Premsmith, J., Wannapiroon, P. & Nilsook, P. (2017) Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning Environment. 2017 International Conference on
e-Commerce, e-Administration, e-Society, e-Education, and e-Technology, Kyoto, Japan
April 4-6, 2017. pp 368-375.
Online Multi-user Interactive Learning Activities on Social CloudPrachyanun Nilsook
Â
Panlumlers, K., Nilsook, P. & Jeerungsuwan, N. (2017)
Online Multi-user Interactive Learning Activities on Social Cloud.
2017 International Conference on e-Commerce, e-Administration,
e-Society, e-Education, and e-Technology, Kyoto, Japan April 4-6, 2017. pp 343-353.
Keynote address Analytics4Action Evaluation Framework: a review of evidence-...Bart Rienties
Â
Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Â
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict studentsâ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
Keynote H818 The Power of (In)formal learning: a learning analytics approachBart Rienties
Â
A special thanks to Avinash Boroowa, Simon Cross, Lee Farrington-Flint, Christothea Herodotou, Lynda Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, John Woodthorpe and othersâĶA special thanks to Prof Belinda Tynan for her continuous support on analytics at the OU UK
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityBart Rienties
Â
8th UK Learning Analytics Network Meeting, The Open University, 2nd November 2016
1) The power of 151 Learning Designs on 113K+ students at the OU?
2) How can we use learning design to empower teachers?
3) How can Early Alert Systems improve Student Engagement and Academic Success? (Amara Atif, Macquarie University)
4) What evidence is there that learning design makes a difference over time and how students engage?
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Â
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) âa broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning processâ. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-GÃģmez, Ros, HernÃĄndez, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (GonzÃĄlez-Torres, GarcÃa-PeÃąalvo, & TherÃģn, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
Â
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale. In this seminar, we will discuss lessons learned from various learning analytics applications at the OU.
Online Multi-user Interactive Learning Activities on Social CloudPrachyanun Nilsook
Â
Panlumlers, K., Nilsook, P. & Jeerungsuwan, N. (2017)
Online Multi-user Interactive Learning Activities on Social Cloud.
2017 International Conference on e-Commerce, e-Administration,
e-Society, e-Education, and e-Technology, Kyoto, Japan April 4-6, 2017. pp 343-353.
Keynote address Analytics4Action Evaluation Framework: a review of evidence-...Bart Rienties
Â
Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Â
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict studentsâ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
Keynote H818 The Power of (In)formal learning: a learning analytics approachBart Rienties
Â
A special thanks to Avinash Boroowa, Simon Cross, Lee Farrington-Flint, Christothea Herodotou, Lynda Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, John Woodthorpe and othersâĶA special thanks to Prof Belinda Tynan for her continuous support on analytics at the OU UK
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityBart Rienties
Â
8th UK Learning Analytics Network Meeting, The Open University, 2nd November 2016
1) The power of 151 Learning Designs on 113K+ students at the OU?
2) How can we use learning design to empower teachers?
3) How can Early Alert Systems improve Student Engagement and Academic Success? (Amara Atif, Macquarie University)
4) What evidence is there that learning design makes a difference over time and how students engage?
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Â
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) âa broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning processâ. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-GÃģmez, Ros, HernÃĄndez, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (GonzÃĄlez-Torres, GarcÃa-PeÃąalvo, & TherÃģn, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
Â
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale. In this seminar, we will discuss lessons learned from various learning analytics applications at the OU.
Global experiences with e-learning and dataBart Rienties
Â
Pedagogically informed designs of learning are increasingly of interest to researchers in blended and online learning, as learning design is shown to have an impact on student behaviour and outcomes. Although learning design is widely studied, often these studies are individual courses or programmes and few empirical studies have connected learning designs of a substantial number of courses with learning behaviour. In this study we linked 151 modules and 111.256 students with students' behaviour (<400 million minutes of online behaviour), satisfaction and performance at the Open University UK using multiple regression models. Our findings strongly indicate the importance of learning design in predicting and understanding Virtual Learning Environment behaviour and performance of students in blended and online environments. In line with proponents of social learning theories, our primary predictor for academic retention was the time learners spent on communication activities, controlling for various institutional and disciplinary factors. Where possible, appropriate and well designed communication tasks that align with the learning objectives of the course may be a way forward to enhance academic retention.
An analysis of teachersâ comments about digital textbookKyubok Cho
Â
An analysis of Teachersâ comments about the advantages and issues of improving the use of digital textbooks in Pilot Schools
The purpose of this research is to identify the advantages and issues of improving the use of digital textbooks in schools. For this objective, an online questionnaire was conducted to 134 representative teachers (Director or Head Teacher) of digital textbook pilot schools (elementary and middle schools) in South Korea during October 2015, and 119 teachers responded. The questionnaire contained 5 open-ended questions about the advantages and issues of improving the digital textbooks, classes using digital textbooks and managing the digital textbook pilot school. Results of the content analysis of the comments were categorized into 4 topics (development of students, digital textbookâs contents, digital textbookâs function, change of instruction). Each of the 4 topics included comments involving advantages and improvements.
Though there were comments about digital textbooksâ side effects such as distractibility and eyestrain to students, positive feedback regarding the implement of studentsâ concentration, interest and self-directed learning attitudes outweighed the negative comments. Also, there were affirmative comments about the variety and volume of digital textbook contents and voices demanding more richness and high quality contents. In addition, there were positive and negative comments about digital textbookâs functions such as search, exam, note, etc.. Some of the comments were not focused on digital textbookâs functions and instead focused on keywords such as LMS (Learning Management System), function of control studentsâ PC, cloud platform. Pilot school teachers commented about diversification of in-class digital textbook usage (Flipped learning, Collaboration learning, Personalized learning, etc.) and preparation (class design, lesson study, etc.).
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...CITE
Â
DOHERTY, Iain (eLearning Pedagogical Support Unit, Center for the Enhancement of Teaching and Learning. The University of Hong Kong)
http://citers2012.cite.hku.hk/en/paper_521.htm
Utilization of Digital Camera Simulation MediaAM Publications
Â
At the Photo Media Development course, students has difficulty in understanding the materials related to the aperture, shutter and ISO. Meanwhile, the setting of the three combinations of those is the basis of photography. This research conducted by implementing the classroom activity research as the methodology and has been done in 2 cycles. The subject of the study was 47 students from class 2013. The procedure consisted of four stages in each cycle: planning, action, observation and reflection. Data in this research collected from the observation on the field and test for the subject, which were described descriptively to enrich the result of every cycle obtained in this research. This study aims to define the improvement of studentsâ understanding of the materials related in the development of photo media course. The result of the preliminary study for this research showed the average score that was 40.10. In the first cycle of the research, the studentsâ average score was 68.55. In the second cycle, the learning outcome was increase to the point where the studentsâ average score was 83.57. The conclusion draw as the result from the two cycle of this research is there is improvement in the studentsâ learning outcome in this research, happened in every cycle in this research.
Are emotions driving better university courses?Bart Rienties
Â
Wednesday 13 April, 18:30 - 19:30 (BST)
Do happier students make better learners? How much do our emotions dictate how we learn? And can we use this information to make university courses better?
These are just some of the questions weâll be exploring as part of a special talk by some of the UK's leading academics in this area.
OU Technology Enhanced Learning experts are researching a concept called âanalytics of emotionsâ which means that in the future, devices like eye trackers and facial recognition software will analyse studentsâ emotional states when they are learning. These devices can gauge whether students are bored or frustrated by their online materials by the amount they sigh or frown.
The researchers predict in their annual Innovating Pedagogy report that that within the next 10 years, the design of university courses will be driven by how students interact socially and emotionally with their materials, peers, parents and teachers.
They will elaborate on what this means for higher education in their talk.
In the OpenMinds talk: Are emotions driving better university courses? the following topics will be investigated:
Dr Bart Rienties, Reader in Learning Analytics at the OU, will highlight the role of emotions in learning and question why they are often ignored.
Dr Ana Aznar, Postdoctoral Research Fellow, School of Psychology, University of Surrey, will explore how emotions develop in children and how they influence their learning.
Garron Hillaire, OU PhD student, Institute of Educational Technology will describe how his research categorises over 200 emotions related to learning. He will reveal how traces of student data are being used for emotional measurement. With these measures he will be leveraging the OU learning laboratories to validate the approach by examining physiological responses including facial muscle movement, heart rates, and galvanic skin sensors. Most importantly in the coming year these studies will expand to a University context to explore the role of emotion in Higher Education.
âThe concept, âanalytics of emotionsâ means that in the future, devices like eye trackers and facial recognition software will analyse studentsâ emotional states when they are learning,â said Dr Rienties. âThese devices will track whether students find their content boring and frustrating, all of which can be fed back into course design. Emotions play a critical role in the learning and teaching process because they impact on learnersâ motivation, self-regulation and academic achievement, so it is surprising that up to now, they have been mostly ignored in learning.â
Development of a ubiquitous learning system with scaffolding and problem base...Panita Wannapiroon Kmutnb
Â
Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
V Jornadas eMadrid sobre âEducaciÃģn Digitalâ. Pedro MuÃąoz Merino, Universidad...eMadrid network
Â
V Jornadas eMadrid sobre âEducaciÃģn Digitalâ. Pedro MuÃąoz Merino, Universidad Carlos III de Madrid: Learning analytics for Massive Open Online Courses. 2015-06-30
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
Â
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
Â
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
Global experiences with e-learning and dataBart Rienties
Â
Pedagogically informed designs of learning are increasingly of interest to researchers in blended and online learning, as learning design is shown to have an impact on student behaviour and outcomes. Although learning design is widely studied, often these studies are individual courses or programmes and few empirical studies have connected learning designs of a substantial number of courses with learning behaviour. In this study we linked 151 modules and 111.256 students with students' behaviour (<400 million minutes of online behaviour), satisfaction and performance at the Open University UK using multiple regression models. Our findings strongly indicate the importance of learning design in predicting and understanding Virtual Learning Environment behaviour and performance of students in blended and online environments. In line with proponents of social learning theories, our primary predictor for academic retention was the time learners spent on communication activities, controlling for various institutional and disciplinary factors. Where possible, appropriate and well designed communication tasks that align with the learning objectives of the course may be a way forward to enhance academic retention.
An analysis of teachersâ comments about digital textbookKyubok Cho
Â
An analysis of Teachersâ comments about the advantages and issues of improving the use of digital textbooks in Pilot Schools
The purpose of this research is to identify the advantages and issues of improving the use of digital textbooks in schools. For this objective, an online questionnaire was conducted to 134 representative teachers (Director or Head Teacher) of digital textbook pilot schools (elementary and middle schools) in South Korea during October 2015, and 119 teachers responded. The questionnaire contained 5 open-ended questions about the advantages and issues of improving the digital textbooks, classes using digital textbooks and managing the digital textbook pilot school. Results of the content analysis of the comments were categorized into 4 topics (development of students, digital textbookâs contents, digital textbookâs function, change of instruction). Each of the 4 topics included comments involving advantages and improvements.
Though there were comments about digital textbooksâ side effects such as distractibility and eyestrain to students, positive feedback regarding the implement of studentsâ concentration, interest and self-directed learning attitudes outweighed the negative comments. Also, there were affirmative comments about the variety and volume of digital textbook contents and voices demanding more richness and high quality contents. In addition, there were positive and negative comments about digital textbookâs functions such as search, exam, note, etc.. Some of the comments were not focused on digital textbookâs functions and instead focused on keywords such as LMS (Learning Management System), function of control studentsâ PC, cloud platform. Pilot school teachers commented about diversification of in-class digital textbook usage (Flipped learning, Collaboration learning, Personalized learning, etc.) and preparation (class design, lesson study, etc.).
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...CITE
Â
DOHERTY, Iain (eLearning Pedagogical Support Unit, Center for the Enhancement of Teaching and Learning. The University of Hong Kong)
http://citers2012.cite.hku.hk/en/paper_521.htm
Utilization of Digital Camera Simulation MediaAM Publications
Â
At the Photo Media Development course, students has difficulty in understanding the materials related to the aperture, shutter and ISO. Meanwhile, the setting of the three combinations of those is the basis of photography. This research conducted by implementing the classroom activity research as the methodology and has been done in 2 cycles. The subject of the study was 47 students from class 2013. The procedure consisted of four stages in each cycle: planning, action, observation and reflection. Data in this research collected from the observation on the field and test for the subject, which were described descriptively to enrich the result of every cycle obtained in this research. This study aims to define the improvement of studentsâ understanding of the materials related in the development of photo media course. The result of the preliminary study for this research showed the average score that was 40.10. In the first cycle of the research, the studentsâ average score was 68.55. In the second cycle, the learning outcome was increase to the point where the studentsâ average score was 83.57. The conclusion draw as the result from the two cycle of this research is there is improvement in the studentsâ learning outcome in this research, happened in every cycle in this research.
Are emotions driving better university courses?Bart Rienties
Â
Wednesday 13 April, 18:30 - 19:30 (BST)
Do happier students make better learners? How much do our emotions dictate how we learn? And can we use this information to make university courses better?
These are just some of the questions weâll be exploring as part of a special talk by some of the UK's leading academics in this area.
OU Technology Enhanced Learning experts are researching a concept called âanalytics of emotionsâ which means that in the future, devices like eye trackers and facial recognition software will analyse studentsâ emotional states when they are learning. These devices can gauge whether students are bored or frustrated by their online materials by the amount they sigh or frown.
The researchers predict in their annual Innovating Pedagogy report that that within the next 10 years, the design of university courses will be driven by how students interact socially and emotionally with their materials, peers, parents and teachers.
They will elaborate on what this means for higher education in their talk.
In the OpenMinds talk: Are emotions driving better university courses? the following topics will be investigated:
Dr Bart Rienties, Reader in Learning Analytics at the OU, will highlight the role of emotions in learning and question why they are often ignored.
Dr Ana Aznar, Postdoctoral Research Fellow, School of Psychology, University of Surrey, will explore how emotions develop in children and how they influence their learning.
Garron Hillaire, OU PhD student, Institute of Educational Technology will describe how his research categorises over 200 emotions related to learning. He will reveal how traces of student data are being used for emotional measurement. With these measures he will be leveraging the OU learning laboratories to validate the approach by examining physiological responses including facial muscle movement, heart rates, and galvanic skin sensors. Most importantly in the coming year these studies will expand to a University context to explore the role of emotion in Higher Education.
âThe concept, âanalytics of emotionsâ means that in the future, devices like eye trackers and facial recognition software will analyse studentsâ emotional states when they are learning,â said Dr Rienties. âThese devices will track whether students find their content boring and frustrating, all of which can be fed back into course design. Emotions play a critical role in the learning and teaching process because they impact on learnersâ motivation, self-regulation and academic achievement, so it is surprising that up to now, they have been mostly ignored in learning.â
Development of a ubiquitous learning system with scaffolding and problem base...Panita Wannapiroon Kmutnb
Â
Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
V Jornadas eMadrid sobre âEducaciÃģn Digitalâ. Pedro MuÃąoz Merino, Universidad...eMadrid network
Â
V Jornadas eMadrid sobre âEducaciÃģn Digitalâ. Pedro MuÃąoz Merino, Universidad Carlos III de Madrid: Learning analytics for Massive Open Online Courses. 2015-06-30
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
Â
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
Â
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
Â
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
RESEARCH ON VIRTUAL REALITY MEDIA
Research to develop the character of elementary school students through the use of interactive multimedia virtual reality in Bandung Indonesia
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
A PRELIMINARY STUDY ON MULTIDISCIPLINARY DESIGN FRAMEWORK IN A VIRTUAL REALIT...ijma
Â
This article presents a preliminary study on the effectiveness of the multidisciplinary design framework
(MDF) for teaching and learning in a Virtual Reality Learning Environment (VRLE). The aim of the study
was to investigate the studentsâ learning experiences with fully remote multidisciplinary groups, practicing
collaborative design in a VRLE. The objective was to introduce and implement a synchronous
multidisciplinary design teaching and learning engagement framework with asynchronous online
documentation that manages and evaluates evidence of learning outcomes. This study employed a
sequential explanatory mixed method research on a quasi-experiment involving 30 undergraduate students
from the creative media specializations in collaboration with 39 other students from the business,
computing, communication, and product design degree students over a 14- weeks duration. Students were
surveyed using online questionnaires, interviews, and observations by the module facilitator for the
quantitative and qualitative data collection. A triangulation protocol was used for the convergence coding
of three data sets. Results revealed that there were 85% students scoring grade Aâs as compared to 69.3%
from the previous cohort that was without the framework and VRLE support. Overall, the studentsâ
commented that the multidisciplinary design collaboration was beneficial, realizing the advantage of
collaborating to merge various skill sets and knowledge to solve problems that couldnât be solved alone.
The studyâs finding implied that the MDF effectively achieved the teaching and learning outcomes and
could be applied to all higher education multidisciplinary collaborations in a VRLE.
A Preliminary Study on Multidisciplinary Design Framework in a Virtual Realit...ijma
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Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning Environment
1. DesignofChallenge-Based LearningActivitieson
UbiquitousCloudLearningEnvironment
Jakkrit Premsmith Asst. Prof. Dr. Panita Wannapiroon Assoc. Prof. Dr. Prachyanun Nilsook
Division of Information and Communication Technology for Education (DICT)
King Mongkutâs University of Technology North Bangkok (KMUTNB), Bangkok, Thailand
2017 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology
Kyoto, Japan April 4-6, 2017
2. Outline of the presentation
âĒBackground and the importance of the study
âĒPurposes of the study
âĒResearch methodology
âĒResults
âĒDiscussion
3. Background and the importance of the study
Learning and Teaching in the 21st century in line with the National Education Act
B.E. 2542 and 2545, Section 22, requires that provision of learning must be based on
the principle that every student can learn and self-develop. Students should be
encouraged to develop naturally to their full potential.
Also, Section 24 specifies that educational institutions and relevant agencies must
arrange activities, learning environment and facilities in line with interests and
aptitudes of students
(Office of the Higher Education Commission, 2013).
4. Background and the importance of the study
Apple Classroom of Tomorrow (2009) explains that learning is an approach based
on the challenge of applying the lessons in classes and workshops to challenge
settlement to go through. Learning through challenges involved teaching and learning
methods in order to motivate the students in various technologies and facilities
around them to solve real-world problems.
5. Background and the importance of the study
Through this approach,
students should implement
assignments based on skills
and interests, while the lecturer or
other experts with challenging
questions posed by the students
and the students are trained to be brave act on the knowledge gained and practice sharing
information and experience.
6. Background and the importance of the study
The combination of that with the word learning denotes a learning
model that allows learners to acquire knowledge anywhere by using
mobile devices and wireless communication as tools. The learning
recognizes learnerâs context. The so-called ubiquitous learning
environment (ULE) (Jones, 2004).
7. Background and the importance of the study
ULE is a setting that encourages pervasive
study. Learning can happen anytime with
a mobile devices mediating an access to
knowledge sources. It complies with the
current learning model and contributes to
ICT literacy improvement as learners have
the chance to practice various skills
(Shih, 2010)
8. Purpose of the Research
1. Analysis and synthesis of Challenge-Based Learning Activities on Ubiquitous Cloud
Learning Environment.
2. Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning
Environment.
3. Evaluate Challenge-Based Learning Activities on Ubiquitous Cloud Learning
Environment.
9. Research Methodology
Phase 1: Design of Challenge-Based Learning Activities on Ubiquitous Cloud Learning Environment.
Relevant articles and research works are studied, analyzed, and synthesized to formulate a concept of
the challenge-based learning activities on ubiquitous cloud learning environment .
Design the challenge-based learning activities on ubiquitous cloud learning environment based on the
data obtained from the research study used in the formulation of the instructional design concept.
Present challenge-based learning activities on ubiquitous cloud learning environment is presented to
advisors for consideration and modified it as guided.
Built the evaluation tools for evaluate the learning activities.
10. Research Methodology
Phase 2: Evaluation and certification of the Challenge-Based Learning Activities on Ubiquitous Cloud
Learning Environment
Present the designed activity to the experts from fields of instructional design, challenge-based
learning and ubiquitous cloud learning environment for review and evaluates the suitability.
The designed activity is modified according to the experts suggestions.
After modification, the designed activity is presented in form of narrative diagram.
Analyze the results of evaluation of the activity by arithmetic mean and standard deviation
consisting of 5 criteria for evaluation according to the idea of Likertâs scale.
12. Ubiquitous Learning Environment (ULE)
Cloud Computing
Challenge-Based Learning
1. Big Idea
2. Essential Question
3. The Challenge
4. Solutions : Implementation
5. Evolution & Assessment
Challenge-Based Learning Activities Ubiquitous Cloud Learning Tools
Mobile Devices
On-demand
Self-services
Board network
access
Resource Pooling Rapid elasticity Measured Services
Preparation
Challenge-Based Learning Management System on Ubiquitous Cloud Environment
Identify the big idea,
A Big idea is one that is important on
a global scale.
The question should be answerable
through study.
The challenge turns the essential question
into a call action by charging participants
with developing a local solution to
a global problem.
Select one solution through prototyping,
experimentation or other means.
Informative assessment is content and
skills can be built in throughout the
challenge.
Wireless Communication Sensors Notification
Evolution&Assessment
CB-uLMS : Search engine,
Cloud Repositories, Mobile Chat room,
Mobile Discussion board
Cloud Webpage Creation Tools,
Social Network
CB-uLMS : Online content,
Cloud Repositories, Mobile Chat room,
Mobile Discussion board
CB-uLMS : Online content, Search
engine, Cloud Repositories,Mobile Chat
room, Mobile Discussion board
CB-uLMS : Mobile Notification,
Mobile Chat room, Mobile Discussion
board
Challenge-BasedLearningActivitiesonUbiquitousCloudLearningEnvironment
13. Suitability Evaluation of Activities.
Evaluation List Mean S.D. Level of Suitability
1. Big Idea 4.40 0.55 High
2. Essential Question 4.60 0.55 Highest
3. The Challenge 4.60 0.55 Highest
4. Solutions : Implementation 4.20 0.45 High
5. Evolution & Assessment 4.80 0.45 Highest
Summary 4.52 0.51 Highest
Table 1: The challenge-based learning activities on ubiquitous cloud learning environment
14. Suitability Evaluation of Activities.
Evaluation List Mean S.D. Level of Suitability
Possibility of applying in real situation 4.40 0.55 High
Summary 4.40 0.55 High
Table 2: The challenge-based learning activities on ubiquitous cloud learning environment
when really using
15. Discussion
The expertâs evaluation demonstrates that the components, steps, and
activities of the model are highest suitable. The result also aligns with the research
finding of suggesting that the Challenge-Based Learning Activities on Ubiquitous
Cloud Learning Environment Consists of 1) Big Idea 2) Essential Question 3) The
Challenge 4) Solutions : Implementation and 5) Evolution & Assessment.
The expertâs evaluation also reveals that the Challenge- Learning Activities on
Ubiquitous Cloud Learning Environment high suitable for the possibility of applying
in real situation.
16. Discussion
Challenge-Based Learning Management Activities following (Marin, Hargis, &
Cavanaugh, 2013) were developed the structure of a Foundations English Language
(FEL) course that integrates the use of Challenge Based Learning (CBL) and iPad
mobile learning technology. the Center for Teaching and Learning (CTL) provided
a follow up session of the CBL introduction solely to level three teachers in order to
share the course outline with them and to familiarize them with how their current
assessment structure would fit into the CBL course. Then, one faculty member made
stories of CBL initiatives in the classroom.