WorldWideScience

Sample records for technology supported learning

  1. 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.

  2. 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

  3. 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....

  4. 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…

  5. 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…

  6. 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…

  7. 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

  8. TECHNOLOGY SUPPORTED LEARNING PLATFORM: Moodle Integrated Academic Course

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    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.

  9. 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…

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

    Science.gov (United States)

    Jeong, Heisawn; Hmelo-Silver, Cindy E.

    2016-01-01

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

  11. 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.

  12. The Virtual Learning Commons: Supporting Science Education with Emerging Technologies

    Science.gov (United States)

    Pennington, D. D.; Gandara, A.; Gris, I.

    2012-12-01

    The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of Semantic Web, mash up, and social networking tools that supports knowledge sharing and innovation across scientific disciplines in research and education communities and networks. The explosion of scientific resources (data, models, algorithms, tools, and cyberinfrastructure) challenges the ability of educators to be aware of resources that might be relevant to their classes. Even when aware, it can be difficult to understand enough about those resources to develop classroom materials. Often emerging data and technologies have little documentation, especially about their application. The VLC tackles this challenge by providing mechanisms for individuals and groups of educators to organize Web resources into virtual collections, and engage each other around those collections in order to a) learn about potentially relevant resources that are available; b) design classes that leverage those resources; and c) develop course syllabi. The VLC integrates Semantic Web functionality for structuring distributed information, mash up functionality for retrieving and displaying information, and social media for discussing/rating information. We are working to provide three views of information that support educators in different ways: 1. Innovation Marketplace: supports users as they find others teaching similar courses, where they are located, and who they collaborate with; 2. Conceptual Mapper: supports educators as they organize their thinking about the content of their class and related classes taught by others; 3. Curriculum Designer: supports educators as they generate a syllabus and find Web resources that are relevant. This presentation will discuss the innovation and learning theories that have informed design of the VLC, hypotheses about the use of emerging technologies to support innovation in classrooms, and will include a

  13. 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…

  14. 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.

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

    Science.gov (United States)

    Rosé, Carolyn Penstein; Ferschke, Oliver

    2016-01-01

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

  16. Guidelines for supporting placement learning via video communications technologies

    OpenAIRE

    Taylor, Teri

    2014-01-01

    Purpose – Current drivers in higher education have led to the questioning of traditional placement support methods. Within many programmes, students undertaking practice-based learning experience structured, one-to-one support from an academic in the placement location. With the financial and environmental implications of this practice, the potential for using video-based communications as a replacement for face-to-face dialogue was explored. The paper aims to discuss the above issues. \\ud \\u...

  17. Supporting Content and Language Integrated Learning through Technology

    Science.gov (United States)

    Gimeno-Sanz, Ana; Ó Dónaill, Caoimhín; Andersen, Kent

    2014-01-01

    This paper describes Clilstore and how this tool can support Content and Language Integrated Learning (CLIL), which involves teaching a curricular subject through the medium of a foreign language, as was evidenced through data collected from two surveys conducted with secondary school teachers from various European countries. [For full…

  18. A CONCEPT OF SOFTWARE SUPPORT OF LEARNING PROGRAMMING LANGUAGE AND TECHNOLOGIES

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    V. Kruglyk

    2013-03-01

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

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

    Science.gov (United States)

    Kumar, David Devraj

    2017-01-01

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

  20. 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

  1. 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."

  2. Supporting Self-Organized Learning with Personal Webpublishing Technologies and Practices

    Science.gov (United States)

    Sharma, Priya; Fiedler, Sebastian

    2007-01-01

    In this paper, we suggest that self-organized learning can be supported through emergent and informal Web technologies and propose that these technologies can be used to encourage similar practices in higher education. Self-organized learning aims at increasing individual control over instructional functions through a process that involves…

  3. Learning English Vocabulary Collaboratively in a Technology-Supported Classroom

    Science.gov (United States)

    Lin, Chih-Cheng; Hsiao, Hsien-Sheng; Tseng, Sheng-ping; Chan, Hsin-jung

    2014-01-01

    This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was…

  4. 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…

  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. Curriculum Integration: The Use of Technology to Support Learning

    Science.gov (United States)

    Jackson, Allen; Gaudet, Laura; McDaniel, Larry; Brammer, Dawn

    2009-01-01

    Our understanding of how people learn is continually changing. Howard Gardner's Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner's theory suggests there are a variety of…

  7. Technology Supported Learning Platform: Moodle Integrated Academic Course

    Science.gov (United States)

    Yaman, Saziye

    2010-01-01

    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…

  8. Supporting Digital Natives to Learn Effectively with Technology Tools

    Science.gov (United States)

    Keengwe, Jared; Georgina, David

    2013-01-01

    Majority of learners in our classrooms are digital natives or Millennials--a category of learners who tend toward independence and autonomy in their learning styles. The primary challenges then facing instructors include: How do digital natives learn and how do you teach them? The answers to these questions will help instructors to: (a) identify…

  9. Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies

    Science.gov (United States)

    Ünal, Erhan; Çakir, Hasan

    2017-01-01

    The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…

  10. 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.

  11. WLAN Positioning Methods and Supporting Learning Technologies for Mobile Platforms

    Science.gov (United States)

    Melkonyan, Arsen

    2013-01-01

    Location technologies constitute an essential component of systems design for autonomous operations and control. The Global Positioning System (GPS) works well in outdoor areas, but the satellite signals are not strong enough to penetrate inside most indoor environments. As a result, a new strain of indoor positioning technologies that make use of…

  12. Interaction and Technological Resources to Support Learning of Complex Numbers

    Directory of Open Access Journals (Sweden)

    Cassiano Scott Puhl

    2016-02-01

    Full Text Available This article presents a didactic proposal, a workshop for the introduction of the study of complex numbers. Unlike recurrent practices, the workshop began developing the geometric shape of the complex number, implicitly, through vectors. Eliminating student formal vision and algebraic, enriching the teaching practice. The main objective of the strategy was to build the concept of imaginary unit without causing a feeling of strangeness or insignificance of number. The theory of David Ausubel, meaningful learning, the workshop was based on a strategy developed to analyze the subsumers of students and develop a learning by subject. Combined with dynamic and interactive activities in the workshop, there is the use of a learning object (http://matematicacomplexa.meximas.com/. An environment created and basing on the theory of meaningful learning, making students reflect and interact in developed applications sometimes being challenged and other testing hypotheses and, above all, building knowledge. This proposal provided a rich environment for exchange of information between participants and deepening of ideas and concepts that served as subsumers. The result of the experience was very positive, as evidenced by the comments and data submitted by the participants, thus demonstrating that the objectives of this didactic proposal have been achieved.

  13. Students’ Views about the Problem Based Collaborative Learning Environment Supported By Dynamic Web Technologies

    Directory of Open Access Journals (Sweden)

    Erhan ÜNAL

    2017-04-01

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

  14. Using Technology to Support the Army Learning Model

    Science.gov (United States)

    2016-02-01

    more graphic scenes which provided the most impact on the student . The in-house team was successful in coming up with innovative and creative ...for instructors to monitor the students ’ use of the product during classroom time in order to provide feedback and support. The training the...a sense, benefits to the students relied on the creativity of the instructor. For example, some instructors used the products to preview or review

  15. Using E-Learning Portfolio Technology To Support Visual Art Learning

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    Greer Jones-Woodham

    2009-08-01

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

  16. Europe, Middle East and North Africa Conference on Technology and Security to Support Learning 2016

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    Serrhini, Mohammed; Felgueiras, Carlos

    2017-01-01

    This book contains a selection of articles from The Europe, Middle East and North Africa Conference on Technology and Security to Support Learning 2016 (EMENA-TSSL'16), held between the 3th and 5th of October at Saidia, Oujda, Morocco. EMENA-TSSL'16 is a global forum for researchers and practitioners to present and discuss recent results and innovations, current trends, professional experiences and challenges in Information & Communication Technologies, and Security to support Learning. The main topics covered are: A) Online Education; B) Emerging Technologies in Education; C) Artificial Intelligence in Education; D) Gamification and Serious games; E) Network & Web Technologies Applications; F) Online experimentation and Virtual Laboratories; G) Multimedia Systems and Applications; H) Security and Privacy; I) Multimedia, Computer Vision and Image Processing; J) Cloud, Big Data Analytics and Applications; K) Human-Computer Interaction; L) Software Systems, Architectures, Applications and Tools; M) Onli...

  17. Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments

    Science.gov (United States)

    Godzicki, Linda; Godzicki, Nicole; Krofel, Mary; Michaels, Rachel

    2013-01-01

    This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To…

  18. The Role of Computer Technology in Supporting Children's Learning in Jordanian Early Years Education

    Science.gov (United States)

    Alkhawaldeh, Mustafa; Hyassat, Mizyed; Al-Zboon, Eman; Ahmad, Jamal

    2017-01-01

    The current research investigated early years teachers' perspectives regarding the role of computer technology in supporting children's learning in Jordanian kindergartens. Thirty semistructured interviews were conducted with preschool teachers. The sample of kindergartens in this study was purposefully selected from the targeted population of…

  19. Technology to Support Parental Engagement in Elementary Education: Lessons Learned from the UK

    Science.gov (United States)

    Lewin, Cathy; Luckin, Rosemary

    2010-01-01

    This paper compares and contrasts two projects in order to better understand the complex issues surrounding the use of technology to support parental involvement with schools and their children's learning. The Becta-funded ICT Test Bed evaluation (2002-2006) had the intention of saturating schools (in three areas of social deprivation) with a…

  20. 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...

  1. Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning

    Science.gov (United States)

    Alaswad, Zina; Nadolny, Larysa

    2015-01-01

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

  2. Effect of problem solving support and cognitive style on idea generation: Implications for Technology-Enhanced-Learning

    OpenAIRE

    Stoyanov, Slavi; Kirschner, Paul A.

    2008-01-01

    Stoyanov, S., & Kirschner, P. (2007). Effect of problem solving support and cognitive style on idea generation: Implications for Technology-Enhanced-Learning. Journal of Research on Technology in Education, 40(1), 49-63.

  3. Visualizations to support self regulated learning based on data from adaptive education technologies

    NARCIS (Netherlands)

    Molenaar, I.

    2017-01-01

    Many students in primary education regularly learn using adaptive educational technologies (AET) on tablets. Driven by developments in the emerging field of learning analytics, these technologies successfully adjust instructional events (instructional texts, assignments, tools) to learners’

  4. Home and Away: The Use of Institutional and Non-Institutional Technologies to Support Learning and Teaching

    Science.gov (United States)

    Flavin, Michael

    2016-01-01

    This paper examines the usage of institutional and non-institutional technologies to support learning and teaching in UK higher education. Previous work on disruptive technology and disruptive innovation has argued that users prefer simple and convenient technologies, and often repurpose technologies from designers' intentions; this paper…

  5. ICT-Supported Learning for Inclusion of People with Special Needs: Review of Seven Educational Technology Journals, 1970-2011

    Science.gov (United States)

    Istenic Starcic, Andreja; Bagon, Spela

    2014-01-01

    Research and development of information and communication technology (ICT)-supported learning for people with disabilities has not received adequate attention. It is also difficult to access research findings and developments in this field. Under the ENABLE Network of ICT Supported Learning for Disabled People (2011-2014) project, an emerging…

  6. A Fingerprint Pattern of Supports for Teachers' Designing of Technology-Enhanced Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard; Sagy, Ornit; Kali, Yael

    2015-01-01

    Teachers often find themselves in a position in which they need to adapt technology-enhanced materials to meet the needs of their students. As new technologies--especially those not specifically designed for learning--find their way into schools, teachers need to be able to design learning experiences that use these new technologies in their local…

  7. 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.

  8. Adapting a Technology-Based Implementation Support Tool for Community Mental Health: Challenges and Lessons Learned.

    Science.gov (United States)

    Livet, Melanie; Fixsen, Amanda

    2018-01-01

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

  9. Supporting Case-Based Learning in Information Security with Web-Based Technology

    Science.gov (United States)

    He, Wu; Yuan, Xiaohong; Yang, Li

    2013-01-01

    Case-based learning has been widely used in many disciplines. As an effective pedagogical method, case-based learning is also being used to support teaching and learning in the domain of information security. In this paper, we demonstrate case-based learning in information security by sharing our experiences in using a case study to teach security…

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

    Directory of Open Access Journals (Sweden)

    Denise Whitelock

    1996-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Federica Cirulli

    2016-03-01

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

  12. Managing Online Presence in the E-Learning Environment: Technological Support for Academic Staff

    Science.gov (United States)

    Islam, Nurul; Beer, Martin; Slack, Frances

    2015-01-01

    Over the last two decades the use of E-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics' views, this study examines their interactions in the E-learning environment and whether online learning applications have increased academic workload (Eynon, 2005;…

  13. The Virtual Learning Commons: Supporting the Fuzzy Front End of Scientific Research with Emerging Technologies

    Science.gov (United States)

    Pennington, D. D.; Gandara, A.; Gris, I.

    2012-12-01

    The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of Semantic Web, mash up, and social networking tools that supports knowledge sharing and innovation across scientific disciplines in research and education communities and networks. The explosion of scientific resources (data, models, algorithms, tools, and cyberinfrastructure) challenges the ability of researchers to be aware of resources that might benefit them. Even when aware, it can be difficult to understand enough about those resources to become potential adopters or re-users. Often scientific data and 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 organize Web resources into virtual collections, and engage each other around those collections in order to a) learn about potentially relevant resources that are available; b) design research that leverages those resources; and c) develop initial work plans. 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. The VLC integrates Semantic Web functionality for structuring distributed information, mash up functionality for retrieving and displaying information, and social media for discussing/rating information. We are working to provide three views of information that support researchers in different ways: 1. Innovation Marketplace: supports users as they try to understand what research is being conducted, who is conducting it, where they are located, and who they collaborate with; 2. Conceptual Mapper: supports users as they organize their

  14. THE USE OF MOBILE TECHNOLOGIES IN MULTIMEDIA-SUPPORTED LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Suzan DUYGU ERIŞTI

    2011-07-01

    Full Text Available The aim of the study is to reveal the students’ opinions about the use of PDAs (Personal Digital Assistant in learning environment within the context of multimedia based applications. Through purposeful sampling, 17 undergraduate students attending the elective course of BTÖ 323 Character Design in Computer Environment in the Department of Computer Education and Instructional Technology at Anadolu University were involved in the study. Additionally, the present study was conducted in two phases; in the first phase, within the scope of the course, an interactive Learning content including the subject of “Interactive Multimedia Design” was prepared and installed on PDAs. Then, the PDAs installed with these prepared contents were distributed to the students, and two-hour training on how to use the PDAs was given to the students. In the second phase of the study, a three-week application regarding students’ following the course content via PDAs was conducted. Throughout the application, the students communicated with the instructor for extracurricular feedback by means of PDAs. After the application, semi-structured interviews were held with the students regarding the course application performed via PDAs and its effectiveness. The interview data collected were examined with descriptive analysis. The results demonstrated that most of the students explained the hardware inadequacies in the use of multimedia environment facilities via PDAs such as visual images, videos, animation particularly in learning content. Besides this, for the interactive dimension and communication, the students mentioned negativities particularly regarding file sharing. Consequently, it was concluded that the students had negative opinions about the presentation of multimedia-supported Learning content via PDAs.

  15. Scaling up a learning technology strategy: supporting student/faculty teams in learner-centred design

    OpenAIRE

    Carey, Tom; Harrigan, Kevin; Palmer, Antonia; Swallow, Jonathan

    2011-01-01

    The need for post-secondary institutions to think strategically about the application of learning technologies has been well documented. The strategy must plan to effect change in faculty approaches to teaching and learning, not just to 'add technology and stir'. An effective strategy will also address both content - the particular applications with the most leverage for institutional goals - and the process of obtaining commitment and moving forward (Daniel, 1996).DOI: 10.1080/0968776990070203

  16. Scaling up a learning technology strategy: supporting student/faculty teams in learner-centred design

    Directory of Open Access Journals (Sweden)

    Tom Carey

    1999-12-01

    Full Text Available The need for post-secondary institutions to think strategically about the application of learning technologies has been well documented. The strategy must plan to effect change in faculty approaches to teaching and learning, not just to 'add technology and stir'. An effective strategy will also address both content - the particular applications with the most leverage for institutional goals - and the process of obtaining commitment and moving forward (Daniel, 1996.

  17. Partnerships for clinical learning: A collaborative initiative to support medical imaging technology students and their supervisors

    International Nuclear Information System (INIS)

    Thompson, A.; Smythe, L.; Jones, M.

    2016-01-01

    Introduction: The involvement of practitioners in the teaching and supervision of medical imaging technology students is central to students' learning. This article presents an overview of a learning partnership initiative, reinforced by an online platform to support students' learning and their medical imaging technologist supervisors' (MITs) teaching within a clinical learning environment in a New Zealand context. Methodology: Data were generated through a series of fourteen collaborative action research focus group meetings with MITs and student MITs. Results: The findings revealed that a robust relationship between a student and their MIT partner gave students an ‘anchor’ for learning and a sense of belonging. The online platform supported the relationship and provided an effective means for communication between students and their MIT partners. The relationship was not one-directional as it also supported the enhancement of MITs' practice. Conclusions: The recommendations from the study suggest learning partnerships between MITs and student MITs will be valuable in supporting teaching and learning respectively. MITs need to be better supported in their teaching role to enable them to make a greater investment in students' learning. A redistribution of funding for clinical education needs to be considered to support the MITs' central role in teaching medical imaging students. - Highlights: • Learning partnerships within a clinical setting support students' learning. • An online platform can provide online support when face-to-face support is not possible. • Learning partnerships can enhance MITs' practice.

  18. A Mentoring Model for Interactive Online Learning in Support of a Technology Innovation Challenge Grant

    Science.gov (United States)

    Graves, Scott M.; Abbitt, Jason; Klett, Mitchell D.; Wang, Changhua

    2009-01-01

    The Lewis & Clark Rediscovery Project is a technology professional development program designed to help teachers restructure teaching and learning practices in the classroom, and to foster technology use in the schools. The 5-year program (extended into a 6th) was funded in 1999 with a grant from the U.S. Department of Education: Technology…

  19. A Meta-Analysis of Effectiveness Studies on Computer Technology-Supported Language Learning

    Science.gov (United States)

    Grgurovic, Maja; Chapelle, Carol A.; Shelley, Mack C.

    2013-01-01

    With the aim of summarizing years of research comparing pedagogies for second/foreign language teaching supported with computer technology and pedagogy not-supported by computer technology, a meta-analysis was conducted of empirical research investigating language outcomes. Thirty-seven studies yielding 52 effect sizes were included, following a…

  20. 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

  1. Mobile technology supporting trainee doctors’ workplace learning and patient care: an evaluation

    Directory of Open Access Journals (Sweden)

    Hardyman Wendy

    2013-01-01

    Full Text Available Abstract Background The amount of information needed by doctors has exploded. The nature of knowledge (explicit and tacit and processes of knowledge acquisition and participation are complex. Aiming to assist workplace learning, Wales Deanery funded “iDoc”, a project offering trainee doctors a Smartphone library of medical textbooks. Methods Data on trainee doctors’ (Foundation Year 2 workplace information seeking practice was collected by questionnaire in 2011 (n = 260. iDoc baseline questionnaires (n = 193 collected data on Smartphone usage alongside other workplace information sources. Case reports (n = 117 detail specific instances of Smartphone use. Results Most frequently (daily used information sources in the workplace: senior medical staff (80% F2 survey; 79% iDoc baseline; peers (70%; 58%; and other medical/nursing team staff (53% both datasets. Smartphones were used more frequently by males (p  Preferred information source varied by question type: hard copy texts for information-based questions; varied resources for skills queries; and seniors for more complex problems. Case reports showed mobile technology used for simple (information-based, complex (problem-based clinical questions and clinical procedures (skills-based scenarios. From thematic analysis, the Smartphone library assisted: teaching and learning from observation; transition from medical student to new doctor; trainee doctors’ discussions with seniors; independent practice; patient care; and this ‘just-in-time’ access to reliable information supported confident and efficient decision-making. Conclusion A variety of information sources are used regularly in the workplace. Colleagues are used daily but seniors are not always available. During transitions, constant access to the electronic library was valued. It helped prepare trainee doctors for discussions with their seniors, assisting the interchange between explicit and tacit knowledge. By

  2. 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…

  3. 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…

  4. Supporting Pre-Service Teachers' Technology-Enabled Learning Design Thinking through Whole of Programme Transformation

    Science.gov (United States)

    Bower, Matt; Highfield, Kate; Furney, Pam; Mowbray, Lee

    2013-01-01

    This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics'…

  5. Professional Learning Networks to Support School Librarians' Development of Instructional Technology Expertise

    Science.gov (United States)

    Deissler, Christa Harrelson; Ding, Lu; Neumann, Kalianne L.; Kopcha, Theodore J.

    2015-01-01

    As K-12 schools increase the presence of and access to technology, the role of school librarians is changing. Many librarians have not been prepared by their colleges and universities for the changes demanded by their jobs. In this article, we discuss the skills that 47 school librarians reported having learned on the job as opposed to in…

  6. Implementing a Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers

    Science.gov (United States)

    Tammets, Kairit; Pata, Kai; Laanpere, Mart

    2012-01-01

    This study proposed using the elaborated learning and knowledge building model (LKB model) derived from Nonaka and Takeuchi's knowledge management model for supporting cross-organisational teacher development in the temporarily extended organisations composed of universities and schools. It investigated the main LKB model components in the context…

  7. THIRD GENERATION TELEPHONY: NEW TECHNOLOGICAL SUPPORT FOR COMPUTER ASSISTED LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Jose Carlos Garcia Cabrero

    2002-06-01

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

  8. Learning online social support: an investigation of network information technology based on UTAUT.

    Science.gov (United States)

    Lin, Chieh-Peng; Anol, Bhattacherjee

    2008-06-01

    Extending the unified theory of acceptance and use of technology (UTAUT) model, this study postulates a model of online social support. The model is empirically tested using data from undergraduates in Taiwan regarding their usage of instant messaging (IM). The test results indicate that all model paths are significant, except that the path between online social support and facilitating conditions is insignificant. This study offers limitations and implications.

  9. Technology-Supported Classroom for Collaborative Learning: Blogging in the Foreign Language Classroom

    Science.gov (United States)

    Domalewska, Dorota

    2014-01-01

    This study examined the phenomenon of blogging as a technologically enhanced support to develop interaction and interrelatedness among learners in a foreign language course. A corpus of 62 blog entries and 30 comments the bloggers left on each other's blogs were analysed to find out whether blog may be used to promote connectivity and…

  10. Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

    Science.gov (United States)

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

    2015-10-01

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

  11. A Framework to Support Global Corporate M-Learning: Learner Initiative and Technology Acceptance across Cultures

    Science.gov (United States)

    Farrell, Wendy

    2015-01-01

    Corporations are growing more and more international and accordingly need to train and develop an increasingly diverse and dispersed employee based. M-learning seems like it may be the solution if it can cross cultures. Learner initiative has been shown to be a disadvantage of distant learning environments, which would include m-learning.…

  12. Supportive Learning: Linear Learning and Collaborative Learning

    Science.gov (United States)

    Lee, Bih Ni; Abdullah, Sopiah; Kiu, Su Na

    2016-01-01

    This is a conceptual paper which is trying to look at the educational technology is not limited to high technology. However, electronic educational technology, also known as e-learning, has become an important part of today's society, which consists of a wide variety of approaches to digitization, components and methods of delivery. In the…

  13. 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 .

  14. 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,…

  15. The Combination Design of Enabling Technologies in Group Learning: New Study Support Service for Visually Impaired University Students

    Science.gov (United States)

    Tangsri, Chatcai; Na-Takuatoong, Onjaree; Sophatsathit, Peraphon

    2013-01-01

    This article aims to show how the process of new service technology-based development improves the current study support service for visually impaired university students. Numerous studies have contributed to improving assisted aid technology such as screen readers, the development and the use of audiobooks, and technology that supports individual…

  16. 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,

  17. Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons

    NARCIS (Netherlands)

    Kafyulilo, A.C.; Fisser, P.; Voogt, J.

    2015-01-01

    This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947-967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development

  18. To Overcome Challenges in Technology Development in Support of C2 through Social Learning

    National Research Council Canada - National Science Library

    Stoop, Swentibold

    2003-01-01

    .... The origin of this difficulty can be traced back to two key challenges: the alignment of user needs with technical capabilities, and the timely discovery and understanding of the impact those technologies have on the C2 domain...

  19. Mobile Learning Technology Based on iOS Devices to Support Students with Special Education Needs

    Science.gov (United States)

    Fernandez-Lopez, Alvaro; Rodriguez-Fortiz, Maria Jose; Rodriguez-Almendros, Maria Luisa; Martinez-Segura, Maria Jose

    2013-01-01

    Students with special education have difficulties to develop cognitive abilities and acquire new knowledge. They could also need to improve their behavior, communication and relationships with their environment. The development of customizable and adaptable applications tailored to them provides many benefits as it helps mold the learning process…

  20. 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…

  1. The Role of Supporters in Facilitating the Use of Technologies by Adolescents and Adults with Learning Disabilities: A Place for Positive Risk-Taking?

    Science.gov (United States)

    Seale, Jane

    2014-01-01

    The role of supporters in facilitating access to and use of technology by people (adolescents and adults) with learning disabilities has not been the primary focus of much of the research that has been undertaken to date. The review of literature presented in this paper suggests, however, that issues of support, risk and safety are emerging as…

  2. Using Digital Technologies to Support Self-Directed Learning for Preservice Teacher Education

    Science.gov (United States)

    Bullock, Shawn Michael

    2013-01-01

    This article begins with the perspective that teacher education programmes are cultural institutions and are thus compelled to respond to the societal push for teachers to be conversant in so-called twenty-first-century skills, grounded primarily in the ability to use digital technologies for pedagogical purposes. The results of an attempt to…

  3. Supporting Teachers Learning through the Collaborative Design of Technology-Enhanced Science Lessons

    Science.gov (United States)

    Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

    2015-01-01

    This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in "Teaching and Teacher Education," 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological…

  4. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  5. Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

    Science.gov (United States)

    Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

  6. Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics?

    Science.gov (United States)

    Bingham, Teri; Ray, Jan

    2013-01-01

    In an effort to keep up with the new generation of digital learners, educators are integrating multiple forms of technology into their teaching, including online learning game applications. The purpose of this study was to determine the degree to which internet-based learning game applications selected by preservice teachers were aligned with the…

  7. Lessons learned from the development of technological support for PTSD prevention : A review

    NARCIS (Netherlands)

    Vakili, V.; Brinkman, W.P.; Neerincx, M.A.

    2012-01-01

    This review2 describes the state-of-the-arttechnologiesthat support mental resilience training for PTSD prevention. It characterizes four current systems across training approaches; seeks insights via interviews with the systemdevelopers; and extracts from thesea set of essential guidelines for

  8. Adding Innovation Diffusion Theory to the Technology Acceptance Model: Supporting Employees' Intentions to Use E-Learning Systems

    Science.gov (United States)

    Lee, Yi-Hsuan; Hsieh, Yi-Chuan; Hsu, Chia-Ning

    2011-01-01

    This study intends to investigate factors affecting business employees' behavioral intentions to use the e-learning system. Combining the innovation diffusion theory (IDT) with the technology acceptance model (TAM), the present study proposes an extended technology acceptance model. The proposed model was tested with data collected from 552…

  9. On the issue of quality of experience in technology supported learning

    Directory of Open Access Journals (Sweden)

    Kirsten Snyder

    2010-12-01

    Full Text Available Quality in education has been discussed for many decades, and as such the discussion reflects the social accountability to which schools are bound in order to demonstrate the degree to which they fulfill their purpose. What has changed overtime is the way in which quality is perceived and how it is used as both an accountability device as well as a form of change agency (Fredriksson & Snyder, 2004; Power, 2002; Riley & Nutall 1994; Snyder, Acker-Hocevar & Snyder, 2000; 2008. Typical accountability models, such as those found in Great Britain and the U.S. and more recently in the European Union and Sweden as well, focus on student achievement, drop-out rates, student attrition and teacher training as some of the key factors that define ”quality” in education (Fredriksson & Snyder, 2004. Presently, international comparison tests such as TIMMS, PEARLS, and PISA are acquiring a greater significance as a ”measure of quality”. At the same time, many argue that such large scale testing does not consider important factors that relate to learning, and drop-out rates do not necessarily relate to quality education. In contrast to the standard accountability and comparative models of quality, are other systemic models, such as total quality management (Deming, 1986; Juran, 1992 that focus on both process and outcome, and recognize the inter-relationship between the two. Quality, from a systemic model, thus must address a variety of factors in addition to student achievement, including elements in the learning environment, as well as the leadership of the school, the infrastructure and resource allocation, team work, etc. (Murgatroyd & Morgan, 1994; Snyder, Acker-Hocevar & Snyder, 2000.

  10. Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

    Science.gov (United States)

    MacCallum, Kathryn; Day, Stephanie; Skelton, David; Verhaart, Michael

    2017-01-01

    Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning…

  11. Students and Teachers’ Perceptions into the Viability of Mobile Technology Implementation to Support Language Learning for First Year Business Students in a Middle Eastern University

    Directory of Open Access Journals (Sweden)

    Bilal M. Tayan

    2017-04-01

    Full Text Available Advancements in technology have enabled us to learn, adapt and exploit our skills and knowledge in new ways.  Appreciating the potential of technology may yet give growth and enrich the process of language education, particularly through a student-centred mobile learning environment. Consequently, a constructivist approach to learning can create tremendous possibilities for both language learners and teachers. By exploiting the affordances of mobile technologies and the Internet, a new platform of learning or Mobile Assisted Language Learning (MALL can be realised, through which learners truly learn to learn.  Yet, while many of today’s language institutions and places of learning have begun to understand the potential presented by mobile technology as a tool and resource to content and language development, apprehension may still exist among educational practitioners, learners and senior management.  Such apprehension may stem from a lack of understanding in fully appreciating the opportunities and affordances posed by MALL in creating a support structure to learning and teaching excellence. This may be particularly true within developing countries such as those found in the Middle East. Consequently, set in a Saudi university context, the purpose of this study is to investigate learners’ and teachers’ perceptions towards the proposed implementation of a MALL programme, while exploring whether the promotion of mobile technologies could assist learning and become a viable support structure in teaching English as a second language.  Interviews were conducted with three English instructors who teach on the first year Business English programme at the university. The study also analysed 191 student participants who completed a Likert scale questionnaire designed to explore their mobile learning experiences, attitudes and perceptions towards the proposed MALL programme in their educational context. The findings from the student

  12. Supporting Learning with Wireless Sensor Data

    Directory of Open Access Journals (Sweden)

    Arttu Perttula

    2013-03-01

    Full Text Available In this article, learning is studied in in situ applications that involve sensors. The main questions are how to conceptualize experiential learning involving sensors and what kinds of learning applications using sensors already exist or could be designed. It is claimed that experiential learning, context information and sensor data supports twenty first century learning. The concepts of context, technology-mediated experiences, shared felt experiences and experiential learning theory will be used to describe a framework for sensor-based mobile learning environments. Several scenarios and case examples using sensors and sensor data will be presented, and they will be analyzed using the framework. Finally, the article contributes to the discussion concerning the role of technology-mediated learning experiences and collective sensor data in developing twenty first century learning by characterizing what kinds of skills and competences are supported in learning situations that involve sensors.

  13. To What Extent Does Information and Communication Technology Support Inclusion in Education of Students with Learning Difficulties?

    Science.gov (United States)

    Mølster, Terje; Nes, Kari

    2018-01-01

    The main intention of this study is to explore the relationship between information and communication technology (ICT) and inclusion. The target group is students who are conceived as having learning difficulties or special educational needs. To illuminate this issue, we draw on data collected in a recent national research project about the…

  14. Different Futures of Adaptive Collaborative Learning Support

    Science.gov (United States)

    Rummel, Nikol; Walker, Erin; Aleven, Vincent

    2016-01-01

    In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version and paints a positive picture of the practice of computer-supported collaborative learning 25 years…

  15. 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…

  16. 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…

  17. Tools and strategies for engaging the supervisor in technology-supported work-based learning : evaluation research

    NARCIS (Netherlands)

    Bianco, M.; Collis, Betty; Egan, Toby Marshall; Morris, Michael Lane; Inbakumar, Vinod

    2004-01-01

    This study reports the results of the formative evaluations of two computer-supported tools and the associated strategies for their use. Tools and strategies embedded in web-based courses can increase a supervisor’s involvement in helping employees transfer learning onto the workplace. Issues

  18. The importance of learning when supporting emergent technologies for energy efficiency-A case study on policy intervention for learning for the development of energy efficient windows in Sweden

    International Nuclear Information System (INIS)

    Kiss, Bernadett; Neij, Lena

    2011-01-01

    The role of policy instruments to promote the development and diffusion of energy efficient technologies has been repeatedly accentuated in the context of climate change and sustainable development. To better understand the impact of policy instruments and to provide insights into technology change, assessments of various kinds are needed. This study analyzes the introduction and development of energy efficient windows in Sweden and the policy incentives applied to support this process. The study focuses on the assessment of technology and market development of energy efficient windows in Sweden; and by applying the concept of learning, it assesses how conditions for learning-by-searching, learning-by-doing, learning-by-using and learning-by-interacting have been supported by different policies. The results show successful progress in technology development and an improvement in best available technology of Swedish windows from 1.8 W/m 2 K in the 1970s to 0.7 W/m 2 K in 2010; in the same time period the market share of energy efficient windows increased from 20% in 1970 (average U-value of 2.0 W/m 2 K) to 80-85% in 2010 (average U-value of 1.3-1.2 W/m 2 K). The assessment shows that various policy instruments have facilitated all four learning processes resulting in the acknowledged slow but successful development of energy efficient windows. - Highlights: → Policy instruments for learning and technology change are assessed. → The development and diffusion of energy efficient windows (EEWs) in Sweden is taken as showcase. → Learning has been supported by various policies resulting in successful development of EEWs. → The thermal performance of EEWs improved with 2/3 and their market share increased by 3/5 in 40 years. → Main policies for learning are RD and D, technology procurement, testing and voluntary initiatives.

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

    Directory of Open Access Journals (Sweden)

    Paula CHARBONNEAU-GOWDY

    2012-01-01

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

  20. Lunar Surface Systems Supportability Technology Development Roadmap

    Science.gov (United States)

    Oeftering, Richard C.; Struk, Peter M.; Green, Jennifer L.; Chau, Savio N.; Curell, Philip C.; Dempsey, Cathy A.; Patterson, Linda P.; Robbins, William; Steele, Michael A.; DAnnunzio, Anthony; hide

    2011-01-01

    The Lunar Surface Systems Supportability Technology Development Roadmap is a guide for developing the technologies needed to enable the supportable, sustainable, and affordable exploration of the Moon and other destinations beyond Earth. Supportability is defined in terms of space maintenance, repair, and related logistics. This report considers the supportability lessons learned from NASA and the Department of Defense. Lunar Outpost supportability needs are summarized, and a supportability technology strategy is established to make the transition from high logistics dependence to logistics independence. This strategy will enable flight crews to act effectively to respond to problems and exploit opportunities in an environment of extreme resource scarcity and isolation. The supportability roadmap defines the general technology selection criteria. Technologies are organized into three categories: diagnostics, test, and verification; maintenance and repair; and scavenge and recycle. Furthermore, "embedded technologies" and "process technologies" are used to designate distinct technology types with different development cycles. The roadmap examines the current technology readiness level and lays out a four-phase incremental development schedule with selection decision gates. The supportability technology roadmap is intended to develop technologies with the widest possible capability and utility while minimizing the impact on crew time and training and remaining within the time and cost constraints of the program.

  1. Staffing Up for Technology Support.

    Science.gov (United States)

    Carter, Kim

    2000-01-01

    Examines current technology staffing in school districts and compares technology-related roles with a similar study conducted in 1997. Discusses job titles; responsibilities; career paths; lack of technology support in schools; district-level support; teacher training; peer assistance; student roles; collaboration with library media specialists;…

  2. 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.)

  3. Panorama of Recommender Systems to Support Learning

    NARCIS (Netherlands)

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

    2015-01-01

    This chapter presents an analysis of recommender systems in TechnologyEnhanced Learning along their 15 years existence (2000-2014). All recommender systems considered for the review aim to support educational stakeholders by personalising the learning process. In this meta-review 82 recommender

  4. 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

  5. Blended learning networks supported by information and communication technology: an intervention for knowledge transformation within family care of older people.

    Science.gov (United States)

    Hanson, Elizabeth; Magnusson, Lennart; Sennemark, Eva

    2011-08-01

    This article describes an innovative practice called Blended Learning Networks (BLNs) whose aim is to enable older people, their families, and care providers to exchange knowledge, learn together, and support each other in local development work so that care is improved for older people. BLNs were established in 31 municipalities, headed up by a local facilitator. They were supported by a national themed network consisting of virtual meetings between local facilitators and national facilitators at the Swedish National Family Care Competence Centre. An evaluation was conducted to explore the utility of the BLNs so that any improvements to the model could be instigated. Focus group interviews were conducted with members of 9 BLNs, and self-evaluation questions were discussed in 16 BLNs. Limitations are that not all BLN members participated in the evaluation, and local facilitators conducting self-evaluations were not trained in focus group dynamics. Virtual focus groups were carried out with 26 of the 31 local facilitators and with the national facilitators. Participants reported an increased understanding of caregiver issues and of each group's roles. Of particular value were the stories shared by caregivers and the potential for change locally due to the involvement of decision makers. The practice demanded considerable skills of the local facilitators. An initial education for new local facilitators was deemed necessary. BLNs is a unique practice of community communications and knowledge transfer as it creates partnerships among all key stakeholder groups that act as a catalyst for improving care for older people.

  6. 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.

  7. 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...

  8. The iPad: tablet technology to support nursing and midwifery student learning: an evaluation in practice.

    Science.gov (United States)

    Brown, Janie; McCrorie, Pamela

    2015-03-01

    This research explored the impact of tablet technology, in the form of Apple iPads, on undergraduate nursing and midwifery students' learning outcomes. In simulated clinical learning environments, first-year nursing students (n = 30) accessed apps and reference materials on iPads. Third-year nursing students (n = 88) referred to clinical guidelines to aid their decision making when problem solving. First-year midwifery students (n = 25) filmed themselves undertaking a skill and then immediately played back the video file. A total of 45 students completed an online questionnaire that allowed for qualitative comments. Students reported finding the use of iPads easy and that iPads provided point-of-care access to resources, ensuring an evidence-based approach to clinical decision making. iPads reportedly improved student efficiency and time management, while improving their ability to provide patient education. Students who used iPads for the purpose of formative self-assessment appreciated the immediate feedback and opportunity to develop clinical skills.

  9. Technology support for participatory budgeting

    DEFF Research Database (Denmark)

    Rose, Jeremy; Rios, Jesus; Lippa, Barbara

    2010-01-01

    Participatory budgeting is a reasonably well-established governance practice, particularly in South America. It is information and communication rich - making it well suited for modern technology support; in addition, the widespread participation of many citizens is difficult to achieve without...... this support. Participatory budgeting is associated with eParticipation, where much is already known about the kinds of technologies supporting citizen participation and how they are used. This paper identifies (from the existing literature) basic processes which are common to most participatory budgeting......, is integrated with a purpose-built internet platform; here we use the analysis to understand how the internet-based technologies are used to support the various participatory budgeting processes. We identify a range of these technologies which are currently used to support different eParticipation activities...

  10. Technology to Support Motivational Interviewing.

    Science.gov (United States)

    Gance-Cleveland, Bonnie; Ford, Loretta C; Aldrich, Heather; Oetzel, Keri Bolton; Cook, Paul; Schmiege, Sarah; Wold, Mary

    This paper reports the findings of motivational interviewing (MI) training with and without technology support on school-based health center (SBHC) providers' satisfaction with MI training, providers' self-report of behavioral counseling related to childhood overweight/obesity, and parents' perception of care after training. The effects of training and technology on MI is part of a larger comparative effectiveness, cluster randomized trial. Twenty-four SBHCs in six states received virtual training on MI. Half the sites received HeartSmartKids™, a bilingual (English/Spanish), decision-support technology. The technology generated tailored patient education materials. Standard growth charts were plotted and health risks were highlighted to support MI counseling. The results of the MI training included provider satisfaction with MI training and parent assessment of the components of MI in their child's care. Providers and parents were surveyed at baseline, after training, and six months after training. Providers were satisfied with training and reported improvements in counseling proficiency (ptechnology group reported significant improvement in provider support for healthy eating (p=0.04). Virtual training has the potential of preparing providers to use MI to address childhood obesity. Technology improved parent support for healthy eating. Future research should evaluate the impact of technology to support MI on patient outcomes. Childhood obesity guidelines emphasize that MI should be used to promote healthy weight in children. Training providers on MI may help more providers incorporate obesity guidelines in their practice. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. Establishing a support service for educational technology within a university

    Directory of Open Access Journals (Sweden)

    J. A. Longstaffe

    1996-12-01

    Full Text Available Over the past decade it has become increasingly apparent that computer technology is extremely effective in the support of teaching and learning. It has also become obvious that without proselytization and support, the adoption of this new method of teaching is patchy and frequently inappropriate. The raising of awareness, the training of staff and the provision of informed advice and support are necessary to facilitate the appropriate development of technology-supported learning within an institution.

  12. 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.

  13. Bringing psychosocial support to headache sufferers using information and communication technology: lessons learned from asking potential users what they want.

    Science.gov (United States)

    Huguet, Anna; Stinson, Jennifer; Mackay, Bonnie; Watters, Carolyn; Tougas, Michelle; White, Meghan; McGrath, Patrick J

    2014-01-01

    Headaches are a major concern for which psychosocial interventions are recommended. However, headache sufferers do not always have ready access to these interventions. Technology has been used to improve access, especially in young people. To examine user preferences to inform the development of an Internet-based psychosocial intervention including smartphone technology, referred to as the Wireless Headache Intervention. The methodology followed a participatory design cycle, including 25 headache sufferers (14 to 28 years of age) who informed the prototype design. All participants were familiar with smartphones and the Internet. Through two iterative cycles of focus groups stratified according to age, qualitative data were collected by asking user preferences for the different planned components of the intervention (ie, smartphone pain diary, Internet-based self-management treatment, social support) and other relevant aspects (ie, smartphone versus computer delivery, and ways of reaching target audience). NVivo 8 with content analysis was used to analyze data and reflect themes as guided by the thematic survey. Participants reported a preference for completing the smartphone pain diary on a daily basis. Participants believed that the program should facilitate easy access to information regarding headaches and management strategies. They also wanted access to other headache sufferers and experts. Participants believed that the program should be customizable and interactive. They reinforced the need and value of an integrated smartphone and Internet-based application. The results provide insight into a participatory design to guide design decisions for the type of intervention for which success relies largely on self-motivation. The results also provide recommendations for design of similar interventions that may benefit from the integration of mobile applications to Internet-based interventions. The present research contributes to the theoretical frameworks that

  14. 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.

  15. 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)

  16. Panorama of recommender systems to support learning

    OpenAIRE

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

    2015-01-01

    This chapter presents an analysis of recommender systems in Technology-Enhanced Learning along their 15 years existence (2000-2014). All recommender systems considered for the review aim to support educational stakeholders by personalising the learning process. In this meta-review 82 recommender systems from 35 different countries have been investigated and categorised according to a given classification framework. The reviewed systems have been classified into 7 clusters according to their c...

  17. 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 ...

  18. 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.

  19. A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue

    Science.gov (United States)

    Chang, Hsin-Yi; Hsu, Ying-Shao; Wu, Hsin-Kai

    2016-01-01

    We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45…

  20. Supporting learning experiences beyond the school context

    NARCIS (Netherlands)

    Rusman, Ellen

    2015-01-01

    In this workshop you’ll become familiar with two examples of how technology can support learning experiences that go beyond, but still connect to, the school context. The first example, called Elena, is for primary schools. The second example, called weSPOT, is for secondary schools. The Elena

  1. 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....

  2. 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…

  3. Computer Support for Vicarious Learning.

    Science.gov (United States)

    Monthienvichienchai, Rachada; Sasse, M. Angela

    This paper investigates how computer support for vicarious learning can be implemented by taking a principled approach to selecting and combining different media to capture educational dialogues. The main goal is to create vicarious learning materials of appropriate pedagogic content and production quality, and at the same time minimize the…

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  5. Supporting Project Work with Information Technology

    DEFF Research Database (Denmark)

    Heilesen, Simon

    2015-01-01

    Like so many other institutions, Roskilde University has had to adapt to the new realities brought about by the rapid developments in information and communication technology (ICT). On the whole, ICT tools have proven to be helpful in supporting and developing the work forms on which Roskilde...... University problem-oriented project work is based. However, in implementing and integrating the new technologies in academic practices, a number of challenges have had to be addressed. This chapter discusses four of these challenges. The first is to provide a physical and virtual framework for learning...

  6. 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…

  7. 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.

  8. 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…

  9. 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.

  10. e-Learning initiatives to support prescribing

    Science.gov (United States)

    Maxwell, Simon; Mucklow, John

    2012-01-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. PMID:22509885

  11. Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

    NARCIS (Netherlands)

    Maurice Schols

    2011-01-01

    Advances in information and communication technologies (ICTs) as well as modern pedagogical perspectives have created new possibilities to facilitate and support learning in higher education (HE). Emerging technologies bring opportunities to reconsider teaching and learning. New ideas and concepts

  12. Learning with Support Vector Machines

    CERN Document Server

    Campbell, Colin

    2010-01-01

    Support Vectors Machines have become a well established tool within machine learning. They work well in practice and have now been used across a wide range of applications from recognizing hand-written digits, to face identification, text categorisation, bioinformatics, and database marketing. In this book we give an introductory overview of this subject. We start with a simple Support Vector Machine for performing binary classification before considering multi-class classification and learning in the presence of noise. We show that this framework can be extended to many other scenarios such a

  13. It Doesn't Matter What Is in Their Hands: Understanding How Students Use Technology to Support, Enhance and Expand Their Learning in a Complex World

    Science.gov (United States)

    Bryant, Peter

    2017-01-01

    Perspectives on the use of technology in teaching and learning have been increasing polarised, with positions entrenched around the efficacy of using technology in lectures, the distractions assumed to arise from social media and the temporality and ephemerality of knowledge located outside the academy. This paper presents the preliminary…

  14. 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.

  15. 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...

  16. 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.

  17. CSPMS supported by information technology

    Science.gov (United States)

    Zhang, Hudan; Wu, Heng

    This paper will propose a whole new viewpoint about building a CSPMS(Coal-mine Safety Production Management System) by means of information technology. This system whose core part is a four-grade automatic triggered warning system achieves the goal that information transmission will be smooth, nondestructive and in time. At the same time, the system provides a comprehensive and collective technology platform for various Public Management Organizations and coal-mine production units to deal with safety management, advance warning, unexpected incidents, preplan implementation, and resource deployment at different levels. The database of this system will support national related industry's resource control, plan, statistics, tax and the construction of laws and regulations effectively.

  18. 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…

  19. Supporting Postsecondary English Language Learners' Writing Proficiency Using Technological Tools

    Science.gov (United States)

    Moore, Kathleen A.; Rutherford, Camille; Crawford, Keith A.

    2016-01-01

    Postsecondary international students who are also English language learners face a number of challenges when studying abroad and often are provided with services to support their learning. Though some research examines how institutions can support this population of students, few studies explore how technology is used to support language…

  20. 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.

  1. BRINGING THE CLASSROOM INTO THE WORLD: THREE AUSTRALIAN CASES OF DESIGNING MOBILE TECHNOLOGY TO SUPPORT BLENDED LEARNING FOR THE BUILT AND LANDSCAPED ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Wally Michael Smith

    2017-01-01

    Full Text Available We describe and reflect on three case studies of developing fieldwork for tertiary students of architectural history, landscape history and urban design. In each case, the potential of blended learning was explored through the use of mobile technology to explore designated sites as extensions of class-based learning. Two studies involved the development of apps that worked as guides for students to explore places of significance in Melbourne, while one study invited students to develop a design for a mobile app that could communicate the influence of urban design thinkers on a particular place in Sydney. We describe how these three exercises provide insights into the way that mobile technology, both real and imagined, can provide a conduit between classroom and field learning. Equally significant, we reflect on how the process of designing the apps became one of extended co-creation between student, tutors and teaching staff, also with consequence for learning.

  2. 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...

  3. A Lunar Surface System Supportability Technology Development Roadmap

    Science.gov (United States)

    Oeftering, Richard C.; Struk, Peter M.; Taleghani, barmac K.

    2011-01-01

    This paper discusses the establishment of a Supportability Technology Development Roadmap as a guide for developing capabilities intended to allow NASA s Constellation program to enable a supportable, sustainable and affordable exploration of the Moon and Mars. Presented is a discussion of supportability, in terms of space facility maintenance, repair and related logistics and a comparison of how lunar outpost supportability differs from the International Space Station. Supportability lessons learned from NASA and Department of Defense experience and their impact on a future lunar outpost is discussed. A supportability concept for future missions to the Moon and Mars that involves a transition from a highly logistics dependent to a logistically independent operation is discussed. Lunar outpost supportability capability needs are summarized and a supportability technology development strategy is established. The resulting Lunar Surface Systems Supportability Strategy defines general criteria that will be used to select technologies that will enable future flight crews to act effectively to respond to problems and exploit opportunities in an environment of extreme resource scarcity and isolation. This strategy also introduces the concept of exploiting flight hardware as a supportability resource. The technology roadmap involves development of three mutually supporting technology categories, Diagnostics Test and Verification, Maintenance and Repair, and Scavenging and Recycling. The technology roadmap establishes two distinct technology types, "Embedded" and "Process" technologies, with different implementation and thus different criteria and development approaches. The supportability technology roadmap addresses the technology readiness level, and estimated development schedule for technology groups that includes down-selection decision gates that correlate with the lunar program milestones. The resulting supportability technology roadmap is intended to develop a set

  4. Preservice Mathematics Teachers' Perceptions of Using a Web 2.0 Technology as a Supportive Teaching-Learning Tool in a College Euclidean Geometry Course

    Science.gov (United States)

    Hossain, Md. Mokter

    2012-01-01

    This mixed methods study examined preservice secondary mathematics teachers' perceptions of a blogging activity used as a supportive teaching-learning tool in a college Euclidean Geometry course. The effect of a 12-week blogging activity that was a standard component of a college Euclidean Geometry course offered for preservice secondary…

  5. 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…

  6. 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.

  7. A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks

    NARCIS (Netherlands)

    De Jong, Tim; Fuertes, Alba; Schmeits, Tally; Specht, Marcus; Koper, Rob

    2008-01-01

    De Jong, T., Fuertes, A., Schmeits, T., Specht, M., & Koper, R. (2009). A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. In D. Goh (Ed.), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education (pp.

  8. Student Support in Open Learning: Sustaining the Process.

    Science.gov (United States)

    Dearnley, Christine

    2003-01-01

    A 2-year study included interviews with 18 and survey of 160 nurses studying through open learning in the United Kingdom. They were challenged by returning to study, requiring time management and technological skills. Professional, academic, and social networks provided important support as life responsibilities and events impinged on learning.…

  9. Integrating Collaborative and Decentralized Models to Support Ubiquitous Learning

    Science.gov (United States)

    Barbosa, Jorge Luis Victória; Barbosa, Débora Nice Ferrari; Rigo, Sandro José; de Oliveira, Jezer Machado; Rabello, Solon Andrade, Jr.

    2014-01-01

    The application of ubiquitous technologies in the improvement of education strategies is called Ubiquitous Learning. This article proposes the integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu. CoolEdu is a generic collaboration model for decentralized environments. Global is an…

  10. Hybrid Life Support System Technology Demonstrations

    Science.gov (United States)

    Morrow, R. C.; Wetzel, J. P.; Richter, R. C.

    2018-02-01

    Demonstration of plant-based hybrid life support technologies in deep space will validate the function of these technologies for long duration missions, such as Mars transit, while providing dietary variety to improve habitability.

  11. 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).

  12. 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

  13. 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.

  14. Stimulating investment in energy materials and technologies to combat climate change: an overview of learning curve analysis and niche market support.

    Science.gov (United States)

    Foxon, Timothy J

    2010-07-28

    This paper addresses the probable levels of investment needed in new technologies for energy conversion and storage that are essential to address climate change, drawing on past evidence on the rate of cost improvements in energy technologies. A range of energy materials and technologies with lower carbon emissions over their life cycle are being developed, including fuel cells (FCs), hydrogen storage, batteries, supercapacitors, solar energy and nuclear power, and it is probable that most, if not all, of these technologies will be needed to mitigate climate change. High rates of innovation and deployment will be needed to meet targets such as the UK's goal of reducing its greenhouse gas emissions by 80 per cent by 2050, which will require significant levels of investment. Learning curves observed for reductions in unit costs of energy technologies, such as photovoltaics and FCs, can provide evidence on the probable future levels of investment needed. The paper concludes by making recommendations for policy measures to promote such investment from both the public and private sectors.

  15. Using Data to Support Teaching and Learning

    Science.gov (United States)

    Palucki Blake, Laura

    2017-01-01

    This chapter discusses principles that support using data about teaching and learning and offers several strategies particularly well suited for use by institutional researchers at small colleges in helping faculty, staff, and administrators use data on student learning for improvement.

  16. The role of learning technologists in supporting e-research

    Directory of Open Access Journals (Sweden)

    Susi Peacock

    2009-12-01

    Full Text Available This article explores how the role of learning technologists, a professional group that has emerged during the last 15 to 20 years, may be diversifying to include supporting e-research. It contributes to the current debate about the emerging profession and the roles it should play in contemporary higher education. Previous studies have shown that, typically, the profession's role has focussed almost exclusively on curriculum development; traditionally, learning technologists work with students and tutors to enhance the learning environment with technology. This article presents two case studies of PhD research that used a standard e-learning tool, the virtual learning environment (VLE, to conduct focus groups online. The case studies demonstrate the expert role of the learning technologist in supporting researchers to make informed decisions about whether and how to use e-learning tools to conduct qualitative e-research. The learning technologist advised on the potential advantages and limitations of using the VLE for research and fostered collaborative, working relationships with the researchers, acquiring extensive background knowledge about their projects. This required the learning technologist to draw upon her own experience with research into e-learning and on her professional experience gained from supporting curriculum developments. It is suggested that many learning technologists could extend their roles, transferring their knowledge to include supporting e-research. A more inclusive model of the learning technologist's role in academia could help address the potential polarisation of the profession into researchers and practitioners.

  17. Tablet PC Support of Students' Learning Styles

    Directory of Open Access Journals (Sweden)

    Shreya Kothaneth

    2012-12-01

    Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.

  18. Designing Corporate Databases to Support Technology Innovation

    Science.gov (United States)

    Gultz, Michael Jarett

    2012-01-01

    Based on a review of the existing literature on database design, this study proposed a unified database model to support corporate technology innovation. This study assessed potential support for the model based on the opinions of 200 technology industry executives, including Chief Information Officers, Chief Knowledge Officers and Chief Learning…

  19. 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

  20. iHealth: supporting health by technology

    NARCIS (Netherlands)

    Ossebaard, Hans Cornelis

    2012-01-01

    This thesis is about how people support their health through the use of technology. It focuses on web-based information and communication technology (ICT). Many factors play a role in the interaction between people, technology and context. In five studies we have investigated a few of them. The

  1. Technologies to support industrial processes

    International Nuclear Information System (INIS)

    Palazzi, G.; Savelli, D.

    1989-05-01

    Control and measuring techniques applied to industry have the common aim of increasing safety, reliability and plant availability. The industrial monitoring system needs a lot of sensors, whose signals, elaborated and interpreted, allow one to define the best working condition; moreover control instruments perform a diagnosis related to damages and breakages. The Experimental Engineering Division of ENEA's Thermal Reactor Department has developed sensors and measuring apparatus and has acquired advanced control techniques. All these systems, containing an original software, have been applied to industrial process problems and/or to experimental facilities both to increase reliability and to understand better process physics. Division activities are grouped in four sectors: non-destructive examinations (ultrasonic, eddy current, thermography, holographic interpherometry, penetrant liquids and magnetoscopy); innovative sensors (heated thermocouples, optical fiber sensors); advanced measuring systems (laser technology for fluidodynamic measures, nuclear radiation techniques, infrared measuring, mass spectrometer, hot-film anemometer, chromatographic apparatus); advanced technologies for diagnosis and signal analysis (digital image processing, statistical analysis). (author)

  2. 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…

  3. 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

  4. Assessment of (Computer-Supported) Collaborative Learning

    Science.gov (United States)

    Strijbos, J. -W.

    2011-01-01

    Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

  5. 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…

  6. A dedicated fund supports technological innovation

    CERN Multimedia

    Katarina Anthony

    2010-01-01

    The Knowledge and Technology Transfer (KTT) Group is calling on CERN Departments to take their technology out of the confines of the laboratory and make it ready for dissemination. For the first time, projects can apply for financial support from the newly established KTT Fund.   Scientific inquiry can lead to unexpected developments for society when researchers apply their expertise for public use. CERN actively encourages this transfer of knowledge and technology and, for the first time, has created a dedicated fund to provide financial support to projects aiming at disseminating their technologies to external audiences. CERN’s technology transfer schemes were formalised in the recent Policy on the Management of Intellectual Property in Technology Transfer, approved in March. Revenues generated by commercial exploitation will be distributed between the members of the team that developed the technology, their Department, and the KTT Fund for reinvestment in further KTT projects. &qu...

  7. 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.

  8. 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…

  9. 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…

  10. 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.

  11. 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.

  12. 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.

  13. Ambient Learning Displays - Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning

    NARCIS (Netherlands)

    Börner, Dirk

    2012-01-01

    Börner, D. (2012). Ambient Learning Displays - Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning. 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education (pp. 337-338). March, 27-30, 2012, Takamatsu, Japan: IEEE Computer

  14. International technology identification, transfer, and program support

    International Nuclear Information System (INIS)

    Kitchen, B.

    1993-01-01

    Savannah River Site (SRS) activities primarily address vitrification technologies being investigated with Japan and the former Soviet Union (FSU). They also support the overall management of EM's international activities

  15. Using Mobile Devices to Support Online Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Santi Caballé

    2010-01-01

    Full Text Available Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.

  16. 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…

  17. 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…

  18. 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…

  19. 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

  20. Decision support software technology demonstration plan

    Energy Technology Data Exchange (ETDEWEB)

    SULLIVAN,T.; ARMSTRONG,A.

    1998-09-01

    The performance evaluation of innovative and alternative environmental technologies is an integral part of the US Environmental Protection Agency's (EPA) mission. Early efforts focused on evaluating technologies that supported the implementation of the Clean Air and Clean Water Acts. In 1986 the Agency began to demonstrate and evaluate the cost and performance of remediation and monitoring technologies under the Superfund Innovative Technology Evaluation (SITE) program (in response to the mandate in the Superfund Amendments and Reauthorization Act of 1986 (SARA)). In 1990, the US Technology Policy was announced. This policy placed a renewed emphasis on making the best use of technology in achieving the national goals of improved quality of life for all Americans, continued economic growth, and national security. In the spirit of the technology policy, the Agency began to direct a portion of its resources toward the promotion, recognition, acceptance, and use of US-developed innovative environmental technologies both domestically and abroad. Decision Support Software (DSS) packages integrate environmental data and simulation models into a framework for making site characterization, monitoring, and cleanup decisions. To limit the scope which will be addressed in this demonstration, three endpoints have been selected for evaluation: Visualization; Sample Optimization; and Cost/Benefit Analysis. Five topics are covered in this report: the objectives of the demonstration; the elements of the demonstration plan; an overview of the Site Characterization and Monitoring Technology Pilot; an overview of the technology verification process; and the purpose of this demonstration plan.

  1. 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.

  2. 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

  3. Sensor technology more than a support.

    Science.gov (United States)

    Olsson, Anna; Persson, Ann-Christine; Bartfai, Aniko; Boman, Inga-Lill

    2018-03-01

    This interview study is a part of a project that evaluated sensor technology as a support in everyday activities for patients with memory impairment. To explore patients with memory impairment and their partners' experiences of using sensor technology in their homes. Five patients with memory impairment after stroke and three partners were interviewed. Individual semi-structured interviews were analyzed with qualitative content analysis. Installing sensor technology with individually prerecorded voice reminders as memory support in the home had a broad impact on patients' and their families' lives. These effects were both positive and negative. The sensor technology not only supported activities but also influenced the patients by changing behavior, providing a sense of security, independence and increased self-confidence. For the partners, the sensor technology eased daily life, but also gave increased responsibility for maintenance. Technical problems led to frustration and stress for the patients. The results indicate that sensor technology has potential to increase opportunities for persons with memory impairment to perform and participate in activities and to unburden their partners. The results may promote an understanding of how sensor technology can be used to support persons with memory impairment in their homes.

  4. 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.

  5. Implications of writing, reading, and tagging on the web for reflection support in informal learning

    NARCIS (Netherlands)

    Glahn, Christian

    2008-01-01

    Glahn, C. (2008). Implications of writing, reading and tagging on the web for reflection support in informal learning. Presented at the Third European Conference on Technology Enhanced Learning, EC-TEL 2008. September, 17, 2008, Maastricht, The Netherlands.

  6. Igloo: mobile learning system to facilitate and support learners and educators

    CSIR Research Space (South Africa)

    Ogunleye, S

    2009-12-01

    Full Text Available This paper describes the design, implementation and evaluation a mobile learning technology, namely IGLOO for mobile devices. It is intended to support educators as well as students in a learning environment. A working prototype system is discussed...

  7. Supporting Project Work with Information Technology

    DEFF Research Database (Denmark)

    Heilesen, Simon

    2015-01-01

    activities. The second is to direct student use of ICT in terms of making systems available and teaching academic computing. The third challenge is to supervise and conduct project work online and in blended learning environments. Finally, one must find a way to exploit the potentials of ICT in problem...... University problem-oriented project work is based. However, in implementing and integrating the new technologies in academic practices, a number of challenges have had to be addressed. This chapter discusses four of these challenges. The first is to provide a physical and virtual framework for learning...

  8. Using Blogs to Support Learning during Internship

    Science.gov (United States)

    Chu, Samuel K. W.; Chan, Carol K. K.; Tiwari, Agnes F. Y.

    2012-01-01

    Blogging has been recommended as a suitable tool for learning during internship due to its associated usefulness in collaborative learning, reflection, communication, and social support. In this study, blogging was incorporated into the internship activities of two discipline-specific groups of interns: information management (n = 53) and nursing…

  9. Multimedia support of language learning in kindergarten

    NARCIS (Netherlands)

    Segers, Petronella Cornelia Johanna

    2003-01-01

    The present volume reports on research on the development and efficacy of a Dutch software program to enhance the language learning of kindergarten children. In part 1, the focus is on multimedia support of children learning Dutch as a second language. In this part, an introduction on multimedia

  10. Supporting Collaborative Learning in the Architectural Domain

    NARCIS (Netherlands)

    Wolpers, Martin; Memmel, Martin; Giretti, Alberto; Casals, Miquel; Niemann, Katja; Specht, Marcus

    2013-01-01

    Wolpers, M., Memmel, M., Giretti, A., Casals, M., Niemann, K., & Specht, M. (2012). Supporting Collaborative Learning in the Architectural Domain. In A. Okada, T. Connolly, & P. Scott (Eds.), Collaborative Learning 2.0: Open Educational Resources (pp. 328-356). Hershey, PA: Information Science

  11. Supporting the Learning Dimension of Knowledge Work

    NARCIS (Netherlands)

    Lindstaedt, S.N.; Aehnelt, M.; de Hoog, Robert; Cress, U.; Dimitrova, V.; Specht, M.

    2009-01-01

    We argue that in order to increase knowledge work productivity we have to put more emphasis on supporting this learning dimension of knowledge work. The key distinctions compared to other TEL approaches are (1) taking the tight integration of working and learning seriously, (2) enabling seamless

  12. From Personal to Contextual Learning Support

    NARCIS (Netherlands)

    Specht, Marcus

    2009-01-01

    Specht, M. (2009). From Personal to Contextual Learning Support. Keynote given at the Tagung Lernen, Wissen, Adaptivität of the Deutschen Gesellschaft für Informatik. September, 21, 2009, Darmstadt, Germany.

  13. 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.

  14. 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…

  15. 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…

  16. 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…

  17. 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,

  18. 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…

  19. 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...

  20. 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…

  1. 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...

  2. 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.

  3. Supporting the processes of teaching and learning

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe

    2010-01-01

    This paper presents a theoretical framework focusing on the processes of teaching. The framework can be used for analysis of teaching and learning practice, as well as analysis of the intended processes proposed and supported in teaching/learning materials; on the other hand, the framework can...... be used when planning teaching and designing learning materials, in casu digital learning platforms. Processes are examined at the micro-level, identified as interaction sequences, and at the meso-level as workflows. The macro-level, the level of modules, is only addressed sporadically in this paper...... for developing more complex competences in students. A number of alternative interaction sequences and workflows are described and discussed. These alternatives all have their advantages, but they are evaluated as more complex, troublesome, and inconvenient to work with. Teaching and learning materials support...

  4. 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.

  5. 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...

  6. 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…

  7. Focus Learning Support: Rising to Educational Challenges

    Science.gov (United States)

    Achinewhu-Nworgu, Elizabeth; Shotte, Gertrude; Chioma, Queen Nworgu

    2012-01-01

    This paper discusses the operations of Focus Learning Support (FLS), an organisation that provides educational support for overseas students, in particularly, Nigerians who are desirous of pursuing academic courses at universities and colleges in the United Kingdom (UK). In highlighting the vital role that education plays in the national…

  8. 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.

  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. Toward a Technology of "Nonaversive" Behavioral Support

    Science.gov (United States)

    Horner, Robert H.; Dunlap, Glen; Koegel, Robert L.; Carr, Edward G.; Sailor, Wayne; Anderson, Jacki; Albin, Richard W.; O'Neill, Robert E.

    2005-01-01

    Nonaversive behavior management is an approach to supporting people with undesirable behaviors that integrates technology and values. Although this approach has attracted numerous proponents, more adequate definition and empirical documentation are still needed. This article presents an introduction to the nonaversive approach. Important…

  13. Telescience and payload control support technologies

    Science.gov (United States)

    Donzelli, P.; Macavero, E.

    1988-10-01

    Technological options and their utilization scenarios for telescience implementation in manned space stations are outlined. On board and ground based data acquisition systems (SIMD and MIMD architecture, digital signal processing); and real time knowledge based systems to support principal investigators and payload specialists are discussed.

  14. Supporting women's leadership in science, technology, and ...

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

    A cutting-edge CA$15 million fellowships program, jointly funded by the Swedish International Development Cooperation Agency and IDRC, will support 140 doctoral and 60 early career women scientists in low and middle-income countries (LMICs) in the fields of science, technology, engineering, and mathematics.

  15. 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

  16. 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

  17. 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

  18. Considering Components, Types, and Degrees of Authenticity in Designing Technology to Support Transfer

    Science.gov (United States)

    Hardre, Patricia L.

    2013-01-01

    Authenticity is a key to using technology for instruction in ways that enhance learning and support learning transfer. Simply put, a representation is authentic when it shows learners clearly what a task, context, or experience will be like in real practice. More authentic representations help people learn and understand better. They support…

  19. Computational Support for Technology- Investment Decisions

    Science.gov (United States)

    Adumitroaie, Virgil; Hua, Hook; Lincoln, William; Block, Gary; Mrozinski, Joseph; Shelton, Kacie; Weisbin, Charles; Elfes, Alberto; Smith, Jeffrey

    2007-01-01

    Strategic Assessment of Risk and Technology (START) is a user-friendly computer program that assists human managers in making decisions regarding research-and-development investment portfolios in the presence of uncertainties and of non-technological constraints that include budgetary and time limits, restrictions related to infrastructure, and programmatic and institutional priorities. START facilitates quantitative analysis of technologies, capabilities, missions, scenarios and programs, and thereby enables the selection and scheduling of value-optimal development efforts. START incorporates features that, variously, perform or support a unique combination of functions, most of which are not systematically performed or supported by prior decision- support software. These functions include the following: Optimal portfolio selection using an expected-utility-based assessment of capabilities and technologies; Temporal investment recommendations; Distinctions between enhancing and enabling capabilities; Analysis of partial funding for enhancing capabilities; and Sensitivity and uncertainty analysis. START can run on almost any computing hardware, within Linux and related operating systems that include Mac OS X versions 10.3 and later, and can run in Windows under the Cygwin environment. START can be distributed in binary code form. START calls, as external libraries, several open-source software packages. Output is in Excel (.xls) file format.

  20. 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,…

  1. Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre

    Directory of Open Access Journals (Sweden)

    Hazel L. W. Chiu

    2012-09-01

    Full Text Available This article draws on observations, examples and findings from previous action research and teaching experiences gathered in an independent language learning centre in a university in Hong Kong to explore strategies for supporting independent learning. The learning centre offers one-to-one and small-group learning sessions to support the development of independent learning skills in various areas. This discussion will explore particularly the focuses of reading and writing skills development. These learner-centred support sessions aim to develop awareness of different types of learning strategies to suit individual learning needs, and cultivate interest and ability for continuous self-learning. The benefits of a semi-structured scaffolding format with attention to individual learning differences and supported by technology will be highlighted.

  2. Strategies to facilitate stakeholder and regulator support for technology deployment

    International Nuclear Information System (INIS)

    Burford, T.D.

    1997-01-01

    Implementation and deployment of new and innovative environmental technologies is impossible without regulator, enduser and stakeholder support. Technologies being developed for different needs require different strategies to facilitate this endorsement. Areas addressed will include technologies developed to meet site specific cleanup needs and those developed for multiple site applications. A third area deals with using site specific technologies at previously unidentified locations. In order to expand the application of these technologies to other sites a plan to include potential site regulators and stakeholders early in the development process should be considered. The Subsurface Contaminant Focus Area has developed a Stakeholder Communication Plan. This plan, in addition to lessons learned from current technology development projects that have successfully obtained this type of support, will provide the basis for the information provided in this paper. The object of this paper is to suggest strategies that could facilitate the implementation and deployment of technologies at environmental sites by involving regulators and stakeholders at the proper time for various applications

  3. 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

  4. Supporting Student Learning in Computer Science Education via the Adaptive Learning Environment ALMA

    Directory of Open Access Journals (Sweden)

    Alexandra Gasparinatou

    2015-10-01

    Full Text Available This study presents the ALMA environment (Adaptive Learning Models from texts and Activities. ALMA supports the processes of learning and assessment via: (1 texts differing in local and global cohesion for students with low, medium, and high background knowledge; (2 activities corresponding to different levels of comprehension which prompt the student to practically implement different text-reading strategies, with the recommended activity sequence adapted to the student’s learning style; (3 an overall framework for informing, guiding, and supporting students in performing the activities; and; (4 individualized support and guidance according to student specific characteristics. ALMA also, supports students in distance learning or in blended learning in which students are submitted to face-to-face learning supported by computer technology. The adaptive techniques provided via ALMA are: (a adaptive presentation and (b adaptive navigation. Digital learning material, in accordance with the text comprehension model described by Kintsch, was introduced into the ALMA environment. This material can be exploited in either distance or blended learning.

  5. 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…

  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. Bringing the Classroom into the World: Three Reflective Case Studies of Designing Mobile Technology to Support Blended Learning for the Built and Landscaped Environment

    Science.gov (United States)

    Smith, Wally; Lewi, Hannah; Saniga, Andrew; Stickells, Lee; Constantinidis, Dora

    2017-01-01

    We report and reflect on three projects, carried out by us as educators and technology researchers over a four year period, that explore the use of mobile technologies in the fieldwork of Australian tertiary students of architectural history, landscape history and urban design. Treating these as three case studies, our focus is on the emerging…

  8. [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.

  9. An Electronic Portfolio to Support Learning

    Directory of Open Access Journals (Sweden)

    Anne Wade

    2005-10-01

    Full Text Available n this paper, we provide a description of a CSLP research project that looked at portfolio use within a middle school, the web-based e-portfolio software we have developed within the context of the Quebec educational system, our plans for further development of the tool, and our research plans related to the use of portfolios to support learning. Our aim is to combine research evidence on portfolio use with practical feedback from the field in an attempt to develop easy-to-use, powerful software designed to support active self-regulated student learning in schools.

  10. 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...

  11. 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...

  12. 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.

  13. 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.

  14. 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…

  15. 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.

  16. 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.

  17. 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.

  18. The Affordance of Speech Recognition Technology for EFL Learning in an Elementary School Setting

    Science.gov (United States)

    Liaw, Meei-Ling

    2014-01-01

    This study examined the use of speech recognition (SR) technology to support a group of elementary school children's learning of English as a foreign language (EFL). SR technology has been used in various language learning contexts. Its application to EFL teaching and learning is still relatively recent, but a solid understanding of its…

  19. 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...

  20. Learning analytics in practice: The effects of adaptive educational technology Snappet on students' arithmetic skills

    NARCIS (Netherlands)

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

    2016-01-01

    Even though the recent influx of tablets in primary education goes together with the vision that educational technology empowered with learning analytics will revolutionize education, empirical results supporting this claim are scares. Adaptive educational technology Snappet combines extracted and

  1. Assessment and Accountability to Support Meaningful Learning

    Science.gov (United States)

    Marion, Scott; Leather, Paul

    2015-01-01

    This paper presents an overview of New Hampshire's efforts to implement a pilot accountability system designed to support deeper learning for students and powerful organization change for schools and districts. The accountability pilot, referred to as Performance Assessment of Competency Education or PACE, is grounded in a competencybased…

  2. PACS infrastructure supporting e-learning

    International Nuclear Information System (INIS)

    Mildenberger, Peter; Brueggemann, Kerstin; Roesner, Freya; Koch, Katja; Ahlers, Christopher

    2011-01-01

    Digital imaging is becoming predominant in radiology. This has implications for teaching support, because conventional film-based concepts are now obsolete. The IHE Teaching File and Clinical Study Export (TCE) profile provides an excellent platform to enhance PACS infrastructure with educational functionality. This can be supplemented with dedicated e-learning tools.

  3. PACS infrastructure supporting e-learning

    Energy Technology Data Exchange (ETDEWEB)

    Mildenberger, Peter, E-mail: milden@radiologie.klinik.uni-mainz.de [University Medicine Mainz, Johannes Gutenberg-University Mainz, Langenbeckstr 1, Mainz (Germany); Brueggemann, Kerstin; Roesner, Freya; Koch, Katja; Ahlers, Christopher [University Medicine Mainz, Johannes Gutenberg-University Mainz, Langenbeckstr 1, Mainz (Germany)

    2011-05-15

    Digital imaging is becoming predominant in radiology. This has implications for teaching support, because conventional film-based concepts are now obsolete. The IHE Teaching File and Clinical Study Export (TCE) profile provides an excellent platform to enhance PACS infrastructure with educational functionality. This can be supplemented with dedicated e-learning tools.

  4. Assistive technology for memory support in dementia.

    Science.gov (United States)

    Van der Roest, Henriëtte G; Wenborn, Jennifer; Pastink, Channah; Dröes, Rose-Marie; Orrell, Martin

    2017-06-11

    The sustained interest in electronic assistive technology in dementia care has been fuelled by the urgent need to develop useful approaches to help support people with dementia at home. Also the low costs and wide availability of electronic devices make it more feasible to use electronic devices for the benefit of disabled persons. Information Communication Technology (ICT) devices designed to support people with dementia are usually referred to as Assistive Technology (AT) or Electronic Assistive Technology (EAT). By using AT in this review we refer to electronic assistive devices. A range of AT devices has been developed to support people with dementia and their carers to manage their daily activities and to enhance safety, for example electronic pill boxes, picture phones, or mobile tracking devices. Many are commercially available. However, the usefulness and user-friendliness of these devices are often poorly evaluated. Although reviews of (electronic) memory aids do exist, a systematic review of studies focusing on the efficacy of AT for memory support in people with dementia is lacking. Such a review would guide people with dementia and their informal and professional carers in selecting appropriate AT devices. Primary objectiveTo assess the efficacy of AT for memory support in people with dementia in terms of daily performance of personal and instrumental activities of daily living (ADL), level of dependency, and admission to long-term care. Secondary objectiveTo assess the impact of AT on: users (autonomy, usefulness and user-friendliness, adoption of AT); cognitive function and neuropsychiatric symptoms; need for informal and formal care; perceived quality of life; informal carer burden, self-esteem and feelings of competence; formal carer work satisfaction, workload and feelings of competence; and adverse events. We searched ALOIS, the Specialised Register of the Cochrane Dementia and Cognitive Improvement Group (CDCIG), on 10 November 2016. ALOIS is

  5. How Undergraduate Students Use Social Media Technologies to Support Group Project Work

    Science.gov (United States)

    McAliney, Peter J.

    2013-01-01

    Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work. Given the emergence of social media technologies, I examined…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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.

  12. 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…

  13. 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.

  14. 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

  15. 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…

  16. 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…

  17. Combining Drama Pedagogy with Digital Technologies to Support the Language Learning Needs of Newly Arrived Refugee Children: A Classroom Case Study

    Science.gov (United States)

    Dunn, Julie; Bundy, Penny; Woodrow, Nina

    2012-01-01

    Although significant research has been completed that examines the effectiveness of process drama as a pedagogical approach for developing additional languages and further work has focused on the affordances of digital technologies within drama work, scant attention has been paid to the possibilities which a combination of these approaches might…

  18. E-learning support for teaching seniors

    OpenAIRE

    Ščotková, Zlatica

    2014-01-01

    The purpose of this bachelor thesis is creating an electronic course (tutorial) for The University of the Third Age on University of Economics in Prague. The thesis is metaphorically joining topics like information and communication technology and education in it's own theme. Before creating the tutorial, it is necessary to explain the term e-learning. Therefore the thesis is divided into two parts: theoretical and practical. The main contribution of this thesis is creating a specific electro...

  19. Social support and child protection: Lessons learned and learning.

    Science.gov (United States)

    Thompson, Ross A

    2015-03-01

    Social support has been a topic of research for nearly 50 years, and its applications to prevention and intervention have grown significantly, including programs advancing child protection. This article summarizes the central conclusions of the 1994 review of research on social support and the prevention of child maltreatment prepared for the U.S. Advisory Board on Child Abuse and Neglect, and surveys advances in the field since its publication. Among the lessons learned twenty years ago are (a) the diversity of the social support needs of at-risk families and their association with child endangerment, (b) the need to supplement the emotionally affirmative aspects of social support with efforts to socialize parenting practices and monitor child well-being, (c) the desirability of integrating formal and informal sources of social support for recipients, and (d) the importance of considering the complex recipient reactions to receiving support from others. The lessons we are now learning derive from research exploring the potential of online communication to enhance social support, the neurobiology of stress and its buffering through social support, and the lessons of evaluation research that are identifying the effective ingredients of social support interventions. Copyright © 2014 Elsevier Ltd. All rights reserved.

  20. 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…

  1. 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.  

  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. Digital Systems Supporting Cognition and Exploratory Learning in Twenty-First Century: Guest Editorial

    Science.gov (United States)

    Spector, J. Michael; Ifenthaler, Dirk; Sampson, Demetrios G.

    2016-01-01

    Digital systems and digital technologies are globally investigated for their potential to transform learning, teaching and assessment towards offering unique learning experiences to the twenty-first century learners. This Special Issue on "Digital systems supporting cognition and exploratory learning in twenty-first century" aims to…

  4. Implementing e-network-supported inquiry learning in science

    DEFF Research Database (Denmark)

    Williams, John; Cowie, Bronwen; Khoo, Elaine

    2013-01-01

    The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature......-construct knowledge using a wide range of resources for meaning making and expression of ideas. These outcomes were, however, contingent on the interplay of teacher understanding of the nature of science inquiry and school provision of an effective technological infrastructure and support for flexible curriculum...

  5. Complex «Electronic school» for information support of learning at school and at home on the basis of client-server technology

    Directory of Open Access Journals (Sweden)

    Олександр Барладін

    2017-09-01

    Full Text Available The article discusses the particularities of the «Electronic school» complex on the basis of an Internet resource http://osvitanet.com.ua/ as developed by the Institute of Advanced Technologies. The piece analyses the tools of the complex and how it can be used. The functioning of the resource on different devices (PCs, tablets, smartphones and its compatibility with different operating systems (Windows, Android, iOS and others are further demonstrated. Given the contemporary global development and the pending need that Ukraine follows the world trends in education, the article stresses the necessity to ensure the availability of PCs at schools and the general access to contemporary information technologies. In this context, it is particularly important to provide the schools with computer programmes and information resources that are contemporary both in content and in form. The article emphasises that Geography, the other natural science courses as well as History, are the subjects that cannot be taught properly without the qualitative accompanying cartographic materials. This applies both to traditional cartographic materials and to digital educational resources such as maps, illustrations, animations, videos, CD-programmes and the geographical information systems. It is also important that the work with digital materials teaches the pupils and teachers to be more independent in their research and to be able to single out the necessary out of the vast masses of information. Such materials further enhance the general level of their computer skills. The article also highlights the importance to ensure access to the online school teaching and studying materials from all over Ukraine and the world. The online cartographic materials on History and Geography have a strong educational and consolidating effect not only on the Ukrainians in Ukraine and abroad, but also on the foreigners interested in Ukraine and in different transformation processes

  6. Technologies in support of CANDU development

    International Nuclear Information System (INIS)

    Turner, C.; Tapping, B.

    2005-01-01

    Atomic Energy of Canada, Ltd. (AECL) has significant research and development (R and D) programs designed to meet the needs of both existing CANDU reactors and new and evolving CANDU plant designs. These R and D programs cover a wide range of technology, from chemistry and materials support through to inspection and life management tools. Emphasis is placed on effective technology development programs for fuel channels, feeders and steam generators to ensure their operation through design life, and beyond. This paper specifically addresses how the R and D has been applied in the production of longer-lived pressure tubes for the most recent CANDU 6 reactors, and how this technology forms the basis for the pressure tubes of the Advanced CANDU Reactor (ACR). Similarly, AECL has developed solutions for other critical components such as calandria tubes, feeder pipe and steam generators. The paper also discusses how the R and D knowledge has been integrated into aging management databases and health monitoring tools. Since 1997, AECL has been working with CANDU utilities on comprehensive and integrated CANDU Plant Life Management (PLiM) programs for successful and reliable plant operation through design life and beyond. AECL has developed and implemented an advanced chemistry monitoring and diagnostic system, called ChemAND which allows on-line access by the operators to current and past chemistry conditions enabling appropriate responses and facilitating planning of shutdown maintenance actions. An equivalent tool for monitoring, trending and diagnosing thermal and mechanical data has also been developed; this tool is called ThermAND. AECL is developing the Maintenance Information, Monitoring, and Control (MIMC) system, which provide information to the user for condition-based decision-making in maintenance. To enable more effective inspections, surveillance and data collection, AECL has developed unique one-off tooling to carry out unanticipated inspection and repair

  7. 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…

  8. 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

  9. 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.

  10. 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.

  11. 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 .

  12. 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...

  13. INNOVATIVE TECHNOLOGIES OF LOGISTICAL SUPPORT OF TROOPS

    Directory of Open Access Journals (Sweden)

    S. V. Myamlin

    2017-12-01

    Full Text Available Purpose. Comprehensive and uninterrupted logistical support of troops is considered one of the main factors of successful conduct of hostilities by any state. The logistics support system, created in peacetime, is intended for use in the course of a military company. It is the link between the front and the economy of the country, and at the same time, it is one of the important factors affecting the combat operation. According to experts, changes in the geopolitical and military-strategic situation in Europe resulted also changes in the armed forces of states, including their logistical support, which is undergoing changes and is developing under the direct influence of the military strategy, the achievement of whose goals it is intended to provide. All this necessitates the search for new, more effective ways of solving logistical problems in modern combat. This is true today, including for the Armed Forces of Ukraine. Therefore, the purpose of the work is to consider and implement in practice the logistic support of the state power structures of innovations in the form of a new, improved product - the creation of modular complexes, including various block containers (kitchen-dining room, shower room, laundry, post-office, dispensary and others. They will dramatically change in the future the quality of resolving the issues of everyday life of servicemen during the performance of combat missions in emergency zones and with participation in armed conflicts. Methodology. The methodology is based on the main measures to improve the logistic support system in the near future, including the reorganization of the existing logistic support system and the creation of modular structures of forces and means that are easily adapted and subsequently targeted for specific tasks. Findings. A set of design documentation for the block - container for laundry and shower in the field is offered. Technological modules for combat (block-post, rear (kitchen

  14. TUTOR SUPPORT OF TEACHING MATHEMATICS WITH INFORMATION AND COMMUNICATION TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Kateryna P. Osadcha

    2017-10-01

    Full Text Available The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT. The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators. In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

  15. Evaluating a Technology Supported Interactive Response System during the Laboratory Section of a Histology Course

    Science.gov (United States)

    Rinaldi, Vera D.; Lorr, Nancy A.; Williams, Kimberly

    2017-01-01

    Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student…

  16. 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.

  17. Semantic technologies in a decision support system

    Science.gov (United States)

    Wasielewska, K.; Ganzha, M.; Paprzycki, M.; Bǎdicǎ, C.; Ivanovic, M.; Lirkov, I.

    2015-10-01

    The aim of our work is to design a decision support system based on ontological representation of domain(s) and semantic technologies. Specifically, we consider the case when Grid / Cloud user describes his/her requirements regarding a "resource" as a class expression from an ontology, while the instances of (the same) ontology represent available resources. The goal is to help the user to find the best option with respect to his/her requirements, while remembering that user's knowledge may be "limited." In this context, we discuss multiple approaches based on semantic data processing, which involve different "forms" of user interaction with the system. Specifically, we consider: (a) ontological matchmaking based on SPARQL queries and class expression, (b) graph-based semantic closeness of instances representing user requirements (constructed from the class expression) and available resources, and (c) multicriterial analysis based on the AHP method, which utilizes expert domain knowledge (also ontologically represented).

  18. 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.

  19. Achieving Complex Learning Outcomes through Adoption of a Pedagogical Perspective: A Model for Computer Technology Delivered Instruction

    Science.gov (United States)

    Bellard, Breshanica

    2018-01-01

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

  20. Risk Management for Human Support Technology Development

    Science.gov (United States)

    jones, Harry

    2005-01-01

    NASA requires continuous risk management for all programs and projects. The risk management process identifies risks, analyzes their impact, prioritizes them, develops and carries out plans to mitigate or accept them, tracks risks and mitigation plans, and communicates and documents risk information. Project risk management is driven by the project goal and is performed by the entire team. Risk management begins early in the formulation phase with initial risk identification and development of a risk management plan and continues throughout the project life cycle. This paper describes the risk management approach that is suggested for use in NASA's Human Support Technology Development. The first step in risk management is to identify the detailed technical and programmatic risks specific to a project. Each individual risk should be described in detail. The identified risks are summarized in a complete risk list. Risk analysis provides estimates of the likelihood and the qualitative impact of a risk. The likelihood and impact of the risk are used to define its priority location in the risk matrix. The approaches for responding to risk are either to mitigate it by eliminating or reducing the effect or likelihood of a risk, to accept it with a documented rationale and contingency plan, or to research or monitor the risk, The Human Support Technology Development program includes many projects with independently achievable goals. Each project must do independent risk management, considering all its risks together and trading them against performance, budget, and schedule. Since the program can succeed even if some projects fail, the program risk has a complex dependence on the individual project risks.

  1. 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…

  2. Cleaner Technology in Denmark - support measures and regulatory efforts

    DEFF Research Database (Denmark)

    Jørgensen, Ulrik

    2005-01-01

    Danish cleaner technology support policies have been successful in fostering innovations that reduce the invironmental impact of products and production. But the lack of enforcement support for cleaner technology in environmental permits has limited the overall impact.......Danish cleaner technology support policies have been successful in fostering innovations that reduce the invironmental impact of products and production. But the lack of enforcement support for cleaner technology in environmental permits has limited the overall impact....

  3. Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities

    DEFF Research Database (Denmark)

    Lin, C. P.; Lin, Chih-Cheng; Chen, W.

    2014-01-01

    Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study....... Experimental and control groups were established to investigate the effectiveness of GS-supported collaborative learning in enhancing students' reading comprehension. The results affirmed the effectiveness of the intervention designed. In the experiment group, students' learning attitudes, motivation...

  4. 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…

  5. 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

  6. The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

    Science.gov (United States)

    Kulo, Violet; Bodzin, Alec

    2013-01-01

    Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade…

  7. 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…

  8. DELIVERING HOLISTIC EDUCATION USING ENGINEERING CURRICULUM THROUGH PERSONALIZED LEARNING, PEDAGOGY, TECHNOLOGY AND SPACE

    Directory of Open Access Journals (Sweden)

    C. P. YUNG

    2016-02-01

    Full Text Available The term “holistic education” can be defined in many different ways. In this study, holistic education is defined as learning that encompasses the cognitive, affective and psychomotor learning domains. Personalized learning is envisioned as an approach to help the students’ learn more effectively through tailoring the delivery to students’ preferred learning style. In addition, technology and learning space also play a very crucial role in student learning. “Can holistic education be delivered in an Engineering curriculum using personalized learning, collaborative learning pedagogy, and appropriate use of technology and space?” To answer this question, surveys were taken and an intervention was designed. A learning style survey was conducted to determine the learning styles of engineering students and along with it, a module identifying survey to identify a module to intervene. This was further supported by a survey taken from the industry. The industry survey also supported the importance of affective and psychomotor learning domains. With the module identified, an intervention was conducted. The students were surveyed post intervention on the effect of collaborative learning, technology and learning space on their cognitive and affective learning experiences. The statistical analysis of their survey responses showed that there was significant impact on all areas surveyed except for one. However the psychomotor domain could not be surveyed since it was not prominent in the identified module. Another survey conducted for learning style indicated that delivery geared to students’ preferred learning style was effective.

  9. 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

  10. System of Consciousness Contextual as Learning Support

    Directory of Open Access Journals (Sweden)

    Jorge Eliseo Gómez Gómez

    2016-08-01

    Full Text Available With the inclusion of ubiquitous computing in education, it is intended that the student is an active agent in its formation process and interacts with its context. This paper presents the design and implementation of architecture for ubiquitous learning environments in which they integrate physical spaces with applications which are then executed by users. The system supports objects augmented with RFID tags, NFC and QR Code. Each tag contains data that uniquely identifies the resource. To validate the proposed architecture is developed experimentally tested a prototype at the end of it is done to verify that the proposed architecture improves the academic performance of students.

  11. Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics: The Perspective of Intrinsic and Extrinsic Goals

    Science.gov (United States)

    Lao, Andrew Chan-Chio; Cheng, Hercy N. H.; Huang, Mark C. L.; Ku, Oskar; Chan, Tak-Wai

    2017-01-01

    One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system…

  12. A Delphi Study on Technology Enhanced Learning (TEL) Applied on Computer Science (CS) Skills

    Science.gov (United States)

    Porta, Marcela; Mas-Machuca, Marta; Martinez-Costa, Carme; Maillet, Katherine

    2012-01-01

    Technology Enhanced Learning (TEL) is a new pedagogical domain aiming to study the usage of information and communication technologies to support teaching and learning. The following study investigated how this domain is used to increase technical skills in Computer Science (CS). A Delphi method was applied, using three-rounds of online survey…

  13. Review of Speech-to-Text Recognition Technology for Enhancing Learning

    Science.gov (United States)

    Shadiev, Rustam; Hwang, Wu-Yuin; Chen, Nian-Shing; Huang, Yueh-Min

    2014-01-01

    This paper reviewed literature from 1999 to 2014 inclusively on how Speech-to-Text Recognition (STR) technology has been applied to enhance learning. The first aim of this review is to understand how STR technology has been used to support learning over the past fifteen years, and the second is to analyze all research evidence to understand how…

  14. Analysis Approach to Identify Factors Influencing Digital Learning Technology Adoption and Utilization in Developing Countries

    Directory of Open Access Journals (Sweden)

    Abubaker Kashada

    2018-02-01

    Full Text Available The Internet has given learners the ability to learn anytime and anywhere at their own pace facilitated by interactive and adaptive software. Digital learning technology is more than just providing students with a laptop. Digital learning requires a combination of technology, digital content, and instruction. This study aims to identify and observe the impact and mediation of top management support in relation to the successful adoption of digital learning technologies in developing countries. A questionnaire was designed and distributed to rate the successful adoption and utilization of digital learning technologies in developing countries and data was analyzed using structural equation modeling. This study provides empirical evidence and explains many complex factors, such as user awareness, perceived usefulness, perceived ease of use, and information communication technology infrastructure, in the context of top management support to facilitate the effective utilization of a digital learning technology. Mediating the top management support between adoption of a digital learning technology and user awareness, perceived usefulness, and perceived ease of use provides clear and crucial evidence to support the effective adoption of a digital learning technology.

  15. 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

  16. A Radiation Learning Support System by Tri-sensory Augmented Reality using a Mobile Phone

    International Nuclear Information System (INIS)

    Shimoda, Hiroshi; Zhao, Yue; Yan, Weida; Ishii, Hirotake

    2011-01-01

    A radiation learning support system has been developed to support learning basic knowledge of radiation and its influence on the human body by using tri-sensory Augmented Reality (AR) technology with presenting information to visual, auditory and tactile sensation. The system consists of a knowledge learning mode in which learners can learn basic knowledge of radiation and an experience learning mode in which they can virtually experience its influence on the human body under various conditions. As the result of a simple evaluation, it was suggested that the system improves the learners' intuitive understanding, and information presentation to auditory and tactile sensation is more effective than that to visual sensation

  17. Technology-enhanced learning in transnational higher education.

    Science.gov (United States)

    Arunasalam, Nirmala

    2016-11-24

    Some university schools of nursing in Australia and the UK have developed collaborative links with Malaysia to deliver part-time Transnational Higher Education (TNHE) post-registration top-up nursing degree courses. It enables nurses trained to diploma level to upgrade to a degree qualification. The views of 18 Malaysian nurses who had studied with one Australian and two UK TNHE universities were explored using a hermeneutic phenomenological approach. Participants recruited via convenience and snowball sampling methods were interviewed in English and Bahasa Malaysia (Malaysian language). Thematic analysis were used to analyse data. Findings indicated nurses' frustration with technology-enhanced teaching and learning and a lack of support throughout the programme. Although nurses developed confidence in using computer technology, they remained disappointed with the level of academic support. The data and some useful strategies outlined provide important insights for TNHE providers, the Malaysian Nursing Board and private hospital employers to consider for enhancing nurses learning and experiences.

  18. INFORMATION TECHNOLOGIES IN INSURANCE SALES SUPPORT

    Directory of Open Access Journals (Sweden)

    Stofor Ovidiu-Ilie

    2012-07-01

    Full Text Available Insurance system in Romania is carried out with a constant natural activity, evolving quite honorably these times. This is largely due to the difficulty with which insurance is sold in normal economic conditions when it comes to prosperity. Although psychologists, led by Maslow believes that the protection needs are basic needs, along with the physiological one, on the priority list regarding procurement, insurance needs are for some Romanians, of minimum or no importance, so that they are either pushed to the bottom of the list, or even, as it most often happens, they are non existent. Current economic conditions and climate, urges caution on most fields, especially in terms of individual properties, including, how somewhat forced, life and physical integrity which are still considered property, if this aspect is not debated in terms of Christian or other religious dogma. In other words, many Romanians see insurance as a product that “is not up their alley” including it in the luxury category. Furthermore, the media shows, sometimes amplify certain cases of doubt in relations between insurance company - customer. Appropriate marketing, allied with the information technology can improve the complete relationship between the two entities - the offeror and the consumer. Through this study we aim to identify important issues that facilitate the sale of insurance, using information technology, given that the sales of these financial products through the "ancestral" methods are effective but not very efficient. We will follow, byanchoring to the current reality, the insurance utility and how to use information technologies in support of marketing (sales. The study itself was done by observing the results in practical work, from an insurance agency, but also related to what the literature offers. Because this study is currently underway, there are certainly some limitations of accuracy of results, which are adjusted "on the fly". Realizing

  19. What is mLearning and How Can It Be Used to Support Learning and Teaching in Econometrics?

    Science.gov (United States)

    Morales, Lucia

    2013-01-01

    The aim of case this study was to analyze the integration of mobile learning technologies in a postgraduate course in Finance (MSc in Finance) at Dublin Institute of Technology, where econometrics is an important course component. Previous experience with students undertaking econometrics modules supported this analysis, where the researcher…

  20. Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning

    NARCIS (Netherlands)

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

    2016-01-01

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

  1. Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment

    NARCIS (Netherlands)

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

    2016-01-01

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

  2. The Potential Use of Mobile Technology: Enhancing Accessibility and Communication in a Blended Learning Course

    Science.gov (United States)

    Mayisela, Tabisa

    2013-01-01

    Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology…

  3. GALILEE: AN INTERNET WEB BASED DISTANCE LEARNING SUPPORT SYSTEM

    Directory of Open Access Journals (Sweden)

    Arthur Budiman

    1999-01-01

    Full Text Available This paper presents a project of Web-based Distance Learning support system. The system has been built based on the Internet and World Wide Web facility. The system could be accessed with a web browser which is directed to a certain web server address so that students can do learning process just like in the real situation, such as student admissions, taking course materials, syllabus, assignments, students grades, class discussions through web, and doing online quizzes. Students could also join collaboration works by giving opinions, feedback and student produced paper/web which can be shared to the entire learning community. Therefore, it will build a collaborative learning environment where lectures together with students make constructive knowledge databases for entire learning community. This system has been developed based on Active Server Pages (ASP technology from Microsoft which is embedded in a web server. Web pages reside in a web server which is connected to an SQL Database Server. Database server is used to store structured data such as lectures/students personal information, course lists, syllabus and its descriptions, announcement texts from lecturers, commentaries for discussion forum, student's study evaluations, scores for each assignment, quizzes for each course, assignments text from lectures, assignments which are collected by students and students contribution/materials. This system has been maintained by an administrator for maintaining and developing web pages using HTML. The administrator also does ASP scripts programming to convert web pages into active server pages. Lectures and students could contribute some course materials and share their ideas through their web browser. This web-based collaborative learning system gives the students more active role in the information gathering and learning process, making the distance students feel part of a learning community, therefore increasing motivation, comprehension and

  4. Fostering literacy learning in supportive contexts.

    Science.gov (United States)

    Palincsar, A S; Klenk, L

    1992-04-01

    Young children with learning disabilities typically encounter difficulty with academic tasks requiring intentional effort and effective use of metacognitive skills--qualities that competent readers and writers possess. In response to these difficulties, special educators often modify literacy instruction, isolating the "basic skills" of literacy (such as decoding and penmanship) from meaningful reading and writing activities. Such instruction contributes to impoverished notions of literacy and exacerbates problems of metacognition. The two research programs reported here challenge the conventional literacy instruction provided to many young students with LD. The programs are rooted in developmental and cognitive theory and research, as well as emergent literacy theory. The social nature of learning is emphasized, with a focus on the role of the teacher, the form of discourse, and the role of text in literacy instruction. Results show that children with learning disabilities benefit from strategy instruction occurring within classroom cultures that support collaborative discourse, the flexible application of comprehension strategies, and appropriate, meaningful opportunities for reading and writing.

  5. DATA PROTECTION TECHNOLOGIES IN THE DISTANCE LEARNING SYSTEMS

    Directory of Open Access Journals (Sweden)

    Inna V. Herasymenko

    2015-06-01

    Full Text Available This article focuses on data protection in the support systems of distance learning. Different security tools such as hardware, software, transformation security and organizational protection are considered. There are analyzed key places that require protection and suggested possible options for their protection, such as the use of CAPTCHA for registration, protection for the IP-address and service of copy protection. Testing of the proposed security tools was piloted in terms of e-learning course "Information Technologies of Systems Analysis".

  6. Using social media to support small group learning.

    Science.gov (United States)

    Cole, Duncan; Rengasamy, Emma; Batchelor, Shafqat; Pope, Charles; Riley, Stephen; Cunningham, Anne Marie

    2017-11-10

    Medical curricula are increasingly using small group learning and less didactic lecture-based teaching. This creates new challenges and opportunities in how students are best supported with information technology. We explored how university-supported and external social media could support collaborative small group working on our new undergraduate medical curriculum. We made available a curation platform (Scoop.it) and a wiki within our virtual learning environment as part of year 1 Case-Based Learning, and did not discourage the use of other tools such as Facebook. We undertook student surveys to capture perceptions of the tools and information on how they were used, and employed software user metrics to explore the extent to which they were used during the year. Student groups developed a preferred way of working early in the course. Most groups used Facebook to facilitate communication within the group, and to host documents and notes. There were more barriers to using the wiki and curation platform, although some groups did make extensive use of them. Staff engagement was variable, with some tutors reviewing the content posted on the wiki and curation platform in face-to-face sessions, but not outside these times. A small number of staff posted resources and reviewed student posts on the curation platform. Optimum use of these tools depends on sufficient training of both staff and students, and an opportunity to practice using them, with ongoing support. The platforms can all support collaborative learning, and may help develop digital literacy, critical appraisal skills, and awareness of wider health issues in society.

  7. Using social media to support small group learning

    Directory of Open Access Journals (Sweden)

    Duncan Cole

    2017-11-01

    Full Text Available Abstract Background Medical curricula are increasingly using small group learning and less didactic lecture-based teaching. This creates new challenges and opportunities in how students are best supported with information technology. We explored how university-supported and external social media could support collaborative small group working on our new undergraduate medical curriculum. Methods We made available a curation platform (Scoop.it and a wiki within our virtual learning environment as part of year 1 Case-Based Learning, and did not discourage the use of other tools such as Facebook. We undertook student surveys to capture perceptions of the tools and information on how they were used, and employed software user metrics to explore the extent to which they were used during the year. Results Student groups developed a preferred way of working early in the course. Most groups used Facebook to facilitate communication within the group, and to host documents and notes. There were more barriers to using the wiki and curation platform, although some groups did make extensive use of them. Staff engagement was variable, with some tutors reviewing the content posted on the wiki and curation platform in face-to-face sessions, but not outside these times. A small number of staff posted resources and reviewed student posts on the curation platform. Conclusions Optimum use of these tools depends on sufficient training of both staff and students, and an opportunity to practice using them, with ongoing support. The platforms can all support collaborative learning, and may help develop digital literacy, critical appraisal skills, and awareness of wider health issues in society.

  8. 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).

  9. Institutional Support : Centre for Research and Technology ...

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

    year-old science and technology research centre at Maseno University in western Kenya. The Centre focuses on science and technology research to influence both national policies and development practices at the community level. Currently ...

  10. Supporting teachers' technology integration in lesson plans

    NARCIS (Netherlands)

    Janssen, Noortje

    2017-01-01

    Lesson planning offers rich opportunities for teachers to consider and implement technology in the classroom. This dissertation investigated the design and effectiveness of supplementary information to assist pre-service teachers during the lesson planning process. Based on the Technological,

  11. 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....

  12. Technology support in nursing education: clickers in the classroom.

    Science.gov (United States)

    Berry, Janice

    2009-01-01

    Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student t-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.

  13. SUPPORTING LEARNING THROUGH EPISTEMIC SCAFFOLDS EMBEDDED IN A HIGHLIGHTER TOOL

    Directory of Open Access Journals (Sweden)

    Jan Erik Dahl

    2016-11-01

    Full Text Available This article explores the use of epistemic scaffolds embedded in a digital highlighter tool that was used to support students’ readings and discussions of research articles. The use of annotation technologies in education is increasing, and annotations can play a wide variety of epistemic roles; e.g., they can facilitate a deeper level of engagement, support critical thinking, develop cognitive and metacognitive skills and introduce practices that can support knowledge building and independent learning. However, research has shown that the actual tool use often deviates from the underlying knowledge model in the tools. Hence, the situated and mediated nature of these tools is still poorly understood. Research also tends to study the tools as a passed on resource rather than being co-constructed between students and teachers. The researcher argues that approaching these resources as co-constructed can be more productive and can create new spaces for teacher–student dialogues, students’ agency and self-scaffolding.

  14. 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.

  15. Middle School Mathematics Teachers' Experiences with School-Based and District-Based Support and Its Relationship to Integrating Technology

    Science.gov (United States)

    Hampshire, Onequa N.

    2014-01-01

    Technological advances play a major role in educating students' in mathematics. Research indicates that technology could create learning environments that support innovativeness and assist teachers in developing a positive attitude toward integrating technology. Unfortunately, teachers are not utilizing technology on a regular basis in mathematics…

  16. 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...

  17. 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....

  18. Design guidelines for self-assessment support for adult academic distance learning

    NARCIS (Netherlands)

    Menendez Blanco, Maria; Van der Veer, Gerrit; Benvenuti, Laura; Kirschner, Paul A.

    2011-01-01

    Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self-assessment support for adult academic distance learning. In H-J Shalin (Ed.), Constructing self-discovery learning spaces online: scaffolding and decision making technologies (pp. 169-198).

  19. Implications of writing, reading, and tagging on the web for reflection support in informal learning

    NARCIS (Netherlands)

    Glahn, Christian; Specht, Marcus; Koper, Rob

    2008-01-01

    Glahn, C., Specht, M., & Koper, R. (2008). Implications of Writing, Reading, and Tagging on the Web for Reflection Support in Informal Learning. In P. Dillenbourg & M. Specht (Eds.), Times of Convergence: Technologies Across Learning Contexts – Proceedings of the Third European Conference on

  20. Swarm Intelligence: New Techniques for Adaptive Systems to Provide Learning Support

    Science.gov (United States)

    Wong, Lung-Hsiang; Looi, Chee-Kit

    2012-01-01

    The notion of a system adapting itself to provide support for learning has always been an important issue of research for technology-enabled learning. One approach to provide adaptivity is to use social navigation approaches and techniques which involve analysing data of what was previously selected by a cluster of users or what worked for…

  1. A Supporting Architecture for Generic Service Integration in IMS Learning Design

    NARCIS (Netherlands)

    de la Fuente Valentin, Luis; Miao, Yongwu; Pardo, Abelardo; Delgado Kloos, Carlos

    2008-01-01

    De la Fuente Valentin, L., Miao, Y., Pardo, A., & Delgado Kloos, C. (2008). A Supporting Architecture for Generic Service Integration in IMS Learning Design. In P. Dillenbourg & M. Specht (Eds.), Times of Convergence. Technologies Across Learning Contexts - Proceedings of the Third European

  2. How X-37 Technology Demonstration Supports Reusable Launch Vehicles

    Science.gov (United States)

    Manley, David J.; Cervisi, Richard T.; Staszak, Paul R.

    2000-01-01

    This presentation discusses, in viewgraph form, how X-37 Technology Demonstration Supports Reusable Launch Vehicles. The topics include: 1) X-37 Program Objectives; 2) X-37 Description; 3) X-37 Vehicle Characteristics; 4) X-37 Expands the Testbed Envelope to Orbital Capability; 5) Overview of X-37 Flight Test Program; 6) Thirty-Nine Technologies and Experiments are Being Demonstrated on the X-37; 7) X-37 Airframe/Structures Technologies; 8) X-37 Mechanical, Propulsion, and Thermal System Technologies and Experiments; 9) X-37 GN&C Technologies; 10) X-37 Avionics, Power, and Software Technologies and Experiments; and 11) X-37 Technologies and Experiments Support Reusable Launch Vehicle Needs.

  3. Technology Enhanced Learning: Virtual Realities; Concrete Results--Case Study on the Impact of TEL on Learning

    Science.gov (United States)

    Al-Khatib, Hayat

    2011-01-01

    Technology Enhanced Learning is a feature of 21st century education. Innovations in ICT have provided unbound access to information in support of the learning process (APTEL, 2010; Allert et al, 2002; Baldry et al, 2006; Frustenberg et al, 2001; Sarkis, 2010). LMS has been extensively put to use in universities and educational institutions to…

  4. Predicting User Acceptance of Collaborative Technologies: An Extension of the Technology Acceptance Model for E-Learning

    Science.gov (United States)

    Cheung, Ronnie; Vogel, Doug

    2013-01-01

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

  5. Future networks and technologies supporting innovative communications

    DEFF Research Database (Denmark)

    Prasad, Ramjee

    2012-01-01

    and applications. This paper focuses on the technological aspects of ubiquitous networking and communication technologies, including challenges related to green communications, and security, privacy and trust. The paper proposes a novel concept for a Wireless Innovative System for Dynamically Operating Mega...

  6. Tools, courses, and learning pathways offered by the National Interagency Fuels, Fire, and Vegetation Technology Transfer

    Science.gov (United States)

    Eva K. Strand; Kathy H. Schon; Jeff Jones

    2010-01-01

    Technological advances in the area of fuel and wildland fire management have created a need for effective decision support tools and technology training. The National Interagency Fuels Committee and LANDFIRE have chartered a team to develop science-based learning tools for assessment of fire and fuels and to provide online training and technology transfer to help...

  7. Center for Global Health announces grants to support portable technologies

    Science.gov (United States)

    NCI's Center for Global Health announced grants that will support the development and validation of low-cost, portable technologies. These technologies have the potential to improve early detection, diagnosis, and non-invasive or minimally invasive treatm

  8. 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.

  9. ICT support for students’ collaboration in problem and project based learning

    DEFF Research Database (Denmark)

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

    2011-01-01

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

  10. Smart home technologies for health and social care support.

    Science.gov (United States)

    Martin, Suzanne; Kelly, Greg; Kernohan, W George; McCreight, Bernadette; Nugent, Christopher

    2008-10-08

    The integration of smart home technology to support health and social care is acquiring an increasing global significance. Provision is framed within the context of a rapidly changing population profile, which is impacting on the number of people requiring health and social care, workforce availability and the funding of healthcare systems. To explore the effectiveness of smart home technologies as an intervention for people with physical disability, cognitive impairment or learning disability, who are living at home, and to consider the impact on the individual's health status and on the financial resources of health care. We searched the following databases for primary studies: (a) the Cochrane Effective Practice and Organisation of Care (EPOC) Group Register, (b) the Cochrane Central Register of Controlled Trials (CENTRAL), (The Cochrane Library, issue 1, 2007), and (c) bibliographic databases, including MEDLINE (1966 to March 2007), EMBASE (1980 to March 2007) and CINAHL (1982 to March 2007). We also searched the Database of Abstracts of Reviews of Effectiveness (DARE). We searched the electronic databases using a strategy developed by the EPOC Trials Search Co-ordinator. We included randomised controlled trials (RCTs), quasi-experimental studies, controlled before and after studies (CBAs) and interrupted time series analyses (ITS). Participants included adults over the age of 18, living in their home in a community setting. Participants with a physical disability, dementia or a learning disability were included. The included interventions were social alarms, electronic assistive devices, telecare social alert platforms, environmental control systems, automated home environments and 'ubiquitous homes'. Outcome measures included any objective measure that records an impact on a participant's quality of life, healthcare professional workload, economic outcomes, costs to healthcare provider or costs to participant. We included measures of service satisfaction

  11. Analysis and Assessment of Computer-Supported Collaborative Learning Conversations

    NARCIS (Netherlands)

    Trausan-Matu, Stefan

    2008-01-01

    Trausan-Matu, S. (2008). Analysis and Assessment of Computer-Supported Collaborative Learning Conversations. Workshop presentation at the symposium Learning networks for professional. November, 14, 2008, Heerlen, Nederland: Open Universiteit Nederland.

  12. Scripting intercultural computer-supported collaborative learning in higher education

    NARCIS (Netherlands)

    Popov, V.

    2013-01-01

    Introduction of computer-supported collaborative learning (CSCL), specifically in an intercultural learning environment, creates both challenges and benefits. Among the challenges are the coordination of different attitudes, styles of communication, and patterns of behaving. Among the benefits are

  13. Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study

    OpenAIRE

    Kim, S.; Sonnenwald, D. H.

    2002-01-01

    This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale-Students (LPSS) (Owens & Barnes, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style prefe...

  14. 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.

  15. Supporting Communities of Learning Practice by the Effective Embedding of Information and Knowledge into Group Activity

    OpenAIRE

    Caballé Llobet, Santi; Feldman, Jerome; Thaw, David

    2008-01-01

    Communities of Learning Practice is an innovative paradigm focused on providing appropriate technological support to both formal and especially informal learning groups who are chiefly formed by non-technical people and who lack of the necessary resources to acquire such systems. Typically, students who are often separated by geography and/or time have the need to meet each other after classes in small study groups to carry out specific learning activities ...

  16. Supporting the industrialisation of aerospace technologies

    CSIR Research Space (South Africa)

    Botha, M

    2015-10-01

    Full Text Available Globally, the aerospace industry is recognised as one of the most significant multipliers for economic development. Aerospace requires a technology injection to enhance industrialisation. An example is the Rooivalk development programme, which...

  17. The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods

    NARCIS (Netherlands)

    Verpoorten, Dominique; Poumay, M; Leclercq, D

    2006-01-01

    Please, cite this publication as: Verpoorten, D., Poumay, M., & Leclercq, D. (2006). The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence

  18. Ambient Learning Displays - Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning

    NARCIS (Netherlands)

    Börner, Dirk

    2010-01-01

    Börner, D. (2010, 19-21 March). Ambient Learning Displays Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning. Presented at the IADIS International Conference Mobile Learning 2010, Porto, Portugal.

  19. A Technology Investigation Supporting Software Architecture and Analysis for Evolution

    National Research Council Canada - National Science Library

    Garlan, David

    2001-01-01

    In this report we summarize the approaches and result of the project "A Technology Investigation Supporting Software Architecture and Analysis for Evolution," carried out at Carnegie Mellon University...

  20. Formulating eLearning Support Strategies in Research Universities

    OpenAIRE

    Zellweger, Franziska

    2006-01-01

    In this contribution it is explored how strategic management practice could assist a coordinated approach toward eLearning and what elements of an eLearning support strategy are critical for a successful integration of eLearning in university teaching. After reviewing the literature on strategic management in higher education regarding eLearning and the presentation of the research methodology, conditions for support are identified as an important starting point of a more coordinated ap...

  1. 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…

  2. 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…

  3. A Team Formation and Project-based Learning Support Service for Social Learning Networks

    OpenAIRE

    Spoelstra, Howard; Van Rosmalen, Peter; Van de Vrie, Evert; Obreza, Matija; Sloep, Peter

    2014-01-01

    The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks do not readily support effective, coherence-creating and motivating learning settings. It is argued that providing project-based learning opportunities and team formation services can help overcome...

  4. Context-aware adaptive and personalized mobile learning delivery supported by UoLmP

    Directory of Open Access Journals (Sweden)

    Sergio Gómez

    2014-01-01

    Full Text Available Over the last decade, several research initiatives have investigated the potentials of the educational paradigm shift from the traditional one-size-fits-all teaching approaches to adaptive and personalized learning. On the other hand, mobile devices are recognized as an emerging technology to facilitate teaching and learning strategies that exploit individual learners’ context. This has led to an increased interest on context-aware adaptive and personalized mobile learning systems aiming to provide learning experiences delivered via mobile devices and tailored to learner’s personal characteristics and situation. To this end, in this paper we present a context-aware adaptive and personalized mobile learning system, namely the Units of Learning mobile Player (UoLmP, which aims to support semi-automatic adaptation of learning activities, that is: (a adaptations to the interconnection of the learning activities (namely, the learning flow and (b adaptations to the educational resources, tools and services that support the learning activities. Initial evaluation results from the use of UoLmP provide evidence that UoLmP can successfully adapt the learning flow of an educational scenario and the delivery of educational resources, tools and services that support the learning activities. Finally, these adaptations can facilitate students to complete successfully the learning activities of an educational scenario.

  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. Learners' experiences of learning support in selected Western Cape schools

    Directory of Open Access Journals (Sweden)

    Olaniyi Bojuwoye

    2014-01-01

    Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

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

    International Nuclear Information System (INIS)

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

    2005-05-01

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

  8. 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.

  9. MOODLE – COMPUTERIZED DISTANT LEARNING SUPPORT SYSTEM

    Directory of Open Access Journals (Sweden)

    V. A. Tunda

    2014-01-01

    Full Text Available Moodle (Modular Object-Oriented Dynamic Learning Environment is the system developed by the English-speaking community around the world for more than 10 years, supports both, offline and online training. In most cases, Moodle is used to support and connect learning face-to-face with online training, as well as with other types of learning. Moodle allows you to ask all sorts of questions and assess responses in a variety of ways. The central concept of Moodle is a course in which one or more teachers offer students resources (such as files, folders, Web pages and participate in interactive activities (such as forums, wikis, blogging, lessons, seminars, assignments, examinations. Students and teachers can change roles, mutually assess each other, share knowledge on the topics of study in the glossary and database system.In the English-speaking world, there are public sites with detailed documentation on Moodle, which is constantly verified and modified in accordance with emerging new versions of the system; Russian versions do not have public sites with detailed translation of the English-language documentation. On what and to whom you want to perform actions in the daily practice of the modern versions, only the barest of outlines on paid seminars and presentations to those who started the implementation of Moodle in your organization are given. And this despite the fact that the system has a great variety of Moodle (over 500 settings with different levels of functionality to be performed, to maintain and develop specially organized by the team of specialists. The question is not only about creating a training course in Moodle. It's about maintaining the health of the system within the institution, such as a University. Under the "health maintenance" means: availability and preservation of up-to-date documentation on system and manuals on Moodle separately for administrators, managers, teachers and students at their level, training consultants

  10. Challenges of Using Learning Analytics Techniques to Support Mobile Learning

    Science.gov (United States)

    Arrigo, Marco; Fulantelli, Giovanni; Taibi, Davide

    2015-01-01

    Evaluation of Mobile Learning remains an open research issue, especially as regards the activities that take place outside the classroom. In this context, Learning Analytics can provide answers, and offer the appropriate tools to enhance Mobile Learning experiences. In this poster we introduce a task-interaction framework, using learning analytics…

  11. Working memory supports inference learning just like classification learning.

    Science.gov (United States)

    Craig, Stewart; Lewandowsky, Stephan

    2013-08-01

    Recent research has found a positive relationship between people's working memory capacity (WMC) and their speed of category learning. To date, only classification-learning tasks have been considered, in which people learn to assign category labels to objects. It is unknown whether learning to make inferences about category features might also be related to WMC. We report data from a study in which 119 participants undertook classification learning and inference learning, and completed a series of WMC tasks. Working memory capacity was positively related to people's classification and inference learning performance.

  12. Elements of Social Learning Supporting Transformative Change ...

    African Journals Online (AJOL)

    The body of literature on social learning is enormous, with differently framed ontologies and epistemologies aligned to multiple perspectives of learning in a social context. These have grown out of the many academic disciplines which have seen the value of social learning. This paper highlights the need to be aware of ...

  13. Supporting Teachers' Technology Integration: A Descriptive Analysis of Social and Teaching Presence in Technical Support Sessions

    Science.gov (United States)

    Albert, Jennifer L.; Blanchard, Margaret R.; Kier, Meredith W.; Carrier, Sarah J.; Gardner, Grant E.

    2014-01-01

    Given the importance of technology in today's society, many teacher professional development (TPD) efforts incorporate instructional technologies. Following TPD, little is known about how to adequately support teachers in the use of these instructional technologies. Supporting teachers in geographically distant schools is particularly challenging.…

  14. Navigation Support for Learners in Informal Learning Networks

    NARCIS (Netherlands)

    Drachsler, Hendrik

    2009-01-01

    Drachsler, H. (2009). Navigation Support for Learners in Informal Learning Networks. Unpublished doctoral thesis. Oktober, 16, 2009, Heerlen, The Netherlands: Open University of the Netherlands/CELSTEC.

  15. A Research on the Generative Learning Model Supported by Context-Based Learning

    Science.gov (United States)

    Ulusoy, Fatma Merve; Onen, Aysem Seda

    2014-01-01

    This study is based on the generative learning model which involves context-based learning. Using the generative learning model, we taught the topic of Halogens. This topic is covered in the grade 10 chemistry curriculum using activities which are designed in accordance with the generative learning model supported by context-based learning. The…

  16. Integration of element technology and system supporting thermonuclear fusion

    International Nuclear Information System (INIS)

    2003-01-01

    A special committee for integrated system technology survey on thermonuclear fusion (TNF) was begun on June, 1999, under an aim to generally summarize whole of shapes on technology to realize TNF reactor to summarize present state of every technologies and their positioning in whole of their TNF technology. On a base of survey of these recent informations, this report is comprehensively summarized for an integrated system technology on TNF. It has outlines on magnetic field enclosing method, outlines on inertia enclosing method, element technology supporting TNF, new power generation techniques, and ripple effects on TNF technology. (G.K.)

  17. Support and Technology Transfer: Results and Accomplishments

    Science.gov (United States)

    2009-07-01

    Advanced Food Technology School of Enviromental and Biological Sciences New Brunswick, NJ 08903 FTR 213 Defense Logistics Agency 8725 John J. Kingsman Rd...Partners in and beyond the CORANET II Program, and maintain a high level of cooperation and rapport. The following modifications were issued :  0002

  18. Supporting indigenous women in science, technology, engineering ...

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

    These programs, partly funded by Mexico's Consejo Nacional de Ciencia y Tecnologia (CONACYT) (National council of science and technology), have considerably improved the participation of indigenous people in the country's education system. However, there continue to be important challenges in advancement ...

  19. Getting Your Counselor to Support Technology Education

    Science.gov (United States)

    Preble, Brian C.

    2016-01-01

    Is there a disconnect between counselors and educators in technology and vocational education? What is counseling, and what is a school counselor's role in a secondary school setting? How can one work with his or her guidance staff to ensure that students better understand your course offerings? The development of relationships, knowledge, and…

  20. Supporting Professional Learning in a Massive Open Online Course

    Directory of Open Access Journals (Sweden)

    Colin Milligan

    2014-11-01

    Full Text Available Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs, providing free and flexible access to formal education for millions of learners worldwide. MOOCs present a potentially useful mechanism for supporting and enabling professional learning, allowing opportunities to link formal and informal learning. However, there is limited understanding of their effectiveness as professional learning environments. Using self-regulated learning as a theoretical base, this study investigated the learning behaviours of health professionals within Fundamentals of Clinical Trials, a MOOC offered by edX. Thirty-five semi-structured interviews were conducted and analysed to explore how the design of this MOOC supported professional learning to occur. The study highlights a mismatch between learning intentions and learning behaviour of professional learners in this course. While the learners are motivated to participate by specific role challenges, their learning effort is ultimately focused on completing course tasks and assignments. The study found little evidence of professional learners routinely relating the course content to their job role or work tasks, and little impact of the course on practice. This study adds to the overall understanding of learning in MOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how professional learning could be integrated with formal, online learning.

  1. 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....

  2. Risk analysis and technology assessment in support of technology development

    NARCIS (Netherlands)

    Wezel, van Annemarie P.; Lente, van Harro; Sandt, van de Johannes J.M.; Bouwmeester, Hans; Vandeberg, Rens L.J.; Sips, Adrienne J.A.M.

    2018-01-01

    Governments invest in “key enabling technologies,” such as nanotechnology, to solve societal challenges and boost the economy. At the same time, governmental agencies demand risk reduction to prohibit any often unknown adverse effects, and industrial parties demand smart approaches to reduce

  3. Developments in Interpreting Learning Curves and Applications to Energy Technology Policy

    International Nuclear Information System (INIS)

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

    2011-01-01

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

  4. REPRESENTATIVE MODEL OF THE LEARNING PROCESS IN VIRTUAL SPACES SUPPORTED BY ICT

    Directory of Open Access Journals (Sweden)

    José CAPACHO

    2014-10-01

    Full Text Available This paper shows the results of research activities for building the representative model of the learning process in virtual spaces (e-Learning. The formal basis of the model are supported in the analysis of models of learning assessment in virtual spaces and specifically in Dembo´s teaching learning model, the systemic approach to evaluating virtual learning by Badrul H. Khan, and the Cybernetic model for evaluating virtual learning environments. The e-Learning model is systemic and of feedback by nature. The model integrates the society, Institution of Education, virtual training platform, virtual teacher and students, and finally the assessment of student learning in virtual learning spaces supported by ICT. The model consists of fourteen processes. Processes are defined taking into account the following dimensions: identification, academic, pedagogical, educational, formative, evaluative, assessment of virtual learning and technological. The model is fundamental to the management of e-learning supported by ICT, justified by the fact that it is an operative model of the teaching-learning process in virtual spaces. The importance of having an operative model in virtual education is to project the management and decision in virtual education. Then the operational, administrative and decision phases will allow the creation of a set of indicators. These indicators will assess the process of virtual education not only in students but also in the virtual institution.

  5. Representative Model of the Learning Process in Virtual Spaces Supported by ICT

    Directory of Open Access Journals (Sweden)

    José CAPACHO

    2015-01-01

    Full Text Available This paper shows the results of research activities for building the representative model of the learning process in virtual spaces (e-Learning. The formal basis of the model are supported in the analysis of models of learning assessment in virtual spaces and specifically in Dembo´s teaching learning model, the systemic approach to evaluating virtual learning by Badrul H. Khan, and the Cybernetic model for evaluating virtual learning environments. The e-Learning model is systemic and of feedback by nature. The model integrates the society, Institution of Education, virtual training platform, virtual teacher and students, and finally the assessment of student learning in virtual learning spaces supported by ICT. The model consists of fourteen processes. Processes are defined taking into account the following dimensions: identification, academic, pedagogical, educational, formative, evaluative, assessment of virtual learning and technological. The model is fundamental to the management of e-learning supported by ICT, justified by the fact that it is an operative model of the teaching-learning process in virtual spaces. The importance of having an operative model in virtual education is to project the management and decision in virtual education. Then the operational, administrative and decision phases will allow the creation of a set of indicators. These indicators will assess the process of virtual education not only in students but also in the virtual institution.

  6. Teaching Practice Supported by Technology Use

    DEFF Research Database (Denmark)

    Jensen, Helle Bækkelund

    2006-01-01

    and the design and use of web sites is viewed as corresponding. It is the hypothesis of the research underlying this article that the design and use of a web site reflects the intentions and beliefs of the university teacher. As a result of this relation it should be possible to explore and analyse conceptions...... a range of beliefs and intentions about teaching and a corresponding use of technology....

  7. 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

  8. Social Media Use in Academia : Campus Students Perceptions of How Using Social Media Supports Educational Learning

    OpenAIRE

    Aghaee, Naghmeh

    2010-01-01

    Traditional education system on campus has been using as a legacy over decades to support educational learning. The major change over time has been made by the use of technology supporting students in the academic community. As the majority of students in higher education today belong to the digital-age-student generation, they frequently use online technology to interact with instructors, other learners, and to access online materials. In this study, the result is primarily presented from ca...

  9. Exploring Metacognition as Support for Learning Transfer

    Directory of Open Access Journals (Sweden)

    Lauren Scharff

    2017-03-01

    Full Text Available The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning transfer and staff do not always explicitly articulate this expectation, this article explores the idea that metacognition (intentional awareness and the use of that awareness might enhance the development of learning transfer. Our exploratory study includes results from a survey of 74 staff and 118 students from five institutions in Australia, Belgium, UK, and USA. Our data indicate that many staff and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between staff and student perceptions, attitudes, and behaviors regarding learning transfer. This helps explain why learning transfer does not occur as often as it could. We found significant positive correlations between thinking about transfer and thinking about learning processes and the likelihood to use awareness of metacognition to guide practice. Our findings suggest a positive relationship between metacognition and learning transfer. Implications for the scholarship of teaching and learning are discussed.

  10. Psychological and didactical aspects of andragogical support in e-learning

    Directory of Open Access Journals (Sweden)

    Marko Radovan

    2011-12-01

    Full Text Available The article deals with the main principles of andragogical support a tutor needs to consider when planning his work in e-learning of adults. The tutor's role in encouraging and guiding learning in an e-learning programme is presented from the point of view of constructivist and connectivist theories. Connectivism is a relatively new theory of learning, which sees knowledge as existing within systems which are accessed through people participating in activities. It has a special importance in the field of e-learning, since it emphasizes the role and effect technology has on how people live, how they communicate, and how they learn. The article shows that connectivism advocates the use of experiential learning methods, the learner’s active participation in the learning process, and emphasizes the role of reflection. In addition, it presents the main competences of a tutor and the planning aspects of his work.

  11. Mutual Support: A Model of Participatory Support by and for People with Learning Difficulties

    Science.gov (United States)

    Keyes, Sarah E.; Brandon, Toby

    2012-01-01

    Mutual Support, a model of peer support by and for people with learning difficulties, was constructed through a participatory research process. The research focussed on individual narratives from people with learning difficulties. These narratives were then brought together to form a collective model of support. This paper outlines the detailed…

  12. 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…

  13. 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)…

  14. From Place to Virtual Space: Reconfiguring Student Support for Distance and E-Learning in the Digital Age

    Science.gov (United States)

    Tait, Alan

    2014-01-01

    This article examines the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK. Giving a historical perspective on the use of technologies in learning over many centuries, it argues that the dominant paradigm of geography--which has defined the structures for student support…

  15. Leveraging Information Technology. Track IV: Support Services.

    Science.gov (United States)

    CAUSE, Boulder, CO.

    Seven papers from the 1987 CAUSE conference's Track IV, Support Services, are presented. They include: "Application Development Center" (John F. Leydon); "College Information Management System: The Design and Implementation of a Completely Integrated Office Automation and Student Information System" (Karen L. Miselis);…

  16. 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…

  17. The Use of Learning Support Materials in Rural Schools of ...

    African Journals Online (AJOL)

    This study aimed to uncover the use of these learning support materials in the rural schools of Maputaland. The active learning framework, originally proposed and developed by O'Donoghue (2001), was used to analyse the materials. Collectively, the ACEP materials cover a range of active learning aspects; however ...

  18. Macro-Scaffolding: Contextual Support for Teacher Learning

    Science.gov (United States)

    Engin, Marion

    2014-01-01

    A socio-cultural theory of learning places importance on the social and cultural context of the learning as well as the interaction between a more expert other and the learner. Scaffolding at the level of interaction may be defined as micro-scaffolding, and support which can be found in the context of the learning can be referred to as…

  19. 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…

  20. 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…

  1. The Case for Using SMS Technologies to Support Distance Education Students in South Africa: Conversations

    Science.gov (United States)

    Viljoen, Jeanne-Marie; Du Preez, Carl; Cook, Antoinette

    2005-01-01

    The rate of adoption of mobile technologies in Africa's developing countries is amongst the highest in the world and by 2005 there may be almost 100 billion mobile users in Africa (Keegan, 2002; Brown, 2005). This is just one of the reasons why servicing distance students in this country through m-learning support tools should enjoy…

  2. Spallation sources in support of technology

    Energy Technology Data Exchange (ETDEWEB)

    Pynn, R. [Los Alamos National Lab., NM (United States)

    1996-05-01

    In this contribution I summarize a number of recent experiments at the Los Alamos Neutron Science Center (LANSCE) that have contributed to strategic and applied research. A number of new tools have been developed to address these problems, including software that allows materials texture to be obtained during Rietveld refinement, Bragg-edge diffraction, resonant-neutron and proton radiography. These tools have the potential to impact basic as well as applied research. It is clear that a new, more powerful neutron source such as the planned Japanese Hadron Project will be able to use these and other techniques to contribute in a direct way to important industrial technologies. (author)

  3. Spallation sources in support of technology

    International Nuclear Information System (INIS)

    Pynn, R.

    1996-01-01

    In this contribution the author summarise a number of recent experiments at the Los Alamos Neutron Science Center (LANSCE) that have contributed to strategic and applied research. A number of new tools have been developed to address these problems, including software that allows materials texture to be obtained during Rietveld refinement, Bragg-edge diffraction, resonant-neutron and proton radiography. These tools have the potential to impact basic as well as applied research. It is clear that a new, more powerful neutron source such as the planned Japanese Hadron Project will be able to use these and other techniques to contribute in a direct way to important industrial technologies

  4. A Learning Content Authoring Approach Based on Semantic Technologies and Social Networking: An Empirical Study

    Science.gov (United States)

    Nesic, Sasa; Gasevic, Dragan; Jazayeri, Mehdi; Landoni, Monica

    2011-01-01

    Semantic web technologies have been applied to many aspects of learning content authoring including semantic annotation, semantic search, dynamic assembly, and personalization of learning content. At the same time, social networking services have started to play an important role in the authoring process by supporting authors' collaborative…

  5. 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…

  6. Emerging University Student Experiences of Learning Technologies across the Asia Pacific

    Science.gov (United States)

    Barrett, B. F. D.; Higa, C.; Ellis, R. A.

    2012-01-01

    Three hundred students across eight countries and eleven higher education institutions in the Asia Pacific Region participated in two courses on climate change and disaster management that were supported by learning technologies: a satellite-enabled video-conferencing system and a learning management system. Evaluation of the student experience…

  7. Use of an Institutional Personal Learning Environment to support learning actions in Higher Education

    Directory of Open Access Journals (Sweden)

    Lucila Pérez Cascante

    2016-07-01

    Full Text Available Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favorable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers or the customization of an iPLE by using technological and teaching learning resources.

  8. Social networks as ICT collaborative and supportive learning media ...

    African Journals Online (AJOL)

    The paper investigated the social networks as ICT collaborative and supportive learning media utilisation within the Nigerian educational system. The concept of ICT was concisely explained vis-à-vis the social network concept, theory and collaborative and supportive learning media utilisation. Different types of social ...

  9. Mobile Apps to Support and Assess Foreign Language Learning

    Science.gov (United States)

    Berns, Anke; Palomo-Duarte, Manuel; Dodero, Juan Manuel; Ruiz-Ladrón, Juan Miguel; Márquez, Andrea Calderón

    2015-01-01

    In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact with…

  10. A learning development module to support academically ...

    African Journals Online (AJOL)

    Background. Students who fail the first semester in an undergraduate medical programme at the University of the Free State may join a Learning Development Programme (LDP) in the second semester. A new generic skills module, Lifelong Learning Skills (LLLS), was added to the curriculum in 2013. Objective.

  11. "Mommy Wants to Learn the Computer": How Middle-Aged and Elderly Women in Taiwan Learn ICT through Social Support

    Science.gov (United States)

    Lin, Cecilia I. C.; Tang, Wen-hui; Kuo, Feng-Yang

    2012-01-01

    The group of middle-aged and elderly women represents the lowest usage rate of information and communication technology (ICT) in Taiwan. This article reports how a social intervention program, the Taiwan Women Up (TWU) program, has helped such group to successfully learn ICT skills with the support of members of nonprofit organizations. The study…

  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. The chicken or the egg? Investigating the transformational impact of learning technology

    Directory of Open Access Journals (Sweden)

    Janet F. Buchan

    2011-12-01

    Full Text Available This study aimed to investigate the transformational impact of introducing significant new learning technology in an Australian university over the time period 2007–2009. The exploration of this transformation is grounded in a social–ecological systems approach to the management of technology enhanced learning environments in the face of constant change. The transformational impact is described using the Adaptive Cycle Framework. The single case study had a whole-of-institution systems focus. Data collection targeted a variety of stakeholders involved in the use of, support for users of, implementation and maintenance of learning technology. A variety of data collection methods were used including interviews, document collection and a reflective journal. The research shows that learning technology has significant transformational potential at both individual and at institutional levels. However, this study has unearthed a ‘chicken or the egg' conundrum. Although learning technology is an important part of the future of educational institutions, the adaptability of the organisation and capacity to predict, plan for and support ongoing changes in learning technology is an important part of realising the transformational potential and effectiveness of learning technology.

  14. How Can Digital Learning Materials support Differentiation?

    DEFF Research Database (Denmark)

    Graf, Stefan Ting

    of a state of the art review, the key concept differentiation in the perspective of inclusion and the preliminary analysis of selected digital materials in the light of differentiation. Furthermore the paper discuss’ the methodological difficulties in designing suitable interventions on the background......Digital Learning Materials have again raised the question of how teaching can be differentiated so every child is challenged in an appropriate way without falling back to the individualization of learning in the 1970. Today diversity in ability, interest and background in learning groups has...... to be seen as a condition. On the other hand the question is raised because digitalization of learning materials seems to have an unfulfilled potential in that matter. In order to find connections between the use of digital learning materials and the differentiation of teaching there has been launched a two...

  15. Intelligent decision technology support in practice

    CERN Document Server

    Neves-Silva, Rui; Jain, Lakhmi; Phillips-Wren, Gloria; Watada, Junzo; Howlett, Robert

    2016-01-01

    This book contains a collection of innovative chapters emanating from topics raised during the 5th KES International Conference on Intelligent Decision Technologies (IDT), held during 2013 at Sesimbra, Portugal. The authors were invited to expand their original papers into a plethora of innovative chapters espousing IDT methodologies and applications. This book documents leading-edge contributions, representing advances in Knowledge-Based and Intelligent Information and Engineering System. It acknowledges that researchers recognize that society is familiar with modern Advanced Information Processing and increasingly expect richer IDT systems. Each chapter concentrates on the theory, design, development, implementation, testing or evaluation of IDT techniques or applications.  Anyone that wants to work with IDT or simply process knowledge should consider reading one or more chapters and focus on their technique of choice. Most readers will benefit from reading additional chapters to access alternative techniq...

  16. 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.

  17. 2nd International Workshop on Learning Technology for Education in Cloud

    CERN Document Server

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

    2014-01-01

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

  18. Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee.

    Science.gov (United States)

    Shenson, Jared Andrew; Adams, Ryan Christopher; Ahmed, S Toufeeq; Spickard, Anderson

    2015-09-17

    As technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today's digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges. The objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students' valuable input in a comprehensive fashion. Key lessons learned through the initial successes and challenges of implementing our model are also discussed. A committee was established with cooperation of school administration, a faculty advisor with experience launching educational technologies, and a group of students passionate about this domain. Committee membership is sustained through annual selective recruitment of interested students. The committee serves 4 key functions: acting as liaisons between students and administration; advising development of institutional educational technologies; developing, piloting, and assessing new student-led educational technologies; and promoting biomedical and educational informatics within the school community. Participating students develop personally and professionally, contribute to program implementation, and extend the field's understanding by pursuing research initiatives. The institution benefits from rapid improvements to educational technologies that meet students' needs and enhance learning opportunities. Students and the institution also gain from fostering a campus culture of awareness and innovation in informatics and medical education. The committee's success hinges on member composition, school leadership buy-in, active involvement in institutional activities, and support for committee initiatives. Students

  19. Integrated plant information technology design support functionality

    International Nuclear Information System (INIS)

    Kim, Yeon Seung; Kim, Dae Jin; Barber, P. W.; Goland, D.

    1996-06-01

    This technical report was written as a result of Integrated Plant Information System (IPIS) feasibility study on CANDU 9 project which had been carried out from January, 1994 to March, 1994 at AECL (Atomic Energy Canada Limited) in Canada. From 1987, AECL had done endeavour to change engineering work process from paper based work process to computer based work process through CANDU 3 project. Even though AECL had a lot of good results form computerizing the Process Engineering, Instrumentation Control and Electrical Engineering, Mechanical Engineering, Computer Aided Design and Drafting, and Document Management System, but there remains the problem of information isolation and integration. On this feasibility study, IPIS design support functionality guideline was suggested by evaluating current AECL CAE tools, analyzing computer aided engineering task and work flow, investigating request for implementing integrated computer aided engineering and describing Korean request for future CANDU design including CANDU 9. 6 figs. (Author)

  20. Integrated plant information technology design support functionality

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Yeon Seung; Kim, Dae Jin [Korea Atomic Energy Research Institute, Taejon (Korea, Republic of); Barber, P. W.; Goland, D. [Atomic Energy Canada Ltd., (Canada)

    1996-06-01

    This technical report was written as a result of Integrated Plant Information System (IPIS) feasibility study on CANDU 9 project which had been carried out from January, 1994 to March, 1994 at AECL (Atomic Energy Canada Limited) in Canada. From 1987, AECL had done endeavour to change engineering work process from paper based work process to computer based work process through CANDU 3 project. Even though AECL had a lot of good results form computerizing the Process Engineering, Instrumentation Control and Electrical Engineering, Mechanical Engineering, Computer Aided Design and Drafting, and Document Management System, but there remains the problem of information isolation and integration. On this feasibility study, IPIS design support functionality guideline was suggested by evaluating current AECL CAE tools, analyzing computer aided engineering task and work flow, investigating request for implementing integrated computer aided engineering and describing Korean request for future CANDU design including CANDU 9. 6 figs. (Author).

  1. Pathways to Commercial Success. Technologies and Products Supported by the Fuel Cell Technologies Program

    Energy Technology Data Exchange (ETDEWEB)

    none,

    2010-08-01

    This report identifies the commercial and near-commercial (emerging) hydrogen and fuel cell technologies and products that resulted from Department of Energy support through the Fuel Cell Technologies Program in the Office of Energy Efficiency and Renewable Energy.

  2. The Impact of Using SMS as Learning Support Tool on Students' Learning

    Science.gov (United States)

    Gasaymeh, Al-Mothana M.; Aldalalah, Osamah M.

    2013-01-01

    This study aimed to investigate the impact of using Short Message Service (SMS) as learning support tool on students' learning in an introductory programming course. In addition, the study examined students' perceptions of the advantages and disadvantages of the use of SMS as a learning support tool in their class. The participants in this study…

  3. An Ontology to Support the Classification of Learning Material in an Organizational Learning Environment: An Evaluation

    Science.gov (United States)

    Valaski, Joselaine; Reinehr, Sheila; Malucelli, Andreia

    2017-01-01

    Purpose: The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach: An ontology for recommending learning material was integrated in the organizational learning environment…

  4. Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning

    NARCIS (Netherlands)

    Miao, Yongwu; Burgos, Daniel; Griffiths, David; Koper, Rob

    2007-01-01

    Miao, Y., Burgos, D., Griffiths, D., & Koper, R. (2008). Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning. In L. Lockyer, S. Bennet, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and

  5. A Team Formation and Project-based Learning Support Service for Social Learning Networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Van de Vrie, Evert; Obreza, Matija; Sloep, Peter

    2014-01-01

    The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks

  6. Designing Mobile Learning Environments to Support Teacher-Led Field Trips within Informal Learning Environments

    Science.gov (United States)

    Hawkins, Donald S.

    2016-01-01

    Mobile devices have become increasingly more visible within classrooms and informal learning spaces. The purpose of this dissertation is to examine the impact of mobile learning (m-learning) tools to support student learning during teacher-led field trips. Specifically, the research questions for this study are: (a) What conditions affect student…

  7. Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics

    Science.gov (United States)

    Roll, Ido; Winne, Philip H.

    2015-01-01

    Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of…

  8. 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…

  9. 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…

  10. Gender inclusiveness in educational technology and learning experiences of girls and boys

    NARCIS (Netherlands)

    Heemskerk, I.; ten Dam, G.; Volman, M.; Admiraal, W.

    2009-01-01

    The use of technology (information and communication technology, ICT) in secondary education is an important aspect of the current curriculum and of teachers' pedagogy. Learning supported by computers is supposed to be motivating for students and is, therefore, assumed to have positive effects on

  11. Web Learning Portfolios: A Tool For Supporting Performance Awareness.

    Science.gov (United States)

    Chen, Gwo-Dong; Liu, Chen-Chung; Ou, Kuo-Liang; Lin, Ming-Song

    2001-01-01

    Describes how to design a Web portfolio system that teachers can use in learning assessment. Evaluation of the Web portfolio system by students indicates that the applied technologies help students control their learning processes through developing portfolios. Students also believe Web portfolios serve as an effective communication channel and…

  12. Supporting School Leaders in Blended Learning with Blended Learning

    Science.gov (United States)

    Acree, Lauren; Gibson, Theresa; Mangum, Nancy; Wolf, Mary Ann; Kellogg, Shaun; Branon, Suzanne

    2017-01-01

    This study provides a mixed-methods case-study design evaluation of the Leadership in Blended Learning (LBL) program. The LBL program uses blended approaches, including face-to-face and online, to prepare school leaders to implement blended learning initiatives in their schools. This evaluation found that the program designers effectively…

  13. 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…

  14. 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...

  15. 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…

  16. 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…

  17. The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

    Science.gov (United States)

    Kulo, Violet; Bodzin, Alec

    2013-02-01

    Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

  18. Supporting Authentic Learning Contexts Beyond Classroom Walls

    Science.gov (United States)

    Herrington, Jan; Specht, Marcus; Brickell, Gwyn; Harper, Barry

    At the classroom level, contexts for learning are often limited in the experiential component. Teachers and trainers feel overwhelmed by the difficulty of inventing authentic learning contexts, and creating tasks that truly reflect the way knowledge would be used in the real world (Herrington et al. 2004). However, there are growing numbers of examples of how such authentic learning environments are being used in schools, higher education, and professional development in a variety of contexts and discipline areas, such as in literacy education (Ferry et al. 2006), in physical activity fitness and health (Rice et al. 1999), in Indigenous education (Marshall et al. 2001), in evaluation (Agostinho 2006), in multimedia and ICT (Bennett et al. 2001), in literature (Fitzsimmons 2006), and in business writing (Pennell et al. 1997). Teachers and trainers who subscribe to this approach to learning can be very inventive in developing learner perceptions of authentic contexts, but often financial, situational and time constraints limit the experiential elements of authentic learning settings.

  19. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    OpenAIRE

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  20. Technology Integration Support Levels for In-Service Teachers

    Science.gov (United States)

    Williams, Mable Evans

    2017-01-01

    In-service teachers across the globe are expected to integrate technology in their respective instructional content area. The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning building-level support for technology integration. Participants in the study were asked to participate in semi-structured…

  1. Technology Support for Self-Organized Learners (Guest Editorial)

    NARCIS (Netherlands)

    Kalz, Marco; Koper, Rob; Hornung-Prähauser, Veronika

    2010-01-01

    Kalz, M., Koper, R., & Hornung-Prähauser, V. (2009). Technology Support for Self-Organized Learners (Guest Editorial) [Special issue]. In M. Kalz, R. Koper & V. Hornung-Prähauser (Eds.), Journal of Educational Technology & Society, 12(3), 1-3.

  2. A Cybernetic Design Methodology for 'Intelligent' Online Learning Support

    Science.gov (United States)

    Quinton, Stephen R.

    The World Wide Web (WWW) provides learners and knowledge workers convenient access to vast stores of information, so much that present methods for refinement of a query or search result are inadequate - there is far too much potentially useful material. The problem often encountered is that users usually do not recognise what may be useful until they have progressed some way through the discovery, learning, and knowledge acquisition process. Additional support is needed to structure and identify potentially relevant information, and to provide constructive feedback. In short, support for learning is needed. The learning envisioned here is not simply the capacity to recall facts or to recognise objects. The focus is on learning that results in the construction of knowledge. Although most online learning platforms are efficient at delivering information, most do not provide tools that support learning as envisaged in this chapter. It is conceivable that Web-based learning environments can incorporate software systems that assist learners to form new associations between concepts and synthesise information to create new knowledge. This chapter details the rationale and theory behind a research study that aims to evolve Web-based learning environments into 'intelligent thinking' systems that respond to natural language human input. Rather than functioning simply as a means of delivering information, it is argued that online learning solutions will 1 day interact directly with students to support their conceptual thinking and cognitive development.

  3. A Proposal to Manage Lessons Learned in Projects: Web 2.0 Technologies to Promote Innovation

    Directory of Open Access Journals (Sweden)

    Marcirio Silveira Chaves

    2014-06-01

    Full Text Available The web 2.0 is transforming the project management in organizations by improving communication and collaboration. The new generation of web-based collaborative tools provides much better experience than the traditional software package allowing document sharing, integrated task tracking, enforcing team processes and agile planning. Despite of the indubitable benefits brought by web 2.0, the use of these technologies to promote knowledge management remains unexplored. For many project managers to obtain and integrate information from different tools of previous similar projects in global organizations remains a challenge. This theoretical paper presents a proposal that suggests an innovation in the knowledge management area applying web 2.0 technologies. The main goal is to provide an integrated vision of a set of technologies that could be used by organizations in order to promote better management of lessons learned. The proposal includes the lessons learned processes (e.g. capture, share and dissemination, the process-based (e.g. project review and after action review and documentation-based (e.g. micro article and learning histories methods. Results show how web 2.0 technologies can help project managers and team project to cope with the main lessons learned processes and methods to learn from experience. Moreover, recommendations are made for the effective use of web 2.0 components promoting innovation and supporting lessons learned management in projects.Keywords: Project management; Lessons learned processes; lessons learned methods; project learning; web 2.0 technologies; innovation.

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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)

  10. Effectiveness of Dysphagia Training for Adult Learning Disabilities Support Workers

    Science.gov (United States)

    Tredinnick, Gerlind; Cocks, Naomi

    2014-01-01

    This study investigated the effectiveness of a 1-day dysphagia training package delivered to support workers who work with adults with a learning disability. Thirty-eight support staff took part in this study. Twenty-five support staff received training, and 13 did not receive training and therefore acted as a control group. Three questionnaires…

  11. 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'…

  12. What is mLearning and how can it be used to support learning and teaching in Econometrics?

    Directory of Open Access Journals (Sweden)

    Lucia Morales

    2012-11-01

    Full Text Available This research project analyzed the integration of mobile learning technologies in a postgraduate course in Finance (MSc in Finance at Dublin Institute of Technology, where econometrics is an important course component. Previous experience with students undertaking econometrics modules supported this analysis, where the researcher detected a clear need for learning support. Econometrics courses are heavily supported by the use of sophisticated statistical software, the availability of which is normally restricted to designated labs in the college. As a result, this project has developed an application that facilitates students’ access to econometrics course work, where a mobile device was used. The main objective of the project was to enable students to bring their course material home with them and use it anywhere, at any time, so that the basic material covered in class could be consulted and reviewed as many times as the students need. The results of this project are very encouraging, as evidence suggests mobile technologies can play a positive role in improving students’ learning experience. Teachers should consider using mobile technologies to support their work in the classroom. In this context, smart phones and PC tablets, the devices used during this study, have proved to be particularly effective. DOI: 10.18870/hlrc.v3i1.69

  13. Supporting Collocation Learning with a Digital Library

    Science.gov (United States)

    Wu, Shaoqun; Franken, Margaret; Witten, Ian H.

    2010-01-01

    Extensive knowledge of collocations is a key factor that distinguishes learners from fluent native speakers. Such knowledge is difficult to acquire simply because there is so much of it. This paper describes a system that exploits the facilities offered by digital libraries to provide a rich collocation-learning environment. The design is based on…

  14. Reflective portfolios support learning, personal growth and ...

    African Journals Online (AJOL)

    portfolios in the development of students' reflective and critical thinking ... techniques' and 'plan learning needs' emerged while analysing the portfolio ..... Critical incidents. • Educational activities. • Programme objectives. • Response or solutions to issues. • Competencies achieved. • Self growth (e.g. leadership, embracing.

  15. Organizational Learning Support Preferences of Millennials

    Science.gov (United States)

    Thompson, Kevin S.

    2016-01-01

    Since more than $140 Billion is invested annually on employee learning and development in the U.S (Harward, 2014) it is important that training leads to improved job performance. Millennials, who comprise the latest employee generation, are age 18-37 (Tyler, 2007) and share the same performance requirements and expectations of the generations that…

  16. Coaching Discourse: Supporting Teachers' Professional Learning

    Science.gov (United States)

    Heineke, Sally F.

    2013-01-01

    Although coaching is used in many schools to facilitate teachers' professional learning, few studies look closely at coaching discourse. Exploring how coaching facilitates teachers' professional development, this study used tape-recorded coaching sessions and individual post-interviews to examine the one-on-one coaching interactions of 4…

  17. Supporting visual quality assessment with machine learning

    NARCIS (Netherlands)

    Gastaldo, P.; Zunino, R.; Redi, J.

    2013-01-01

    Objective metrics for visual quality assessment often base their reliability on the explicit modeling of the highly non-linear behavior of human perception; as a result, they may be complex and computationally expensive. Conversely, machine learning (ML) paradigms allow to tackle the quality

  18. Reflective portfolios support learning, personal growth and ...

    African Journals Online (AJOL)

    Conclusion. Portfolios are an under-utilised assessment and self-development tool in postgraduate training. They allow students to self-assess their attainment of personal learning needs, professional growth and competency achievement and provide faculty with useful feedback on curriculum content, educational activities ...

  19. FEATURES OF USING AUGMENTED REALITY TECHNOLOGY TO SUPPORT EDUCATIONAL PROCESSES

    Directory of Open Access Journals (Sweden)

    Yury A. Kravchenko

    2014-01-01

    Full Text Available The paper discusses the concept and technology of augmented reality, the rationale given the relevance and timeliness of its use to support educational processes. Paper is a survey and study of the possibility of using augmented reality technology in education. Architecture is proposed and constructed algorithms of the software system management QR-codes media objects. An overview of the features and uses of augmented reality technology to support educational processes is displayed, as an option of a new form of visual demonstration of complex objects, models and processes. 

  20. 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…

  1. 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,…

  2. 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…

  3. 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…

  4. 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…

  5. Learner Open Modeling in Adaptive Mobile Learning System for Supporting Student to Learn English

    Directory of Open Access Journals (Sweden)

    Van Cong Pham

    2011-10-01

    Full Text Available This paper represents a personalized context-aware mobile learning architecture for supporting student to learn English as foreign language in order to prepare for TOEFL test. We consider how to apply open learner modeling techniques to adapt contents for different learners based on context, which includes location, amount of time to learn, the manner as well as learner's knowledge in learning progress. Through negotiation with system, the editable learner model will be updated to support adaptive engine to select adaptive contents meeting learner's demands. Empirical testing results for students who used application prototype indicate that interaction user modeling is helpful in supporting learner to learn adaptive materials.

  6. 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.

  7. 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.

  8. A radiation learning support system by tri-sensory augmented reality using a mobile phone

    International Nuclear Information System (INIS)

    Shimoda, Hiroshi; Zhao, Yue; Yan, Weida; Ishii, Hirotake

    2011-01-01

    A radiation learning support system has been developed to support learning basic knowledge of radiation and its strength of human body impact by using tri-sensory Augmented Reality (AR) technology with presenting information to visual, auditory and haptic sensation. The system consists of a knowledge learning mode in which learners can learn basic knowledge of radiation and an experience learning mode in which they can virtually experience its strength of human body impact under various conditions. As the result of a simple evaluation, it was suggested that the system improves the learners' intuitive understanding, and information presentation of the radiation strength to auditory and haptic sensation is more comprehensive than that to visual sensation. (author)

  9. Assistive Technologies for Aged Care: Supportive or Empowering?

    Directory of Open Access Journals (Sweden)

    Suchada Vichitvanichphong

    2014-11-01

    Full Text Available The main objective of this paper is to explore the potentials of assistive technologies to support seniors’ independent living. The work looks at two salient aspects of utilizing technologies for elderly, namely direct support and empowering technologies. The research undertakes a comprehensive analysis of attempts that have been made through investigation of the literature. For this purpose, a realist review of relevant papers published since 2000 has been conducted. The paper concludes that although much research in this area targets the direct support for older adults, the effective use of technologies to maintain seniors’ physical and cognitive abilities requires further investigations. This can provide avenues of opportunities that would empower seniors for their independent living.

  10. Developments: Supporting Autonomous Adult Learning Groups.

    Science.gov (United States)

    Brookfield, Steve

    1979-01-01

    Discusses a program in which adult groups (that meet regularly for educative discussion in settings other than educational institutions) can be given support through an academic department's provision of resource materials. Provides an example of support provided to the National Housewives Register, a group which discusses issues and social…

  11. 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.

  12. Atoms in industry: Radiation technology supports development [Foreword

    International Nuclear Information System (INIS)

    Amano, Yukiya

    2015-01-01

    Cutting-edge industrial technologies underpin the success of strong economies, in developed and developing countries alike. Nuclear science and technology, in particular, can make a major contribution to economic growth and competitiveness, and have an important role to play in support of sustainable development. The IAEA helps to make nuclear science and technology available to enable countries to pursue wider development objectives in areas including human health, agriculture, natural resource management and environmental protection. This edition of the IAEA Bulletin highlights some of the ways in which the technology is being put to effective use in industry.

  13. Effects of the ISIS Recommender System for navigation support in self-organised Learning Networks

    NARCIS (Netherlands)

    Drachsler, Hendrik; Hummel, Hans; Van den Berg, Bert; Eshuis, Jannes; Waterink, Wim; Nadolski, Rob; Berlanga, Adriana; Boers, Nanda; Koper, Rob

    2009-01-01

    Drachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Waterink, W., Nadolski, R. J., Berlanga, A. J., Boers, N., & Koper, R. (2009). Effects of the ISIS Recommender System for navigation support in self-organised Learning Networks. Journal of Educational Technology and Society, 12(3),

  14. Collaborative Group Engagement in a Computer-Supported Inquiry Learning Environment

    Science.gov (United States)

    Sinha, Suparna; Rogat, Toni Kempler; Adams-Wiggins, Karlyn R.; Hmelo-Silver, Cindy E.

    2015-01-01

    Computer-supported collaborative learning environments provide opportunities for students to collaborate in inquiry-based practices to solve authentic problems, using technological tools as a resource. However, we have limited understanding of the quality of engagement fostered in these contexts, in part due to the narrowness of engagement…

  15. Empowering Teachers to Author Multimedia Learning Resources That Support Students' Critical Thinking

    Science.gov (United States)

    Holley, Debbie; Boyle, Tom

    2012-01-01

    Students studying Marketing, Fashion, Public Relations, Advertising and similar subjects need to develop a "critical eye" in relation to images, media and digital technologies. This project aims to empower teachers to develop multimedia learning resources that would support students engaging in this essential activity. Developing such…

  16. Exploration Life Support Technology Development for Lunar Missions

    Science.gov (United States)

    Ewert, Michael K.; Barta, Daniel J.; McQuillan, Jeffrey

    2009-01-01

    Exploration Life Support (ELS) is one of NASA's Exploration Technology Development Projects. ELS plans, coordinates and implements the development of new life support technologies for human exploration missions as outlined in NASA's Vision for Space Exploration. ELS technology development currently supports three major projects of the Constellation Program - the Orion Crew Exploration Vehicle (CEV), the Altair Lunar Lander and Lunar Surface Systems. ELS content includes Air Revitalization Systems (ARS), Water Recovery Systems (WRS), Waste Management Systems (WMS), Habitation Engineering, Systems Integration, Modeling and Analysis (SIMA), and Validation and Testing. The primary goal of the ELS project is to provide different technology options to Constellation which fill gaps or provide substantial improvements over the state-of-the-art in life support systems. Since the Constellation missions are so challenging, mass, power, and volume must be reduced from Space Shuttle and Space Station technologies. Systems engineering analysis also optimizes the overall architecture by considering all interfaces with the life support system and potential for reduction or reuse of resources. For long duration missions, technologies which aid in closure of air and water loops with increased reliability are essential as well as techniques to minimize or deal with waste. The ELS project utilizes in-house efforts at five NASA centers, aerospace industry contracts, Small Business Innovative Research contracts and other means to develop advanced life support technologies. Testing, analysis and reduced gravity flight experiments are also conducted at the NASA field centers. This paper gives a current status of technologies under development by ELS and relates them to the Constellation customers who will eventually use them.

  17. Cache-Cache Comparison for Supporting Meaningful Learning

    Science.gov (United States)

    Wang, Jingyun; Fujino, Seiji

    2015-01-01

    The paper presents a meaningful discovery learning environment called "cache-cache comparison" for a personalized learning support system. The processing of seeking hidden relations or concepts in "cache-cache comparison" is intended to encourage learners to actively locate new knowledge in their knowledge framework and check…

  18. Research on Internet-Supported Learning: A Review

    Science.gov (United States)

    Bekele, Teklu Abate; Menchaca, Michael Paul

    2008-01-01

    How did the Internet affect learning in higher education? What methodological and theoretical issues characterized research on Internet-Supported Learning (ISL)? What implications existed for future research? A constant comparative, qualitative analysis of 29 studies indicated grade achievement was the prime measure of effectiveness in ISL…

  19. Exploring the changing role of learning support teachers in the ...

    African Journals Online (AJOL)

    This article explores the experiences of learning support teachers in a district of the WCED as they engage and adapt in their new role as part of a collaborative team addressing barriers to learning systemically within a whole school approach. Keywords: South African education system, access, equity, quality, democratic, ...

  20. Visual Supports for the Learning Disabled: A Handbook for Educators

    Science.gov (United States)

    Sells, Leighan

    2013-01-01

    A large percent of the population is affected by learning disabilities, which significantly impacts individuals and families. Much research has been done to identify effective ways to best help the students with learning disabilities. One of the more promising strategies is the use of visual supports to enhance these students' understanding…

  1. Action Learning--A Process Which Supports Organisational Change Initiatives

    Science.gov (United States)

    Joyce, Pauline

    2012-01-01

    This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly…

  2. Mobile Contextualized learning games for decision support training

    NARCIS (Netherlands)

    Klemke, Roland; Börner, Dirk; Suarez, Angel; Schneider, Jan; Antonaci, Alessandra

    2015-01-01

    This interactive workshop session introduces mobile serious games as situated, contextualized learning games. Example cases for mobile serious games for decision support training are introduced and discussed. Participants will get to know contextualization techniques used in modern mobile

  3. Mobile Contextualized learning games for decision support training

    NARCIS (Netherlands)

    Klemke, Roland

    2014-01-01

    This interactive workshop session introduces mobile serious games as situated, contextualized learning games. Example cases for mobile serious games for decision support training are introduced and discussed. Participants will get to know contextualization techniques used in modern mobile devices

  4. 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

  5. Organizational Learning Supported by Reference Architecture Models

    DEFF Research Database (Denmark)

    Nardello, Marco; Møller, Charles; Gøtze, John

    2017-01-01

    The wave of the fourth industrial revolution (Industry 4.0) is bringing a new vision of the manufacturing industry. In manufacturing, one of the buzzwords of the moment is “Smart production”. Smart production involves manufacturing equipment with many sensors that can generate and transmit large...... amounts of data. These data and information from manufacturing operations are however not shared in the organization. Therefore the organization is not using them to learn and improve their operations. To address this problem, the authors implemented in an Industry 4.0 laboratory an instance...... of an emerging technical standard specific for the manufacturing industry. Global manufacturing experts consider the Reference Architecture Model Industry 4.0 (RAMI4.0) as one of the corner stones for the implementation of Industry 4.0. The instantiation contributed to organizational learning in the laboratory...

  6. Technology Enhanced Learning for People with Intellectual Disabilities and Cerebral Paralysis: The MAS Platform

    Science.gov (United States)

    Colomo-Palacios, Ricardo; Paniagua-Martín, Fernando; García-Crespo, Ángel; Ruiz-Mezcua, Belén

    Education for students with disabilities now takes place in a wide range of settings, thus, including a wider range of assistive tools. As a result of this, one of the most interesting application domains of technology enhanced learning is related to the adoption of learning technologies and designs for people with disabilities. Following this unstoppable trend, this paper presents MAS, a software platform aimed to help people with severe intellectual disabilities and cerebral paralysis in their learning processes. MAS, as a technology enhanced learning platform, provides several tools that supports learning and monitoring for people with special needs, including adaptative games, data processing and monitoring tools. Installed in a special needs education institution in Madrid, Spain, MAS provides special educators with a tool that improved students education processes.

  7. 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.

  8. The Learning Process and Technological Change in Wind Power: Evidence from China's CDM Wind Projects

    OpenAIRE

    Tian Tang; David Popp

    2014-01-01

    The Clean Development Mechanism (CDM) is a project-based carbon trade mechanism that subsidizes the users of climate-friendly technologies and encourages technology transfer. The CDM has provided financial support for a large share of Chinese wind projects since 2002. Using pooled cross-sectional data of 486 registered CDM wind projects in China from 2002 to 2009, we examine the determinants of technological change in wind power from a learning perspective. We estimate the effects of differen...

  9. 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.

  10. 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...

  11. The Education and Training of Learning Technologists: A Competences Approach (Report to IEEE Technical Committee on Learning Technologies)

    Science.gov (United States)

    Hartley, Roger; Kinshuk; Koper, Rob; Okamoto, Toshio; Spector, J. Michael

    2010-01-01

    The educational and training requirements of Advanced Learning Technology (ALT) need to engage with curricula that reflect the varied requirements of the workplace and of society. Students have a range of interests and ambitions in ALT which the instructional process has to accommodate and support. With these considerations in mind the IEEE…

  12. Technological products to support the Venezuelan heavy oil development

    Energy Technology Data Exchange (ETDEWEB)

    Lopez, J.; Negrin, Z.; Duran, M.; Vilera, M.; Santamaria, F. [PDVSA INTEVEP (Venezuela)

    2011-07-01

    In Venezuela, important reserves of heavy oil crude are located at the Orinoco oil belt and the challenge is to develop these fields in a safe and environmentally friendly way. To address this challenge, PDVSA Intevep has been developing cutting edge technologies for more than 30 years. The aim of this paper is to present the principal inventions of PDVSA Intevep and their application in the Venezuelan traditional areas. PDVSA Intevep is the technological development and research center of the Venezuelan national oil industry; they own 773 patents, 103 trademarks, 48 copyrights, 13 trade secrets and 35 products used in different technological areas. The technologies presented will be used in the Orinoco oil belt in support of Venezuelan technological sovereignty. PDVSA Intevep has developed and adapted many technologies aimed at putting oil resources at the service of the whole population and ending social inequalities.

  13. Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

    Science.gov (United States)

    Dickson, Diane

    2015-05-01

    Linking theory to practice is an area of concern for ultrasound students, clinical mentors and academic staff. The link between theory and practice requires a robust clinical mentorship scheme in addition to careful curricula design considerations to improve student outcomes. The introduction of interactive technology in education provides ripe opportunity to improve feedback to students to support the link between theory and practice. A series of three interactive learning and teaching activities were designed and delivered to a PostGraduate Ultrasound cohort, after which, evaluation was performed to answer the research question: Which interactive technologies support the link between theory and practice through improved feedback mechanisms? An action research methodology was adopted involving an enquiry based literature review, planning, design and action process. Data were collected following action of three interactive teaching and learning sessions within the Medical Ultrasound cohort of 2013/2014 at Glasgow Caledonian University via a paper based questionnaire. A 100% response rate was achieved (n = 14). All three interactive learning and teaching sessions were considered with 100% highest point agreement to support the link between ultrasound theory and practice via feedback. Students found all three designed and facilitated sessions valuable and relevant to their learning, which in turn provided positive experiences which were perceived to support the link between theory and practice through feedback. These activities can be considered valuable in Postgraduate Ultrasound education.

  14. Buildings R&D Breakthroughs: Technologies and Products Supported by the Building Technologies Program

    Energy Technology Data Exchange (ETDEWEB)

    Weakley, Steven A. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

    2012-04-01

    The purpose of the project described in this report is to identify and characterize commercially available products and emerging (near-commercial) technologies that benefited from the support of the Building Technologies Program (BTP) within the U.S. Department of Energy’s Office of Energy Efficiency and Renewable Energy. The investigation specifically focused on technology-oriented research and development (R&D) projects funded by BTP’s Emerging Technologies subprogram from 2005-2011.

  15. Buildings R&D Breakthroughs. Technologies and Products Supported by the Building Technologies Program

    Energy Technology Data Exchange (ETDEWEB)

    none,

    2012-04-01

    This report identifies and characterizes commercially available products and emerging (near-commercial) technologies that benefited from the support of the Building Technologies Program (BTP) within the U.S. Department of Energy’s Office of Energy Efficiency and Renewable Energy. The investigation specifically focused on technology-oriented research and development (R&D) projects sponsored by BTP’s Emerging Technologies subprogram from 2005-2009.

  16. En retorisk forståelsesramme for Computer Supported Collaborative Learning (A Rhetorical Theory on Computer Supported Collaborative Learning)

    DEFF Research Database (Denmark)

    Harlung, Asger

    2003-01-01

    The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetoric...... applied to two empirical case studies of Master programs, the dissertation develops and presents a new theory on Computer Supported Collaborative Learning (CSCL)....

  17. Parents Supporting Learning: A Non-Intensive Intervention Supporting Literacy and Numeracy in the Home Learning Environment

    Science.gov (United States)

    Niklas, Frank; Cohrssen, Caroline; Tayler, Collette

    2016-01-01

    In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE)…

  18. 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...

  19. 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…

  20. 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…

  1. 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…

  2. 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.

  3. The use of digital video conferencing to support the teaching and learning of deaf learners.

    OpenAIRE

    2008-01-01

    M.Ed. This study explores how digital video conferencing (DVC) supports the teaching and learning of Deaf learners providing access to an appropriate curriculum. Whilst there are policies addressing the educational needs of the Deaf in South Africa, there are still gaps between policy and practice, as a result there are not enough visible results that ensure equal access and equal opportunities. The lack of visual educational technologies that support the delivery of instruction in schools...

  4. From place to virtual space: reconfiguring student support for distance and e-learning in the digital age

    Directory of Open Access Journals (Sweden)

    Alan W Tait

    2014-02-01

    Full Text Available This article examines the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK. Giving a historical perspective on the use of technologies in learning over many centuries, it argues that the dominant paradigm of geography -which has defined the structures for student support services in second generation distance education- has now been overtaken in digital distance and e-learning contexts by the more powerful affordances of learning design. The article examines in detail the issue of student drop-out as the major challenge for student support in distance and e-learning, and argues that educational mission, not mode of delivery, is the more powerful explanatory driver. The article proposes that student support should now be understood as integrated with teaching and assessment, not separately organised structurally and professionally.http://dx.doi.org/10.5944/openpraxis.6.1.102

  5. Supporting learner-centered technology integration through situated mentoring

    Science.gov (United States)

    Rosenberg, Marian Goode

    Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.

  6. 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...

  7. Supporting Fieldwork Learning by Visual Documentation and Reflection

    DEFF Research Database (Denmark)

    Saltofte, Margit

    2017-01-01

    the role played by photos in their learning process. For students, photography is an everyday documentation form that can support their memory of field experience and serve as a vehicle for the analysis of data. The article discusses how photos and visual representations support fieldwork learning......Photos can be used as a supplements to written fieldnotes and as a sources for mediating reflection during fieldwork and analysis. As part of a field diary, photos can support the recall of experiences and a reflective distance to the events. Photography, as visual representation, can also lead...... to reflection on learning and knowledge production in the process of learning how to conduct fieldwork. Pictures can open the way for abstractions and hidden knowledge, which might otherwise be difficult to formulate in words. However, writing and written field notes cannot be fully replaced by photos...

  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. Reappraising Learning Support in Higher Education

    Science.gov (United States)

    Avramidis, Elias; Skidmore, David

    2004-01-01

    With the increasing number of disabled students entering the higher education sector, much research work has focused on the support services arena and the elimination of barriers that the disabled students have encountered. While producing useful advice on meeting the needs of disabled students, this line of research has done little to locate…

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

    OpenAIRE

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

    2011-01-01

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

  11. Supporting teachers integrating web 2.0 in a Problem Based Learning approach

    DEFF Research Database (Denmark)

    Buus, Lillian

    2010-01-01

    Based on theoretical and methodological considerations within problem-based learning (PBL), web 2.0 technologies and learning designs, the article try to illustrate a design model for supporting teachers in their learning design trying to integrate web 2.0 technologies into their PBL approach...... at Aalborg University (AAU). Problem-Based Learning (PBL) has gained a lot of interest since it was launched in established educational settings over 30 years ago in the medical programmes at McMaster University, Canada. Essentially it is a leaning methods based on the principle of using problems...... that a transition from curriculum-based teaching to PBL entails a movement from a teacher-centered approach to a learner-centered approach [4],[5]. This move can in many ways be compared to the conceptual move from web 1.0 to web 2.0 that by some is seen as a transition from ‘users/learners as consumers’ towards...

  12. 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…

  13. Space Life Support Technology Applications to Terrestrial Environmental Problems

    Science.gov (United States)

    Schwartzkopf, Steven H.; Sleeper, Howard L.

    1993-01-01

    Many of the problems now facing the human race on Earth are, in fact, life support issues. Decline of air Quality as a result of industrial and automotive emissions, pollution of ground water by organic pesticides or solvents, and the disposal of solid wastes are all examples of environmental problems that we must solve to sustain human life. The technologies currently under development to solve the problems of supporting human life for advanced space missions are extraordinarily synergistic with these environmental problems. The development of these technologies (including both physicochemical and bioregenerative types) is increasingly focused on closing the life support loop by removing and recycling contaminants and wastes to produce the materials necessary to sustain human life. By so doing, this technology development effort also focuses automatically on reducing resupply logistics requirements and increasing crew safety through increased self-sufficiency. This paper describes several technologies that have been developed to support human life in space and illustrates the applicability of the technologies to environmental problems including environmental remediation and pollution prevention.

  14. The Role of Faculty Learning Communities in Supporting Team-Based Learning

    Science.gov (United States)

    Rands, Melissa L.; Bender, Holly; Gillette, Meghan T.; Orgler, Lisa

    2017-01-01

    In this paper, the authors describe the faculty development initiatives and the role of faculty learning communities (FLCs) in supporting Team-Based Learning (TBL) at a large, research-intensive university. A systematic review of the initiatives found FLCs provided crucial support for both new and seasoned TBL practitioners and fostered…

  15. Peer-Assisted Learning Programme: Supporting Students in High ...

    African Journals Online (AJOL)

    provide support targeting high-risk subjects for at-risk students in Mechanical Engineering at WSU. ... and cooperative learning approaches during group sessions and active student engagement to support ... improved study skills, improved time management, and improved communication, problem-solving and presentation ...

  16. Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

    NARCIS (Netherlands)

    Noroozi, O.; Busstra, M.C.; Mulder, M.; Biemans, H.J.A.; Tobi, H.; Geelen, A.; Veer, van 't P.; Chizari, M.

    2012-01-01

    This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs.

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

    Directory of Open Access Journals (Sweden)

    Sibitse M. Tlhapane

    2010-03-01

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

  18. Teaching music in primary school with information and communications technology support

    OpenAIRE

    Lango, Jožko

    2011-01-01

    The primary goal of this Ph D dissertation is to study the efficiency of teaching music in primary school based on information and communications technology (ICT). The purpose of the thesis is to find out advantages and disadvantages of teaching music with ICT support. Theoretical part of Ph D thesis includes the activities that cause teaching of music more effective. Active learning that enables the development of certain skills and upgrading knowledge turned out to be the most efficient ...

  19. The potential use of mobile technology: enhancing accessibility and communication in a blended learning course

    Directory of Open Access Journals (Sweden)

    Tabisa Mayisela

    2013-01-01

    Full Text Available Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicitedfrom a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixed-methods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestionsforfuture research were made.

  20. 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.