample of 108 sophomore, junior, and senior baccalaureate nursing students (participation rates 95 percent, winter, 85 percent, spring). Audience response, virtual learning, simulation, and computerized testing technologies were used. An investigator-designed instrument measured attentiveness, knowledge, critical thinking, and satisfaction (Cronbach's alphas 0.73, winter; 0.84, spring). Participants positively rated the audience response, virtual learning, and simulation instructional technologies on their class participation, learning, attention, and satisfaction. They strongly preferred computerized testing. Consistent with other studies, these students engaged positively with new teaching strategies using contemporary instructional technology. Faculty should consider using instructional technologies.

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

    DEFF Research Database (Denmark)

    Hansbøl, Mikala

    . 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...... Technology, Innovation, Care and Learning (VIOL) 2013-2014 focuses on ways to develop welfare technology related teaching and learning practices in and across eight professional bachelor programs at University College Zealand (www.ucsj.dk). The project’s ambition is to further develop educational programs...... professional education programs. This is referred to in the paper as an “educational technology” approach (ibid.). The proposition in the paper is, that each of the cases illustrate and shed light on the same fundamental educational challenge: that even though we engage digital technologies in the educational...

  4. 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.

  5. 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.

  6. 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…

  7. The Potential of Using Virtual Reality Technology in Physical Activity Settings

    Science.gov (United States)

    Pasco, Denis

    2013-01-01

    In recent years, virtual reality technology has been successfully used for learning purposes. The purposes of the article are to examine current research on the role of virtual reality in physical activity settings and discuss potential application of using virtual reality technology to enhance learning in physical education. The article starts…

  8. NFC LearnTracker: Seamless support for learning with mobile and sensor technology

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Specht, Marcus

    2014-01-01

    Lifelong learning activities are scattered along the day, in different locations and making use of multiple devices. Most of the times adults have to merge learning, work and everyday life making it difficult to have an account on how much time is devoted to learning activities and learning goals.

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

    Science.gov (United States)

    Bullock, Alison; Webb, Katie

    2015-01-01

    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. PMID:26341127

  10. 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

  11. 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/

  12. Cooperative Activities in Interactive Distance Learning.

    Science.gov (United States)

    Bard, Therese Bissen

    1996-01-01

    Discusses the use of cooperative learning activities in interactive distance learning classes at the University of Hawaii School of Library and Information Studies. Topics include dyad and small group discussions, group projects, evaluating cooperative learning on interactive television, effect on academic performance, students' evaluation, and…

  13. 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...

  14. Mobile technology: implications of its application on learning

    Directory of Open Access Journals (Sweden)

    Samuel Adesola Adeyemo

    2013-09-01

    Full Text Available Learning in Nigeria is considered to have taken a new dimension as the Distance Learning Centre (DLC of the University of Ibadan has created wider access to learning through the application of mobile technology to learning with particular reference to mobile phones use for the teaching and learning process. By this, the Centre seeks to achieve one of the major objectives of the Nigerian National Policy on Education, which is the provision of equal educational opportunities to all citizens at different levels of education. The paper therefore presents the attendant challenges of introducing such an innovative idea to learning at the University of Ibadan using a sampled population of 201 in a Focus Group Discussion (FGD held among learners under the Distance Learning platform to establish the benefits and problems of using mobile phones for learning in the University of Ibadan.

  15. JTEL Winter School for Advanced Technologically Enhanced Learning

    NARCIS (Netherlands)

    Glahn, Christian; Gruber, Marion

    2010-01-01

    Glahn, C., & Gruber, M. (2010). JTEL Winter School for Advanced Technologically Enhanced Learning. In ~mail. Das Magazin des Tiroler Bildungsinstituts, 01/10, März (p. 3-4). Innsbruck: Grillhof, Medienzentrum.

  16. 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....

  17. 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.

  18. The strategic use of lecture recordings to facilitate an active and self-directed learning approach

    OpenAIRE

    Topale, Luminica

    2016-01-01

    Background New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhanc...

  19. Enabling Creative Learning Design through Semantic Technologies

    Science.gov (United States)

    Charlton, Patricia; Magoulas, George; Laurillard, Diana

    2012-01-01

    The paper advocates an approach to learning design that considers it as creating digital artefacts that can be extended, modified and used for different purposes. This is realised through an "act becoming artefact" cycle, where users' actions in the authors' software environment, named Learning Designer, are automatically interpreted on…

  20. Workplace Learning as a Cultural Technology.

    Science.gov (United States)

    Solomon, Nicky

    2001-01-01

    Despite the raised status of learning in workplace culture, workplace learning may be experienced as oppressive or disempowering when it must conform to cultural norms or learner differences are made invisible. Workplace educators should understand culture as an evolving entity and challenge oppressive workplace practices. (Contains 16…

  1. Using Technology to Support Visual Learning Strategies

    Science.gov (United States)

    O'Bannon, Blanche; Puckett, Kathleen; Rakes, Glenda

    2006-01-01

    Visual learning is a strategy for visually representing the structure of information and for representing the ways in which concepts are related. Based on the work of Ausubel, these hierarchical maps facilitate student learning of unfamiliar information in the K-12 classroom. This paper presents the research base for this Type II computer tool, as…

  2. Keeping learning central: a model for implementing emerging technologies

    Directory of Open Access Journals (Sweden)

    Irmgard U. Willcockson

    2010-01-01

    Full Text Available Felt problem: Technology integration continues to be a challenge for health science faculty. While students expect emerging technologies to be used in the classroom, faculty members desire a strategic process to incorporate technology for the students’ benefit. Our solution: We have developed a model that provides faculty a strategy for integrating emerging technologies into the classroom. The model is grounded in student learning and may be applied to any technology. We present the model alongside examples from faculty who have used it to incorporate technology into their health sciences classrooms.

  3. Keeping learning central: a model for implementing emerging technologies.

    Science.gov (United States)

    Willcockson, Irmgard U; Phelps, Cynthia L

    2010-01-15

    FELT PROBLEM: Technology integration continues to be a challenge for health science faculty. While students expect emerging technologies to be used in the classroom, faculty members desire a strategic process to incorporate technology for the students' benefit. OUR SOLUTION: We have developed a model that provides faculty a strategy for integrating emerging technologies into the classroom. The model is grounded in student learning and may be applied to any technology. We present the model alongside examples from faculty who have used it to incorporate technology into their health sciences classrooms.

  4. 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.

  5. 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…

  6. 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…

  7. Interactive learning environments in augmented reality technology

    Directory of Open Access Journals (Sweden)

    Rafał Wojciechowski

    2010-01-01

    Full Text Available In this paper, the problem of creation of learning environments based on augmented reality (AR is considered. The concept of AR is presented as a tool for safe and cheap experimental learning. In AR learning environments students may acquire knowledge by personally carrying out experiments on virtual objects by manipulating real objects located in real environments. In the paper, a new approach to creation of interactive educational scenarios, called Augmented Reality Interactive Scenario Modeling (ARISM, is mentioned. In this approach, the process of building learning environments is divided into three stages, each of them performed by users with different technical and domain knowledge. The ARISM approach enables teachers who are not computer science experts to create AR learning environments adapted to the needs of their students.

  8. 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.

  9. 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…

  10. Technology Enhanced Learning in Programming Courses--International Perspective

    Science.gov (United States)

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

    2017-01-01

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

  11. Building Virtual Teams: Experiential Learning Using Emerging Technologies

    Science.gov (United States)

    Hu, Haihong

    2015-01-01

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

  12. 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…

  13. Pervasive Computing and Communication Technologies for U-Learning

    Science.gov (United States)

    Park, Young C.

    2014-01-01

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

  14. Composing with New Technology: Teacher Reflections on Learning Digital Video

    Science.gov (United States)

    Bruce, David L.; Chiu, Ming Ming

    2015-01-01

    This study explores teachers' reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers (n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey…

  15. Planning for Technology Integration in a Professional Learning Community

    Science.gov (United States)

    Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

    2017-01-01

    Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

  16. 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…

  17. Gender Differences in Attitudes towards Learning Oral Skills Using Technology

    Science.gov (United States)

    Harb, Jibrel; Abu Bakar, Nadzrah; Krish, Pramela

    2014-01-01

    This paper reports a quantitative study on gender differences in attitudes when learning oral skills via technology. The study was conducted at Tafila Technical University, Jordan, with 70 female and 30 male students, to find out if female students are better and faster in learning a language than male. Specifically, it seeks to investigate…

  18. 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…

  19. Integrating Podcast Technology Effectively into Student Learning: A Reflexive Examination

    Science.gov (United States)

    Hill, Jennifer; Nelson, Amanda; France, Derek; Woodland, Wendy

    2012-01-01

    This paper examines undergraduate student perceptions of the learning utility of video podcasts. The perceived and actual effectiveness of the technology was assessed by written questionnaire, focus groups and assessment results. The podcasts were perceived as effective in supporting learning, largely by offering a flexible and visual learning…

  20. Evaluating Recommender Systems for Technology Enhanced Learning: A Quantitative Survey

    Science.gov (United States)

    Erdt, Mojisola; Fernandez, Alejandro; Rensing, Christoph

    2015-01-01

    The increasing number of publications on recommender systems for Technology Enhanced Learning (TEL) evidence a growing interest in their development and deployment. In order to support learning, recommender systems for TEL need to consider specific requirements, which differ from the requirements for recommender systems in other domains like…

  1. Technology and human issues in reusing learning objects

    NARCIS (Netherlands)

    Collis, Betty; Strijker, A.

    2004-01-01

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

  2. Adaptive E-Learning Environments: Research Dimensions and Technological Approaches

    Science.gov (United States)

    Di Bitonto, Pierpaolo; Roselli, Teresa; Rossano, Veronica; Sinatra, Maria

    2013-01-01

    One of the most closely investigated topics in e-learning research has always been the effectiveness of adaptive learning environments. The technological evolutions that have dramatically changed the educational world in the last six decades have allowed ever more advanced and smarter solutions to be proposed. The focus of this paper is to depict…

  3. Evaluating the Impact of Technology Integration in Teaching and Learning

    Science.gov (United States)

    Adedokun-Shittu, Nafisat Afolake; Shittu, Abdul Jaleel Kehinde

    2014-01-01

    This article reports the impacts of technology integration on teaching and learning from a study that examines the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and the survey instrument employed for both the students and the lecturers is a…

  4. Podagogy: The iPod as a Learning Technology

    Science.gov (United States)

    Dale, Crispin; Pymm, John M.

    2009-01-01

    With the growing influence of social media on contemporary society, educators have to adapt to new ways of engaging students in the learning process. The use of iPod technologies, as part of this new breed of social media and associated gadgetry, offers fresh opportunities to enhance the student learning experience. As part of a research project…

  5. Editorial: Technology for higher education, adult learning and human performance

    OpenAIRE

    Minhong Wang; Chi-Cheng Chang; Feng Wu

    2013-01-01

    This special issue is dedicated to technology-enabled approaches for improving higher education, adult learning, and human performance. Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals, institutions, and organizations to strengthen their competitive advantages. It becomes crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, advances in t...

  6. Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning

    Science.gov (United States)

    Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

    2016-01-01

    In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and…

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

    Science.gov (United States)

    Lwoga, Edda

    2012-01-01

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

  8. Multimodal Learning Analytics and Education Data Mining: Using Computational Technologies to Measure Complex Learning Tasks

    Science.gov (United States)

    Blikstein, Paulo; Worsley, Marcelo

    2016-01-01

    New high-frequency multimodal data collection technologies and machine learning analysis techniques could offer new insights into learning, especially when students have the opportunity to generate unique, personalized artifacts, such as computer programs, robots, and solutions engineering challenges. To date most of the work on learning analytics…

  9. Kinaesthetic Learning Activities and Learning about Solar Cells

    Science.gov (United States)

    Richards, A. J.; Etkina, Eugenia

    2013-01-01

    Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…

  10. What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

    Directory of Open Access Journals (Sweden)

    Kenneth Akiha

    2018-01-01

    Full Text Available Despite the need for a strong Science, Technology, Engineering, and Math (STEM workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon moving from secondary to post-secondary STEM courses. This study compares classroom observation data collected using the Classroom Observation Protocol for Undergraduate STEM from over 450 middle school, high school, introductory-level university, and advanced-level university classes across STEM disciplines. We find similarities between middle school and high school classroom instruction, which are characterized by a large proportion of time spent on active-learning instructional strategies, such as small-group activities and peer discussion. By contrast, introductory and advanced university instructors devote more time to instructor-centered teaching strategies, such as lecturing. These instructor-centered teaching strategies are present in classes regardless of class enrollment size, class period length, or whether or not the class includes a separate laboratory section. Middle school, high school, and university instructors were also surveyed about their views of what STEM instructional practices are most common at each educational level and asked to provide an explanation of those perceptions. Instructors from all levels struggled to predict the level of lecturing practices and often expressed uncertainty about what instruction looks like at levels other than their own. These findings suggest that more opportunities need to be created for instructors across multiple levels of the education system to share their active-learning teaching practices and

  11. A Little TLC (Technology Learning Cycle) as a Means to Technology Integration.

    Science.gov (United States)

    Marra, Rose M.; Howland, Jane; Wedman, Judy; Diggs, Laura

    2003-01-01

    Discusses the need for elementary and secondary school teachers to integrate technology into the classroom and explains the University of Missouri's (Columbia, MO) technology-focused development program, the Technology Learning Cycle (TLC), for faculty who teach undergraduate teacher methods courses. Examines the application of the TLC to two…

  12. Teaching Technological Knowledge: Determining and Supporting Student Learning of Technological Concepts

    Science.gov (United States)

    Compton, Vicki J.; Compton, Ange D.

    2013-01-01

    This paper reports on findings related to Technological Knowledge from Stage Two of the "Technological Knowledge and Nature of Technology: Implications for teaching and learning" ("TKNoT: Imps") research project undertaken in 2009. A key focus in Stage Two was the trialing of different teaching strategies to determine how…

  13. Educators, Learners and Active Learning Methodologies

    Science.gov (United States)

    Kane, Liam

    2004-01-01

    Picking up from a previous publication in IJLE, the primary objective of this article is to engage in a critical analysis of the concept and practice of 'active' (including 'participatory') learning as well as the usefulness to educators of 'active learning methodologies'. Through a review of relevant literature and research, highlighting problems…

  14. Faculty Adoption of Active Learning Classrooms

    Science.gov (United States)

    Van Horne, Sam; Murniati, Cecilia Titiek

    2016-01-01

    Although post-secondary educational institutions are incorporating more active learning classrooms (ALCs) that support collaborative learning, researchers have less often examined the cultural obstacles to adoption of those environments. In this qualitative research study, we adopted the conceptual framework of activity theory to examine the…

  15. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

    2010-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

  16. Active Ageing, Active Learning: Policy and Provision in Hong Kong

    Science.gov (United States)

    Tam, M.

    2011-01-01

    This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

  17. Technological learning through international collaboration: Lessons from the field

    Science.gov (United States)

    Wood, Danielle; Weigel, Annalisa

    2013-02-01

    Countries on every continent are making new or renewed commitments to domestic satellite programs. These programs have the potential to address national needs by enhancing access to information, improving infrastructure and providing inspiration to the public. How do countries without local expertise in space technology begin a new satellite program? What is the role of international collaboration in supporting the efforts of a new space fairing country? This paper explores such questions by highlighting outputs from intensive field work in Africa and Asia. Specifically, the study explores case studies of early space activity in these countries to search for lessons about the management of a young space program. The observations from field work are compared to ideas from scholarly literature on technological learning. The findings are organized using principles from systems architecture. The paper presents a model that captures many of the influences and strategic decision areas for a collaborative satellite development project. The paper also highlights the growth of capability among African countries in the area of satellite technology.

  18. Google classroom as a tool for active learning

    Science.gov (United States)

    Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad

    2016-08-01

    As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom's active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom's tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students' satisfaction towards the Google Classroom's active learning activities.

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

    Science.gov (United States)

    Kuda Malwathumullage, Chamathca Priyanwada

    observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors' pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors' contributions to advance scholarship of teaching and learning.

  20. Deriving a Typology of Web 2.0 Learning Technologies

    Science.gov (United States)

    Bower, Matt

    2016-01-01

    This paper presents the methods and outcomes of a typological analysis of Web 2.0 technologies. A comprehensive review incorporating over 2000 links led to identification of over 200 Web 2.0 technologies that were suitable for learning and teaching purposes. The typological analysis involved development of relevant Web 2.0 dimensions, grouping…

  1. 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

  2. Enhancing Learning and Teaching with Technology: What the Research Says

    Science.gov (United States)

    Luckin, Rosemary, Ed.

    2018-01-01

    The educational technology sector is growing fast, with schools, colleges and universities more than ever looking for the best ways to use technology in the classroom. At the same time, there is an increasing appetite for learning and teaching practices to be backed up by evidence. However, there are few resources that bring these two things…

  3. Enhancing Mathematical Learning in a Technology-Rich Environment

    Science.gov (United States)

    Suh, Jennifer M.; Johnston, Christopher J.; Douds, Joshua

    2008-01-01

    This article describes teachers working collaboratively to plan mathematics lessons in a technology-rich environment. Addressing the needs of their diverse students, in particular, English Language Learners and students with special needs, the authors discuss how a technology-rich learning environment influences critical features of the classroom.…

  4. Disruptive Silence: Deepening Experiential Learning in the Absence of Technology

    Science.gov (United States)

    Smith, Carol A.; Parks, Rodney; Parrish, Jesse; Swirski, Ryan

    2018-01-01

    Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people's lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology…

  5. Information Technologies and Globalization: New Perspectives of Teaching Learning Process

    Science.gov (United States)

    Hussain, Irshad

    2008-01-01

    This article discusses how information technologies and globalization have opened new avenues and horizons for educators and learners. It discusses different experiences of using information and communication technologies (ICTs) in teaching learning process the world over in the age of globalization. It focuses on the ways these new trends have…

  6. 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…

  7. A Research Agenda for Geospatial Technologies and Learning

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Swart, Ruth

    2017-03-01

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

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

    Directory of Open Access Journals (Sweden)

    Maslin Masrom

    2008-12-01

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

  10. 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.

  11. 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.

  12. 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.

  13. Integrating Digital Technologies in Teaching Learning Process

    Science.gov (United States)

    Nagarajan, R.; Velmanirajan, K.; Kanna, K. Sankesh

    2013-01-01

    India has made impressive strides in the application of information and communication technology in recent years and this has reflected in a vibrant and fast growing economy. It is now an acknowledged world leader in the knowledge industry. In this paper an attempt is made to highlight the role of Information and Communication Technology (ICT) in…

  14. Indigenous Learning Preferences and Interactive Technologies

    Science.gov (United States)

    Kitchenham, Andrew

    2017-01-01

    This three-year research study examined the influence of interactive technologies on the math achievement of Indigenous students in Years 4, 5, 6 and 7 technology-equipped classrooms in a rural elementary school in British Columbia, Canada. Using a mixed-methods approach, the researcher conducted semistructured interviews and collected math…

  15. Brain-Based Learning With Technological Support

    Science.gov (United States)

    Miller, Anita

    2004-01-01

    Utilization of technology in secondary schools is varied and depends on the training and interest of the individual instructors. Even though technology has advanced way beyond its utilitarian roots of being viewed solely by educators as a useful machine for teachers to key exams and worksheets on, there are still many secondary educators who still…

  16. Learning Consequences of Mobile-Computing Technologies: Differential Impacts on Integrative Learning and Skill-Focused Learning

    Science.gov (United States)

    Kumi, Richard; Reychav, Iris; Sabherwal, Rajiv

    2016-01-01

    Many educational institutions are integrating mobile-computing technologies (MCT) into the classroom to improve learning outcomes. There is also a growing interest in research to understand how MCT influence learning outcomes. The diversity of results in prior research indicates that computer-mediated learning has different effects on various…

  17. 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

  18. Digital technologies, participatory learning and the transformation of students’ conduct of everyday life

    DEFF Research Database (Denmark)

    Schraube, Ernst

    The teaching and learning spaces at universities are in transformation. With the incorporation of electronic technologies like ipads, smart boards and electronic platforms like “moodle” new digital spaces are emerging in educational practices. These technological spaces are not only useful tools...... expanding human activities, they are also powerful socio-political “forms of life” (Langdon Winner) transforming fundamentally the practice of teaching and learning as well as the students’ conduct of everyday life. The paper explores the meaning of digital learning spaces at universities (especially......, the paper examines the contradictory forms of participation materialized in digital learning spaces and explores how they might relate to the development of expansive learning....

  19. Learning models of activities involving interacting objects

    DEFF Research Database (Denmark)

    Manfredotti, Cristina; Pedersen, Kim Steenstrup; Hamilton, Howard J.

    2013-01-01

    We propose the LEMAIO multi-layer framework, which makes use of hierarchical abstraction to learn models for activities involving multiple interacting objects from time sequences of data concerning the individual objects. Experiments in the sea navigation domain yielded learned models that were...... then successfully applied to activity recognition, activity simulation and multi-target tracking. Our method compares favourably with respect to previously reported results using Hidden Markov Models and Relational Particle Filtering....

  20. THE SUBJECTIVE HUMAN PRODUCTIVITY IN LEARNING ACTIVITIES

    OpenAIRE

    Olga Yurievna Galiullina

    2015-01-01

    The article discusses the relationship of divergent thinking and achievement in learning activities. J. Guilford and some Russian scientists, divergent thinking is understood as a common creative ability. To be creators, to initiate and carry out initial practice and other forms of specifically human activity is to be subject. This ability – the main characteristic of subjectivity. Proved the importance of the relationship of divergent thinking and achievement in learning activities, for disc...

  1. 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.

  2. 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.

  3. Students’ mathematical learning in modelling activities

    DEFF Research Database (Denmark)

    Kjeldsen, Tinne Hoff; Blomhøj, Morten

    2013-01-01

    Ten years of experience with analyses of students’ learning in a modelling course for first year university students, led us to see modelling as a didactical activity with the dual goal of developing students’ modelling competency and enhancing their conceptual learning of mathematical concepts...... create and help overcome hidden cognitive conflicts in students’ understanding; that reflections within modelling can play an important role for the students’ learning of mathematics. These findings are illustrated with a modelling project concerning the world population....

  4. Pathways for Learning from 3D Technology

    Science.gov (United States)

    Carrier, L. Mark; Rab, Saira S.; Rosen, Larry D.; Vasquez, Ludivina; Cheever, Nancy A.

    2012-01-01

    The purpose of this study was to find out if 3D stereoscopic presentation of information in a movie format changes a viewer's experience of the movie content. Four possible pathways from 3D presentation to memory and learning were considered: a direct connection based on cognitive neuroscience research; a connection through "immersion"…

  5. Operant Conditioning and Learning: Examples, Sources, Technology.

    Science.gov (United States)

    Pedrini, Bonnie C.; Pedrini, D. T.

    The purpose of this paper is to relate psychology to teaching generally, and to relate behavior shaping to curriculum, specifically. Focusing on operant conditioning and learning, many studies are cited which illustrate some of the work being done toward effectively shaping or modifying student behavior whether in terms of subject matter or…

  6. Learning Technology and Engineering Principles through Golf

    Science.gov (United States)

    Yoshikawa, Emily; Bartholomew, Scott R.

    2018-01-01

    While the physical exercise of playing golf and the sheer enjoyment of the sport are both positive benefits, there are subtler opportunities for golf to be used in conjunction with other ideas for learning in K-12 education; the mechanics and details behind the sport, as well as the variety of clubs, courses, and swings are all potential…

  7. "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…

  8. Technologic spin-off from CNEA's activities

    International Nuclear Information System (INIS)

    Belinco, Cesar G.

    2001-01-01

    An analysis is made of the spin-off of technology from the nuclear activities in Argentina. Several examples are mentioned in fields such as material sciences, non-destructive testing, forensic research, space activities, instrumentation as well as in environmental studies

  9. The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management

    Science.gov (United States)

    Barhoumi, Chokri

    2015-01-01

    This research paper explores the effectiveness of using mobile technologies to support a blended learning course titled Scientific Research Methods in Information Science. Specifically, it discusses the effects of WhatsApp mobile learning activities guided by activity theory on students' knowledge Management (KM). During the 2014 academic year,…

  10. 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?

  11. A Mixed Learning Technology Approach for Continuing Medical Education

    Directory of Open Access Journals (Sweden)

    Vernon R. Curran

    2003-01-01

    Full Text Available Introduction: Distance learning technologies have been used for many years to provide CME to rural physicians. The purpose of this study was to evaluate the utility and acceptability of a mixed learning technology approach for providing distance CME. The approach combined audio teleconferencing instruction with a Web-based learning system enabling the live presentation and archiving of instructional material and media, asynchronous computer conferencing discussions, and access to supplemental online learning resources. Methodology: The study population was comprised of physicians and nurse practitioners who participated in audio teleconference sessions, but did not access the Web-based learning system (non-users; learners who participated in audio teleconferences and accessed the Web-based system (online users; and faculty. The evaluation focused upon faculty and learners’ experiences and perceptions of the mixed learning technology approach; the level of usage; and the effectiveness of the approach in fostering non-mandatory, computer-mediated discussions. Results and Discussion: The users of the Web-based learning system were satisfied with its features, ease of use, and the ability to access online CME instructional material. Learners who accessed the system reported a higher level of computer skill and comfort than those who did not, and the majority of these users accessed the system at times other than the live audio teleconference sessions. The greatest use of the system appeared to be for self-directed learning. The success of a mixed learning technology approach is dependent on Internet connectivity and computer access; learners and faculty having time to access and use the Web; comfort with computers; and faculty development in the area of Web-based teaching.

  12. Strategy of nuclear power technology: learn from Korea experience

    International Nuclear Information System (INIS)

    Sriyana; Nurlaila

    2003-01-01

    Technology is one of the economic and social elements which play an important role in modernization process. When modernity ideas come into society, technology will become fundamental prerequisite for the shake of its form of modem economic social system of the society. Therefore, various effort modernize society involve program of transfer technology in main agenda. Purpose of this study is to choose a process of technology transfer and according to be able to reach for technological ability of nuclear power self-reliance. This research is conducted by study of existing literature, namely learn from experience of Korea which have succeeded to develop nuclear energy technology with self-reliance. While this research scope is to describe the process of technology transfer and according to be able to reach for technological ability of nuclear energy self-reliance. This study conclude that program of technology transfer have to start since nuclear power development pre-project period, project construction of NPP period and also in operation period. To reach for technological ability of self-reliance require to be done by long-term program and require to be build by several units which last for a transfer of technology. Government Commitment to have important role also have to be strong to push the happening of technology transfer. Institutions in concerned should have to be clear and hold responsible according to its interest. National industries as executor of technology transfer require to be given by larger ones opportunity in course of transfer this technology. (author)

  13. Active learning increases student performance in science, engineering, and mathematics.

    Science.gov (United States)

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

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

    Directory of Open Access Journals (Sweden)

    Ozlem OZAN,

    2010-04-01

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

  15. The Videoconferencing Learning Environment: Technology, Interaction and Learning Intersect

    Science.gov (United States)

    Saw, K. G.; Majid, Omar; Ghani, N. Abdul; Atan, H.; Idrus, R. M.; Rahman, Z. A.; Tan, K. E.

    2008-01-01

    This paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more…

  16. 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…

  17. Competency and an active learning program in undergraduate nursing education.

    Science.gov (United States)

    Shin, Hyunsook; Sok, Sohyune; Hyun, Kyung Sun; Kim, Mi Ja

    2015-03-01

    To evaluate the effect of an active learning program on competency of senior students. Active learning strategies have been used to help students achieve desired nursing competency, but their effectiveness has not been systematically examined. A descriptive, cross-sectional comparative design was used. Two cohort group comparisons using t-test were made: one in an active learning group and the other in a traditional learning group. A total of 147 senior nursing students near graduation participated in this study: 73 in 2010 and 74 in 2013. The active learning program incorporated high-fidelity simulation, situation-based case studies, standardized patients, audio-video playback, reflective activities and technology such as a SmartPad-based program. The overall scores of the nursing competency in the active group were significantly higher than those in the traditional group. Of five overall subdomains, the scores of the special and general clinical performance competency, critical thinking and human understanding were significantly higher in the active group than in the traditional group. Importance-performance analysis showed that all five subdomains of the active group clustered in the high importance and high performance quadrant, indicating significantly better achievements. In contrast, the students in the traditional group showed scattered patterns in three quadrants, excluding the low importance and low performance quadrants. This pattern indicates that the traditional learning method did not yield the high performance in most important areas. The findings of this study suggest that an active learning strategy is useful for helping undergraduate students to gain competency. © 2014 John Wiley & Sons Ltd.

  18. Adoption of Mobile Technology in Higher Education: Students Perceptions of English Language Learning Using Smart Phones

    OpenAIRE

    Gunadevi K. Jeevi Subramaniam; Raja Nor Safinas Raja Harun

    2013-01-01

    A change in technology is something that keeps on happening in learning and it creates new challenges for pedagogy. The purpose of this study is to explore students? perceptions of using smart phones and the use of the smart phone during English oral communication activity as a tool to find information by the students. This paper includes the preliminary results of a study on students? perceptions of using smart phones in the English language learning classroom. In total, 150 students using s...

  19. Conditions for Apprentices' Learning Activities at Work

    Science.gov (United States)

    Messmann, Gerhard; Mulder, Regina H.

    2015-01-01

    The aim of this study was to investigate how apprentices' learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices' competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the…

  20. Active Learning through Toy Design and Development

    Science.gov (United States)

    Sirinterlikci, Arif; Zane, Linda; Sirinterlikci, Aleea L.

    2009-01-01

    This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the…

  1. Discussing Active Learning from the Practitioner's Perspective

    Science.gov (United States)

    Bamba, Priscilla

    2015-01-01

    The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…

  2. Child Development: An Active Learning Approach

    Science.gov (United States)

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  3. DEVELOPMENT AND IMPLEMENTATION A PLATFORM FOR E-LEARNING WITH MULTIMEDIA TECHNOLOGY

    Directory of Open Access Journals (Sweden)

    Serbanescu Luminita

    2009-05-01

    Full Text Available The e-learning system provides the development of the learning process by organizing and correlating the following: general managerial activities, organizing activities of the learning process, sustaining activities of the learning process. This article c

  4. The Development of the Assessment for Learning Model of Mathematics for Rajamangala University of Technology Rattanakosin

    Directory of Open Access Journals (Sweden)

    Wannaree Pansiri

    2016-12-01

    Full Text Available The objectives of this research were 1 to develop the assessment for learning model of Mathematics for Rajamangala University 2 to study the effectivness of assessment for learning model of Mathematics for Rajamagala University of Technology Rattanakosin. The research target group consisted of 72 students from 3 classes and 3 General Mathematics teachers. The data was gathered from observation, worksheets, achievement test and skill of assessment for learning, questionnaire of the assessment for learning model of Mathematics. The statistics that used in this research were Frequency, Percentage, Mean, Standard Deviation, and Growth Score. The results of this research were 1. The assessment of learning model of Mathematics for Rajamangala University of Technology Rattanakosin consisted of 3 components ; 1. Pre-assessment which consisted of 4 activities ; a Preparation b Teacher development c Design and creation the assessment plan and instrument for assessment and d Creation of the learning experience plan 2. The component for assessment process consisted of 4 steps which were a Identifying the learning objectives and criteria b Identifying the learning experience plan and assessment follow the plan c Learning reflection and giving feedback and d Learner development based on information and improve instruction and 3. Giving feedback component. 2. The effective of assessment for learning model found that most students had good score in concentration, honest, responsibilities, group work, task presentation, worksheets, and doing exercises. The development knowledge of learning and knowledge and skill of assessment for learning of lecturers were fairly good. The opinion to the assessment for learning of learners and assessment for learning model of Mathematics of teachers found that was in a good level.

  5. 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.

  6. An Active Learning Project for Forage Courses.

    Science.gov (United States)

    Hall, M. H.

    1989-01-01

    Presented is a successfully implemented active learning project and results of a survey to assess the success of the project. Materials and methods are discussed, and an example of one project is provided. (Author/CW)

  7. Doing physical activity – not learning

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2017-01-01

    reform with 45 minutes of daily physical activity was introduced to enhance the pupils’ health, well-being and learning capabilities. Instead of focusing on learning bodily skills, physical activities has become an instrument to improve learning in the academic subjects. Physical activities...... to Annerstedt’s (2008) analysis of PE, it seems crucial that if physical activities in schools should contribute to at least well-being and learning, the teaching content (the doing) and strategies must prioritize and engaging pupils in the inherent qualities of physical education (Kretchmar, 2000). References......: Annerstedt, C. (2008). Physical education in Scandinavia with a focus on Sweden: a comparative perspective. Physical Education & Sport Pedagogy, 13(4), 303–318. Biesta, G. J. J. (2010). Why “What Works” Still Won’t Work: From Evidence-Based Education to Value-Based Education. Studies in Philosophy...

  8. Activating teaching methods, studying responses and learning

    OpenAIRE

    Christensen, Hans Peter; Vigild, Martin E.; Thomsen, Erik; Szabo, Peter; Horsewell, Andy

    2009-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed. Peer Reviewed

  9. Editorial: Technology for higher education, adult learning and professional development

    Directory of Open Access Journals (Sweden)

    Minhong Wang

    2014-09-01

    Full Text Available The basis of competition has shifted more towards the assimilation and creation of knowledge in the fiercely competitive and evolving digital age. Learning has therefore become crucial for sustainable development and innovation across individual, organizational, and community levels. Papers in this special issue are representative of ongoing research on integration of technology with learning and knowledge management in higher education institutions and organizational and community environments.

  10. 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.

  11. 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,…

  12. Technology Review for Mobile Multimedia Learning Environments

    Science.gov (United States)

    Styliaras, Georgios

    2015-01-01

    Nowadays, the technological advancement in mobile devices has made possible the development of hypermedia applications that exploit their features. A potential application domain for mobile devices is multimedia educational applications and modules. Such modules may be shared, commented and further reused under other circumstances through the…

  13. Teacher and Technology, New Designs for Learning.

    Science.gov (United States)

    Trow, William Clark

    Technological devices present a challenge that educators cannot afford to ignore. Properly incorporated into a controlled environment, these tools need not bring about any dehumanization of the schools. Traditional teaching methods, promotion policies, marking practices, and classrooms organized by grade level may allow control over what is…

  14. Informal and Deliberate Learning with New Technologies

    Science.gov (United States)

    Trinder, Ruth

    2017-01-01

    Due to the ready availability of new technologies, opportunities for the incidental as well as deliberate practice of English have multiplied and far exceed what can be done in more formal environments. Yet, despite the sizeable literature on the classroom-based use of specific digital resources, few studies have investigated how students evaluate…

  15. Tema 2: Robot technologies, autism and designs for learning

    Directory of Open Access Journals (Sweden)

    Mikala Hansbøl

    2015-12-01

    Full Text Available The field of robot technologies and education is rapidly evolving. Within only a few years, internationally and in Denmark, the focus on educational service robots and educational robotics has become more widespread. The 2015 NMC Technology Outlook report providing a technology outlook on Scandinavian schools places robotics and programming within a four to five year time-to-adoption period. At the moment in Denmark, many municipalities are initiating trials, investing in and engaging a diverse range of robot technologies in both daycare and schools. The field of education and robot 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.

  16. Using Information Technology in the Navy Lessons Learned System to Improve Organizational Learning

    National Research Council Canada - National Science Library

    Garvey, Michael

    2001-01-01

    ...). The purpose of this thesis is to examine the various factors that influence organizational learning such as structure, environment, and culture and to examine how Information Technology can be used...

  17. Dopamine, reward learning, and active inference

    Directory of Open Access Journals (Sweden)

    Thomas eFitzgerald

    2015-11-01

    Full Text Available Temporal difference learning models propose phasic dopamine signalling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behaviour. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings.

  18. Extracurricular Activities, an Alternative for Interdisciplinary Learning

    OpenAIRE

    Carmen Maria CHISIU

    2013-01-01

    Extracurricular activities include multiple measures of education and training. They are characterized by a greater variety and flexibility, providing better options for folding the particular skills and interests of students, satisfying the greater needs of children and young people, having at the same time a strong band. As extracurricular activities are not unequivocally associated to content, they may be an opportunity for interdisciplinary learning, which is much closer to learning to li...

  19. People with Learning Disabilities and "Active Ageing"

    Science.gov (United States)

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

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

    Science.gov (United States)

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

    2013-06-01

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

  1. 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)

  2. 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.

  3. Methodologies and Intelligent Systems for Technology Enhanced Learning

    CERN Document Server

    Gennari, Rosella; Vittorini, Pierpaolo; Prieta, Fernando

    2015-01-01

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

  4. 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.

  5. 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

    2017-10-01

    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.

  6. 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.

  7. Assembling university learning technologies for an open world

    DEFF Research Database (Denmark)

    Hannon, John; Riddle, Matthew; Ryberg, Thomas

    2014-01-01

    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......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...

  8. Automatic Earthquake Detection by Active Learning

    Science.gov (United States)

    Bergen, K.; Beroza, G. C.

    2017-12-01

    In recent years, advances in machine learning have transformed fields such as image recognition, natural language processing and recommender systems. Many of these performance gains have relied on the availability of large, labeled data sets to train high-accuracy models; labeled data sets are those for which each sample includes a target class label, such as waveforms tagged as either earthquakes or noise. Earthquake seismologists are increasingly leveraging machine learning and data mining techniques to detect and analyze weak earthquake signals in large seismic data sets. One of the challenges in applying machine learning to seismic data sets is the limited labeled data problem; learning algorithms need to be given examples of earthquake waveforms, but the number of known events, taken from earthquake catalogs, may be insufficient to build an accurate detector. Furthermore, earthquake catalogs are known to be incomplete, resulting in training data that may be biased towards larger events and contain inaccurate labels. This challenge is compounded by the class imbalance problem; the events of interest, earthquakes, are infrequent relative to noise in continuous data sets, and many learning algorithms perform poorly on rare classes. In this work, we investigate the use of active learning for automatic earthquake detection. Active learning is a type of semi-supervised machine learning that uses a human-in-the-loop approach to strategically supplement a small initial training set. The learning algorithm incorporates domain expertise through interaction between a human expert and the algorithm, with the algorithm actively posing queries to the user to improve detection performance. We demonstrate the potential of active machine learning to improve earthquake detection performance with limited available training data.

  9. Multi-dimensional technology-enabled social learning approach

    DEFF Research Database (Denmark)

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

    2013-01-01

    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......’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...... content on the Web, using social networks to keep in touch, express, distribute and publish their experiences, views and ideas. Although, since their birth, most of the social media tools were not intended for educational purposes, educational organizations have started to recognize their added value...

  10. 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…

  11. The Interactions among Information Technology Organizational Learning, Project Learning, and Project Success

    Science.gov (United States)

    McKay, Donald S., II

    2012-01-01

    Knowledge gained from completed information technology (IT) projects was not often shared with emerging project teams. Learning lessons from other project teams was not pursued because people lack time, do not see value in learning, fear a potentially painful process, and had concerns that sharing knowledge will hurt their career. Leaders could…

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

    Science.gov (United States)

    Casanova, Diogo; Moreira, António

    2017-01-01

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

  13. [Guidelines for hygienic classification of learning technologies].

    Science.gov (United States)

    Kuchma, V R; Teksheva, L M; Milushkina, O Iu

    2008-01-01

    Optimization of the educational environment under the present-day conditions has been in progress, by using learning techwares (LTW) without fail. To organize and regulate an academic process in terms of the safety of applied LTW, there is a need for their classification. The currently existing attempts to structure LTW disregard hygienically significant aspects. The task of the present study was to substantiate a LTW safety criterion ensuring a universal approach to working out regulations. This criterion may be the exposure intensity determined by the form of organization of education and its pattern, by the procedure of information presentation, and the age-related peculiarities of a pupil, i.e. by the actual load that is presented by the product of the intensity exposure and its time. The hygienic classification of LTW may be used to evaluate their negative effect in an educational process on the health status of children and adolescents, to regulate hazardous factors and training modes, to design and introduce new learning complexes. The structuring of a LTW system allows one to define possible deleterious actions and the possibilities of preventing this action on the basis of strictly established regulations.

  14. 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…

  15. Creativity in Technology Education Facilitated through Virtual Reality Learning Environments: A Case Study

    Science.gov (United States)

    Thorsteinsson, Gisli; Page, Tom

    2007-01-01

    Innovation Education (IE) is a new subject area in Icelandic schools. The aim of the subject is to train students to identify the needs and problems in their environment and to develop solutions: a process of ideation. This activity has been classroom based but now a Virtual Reality Learning Environment technology (VRLE) has been designed to…

  16. Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

    Science.gov (United States)

    Leary, Heather; Severance, Samuel; Penuel, William R.; Quigley, David; Sumner, Tamara; Devaul, Holly

    2016-01-01

    This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to…

  17. Science Learning with Information Technologies as a Tool for "Scientific Thinking" in Engineering Education

    Science.gov (United States)

    Smirnov, Eugeny; Bogun, Vitali

    2011-01-01

    New methodologies in science (or mathematics) learning process and scientific thinking in the classroom activity of engineer students with ICT (information and communication technology), including graphic calculator are presented: visual modelling with ICT, action research with graphic calculator, insight in classroom and communications and…

  18. Distributed Emotions in the Design of Learning Technologies

    Science.gov (United States)

    Kim, Beaumie; Kim, Mi Song

    2010-01-01

    Learning is a social activity, which requires interactions with the environment, tools, people, and also ourselves (e.g., our previous experiences). Each interaction provides different meanings to learners, and the associated emotion affects their learning and performance. With the premise that emotion and cognition are distributed, the authors…

  19. ROLE OF INFORMATION TECHNOLOGIES IN TEACHING LEARNING PROCESS: Perception of the Faculty

    Directory of Open Access Journals (Sweden)

    Irshad HUSSAIN

    2008-04-01

    Full Text Available Information technologies have affected every aspect of human activity and have a potential role to play in the field of education and training, specially, in distance education to transform it into an innovative form of experience. The need of new technologies in teaching learning process grows stronger and faster. The information age becomes an era of knowledge providing sound and unmatched feasibility for discovery, exchange of information, communication and exploration to strengthen the teaching learning process.Information technologies help in promoting opportunities of knowledge sharing throughout the world. These can help the teachers and students having up-to-date information and knowledge. Accurate and right information is necessary for effective teaching and learning; and information technologies (Haag, 1998; p.10 are “set of tools that can help provide the right people with the right information at the right time.” Students are independent and they can make best decisions possible about their studies, learning time, place and resources.Students are able to work in collaborative and interactive learning environments effectively communicating, sharing information and exchanging ideas and learning experiences with all in the environment.

  20. Canadian Activities in Space Debris Mitigation Technologies

    Science.gov (United States)

    Nikanpour, Darius; Jiang, Xin Xiang; Goroshin, Samuel; Haddad, Emile; Kruzelecky, Roman; Hoa, Suong; Merle, Philippe; Kleiman, Jacob; Gendron, Stephane; Higgins, Andrew; Jamroz, Wes

    The space environment, and in particular the Low Earth Orbit (LEO), is becoming increasingly populated with space debris which include fragments of dysfunctional spacecraft parts and materials traveling at speeds up to 15 km per second. These pose an escalating potential threat to LEO spacecraft, the international space station, and manned missions. This paper presents the Canadian activities to address the concerns over space debris in terms of debris mitigation measures and technologies; these include novel spacecraft demise technologies to safely decommission the spacecraft at the end of the mission, integrated self-healing material technologies for spacecraft structures to facilitate self-repair and help maintain the spacecraft structural and thermal performance, hypervelocity ground test capability to predict the impact of space debris on spacecraft performance, and ways of raising awareness within the space community through participation in targeted Science and Technology conferences and international forums.

  1. 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.

  2. Active learning in practice: Implementation of the principles of active learning in an engineering course

    DEFF Research Database (Denmark)

    Rützou, C.

    2017-01-01

    be small for these students. An alternative teaching method is "Active Learning" and in the autumn 2015 we implemented this method to a 5 ects. course of "Material Science". What we wanted to examine was: • How can Active Learning be implemented in the Material Science course • Is it possible to get...... through the same curriculum as usual during a term? • Will Active Learning reduce failure rate? • Will Active Learning give a higher learning outcome than traditional teaching? This paper deals with the results of this experiment, answers the mentioned questions and presents a way to implement Active......The most common form of teaching is still the form where a teacher presents the subject of the lecture to a listening audience. During teaching history this has proved to be an effective way of teaching, however the probability of students being inactive is high and the learning outcome may...

  3. Active learning in practice: Implementation of the principles of active learning in an engineering course

    DEFF Research Database (Denmark)

    Rützou, C.

    2017-01-01

    The most common form of teaching is still the form where a teacher presents the subject of the lecture to a listening audience. During teaching history this has proved to be an effective way of teaching, however the probability of students being inactive is high and the learning outcome may...... be small for these students. An alternative teaching method is "Active Learning" and in the autumn 2015 we implemented this method to a 5 ects. course of "Material Science". What we wanted to examine was: • How can Active Learning be implemented in the Material Science course • Is it possible to get...... through the same curriculum as usual during a term? • Will Active Learning reduce failure rate? • Will Active Learning give a higher learning outcome than traditional teaching? This paper deals with the results of this experiment, answers the mentioned questions and presents a way to implement Active...

  4. The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning Strategies

    Science.gov (United States)

    Roehl, Amy; Reddy, Shweta Linga; Shannon, Gayla Jett

    2013-01-01

    "Flipping" the classroom employs easy-to-use, readily accessible technology in order to free class time from lecture. This allows for an expanded range of learning activities during class time. Using class time for active learning versus lecture provides opportunities for greater teacher-to-student mentoring, peer-to-peer collaboration…

  5. Talking back to theory: the missed opportunities in learning technology research

    Directory of Open Access Journals (Sweden)

    Martin Oliver

    2011-12-01

    Full Text Available Research into learning technology has developed a reputation for being drivenby rhetoric about the revolutionary nature of new developments, for payingscant attention to theories that might be used to frame and inform research, andfor producing shallow analyses that do little to inform the practice of education.Although there is theoretically-informed research in learning technology, this isin the minority, and has been actively marginalised by calls for applied designwork. This limits opportunities to advance knowledge in the field. Using threeexamples, alternative ways to engage with theory are identified. The paper concludesby calling for greater engagement with theory, and the development of ascholarship of learning technology, in order to enrich practice within the fieldand demonstrate its relevance to other fields of work.

  6. Lessons Learned as a Serial Technology Entrepreneur

    Science.gov (United States)

    Economou, Nicholas

    2009-03-01

    Starting a new technology company can be an exciting experience, and can, on occasion, be financially lucrative as well. Aside from the obvious requirement to have some new technology to offer, the main impediment to making the leap is usually fear of unknown. This arises from several real issues: a) you don't know how to do it; b) you assume the new situation will be less secure; c) you have to give up progress along your current career path; d) you fear failure itself, and how it will reflect on you as a person. There is no easy way to resolve these concerns, and although talking with others who have done it is helpful, the final decision is always difficult and very personal. Assuming you decide to go forward, there are some simple rules that will help along the way: 1. Have a PRODUCT idea, not just an innovative technology: it's a business, not a way to continue interesting research. 2. Team up with experienced people in certain (not all) key jobs. The specifics depend on what your own skills are. 3. Make sure you have adequate funding at the outset to achieve some significant milestones. 4. Be selective about who funds you; they will be your business partners and will have a lot to say about what happens. 5. Start thinking about the liquidity/exit strategy from day one. The stories of how other companies were started and developed are good background information. Several of these from my own experiences will be discussed. They include a company that struggled for many years but ultimately went public and was successful, one that was quickly a success and was acquired, one that was an outright failure and two that continue on but with dubious prospects of success. Some thoughts on what went right or wrong, and what could have been done better will be presented.

  7. Situated Learning: The Feasibility of an Experimental Learning of Information Technology for Academic Nursing Students

    Science.gov (United States)

    Gonen, Ayala; Lev-Ari, Lilac; Sharon, Dganit; Amzalag, Meital

    2016-01-01

    As part of the Bachelor's degree of nursing education, nursing students are exposed to the increasingly complex world of Information Technology. Aim: To evaluate the feasibility of a situated learning approach for Information Technology course by assessing students' perceptions at the end of the course. Methods: Course participants completed a pre…

  8. Technology Enhanced Formative Assessment for 21st Century Learning

    Science.gov (United States)

    Spector, J. Michael; Ifenthaler, Dirk; Sampson, Demetrios; Yang, Lan; Mukama, Evode; Warusavitarana, Amali; Dona, Kulari Lokuge; Eichhorn, Koos; Fluck, Andrew; Huang, Ronghuai; Bridges, Susan; Lu, Jiingyan; Ren, Youqun; Gui, Xiaoqing; Deneen, Christopher C.; San Diego, Jonathan; Gibson, David C.

    2016-01-01

    This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the 21st century. The group…

  9. Revisit the Effect of Teaching and Learning with Technology

    Science.gov (United States)

    Lee, Yuan-Hsuan; Waxman, Hersh; Wu, Jiun-Yu; Michko, Georgette; Lin, Grace

    2013-01-01

    We re-examined the effect of teaching and learning with technology on student cognitive and affective outcomes using the meta-analytic technique. Screening studies obtained from an electric search of databases such as PsyInfo and ERIC resulted in 58 studies (1997-2011). Overall, effect sizes were small to moderate across the cognitive and…

  10. Information Literacy and technology to improve learning and education

    NARCIS (Netherlands)

    Mooij, Ton; Smeets, Ed

    2011-01-01

    Mooij, T., & Smeets, E. (2011, 13-16 September). Information Literacy and technology to improve learning and education. Presentation and discussion in a cross-network symposium of networks 16 and 12 at the ‘European Conference on Educational Research’ of the “European Educational Research

  11. Learning in the Knowledge Economy: The Role of Technology

    Science.gov (United States)

    Jaffrin, Manuel

    2003-01-01

    Internet is not the panacea for every problem in education but we must realize that this is a great tool that can help us empower every student and elevate each individual to new levels of intellectual capacity and skills. Combined with specifics learning objectives, it will definitely change the face of education. Technology is becoming an…

  12. Internationalization at home : Technology-supported multicultural learning in Peru

    NARCIS (Netherlands)

    Olivos Rossini, L.M.

    2016-01-01

    This research contributes to the disciplines of information systems, management science in particular the field of management education and cross-cultural studies. It further proposes a model to understand technology-supported multicultural learning in Peru. In addition, the model examines

  13. Stay Connected: Using Technology to Enhance Professional Learning Communities

    Science.gov (United States)

    Bates, Celeste C.; Huber, Rachael; McClure, Erin

    2016-01-01

    Professional Learning Communities (PLCs) offer opportunities for educators to collaboratively inquire and study innovative literacy practices. However, scheduling conflicts and other challenges often interrupt or create barriers for PLCs. This article provides suggestions for integrating technology into a face-to-face PLC as a means of supporting…

  14. Automotive Technology Student Learning Styles and Their Implications for Faculty

    Science.gov (United States)

    Threeton, Mark D.; Walter, Richard A.

    2009-01-01

    In an effort to provide Career and Technical Education (CTE) professionals with additional insight on how to better meet the educational needs of the learner, this study sought to identify the preference for learning of postsecondary automotive technology students. While it might appear logical to naturally classify auto-tech students as primarily…

  15. Technology readiness, learning goals and elearning : Searching for synergy

    NARCIS (Netherlands)

    Rhee, van der B.; Verma, R.; Plaschka, G.; Kickul, J.

    2007-01-01

    More and more business schools are offering classes online or classes using a mix of face-to-face and online elements. In this article, we focus on how technology readiness and learning-goal orientation influence students' preference toward these mixed classes. We conducted a large-scale survey to

  16. Online technology for teaching and learning-gains and losses.

    Science.gov (United States)

    Cann, Alan

    2015-07-01

    This commentary describes recent developments in the use of online technologies, in particular social media and mobile devices, for teaching and learning and considers what has been gained and lost. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  17. Social Media as a Learning Technology for University Students

    Science.gov (United States)

    Hussain, Irshad; Cakir, Ozlem; Candeger, Ümmügülsüm

    2018-01-01

    This paper demonstrates the role of social media as a learning technology for university students and highlights their problems associated with its use. The population of the study consisted of Masters' and Bachelor Studies students studying in their final semesters in the departments of Social Sciences at The Islamia University of Bahawalpur,…

  18. Integrating Intercultural Competence into Language Learning through Technology

    Science.gov (United States)

    Godwin-Jones, Robert

    2013-01-01

    Culture has long been seen as a fundamental component of language learning. While its importance is universally recognized, there is no consensus on what the term encompasses, how culture should be integrated into language instruction, or on what role technology can and should play in that process. In this column, we will be looking at the latter…

  19. Learning Technologies: Tweeting in a High School Social Studies Class

    Science.gov (United States)

    Bull, Prince Hycy; Adams, Shayla

    2012-01-01

    This study focuses on the perceptions of 46 high school students on the integration of Twitter as a learning technology. Twitter was introduced and used to supplement instruction in the course for the first six weeks of the 2010/2011 academic year. The integration included designing twitter pages, communication, reflections, use of twitpics…

  20. Affordances of Learning Technologies in Higher Education Multicultural Environments

    Science.gov (United States)

    Arenas, Edilson

    2015-01-01

    A cluster of research has been conducted in higher education to investigate the affordances (action possibilities) and the influence information and communication technologies (ICT) may have on students' learning experiences and outcomes. Such studies have given rise to the implementation of a wide range of educational frameworks with a great deal…

  1. To Kill the Blackboard? Technology in Language Teaching and Learning

    Science.gov (United States)

    Koksal, Dinçay

    2004-01-01

    In language teaching and learning, we have a lot to choose from the world of technology: radio, TV, CD-Rom, computers, C.A.L.L., the Internet, Electronic Dictionary, e-mail, audio cassettes, Power-point, and videos/DVDs or VCDs. Table 1 in Appendix C illustrates their advantages and disadvantages. This paper aims to discuss the use and importance…

  2. dataTEL - Datasets for Technology Enhanced Learning

    NARCIS (Netherlands)

    Drachsler, Hendrik; Verbert, Katrien; Sicilia, Miguel-Angel; Wolpers, Martin; Manouselis, Nikos; Vuorikari, Riina; Lindstaedt, Stefanie; Fischer, Frank

    2011-01-01

    Drachsler, H., Verbert, K., Sicilia, M. A., Wolpers, M., Manouselis, N., Vuorikari, R., Lindstaedt, S., & Fischer, F. (2011). dataTEL - Datasets for Technology Enhanced Learning. STELLAR Alpine Rendez-Vous White Paper. Alpine Rendez-Vous 2011 White paper collection, Nr. 13., France (2011)

  3. 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…

  4. Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning

    Directory of Open Access Journals (Sweden)

    Maureen Tam

    2000-01-01

    Full Text Available This paper examines the characteristics and value of designed instruction grounded in the constructivist theory. It also attempts to connect the theory to the prevailing technology paradigms to establish an alignment between pedagogical and technological considerations in support of the assumptions arising from constructivism. Distance learning provides a unique context in which to infuse constructivist principles where learners are expected to function as self-motivated, self-directed, interactive, collaborative participants in their learning experiences by virtue of their physical location. Hence, the aim of this paper is to provide a clear link between the theoretical principles of constructivism, the construction of technology-supported learning environments, and the practice of distance education. The questions driving the argument in this paper include: What do constructivist perspectives offer instructional design and practice? What do computing technologies offer? And what do the two afford in combination? In particular, how do the two combine to transform distance learning from a highly industrialized mass production model to one that emphasizes subjective construction of knowledge and meaning derived from individual experiences.

  5. Redefining Work Integrated Learning in Universities of Technology

    Science.gov (United States)

    Bohloko, G. M.

    2012-01-01

    This article makes a case, for Work Integrated Learning (WIL) firstly as an integral part of the curriculum in universities of technology and secondly, as a pedagogical issue. I argue that, WIL represents the re-contextualised aspects of specialised knowledge in curricula of the various professions and that WIL should equally draw knowledge from…

  6. Quantum Speedup for Active Learning Agents

    Directory of Open Access Journals (Sweden)

    Giuseppe Davide Paparo

    2014-07-01

    Full Text Available Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.

  7. Learning, Learning Analytics, Activity Visualisation and Open learner Model

    DEFF Research Database (Denmark)

    Bull, Susan; Kickmeier-Rust, Michael; Vatrapu, Ravi

    2013-01-01

    This paper draws on visualisation approaches in learning analytics, considering how classroom visualisations can come together in practice. We suggest an open learner model in situations where many tools and activity visualisations produce more visual information than can be readily interpreted....

  8. Authoring and Enactment of Mobile Pyramid-Based Collaborative Learning Activities

    Science.gov (United States)

    Manathunga, Kalpani; Hernández-Leo, Davinia

    2018-01-01

    Collaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support interaction mediation and content accessibility. However, existing mobile collaborative learning…

  9. Active Learning in Large Classes

    DEFF Research Database (Denmark)

    Gørtz, Inge Li

    2011-01-01

    teaching large classes (more than 50 students), and describe how we successfully have in a second semester course in the Bachelor of Engineering (BEng) and Bachelor of Science Engineering (BSc Eng) program at the Technical University of Denmark (DTU). Approximately 200 students is attending...... the lectures in the course. The main idea is to use inductive, case-based learning, with many small exercises/ discussions during the lectures. We describe a framework for the lectures, that most lectures in the class were based on. The framework contains the conceive, design, and implement stage from the CDIO...

  10. Technology development activities supporting tank waste remediation

    International Nuclear Information System (INIS)

    Bonner, W.F.; Beeman, G.H.

    1994-06-01

    This document summarizes work being conducted under the U.S. Department of Energy's Office of Technology Development (EM-50) in support of the Tank Waste Remediation System (TWRS) Program. The specific work activities are organized by the following categories: safety, characterization, retrieval, barriers, pretreatment, low-level waste, and high-level waste. In most cases, the activities presented here were identified as supporting tank remediation by EM-50 integrated program or integrated demonstration lead staff and the selections were further refined by contractor staff. Data sheets were prepared from DOE-HQ guidance to the field issued in September 1993. Activities were included if a significant portion of the work described provides technology potentially needed by TWRS; consequently, not all parts of each description necessarily support tank remediation

  11. Karyotype Analysis Activity: A Constructivist Learning Design

    Science.gov (United States)

    Ahmed, Noveera T.

    2015-01-01

    This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted…

  12. Oral Hygiene. Instructor's Packet. Learning Activity Package.

    Science.gov (United States)

    Hime, Kirsten

    This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…

  13. Building Maintenance. Math Learning Activity Packet.

    Science.gov (United States)

    Grant, Shelia I.

    This collection of learning activities is intended for use in reinforcing mathematics instruction as it relates to building maintenance. Fifty activity sheets are provided. These are organized into units on the following topics: numeration, adding whole numbers, subtracting whole numbers, multiplying whole numbers, dividing whole numbers,…

  14. Grooming. Instructor's Packet. Learning Activity Package.

    Science.gov (United States)

    Stark, Pamela

    This instructor's packet accompanies the learning activity package (LAP) on grooming. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, an additional resources list, and student completion cards to issue to students as an…

  15. 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.

  16. How should we measure online learning activity?

    Directory of Open Access Journals (Sweden)

    Tim O'Riordan

    2016-07-01

    Full Text Available The proliferation of Web-based learning objects makes finding and evaluating resources a considerable hurdle for learners to overcome. While established learning analytics methods provide feedback that can aid learner evaluation of learning resources, the adequacy and reliability of these methods is questioned. Because engagement with online learning is different from other Web activity, it is important to establish pedagogically relevant measures that can aid the development of distinct, automated analysis systems. Content analysis is often used to examine online discussion in educational settings, but these instruments are rarely compared with each other which leads to uncertainty regarding their validity and reliability. In this study, participation in Massive Open Online Course (MOOC comment forums was evaluated using four different analytical approaches: the Digital Artefacts for Learning Engagement (DiAL-e framework, Bloom's Taxonomy, Structure of Observed Learning Outcomes (SOLO and Community of Inquiry (CoI. Results from this study indicate that different approaches to measuring cognitive activity are closely correlated and are distinct from typical interaction measures. This suggests that computational approaches to pedagogical analysis may provide useful insights into learning processes.

  17. The communication and tool in collaborative learning activities : Activity theory and Dewey's learning theory

    OpenAIRE

    上野, 正道

    2007-01-01

    A new perspective on collaborative communication is presented. I will explain collaborative and communicative learning based on a synthesis of Vygotskian cultural-historical activity theory and Dewey's learning theory. Dewey's and activity theorists' perspectives share the following points. First, both emphasize life experiences. Communicative theory says that learning depends on the daily experiences of children. Second, communication is thought to be both a tool for exchanging ideas and exp...

  18. Sequence learning in differentially activated dendrites

    DEFF Research Database (Denmark)

    Nielsen, Bjørn Gilbert

    2003-01-01

    to participate in multiple sequences, which can be learned without suffering from the 'wash-out' of synaptic efficacy associated with superimposition of training patterns. This is a biologically plausible solution to the stability-plasticity dilemma of learning in neural networks........ It is proposed that the neural machinery required in such a learning/retrieval mechanism could involve the NMDA receptor, in conjunction with the ability of dendrites to maintain differentially activated regions. In particular, it is suggested that such a parcellation of the dendrite allows the neuron...

  19. Is Peer Interaction Necessary for Optimal Active Learning?

    Science.gov (United States)

    Linton, Debra L.; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of…

  20. Analysis and Categorization of e-Learning Activities Based On Meaningful Learning Characteristics

    OpenAIRE

    Arda Yunianta; Norazah Yusof; Mohd Shahizan Othman; Dewi Octaviani

    2012-01-01

    Learning is the acquisition of new mental schemata, knowledge, abilities and skills which can be used to solve problems potentially more successfully. The learning process is optimum when it is assisted and personalized. Learning is not a single activity, but should involve many possible activities to make learning become meaningful. Many e-learning applications provide facilities to support teaching and learning activities. One way to identify whether the e-learning system is being used by t...

  1. Re-imagining Active Learning

    DEFF Research Database (Denmark)

    Dall'Alba, Gloria; Bengtsen, Søren Smedegaard

    2018-01-01

    for students. In expanding this debate, we consider it important to ask: About what substantive matters are students to be active? To what end is this activity directed, especially beyond gaining skills and competences within a unit of work or course? Such critical examination of educational purposes and ends...

  2. Active and passive contributions to spatial learning.

    Science.gov (United States)

    Chrastil, Elizabeth R; Warren, William H

    2012-02-01

    It seems intuitively obvious that active exploration of a new environment will lead to better spatial learning than will passive exposure. However, the literature on this issue is decidedly mixed-in part, because the concept itself is not well defined. We identify five potential components of active spatial learning and review the evidence regarding their role in the acquisition of landmark, route, and survey knowledge. We find that (1) idiothetic information in walking contributes to metric survey knowledge, (2) there is little evidence as yet that decision making during exploration contributes to route or survey knowledge, (3) attention to place-action associations and relevant spatial relations contributes to route and survey knowledge, although landmarks and boundaries appear to be learned without effort, (4) route and survey information are differentially encoded in subunits of working memory, and (5) there is preliminary evidence that mental manipulation of such properties facilitates spatial learning. Idiothetic information appears to be necessary to reveal the influence of attention and, possibly, decision making in survey learning, which may explain the mixed results in desktop virtual reality. Thus, there is indeed an active advantage in spatial learning, which manifests itself in the task-dependent acquisition of route and survey knowledge.

  3. Activating Teaching for Quality Learning

    DEFF Research Database (Denmark)

    Zhurbenko, Vitaliy

    2013-01-01

    Activating teaching is an educational concept which is based on active participation of students in the study process. It is becoming an alternative to more typical approach where the teacher will just lecture and the students will take notes. The study described in this paper considers student a...... activating teaching methods focusing on those based on knowledge dissemination. The practical aspects of the implemented teaching method are considered, and employed assessment methods and tools are discussed.......Activating teaching is an educational concept which is based on active participation of students in the study process. It is becoming an alternative to more typical approach where the teacher will just lecture and the students will take notes. The study described in this paper considers student...

  4. Cognition and learning in space technology

    Directory of Open Access Journals (Sweden)

    Kelber Ruhena Abrão

    2016-12-01

    Full Text Available This work analyzes the impact of new technologies in everyday teaching situations. This is a qualitative research, one study of descriptive case, based on observations of the spaces of the classrooms, the same group of children between June 2013 and April 2015, the 1st, 2nd and 3rd years of Primary Education a Catholic private school, as well as interviews with the regents’ teachers of these classes. We seek to establish links between the acquisition of written language in conventional texts and those in hypertext, as well as understand how to structure the scientific and digital literacy in these areas. In that sense, it was found that these experiences are possible to happen in designed spaces antagonistically to traditional spaces as often, it is less rigid, more flexible, a fact that makes the pleasant atmosphere and at the same time, more accessible, providing an environment sometimes hybrid, in which the dimensions of notebook and tablet coexist and fusion of these opposed pairs of written language acquisition occurs.

  5. University Student and Teacher Perceptions of Teacher Roles in Promoting Autonomous Language Learning with Technology outside the Classroom

    Science.gov (United States)

    Lai, Chun; Yeung, Yuk; Hu, Jingjing

    2016-01-01

    Helping students to become autonomous learners, who actively utilize technologies for learning outside the classroom, is important for successful language learning. Teachers, as significant social agents who shape students' intellectual and social experiences, have a critical role to play. This study examined students' and teachers' perceptions of…

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

    Science.gov (United States)

    Lindsay, Lucie

    2016-01-01

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

  7. Technology Enhancing Learning: Analysing Uses of Information and Communication Technologies by Primary and Secondary School Pupils with Learning Frameworks

    Science.gov (United States)

    Passey, Don

    2006-01-01

    Successive national policy in England has striven to develop uses of information and communication technologies (ICT) to support teaching and learning, and has promoted the adoption of ICT in schools over a period of some 25 years (since the "Microcomputer in schools initiative" of 1981). The current level of deployment of ICT in schools…

  8. Annotating smart environment sensor data for activity learning.

    Science.gov (United States)

    Szewcyzk, S; Dwan, K; Minor, B; Swedlove, B; Cook, D

    2009-01-01

    The pervasive sensing technologies found in smart homes offer unprecedented opportunities for providing health monitoring and assistance to individuals experiencing difficulties living independently at home. In order to monitor the functional health of smart home residents, we need to design technologies that recognize and track the activities that people perform at home. Machine learning techniques can perform this task, but the software algorithms rely upon large amounts of sample data that is correctly labeled with the corresponding activity. Labeling, or annotating, sensor data with the corresponding activity can be time consuming, may require input from the smart home resident, and is often inaccurate. Therefore, in this paper we investigate four alternative mechanisms for annotating sensor data with a corresponding activity label. We evaluate the alternative methods along the dimensions of annotation time, resident burden, and accuracy using sensor data collected in a real smart apartment.

  9. Using Technology to Facilitate and Enhance Project-based Learning in Mathematical Physics

    Science.gov (United States)

    Duda, Gintaras

    2011-04-01

    Problem-based and project-based learning are two pedagogical techniques that have several clear advantages over traditional instructional methods: 1) both techniques are active and student centered, 2) students confront real-world and/or highly complex problems, and 3) such exercises model the way science and engineering are done professionally. This talk will present an experiment in project/problem-based learning in a mathematical physics course. The group project in the course involved modeling a zombie outbreak of the type seen in AMC's ``The Walking Dead.'' Students researched, devised, and solved their mathematical models for the spread of zombie-like infection. Students used technology in all stages; in fact, since analytical solutions to the models were often impossible, technology was a necessary and critical component of the challenge. This talk will explore the use of technology in general in problem and project-based learning and will detail some specific examples of how technology was used to enhance student learning in this course. A larger issue of how students use the Internet to learn will also be explored.

  10. Learning plan applicability through active mental entities

    International Nuclear Information System (INIS)

    Baroni, Pietro; Fogli, Daniela; Guida, Giovanni

    1999-01-01

    This paper aims at laying down the foundations of a new approach to learning in autonomous mobile robots. It is based on the assumption that robots can be provided with built-in action plans and with mechanisms to modify and improve such plans. This requires that robots are equipped with some form of high-level reasoning capabilities. Therefore, the proposed learning technique is embedded in a novel distributed control architecture featuring an explicit model of robot's cognitive activity. In particular, cognitive activity is obtained by the interaction of active mental entities, such as intentions, persuasions and expectations. Learning capabilities are implemented starting from the interaction of such mental entities. The proposal is illustrated through an example concerning a robot in charge of reaching a target in an unknown environment cluttered with obstacles

  11. Needs before means: the dialectics of learning and technology

    Directory of Open Access Journals (Sweden)

    Anny King

    1996-12-01

    Full Text Available Higher education and society in general are changing rapidly. The student body is more diverse and larger. Arguments rage about the vocational relevance of higher education. The unit of resource is declining. The way ahead appears fraught with difficulty. However, computer-based technology is advancing at breakneck speed. Is it the 5th Cavalry charging to the rescue of the beleaguered educational troops? The argument that will be advanced in this paper is that such a view is simplistic. The key issue is that pedagogic purposes and individual student needs should be first defined so as to identify the best means of meeting those purposes and needs. The general argument that dialogue based on dialectical communication lies at the heart of the learning process will then be applied to the use of learning technology in language learning. It will be demonstrated how, through a dialectical process, the appropriate use of learning technologies in meeting students' changing needs can be progressively refined.

  12. 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.

  13. Scenarios for active learning in smart territories

    Directory of Open Access Journals (Sweden)

    Fabrizia Moggio

    2013-05-01

    Full Text Available This work is intended to foster a “quantum leap” in the reflection on learning in smart cities/territories. We try to move from a vision according to which education is identified with “infrastructures and services” needed to sustain the smart city “organism” (due also to the social capital that it may produce toward a “new” vision that recovers the founding role of the educative processes, through which the relationships between persons and inhabited territories are continuously reshaped. According to that we present: a a strategic and methodological approach focused on museal field and narrative as key elements of future "learning from smart cities"; b a model of an advanced integrated technological environment (mobile, web, internet of things designed to support such an approach. The need for a different approach to the monitoring of complex learning experiences is also underlined.

  14. The effect of outdoor learning activities on the development of ...

    African Journals Online (AJOL)

    Learning ought to be supported by both in class activities and outdoor activities contributing to structuring knowledge. Outdoor activities allow children to actively participate and to learn by doing. Learning requires a lot of work and activities. These activities, which provide primary experiences, help children to change ...

  15. Implication of remote technology for decontamination activities

    International Nuclear Information System (INIS)

    Kniazewycz, B.G.; Irving, J.T.; Long, D.C.; Wagoner, H.

    1986-01-01

    The use of robotics or remote technologies to remove man from hostile environments has long been a driving objective for technology development within the nuclear power industry. The Niagara Mohawk Power Corporation (NMPC) Nine Mile Point Nuclear Station is taking an organized approach to integrating remote technology into routine decontamination activities, non-processed radioactive waste disposal and special decontamination projects. Preliminary tests of an underwater robotic device for scrubbing and vacuuming was conducted at Nine Mile Point Unit 1 (NMP-1). The results of the test successfully provided proof of concept and identified improvements which would render the device acceptable for nuclear power station applications. Niagara Mohawk Power Corporation is undergoing a major radwaste retrofit project involving almost the entire Radwaste Building at NMP-1. The pre-demolition decontamination scenario was determined to be beneficial at reducing the project radiation exposure. Applications of remote technologies were identified to be cost beneficial for several project tasks including inspections, radiation survey mapping, debris sampling and removal, and video documentation. The purpose of this presentation is to discuss the remote technologies application program at Nine Mile Point and present in detail results of the projects mentioned

  16. Exploring Representativeness and Informativeness for Active Learning.

    Science.gov (United States)

    Du, Bo; Wang, Zengmao; Zhang, Lefei; Zhang, Liangpei; Liu, Wei; Shen, Jialie; Tao, Dacheng

    2017-01-01

    How can we find a general way to choose the most suitable samples for training a classifier? Even with very limited prior information? Active learning, which can be regarded as an iterative optimization procedure, plays a key role to construct a refined training set to improve the classification performance in a variety of applications, such as text analysis, image recognition, social network modeling, etc. Although combining representativeness and informativeness of samples has been proven promising for active sampling, state-of-the-art methods perform well under certain data structures. Then can we find a way to fuse the two active sampling criteria without any assumption on data? This paper proposes a general active learning framework that effectively fuses the two criteria. Inspired by a two-sample discrepancy problem, triple measures are elaborately designed to guarantee that the query samples not only possess the representativeness of the unlabeled data but also reveal the diversity of the labeled data. Any appropriate similarity measure can be employed to construct the triple measures. Meanwhile, an uncertain measure is leveraged to generate the informativeness criterion, which can be carried out in different ways. Rooted in this framework, a practical active learning algorithm is proposed, which exploits a radial basis function together with the estimated probabilities to construct the triple measures and a modified best-versus-second-best strategy to construct the uncertain measure, respectively. Experimental results on benchmark datasets demonstrate that our algorithm consistently achieves superior performance over the state-of-the-art active learning algorithms.

  17. 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…

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

    Science.gov (United States)

    Shaqrah, Amin A.

    2015-01-01

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

  19. Mind and activity. Psychic mechanism of learning

    Directory of Open Access Journals (Sweden)

    Zoya A. Reshetova

    2017-09-01

    Full Text Available The paper is devoted to the issue of mechanisms of learning for understanding the nature of the human mind. Learning is regarded as a special activity that is important for developing the human mind in a specific cultural and historical setting and indirect activity. The author’s understanding of the ideas developed by the psychological theory of activity for establishing the principles of developing the human mind is highlighted. Interpretation of dialectical connections of brain processes and mind, and also the objective activity that emerges them is provided. According to the activity theory, the causes of the students’ psychological difficulties and the low efficacy of learning within predominant reproductive method or the use of the trial and error method are revealed. Thus, a new understanding of the renowned didactic principles of scientific rigour, accessibility, objectivity, the connection of learning with life and others is offered. The contribution of the psychological theory in organizing and managing the studies, increasing teaching activity and awareness, and the growth of the internal causes of motivation are shown. Particular attention is paid to the issue of intellectual development and creative abilities. The author believes the creative abilities of the student and the way the latter are taught are interconnected. At the same time, the developers and educators should make efforts to develop in the students a systemic orientation in the subject, primarily mastering the method of system analysis. Once the method of system analysis has been mastered, it becomes a general intellectual and developing tool through which activities are organized to solve any teaching problems with whatever type of content and difficulty level. Summing up, the organization and disclosure to the student of the process of learning as an activity with its social, consciously transformative and sense shaping meaning, the conditions of its development

  20. Active learning techniques for librarians practical examples

    CERN Document Server

    Walsh, Andrew

    2010-01-01

    A practical work outlining the theory and practice of using active learning techniques in library settings. It explains the theory of active learning and argues for its importance in our teaching and is illustrated using a large number of examples of techniques that can be easily transferred and used in teaching library and information skills to a range of learners within all library sectors. These practical examples recognise that for most of us involved in teaching library and information skills the one off session is the norm, so we need techniques that allow us to quickly grab and hold our