The roles of electronic books in the transformation of learning and instruction

NARCIS (Netherlands)

Huang, Ronghuai; Chen, Nian-Shing; Kang, Myunghee; McKenney, Susan; Churchill, Daniel

2014-01-01

Huang, R., Chen, N., Kang, M. McKenney, S. & Churchill, D. (2013). The roles of electronic books in the transformation of learning and instruction. In N. Chen, R. Huang, Kinshuk, Y. Li, D. G. Sampson (Eds.) Proceedings of the IEEE 13th International Conference on Advanced Learning Technologies

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

Organizational Transformation from the Inside Out: Reinventing the MIT Center for Organizational Learning.

Science.gov (United States)

Clanon, Jeff

1999-01-01

The 2-year process by which the Massachusetts Institute of Technology's Center for Organizational Learning transformed into the self-governed Society for Organizational Learning illustrates new ways of conceiving organizations, the capabilities required for change, and critical elements of the process: diverse representation, grounding in business…

There Is More to Digital Learning than Counting on Your Fingers: Transforming Learning and Teaching with Digital Pedagogy

Science.gov (United States)

Smirnova, Lyudmila; Lazarevic , Bojan; Malloy, Veronica

2018-01-01

This paper explores how pedagogy is being influenced by fast developing digital technologies. Results are presented from exploratory research conducted in 2016. The findings are addressed in terms of the transformation of learning and education, including the move from the measured to the engaged classroom. Emerging technology creates a natural…

Transformative Learning as an "Inter-Practice" Phenomenon

Science.gov (United States)

Hodge, Steven

2014-01-01

Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing…

The role of technology and engineering models in transforming healthcare.

Science.gov (United States)

Pavel, Misha; Jimison, Holly Brugge; Wactlar, Howard D; Hayes, Tamara L; Barkis, Will; Skapik, Julia; Kaye, Jeffrey

2013-01-01

The healthcare system is in crisis due to challenges including escalating costs, the inconsistent provision of care, an aging population, and high burden of chronic disease related to health behaviors. Mitigating this crisis will require a major transformation of healthcare to be proactive, preventive, patient-centered, and evidence-based with a focus on improving quality-of-life. Information technology, networking, and biomedical engineering are likely to be essential in making this transformation possible with the help of advances, such as sensor technology, mobile computing, machine learning, etc. This paper has three themes: 1) motivation for a transformation of healthcare; 2) description of how information technology and engineering can support this transformation with the help of computational models; and 3) a technical overview of several research areas that illustrate the need for mathematical modeling approaches, ranging from sparse sampling to behavioral phenotyping and early detection. A key tenet of this paper concerns complementing prior work on patient-specific modeling and simulation by modeling neuropsychological, behavioral, and social phenomena. The resulting models, in combination with frequent or continuous measurements, are likely to be key components of health interventions to enhance health and wellbeing and the provision of healthcare.

Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning

Science.gov (United States)

McKnight, Katherine; O'Malley, Kimberly; Ruzic, Roxanne; Horsley, Maria Kelly; Franey, John J.; Bassett, Katherine

2016-01-01

A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research.…

The Difference Engine: Computing, Knowledge, and the Transformation of Learning

Science.gov (United States)

Provenzo, Eugene F.

2011-01-01

Since the 1960s, the rapid evolution of technology has created a new cultural geography--a virtual geography. "The Difference Engine: Computing, Knowledge and the Transformation of Learning" offers a conscious critique of this change and its effects on contemporary culture and education. This engaging text assumes that we are at a critical…

Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education

NARCIS (Netherlands)

drs Maurice Schols

2012-01-01

Educators are increasingly encouraged to practice life-long learning. Learning to cope with emerging technologies for educational purposes is, for most educators, a complex process. Consequently, educators engage in critical reflective processes, and consider new views as they learn new knowledge

Design and Implementation of Technology Enabled Affective Learning Using Fusion of Bio-Physical and Facial Expression

Science.gov (United States)

Ray, Arindam; Chakrabarti, Amlan

2016-01-01

Technology Enabled Learning is a cognitive, constructive, systematic, collaborative learning procedure, which transforms teaching-learning pedagogy where role of emotion is very often neglected. Emotion plays significant role in the cognitive process of human being, so the transformation is incomplete without capturing the learner's emotional…

Where’s the Transformation? Unlocking the Potential of Technology-Enhanced Assessment

Directory of Open Access Journals (Sweden)

Trudy Sweeney

2017-03-01

Full Text Available This study provides insight into technology-enhanced assessment (TEA in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of “transformation” afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.

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

Science.gov (United States)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

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

Transformative Learning: Personal Empowerment in Learning Mathematics

Science.gov (United States)

Hassi, Marja-Liisa; Laursen, Sandra L.

2015-01-01

This article introduces the concept of personal empowerment as a form of transformative learning. It focuses on commonly ignored but enhancing elements of mathematics learning and argues that crucial personal resources can be essentially promoted by high engagement in mathematical problem solving, inquiry, and collaboration. This personal…

Transforming Leadership Development for Significant Learning.

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Owen, Julie E

2015-01-01

Leadership education is undergoing a transformation where powerful pedagogies and emerging knowledge about the scholarship of teaching and learning supplant long held and often-outmoded practices of leadership education. This transformation requires new commitments to evidence-based practice, critical consciousness, and more complex understanding of the levers of leadership learning. © 2015 Wiley Periodicals, Inc., A Wiley Company.

A Professionalism Curricular Model to Promote Transformative Learning Among Residents.

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Foshee, Cecile M; Mehdi, Ali; Bierer, S Beth; Traboulsi, Elias I; Isaacson, J Harry; Spencer, Abby; Calabrese, Cassandra; Burkey, Brian B

2017-06-01

Using the frameworks of transformational learning and situated learning theory, we developed a technology-enhanced professionalism curricular model to build a learning community aimed at promoting residents' self-reflection and self-awareness. The RAPR model had 4 components: (1) R ecognize : elicit awareness; (2) A ppreciate : question assumptions and take multiple perspectives; (3) P ractice : try new/changed perspectives; and (4) R eflect : articulate implications of transformed views on future actions. The authors explored the acceptability and practicality of the RAPR model in teaching professionalism in a residency setting, including how residents and faculty perceive the model, how well residents carry out the curricular activities, and whether these activities support transformational learning. A convenience sample of 52 postgraduate years 1 through 3 internal medicine residents participated in the 10-hour curriculum over 4 weeks. A constructivist approach guided the thematic analysis of residents' written reflections, which were a required curricular task. A total of 94% (49 of 52) of residents participated in 2 implementation periods (January and March 2015). Findings suggested that RAPR has the potential to foster professionalism transformation in 3 domains: (1) attitudinal, with participants reporting they viewed professionalism in a more positive light and felt more empathetic toward patients; (2) behavioral, with residents indicating their ability to listen to patients increased; and (3) cognitive, with residents indicating the discussions improved their ability to reflect, and this helped them create meaning from experiences. Our findings suggest that RAPR offers an acceptable and practical strategy to teach professionalism to residents.

Learning and the transformative potential of citizen science.

Science.gov (United States)

Bela, Györgyi; Peltola, Taru; Young, Juliette C; Balázs, Bálint; Arpin, Isabelle; Pataki, György; Hauck, Jennifer; Kelemen, Eszter; Kopperoinen, Leena; Van Herzele, Ann; Keune, Hans; Hecker, Susanne; Suškevičs, Monika; Roy, Helen E; Itkonen, Pekka; Külvik, Mart; László, Miklós; Basnou, Corina; Pino, Joan; Bonn, Aletta

2016-10-01

The number of collaborative initiatives between scientists and volunteers (i.e., citizen science) is increasing across many research fields. The promise of societal transformation together with scientific breakthroughs contributes to the current popularity of citizen science (CS) in the policy domain. We examined the transformative capacity of citizen science in particular learning through environmental CS as conservation tool. We reviewed the CS and social-learning literature and examined 14 conservation projects across Europe that involved collaborative CS. We also developed a template that can be used to explore learning arrangements (i.e., learning events and materials) in CS projects and to explain how the desired outcomes can be achieved through CS learning. We found that recent studies aiming to define CS for analytical purposes often fail to improve the conceptual clarity of CS; CS programs may have transformative potential, especially for the development of individual skills, but such transformation is not necessarily occurring at the organizational and institutional levels; empirical evidence on simple learning outcomes, but the assertion of transformative effects of CS learning is often based on assumptions rather than empirical observation; and it is unanimous that learning in CS is considered important, but in practice it often goes unreported or unevaluated. In conclusion, we point to the need for reliable and transparent measurement of transformative effects for democratization of knowledge production. © 2016 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of Society for Conservation Biology.

The CITEQ transformer: a proven technology

International Nuclear Information System (INIS)

Cordeau, P.

1997-01-01

The technology of the new transformer created by CITEQ (Centre d''innovation sur le transport d''energie du Quebec) was reviewed. The new transformer is a combination of four components: (1) a solid insulation system, (2) an exterior shell composed of composite material, (3) an internal cooling system using heat-pipe technology, and (4) a resistant material for the protection of the magnetic core. The CITEQ transformer differs from conventional transformers by virtue of its low risk of pollution and explosion. Maintenance for the new transformer has also been drastically reduced. The new transformer is immune to explosions because it is entirely composed of solid material. 2 figs

Implementation of Transformative Sustainability Learning into Engineering Curricular

Directory of Open Access Journals (Sweden)

Yuliana Lavrysh

2018-04-01

Full Text Available Nowadays an engineering profession is the most promising in terms of sustainability. Yet, there is a question if higher educational establishments are ready and possess necessary resources to prepare graduates in a sufficient way to create a life-sustainable future. Therefore, universities recognize the education for sustainable development as an essential and timely process of engineering training. The paper presents the characteristics of transformative sustainability learning as a key factor of advanced life-learning engineering education. The analysis of theoretical background signifies that the transformative sustainability learning concept is based on the theory of person’s transformations depending on such personality traits as the life experience, cognitive development, and critical reflection skills which foster personality changes towards sustainability. Thus, we can state that transformative sustainability learning (TSL integrates such fields as transformative learning and Education for Sustainable Development and the combination impacts personal and societal transformations. This fact provides us with the opportunity to suggest the (TSL concepts implementation into engineering educational process as an approach that enhances students’ motivation to studying, understanding of sustainability issues and high order thinking skills. If students experience personality transformations, we can find out the pedagogical strategy attributed to these transformations. Having conducted interviews and observations the teaching process at the university, we outlined the most used TSL pedagogical strategies at technical university (placed-based, problem-based, enquiry and service learning assessed their efficacy, found out the barriers to successful implementation and suggested recommendations to overcome the barriers. Our paper demonstrates potential of TSL implementation as it not only benefits for students but also enhances sustainability

Travel and Adult Transformative Learning

Science.gov (United States)

Lindstrom, Steven K.

2011-01-01

This phenomenological research study examines the lived experience of individual adult transformation in the context of travel. Adults throughout history have experienced profound personal and perception changes as a result of significant travel events. Transformative learning occurs through experience, crisis, and reflection, all of which are…

Teaching and Learning Science for Transformative, Aesthetic Experience

Science.gov (United States)

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-11-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

Strategies of learning in the process of transformation

DEFF Research Database (Denmark)

Lorentzen, Anne

2005-01-01

The paper deals with the learning and innovation strategies of manufacturing companies in the economies of transformation.......The paper deals with the learning and innovation strategies of manufacturing companies in the economies of transformation....

Online Feature Transformation Learning for Cross-Domain Object Category Recognition.

Science.gov (United States)

Zhang, Xuesong; Zhuang, Yan; Wang, Wei; Pedrycz, Witold

2017-06-09

In this paper, we introduce a new research problem termed online feature transformation learning in the context of multiclass object category recognition. The learning of a feature transformation is viewed as learning a global similarity metric function in an online manner. We first consider the problem of online learning a feature transformation matrix expressed in the original feature space and propose an online passive aggressive feature transformation algorithm. Then these original features are mapped to kernel space and an online single kernel feature transformation (OSKFT) algorithm is developed to learn a nonlinear feature transformation. Based on the OSKFT and the existing Hedge algorithm, a novel online multiple kernel feature transformation algorithm is also proposed, which can further improve the performance of online feature transformation learning in large-scale application. The classifier is trained with k nearest neighbor algorithm together with the learned similarity metric function. Finally, we experimentally examined the effect of setting different parameter values in the proposed algorithms and evaluate the model performance on several multiclass object recognition data sets. The experimental results demonstrate the validity and good performance of our methods on cross-domain and multiclass object recognition application.

Measuring Curricular Impact on Dental Hygiene Students' Transformative Learning.

Science.gov (United States)

Springfield, Emily C; Smiler, Andrew P; Gwozdek, Anne E

2015-12-01

Previous research has suggested that transformative learning can be fostered in higher education by creating active learning experiences that are directly related to content taught, are personally engaging, and can stimulate reflection. The aim of this qualitative study was to assess changes experienced by students in an e-learning dental hygiene degree completion program beyond attainment of competence-changes that may be described as transformative learning. The data used were transcripts of focus groups that had been conducted with each of the first five cohorts of students to graduate from the program; a total of 30 of the 42 students in the five cohorts (71%) participated. Using their previously developed Transformation Rubric for Engaged Learning, the authors categorized focus group data to identify changes in students' confidence, pride, skills, perceptions of the world, and personal identity at the transformative and nontransformative levels. Every participant reported at least one change; overall, the students averaged 8.3 changes. The vast majority (84%) of these changes were transformative. Middle-performing students showed a disproportionately higher rate of transformational changes in the areas of confidence and pride. The e-learning program appeared to have had a significant transformative impact on students, but additional research on the effect on middle-performing students is warranted.

Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools

Science.gov (United States)

Ghavifekr, Simin; Rosdy, Wan Athirah Wan

2015-01-01

Integration of Information, Communication, and Technology (ICT) will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements in transforming the country to the future development. The Ministry of…

Transforming Future Teaching through ‘Carpe Diem’ Learning Design

Directory of Open Access Journals (Sweden)

Gilly Salmon

2014-01-01

Full Text Available Academic staff in Higher Education (HE need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as barriers to the implementation of successful staff development. We illuminate the Carpe Diem learning design workshop process and illustrate its impact on academic staff as a viable, constructive alternative to traditional staff development processes. The Carpe Diem model directly exposes and addresses the irony that educational institutions expect their academic staff to learn to design and deliver personalized, mobile and technology-enhanced learning to students, whilst wedded to ‘one size fits all’ face-to-face interventions…or worse, ‘page turning’ e-learning that masquerades as staff development. To avoid further frustrations and expensive, inappropriate initiatives, the spirit and practice of Carpe Diem could act as a ‘pathfinder beacon’, and be more widely adopted to enable fast, effective and fully embedded, learner-ready, future-proofed learning.

Holography: A Transformative Technology for Learning and Human Performance Improvement

Science.gov (United States)

Frazer, Gary W.; Stevens, George H.

2015-01-01

Most past and current learning technologies have been one- or two-dimensional in presentation. This may be fine if one is looking at a map or even a fine painting. However, to fully appreciate the detail of a statue or a machine part, it is better to be able to look at it from all sides. Use of holographic images allows an item to be shared with a…

Comparing relational model transformation technologies: implementing Query/View/Transformation with Triple Graph Grammars

DEFF Research Database (Denmark)

Greenyer, Joel; Kindler, Ekkart

2010-01-01

and for model-based software engineering approaches in general. QVT (Query/View/Transformation) is the transformation technology recently proposed for this purpose by the OMG. TGGs (Triple Graph Grammars) are another transformation technology proposed in the mid-nineties, used for example in the FUJABA CASE...

Transformational Tools and Technologies Project

Data.gov (United States)

National Aeronautics and Space Administration — The Transformational Tools and Technologies (TTT) Project advances state-of-the-art computational and experimental tools and technologies that are vital to aviation...

Making Space for Preservice Teacher Agency through Connected Learning in Preservice Educational Technology Courses

Science.gov (United States)

Lohnes Watulak, Sarah

2018-01-01

Preparing future teachers to integrate technology into their teaching in ways that support transformative student learning is a priority for teacher preparation programs in the United States. However, technology instruction often focuses on functional technology skills, leading to ineffective future technology integration. This study examined two…

Contradictory directionalities of digital learning technology and its implications for the scope of imaginable possibilities for collaborating

DEFF Research Database (Denmark)

Chimirri, Niklas Alexander

Contradictory learning directionalities are immanent to digital learning technology: Any technology suggests a limited multiplicity of situated uses in a learning practice, of understandings of how to learn and of what learning should be about. Herewith any technology offers a scope of imaginable...... possibilities for acting through it. Sociomaterially maintained learning directionalities – among others through the intended uses of learning technology in educational arrangements – afford the enactment of a delimited ensemble of experiential modes, sensualities, epistemologies, knowledges, and future hopes....... Next to offering opportunities to expand the learners’ scope of possibilities for transforming these learning directionalities together, digital learning technology thus also promotes the taken for grantedness of particular understandings of (most often instrumental) learning. They may consequently...

Transforming the Classroom With Tablet Technology.

Science.gov (United States)

Sargent, Lana; Miles, Elizabeth

Identifying the most effective models for integrating new technology into the classroom and understanding its effects on educational outcomes are essential for nurse educators. This article describes an educational intervention with tablet technology (iPads) using an innovative case-based learning model in a nursing program. Students reported positive learning outcomes when using the tablet technology for learning course content.

Strategic business transformation through technology convergence

DEFF Research Database (Denmark)

Agarwal, Nivedita; Brem, Alexander

2015-01-01

-time intelligence. This paper presents the case of General Electric (GE) and studies the various transitional phases and transformation dimensions that GE is experiencing, to manage this technology convergence. The evaluation of GE's experience indicates that convergence-related business transformation is nonlinear......Technology adoption is crucial for an organisation to remain competitive in the marketplace. Traditionally, two technologies - operational technology (OT) and information technology (IT) - have operated independently from one another; however, technological advancements that businesses...... are experiencing have increased the overlap and convergence of these two areas. Industrial organisations are investing heavily in the integration and alignment of these technologies and expect to benefit in several ways from this convergence, such as through increased productivity, reduction in cost, and real...

Instant transformation of learned repulsion into motivational "wanting".

Science.gov (United States)

Robinson, Mike J F; Berridge, Kent C

2013-02-18

Learned cues for pleasant reward often elicit desire, which, in addicts, may become compulsive. According to the dominant view in addiction neuroscience and reinforcement modeling, such desires are the simple products of learning, coming from a past association with reward outcome. We demonstrate that cravings are more than merely the products of accumulated pleasure memories-even a repulsive learned cue for unpleasantness can become suddenly desired via the activation of mesocorticolimbic circuitry. Rats learned repulsion toward a Pavlovian cue (a briefly-inserted metal lever) that always predicted an unpleasant Dead Sea saltiness sensation. Yet, upon first reencounter in a novel sodium-depletion state to promote mesocorticolimbic reactivity (reflected by elevated Fos activation in ventral tegmentum, nucleus accumbens, ventral pallidum, and the orbitofrontal prefrontal cortex), the learned cue was instantly transformed into an attractive and powerful motivational magnet. Rats jumped and gnawed on the suddenly attractive Pavlovian lever cue, despite never having tasted intense saltiness as anything other than disgusting. Instant desire transformation of a learned cue contradicts views that Pavlovian desires are essentially based on previously learned values (e.g., prediction error or temporal difference models). Instead desire is recomputed at reencounter by integrating Pavlovian information with the current brain/physiological state. This powerful brain transformation reverses strong learned revulsion into avid attraction. When applied to addiction, related mesocorticolimbic transformations (e.g., drugs or neural sensitization) of cues for already-pleasant drug experiences could create even more intense cravings. This cue/state transformation helps define what it means to say that addiction hijacks brain limbic circuits of natural reward. Copyright © 2013 Elsevier Ltd. All rights reserved.

Transformer engineering design, technology, and diagnostics

CERN Document Server

Kulkarni, SV

2012-01-01

Transformer Engineering: Design, Technology, and Diagnostics, Second Edition helps you design better transformers, apply advanced numerical field computations more effectively, and tackle operational and maintenance issues. Building on the bestselling Transformer Engineering: Design and Practice, this greatly expanded second edition also emphasizes diagnostic aspects and transformer-system interactions. What's New in This Edition Three new chapters on electromagnetic fields in transformers, transformer-system interactions and modeling, and monitoring and diagnostics An extensively revised chap

Transforming Pedagogies:
Integrating 21st Century Skills And Web 2.0 Technology

Directory of Open Access Journals (Sweden)

Shelia Y. TUCKER

2014-01-01

Full Text Available According to (P21, Partnership for 21st Century Skills (n.d., unless the gap is bridged between how students learn and how they live, today’s education system will face irrelevance. The way people work and live has been transformed by demographic, economic, political, technological, and informational forces. Schools must adapt to these changing conditions in order to thrive. Students must be equipped to live in a multifaceted, multitasking, technology-driven world. And, regardless of their economic background, we must also ensure that all students have equal access to this new technological world. Collaborative learning theory which is connected to constructivism pedagogy requires students to work together to solve problems. Students need lifelong learning skills i.e., communication and information skills, problem-solving and thinking skills, and interpersonal and self-directional skills. The challenge becomes to deliberately incorporate learning skills into classrooms strategically and broadly. In this digital age, students must learn to use tools essential to everyday life and workplace productivity. They live in a world of almost unlimited streams of profound information, difficult choices and enormous opportunity. Teachers can create a 21st century context for learning by taking students out into the world, by bringing the world into the classroom, and by creating opportunities for students to collaboratively interact with each other (Learning for the, n.d.. One way of accomplishing this task is by employing the use of the Internet to connect Web 2.0 technology and 21st century skills. These skills are essential due to increased global competition, rising workforce capabilities, and accelerated technological change (Learning for the, n.d..

Immersive Learning Technologies

Science.gov (United States)

2009-08-20

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

Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms

Science.gov (United States)

Van Horne, Sam; Murniati, Cecilia Titiek; Saichaie, Kem; Jesse, Maggie; Florman, Jean C.; Ingram, Beth F.

2014-01-01

This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors…

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

Science.gov (United States)

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

2010-10-01

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

Technology Acceptance of Healthcare E-Learning Modules: A Study of Korean and Malaysian Students' Perceptions

Science.gov (United States)

Neo, Mai; Park, Heykyung; Lee, Min-Jae; Soh, Jian-Yuan; Oh, Ji-Young

2015-01-01

Educators today are moving towards transforming their teaching and learning methods from conventional teacher-centered approaches to student-centered learning approaches with the support of technology so as to better motivate students to participate and engage in their learning process. This study was developed as a joint collaborative effort…

Coaching Model + Clinical Playbook = Transformative Learning.

Science.gov (United States)

Fletcher, Katherine A; Meyer, Mary

2016-01-01

Health care employers demand that workers be skilled in clinical reasoning, able to work within complex interprofessional teams to provide safe, quality patient-centered care in a complex evolving system. To this end, there have been calls for radical transformation of nursing education including the development of a baccalaureate generalist nurse. Based on recommendations from the American Association of Colleges of Nursing, faculty concluded that clinical education must change moving beyond direct patient care by applying the concepts associated with designer, manager, and coordinator of care and being a member of a profession. To accomplish this, the faculty utilized a system of focused learning assignments (FLAs) that present transformative learning opportunities that expose students to "disorienting dilemmas," alternative perspectives, and repeated opportunities to reflect and challenge their own beliefs. The FLAs collected in a "Playbook" were scaffolded to build the student's competencies over the course of the clinical experience. The FLAs were centered on the 6 Quality and Safety Education for Nurses competencies, with 2 additional concepts of professionalism and systems-based practice. The FLAs were competency-based exercises that students performed when not assigned to direct patient care or had free clinical time. Each FLA had a lesson plan that allowed the student and faculty member to see the competency addressed by the lesson, resources, time on task, student instructions, guide for reflection, grading rubric, and recommendations for clinical instructor. The major advantages of the model included (a) consistent implementation of structured learning experiences by a diverse teaching staff using a coaching model of instruction; (b) more systematic approach to present learning activities that build upon each other; (c) increased time for faculty to interact with students providing direct patient care; (d) guaranteed capture of selected transformative

Application of Technology in Project-Based Distance Learning

Directory of Open Access Journals (Sweden)

Ali Mehrabian

2008-06-01

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

The Audience Wheel as a Technic to Create Transformative Learning

DEFF Research Database (Denmark)

Helth, Poula

2016-01-01

Purpose: The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice. Design/methodology/approach: The learning methods developed in the learning in practice (LIP) project include aesthetic performances...... combined with reflections. The intention has been to explore how leadership may be transformed, when leaders work as a collective of leaders. The learning methods developed and tested in the LIP project are art-informed learning methods, concepts of liminality and reflection processes carried out...... in the leaders’ organisational practice. Findings: One of the most important findings in the LIP project in relation to transformative learning is a new learning technique based on guided processes rooted in aesthetic performance combined with reflections and separation of roles as performer and audience...

Integrating transformative learning and action learning approaches to enhance ethical leadership for supervisors in the hotel business

OpenAIRE

Boonyuen Saranya; Charungkaittikul Suwithida; Ratana-ubol Archanya

2016-01-01

Ethical leadership is now increasingly focused in leadership development. The main purpose of this study is to explore two methods of adult learning, action learning and transformative learning, and to use the methods to enhance ethical leadership. Building ethical leadership requires an approach that focuses on personal values, beliefs, or frames of references, which is transformative learning. Transformative learning requires a series of meetings to conduct critical discourse and to follow ...

Restructuring High School Math Learning Spaces with Interactive Technology and Transformative Pedagogy

Science.gov (United States)

Lucas, Roland

2013-01-01

There are three hypotheses for this research: 1. High school mathematics students in urban public schools, who are provided interactive technology resources during normal course work, will experience a multiplier effect of enhanced learning in mathematics. They will have an increase in positive dispositions indicative of their identity development…

Editorial: Advanced learning technologies

Directory of Open Access Journals (Sweden)

Yu-Ju Lan

2012-03-01

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

Editorial: Advances in Health Education Applying E-Learning, Simulations and Distance Technologies

Directory of Open Access Journals (Sweden)

Andre W. Kushniruk

2011-03-01

Full Text Available This special issue of the KM&EL international journal is dedicated to coverage of novel advances in health professional education applying e-Learning, simulations and distance education technologies. Modern healthcare is beginning to be transformed through the emergence of new information technologies and rapid advances in health informatics. Advances such as electronic health record systems (EHRs, clinical decision support systems and other advanced information systems such as public health surveillance systems are rapidly being deployed worldwide. The education of health professionals such as medical, nursing and allied health professionals will require an improved understanding of these technologies and how they will transform their healthcare practice. However, currently there is a lack of integration of knowledge and skills related to such technology in health professional education. In this issue of the journal we present articles that describe a set of novel approaches to integrating essential health information technology into the education of health professionals, as well as the use of advanced information technologies and e-Learning approaches for improving health professional education. The approaches range from use of simulations to development of novel Web-based platforms for allowing students to interact with the technologies and healthcare practices that are rapidly changing healthcare.

From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education.

Science.gov (United States)

Trelease, Robert B

2016-11-01

Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American

Integrating transformative learning and action learning approaches to enhance ethical leadership for supervisors in the hotel business

Directory of Open Access Journals (Sweden)

Boonyuen Saranya

2016-01-01

Full Text Available Ethical leadership is now increasingly focused in leadership development. The main purpose of this study is to explore two methods of adult learning, action learning and transformative learning, and to use the methods to enhance ethical leadership. Building ethical leadership requires an approach that focuses on personal values, beliefs, or frames of references, which is transformative learning. Transformative learning requires a series of meetings to conduct critical discourse and to follow up the learning of learners. By organizing such action learning, human resource developers can optimize their time and effort more effectively. The authors have created a comprehensive model to integrate the two learning approaches in a general way that focuses not only on ethical leadership, but also on all kinds of behavioral transformation in the workplace in the hotel business or even other types of business.

The Nature of Self-Directed Learning and Transformational Learning in Self-Managing Bipolar Disorder to Stay Well

Science.gov (United States)

Francik, Wendy A.

2012-01-01

The purpose of the research was to explore the self-directed learning and transformational learning experiences among persons with bipolar disorder. A review of previous research pointed out how personal experiences with self-directed learning and transformational learning facilitated individuals' learning to manage HIV, Methicillan-resitant…

School cultures, teachers, and technology transformation

Directory of Open Access Journals (Sweden)

Andrew D. Kitchenham

2010-05-01

Full Text Available This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves’ (2003 model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each school is profiled to demonstrate, through direct quotes from the participants, how a specific school culture or regime can reflect varying degrees of transformation, and subsequent technology adoption. Résumé : Cet article présente une étude récente portant sur la culture scolaire et l’adoption de la technologie. En utilisant une adaptation du modèle des cultures scolaires de Hargreaves (2003, les résultats de recherche de trois écoles qui ont participé à une étude sur la transformation des enseignants utilisant la technologie éducative sont présentés afin d’expliquer comment chaque école représente une culture d’école et un régime scolaire distincts. Chaque école est profilée dans le but de démontrer, au moyen de citations directes des participants, la façon dont une culture d’école ou un régime scolaire donné peut se traduire par divers niveaux de transformation et, conséquemment, d’adoption des technologies.

MRI reconstruction with joint global regularization and transform learning.

Science.gov (United States)

Tanc, A Korhan; Eksioglu, Ender M

2016-10-01

Sparsity based regularization has been a popular approach to remedy the measurement scarcity in image reconstruction. Recently, sparsifying transforms learned from image patches have been utilized as an effective regularizer for the Magnetic Resonance Imaging (MRI) reconstruction. Here, we infuse additional global regularization terms to the patch-based transform learning. We develop an algorithm to solve the resulting novel cost function, which includes both patchwise and global regularization terms. Extensive simulation results indicate that the introduced mixed approach has improved MRI reconstruction performance, when compared to the algorithms which use either of the patchwise transform learning or global regularization terms alone. Copyright © 2016 Elsevier Ltd. All rights reserved.

Technology as a factor of identity transformation: development of HOMO TECHNOLOGIES

Directory of Open Access Journals (Sweden)

Vadim A. Emelin

2016-03-01

Full Text Available Based on the understanding of identity as an individual’s identity with the self within the cultural historical chronotope, and experienced as the feeling of belonging/ non-belonging to some communities, controllability/uncontrollability of situations and predictability/non-predictability of events, the paper describes the processes of identity transformation in the course of a technological development. Taken as the initial point, the idea of organ-extension (K. Marx, E. Kapp and technological extension of man (S. Freud, M. McLuhan means that technologies are the extension of a human body and its organs. The processes of technological extension assume a particular scale under condition of information society development, within which computer-, telecommunication-, transport-, bio-, nano- and other high technologies have become an actual cultural historical force that has a power to transform a human. Special attention is paid to the fact that unlike the precedent technologies that have just facilitated some or other human performance, modern technologies of information society do not only change the human topology, widen and expand human natural abilities but also really transform higher mental functions and mediate mental processes and relations between human individuals. Man becomes not only a biological and social creature but also a technological one, i.e. so called HOMO TECHNOLOGICUS. The scale and speed of cultural historical changes make the study of the technological extensions role in the transformation of identity a key point for developing ways of comprehending their role in the life of a modern person, and also for forecasting the evolution of relationship between man and machines in the future.

Actualizing Notions of Perspective Transformation Using Web 2.0: Student Views on What Works for Language and Culture Learning

Science.gov (United States)

Davidson Devall, Kelly

2015-01-01

The framework of perspective transformation (Mezirow, 1994) provides a rich context for the conceptualization of technology use in language and culture learning. Although others have focused on the processes of becoming interculturally competent (Taylor, 1994) and changing language structures (Foster, 1997), more exploration of how technology aids…

Transforming existing content into reusable Learning Objects

NARCIS (Netherlands)

Doorten, Monique; Giesbers, Bas; Janssen, José; Daniels, Jan; Koper, Rob

2003-01-01

Please cite as: Doorten, M., Giesbers, B., Janssen, J., Daniëls, J, & Koper, E.J.R., (2004). Transforming existing content into reusable learning objects. In R. McGreal, Online Education using Learning Objects (pp. 116-127). London: RoutledgeFalmer.

Transformative unlearning: safety, discernment and communities of learning.

Science.gov (United States)

Macdonald, Geraldine

2002-09-01

This paper aims to stimulate awareness about the intellectual and emotional work of 'unlearning' in knowledge workers in the emerging learning age. The importance of providing a safe space for dialogue to promote transformative learning, through building 'communities of learning', is highlighted. Unlearning is conceptualized within a transformative education paradigm, one whose primary orientation is discernment, a personal growth process involving the activities of receptivity, recognition and grieving. The author utilizes the metaphor of an unfolding spiral path to explore her experience of needing to 'unlearn' a trusted nursing practice prior to 'learning' new best caring practices related to infant sleep positions. Macro and micro approaches to facilitating unlearning in organizations, in learners and in nurses are suggested.

Implementing digital technology to enhance student learning of pathology.

Science.gov (United States)

Farah, C S; Maybury, T

2009-08-01

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

Leadership Style and Learning Organization: A Survey of Information Technology Professionals

Science.gov (United States)

Stewart, Jeffrey E.

2013-01-01

Leadership in information technology (IT) firms remains a topic for study. Understanding how IT professionals react to leadership styles creates an opportunity for IT leaders to better lead by matching expectation to leadership style. Previous research has linked transformation leadership to the learning organization in the pharmaceutical sector,…

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

Science.gov (United States)

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

2016-01-01

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

Transforming home health nursing with telehealth technology.

Science.gov (United States)

Farrar, Francisca Cisneros

2015-06-01

Telehealth technology is an evidence-based delivery model tool that can be integrated into the plan of care for mental health patients. Telehealth technology empowers access to health care, can help decrease or prevent hospital readmissions, assist home health nurses provide shared decision making, and focuses on collaborative care. Telehealth and the recovery model have transformed the role of the home health nurse. Nurses need to be proactive and respond to rapidly emerging technologies that are transforming their role in home care. Copyright © 2015 Elsevier Inc. All rights reserved.

HTML5 and CSS3 transition, transformation and animation

CERN Document Server

Guarini, Gianluca Daniele

2013-01-01

Quick and simple example-driven introduction to HTML5 Transitions, Transformations and Animations. Learn by doing to create some simply amazing HTML5 web applications. If you are a web developer or designer and would love to learn and use the game changing technologies included within HTML5 this is the right book for you, start at the beginning and learn some of this technologies awesome features around transitions, transformations and animations. This book is for beginners with transitions, transformations and animations that want a quick and simple kick start using clear and reusable example

The Role of Transformational Learning in Women's Leadership Development

Science.gov (United States)

Suby-Long, Sallie

2012-01-01

Based on the theory of transformational learning, the purpose of this study was to conduct survey research with women graduates of two community-based leadership development programs to determine what characteristics describe transformational learning among women participants and to identify what learning activities and experiences may foster…

Effectiveness of Discovery Learning-Based Transformation Geometry Module

Science.gov (United States)

Febriana, R.; Haryono, Y.; Yusri, R.

2017-09-01

Development of transformation geometry module is conducted because the students got difficulties to understand the existing book. The purpose of the research was to find out the effectiveness of discovery learning-based transformation geometry module toward student’s activity. Model of the development was Plomp model consisting preliminary research, prototyping phase and assessment phase. The research was focused on assessment phase where it was to observe the designed product effectiveness. The instrument was observation sheet. The observed activities were visual activities, oral activities, listening activities, mental activities, emotional activities and motor activities. Based on the result of the research, it is found that visual activities, learning activities, writing activities, the student’s activity is in the criteria very effective. It can be concluded that the use of discovery learning-based transformation geometry module use can increase the positive student’s activity and decrease the negative activity.

Transform Modern Language Learning through Mobile Devices

Science.gov (United States)

Tuttle, Harry Grover

2013-01-01

College professors can transform their modern language classes through mobile devices. Their students' learning becomes more active, more personalized, more contextual, and more culturally authentic as illustrated through the author's modern language mobile learning classroom examples. In addition, their students engage in many diverse types of…

Teaching and Learning Science for Transformative, Aesthetic Experience

Science.gov (United States)

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-01-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…

KSI's Cross Insulated Core Transformer Technology

International Nuclear Information System (INIS)

Uhmeyer, Uwe

2009-01-01

Cross Insulated Core Transformer (CCT) technology improves on Insulated Core Transformer (ICT) implementations. ICT systems are widely used in very high voltage, high power, power supply systems. In an ICT transformer ferrite core sections are insulated from their neighboring ferrite cores. Flux leakage is present at each of these insulated gaps. The flux loss is raised to the power of stages in the ICT design causing output voltage efficiency to taper off with increasing stages. KSI's CCT technology utilizes a patented technique to compensate the flux loss at each stage of an ICT system. Design equations to calculate the flux compensation capacitor value are presented. CCT provides corona free operation of the HV stack. KSI's CCT based High Voltage power supply systems offer high efficiency operation, high frequency switching, low stored energy and smaller size over comparable ICT systems.

Transforming the Doctorate from Residential to Online: A Distributed PhD Learning Technologies

Science.gov (United States)

Jones, Greg; Warren, Scott J.; Ennis-Cole, Demetria; Knezek, Gerald; Lin, Lin; Norris, Cathie

2014-01-01

This article discusses a systemic change that expanded the doctorate in Learning Technologies at the University of North Texas to include a distributed option, delivered primarily online. It provides an overview of the development process from concept to initial implementation. The article examines the specific differences that make the online…

Image reconstruction by domain-transform manifold learning

Science.gov (United States)

Zhu, Bo; Liu, Jeremiah Z.; Cauley, Stephen F.; Rosen, Bruce R.; Rosen, Matthew S.

2018-03-01

Image reconstruction is essential for imaging applications across the physical and life sciences, including optical and radar systems, magnetic resonance imaging, X-ray computed tomography, positron emission tomography, ultrasound imaging and radio astronomy. During image acquisition, the sensor encodes an intermediate representation of an object in the sensor domain, which is subsequently reconstructed into an image by an inversion of the encoding function. Image reconstruction is challenging because analytic knowledge of the exact inverse transform may not exist a priori, especially in the presence of sensor non-idealities and noise. Thus, the standard reconstruction approach involves approximating the inverse function with multiple ad hoc stages in a signal processing chain, the composition of which depends on the details of each acquisition strategy, and often requires expert parameter tuning to optimize reconstruction performance. Here we present a unified framework for image reconstruction—automated transform by manifold approximation (AUTOMAP)—which recasts image reconstruction as a data-driven supervised learning task that allows a mapping between the sensor and the image domain to emerge from an appropriate corpus of training data. We implement AUTOMAP with a deep neural network and exhibit its flexibility in learning reconstruction transforms for various magnetic resonance imaging acquisition strategies, using the same network architecture and hyperparameters. We further demonstrate that manifold learning during training results in sparse representations of domain transforms along low-dimensional data manifolds, and observe superior immunity to noise and a reduction in reconstruction artefacts compared with conventional handcrafted reconstruction methods. In addition to improving the reconstruction performance of existing acquisition methodologies, we anticipate that AUTOMAP and other learned reconstruction approaches will accelerate the development

Advances in Maize Transformation Technologies and Development of Transgenic Maize.

Science.gov (United States)

Yadava, Pranjal; Abhishek, Alok; Singh, Reeva; Singh, Ishwar; Kaul, Tanushri; Pattanayak, Arunava; Agrawal, Pawan K

2016-01-01

Maize is the principal grain crop of the world. It is also the crop where genetic engineering has been employed to a great extent to improve its various traits. The ability to transform maize is a crucial step for application of gene technology in maize improvement. There have been constant improvements in the maize transformation technologies over past several years. The choice of genotype and the explant material to initiate transformation and the different types of media to be used in various stages of tissue culture can have significant impact on the outcomes of the transformation efforts. Various methods of gene transfer, like the particle bombardment, protoplast transformation, Agrobacterium -mediated, in planta transformation, etc., have been tried and improved over years. Similarly, various selection systems for retrieval of the transformants have been attempted. The commercial success of maize transformation and transgenic development is unmatched by any other crop so far. Maize transformation with newer gene editing technologies is opening up a fresh dimension in transformation protocols and work-flows. This review captures the various past and recent facets in improvement in maize transformation technologies and attempts to present a comprehensive updated picture of the current state of the art in this area.

Creating Activating Events for Transformative Learning in a Prison Classroom

Science.gov (United States)

Keen, Cheryl H.; Woods, Robert

2016-01-01

In this article, we interpreted, in light of Mezirow's theory of transformative learning, interviews with 13 educators regarding their work with marginalized adult learners in prisons in the northeastern United States. Transformative learning may have been aided by the educators' response to unplanned activating events, humor, and respect, and…

Student journals: a means of assessing transformative learning in aging related courses.

Science.gov (United States)

Cohen, Adrienne L; Pitman Brown, Pamela; Morales, Justin P

2015-01-01

In courses where topics are sensitive or even considered taboo for discussion, it can be difficult to assess students' deeper learning. In addition, incorporating a wide variety of students' values and beliefs, designing instructional strategies and including varied assessments adds to the difficulty. Journal entries or response notebooks can highlight reflection upon others' viewpoints, class readings, and additional materials. These are useful across all educational levels in deep learning and comprehension strategies assessments. Journaling meshes with transformative learning constructs, allowing for critical self-reflection essential to transformation. Qualitative analysis of journals in a death and dying class reveals three transformative themes: awareness of others, questioning, and comfort. Students' journal entries demonstrate transformative learning via communication with others through increased knowledge/exposure to others' experiences and comparing/contrasting others' personal beliefs with their own. Using transformative learning within gerontology and geriatrics education, as well as other disciplined aging-related courses is discussed.

Technology Enhanced Learning

NARCIS (Netherlands)

Klemke, Roland; Specht, Marcus

2013-01-01

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

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

Directory of Open Access Journals (Sweden)

M. Gosper

2010-12-01

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

From Broadway to Berlin: Transformative Learning through German Hip-Hop

Science.gov (United States)

Sosulski, Michael J.

2013-01-01

This article explores the possibilities for effecting Transformative Learning in students of German language and culture through the use of popular music videos, in both the target and the students' own languages. Transformative Learning, a term that has differing valences in numerous academic disciplines, is employed here in its social-scientific…

Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

Science.gov (United States)

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

2011-01-01

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

Transformations: Mobile Interaction & Language Learning

Science.gov (United States)

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

2015-01-01

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

Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

Science.gov (United States)

Patterson, Barbara A. B.; Munoz, Leslie; Abrams, Leah; Bass, Caroline

2015-01-01

Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a…

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...

FRIST—flipping and rotation invariant sparsifying transform learning and applications

International Nuclear Information System (INIS)

Wen, Bihan; Bresler, Yoram; Ravishankar, Saiprasad

2017-01-01

Features based on sparse representation, especially using the synthesis dictionary model, have been heavily exploited in signal processing and computer vision. However, synthesis dictionary learning typically involves NP-hard sparse coding and expensive learning steps. Recently, sparsifying transform learning received interest for its cheap computation and its optimal updates in the alternating algorithms. In this work, we develop a methodology for learning flipping and rotation invariant sparsifying transforms, dubbed FRIST, to better represent natural images that contain textures with various geometrical directions. The proposed alternating FRIST learning algorithm involves efficient optimal updates. We provide a convergence guarantee, and demonstrate the empirical convergence behavior of the proposed FRIST learning approach. Preliminary experiments show the promising performance of FRIST learning for sparse image representation, segmentation, denoising, robust inpainting, and compressed sensing-based magnetic resonance image reconstruction. (paper)

Transforming global health with mobile technologies and social enterprises: global health and innovation conference.

Science.gov (United States)

Kayingo, Gerald

2012-09-01

More than 2,000 people convened for the ninth annual Global Health and Innovation Conference at Yale University on April 21-22, 2012. Participants discussed the latest innovations, ideas in development, lessons learned, opportunities and challenges in global health activities. Several themes emerged, including the important role of frontline workers, strengthening health systems, leveraging social media, and sustainable and impact-driven philanthropy. Overall, the major outcome of the conference was the increased awareness of the potential of mobile technologies and social enterprises in transforming global health. Experts warned that donations and technological advances alone will not transform global health unless there are strong functioning health infrastructures and improved workforce. It was noted that there is a critical need for an integrated systems approach to global health problems and a need for scaling up promising pilot projects. Lack of funding, accountability, and sustainability were identified as major challenges in global health.

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

Science.gov (United States)

Lindsay, Lucie

2016-01-01

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

National Strategies to Harness Information Technology Seeking Transformation in Singapore, Finland, the Philippines, and South Africa

CERN Document Server

Knight, Peter

2012-01-01

The ability to harness Information Communication Technologies (ICTs) is increasingly at the heart of competitiveness and sustainable growth. As countries engage in an increasingly competitive global economy, they are trying to weave ICT into their development strategies, in the same way enterprises have learned to use ICT to transform their business models and strategies. This integration offers a new path to development that is responsive to the challenges of our times.  In National Strategies to Harness Information Technology, Nagy Hanna and Peter Knight provide a framework for assessing the opportunities, challenges, and prospects for “e-transformation” and for analyzing the options and innovations adopted to manage the e-transformation process.  They ask hard questions: what does it take to harness ICT to transform an economy?  Why some countries accelerate their development journey with ICT while others fail?  How did successful countries balance the need for strategic leadership with bottom up ...

Lifelong Learning from Natural Disasters: Transformative Group-Based Learning at Philippine Universities

Science.gov (United States)

Dahl, Kari Kragh Blume; Millora, Christopher Malagad

2016-01-01

This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance…

Maize transformation technology development for commercial event generation

Science.gov (United States)

Que, Qiudeng; Elumalai, Sivamani; Li, Xianggan; Zhong, Heng; Nalapalli, Samson; Schweiner, Michael; Fei, Xiaoyin; Nuccio, Michael; Kelliher, Timothy; Gu, Weining; Chen, Zhongying; Chilton, Mary-Dell M.

2014-01-01

Maize is an important food and feed crop in many countries. It is also one of the most important target crops for the application of biotechnology. Currently, there are more biotech traits available on the market in maize than in any other crop. Generation of transgenic events is a crucial step in the development of biotech traits. For commercial applications, a high throughput transformation system producing a large number of high quality events in an elite genetic background is highly desirable. There has been tremendous progress in Agrobacterium-mediated maize transformation since the publication of the Ishida et al. (1996) paper and the technology has been widely adopted for transgenic event production by many labs around the world. We will review general efforts in establishing efficient maize transformation technologies useful for transgenic event production in trait research and development. The review will also discuss transformation systems used for generating commercial maize trait events currently on the market. As the number of traits is increasing steadily and two or more modes of action are used to control key pests, new tools are needed to efficiently transform vectors containing multiple trait genes. We will review general guidelines for assembling binary vectors for commercial transformation. Approaches to increase transformation efficiency and gene expression of large gene stack vectors will be discussed. Finally, recent studies of targeted genome modification and transgene insertion using different site-directed nuclease technologies will be reviewed. PMID:25140170

Maize transformation technology development for commercial event generation.

Science.gov (United States)

Que, Qiudeng; Elumalai, Sivamani; Li, Xianggan; Zhong, Heng; Nalapalli, Samson; Schweiner, Michael; Fei, Xiaoyin; Nuccio, Michael; Kelliher, Timothy; Gu, Weining; Chen, Zhongying; Chilton, Mary-Dell M

2014-01-01

Maize is an important food and feed crop in many countries. It is also one of the most important target crops for the application of biotechnology. Currently, there are more biotech traits available on the market in maize than in any other crop. Generation of transgenic events is a crucial step in the development of biotech traits. For commercial applications, a high throughput transformation system producing a large number of high quality events in an elite genetic background is highly desirable. There has been tremendous progress in Agrobacterium-mediated maize transformation since the publication of the Ishida et al. (1996) paper and the technology has been widely adopted for transgenic event production by many labs around the world. We will review general efforts in establishing efficient maize transformation technologies useful for transgenic event production in trait research and development. The review will also discuss transformation systems used for generating commercial maize trait events currently on the market. As the number of traits is increasing steadily and two or more modes of action are used to control key pests, new tools are needed to efficiently transform vectors containing multiple trait genes. We will review general guidelines for assembling binary vectors for commercial transformation. Approaches to increase transformation efficiency and gene expression of large gene stack vectors will be discussed. Finally, recent studies of targeted genome modification and transgene insertion using different site-directed nuclease technologies will be reviewed.

Transforming Lessons with Technology

Science.gov (United States)

Currie, Brad

2016-01-01

Using a fictitious learning environment, the author demonstrates a variety of technological tools that teachers can infuse into their classrooms. Come away with some innovative, practical methods to help students show what they know about the topic at hand.

Transformative Education through International Service-­Learning: Realising an Ethical Ecology of Learning. Routledge Research in International and Comparative Education

Science.gov (United States)

Bamber, Philip M.

2016-01-01

Transformative learning is a compelling approach to learning that is becoming increasingly popular in a diverse range of educational settings and encounters. This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning (ISL), a pedagogical approach that blends…

Learning for transformation of water governance

NARCIS (Netherlands)

Blackmore, Chris; Bommel, van Severine; Bruin, de Annemarieke; Vries, de Jasper; Westberg, Lotten; Powell, Neil; Foster, Natalie; Collins, Kevin; Roggero, Pier Paolo; Seddaiu, Giovanna

2016-01-01

This paper considers how learning for transformation of water governance in the context of climate change adaptation can be designed for and supported, drawing examples from the international climate change adaptation and water governance project (CADWAGO). The project explicitly set out to design

Gaia: "Thinking Like a Planet" as Transformative Learning

Science.gov (United States)

Haigh, Martin

2014-01-01

Transformative learning may involve gentle perspective widening or something more traumatic. This paper explores the impact of a transformative pedagogy in a course that challenges learners to "think like a planet". Among six sources of intellectual anxiety, learners worry about: why Gaia Theory is neglected by their other courses; the…

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.)

Adult Learning, Transformative Education, and Indigenous Epistemology

Science.gov (United States)

McEachern, Diane

2016-01-01

This chapter describes an innovative program that weaves together adult learning, transformative education, and indigenous epistemology in order to prepare Alaskan rural indigenous social service providers to better serve their communities.

Connecting and Reflecting: Transformative Learning in Academic Libraries

Science.gov (United States)

Hooper, Michaela D. Willi; Scharf, Emily

2017-01-01

This literature review is intended to examine transformative learning within the context of academic libraries and its applications for librarians. Although the main audience is academic librarians who facilitate student learning, it may also be of interest to other practitioners and researchers who are interested in applying transformative…

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

Strategic learning and information and communication technology: a critical review

Directory of Open Access Journals (Sweden)

Carles Monerero Font

2013-08-01

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

Learning

Directory of Open Access Journals (Sweden)

Mohsen Laabidi

2014-01-01

Full Text Available Nowadays learning technologies transformed educational systems with impressive progress of Information and Communication Technologies (ICT. Furthermore, when these technologies are available, affordable and accessible, they represent more than a transformation for people with disabilities. They represent real opportunities with access to an inclusive education and help to overcome the obstacles they met in classical educational systems. In this paper, we will cover basic concepts of e-accessibility, universal design and assistive technologies, with a special focus on accessible e-learning systems. Then, we will present recent research works conducted in our research Laboratory LaTICE toward the development of an accessible online learning environment for persons with disabilities from the design and specification step to the implementation. We will present, in particular, the accessible version “MoodleAcc+” of the well known e-learning platform Moodle as well as new elaborated generic models and a range of tools for authoring and evaluating accessible educational content.

Transformative Learning in Postapartheid South Africa: Disruption, Dilemma, and Direction

Science.gov (United States)

Cox, Amanda J.; John, Vaughn M.

2016-01-01

The catalyst for learning and change in transformative learning theory has mostly been explained in terms of a disorientation in a relatively stable life. This article explores a South African, nonformal adult learning program, as a source of "orienting dilemmas," which catalyze learning and change in lives that are regularly and…

The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context

Science.gov (United States)

Bailenson, Jeremy N.; Yee, Nick; Blascovich, Jim; Beall, Andrew C.; Lundblad, Nicole; Jin, Michael

2008-01-01

This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with the goal of improving learning in digital environments. We first describe the technology and theories behind virtual environments and then report data from 4 empirical studies. In Experiment 1, we demonstrated that…

Transforming Leadership Identity in a Virtual Environment: Learning about the Leading Self

Science.gov (United States)

Rusch, Edith A.; Brunner, C. Cryss

2013-01-01

Schein contends that "unless leaders become learners themselves … acknowledg[ing] vulnerabilities and uncertainties--then transformational learning will never take that lead to transformative learning, the authors engaged educational leadership doctoral students in an 'Experimental Simulation', using masked identities in a virtual…

Hospital transformation and organisational learning.

Science.gov (United States)

Ho, W

1999-12-01

Kwong Wah Hospital was founded by the charity organisation Tung Wah Group of Hospitals some 88 years ago, with management transfer to the Hong Kong Hospital Authority in 1991. Capitalizing both from the traditional caring culture of its founder, as well as opportunities in the new management environment, the hospital has scored remarkable successes in service quality, community partnership, organisational effectiveness, and staff development. Underpinning these transformations were Structure, Process, People, and Culture strategies. The learning imperative is heavily mandated or the success of each of these strands of development. Indeed, the embodiment of a learning organisation culture provides the impetus in sustaining the change momentum, towards achieving the Vision of becoming a 'Most Preferred Hospital' in Hong Kong.

Towards Automatic Learning of Heuristics for Mechanical Transformations of Procedural Code

Directory of Open Access Journals (Sweden)

Guillermo Vigueras

2017-01-01

Full Text Available The current trends in next-generation exascale systems go towards integrating a wide range of specialized (co-processors into traditional supercomputers. Due to the efficiency of heterogeneous systems in terms of Watts and FLOPS per surface unit, opening the access of heterogeneous platforms to a wider range of users is an important problem to be tackled. However, heterogeneous platforms limit the portability of the applications and increase development complexity due to the programming skills required. Program transformation can help make programming heterogeneous systems easier by defining a step-wise transformation process that translates a given initial code into a semantically equivalent final code, but adapted to a specific platform. Program transformation systems require the definition of efficient transformation strategies to tackle the combinatorial problem that emerges due to the large set of transformations applicable at each step of the process. In this paper we propose a machine learning-based approach to learn heuristics to define program transformation strategies. Our approach proposes a novel combination of reinforcement learning and classification methods to efficiently tackle the problems inherent to this type of systems. Preliminary results demonstrate the suitability of this approach.

EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: TRANSFORMING STUDENTS' LEARNING EXPERIENCES THROUGH EFFECTIVE LEARNING ENVIRONMENTS

OpenAIRE

Harriet Wambui Njui

2018-01-01

This paper reviews literature on learning environments with a view to making recommendations on how teachers could create effective and high-quality learning environments that provide learners with transformative learning experiences as they go through the process of education. An effective learning environment is critical because quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom. Learning institutions ...

Thermal decontamination of transformers: A new technology

International Nuclear Information System (INIS)

Colak, P.Z.

1992-01-01

After evaluating a number of methods for decontaminating or disposing of transformers that contained polychlorinated biphenyls (PCB), it was concluded that no entirely satisfactory procedure or technology was yet available which was permanent, effective, safe, relatively simple, and based on proven technology or conventional practice. The most desirable compromise appears to be thermal decontamination. It is proposed to decontaminate transformers by controlled incineration in a specially designed, indirect-fired furnace which resembles the conventional bell-type, vertical elevator, metal heat treating type of furnace. The design differs in the incorporation of those essential features required to achieve oxidation of the organic components, to provide internal air circulation needed to ensure efficient heat and mass transfer, and other factors. The most appropriate decontamination facility would provide for implementation of the following procedures: draining of PCB-containing liquids from the transformer; limited disassembly of the transformer, which in most instances would imply only removal of the top cover to expose the insides; and controlled incineration with any vapors generated being conducted to a secondary combustion chamber. Experiments were conducted in a kiln to simulate the proposed transformer incinerator. Results show that exposure of the transformer segments to a temperature in the 950-1,000 degree C range for over 90 min is generally sufficient to reduce the PCB content to under 1 ppM. Based on the work conducted, a suitable bell furnace was constructed and added to the Swan Hills (Alberta) waste treatment facility. 2 figs., 3 tabs

Measures of student success with textbook transformations: the Affordable Learning Georgia Initiative

Directory of Open Access Journals (Sweden)

Emily Croteau

2017-03-01

Full Text Available In 2014, the state of Georgia’s budget supported a University System of Georgia (USG initiative: Affordable Learning Georgia (ALG. The initiative was implemented via Textbook Transformation Grants, which provided grants to USG faculty, libraries and librarians, and institutions to “transform their use of textbooks and other learning materials into using lower cost options”, in other words to use open educational resources (OER in lieu of a traditional bound textbook. The Round One Textbook Transformation Grants have already shown to be successful in that they saved students approximately $760,000.  What is not known, is the collective impact on student learning. This study examines the learning gains or losses pre- and post-transformation in ALG Round One courses where traditional resources were replaced with OER.  It estimates differences between pre- and post- textbook transformation across the following outcomes: 1 Drop Fail Withdraw (DFW rates, 2 rates of completion, 3 numbers of students receiving a final grade of A or B, C and D, 4 numerical final grades as a percent, 5 final exam grades as a percent, and, 6 course-specific assessment grades measured in percent. Twenty-four data sets were analyzed for DFW rate, eight data sets for completion rate, fourteen data sets for grade distribution, three data sets for final exam grades, three data sets for course specific assessment and one data set for final grades. The null hypothesis that there would be no differences between pre- and post-transformation rates in these learning outcomes was supported.  Thus, this study demonstrates that the USG’s ALG initiative helped students save money without negatively impacting learning outcomes. In addition, it is the first of its kind to measure some of these learning outcomes (e.g. final exam grade, assessment grade, and distribution of letter grades at this scale.

Research and Innovation in Physics Education: Transforming Classrooms, Teaching, and Student Learning at the Tertiary Level

Science.gov (United States)

Jolly, Pratibha

2009-04-01

It is well recognized that science and technology and the quality of scientifically trained manpower crucially determines the development and economic growth of nations and the future of humankind. At the same time, there is growing global concern about flight of talent from physics in particular, and the need to make physics teaching and learning effective and careers in physics attractive. This presentation presents the findings of seminal physics education research on students' learning that are impacting global praxis and motivating changes in content, context, instruments, and ways of teaching and learning physics, focusing on active learning environments that integrate the use of a variety of resources to create experiences that are both hands-on and minds-on. Initiatives to bring about innovative changes in a university system are described, including a triadic model that entails indigenous development of PHYSARE using low-cost technologies. Transfer of pedagogic innovations into the formal classroom is facilitated by professional development programs that provide experiential learning of research-based innovative teaching practices, catalyze the process of reflection through classroom research, and establish a collaborative network of teachers empowered to usher radical transformation.

Medical students' online learning technology needs.

Science.gov (United States)

Han, Heeyoung; Nelson, Erica; Wetter, Nathan

2014-02-01

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

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

International Nuclear Information System (INIS)

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

2011-01-01

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

A Concept Transformation Learning Model for Architectural Design Learning Process

Science.gov (United States)

Wu, Yun-Wu; Weng, Kuo-Hua; Young, Li-Ming

2016-01-01

Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students' own creativity. Therefore, this study aims to propose a concept transformation learning model to…

Technological features of installation of transformable low-rise buildings from sandwich panels

Directory of Open Access Journals (Sweden)

Pleshivtsev Aleksandr Aleksandrovich

2018-04-01

Full Text Available Subject of research: organizational and technological solutions are considered in the construction of transformable low-rise residential buildings using sandwich panels. Aims: rational choice of organizational and technological solutions for the rhythmic construction of the underground and above-ground part of the transformable low-rise buildings in order to reduce labor costs and construction time. Materials and methods: methods of computer modeling of the technological processes are used to determine the duration of the construction of the low-rise buildings. Results: rational methods for erecting a complex of transformable low-rise buildings are defined, parameters of technological processes are established, an analysis of technological operations is provided for the construction of transformable low-rise residential buildings using sandwich panels. Conclusions: now organizational and technological solutions for the construction of transformable low-rise residential buildings with the use of sandwich panels reduce labour costs, increase the construction pace and as well as the using of improved technological processes in the construction of such buildings leads to a reduction in construction time.

From eLearning to Digital Transformation: A Framework and Implications for L&D

OpenAIRE

Seufert, Sabine; Meier, Christoph

2016-01-01

How can the learning function (L&D) support learning and innovation ability of the entire organization in times of digital transformation? The core challenges for the learning function are twofold. Competence clarification: What are relevant “digital competences” in terms of knowledge, skills and attitudes that employees need in order to cope with digital transformation? Competence development: How to organize, design and support learning processes contributing to digital competences and digi...

Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

Directory of Open Access Journals (Sweden)

Effendi Limbong

2017-06-01

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

Memory Transformation Enhances Reinforcement Learning in Dynamic Environments.

Science.gov (United States)

Santoro, Adam; Frankland, Paul W; Richards, Blake A

2016-11-30

Over the course of systems consolidation, there is a switch from a reliance on detailed episodic memories to generalized schematic memories. This switch is sometimes referred to as "memory transformation." Here we demonstrate a previously unappreciated benefit of memory transformation, namely, its ability to enhance reinforcement learning in a dynamic environment. We developed a neural network that is trained to find rewards in a foraging task where reward locations are continuously changing. The network can use memories for specific locations (episodic memories) and statistical patterns of locations (schematic memories) to guide its search. We find that switching from an episodic to a schematic strategy over time leads to enhanced performance due to the tendency for the reward location to be highly correlated with itself in the short-term, but regress to a stable distribution in the long-term. We also show that the statistics of the environment determine the optimal utilization of both types of memory. Our work recasts the theoretical question of why memory transformation occurs, shifting the focus from the avoidance of memory interference toward the enhancement of reinforcement learning across multiple timescales. As time passes, memories transform from a highly detailed state to a more gist-like state, in a process called "memory transformation." Theories of memory transformation speak to its advantages in terms of reducing memory interference, increasing memory robustness, and building models of the environment. However, the role of memory transformation from the perspective of an agent that continuously acts and receives reward in its environment is not well explored. In this work, we demonstrate a view of memory transformation that defines it as a way of optimizing behavior across multiple timescales. Copyright © 2016 the authors 0270-6474/16/3612228-15$15.00/0.

Transformative Teaching and Learning by Developing

Science.gov (United States)

Kallioinen, Outi

2011-01-01

The scholarship of teaching at Laurea University of Applied Sciences is undergoing a great change. The purpose of this article is to reflect the SWOT-analysis produced by 13 teachers at the end of the 2-year PD programme for Transformative Teaching concerning the implementation of the new pedagogical model of Laurea called Learning by Developing…

Transforming Identities through Transforming Care: How People with Learning Disabilities Experience Moving out of Hospital

Science.gov (United States)

Head, Annabel; Ellis-Caird, Helen; Rhodes, Louisa; Parkinson, Kathie

2018-01-01

Background: People with learning disabilities are moving out of hospitals as part of the Transforming Care programme, although thus far their views on how they have experienced this have not been researched. Materials and Methods: A qualitative design was used to explore how people with learning disabilities experienced moving as part of…

The Role of Spirituality in Transition to Parenthood: Qualitative Research Using Transformative Learning Theory.

Science.gov (United States)

Klobučar, Nataša Rijavec

2016-08-01

This article presents results of a qualitative study of 12 adult couples making transition to parenthood. The aim of the study was to research the meaning of transition to parenthood through the lens of transformative learning theory. Transformative learning theory explains learning through meaning-making of that life experience. In this paper, the spiritual dimension of learning is emphasized. An important part of research methodology included biographical method, using semi-structured interviews before and after the birth of the first child. The research showed that transformative learning occurs in different spheres of life during transition to parenthood. This paper discusses the spiritual dimension of learning, meaning-making and presents results of the research.

The Influence of Supervisor's Transformational Leadership on Learning Culture and Learning Transfer of Nuclear R and D Personnel

International Nuclear Information System (INIS)

Min, Sang-Ki; Hwang, Hye-Seon; Jin, You-Rim; Lee, Eui-Jin; Lee, Soo-Jin

2017-01-01

Transformational leadership means that supervisors try to support the members individually, and encourage them to find new methods and approaches. In this study, it was identified empirically that a supervisor's transformational leadership has a strong influence on the learning culture and learning transfer of nuclear R and D personnel. To develop the competency of R and D personnel, not only formal education programs but also informal learning such as workplace learning have been carried out in the nuclear R and D organization. In this situation, transformational leadership has an effect on willingness and behavior of nuclear R and D personnel on the formal and informal learning. Therefore, transformational leadership is crucial factor in the human resource development system. The leadership required by them is not a one-sided order, but rather individual consideration, charisma, and intellectual stimulation for their nuclear R and D members. As a point of nuclear training and education, it is necessary to consider the operation of leadership programs that strengthen the transformational leadership of the project managers.

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

Science.gov (United States)

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

2017-09-01

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

Enhancing learning with technology

NARCIS (Netherlands)

Specht, Marcus; Klemke, Roland

2013-01-01

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

Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

Science.gov (United States)

Sawatsky, Adam P; Nordhues, Hannah C; Merry, Stephen P; Bashir, M Usmaan; Hafferty, Frederic W

2018-03-27

International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001-2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

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...

Transforming and Turning around Low-Performing Schools: The Role of Online Learning

Science.gov (United States)

Corry, Michael; Carlson-Bancroft, Angela

2014-01-01

This review of the literature examines online learning as a core strategy for bold, dramatic curricular reform within transformational or turnaround models in improving low-performing K-12 schools. The analysis of the literature in this area found benefits of online learning in transforming and turning around low-performing schools to include: (a)…

An Ecological Perspective of Power in Transformational Learning: A Case Study of Ethical Vegans.

Science.gov (United States)

McDonald, Barbara; Cervero, Ronald M.; Courtenay, Bradley C.

1999-01-01

In-depth interviews with 12 ethical vegans revealed the process of becoming vegetarian. Transformative learning proved to be a journey rather than a one-time decision. Mezirow's transformative theory does not adequately account for the power relations central to this process. Therefore, transformative learning should be viewed more holistically.…

A deep learning framework for causal shape transformation.

Science.gov (United States)

Lore, Kin Gwn; Stoecklein, Daniel; Davies, Michael; Ganapathysubramanian, Baskar; Sarkar, Soumik

2018-02-01

Recurrent neural network (RNN) and Long Short-term Memory (LSTM) networks are the common go-to architecture for exploiting sequential information where the output is dependent on a sequence of inputs. However, in most considered problems, the dependencies typically lie in the latent domain which may not be suitable for applications involving the prediction of a step-wise transformation sequence that is dependent on the previous states only in the visible domain with a known terminal state. We propose a hybrid architecture of convolution neural networks (CNN) and stacked autoencoders (SAE) to learn a sequence of causal actions that nonlinearly transform an input visual pattern or distribution into a target visual pattern or distribution with the same support and demonstrated its practicality in a real-world engineering problem involving the physics of fluids. We solved a high-dimensional one-to-many inverse mapping problem concerning microfluidic flow sculpting, where the use of deep learning methods as an inverse map is very seldom explored. This work serves as a fruitful use-case to applied scientists and engineers in how deep learning can be beneficial as a solution for high-dimensional physical problems, and potentially opening doors to impactful advance in fields such as material sciences and medical biology where multistep topological transformations is a key element. Copyright © 2017 Elsevier Ltd. All rights reserved.

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,…

Information technologies and the transformation of nursing education.

Science.gov (United States)

Skiba, Diane J; Connors, Helen R; Jeffries, Pamela R

2008-01-01

Higher education is facing new challenges with the emergence of the Internet and other information and communication technologies. The call for the transformation of higher education is imperative. This article describes the transformation of higher education and its impact on nursing education. Nursing education, considered by many a pioneer in the use of educational technologies, still faces 3 major challenges. The first challenge is incorporation of the Institute of Medicine's recommendation of 5 core competencies for all health professionals. The second challenge focuses on the preparation of nurses to practice in informatics-intensive healthcare environments. The last challenge is the use of emerging technologies, such as Web 2.0 tools, that will help to bridge the gap between the next generation and faculty in nursing schools. Nurse educators need to understand and use the power of technologies to prepare the next generation of nurses.

Technology, Learning, and Individual Differences

Science.gov (United States)

Bear, Anne A. Ghost

2012-01-01

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

Transformative Learning Theory in Gerontology: Nontraditional Students

Science.gov (United States)

Brown, Pamela Pitman; Brown, Candace S.

2015-01-01

Mezirow (1978) applied and used Transformative Learning Theoretical (TLT) processes while studying women who reentered academics during the 1970s. Similar to Mezirow's original 1975 work, we identify "factors that impeded or facilitated" participants' progress to obtain their undergraduate degree during the traditional student…

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.

The Relationship among Transformational Teaching and Student Motivation and Learning

Science.gov (United States)

Noland, Aaron; Richards, Keith

2014-01-01

Transformational leadership is a well-documented and validated leadership perspective studied in management and organizational contexts that has recently been applied to the instructional context. The current study predicted a positive relationship between teacher transformational leadership and learning, and motivation. A population of 273…

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

Science.gov (United States)

Kuda Malwathumullage, Chamathca Priyanwada

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

A snapshot of research in learning technology

Directory of Open Access Journals (Sweden)

Rhona Sharpe

2010-12-01

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

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

Science.gov (United States)

Laine, Teemu H.; Nygren, Eeva

2016-01-01

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

Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

Science.gov (United States)

Stacey, G; Oxley, R; Aubeeluck, A

2015-09-01

What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were

An intellectual property sharing initiative in agricultural biotechnology: development of broadly accessible technologies for plant transformation.

Science.gov (United States)

Chi-Ham, Cecilia L; Boettiger, Sara; Figueroa-Balderas, Rosa; Bird, Sara; Geoola, Josef N; Zamora, Pablo; Alandete-Saez, Monica; Bennett, Alan B

2012-06-01

The Public Intellectual Property Resource for Agriculture (PIPRA) was founded in 2004 by the Rockefeller Foundation in response to concerns that public investments in agricultural biotechnology benefiting developing countries were facing delays, high transaction costs and lack of access to important technologies due to intellectual property right (IPR) issues. From its inception, PIPRA has worked broadly to support a wide range of research in the public sector, in specialty and minor acreage crops as well as crops important to food security in developing countries. In this paper, we review PIPRA's work, discussing the failures, successes, and lessons learned during its years of operation. To address public sector's limited freedom-to-operate, or legal access to third-party rights, in the area of plant transformation, we describe PIPRA's patent 'pool' approach to develop open-access technologies for plant transformation which consolidate patent and tangible property rights in marker-free vector systems. The plant transformation system has been licensed and deployed for both commercial and humanitarian applications in the United States (US) and Africa, respectively. © 2012 The Authors. Plant Biotechnology Journal © 2012 Society for Experimental Biology, Association of Applied Biologists and Blackwell Publishing Ltd.

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…

Transformative Learning Approaches for Public Relations Pedagogy

Science.gov (United States)

Motion, Judy; Burgess, Lois

2014-01-01

Public relations educators are frequently challenged by students' flawed perceptions of public relations. Two contrasting case studies are presented in this paper to illustrate how socially-oriented paradigms may be applied to a real-client project to deliver a transformative learning experience. A discourse-analytic approach is applied within the…

Transforming RN education: clinical learning and clinical knowledge development.

Science.gov (United States)

Benner, P

1993-04-01

Transforming RN education has the potential for transforming clinical teaching and learning for all students. The returning RN student offers possibilities for clinical learning that the generic student does not have, but this should not cause us to limit the returning RN student to the generic level. Where possible innovative programs should be developed to move the RN student from baccalaureate level to the Master's level. As educators, we should take the opportunity to increase the numbers of nurses who are educationally prepared to move into advanced levels of practice. The returning RN student offers a rich human resource for the profession, and a rich resource for improving our clinical teaching as well as our practice.

Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts

Science.gov (United States)

Lotz-Sisitka, Heila; Mukute, Mutizwa; Chikunda, Charles; Baloi, Aristides; Pesanayi, Tichaona

2017-12-01

Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms - viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.

Technology for Education and Learning

CERN Document Server

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

2012-01-01

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

Workshop on Learning Technology for Education in Cloud

CERN Document Server

Rodríguez, Emilio; Santana, Juan; Prieta, Fernando

2012-01-01

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

Media business transformation based on information technology : A pilot study of three Swedish newspapers

OpenAIRE

Sadat Alavioon, Samin

2017-01-01

The newspaper industry has been transformed after the emergence of information technology. According to the transformation of media businesses by technology advancement this study realizes the importance of opportunities and threats brought by new information technology in the newspaper industry. Therefore, to develop an understanding of how the newspaper industry can transform due to technology advancement three research questions were answered; RQ 1. How can information technologies transfo...

Technology Learning Ratios in Global Energy Models

International Nuclear Information System (INIS)

Varela, M.

2001-01-01

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

Multimedia and Technology in Learning

Science.gov (United States)

Mantiri, Franky

2014-01-01

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

Academic Workload: The Silent Barrier to the Implementation of Technology-Enhanced Learning Strategies in Higher Education

Science.gov (United States)

Gregory, Mary Sarah-Jane; Lodge, Jason Michael

2015-01-01

The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation--academic teaching staff. This paper aims to highlight…

Optimal quantum learning of a unitary transformation

International Nuclear Information System (INIS)

Bisio, Alessandro; Chiribella, Giulio; D'Ariano, Giacomo Mauro; Facchini, Stefano; Perinotti, Paolo

2010-01-01

We address the problem of learning an unknown unitary transformation from a finite number of examples. The problem consists in finding the learning machine that optimally emulates the examples, thus reproducing the unknown unitary with maximum fidelity. Learning a unitary is equivalent to storing it in the state of a quantum memory (the memory of the learning machine) and subsequently retrieving it. We prove that, whenever the unknown unitary is drawn from a group, the optimal strategy consists in a parallel call of the available uses followed by a 'measure-and-rotate' retrieving. Differing from the case of quantum cloning, where the incoherent 'measure-and-prepare' strategies are typically suboptimal, in the case of learning the 'measure-and-rotate' strategy is optimal even when the learning machine is asked to reproduce a single copy of the unknown unitary. We finally address the problem of the optimal inversion of an unknown unitary evolution, showing also in this case the optimality of the 'measure-and-rotate' strategies and applying our result to the optimal approximate realignment of reference frames for quantum communication.

Engaging First Graders in Transformational Early Childhood Emergent Learning Themes

Science.gov (United States)

Pendergrass, Amanda Daniel

2013-01-01

The purpose of this qualitative case study was to encourage learners to care for others and make a difference in the world through Reggio Emilia-inspired teaching and learning practice that promoted transformational education. Students were anticipated to take an active role in helping to develop the transformational educational curriculum.…

Prototyping Feedback for Technology Enhanced Learning

DEFF Research Database (Denmark)

Cojocaru, Dorian; Spikol, Daniel; Friesel, Anna

2016-01-01

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

Learning for Transformation: Empowering the Nigerian Child ...

African Journals Online (AJOL)

This deficiency in learning is undoubtedly endeared by the “Banking concept of education” practiced within the system as captured by Paulo Freire; has become the concern of all and sundry in our society. This paper therefore, explores the viability of drama as a potent device for learners' empowerment and transformation: ...

Language and learning in transformative learning spaces – multilingual learner’s stories

DEFF Research Database (Denmark)

Maslo, Elina

: Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences. Elsevier. Van Manen, M. (1997). Researching Lived Experience. The Althouse Press.  Intent of the Publication:This publication intends to provide a more nuanced understanding of human learning processes, not least......Proposal information:The necessity of knowing languages, many languages in fact, is emphasised in many different contexts in Europe, often in connection with globalisation. Languages are referred to as a key that opens a door – or many doors. Language is “a key to education”, ”a key to employment...... to success – language and learning in transformative learning spaces” is a study of multilingual people’s experiences of their (language) learning processes. It is aimed to improve our understanding of human learning processes, not least the subjective dimensions of these processes. Despite rapid development...

Robust Learning Control Design for Quantum Unitary Transformations.

Science.gov (United States)

Wu, Chengzhi; Qi, Bo; Chen, Chunlin; Dong, Daoyi

2017-12-01

Robust control design for quantum unitary transformations has been recognized as a fundamental and challenging task in the development of quantum information processing due to unavoidable decoherence or operational errors in the experimental implementation of quantum operations. In this paper, we extend the systematic methodology of sampling-based learning control (SLC) approach with a gradient flow algorithm for the design of robust quantum unitary transformations. The SLC approach first uses a "training" process to find an optimal control strategy robust against certain ranges of uncertainties. Then a number of randomly selected samples are tested and the performance is evaluated according to their average fidelity. The approach is applied to three typical examples of robust quantum transformation problems including robust quantum transformations in a three-level quantum system, in a superconducting quantum circuit, and in a spin chain system. Numerical results demonstrate the effectiveness of the SLC approach and show its potential applications in various implementation of quantum unitary transformations.

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.

Iyengar Yoga for Motherhood: Teaching Transformation in a Nonformal Learning Environment

Science.gov (United States)

Tate, Amy

2016-01-01

This chapter looks at ways in which pregnant women adopt the practices of Iyengar yoga, its value as a mode of transformative learning within a nonformal learning space, and the culture of body maintenance that drives practitioners.

Transformative Learning and the Road to Maternal Leadership

Science.gov (United States)

Panton, Rachel

2016-01-01

This study of three Africana (Black women of the Diaspora) holistic health educators shows how their woman-centered learning cultures led them to personal transformation and leadership roles. Understanding their development can inform educational programming and support services for Black women students.

Player Transformation of Educational Multiplayer Games

DEFF Research Database (Denmark)

Magnussen, Rikke; Misfeldt, Morten

2004-01-01

transformed the game to accommodate social interaction. With these transformed ways of playing the game, they managed to get to the top of the high score list while avoiding the educational parts of the game. Players transforming educational games to escape learning elements can be a problem when these games...... are used for formal education. In this paper we argue that player transformation of educational games can, however, be the basis of exciting and unconventional learning of valuable things, such as how to transform information technology to better accommodate social interaction.......Children's great interest in multiplayer games has led to attempts to design educational multiplayer games. In this study, we have studied a test of an educational multiplayer game designed for mathematics education for children aged nine to twelve. In our observations, it became clear that pupils...

Using Data Collection Apps and Single-Case Designs to Research Transformative Learning in Adults

Science.gov (United States)

Roessger, Kevin M.; Greenleaf, Arie; Hoggan, Chad

2017-01-01

To overcome situational hurdles when researching transformative learning in adults, we outline a research approach using single-case research designs and smartphone data collection apps. This approach allows researchers to better understand learners' current lived experiences and determine the effects of transformative learning interventions on…

Transforming Science Teaching Environment for the 21st Century Primary School Pupils

Science.gov (United States)

Sheikh Abdullah, Siti Hendon

2016-01-01

The transformation of technology in the 21st century has produced children who are technology savvy and exposed to the internet and social networking at a very young age. These children are already in our school system. Thus teachers too need to use technology and transform the learning environment to meet the requirements of these children. This…

Transformative Learning Model for Youth Life Skills Entrepreneurs in Poor Weavers Songket Palembang

Directory of Open Access Journals (Sweden)

Ayi Olim

2015-05-01

Full Text Available Non-formal education serves to develop the potential of students with an emphasis on the mastery of knowledge and functional skills and professional attitude and personality development, is now understood as an alternative approach to the future education with an emphasis on the mastery of skills. transformative learning, life skills and entrepreneurship as a modality of model development. learner/ prospective participants learn from the lower-middle group (in the shadow of the transmission of learning should be the owner of the learning process and should be able to identify the capabilities and environmental problems, reflect and take action in developing entrepreneurial abilities. The model requires changing patterns of transformative learning and utilization participants life skills learning, facilitation and management support from stakeholders

Self and other in digital learning spaces

DEFF Research Database (Denmark)

Schraube, Ernst

expanding human activities, they are also powerful socio-political “forms of life” (Langdon Winner) constituting the relationship between self and the other and transforming fundamentally the practices of teaching and learning and the processes of generating knowledge. This paper explores the meaning......The teaching and learning spaces at universities are in transformation. With the incorporation of electronic technologies like ipads, smart boards and electronic platforms like “moodle” new digital spaces are emerging in educational practices. These technological spaces are not only useful tools...... of digital learning spaces at universities focusing on their implications for the learning processes of students. Usually studies of technology and learning identify teaching with learning and conceptualize research from an external, third-person standpoint. Starting with a discussion of the paradoxes...

Designing and Evaluating Students' Transformative Learning

Directory of Open Access Journals (Sweden)

Nina B. Namaste

2017-12-01

Full Text Available Transformative learning hinges on navigating cognitive dissonance; thus, intercultural competency assignments and experiences need to be integrated into study abroad/away courses to help students process and make sense of the cognitive dissonance such an experience provides. Assignments, therefore, need to consciously and intentionally triangulate learning by addressing the read (course readings, the lived/observed (conversations, interactions, activities, excursions, observations about public portrayals of culture, etc., and the compared (home culture vs. host culture. The hope is to improve students’ experiences so that semesters abroad are consistently deep, enriching, and intellectual as opposed to simply an extended tourist sojourn. This article documents the process by which I designed for and assessed, via an in-depth analysis of students’ texts/writings, students’ transformation of their intercultural competency skills and development. In addition, I compared students’ works from two differing semesters to evaluate whether transformation in intercultural competency is inherent in the nature of study abroad or must be explicitly taught and cultivated. My Scholarship of Teaching and Learning (SoTL project corroborated the almost ten years of research that confirm our fears: exposure to another culture is not enough; studying and living abroad does not necessarily lead to increased intercultural learning. Meaningful, integrative, “learning-laden,” and transformative study abroad experiences hinge on students’ ability to make sense of cognitive dissonance. Intercultural competency assignments, therefore, need to be fully and intentionally designed and integrated into such experiences, and evaluated to document such growth. L’apprentissage transformationnel repose sur la manière de naviguer la dissonance cognitive. Par conséquent, les devoirs qui traitent de la compétence interculturelle ainsi que les expériences n

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

Science.gov (United States)

Lin, Zu-Chun

2013-05-01

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

Transforming Low Socioeconomic Status Schools to Learning for Well-Being Schools

DEFF Research Database (Denmark)

Nunez, Heilyn Camacho

2016-01-01

This article presents the initial finding about the complexity of dealing with a transformation of a low socioeconomic school into a learning for well-being school. The article looks at the problem through the lens of complexity theory to discuss the different components, subsystems and the diffe......This article presents the initial finding about the complexity of dealing with a transformation of a low socioeconomic school into a learning for well-being school. The article looks at the problem through the lens of complexity theory to discuss the different components, subsystems...

Using the Discovering Model to Facilitate Transformational Learning and Career Development

Science.gov (United States)

Kroth, Michael; Boverie, Patricia

2009-01-01

Transformative Learning Theory has become one of the leading adult learning theories today and yet students, practitioners, and faculty can find it difficult to use. This useful theory has been applied to a variety of settings, including helping to describe the process which occurs as life mission is related to self directed learning. In the book,…

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…

Transformative Learning and the Form That Transforms: Towards a Psychosocial Theory of Recognition Using Auto/ Biographical Narrative Research

Science.gov (United States)

West, Linden

2014-01-01

In this article, I interrogate the changing forms that may be fundamental to transformative learning and how these are best chronicled and understood. Drawing on auto/biographical narrative research, I challenge the continuing primacy of a kind of overly disembodied, decontextualized cognition as the basis of transformation. Notions of epistemic…

Technological learning for carbon capture and sequestration technologies

International Nuclear Information System (INIS)

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

2004-01-01

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

Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?

Directory of Open Access Journals (Sweden)

Arnoud Oude Groote Beverborg

2015-03-01

Full Text Available Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal study therefore examines how transformational leadership, task interdependence, self-efficacy, and teachers’ engagement in self-reflection mutually affect each other over time. Questionnaire data gathered on three measurement occasions from 655 Dutch Vocational Education and Training teachers was analyzed using a multivariate Latent Difference Score model. Results indicate that self-reflection and task interdependence reciprocally influence each other’s change. A considerate and stimulating transformational leader was found to contribute to this process. Change in self-efficacy was influenced by self-reflection, indicating that learning leads to competency beliefs. Together, the findings point to the important role transformational leadership practices play in facilitating teamwork, and sustaining teachers’ levels of learning in schools.

Action Research as a Space for Transforming Learning Cultures

Directory of Open Access Journals (Sweden)

Elżbieta Wołodźko

2015-12-01

Full Text Available The article presents a three-year educational action research project on autonomous and reflective learning. Students and teachers, being actively engaged in many learning practices, were both participating in process(es of developing educational and research community. These interrelated processes framed a dynamic space for constructing and reconstructing the participants’ learning cultures. Thanks to linking educational and research aspects of students’ activity and to interpenetration of practice and reflection, action research generates particular conditions for learning cultures’ transformation, from “traditional” toward “new” ones, based on reflectivity, authenticity and empowerment. The dynamism of learning cultures was connected to various and conscious and reflective types of educational participation, which affected autonomy of studying (in its numerous dimensions and types, being in turn a constitutive element of participants’ learning cultures.

From Geocaching to Virtual Reality: Technology tools that can transform courses into interactive learning expeditions

Science.gov (United States)

Moysey, S. M.; Lazar, K.; Boyer, D. M.; Mobley, C.; Sellers, V.

2016-12-01

Transforming classrooms into active learning environments is a key challenge in introductory-level courses. The technology explosion over the last decade, from the advent of mobile devices to virtual reality, is creating innumerable opportunities to engage students within and outside of traditional classroom settings. In particular, technology can be an effective tool for providing students with field experiences that would otherwise be logistically difficult in large, introductory earth science courses. For example, we have created an integrated platform for mobile devices using readily accessible "off the shelf" components (e.g., Google Apps, Geocaching.com, and Facebook) that allow individual students to navigate to geologically relevant sites, perform and report on activities at these locations, and share their findings through social media by posting "geoselfies". Students compete with their friends on a leaderboard, while earning incentives for completing extracurricular activities in courses. Thus in addition to exposing students to a wider range of meaningful and accessible geologic field experiences, they also build a greater sense of community and identity within the context of earth science classrooms. Rather than sending students to the field, we can also increasingly bring the field to students in classrooms using virtual reality. Ample mobile platforms are emerging that easily allow for the creation, curation, and viewing of photospheres (i.e., 360o images) with mobile phones and low-cost headsets; Google Street View, Earth, and Expeditions are leading the way in terms of ease of content creation and implementation in the classroom. While these tools are an excellent entry point to show students real-world sites, they currently lack the capacity for students to interact with the environment. We have therefore also developed an immersive virtual reality game that allows students to study the geology of the Grand Canyon using their smartphone and Google

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

A New Bloom: Transforming Learning

Science.gov (United States)

Cochran, David; Conklin, Jack

2007-01-01

This article discusses a new design for the classic Bloom's Taxonomy developed by Anderson, L. W. & Krathwohl, D. (2001), which can be used to evaluate learners' technology-enhanced experience in more powerful and critical ways. The New Bloom's Taxonomy incorporates contemporary research on learning and human cognition into its model. The…

Hydrogen technologies and the technology learning curve

International Nuclear Information System (INIS)

Rogner, H.-H.

1998-01-01

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

Recommender Systems in Technology Enhanced Learning

NARCIS (Netherlands)

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

2010-01-01

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

A Transformative Perspective on the Scholarship of Teaching and Learning

Science.gov (United States)

Cranton, Patricia

2011-01-01

In this paper, I explore the Scholarship of Teaching and Learning through the lens of transformative learning theory and critical theory. In doing so, I expand the notion of a Scholarship of Teaching so as to go beyond the solving of practical problems in teaching and the improvement of teaching effectiveness. I focus on an emancipatory…

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

Science.gov (United States)

Noor, Ahmed K. (Compiler)

2003-01-01

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

Transformative Learning Following Job Loss: A Dissertation Renewal

Science.gov (United States)

Benway, Robert

2017-01-01

This study renews a doctoral dissertation written in 2003 on transformative learning following job loss. An abbreviated literature review compares corporate and worker circumstances from the original study to the present time. Findings show that corporations choose reductions in force due to pressure from investors instead of productivity, and…

University students’ self-regulated learning using digital technologies

Directory of Open Access Journals (Sweden)

Carmen Yot-Domínguez

2017-11-01

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

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

Science.gov (United States)

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

2012-01-01

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

Organizational Learning as an Organization Development Intervention in Six High-Technology Firms in Taiwan: An Exploratory Case Study

Science.gov (United States)

Lien, Bella Ya-Hui; Hung, Richard Y.; McLean, Gary N.

2007-01-01

Organizational learning (OL) is about how individuals collect, absorb, and transform information into organizational memory and knowledge. This case study explored how six high-technology firms in Taiwan chose OL as an organization development intervention strategy. Issues included how best to implement OL; how individuals, teams, and…

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

Transformation of an academic medical center: lessons learned from restructuring and downsizing.

Science.gov (United States)

Woodard, B; Fottler, M D; Kilpatrick, A O

1999-01-01

This article reviews management literature on health care transformation and describes the processes, including restructuring, job redesign, and downsizing, involved in one academic medical center's experience. The article concludes with lessons learned at each of the stages of the transformation process: planning, implementation, and process continuation. Managerial implications for similar transformation efforts in other health care organizations are suggested.

INFORMATION TECHNOLOGIES IN EDUCATION: THE SYNTHESIS OF TRADITIONAL FORMAT AND E-LEARNING (AN EXPERIENCE OF DEVELOPING A NEW MODEL OF A LECTURE COURSE

Directory of Open Access Journals (Sweden)

Alla L. Nazarenko

2015-01-01

Full Text Available The Russian system of education is undergoing a process of modernization where ICT play a decisive role. It presupposes not only providing advanced technical equipment but also integrating technologies into a traditional teaching and learning process based on a well-developed and scholarly-proven methodology. A sound didactic solution is the introduction of an element of e-learning for structuring and monitoring students’ autonomous active study.A lecture course in a traditional format can be transformed into a mode of blended learning via combining classroom face-to-face teaching with students’ self-preparation in an interactive learning environment to enhance the efficacy the educational process. An experience of such a transformation is considered. 

[Information technology in learning sign language].

Science.gov (United States)

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

2015-01-01

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

I feel disconnected: learning technologies in resident education.

Science.gov (United States)

Armstrong, April D; Jarvis-Selinger, Sandra

2013-01-01

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

The M-Technologies in M-Learning

DEFF Research Database (Denmark)

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

2013-01-01

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

Distance Learning With NASA Lewis Research Center's Learning Technologies Project

Science.gov (United States)

Petersen, Ruth

1998-01-01

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

Can Digital Learning Transform Education?

Science.gov (United States)

Finn, Chester E., Jr.; Horn, Michael B.

2013-01-01

The enthusiasm for digital learning is contagious. More than 2 million K-12 students are enrolled in online courses today, and research firm Ambient Insight projects that figure will hit 10 million by 2014. Will today's wave of technology inexorably change the face of schooling, or must school administrators first alter policy? This article…

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

NARCIS (Netherlands)

Rusman, Ellen

2018-01-01

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

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

Science.gov (United States)

Yang, Irene

2014-07-01

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

Managing Technology Resourcefully: Part I--Technology and Instruction

Science.gov (United States)

Weeks, Richard

2009-01-01

The transformative powers of digital technology to improve student learning and the resulting effect of that technology to make the business of education more cost-effective are two of the more exciting dynamics in schooling today. Before the current school year ends, new products and upgrades will be available to replace much of the technology.…

Mobility of Labour, Technological Transformations and the Right to Work.

Science.gov (United States)

Gelpi, Ettore

1985-01-01

The author discusses the macro level of analysis and focuses on the nature of work within the world economy. He examines the cultural characteristics of work, the dynamics of international economic relations, the transformation of international relations, geographical mobility, technological transformation and immigration, professional mobility,…

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.

Detecting Structural Metadata with Decision Trees and Transformation-Based Learning

National Research Council Canada - National Science Library

Kim, Joungbum; Schwarm, Sarah E; Ostendorf, Mari

2004-01-01

.... Specifically, combinations of decision trees and language models are used to predict sentence ends and interruption points and given these events transformation based learning is used to detect edit...

Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility

Science.gov (United States)

Bolkan, San; Goodboy, Alan K.

2009-01-01

The purpose of this study was to examine the relationships between transformational leadership in college classrooms (i.e., charisma, individualized consideration, intellectual stimulation), student learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction), student participation, and student…

Mobile and ubiquitous learning technologies

NARCIS (Netherlands)

Specht, Marcus

2012-01-01

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

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

OpenAIRE

Seale, Jane; Rius-Riu, Merce

2001-01-01

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

More Technology, Less Learning?

Science.gov (United States)

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

2011-01-01

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

Transformational Learning and Role of Self-Authorship in Developing Women Leaders

Science.gov (United States)

Collay, Michelle; Cooper, Joanne

2008-01-01

Given the challenges of the workplace and the historic exclusion of women and people of color from positional leadership, this dual case study explores women's experiences in two graduate programs designed to support transformational learning of educational leaders. Data included participants' structured reflections on learning about leadership,…

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…

Leading to Transgress: Critical Considerations for Transforming Leadership Learning.

Science.gov (United States)

Osteen, Laura; Guthrie, Kathy L; Jones, Tamara Bertrand

2016-12-01

The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs. © 2016 Wiley Periodicals, Inc., A Wiley Company.

Advanced Training Technologies and Learning Environments

Science.gov (United States)

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

1999-01-01

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

Early Learning and Educational Technology Policy Brief

Science.gov (United States)

Lee, Joan

2016-01-01

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

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

Directory of Open Access Journals (Sweden)

Svitlana G. Lytvynova

2015-06-01

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

A description of the new technologies used in transforming dental education.

Science.gov (United States)

Feeney, L; Reynolds, P A; Eaton, K A; Harper, J

2008-01-12

Information and communications technology (ICT) is a universal term describing the use of technology and media to disseminate and share knowledge and information. Educational media provide a means by which information can be communicated between teacher and learner. In this context, the aim of this digest is to summarise and describe the spectrum of tools available. All technologies used in education have their strengths and weaknesses. Variety needs to be balanced by economy. However, it must be remembered that technology is not the overriding issue. The design of the learning environment and the learning experience itself are far more important. Technologies are generally flexible and can be used in a variety of ways. Knowledge of these technologies will help guide appropriate selection. The following tools are described: 1. Telecommunications services; 2. Communications tools (social software) including email, newsgroups, weblogs and wikis; 3. Richmedia in interactive training and learning; 4. Compact discs (CDs) and digital video discs (DVDs); 5. Virtual learning environments (VLE); 6. Sophisticated communications - videoconferencing, webcasting and podcasts; 7. Interactive television; and 8. Virtual reality.

Technological Transformations of Reading Culture

DEFF Research Database (Denmark)

Albrechtslund, Anne-Mette Bech

The increasing use of social media along with the rapidly developing digitization of the book has led to a range of new circumstances for writing, publishing and reading books, resulting in transformations in reading culture and practices. The social aspect of reading is emphasized when readers...... relations in the network of writers, publishers, readers, and reviewers. Similarly, the increasing use of electronic reading devices plays a key role in the acceleration of a culture in which the audience engages with cultural works in new ways. The print book has an “easy materiality” (Marshall, 2010, p....... 17), but with the electronic book, the materiality of reading becomes more ambiguous and malleable as the book as technology is being radically reconstructed. The purpose of this paper is to explore these changes through an investigation into the technology relations (Ihde, 1990) in fiction reading...

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…

Using Transformative Learning as a Framework to Explore Women and Running

Science.gov (United States)

Hayduk, Dina

2011-01-01

This qualitative narrative inquiry explored women's self-perceptions changed through regular participation in running. Transformative learning theory was considered as a possible explanation for the learning and changes adult women experienced. In-depth interviews of 11 adult women who have been running between 1 to 4 years were conducted. Based…

Jack Mezirow's Conceptualisation of Adult Transformative Learning: A Review

Science.gov (United States)

Calleja, Colin

2014-01-01

This paper traces the evolution of Jack Mezirow's transformative learning theory and its conceptualisation. It discusses the three major influences, namely Thomas Khun's philosophical conception of paradigm, Freire's conception of conscientisation and consciousness growth, and Habermas' domains of learning and the discussion of…

A Critical Comparison of Transformation and Deep Approach Theories of Learning

Science.gov (United States)

Howie, Peter; Bagnall, Richard

2015-01-01

This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning…

Unlock The Genıus Within:NEUROBIOLOGICAL TRAUMA, TEACHING, AND TRANSFORMATIVE LEARNING

Directory of Open Access Journals (Sweden)

Tojde

2005-07-01

Full Text Available Here, Daniel S. Janik, MD, PhD, argues replacing education and teaching with non-traumatic, curiosity-based, discovery-driven, and mentor-assisted transformational learning. Unlock the Genius Within is an easy read that explains-in conversational manner-the newest ideas on neurobiological and transformational learning beginning with what's wrong with education and ending with a call for reader participation in developing an applying neurobiological learning and transformational learning theory and methodology. Janik draws extensively from his own experiences first as a physician working with psychological recovery from trauma, and then as an educator and linguist in applying neurobiological-based transformational learning in clinics, classrooms, and tutoring. Features:· Descriptions of classical and contemporary research alongside allusions to popular movies and television programs· Suggested further readings· Neurobiological learning web resourcesThroughout this book, the author incorporates humor, wisdom, and anecdotes to draw readers into traditionally incomprehensible concepts and information that demonstrates transformational learning. It will be of interest to teachers (postsecondary, secondary, and ESL, administrators, counselors, parents, students, and medical researchers. http://www.rowmaneducation.com/ISBN/1578862914 Throughout this book, the author incorporates humor, wisdom, and anecdotes to draw readers into traditionally incomprehensible concepts and information that demonstrates transformational learning. It will be of interest to teachers (postsecondary, secondary, and ESL, administrators, counselors, parents, students, and medical researchers. About The Author Dr. Daniel S. Janik is a physician and University Studies Coordinator at Intercultural Communications College, a private English second language and college preparation school in Honolulu, Hawaii, USA. Reviews for Unlock the Genius Within: Neurobiological Trauma

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

OpenAIRE

Svitlana G. Lytvynova

2015-01-01

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

Translating and transforming (a) CALL for leadership for learning

DEFF Research Database (Denmark)

Weinreich, Elvi; Bjerg, Helle

2015-01-01

"The paper pursues the argument that the process of translation is not solely a linguistic exercise. It also implies methodological and conceptual questions related to the translation and as such transformation of general and theoretical research based models of leadership for learning...

Exploring Phonetic Realization in Danish by Transformation-Based Learning

DEFF Research Database (Denmark)

Uneson, Marcus; Schachtenhaufen, Ruben

2011-01-01

We align phonemic and semi-narrow phonetic transcriptions in the DanPASS corpus and extend the phonemic description with sound classes and with traditional phonetic features. From this representation, we induce rules for phonetic realization by Transformation-Based Learning (TBL). The rules thus ...

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.

Transformed Telepresence and Its Association with Learning in Computer-Supported Collaborative Learning: A Case Study in English Learning and Its Evaluation

Science.gov (United States)

Ting, Yu-Liang; Tai, Yaming; Chen, Jun-Horng

2017-01-01

Telepresence has been playing an important role in a mediated learning environment. However, the current design of telepresence seems to be dominated by the emulation of physical human presence. With reference to social constructivism learning and the recognition of individuals as intelligent entities, this study explored the transformation of…

Mathematics Learning Assisted Geogebra using Technologically Aligned Classroom (TAC) to Improve Communication Skills of Vocasional High School Student

Science.gov (United States)

Yuliardi, R.; Nurjanah

2017-09-01

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

Up-scaling, formative phases, and learning in the historical diffusion of energy technologies

International Nuclear Information System (INIS)

Wilson, Charlie

2012-01-01

The 20th century has witnessed wholesale transformation in the energy system marked by the pervasive diffusion of both energy supply and end-use technologies. Just as whole industries have grown, so too have unit sizes or capacities. Analysed in combination, these unit level and industry level growth patterns reveal some consistencies across very different energy technologies. First, the up-scaling or increase in unit size of an energy technology comes after an often prolonged period of experimentation with many smaller-scale units. Second, the peak growth phase of an industry can lag these increases in unit size by up to 20 years. Third, the rate and timing of up-scaling at the unit level is subject to countervailing influences of scale economies and heterogeneous market demand. These observed patterns have important implications for experience curve analyses based on time series data covering the up-scaling phases of energy technologies, as these are likely to conflate industry level learning effects with unit level scale effects. The historical diffusion of energy technologies also suggests that low carbon technology policies pushing for significant jumps in unit size before a ‘formative phase’ of experimentation with smaller-scale units are risky. - Highlights: ► Comparative analysis of energy technology diffusion. ► Consistent pattern of sequential formative, up-scaling, and growth phases. ► Evidence for conflation of industry level learning effects with unit level up-scaling. ► Implications for experience curve analyses and technology policy.

Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice

NARCIS (Netherlands)

Johnson, Mark; Griffiths, Dai; Hanslot, Zubair

2010-01-01

Johnson, M., Griffiths, D., & Hanslot, Z. (2010). Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice. In D. Griffiths, & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open

The transformation of Teacher Work through digital learning platforms

DEFF Research Database (Denmark)

Christiansen, René Boyer; Andreasen, Lars Birch

four transformation tendencies in the educational system regarding teacher work and discuss these in relation to a recent research project which aims at looking at the organizational and didactical implications for teachers working with digital platforms in the Danish primary school.......This paper examines a new mandatory initiative in the Danish primary school regarding digital learning platforms for students, teachers and parents and regards this as a part of a global process that leads to a transformation of teacher work and thus everyday life for teachers in schools. We list...

Teachers' Use of Technology in Elementary Reading Lessons

Science.gov (United States)

McDermott, Peter; Gormley, Kathleen A.

2016-01-01

Proponents claim technology will transform classroom teaching and improve children's engagement and learning. Opponents argue that such benefits are oversold because little evidence exists that technology improves teaching and learning. We examined how elementary teachers in an urban school that was well resourced with technology used it when…

The value of online learning and MRI: finding a niche for expensive technologies.

Science.gov (United States)

Cook, David A

2014-11-01

The benefits of online learning come at a price. How can we optimize the overall value? Critically appraise the value of online learning. Narrative review. Several prevalent myths overinflate the value of online learning. These include that online learning is cheap and easy (it is usually more expensive), that it is more efficient (efficiency depends on the instructional design, not the modality), that it will transform education (fundamental learning principles have not changed), and that the Net Generation expects it (there is no evidence of pent-up demand). However, online learning does add real value by enhancing flexibility, control and analytics. Costs may also go down if disruptive innovations (e.g. low-cost, low-tech, but instructionally sound "good enough" online learning) supplant technically superior but more expensive online learning products. Cost-lowering strategies include focusing on core principles of learning rather than technologies, using easy-to-learn authoring tools, repurposing content (organizing and sequencing existing resources rather than creating new content) and using course templates. Online learning represents just one tool in an educator's toolbox, as does the MRI for clinicians. We need to use the right tool(s) for the right learner at the right dose, time and route.

Understanding the long-term influence of EIA on organisational learning and transformation

Energy Technology Data Exchange (ETDEWEB)

Jones, Megan, E-mail: 31836179@student.murdoch.edu.au [Environmental and Conservation Sciences, Murdoch University (Australia); Morrison-Saunders, Angus, E-mail: a.morrison-saunders@murdoch.edu.au [Environmental and Conservation Sciences, Murdoch University, Australia, Research Unit for Environmental Sciences and Management, North-West University (South Africa)

2017-05-15

This research is an attempt to verify the notion postulated by Robert Bartlett and Lynton Caldwell that the full benefits of environmental impact assessment (EIA) would take decades to be realized. While EIA is intended to directly influence decision-making regarding new development proposals, the process is also expected to lead to organisational learning and transformation over time. Our aim was to examine the influence of EIA on a single Western Australian proponent with sustained experience in the process to understand how EIA is used within the organisation and to seek evidence of transformation of the organisation's purpose and mission. The research reviewed literature in order to identify key influences of EIA on organisations, along with semi-structured staff interviews and document analysis for the case study organisation. Ascertaining causality that involvement in EIA processes influences or effects organisational learning and transformation is a challenge in the face of other societal events. Document analysis and interviewee data indicates that the action-forcing nature of EIA did influence proponent behavior through the creation of internal processes seeking to ensure robust design of new projects that would satisfy environmental protection expectations, without the need to trigger formal EIA. Evidence of EIA values and thinking were apparent within internal documentation, including the evolving mission statement. Our research indicates that participation in the EIA process can positively influence organisational learning and transformation by guiding internal change for decision-making. - Highlights: • The long-term influence of EIA on a proponent organisation is investigated. • EIA promotes internal organisational learning and transformation. • Analysis of mission statements can indicate the influence of EIA on organisations. • Organisations aligned with EIA values can reduce the need to engage in formal EIA.

Understanding the long-term influence of EIA on organisational learning and transformation

International Nuclear Information System (INIS)

Jones, Megan; Morrison-Saunders, Angus

2017-01-01

This research is an attempt to verify the notion postulated by Robert Bartlett and Lynton Caldwell that the full benefits of environmental impact assessment (EIA) would take decades to be realized. While EIA is intended to directly influence decision-making regarding new development proposals, the process is also expected to lead to organisational learning and transformation over time. Our aim was to examine the influence of EIA on a single Western Australian proponent with sustained experience in the process to understand how EIA is used within the organisation and to seek evidence of transformation of the organisation's purpose and mission. The research reviewed literature in order to identify key influences of EIA on organisations, along with semi-structured staff interviews and document analysis for the case study organisation. Ascertaining causality that involvement in EIA processes influences or effects organisational learning and transformation is a challenge in the face of other societal events. Document analysis and interviewee data indicates that the action-forcing nature of EIA did influence proponent behavior through the creation of internal processes seeking to ensure robust design of new projects that would satisfy environmental protection expectations, without the need to trigger formal EIA. Evidence of EIA values and thinking were apparent within internal documentation, including the evolving mission statement. Our research indicates that participation in the EIA process can positively influence organisational learning and transformation by guiding internal change for decision-making. - Highlights: • The long-term influence of EIA on a proponent organisation is investigated. • EIA promotes internal organisational learning and transformation. • Analysis of mission statements can indicate the influence of EIA on organisations. • Organisations aligned with EIA values can reduce the need to engage in formal EIA.

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,

Facilities & Technology: The Transformation of "Campus." APPA Thought Leaders Series 2015

Science.gov (United States)

APPA: Association of Higher Education Facilities Officers, 2015

2015-01-01

The 2015 Thought Leaders symposium focused on the topic of "Facilities & Technology: The Transformation of 'Campus.'" Educational institutions that master new technologies will have an edge in the increasingly competitive higher education landscape. This report discusses the factors related to integrating technology and the campus…

Digital Transformation of Words in Learning Processes: A Critical View.

Science.gov (United States)

Saga, Hiroo

1999-01-01

Presents some negative aspects of society's dependence on digital transformation of words by referring to works by Walter Ong and Martin Heidegger. Discusses orality, literacy and digital literacy and describes three aspects of the digital transformation of words. Compares/contrasts art with technology and discusses implications for education.…

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

Science.gov (United States)

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

2007-01-01

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

Students' Engagement with Learning Technologies

Science.gov (United States)

Larkin, Derek; Huett, Kim C.

2013-01-01

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

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

Transformations to diagonal bases in closed-loop quantum learning control experiments

International Nuclear Information System (INIS)

Cardoza, David; Trallero-Herrero, Carlos; Langhojer, Florian; Rabitz, Herschel; Weinacht, Thomas

2005-01-01

This paper discusses transformations between bases used in closed-loop learning control experiments. The goal is to transform to a basis in which the number of control parameters is minimized and in which the parameters act independently. We demonstrate a simple procedure for testing whether a unitary linear transformation (i.e., a rotation amongst the control variables) is sufficient to reduce the search problem to a set of globally independent variables. This concept is demonstrated with closed-loop molecular fragmentation experiments utilizing shaped, ultrafast laser pulses

New technologies in teaching and learning

Directory of Open Access Journals (Sweden)

Eliane Vigneron Barreto Aguiar

2010-05-01

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

BLENDED TECHNOLOGY IN LEARNING FOREIGN LANGUAGES

Directory of Open Access Journals (Sweden)

Natalia Alexandrovna Kameneva

2013-11-01

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

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

OpenAIRE

Schols, Maurice

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 about the educational use of new technologies transform the roles of teachers. In this context the key question of this study is: whether learning as part of a (virtual) community of practice suppor...

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

Science.gov (United States)

Esterhuizen, Hennie

2015-01-01

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

Adaptive and perceptual learning technologies in medical education and training.

Science.gov (United States)

Kellman, Philip J

2013-10-01

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

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.

Integration of learning technologies into teaching within Fijian Polytechnic Institutions

Directory of Open Access Journals (Sweden)

Shalendra Kumar

2016-11-01

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

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

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

2016-01-01

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

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

Science.gov (United States)

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

2018-01-01

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

Information Technologies and Workplace Learning.

Science.gov (United States)

Roth, Gene L.

1995-01-01

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

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

Science.gov (United States)

Lai, Chun; Gu, Mingyue

2011-01-01

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

Transformational Technologies to Expedite Space Access and Development

International Nuclear Information System (INIS)

Rather, John D. G.

2010-01-01

Throughout history the emergence of new technologies has enabled unforeseen breakthrough capabilities that rapidly transformed the world. Some global examples from the twentieth century include AC electric power, nuclear energy, and turbojet engines. At the systems level, success of both Apollo and the Space Shuttle programs depended upon taming hydrogen propulsion and developing high-temperature atmospheric reentry materials. Human space development now is stymied because of a great need for breakthrough technologies and strategies. It is believed that new capabilities exist within the present states-of-the-art of superconducting technology that can be implemented to transform the future of human space development. This paper is an overview of three other papers presented within this forum, which summarizes the principles and consequences of StarTram, showing how the resulting breakthrough advantages can lead directly to safe space tourism and massive development of the moon, Mars and the outer solar system. StarTram can implement cost-effective solar power from space, simple utilization of asteroid material to protect humans from ionizing radiation, and effective defense of the Earth from devastating cosmic impacts. Synergistically, StarTram technologies will revolutionize ground transportation on the Earth, leading to enormous reduction in energy consumption and creation of millions of jobs. High energy lasers will also be discussed because of their importance to power beaming applications.

Considerations upon the Machine Learning Technologies

OpenAIRE

Alin Munteanu; Cristina Ofelia Sofran

2006-01-01

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

Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College

Directory of Open Access Journals (Sweden)

Joanna Blake

2013-12-01

Full Text Available Educators and policy makers have long recognised the central role that education can play in creating a more sustainable and equitable world. Yet some question whether current processes across mainstream higher education prepare learners sufficiently to graduate with the capabilities or motivation to shape and create a future that is life-sustaining. This paper presents findings from a qualitative research project carried out by Plymouth University in association with Schumacher College, Devon, UK. Schumacher College is an alternative, civil society college, owned by the Dartington Hall Trust that claims to provide transformative learning opportunities within a broad context of sustainability. The study explored the nature and application of transformative learning as a pedagogical approach to advance change towards sustainability. If learners claimed transformational learning experiences, the research asked whether, and to what extent, this transformation could be attributed to the pedagogies employed at the College. The paper begins by setting out the broad background to the relationship between marginal and mainstream educational settings, and definitions and theoretical underpinnings of transformative learning, and then leads into the research design and findings. The potential for transformative pedagogies to be applied to and employed within the wider higher education (HE sector is then discussed, and the overall findings and conclusions are presented.

Technology-Mediated Learning for Resilience

DEFF Research Database (Denmark)

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

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

Innovative use of the integrative review to evaluate evidence of technology transformation in healthcare.

Science.gov (United States)

Phillips, Andrew B; Merrill, Jacqueline A

2015-12-01

Healthcare is in a period significant transformational activity through the accelerated adoption of healthcare technologies, new reimbursement systems that emphasize shared savings and care coordination, and the common place use of mobile technologies by patients, providers, and others. The complexity of healthcare creates barriers to transformational activity and has the potential to inhibit the desired paths toward change envisioned by policymakers. Methods for understanding how change is occurring within this complex environment are important to the evaluation of delivery system reform and the role of technology in healthcare transformation. This study examines the use on an integrative review methodology to evaluate the healthcare literature for evidence of technology transformation in healthcare. The methodology integrates the evaluation of a broad set of literature with an established evaluative framework to develop a more complete understanding of a particular topic. We applied this methodology and the framework of punctuated equilibrium (PEq) to the analysis of the healthcare literature from 2004 to 2012 for evidence of technology transformation, a time during which technology was at the forefront of healthcare policy. The analysis demonstrated that the established PEq framework applied to the literature showed considerable potential for evaluating the progress of policies that encourage healthcare transformation. Significant inhibitors to change were identified through the integrative review and categorized into ten themes that describe the resistant structure of healthcare delivery: variations in the environment; market complexity; regulations; flawed risks and rewards; change theories; barriers; ethical considerations; competition and sustainability; environmental elements, and internal elements. We hypothesize that the resistant nature of the healthcare system described by this study creates barriers to the direct consumer involvement and engagement

Women Educational Leaders' Narratives: The Dynamics of Service Learning on Training and Transformation

OpenAIRE

Davis, Dannielle Joy; Major, Amanda; Cook, Debra; Bell, Janel

2015-01-01

Service learning strengthens all involved: Students, faculty members, the community, and higher education institutions. Benefits of service learning for students include gaining real world experiences, personal and transformative outcomes (Conway, Amel, & Gerwien’s, 2009), as well as higher order thinking from reflection on the experience (Molee, Henry, Sessa, & McKinney-Prupis, 2010). To understand the dynamics of service learning upon students' learning and transformati...

Validating a Technology Enhanced Student-Centered Learning Model

Science.gov (United States)

Kang, Myunghee; Hahn, Jungsun; Chung, Warren

2015-01-01

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

Transformative Learning, Affect, and Reciprocal Care in Community Engagement

Science.gov (United States)

Holmes, Ashley J.

2015-01-01

Drawing on interviews with writing teachers, this article highlights some of the affective responses that may arise for students, community partners, and teachers when we situate our pedagogies in public sites beyond the classroom. I analyze a teacher-narrated moment of student distress to demonstrate how theories of transformative learning might…

Peer Mentorship and Transformational Learning: PhD Student Experiences

Science.gov (United States)

Preston, Jane P.; Ogenchuk, Marcella J.; Nsiah, Joseph K.

2014-01-01

The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was…

Learning in a technology enhanced world

OpenAIRE

Specht, Marcus

2010-01-01

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

5G technologies boosting efficient mobile learning

Directory of Open Access Journals (Sweden)

Leligou Helen C.

2017-01-01

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

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.

Using Technology-Nested Instructional Strategies to Enhance Student Learning

Directory of Open Access Journals (Sweden)

Angela Lumpkin, PhD

2015-08-01

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

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

Science.gov (United States)

Halperin, Ruth

2017-01-01

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

Assuring Best Practice in Technology-Enhanced Learning Environments

Science.gov (United States)

Keppell, Mike; Suddaby, Gordon; Hard, Natasha

2015-01-01

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

Myths about Technology-Supported Professional Learning

Science.gov (United States)

Killion, Joellen; Treacy, Barbara

2014-01-01

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

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

Science.gov (United States)

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

2014-01-01

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

Dialogic Learning: Basis for Education & Transformation in Brasil

Directory of Open Access Journals (Sweden)

Adriana Marigo

2011-10-01

Full Text Available The present paper aims to introduce the Nucleus of Investigation and Social and Educational Action (NIASE, which is an academic nucleus in Brazil whose practices are based on the concept of dialogic learning as well as on the communicative action theory by Jürgen Habermas and on the concept of dialogicity by Paulo Freire. Dialogic learning is the result of dialogue directed to the overcoming of social and educational challenges which can be achieved through seven articulated principles: egalitarian dialogue, cultural intelligence, transformation, instrumental dimension, creation of meaning, sympathy and equality of differences. NIASE, which was founded in Brazil in 2002 with the purpose of working with education, research and extension, has found in dialogic learning the support for the democratic organization of schooling and on schooling educational environments, whose participants decide on seeking learning qualification and the social respect from the involved groups. As a result of such actions, the concept of dialogic learning has made an impact on education and academic production in Brazil, therefore contributing to consolidate the social commitment and the dialogue between the scientific community and the broader context in which it is involved.

Classification Framework for ICT-Based Learning Technologies for Disabled People

Science.gov (United States)

Hersh, Marion

2017-01-01

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

Emerging Technologies as Cognitive Tools for Authentic Learning

Science.gov (United States)

Herrington, Jan; Parker, Jenni

2013-01-01

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

Transforming narratives into educational tools: the collaborative development of a transformative learning tool based on Nicaraguan adolescents' creative writing about intimate partner violence.

Science.gov (United States)

Singleton, Robyn; Picado Araúz, María de la Paz; Trocin, Kathleen; Winskell, Kate

2017-01-01

The use of narrative has become increasingly popular in the public health, community development, and education fields. Via emotionally engaging plotlines with authentic, captivating characters, stories provide an opportunity for participants to be carried away imaginatively into the characters' world while connecting the story with their own lived experiences. Stories have been highlighted as valuable tools in transformative learning. However, little published literature exists demonstrating applications of stories in group-based transformative learning curricula. This paper describes the creation of a narrative-based transformative learning tool based on an analysis of Nicaraguan adolescents' meaning-making around intimate partner violence (IPV) in their creative narratives. In collaboration with a Nicaraguan organization, US researchers analyzed a sample of narratives ( n = 55; 16 male-authored, 39 female-authored) on IPV submitted to a 2014 scriptwriting competition by adolescents aged 15-19. The data were particularly timely in that they responded to a new law protecting victims of gender-based violence, Law 779, and contradicted social-conservative claims that the Law 779 destroys family unity. We incorporated results from this analysis into the creation of the transformative learning tool, separated into thematic sections. The tool's sections (which comprise one story and three corresponding activities) aim to facilitate critical reflection, interpersonal dialogue, and self- and collective efficacy for social action around the following themes derived from the analysis: IPV and social support; IPV and romantic love; masculinity; warning signs of IPV; and sexual abuse. As a collaboration between a public health research team based at a US university and a Nicaraguan community-based organization, it demonstrates the potential in the age of increasingly smooth electronic communication for novel community-university partnerships to facilitate the development of

Supporting University Learning Through Mobile Technologies: A Global Perspective

Directory of Open Access Journals (Sweden)

David Gitumu Mugo

2015-07-01

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

Effect of Environmental Education Based on Transformational Learning Theory on Perceptions towards Environmental Problems and Permanency of Learning

Science.gov (United States)

Uyanik, Gökhan

2016-01-01

The aim of the study is to determine effect of environmental education based on transformational learning theory on primary school teacher candidates' perceptions towards environmental problems and permanency of learning. Pretest-posttest quasi-experimental design have been used in this study. The study group consists of 66 teacher candidates who…

Using Technology-Nested Instructional Strategies to Enhance Student Learning

OpenAIRE

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

2015-01-01

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

Game Changing Transformable Entry System Technology Applicability to Robotic Venus Science Missions

Data.gov (United States)

National Aeronautics and Space Administration — The innovative adpative deployable entry and placement technology (ADEPT), also known as transformable entry system technology (TEST) concept, akin to an umbrella,...

Learning by cases in food technology

DEFF Research Database (Denmark)

Løje, Hanne

2012-01-01

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

Modern technologies in e-learning

OpenAIRE

Kubičková, Barbora

2013-01-01

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

Transforming classroom questioning using emerging technology.

Science.gov (United States)

Mahon, Paul; Lyng, Colette; Crotty, Yvonne; Farren, Margaret

2018-04-12

Classroom questioning is a common teaching and learning strategy in postgraduate nurse education. Technologies such as audience response systems (ARS) may offer advantage over traditional approaches to classroom questioning. However, despite being available since the 1960s, ARSs are still considered novel in many postgraduate nurse education classroom settings. This article aims to explicate the attitudes of postgraduate nursing students in an Irish academic teaching hospital towards classroom questioning (CQ) and the use of ARSs as an alternative to traditional CQ techniques. The results of this small-scale study demonstrate that ARSs have a role to play in CQ in the postgraduate setting, being regarded by students as beneficial to learning, psychological safety and classroom interaction.

Posthuman learning

DEFF Research Database (Denmark)

Hasse, Cathrine

This book shall explore the concept of learning from the new perspective of the posthuman. The vast majority of cognitive, behavioral and part of the constructionist learning theories operate with an autonomous individual who learn in a world of separate objects. Technology is (if mentioned at all......) understood as separate from the individual learner and perceived as tools. Learning theory has in general not been acknowledging materiality in their theorizing about what learning is. A new posthuman learning theory is needed to keep up with the transformations of human learning resulting from new...... technological experiences. One definition of learning is that it is a relatively permanent change in behavior as the result of experience. During the first half of the twentieth century, two theoretical approaches dominated the domain of learning theory: the schools of thought commonly known as behaviorism...

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

Science.gov (United States)

Tille, Patricia M; Hall, Heather

2011-01-01

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

Learning and Technology in Alberta (1975 to 2009)

Science.gov (United States)

Alberta Education, 2009

2009-01-01

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

A review of learning rates for electricity supply technologies

International Nuclear Information System (INIS)

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

2015-01-01

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

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

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

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

Transformative Learning and Concepts of the Self: Insights from Immigrant and Intercultural Journeys

Science.gov (United States)

Lange, Elizabeth

2015-01-01

This article examines Canadian immigrant and intercultural learning as an insightful context for examining transformative learning. Theories of intercultural communication are explored, particularly the concept of transculturality and Bhabha's concept of "Third Space". Various concepts of the self are also compared, particularly two…

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

Science.gov (United States)

Fei, Victor Lim; Hung, David

2016-01-01

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

Designing Nordic Technology-Enhanced Learning

Science.gov (United States)

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

2012-01-01

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

How an Active Learning Classroom Transformed IT Executive Management

Science.gov (United States)

Connolly, Amy; Lampe, Michael

2016-01-01

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

Dead Wolves, Dead Birds, and Dead Trees: Catalysts for Transformative Learning in the Making of Scientist-Environmentalists

Science.gov (United States)

Walter, Pierre

2013-01-01

This historical study identifies catalysts for transformative learning in the lives of three scientist-environmentalists important to the 20th-century environmental movement: Aldo Leopold, Rachel Carson, and David Suzuki. Following a brief review of theoretical perspectives on transformative learning, the article argues that transformative…

Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

Science.gov (United States)

JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

2017-05-01

This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

Robot technologies, autism and designs for learning

DEFF Research Database (Denmark)

Hansbøl, Mikala

2015-01-01

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

Learning in Strategic Technology Alliances

OpenAIRE

SCHOENMAKERS, Wilfred; DUYSTERS, Geert

2003-01-01

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

Transformative Learning Experiences of International Graduate Students from Asian Countries

Science.gov (United States)

Kumi-Yeboah, Alex; James, Waynne

2014-01-01

This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants…

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

Directory of Open Access Journals (Sweden)

Mariia A. Umryk

2014-06-01

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

Technology-Enhanced Learning in Developing Nations: A review

Directory of Open Access Journals (Sweden)

Shalni Gulati

2008-02-01

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

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…

The Learning Portal

Science.gov (United States)

Staudt, Carolyn; Hanzlick-Burton, Camden; Williamson, Carol; McIntyre, Cynthia

2015-01-01

The Innovative Technology in Science Inquiry (ITSI) project is a learning portal with hundreds of free, customizable science, math, and engineering activities funded by the National Science Foundation at the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The project…

Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches

Science.gov (United States)

Wang, Victor C. X.

2010-01-01

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

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

Researching the Practice of Fostering Transformative Learning: Lessons Learned From the Study of Andragogy

Science.gov (United States)

Taylor, Edward W.; Laros, Anna

2014-01-01

This article identifies factors that have contributed to the challenges associated with the practice and research of fostering transformative learning (TL), by drawing on the work by Rachal and others in reviewing the study of andragogy--theory, research, and practice. Implications are also discussed of how scholars of TL can best respond to the…

Sustainability Through Technology Licensing and Commercialization: Lessons Learned from the TRIAD Project.

Science.gov (United States)

Payne, Philip R O

2014-01-01

Ongoing transformation relative to the funding climate for healthcare research programs housed in academic and non-profit research organizations has led to a new (or renewed) emphasis on the pursuit of non-traditional sustainability models. This need is often particularly acute in the context of data management and sharing infrastructure that is developed under the auspices of such research initiatives. One option for achieving sustainability of such data management and sharing infrastructure is the pursuit of technology licensing and commercialization, in an effort to establish public-private or equivalent partnerships that sustain and even expand upon the development and dissemination of research-oriented data management and sharing technologies. However, the critical success factors for technology licensing and commercialization efforts are often unknown to individuals outside of the private sector, thus making this type of endeavor challenging to investigators in academic and non-profit settings. In response to such a gap in knowledge, this article will review a number of generalizable lessons learned from an effort undertaken at The Ohio State University to commercialize a prototypical research-oriented data management and sharing infrastructure, known as the Translational Research Informatics and Data Management (TRIAD) Grid. It is important to note that the specific emphasis of these lessons learned is on the early stages of moving a technology from the research setting into a private-sector entity and as such are particularly relevant to academic investigators interested in pursuing such activities.

KSC Education Technology Research and Development Plan

Science.gov (United States)

Odell, Michael R. L.

2003-01-01

Educational technology is facilitating new approaches to teaching and learning science, technology, engineering, and mathematics (STEM) education. Cognitive research is beginning to inform educators about how students learn providing a basis for design of more effective learning environments incorporating technology. At the same time, access to computers, the Internet and other technology tools are becoming common features in K-20 classrooms. Encouraged by these developments, STEM educators are transforming traditional STEM education into active learning environments that hold the promise of enhancing learning. This document illustrates the use of technology in STEM education today, identifies possible areas of development, links this development to the NASA Strategic Plan, and makes recommendations for the Kennedy Space Center (KSC) Education Office for consideration in the research, development, and design of new educational technologies and applications.

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

Science.gov (United States)

Taraban, Roman

2008-08-01

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

Student Technology Use for Powerful Learning

Science.gov (United States)

Heidenrich, Carol

2013-01-01

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

Phenotypic transformation affects associative learning in the desert locust.

Science.gov (United States)

Simões, Patrício M V; Niven, Jeremy E; Ott, Swidbert R

2013-12-02

In desert locusts, increased population densities drive phenotypic transformation from the solitarious to the gregarious phase within a generation [1-4]. Here we show that when presented with odor-food associations, the two extreme phases differ in aversive but not appetitive associative learning, with solitarious locusts showing a conditioned aversion more quickly than gregarious locusts. The acquisition of new learned aversions was blocked entirely in acutely crowded solitarious (transiens) locusts, whereas appetitive learning and prior learned associations were unaffected. These differences in aversive learning support phase-specific feeding strategies. Associative training with hyoscyamine, a plant alkaloid found in the locusts' habitat [5, 6], elicits a phase-dependent odor preference: solitarious locusts avoid an odor associated with hyoscyamine, whereas gregarious locusts do not. Remarkably, when solitarious locusts are crowded and then reconditioned with the odor-hyoscyamine pairing as transiens, the specific blockade of aversive acquisition enables them to override their prior aversive memory with an appetitive one. Under fierce food competition, as occurs during crowding in the field, this provides a neuroecological mechanism enabling locusts to reassign an appetitive value to an odor that they learned previously to avoid. Copyright © 2013 Elsevier Ltd. All rights reserved.

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

DEFF Research Database (Denmark)

Hansbøl, Mikala

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

1:1 (dis)section - Learning through full-scale dissection and transformations of abandoned buildings

DEFF Research Database (Denmark)

Krag, Mo Michelsen Stochholm; Keiding, Tina Bering

2018-01-01

This paper reports on four transformation workshops. The aim was to provide first-year students with an understanding of the relation between the section as a semantic representation and the materiality, structure and spatial relations of a concrete building. The culmination of each workshop...... was a full-scale dissection and transformation of an abandoned house. As we shall see, the workshops fulfilled not only the intended learning goals, but created an unforeseen and unique context for learning about the relations between building, place and place....

Enhancing and Transforming Global Learning Communities with Augmented Reality

Science.gov (United States)

Frydenberg, Mark; Andone, Diana

2018-01-01

Augmented and virtual reality applications bring new insights to real world objects and scenarios. This paper shares research results of the TalkTech project, an ongoing study investigating the impact of learning about new technologies as members of global communities. This study shares results of a collaborative learning project about augmented…

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

Science.gov (United States)

Zhang, Lin

2014-01-01

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

Theory in learning technology

Directory of Open Access Journals (Sweden)

Laura Czerniewicz

2011-12-01

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

Learning Dynamics in Transformational Change: A Study of Workforce Behavior in the Developing Economies

Directory of Open Access Journals (Sweden)

Abdul Majid

2011-10-01

Full Text Available Organizational and individual learning are two different concepts in contemporaryorganizational theory. Organizational learning is a difficult concept which needs to be furtherelucidated for organizational practitioner at actual work setting; especially in the developingcountries like Pakistan. This paper reviews the literature on organizational learning intransformational change, and the comparative learning processes in the developed anddeveloping economies. Furthermore, we are dealing here with the proposed learning cycle instrategic change process with special reference to the developing countries.Keywords: Learning cycle, Transformational change, Innovation, Learning Dynamics

Energy Transformation: Teaching Youth about Energy Efficiency while Meeting Science Essential Standards

Science.gov (United States)

Kirby, Sarah D.; Chilcote, Amy G.

2014-01-01

This article describes the Energy Transformation 4-H school enrichment curriculum. The curriculum addresses energy efficiency and conservation while meeting sixth-grade science essential standards requirements. Through experiential learning, including building and testing a model home, youth learn the relationship between various technologies and…

Does technology really enhance nurse education?

Science.gov (United States)

Goodchild, Tim

2018-07-01

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

Transformative Learning Challenges in a Context of Trauma and Fear: An Educator's Story

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John, Vaughn M.

2016-01-01

After more than three decades of development, transformative learning theory is currently a major theory of adult learning. It has also attracted substantial critique, leading to further development, application and differentiation. Recent contributions to this vast scholarship show a quest for a more unified theory. This article examines…

Shame and Transformation in the Theory and Practice of Adult Learning and Education

Science.gov (United States)

Walker, Jude

2017-01-01

Shame both stymies and motivates learning; it prevents adults from participating in educational programs yet, with accompanied self-examination, it can be the catalyst for transformation. While fundamental for understanding adult learning, shame is (shamefully) inadequately theorized in the field of adult education: We don't talk enough about…

Cancer cell detection and classification using transformation invariant template learning methods

International Nuclear Information System (INIS)

Talware, Rajendra; Abhyankar, Aditya

2011-01-01

In traditional cancer cell detection, pathologists examine biopsies to make diagnostic assessments, largely based on cell morphology and tissue distribution. The process of image acquisition is very much subjective and the pattern undergoes unknown or random transformations during data acquisition (e.g. variation in illumination, orientation, translation and perspective) results in high degree of variability. Transformed Component Analysis (TCA) incorporates a discrete, hidden variable that accounts for transformations and uses the Expectation Maximization (EM) algorithm to jointly extract components and normalize for transformations. Further the TEMPLAR framework developed takes advantage of hierarchical pattern models and adds probabilistic modeling for local transformations. Pattern classification is based on Expectation Maximization algorithm and General Likelihood Ratio Tests (GLRT). Performance of TEMPLAR is certainly improved by defining area of interest on slide a priori. Performance can be further enhanced by making the kernel function adaptive during learning. (author)

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

Science.gov (United States)

Chittleborough, Gail

2014-06-01

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

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

Science.gov (United States)

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

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

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

OpenAIRE

Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

2014-01-01

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

Teachers as designers of technology enhanced learning

NARCIS (Netherlands)

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

2015-01-01

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

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

Directory of Open Access Journals (Sweden)

Ying Wang

2014-06-01

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

TRANSFORMATION OF ECONOMY IN THE CONDITIONS OF FORMING THE NATIONAL TECHNOLOGICAL INITIATIVE

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Elena Sibirskaya

2017-12-01

Full Text Available The relevance of the study is conditioned by the need for a clear idea about the upcoming transformation of the Russian economy for implementing the national technology initiative (NTI. Today, Russia is facing a “challenge of development”, which determines the necessity of transition to breakthrough scientific and technological development as a major strategic objective for the future, which definitely determines further socio-economic development. In his address to the Federal Assembly of December 4, 2014, Russian President Vladimir Putin outlined the National technology initiative to be one of the priorities of state policy. “On the basis of long-term forecasting it is necessary to understand what challenges Russia will face in 10-15 years, what advanced solutions will be required in order to ensure national security, high quality of life, development of new technological order” (from the message to the Federal Assembly [6]. The response to this challenge is the National technology initiative, aimed at developing a robust creative and business environment that allows to convert technological breakthroughs to new markets into an element of the system of continuous reproduction of income, human and technological capital. Information base of the research includes legal documents of the Government of the Russian Federation, the official publications under the project office of STI, reports of Russian Academy of Sciences, developments of the Expert Council under the government of the Russian Federation and Agency for strategic initiatives, Federal Agency of scientific organizations, research groups, individual scientists and specialists, Internet resources and the authors’ own developments. The first systematic and methodologically coherent statement of the ideology of economy transformation in the conditions of forming national technological initiative is presented in the report “Framework of the National technology initiative” of

The Future of Learning Technology: Some Tentative Predictions

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Rushby, Nick

2013-01-01

This paper is a snapshot of an evolving vision of what the future may hold for learning technology. It offers three personal visions of the future and raises many questions that need to be explored if learning technology is to realise its full potential.

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

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Pradeep Kalansooriya

2015-08-01

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

Learning by Example: Designing and Developing Linked Data Application

Science.gov (United States)

Tharani, Karim

2016-01-01

According to constructivist theory of learning, new knowledge is learned on the basis of what is already known by learners. Thus for an emerging and transformative technology such as Linked Data to be learned, the technology must be made relevant for learners and must be compatible with their skillset. Designing and developing Linked Data…

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

OpenAIRE

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

2011-01-01

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

Emerging Technologies for Autonomous Language Learning

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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.

Computer Technology for Expediency Consideration of Transformer Switching-Off for Capital Repair

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E. M. Farkhadzade

2011-01-01

Full Text Available The paper considers computer technologies for expediency consideration of worn-out transformer recovery in power systems. Methods for list preparation of transformers to be selected for capital repair, estimation of repair quality, control over execution of contractual obligations are presented in the paper.

Integration or transformation? Looking in the future of Information and Communication Technology in education in Vietnam.

Science.gov (United States)

Peeraer, Jef; Van Petegem, Peter

2015-02-01

Over the last two decades, crucial factors for Information and Communication Technology (ICT) in education have improved significantly in Vietnam. Nevertheless, it is clear that, as in other countries, no educational revolution is taking place. We argue that there is a need for a broad dialogue on the future of ICT in education in Vietnam as discussion of ideas about future possibilities can be instrumental in rationalizing and generating educational change. We explore how a group of key players representing the public and private sector as well as development partners in the field look at the future of ICT in education in the country. Following the Delphi method, these key players assessed in different survey rounds the current situation of ICT in education, identified a series of targets and were asked to assess these targets in respect of their importance. The key players reached a consensus that the purpose of technology integration is to achieve learning goals and enhance learning. However, there is more controversy on targets that could potentially transform education practice in Vietnam. We discuss the value of the Delphi technique and argue for increased participation of all involved stakeholders in policy development on ICT in education. Copyright © 2014 Elsevier Ltd. All rights reserved.

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'…

User Interface Technology to Reduce Mental Transformations for Tangible Remote Dismantling Simulator

Energy Technology Data Exchange (ETDEWEB)

Hyun, Dongjun; Kim, Ikjune; Lee, Jonghwan; Kim, Geun-Ho; Jeong, Kwan-Seong; Choi, Byung-Seon; Moon, Jeikwon; Choi, Jong-Won [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)

2015-10-15

High-level radiation of the major components restricts access by human workers, and makes an accident or outage during the dismantling process more difficult to deal with. Since unexpected situations causes waste of budget and an aggravation of safety, the preliminary verification of the dismantling processes and equipment by the tangible remote dismantling simulator is very important. The design optimization of the dismantling processes and equipment is one of the most important objectives of the tangible remote dismantling simulator, as well. This paper proposes a user interface technology to reduce mental transformations for the tangible remote dismantling simulator. At the dismantling process simulation using the tangible remote dismantling simulator, the most difficult work is the remote operation handling the high degrees-of-freedom (DOF) manipulator due to complex mental transformations. The proposed user interface technology reduces mental transformations with constraints using the point projection and direction projection. The test result of the cutting process over the closure head of the RPV demonstrates that the proposed mental transformation reduction technology is operated successfully in the tangible remote dismantling simulator, and lets the operator be easy to control the high DOF manipulator even in the most difficult operation by reducing DOFs to be controlled manually.

User Interface Technology to Reduce Mental Transformations for Tangible Remote Dismantling Simulator

International Nuclear Information System (INIS)

Hyun, Dongjun; Kim, Ikjune; Lee, Jonghwan; Kim, Geun-Ho; Jeong, Kwan-Seong; Choi, Byung-Seon; Moon, Jeikwon; Choi, Jong-Won

2015-01-01

High-level radiation of the major components restricts access by human workers, and makes an accident or outage during the dismantling process more difficult to deal with. Since unexpected situations causes waste of budget and an aggravation of safety, the preliminary verification of the dismantling processes and equipment by the tangible remote dismantling simulator is very important. The design optimization of the dismantling processes and equipment is one of the most important objectives of the tangible remote dismantling simulator, as well. This paper proposes a user interface technology to reduce mental transformations for the tangible remote dismantling simulator. At the dismantling process simulation using the tangible remote dismantling simulator, the most difficult work is the remote operation handling the high degrees-of-freedom (DOF) manipulator due to complex mental transformations. The proposed user interface technology reduces mental transformations with constraints using the point projection and direction projection. The test result of the cutting process over the closure head of the RPV demonstrates that the proposed mental transformation reduction technology is operated successfully in the tangible remote dismantling simulator, and lets the operator be easy to control the high DOF manipulator even in the most difficult operation by reducing DOFs to be controlled manually

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

International Nuclear Information System (INIS)

Smit, Thijs; Junginger, Martin; Smits, Ruud

2007-01-01

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

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.

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…

The Integration of technology in teaching mathematics

Science.gov (United States)

Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

2017-12-01

This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

eLearning or technology enhanced learning in medical education-Hope, not hype.

Science.gov (United States)

Goh, Poh Sun

2016-09-01

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

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...

Transformative learning theory: facilitating mammography screening in rural women.

Science.gov (United States)

Purtzer, Mary Anne; Overstreet, Lindsey

2014-03-01

To use transformative learning to investigate what experiences serve as catalysts for mammography screening, the cognitive and affective responses that result from the catalyst, and how screening behavior is impacted. A descriptive qualitative study. Southeastern Wyoming. 25 low-income, rural women aged 40 years and older. Four focus group interviews. Cancer experiences triggered universal responses of fear by screeners and nonscreeners. The manner in which that fear response was interpreted was a critical factor in the facilitation of, or impedance to, screening. Dichotomous interpretations of fear responses provided the context for screening behavior. Immobilizing and isolating experiences were associated with nonscreening behavior, whereas motivation and self-efficacy were associated with screening behavior. Transformative learning theory is a useful framework from which to explain differences in mammography screening behavior. Creating opportunities that facilitate dialogue and critical reflection hold the potential to change immobilizing and isolating frames of reference in nonscreening women. To help women transcend their fear and become self-efficacious, nurses can assess how cancer and the screening experience is viewed and, if indicated, move beyond standard education and offer opportunities for dialogue and critical reflection.

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

Directory of Open Access Journals (Sweden)

Lee Tan Luck

2009-07-01

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

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

Science.gov (United States)

Gnanakkan, Dionysius Joseph

2017-01-01

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

Open Education and Bildung: Ideas, Assumptions, and Their Vigour to Transform Higher Education

Directory of Open Access Journals (Sweden)

Markus Deimann

2014-09-01

Full Text Available We are witnessing tremendous changes and transformations in learning and education due to the advancement of digital technologies. This pertains not only to various forms of e-learning but also to more recent sorts of open online learning environments such as MOOCs or P2P-University. As Bell (2011 has argued, learning theories fall short of explaining change in learning activities as these theories do not consider the complexity of technology, social network, and individual activities. Therefore, this paper revisits the German concept of Bildung (Formation to get a better understanding of the ongoing changes in learning environments, especially in informal Higher Education.

Organizational technologies for transforming care: measures and strategies for pursuit of IOM quality aims.

Science.gov (United States)

Gamm, Larry; Kash, Bita; Bolin, Jane

2007-01-01

Progress on the Institute of Medicine's (IOM's) 6 aims to bridge the "quality chasm" requires both measurement and the concerting of multiple organizational technologies. The basic thesis of this article is that rapid progress on the IOM's multiple aims calls for transformative change within and among healthcare organizations. The promise of a number of types of transformative approaches is closely linked to their ability to simultaneously build upon several organizational technologies: clinical, social, information, and administrative technologies. To encourage and advance such efforts, this article identifies illustrative measures of attainment of the IOM's 6 aims or targeted areas for improvement that reflect the contributions of the 4 organizational technologies. It discusses examples of relationships between the IOM aims and the organizational technologies considered. Finally, the article offers illustrations of the interplay of these organizational technologies and IOM aims-across an array of organizational innovations with transformative potential. Included among such innovations are information technology in the form of electronic medical records, computer-based physician order entry, and patient health records; organization-wide patient-centered cultural change such as Studer's Hardwiring Excellence; Six Sigma and Toyota Production Management/LEAN; major clinical technology change, for example, minimally invasive cardiac surgery and broader treatment innovations such as disease management.

Prospects for carbon capture and sequestration technologies assuming their technological learning

International Nuclear Information System (INIS)

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

2004-01-01

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

Learning Spatiotemporally Encoded Pattern Transformations in Structured Spiking Neural Networks.

Science.gov (United States)

Gardner, Brian; Sporea, Ioana; Grüning, André

2015-12-01

Information encoding in the nervous system is supported through the precise spike timings of neurons; however, an understanding of the underlying processes by which such representations are formed in the first place remains an open question. Here we examine how multilayered networks of spiking neurons can learn to encode for input patterns using a fully temporal coding scheme. To this end, we introduce a new supervised learning rule, MultilayerSpiker, that can train spiking networks containing hidden layer neurons to perform transformations between spatiotemporal input and output spike patterns. The performance of the proposed learning rule is demonstrated in terms of the number of pattern mappings it can learn, the complexity of network structures it can be used on, and its classification accuracy when using multispike-based encodings. In particular, the learning rule displays robustness against input noise and can generalize well on an example data set. Our approach contributes to both a systematic understanding of how computations might take place in the nervous system and a learning rule that displays strong technical capability.

Linking theory to practice in learning technology research

Directory of Open Access Journals (Sweden)

Cathy Gunn

2012-03-01

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

Modernising Education and Training: Mobilising Technology for Learning

Science.gov (United States)

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

2010-01-01

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

Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments

Science.gov (United States)

Ustunel, Hale H.; Tokel, Saniye Tugba

2018-01-01

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

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

Science.gov (United States)

Thomas, Susan

2016-01-01

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

Emergent theory and technology in e-learning

NARCIS (Netherlands)

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

2006-01-01

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

How do dynamic capabilities transform external technologies into firms’ renewed technological resources? – A mediation model

DEFF Research Database (Denmark)

Li-Ying, Jason; Wang, Yuandi; Ning, Lutao

2016-01-01

microfoundations of dynamic technological capabilities, mediate the relationship between external technology breadth and firms’ technological innovation performance, based on the resource-based view and dynamic capability view. Using a sample of listed Chinese licensee firms, we find that firms must broadly......How externally acquired resources may become valuable, rare, hard-to-imitate, and non-substitute resource bundles through the development of dynamic capabilities? This study proposes and tests a mediation model of how firms’ internal technological diversification and R&D, as two distinctive...... explore external technologies to ignite the dynamism in internal technological diversity and in-house R&D, which play their crucial roles differently to transform and reconfigure firms’ technological resources....

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....

Transforming dose management techniques through technology

International Nuclear Information System (INIS)

Bennett, M.

1995-01-01

The management of occupational dose exposure has been transformed in recent years though the use of facilities such as computerised databases, remote instrumentation and electronic data transfer. Use of this technology has allowed increases both in the amount of data capable of being processed and in the speed at which the data is made available to operators and Health Physics personnel. The dose management system being used in support of the UK's naval nuclear plants has incorporated advances in the areas of dosimetry, data handling and data analysis. Physical dispersion of sites servicing the nuclear plants means that effective communication links have also been vital for good dose management. This paper focuses on some of the most recent dose management technology - the use of virtual reality models linked with a predictive computer code for work planning, a remote area monitoring system with diagnostic software, a personnel dosimetry telemetry system, and electronically linked computer databases. (author)

Learning design for science teacher training and educational development

DEFF Research Database (Denmark)

Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel

This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and tran......This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing...... and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...

Assembling university learning technologies for an open world

DEFF Research Database (Denmark)

Hannon, John; Riddle, Matthew; Ryberg, Thomas

2014-01-01

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

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

Directory of Open Access Journals (Sweden)

Gale Parchoma

2011-12-01

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

Using Technology-Nested Instructional Strategies to Enhance Student Learning

Science.gov (United States)

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

2015-01-01

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

Transformative learning: empathy and multicultural awareness in podiatric medical education.

Science.gov (United States)

Elliott, Craig M; Toomey, Robert J; Goodman, Brooke A; Barbosa, Peter

2012-01-01

Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students' transformative learning, in particular as it relates to empathy and multicultural awareness. Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Six students (75%) "strongly agreed" that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students' views of health care and increased empathy toward their patients. Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine.

ASPECTS OF USING CLOUD TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENT

OpenAIRE

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

2016-01-01

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

Learning 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.

Early results of experiments with responsive open learning environments

OpenAIRE

Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

2011-01-01

Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

History and Future of Technology-Enhanced Learning

NARCIS (Netherlands)

Westera, Wim

2009-01-01

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

The Arts Connection: The Arts and Transformative Learning in Professional Development

Science.gov (United States)

Cain, Beverlyn; Dixon, John A.

2013-01-01

Artist-in-residency experiences (puppetry, creative drama, music, and movement) indicated a connection with emotional transformative learning as a venue for professional development. This small teacher practitioner-based study involved teacher participants engaged in four-weeklong artist residencies at four childcare centers. Thirteen teachers…

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.

Transforming health care the financial impact of technology, electronic tools and data mining

CERN Document Server

Fasano, Phil

2013-01-01

The future of healthcare technologies, and what they mean for investors and entrepreneurs The healthcare technology revolution is just around the corner. And when it arrives, it will change and enrich our lives in ways we can only begin to imagine. Doctors will perform blood pressure readings via video chat and nutritionists will analyze diet based on photos taken with cellphone cameras. Transforming Health Care combines healthcare, technology, and finance in an innovative new way that explains the future of healthcare and its effects on patient care, exploring the emergence of electronic tools that will transform the medical industry. Explaining how technology, not politics, will lead the future of the healthcare revolution, author and healthcare technology expert Phil Fasano presents real-life examples that show how the next generation of medical breakthroughs will come from the instant exchange of information across the world Explores how new technologies will radically change the future of healthcare by m...

Transformative learning spaces

DEFF Research Database (Denmark)

Maslo, Elina

Despite rapid development of learning theory in general and language learning theory in particular in the last years, we still cannot provide an unequivocal answer on the question “why do individuals who presumably possess similar cognitive capacities for second language learning achieve such var......, Leo (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences. Elsevier......., social, personal, cultural, and historical world they live in (van Lier, 2000). People can learn when they discover possibilities for learning, which appear in this complex world – so called affordances (Gibson, 1979). This happens in the interaction between people and their environment on the basis...... to the different ways of interaction of cognitive, affective and social factors by different individuals. Learning stories, where multilingual individuals are telling about their subjective experiences in language learning in particular and learning in general, are constructed by using a special developed...

Technology Integration and Technology Leadership in Schools as Learning Organizations

Science.gov (United States)

Cakir, Recep

2012-01-01

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

Technology Integration through Professional Learning Community

Science.gov (United States)

Cifuentes, Lauren; Maxwell, Gerri; Bulu, Sanser

2011-01-01

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

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

Science.gov (United States)

Noor, Ahmed K. (Compiler)

2003-01-01

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

A Technology Enhanced Learning Model for Quality Education

Science.gov (United States)

Sherly, Elizabeth; Uddin, Md. Meraj

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

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

Science.gov (United States)

Flavin, Michael

2017-01-01

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

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

Science.gov (United States)

Bullock, Alison; Webb, Katie

2015-11-01

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

Transforming the Capstone: Transformative Learning as a Pedagogical Framework and Vehicle for Ethical Reflection in the Capstone Course

Science.gov (United States)

Martin, Jason M.; Strawser, Michael G.

2017-01-01

This study emphasizes the importance of faculty development and training as a means to prepare faculty to design the capstone course as a high-impact educational practice. Specifically, this research explores transformative learning in the capstone class as a vehicle for reflection on personal and professional ethics. Students enrolled in a…

A reflexive evaluation of technology-enhanced learning

Directory of Open Access Journals (Sweden)

Suzanne Young

2017-11-01

Full Text Available This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome these challenges by empowering students to engage self-confidently. Through an evaluation of the authors’ own experiences of using social media, polling and web-conferencing software, the article shows how interacting with students via a range of learning technologies can create more inclusive and engaging learning environments. Including feedback from students within this article provides evidence that diversification of communication within teaching and learning practice gives students more choice and opportunity to interact with both their peers and teaching staff. The article concludes with recommendations for embedding technology, whilst acknowledging the well-established value of face-to-face interaction.

F-SVM: Combination of Feature Transformation and SVM Learning via Convex Relaxation

OpenAIRE

Wu, Xiaohe; Zuo, Wangmeng; Zhu, Yuanyuan; Lin, Liang

2015-01-01

The generalization error bound of support vector machine (SVM) depends on the ratio of radius and margin, while standard SVM only considers the maximization of the margin but ignores the minimization of the radius. Several approaches have been proposed to integrate radius and margin for joint learning of feature transformation and SVM classifier. However, most of them either require the form of the transformation matrix to be diagonal, or are non-convex and computationally expensive. In this ...

Linking theory to practice in learning technology research

OpenAIRE

Cathy Gunn; Caroline Steel

2012-01-01

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

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

Directory of Open Access Journals (Sweden)

Sibitse M. Tlhapane

2010-03-01

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

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

Directory of Open Access Journals (Sweden)

Andrew MacKenzie

2017-01-01

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

Statistical assessment of the learning curves of health technologies.

Science.gov (United States)

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

2001-01-01

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

A Simple Guide to Enhancing Learning through Web 2.0 Technologies

Science.gov (United States)

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

2012-01-01

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

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…

Cutting-Edge Technologies and Social Media Use in Higher Education

Science.gov (United States)

Benson, Vladlena, Ed.; Morgan, Stephanie

2014-01-01

The inclusion of social media in higher education has transformed the way instructors teach and students learn. In order to effectively reach their students in this networked world, teachers must learn to utilize the latest technologies in their classrooms. "Cutting-Edge Technologies and Social Media Use in Higher Education" brings…

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

OpenAIRE

Ersoy, Alp Idil

2014-01-01

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

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

NARCIS (Netherlands)

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

2017-01-01

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

Machine learning for healthcare technologies

CERN Document Server

Clifton, David A

2016-01-01

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

A FACTOR ANALYSIS OF ATTITUDE OF EDUCATION FRATERNITY TOWARDS THE ROLE OF TECHNOLOGY IN EFFECTIVE LEARNING: AN EMPIRICAL STUDY IN HIGHER EDUCATION INSTITUTION

Directory of Open Access Journals (Sweden)

Kapoor Toran

2013-06-01

Full Text Available Use of Technology is empowering teachers and students, and enhancing teaching and students’ achievement which has been highlighted in several studies. Well planned lessons integrating technology are often more engaging, memorable and inspiring to students (Tornabene, 1998. Attitudes refer to one’s positive or negative judgment about a concrete subject. Attitude is a major predictor of future use of technology. Student teachers have positive attitude and are highly enthusiastic about interactive whiteboards as an important feature of teaching and learning, and this motivated them to practice using the technology (Kennewell, & Morgan, 2003. The purpose is to create new opportunities in teaching and learning by integrating computer, multimedia, and network technologies. However, it is not clear whether use of this new technology will automatically result in effective learning or make students dependent on technology to learn. Will Students use Technology appropriately? The same doubts prevailed with the invention of the printing press, radio, and television. All of them have positively contributed in access to information that can be transformed into knowledge and wisdom thereafter. Proper use of technology can become an effective tool to enhance learning. This research is an attempt in understanding the attitude of teachers as well as students towards the role of technology in higher education. The study is based on primary data collected through a sample size of 130 units consisting of 100 students and 30 teachers from universities located in NCR, India. Factor analysis has been conducted to measure the attitude of the teachers and the students. The study was been conducted in NCR, India and leaves the scope of further research in Higher Education across the globe.

A Transforming Electricity System: Understanding the Interactions Between Clean Energy Technologies, Markets, and Policies

Science.gov (United States)

Mooney, David

The U.S. electricity system is currently undergoing a dramatic transformation. State-level renewable portfolio standards, abundant natural gas at low prices, and rapidly falling prices for wind and solar technologies are among the factors that have ushered in this transformation. With objective, rigorous, technology-neutral analysis, NREL aims to increase the understanding of energy policies, markets, resources, technologies, and infrastructure and their connections with economic, environmental, and security priorities. The results of these analyses are meant to inform R&D, policy, and investment decisions as energy-efficient and renewable energy technologies advance from concept to commercial application to market penetration. This talk will provide an overview of how NREL uses high-fidelity data, deep knowledge of energy technology cost and performance, and advanced models and tools to provide the information needed to ensure this transformation occurs economically, while maintaining system reliability. Examples will be explored and will include analysis of tax credit impacts on wind and solar deployment and power sector emissions, as well as analysis of power systems operations in the Eastern Interconnection under 30% wind and solar penetration scenarios. Invited speaker number 47185.

Transforming Knowledge Creation: An Action Framework for Library Technology Diversity

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Barbara I. Dewey

2015-04-01

Full Text Available This paper will articulate an action framework for library technology diversity consisting of five dimensions and based on the vision for knowledge creation, the academic library’s fundamental vision. The framework focuses on increasing diversity for library technology efforts based on the desire for transformation and inclusiveness within and across the dimensions. The dimensions are people, content and pedagogy, embeddedness and the global perspective, leadership, and the 5th dimension – bringing it all together.

A Systematic Review Approach to Technologies Used for Learning and Education

Science.gov (United States)

Purarjomandlangrudi, Afrooz; Chen, David; Nguyen, Anne

2015-01-01

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

The Technology Fix: The Promise and Reality of Computers in Our Schools

Science.gov (United States)

Pflaum, William D.

2004-01-01

During the technology boom of the 1980s and 1990s, computers seemed set to revolutionize education. Do any of these promises sound familiar? (1) Technology would help all students learn better, thanks to multimedia programs capable of adapting to individual needs, learning styles, and skill levels; (2) Technology would transform the teacher's role…

Learning by Playing with Digital Technology

DEFF Research Database (Denmark)

Benjaminsen, Nana

2006-01-01

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

Teacher Candidate Technology Integration: For Student Learning or Instruction?

Science.gov (United States)

Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

2015-01-01

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

Smartphone technology can be transformative to the deployment of lab-on-chip diagnostics.

Science.gov (United States)

Erickson, David; O'Dell, Dakota; Jiang, Li; Oncescu, Vlad; Gumus, Abdurrahman; Lee, Seoho; Mancuso, Matthew; Mehta, Saurabh

2014-09-07

The rapid expansion of mobile technology is transforming the biomedical landscape. By 2016 there will be 260 M active smartphones in the US and millions of health accessories and software "apps" running off them. In parallel with this have come major technical achievements in lab-on-a-chip technology leading to incredible new biochemical sensors and molecular diagnostic devices. Despite these advancements, the uptake of lab-on-a-chip technologies at the consumer level has been somewhat limited. We believe that the widespread availability of smartphone technology and the capabilities they offer in terms of computation, communication, social networking, and imaging will be transformative to the deployment of lab-on-a-chip type technology both in the developed and developing world. In this paper we outline why we believe this is the case, the new business models that may emerge, and detail some specific application areas in which this synergy will have long term impact, namely: nutrition monitoring and disease diagnostics in limited resource settings.