This document discusses the author's experiences using avatars in teaching as a non-technologist. It describes some of the challenges faced, including computer hardware issues and learning new software. The author explains using iClone software to create interactive avatar-based simulations. Potential benefits of avatars discussed are their ability to hold student interest, run different simulations, and be familiar technology to students. Examples are provided of using avatars to present concepts in unusual ways, for role-playing scenarios, and blending with film clips.
Scenarios for peer-to-peer learning in construction with emerging forms of co...Teemu Leinonen
Presentation slides from the talk at the IEEE International Symposium on Technology and Society (ISTAS13) 2013. The paper is published in the conference proceedings and will be available: http://veillance.me.
Project about build a robot which is able to interact with a user in a somehow natural and intuitive way. This under the big umbrella of building embodied technologies which interact with people as a learning companion.
Multimedia Presentation on Obsolete and Emerging Technologiesvbjrvb36
The multimedia presentation displays the characteristics of an obsolete technology - the overhead projector and an emerging technology - the interactive whiteboard
Scenarios for peer-to-peer learning in construction with emerging forms of co...Teemu Leinonen
Presentation slides from the talk at the IEEE International Symposium on Technology and Society (ISTAS13) 2013. The paper is published in the conference proceedings and will be available: http://veillance.me.
Project about build a robot which is able to interact with a user in a somehow natural and intuitive way. This under the big umbrella of building embodied technologies which interact with people as a learning companion.
Multimedia Presentation on Obsolete and Emerging Technologiesvbjrvb36
The multimedia presentation displays the characteristics of an obsolete technology - the overhead projector and an emerging technology - the interactive whiteboard
This is a PPT presentation developed as the basis for a class introduction and discussion about integrating technology and Web 2.0 into our classroom more.
I've had some reluctant students in past semesters who have not taken to some of the tools I've introduced because either:
a) they weren't confident with technology and sought to avoid using it
b) perceived that these sorts of tools and approaches didn't belong in the classroom (a view I think we teachers are guilty partly to blame for).
So I created this as an intro for the new semester to provoke discussion and hopefully get all students on board, even those from the above two categories. :)
2013 Lecture 6: AR User Interface Design GuidelinesMark Billinghurst
COSC 426 Lecture 6: on AR User Interface Design Guidelines. Lecture taught by Mark Billinghurst from the HIT Lab NZ at the University of Canterbury on August 16th 2013
This is a PPT presentation developed as the basis for a class introduction and discussion about integrating technology and Web 2.0 into our classroom more.
I've had some reluctant students in past semesters who have not taken to some of the tools I've introduced because either:
a) they weren't confident with technology and sought to avoid using it
b) perceived that these sorts of tools and approaches didn't belong in the classroom (a view I think we teachers are guilty partly to blame for).
So I created this as an intro for the new semester to provoke discussion and hopefully get all students on board, even those from the above two categories. :)
2013 Lecture 6: AR User Interface Design GuidelinesMark Billinghurst
COSC 426 Lecture 6: on AR User Interface Design Guidelines. Lecture taught by Mark Billinghurst from the HIT Lab NZ at the University of Canterbury on August 16th 2013
Presentation by Allen Hammock, Chief Technology Officer - AdLux at SMX Melbourne 16th & 17th November 2010.
Believe it or not, Google is not the only search player on the planet - Really, it's true. There are multiple networks out there with traffic, in this presentation we take a look at the statistical data on various networks, investigate average CPC's & find out what opportunities are out there for Search Marketers.
Anotaciones del caso: NURIA CHINCHILLA: THE POWER TO CHANGE WORKPLACESJorge Edgar Mora Reyes
Stanford. GRADUATE SCHOOL OF BUSINESS
Caso: OB-67 Fecha: 1/18/08
Revisado por: Maestro Jorge E. Mora Reyes
Thanks to her, both the Spanish business and poli4cal agenda has placed work and family balance at the top of their strategies to keep talented professionals.
― Patricia Flores, General Director of Women’s Issues for Madrid, Spain.
Breve presentación de la lectura en la clase de Antropología de la acción directiva y de la clase Antropología Filosófica.
Lectura realizada por el Maestro Jorge E. Mora Reyes
Correo: morareyes@moneyadventure.com.mx
Twitter: emorar
The role of narrative storytelling is central to almost any creative learning activity
involving children. Whether through words or images, or a combination of both,
children create and communicate their unique stories through the use of narrative.
Innovations in technology over the last few decades and, especially, within the last few
years are becoming a regular part of the educational experiences for children.
Children, by virtue of their age, are the earliest early-adopters of new technology.
However, there is a lack of education and training on how to use digital video
technology in order to expand the creative possibilities of children and their
imagination.
Our research attempts to address that deficiency by providing children
with the tools and environment to apply the knowledge they possess through the
utilization of digital video technology. In our research, we focus on the use of digital
video technology in children’s play activities. Digital video technology can be used to
enhance both the learning activities as well the creative output. The effects of mixing
traditional tools of learning with new instruments – particularly through the use of
video technology - in a group setting illustrates the importance of the creative process,
as well as creative output, in children.
My presentation on Pedagogy Before Technology (AKA How to weave technology into the fabric of our classrooms) delivered as part of the Weaving Technology into the Fabric of the Classroom workshop series, presented at Griffith University in July 2019.
Teacher training my brainshark - 1 introductionPhil Longwell
Introduction to a proposal to use the cloud-based software, MyBrainshark, in an English Language Teaching setting - The China Central Academy Of Fine Arts, Beijing. Note: This was created for an ICT module on an MA course at the University of Warwick. Part 1 of 6.
The course that deals with the study of the different information and communications technology (ICT) tools and application in the teaching and learning process. Special emphasis is placed on the development of ICT skills as used in the different subjects.
Learning Beyond Walls - eLearning Ideas and Possibilities for YouthKarim Wallani
This is a presentation I gave at at "U-TECH: Technology Ideas and Possibilities for Empowering 21st Century Youth", an IT seminar held on June 16, 2012 at Muhammad Ali Jinnah University (MAJU) in Karachi, Pakistan. The seminar was organized by Youth Empowering Spaces (YES) with the aim to empower 21st century youth through technology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. The non- technologist!
• Not a technophobe- likes technology but has
problems using it
•We don‟t gotta be a need to „keep up to date‟
Feels that there is technologists.
•All we gotta technology is the study and
“educational do is be educators.
And we can do that!
ethical practice of facilitating learning and
-D‟Arcy Norman dot net creating, using, and
improving performance by
managing appropriate technological processes
and resources”
Januszewski and Molenda (2008)
Produced in a lab consumed in a classroom?
3. The Theory of Multimedia Learning
Suggests that both narration and
graphical images produce visual and
verbal mental representations, which link
and integrate prior knowledge and then
construct new knowledge.
Mayer and Moreno (2002)
4. The Technology Acceptance Declarative knowledge of
Model =the easier the facts ("what to") +
technology is to use, the Procedural knowledge of
more useful it is perceived to "how to" do various cognitive
be, the more positive one's tasks
attitude and intention to use
the technology
Cognitive Load theory
Mayer and Moreno (2002) states that having flashy
basically say that deep and unimportant
learning (using multimedia) graphics, icons, etc., "bells
must work both visual and and whistles," the learner
auditory working memory. may get overloaded in
Visual graphics and some type working memory before
of informal voice narration they get to the important
might be the best general concepts, skills, information
methods while not , and/or knowledge.
overloading either
5. Why Choose Avatars?
• Former experiences – role plays for
training purposes
• Opportunity to expand horizons in
teaching various subjects
• Initial idea to develop an interactive
pre-programed on line community which
would be accessed by a number of
different specialists
6. • Avatars don‟t get tired
• They will do what you want them to do- technology/ expertise
permitting
• Can be used to run different versions of the same simulations
• Students are part of this technology – they have grown up
with it- in computer games, second life, role play games etc.
its familiar to them – They are comfortable with the
technology
• Potentially lots of different applications- significant research
around to support different types of adoption in relation to
practice and theory
• This session isn't about theory only experiences so no more
references!!!!
7. What
Computer?
What What
Software? Audio?
Where do I start?
Why What
Bother???? Ability?
8. What
Software?
Iclone 4 Product developed by
Reallusion
Why?
After seeing examples in action
particularly in educational context
on their web site
9. What
Software?
This is also linked to Google Sketchup
a free 3D designing tool and
iclone 3DExchange
A softwear package from iclone which
enables the user to download 3D
graphics from Google 3D Warehouse
18. The down-side of being a non-technologist……
• „Novatech‟ computer purchased – assured that contained
correct „spec‟ to „do what I wanted‟‟…….
• Within 4 weeks of purchase hard drive crashed
• Replacement for hard drive secured- however much
material lost….. You don‟t expect a new hard drive to „go‟.
• Updated windows software – problems re-registering
• Needed to reload software – not an immediate success
• Needed to purchase new graphics card MSI N210
Graphics.
23. Audacity 1.3 Beta
What
Now using Logitech headphone and „mike‟
Audio? to improve recording quality
With Many thanks to Rob Weald for his help with this!
26. What
Ability?
• Not Brilliant but getting better
• Producing some engaging materials
• Getting positive feedback from students and
colleagues
• Now developing the media further- linking to
film and developing work into „docu-teaching‟
27. • Amazing potential
• Can link to events in the media -fiction –or
history- only curbed by limits of imagination or
users lack of skill/ knowledge
NOT to be seen as a „gimmick‟ however and
utilised instead of a sound focus on content and
learning needs
29. Can be used to present new ideas from unusual
places………….
30. Did you hear the one about- Jeremy Bentham, Lenin, Chairman Mao and the
actress Bipasha Basu who were abducted by aliens and taken on to their
space ship?…..
31. Can be used in role play based scenarios as a „what
happens next ?‟ dilemma…..
Cheech & Chong’s “Up In Smoke” to the effect of: “We don’t gotta play instruments, man– it’s punk rock! All we gotta do is be punks! We can do that!”Yeah. We don’t gotta be technologists. All we gotta do is be educators. And we can do that! D’Arcy Norman dot netAECT. (2008). Definition. In A. Januszewski, & M. Molenda (Eds.), Educational Technology: A Definition with Commentary (pp. 1-14). New York & London: Lawrence Erlbaum Associates. [↩]
The Case for “e-Supplements” for Improving Instructional Health: Do they make a difference?By Martin Sivula / November 2011PrintEmailShare on facebookShare on twitterShare on moreCommentsInstapaperFifty MBA graduate students (two sections) in a very traditional research methods course had the option to use hyperlinks, PDF files, Doc files, YouTube videos and other topical resources to supplement and augment their classroom experience. The purpose of the study was to determine if the use of electronic media and digital media, otherwise referred to as e-supplements, with traditional classroom sessions affected final exam grades and course grades.The Wikipedia entry for electronic media states:Electronic media are media that use electronics or electromechanical energy for the end-user (audience) to access the content. This is in contrast to static media (mainly print media), which today are most often created electronically, but don't require electronics to be accessed by the end-user in the printed form. The primary electronic media sources familiar to the general public are better known as video recordings, audio recordings, multimedia presentations, slide presentations, CD-ROM and online content. Most new media are in the form of digital media. However, electronic media may be in either analog or digital format.Why Use TheoryMcCombs and Vakili encourage using a theoretical framework with practical applications in an eLearning environment [1]. By such use of theoretical frameworks, hypotheses can be developed that can be tested with future research and common principles might emerge that can serve as guidelines for learners and instructors. Mayer calls for multimedia methods that are based upon empirical evidence [2, 3]. So there is a bridge to be crossed; one side is the theoretical (imaginary, conceptual) and the other the empirical (real-data-observations). The presence of the theoretical world is inferred from measurements and observations from this empirical or real world. The real world depends upon first hand direct experience-it is material, factual, perceivable [4].There are two types of knowledge: declarative knowledge of facts ("what to") and the procedural knowledge of "how to" do various cognitive tasks. One of ACT-R theory's most important outcomes is that knowledge can be decomposed (into "chunks"). You can take a very complex domain of knowledge and analyze it into chunks using rule like units called productions to achieve tasks, goals, and sub goals [5, 6].The Technology Acceptance Model (TAM) is more than 25 years old and simply states the easier the technology is to use, the more useful it is perceived to be, the more positive one's attitude and intention to use the technology [7]. The TAM is previously supported by Fishbein's and Ajzen's reasoned action model, which states intent to produce a behavior depends upon two basic factors: attitude toward the behavior and subjective norms [8]. Lederer, Maupin, Sena, and Zhuang reviewed more than 15 published studies using the TAM on perceived ease of use, perceived usefulness, attitude toward use, and usage of information technology [9]. Their results support the use of the TAM as an explanatory or predictive model with different technologies. Furthermore, King's and He's meta-analysis of 88 published studies on the TAM confirm the model can be used in a wide variety of contexts and perceived usefulness affects ease of use and intent to use the technology, and i.e., the model is fairly "robust" [10].Engagement Theory states learning activities should: (1) occur in a group context (e.g. collaborative teams); (2) are project based; and (3) have an outside focus (authentic) [11]. The theory goes on to state students are intrinsically motivated due to the meaningful nature of the learning environment and activities through interaction with others on worthwhile tasks.When working with instructional technology, especially software that has multimedia capabilities, we need to structure learning experiences and activities that maximize learning. Cognitive Load theory states working memory limits the processing and selection of sensory data [12, 13]. By having flashy and unimportant graphics, icons, etc., "bells and whistles," the learner may get overloaded in working memory before they get to the important concepts, skills, information, and/or knowledge. Mayer stated words and pictures should be used in the presentation of material [3]. Mayer and Moreno state in their "Theory of Multimedia Learning" that both narration and graphical images produce visual and verbal mental representations, which link and integrate prior knowledge and then construct new knowledge [14]. Mayer and Moreno basically say that deep learning (using multimedia) must work both visual and auditory working memory [14, 15, 16]. Visual graphics and some type of informal voice narration might be the best general methods while not overloading either. In many ways this is the old fashioned method of "show and tell," used for decades by elementary school teachers, but here you are using the technology as a tool to do the same. McCombs states "learner centeredness—it is a complex interaction of qualities of the teacher in combination with the instructional practices—as perceived by the learners" [17]. Given the aforementioned theoretical positions, the following hypotheses were developed.Hypotheses:H1: There is no significant difference between high and low student users of electronic media to supplement and augment face to face course with respect to final exam grades. H2: There is no significant difference between high and low student users of electronic media supplement and augment face to face course with respect to course grade.MethodSubjects/Participants. Participants for this study were MBA graduate students (N = 50) in a large, southern New England university. These students were enrolled in a graduate research course over a term of 11 weeks. The majority of the students were international (where English is a second language) and between the ages of 22 and 35 years of age. One class met on a Wednesday evening (n =25) and the other met on a Thursday evening (n= 25).Apparatus. A computer connected to the Internet is necessary. Any course management software would be appropriate, e.g., Blackboard. In our case McGraw-Hill Publishing Company's PageOut was used. Also, many Smartphones, Blackberries, iPhones, iPods, iPads could be used as well as long as there is access to the Internet and the course management software. Electronic media and digital media refer to any document, text, and/or video which were selected to relate to a major course topic as indicated in the course syllabus.Design. The overall research design is a quasi-experimental method as each class was not randomly assigned to a group. The dependent variables were the final exam grade and the course grade. The independent variable was the frequency of use of the electronic media. Note here that a valid student session must have been five minutes or more. The instructor could control the posting of the electronic and digital media, the content, and the appearance (as much as the course management software would allow). PageOut has a function entitled "Web Links" where you can post and/or provide links for your digital and electronic media. The course in question was broken into 10 "chunks" that became modules for the entire course.Procedure. To supplement and augment the educational objectives of the graduate research methods course, all students were required to register as a student into PageOut. They were instructed they could opt to use the technology as much or as little as they wanted as it was not a requirement. During the previous summer the instructor selected, reviewed, and tested relevant topical electronic media keeping in mind the theoretical positions previously mentioned. Then course objectives and course assignments, using Bloom's revised taxonomy [18], were cross-referenced with individual electronic and digital media. In the first class session the instructor showed the students how to register and how to access the electronic and digital media. Students were given the option to print a hard copy of the course lecture notes found on two document (.doc) files under "electronic media." This was the primer assignment to get them to the electronic media area.During this process it was determined that no more than six electronic media would be used for any one topic, so the total number of electronic media was 60. All video clips on YouTube could not be longer than 10 minutes. The other materials were PowerPoint presentations, Portable Document Files (.pdf), Word documents (.doc), and actual websites specific to the task (topic) under study. As the course progressed the instructor would remind students of relevant electronic media in class (shown in real time), which were relevant to the topic at hand. The instructor also had the ability to move the electronic media (reorder) to the top of the list as the current topic under study dictated, moving already used links lower on the list (still available). The electronic and digital media were also selected to supplement and augment necessary task accomplishments to produce course assignments. For example one assignment was to read, review, and critique a research journal article. The Revised Bloom's Taxonomy target categories were: analyzing-breaking information into parts to explore the understandings and relationships; evaluating-justifying a decision or course of action; and creating-generating new ideas, products, and/or ways or methods of viewing things. So the subjective judgment was made as to what electronic and digital media (video, text, Power Points, etc.) would supplement and augment the desired topics/assignments. This procedure was done for each course objective and course assignment so that all were supplemented and augmented in some fashion.ResultsFor the 50 students the average frequency (of five minutes or more) of use of the e-supplements was M = 9.56, SD=6.74. Minimum e-supplement use was two sessions with a high of 33 sessions. The median of the group was eight sessions. The median value of eight was used to break the 50 into two subgroups, high users >= 8 sessions (n = 22) and low users < 8 sessions (n = 28). When examining each subgroup, the high users' average online sessions were 14.95 whereas the low users were only 5.32 (high users almost triple the low users).Hypotheses I is rejected. The high user group (M = 83.2, SD = 10.2) out performed the lower user group (M = 75.1, SD = 11.0), p= .011 and the effect size d = .76 (moderately large). There is a significant difference between high user group and low user group with respect to their final exam grade. Hypothesis two is also rejected. The high user group (M= 90.3, SD =3.9) out performed the low user group (M = 87.3, SD = 3.4), p = .005, d = .82 (large). Therefore there is a significant difference between the high user group and low user group with respect to their course grade.The students were also asked if the e-supplements: support what they needed to accomplish (M=3.47, SD=1.19); are easy to use (M=3.36, SD=1.13); and are useful (M=3.69, SD=.99). These were on the five point Likert scale.DiscussionThe results of this study seem to support the use of electronic and digital media to support instruction (e-supplements). Anderson's model of learning with technology seems to be supported after placing the course requirements into chunks or modules [5]. Please note that individual students had the option to control their use of the e-supplements. So "choice" seems to be a factor whether or not students want to use the technology supplementing or augmenting their personal learning style. The technology acceptance model or TAM is also supported in this research where the students found ease-of-use and usefulness of the technology high or rated it high on a five-point scale. By applying theoretical models course design seems to make a difference in valued course outcomes, e.g., final exam and course grade. The limitation of this research is the lack of true controls. It is quite possible moderating variables, such as attention and distraction, might also influence the results. So at best the results are tentative, but promising. Further research should be conducted on "choice and need" (regarding hardware and software decisions) on various instructional tasks on which students are asks to perform.About the AuthorDr. Martin Sivula is the director of research at Johnson & Wales University, Providence Campus. He is a former Director of Academic Computing and is a Certified Data Educator (CDE). In the early 1990s he served as a quantitative researcher and data analyst for the Public Education Fund study of the Providence (Rhode Island) Public Schools, which produced the Providence Report on Blueprint for Education (PROBE) Study (1991-1995). From 1994 through 2000 he served as a researcher and grant administrator for the Health Education Leadership for Providence (HELP), an organization to implement technology applications into the Providence Public Schools. Since 1999 he has served as a PT3 grant evaluator for Wheelock College's (Boston, MA) technology implementation and capacity building efforts. Recent research includes: Sivula, M. W., Hybrid graduate education: Assessing student comfort with technology interventions, Ubiquitous Learning An International Journal3, 1 (2011), 35-42.References1. McCombs, B. and Vakili, D. A learner-centered framework for e-learning. Teacher College Record 107, 8 (2005), 1582-1600.2. Mayer, R.E. Research-based principles for the design of instructional messages: The case for multimedia explanations. Document Design 1,1 (1999), 7-20.3. Mayer, R.E. Multi-media Learning. New York: Cambridge University Press, 2001.4. Aneshensel, C. S. Theory-based Data Analysis for the Social Sciences. CA: Sage Publications, 2002.5. Anderson, J.R. Rules of the Mind. Hillsdale, NJ: Lawrence Erlbaum Associates, 1993.6. Anderson J.R. and Schunn, C.D. Implications of ACT-R learning theory: No magic bullets. InAdvances in instructional technology: Educational design and cognitive science (Vol. 5), ed. R. Glaser. Mahwah, NJ: Lawrence Erlbaum Associates, 2000, 1-34.7. Davis, F.D. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly 13,3 (1989), 319-340.8. Fishbein, M. and Ajzen, I. Belief, Attitude, Intention and Behavior: An introduction to theory and research. Reading, MA: Addison-Wesley, 1975.9. Lederer, A. L., Maupin, D.J., Sena, M.P. and Zhuang, Y. The technology acceptance model and the World Wide Web. Decision Support Systems 29,3 (2000), 269-282.10. King, W.R. and He, J. A meta-analysis of the technology acceptance model. Information & Management 43,6 (2006), 740-755.11. Kearsley, G. and Schneiderman, B. Engagement theory: A framework for technology-based learning and teaching. 1999. Originally at http://home.sprynet.com/~gkearsley/engage.htm12. Sweller, J. Cognitive load during problem solving: Effects on learning. Cognitive Science12,2 (1988), 257-285.13. Sweller, J. Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4,4 (1994), 295-312.14. Mayer, R. E. and Moreno, R. Aids to computer-based multimedia learning. Learning and Instruction 12,1 (2002), 107-119.