The document discusses the "Math Emporium" model used at some universities for teaching introductory math courses. Key aspects include students attending one weekly lecture and then completing online homework, practice quizzes, and graded exams at on-campus computer labs open 24/7. The labs provide tutoring and instant feedback. Studies show students doing better than in traditional lecture-only courses. The model is being expanded to other subjects and education levels due to improved outcomes and reduced costs compared to conventional teaching methods.
This study aims to determine if allowing students to complete homework online will increase homework completion rates. The researcher, an 8th grade science teacher, will assign homework either online or using worksheets to four classes. Homework completion rates and quiz scores will be compared between the two formats. The hypothesis is that online homework will have higher completion rates. Potential benefits include improved grades, but there are no risks to students. Parental consent will be obtained. Data will be stored on the school server and may inform administrative decisions.
This document outlines a proposed study on using online homework to improve completion rates and test scores among middle school science students. The purpose is to determine if creating web-based homework assignments increases homework completion rates and corresponding quiz and test scores. A literature review uncovered differing opinions on the benefits and drawbacks of homework. While some studies found homework improves achievement, others found no effect or that it can decrease achievement. The study aims to address gaps in research focusing on web-based homework at the middle school level rather than higher grades and non-science subjects. The importance is justified by the need to engage digital native students and determine if online homework can boost scores.
The document summarizes two studies that compare traditional homework to computer-supported homework. The first study examined the effect on 5th grade math students, finding they learned more with a web-based tutoring system than with traditional homework. The second was a college physics study that found no performance difference but more student interest in online homework. Both used pre- and post-tests and group comparison designs to assess the impact of computer vs. traditional homework.
This document outlines the key themes and topics to be covered in Chapter 2 of the author's work. It includes 3 main themes: 1) differing opinions on the value of homework, 2) what makes homework good, and 3) student engagement and perceptions of homework. For each theme, it lists several authors and their works from the literature that support ideas within that theme. It also includes tables that were created to summarize the literature on this topic, including the authors, titles, years of publications, and key ideas. The document concludes with a summary of the author's dilemmas in using homework and questions around how to design meaningful homework assignments that incorporate technology and feedback to increase student learning and engagement.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
This document summarizes an online webinar about teaching math online featuring four online math teachers. It provides an overview of their online math courses on platforms like Moodle, Blackboard, and WebCT. It also shares resources for teaching elementary, middle, and high school math online and highlights one teacher's statistics course that uses chat sessions and three tiers of practice problems.
This document summarizes research on the relationship between homework and test scores. It discusses how the research question guides a qualitative or quantitative study. A hypothetical quantitative study is proposed to compare test scores of students who do and do not complete homework. The study would use a group comparison design and control for factors like student characteristics and instruction. A qualitative study is also proposed to examine how homework may impact student interest and effort. The document also covers qualitative research methods, interview guides, and ensuring quality data collection.
This study aims to determine if allowing students to complete homework online will increase homework completion rates. The researcher, an 8th grade science teacher, will assign homework either online or using worksheets to four classes. Homework completion rates and quiz scores will be compared between the two formats. The hypothesis is that online homework will have higher completion rates. Potential benefits include improved grades, but there are no risks to students. Parental consent will be obtained. Data will be stored on the school server and may inform administrative decisions.
This document outlines a proposed study on using online homework to improve completion rates and test scores among middle school science students. The purpose is to determine if creating web-based homework assignments increases homework completion rates and corresponding quiz and test scores. A literature review uncovered differing opinions on the benefits and drawbacks of homework. While some studies found homework improves achievement, others found no effect or that it can decrease achievement. The study aims to address gaps in research focusing on web-based homework at the middle school level rather than higher grades and non-science subjects. The importance is justified by the need to engage digital native students and determine if online homework can boost scores.
The document summarizes two studies that compare traditional homework to computer-supported homework. The first study examined the effect on 5th grade math students, finding they learned more with a web-based tutoring system than with traditional homework. The second was a college physics study that found no performance difference but more student interest in online homework. Both used pre- and post-tests and group comparison designs to assess the impact of computer vs. traditional homework.
This document outlines the key themes and topics to be covered in Chapter 2 of the author's work. It includes 3 main themes: 1) differing opinions on the value of homework, 2) what makes homework good, and 3) student engagement and perceptions of homework. For each theme, it lists several authors and their works from the literature that support ideas within that theme. It also includes tables that were created to summarize the literature on this topic, including the authors, titles, years of publications, and key ideas. The document concludes with a summary of the author's dilemmas in using homework and questions around how to design meaningful homework assignments that incorporate technology and feedback to increase student learning and engagement.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
This document summarizes an online webinar about teaching math online featuring four online math teachers. It provides an overview of their online math courses on platforms like Moodle, Blackboard, and WebCT. It also shares resources for teaching elementary, middle, and high school math online and highlights one teacher's statistics course that uses chat sessions and three tiers of practice problems.
This document summarizes research on the relationship between homework and test scores. It discusses how the research question guides a qualitative or quantitative study. A hypothetical quantitative study is proposed to compare test scores of students who do and do not complete homework. The study would use a group comparison design and control for factors like student characteristics and instruction. A qualitative study is also proposed to examine how homework may impact student interest and effort. The document also covers qualitative research methods, interview guides, and ensuring quality data collection.
This document discusses challenges and opportunities in teaching for the 21st century. It notes that the cognitive demands of work and civic life are higher than ever, requiring skills like expert thinking, complex communication, and new media literacy. Networked technologies allow students to practice these 21st century skills in engaging online environments. However, some teachers are reluctant to change, citing reasons like the risk of disrupting what works, technology becoming obsolete, losing control, safety concerns, and lack of relevance to testing. The document advocates for managing rather than locking down technology use, and notes that effecting large-scale change in education is difficult but important work.
The document discusses a research project that investigated allowing students to complete weekly science homework online rather than with pen and paper. In the past, about 50% of students at the school were not turning in their homework. The researcher aimed to increase engagement and completion rates by adapting homework for the internet. Students were given the option to complete assignments online or with paper and most chose online. The project took place over 4 weeks and included homework quizzes. The goal was to better engage students and get more of them to complete their homework.
Technology integration unit outline.doc march 1lsnourse
This document outlines a technology integration unit plan template for an education course. It includes sections for the project title, subject, grade level, essential question, unit goals and objectives, sequence of events, hardware and software needs, accommodations, standards, and references. The unit is designed to be flexible in length from days to weeks. Standards listed include teacher performance expectations, content standards, and ISTE tech standards for teachers and students. The unit integrates technology to extend student thinking and support different learning needs while maintaining a positive classroom environment.
This article discusses the debate around standardized testing in schools. It notes that while testing has been around for decades, students and educators have increasingly voiced opposition to the pressures of testing. It outlines how teaching has shifted to primarily focus on test preparation, leaving little time for other topics. While proponents argue testing ensures accountability and data for improvement, critics say it overly stresses memorization, can be affected by external factors, and fails to assess a student's full abilities. The article provides breakdowns of time spent on academics versus other activities and the pros and cons of standardized testing.
Assignment 3 - Prescription for a Learning Challenge - Fipping the Classroommissybraden
A high school chemistry teacher faces challenges fitting required lab work and curriculum coverage into limited weekly class time. Flipping the classroom is a potential solution, having students learn content through online videos as homework, then using class time for hands-on labs and activities. This allows covering both theoretical and practical material while giving students more control over their own learning. Key considerations include ensuring video content matches curriculum standards and addressing needs of students without reliable internet access. Flipping could help maximize available time for a more interactive and successful learning experience.
This document discusses the debate around homework and whether it improves student achievement. It notes that while some research has found homework can improve learning, other studies have found it may negatively impact students' home lives. The purpose of the project is to compare rates of homework completion between traditional paper homework and online homework. The author hopes to determine what type of homework encourages students to complete it and whether online homework can increase completion rates and potentially improve test scores. The document provides context around the debate on homework and reviews different perspectives on its benefits and drawbacks.
AMATYC 2014 Tips and Tricks for a Successful Pathways Implementationkathleenalmy
This document discusses tips and tricks for a successful implementation of Pathways courses at community colleges. It provides an overview of Pathways, including that they create alternative routes through developmental and college-level math courses with a focus on critical thinking, problem solving, and contextualized learning. It then shares the experiences of Rock Valley College and Des Moines Area Community College in piloting Pathways courses, including forming design teams, addressing obstacles to implementation, and providing classroom tips.
The document discusses a study that aims to determine if completing online homework increases homework completion rates compared to traditional paper homework. The study will compare homework completion rates and test scores between students who do online versus paper homework assignments. The goal is to engage students more in homework by using an online format they are familiar with, since many studies show homework can improve student achievement when completed.
Strategies for solving math word problemsmwinfield1
This document discusses several different methods for solving math word problems:
- The Toolbox Method allows students to choose from multiple strategies to find the one that works best for them.
- The CUBES Method is well-suited for visual learners as it has them dissect and analyze the word problem.
- The STEPS Method provides students with a sequential structure to follow when solving word problems.
- The Step by Step Method also provides a step-by-step process and works well for logical, sequential thinkers.
The ELAC Team Project conducted action research to identify limitations to online student learning and interventions to address them. They surveyed students and found the primary limitations were lack of time, math anxiety, and difficulty with word problems. The team set up a Facebook site and library workshop for collaboration. Students who participated in Facebook had higher grades. The researchers also analyzed a chemistry class, finding students' limitations were math anxiety, word problems, and lack of confidence. Interventions like tutorials, study groups, and guided workshops increased the class average by 10%. The researchers recommend the college offer math review workshops and tutoring to build confidence.
This document discusses issues relating to integrating information and communication technology (I.C.T.) into classrooms and potential solutions. Key issues identified include limited internet access, inadequate school wiring, lack of physical space, and need for teacher training. Suggested solutions are upgrading internet systems, improving electrical wiring, constructing more classrooms, and providing teacher workshops. The advantages of I.C.T. integration are equipping students with 21st century skills, enabling collaboration, and motivating learning. Objectives are developing technological skills and improving student performance and interaction. Implementation strategies involve assessing needs, acquiring resources, and training and evaluating teachers.
This document discusses using logic models to plan and communicate strategies for 21st century learning at the school-wide level. It advocates for backwards planning by first selecting learning goals, then designing performance assessments, and developing lesson activities to prepare students. The document provides an example logic model focusing on the learning goal of information/search literacy. It includes potential performance assessments, skill benchmarks, and instructional supports such as professional development, coaching, and curriculum mapping to guide students toward mastery. The document emphasizes using data from performance assessments to drive decisions about learning activities and instructional support.
Ryan Henson teaches 8th grade technology systems at PGMS. Students will engage in hands-on engineering activities and learn about technology systems through creating products using the engineering design cycle. Grades are based on the Connections grading policy and are imported to Campus from Its Learning, where most communication takes place. Students should bring a pencil, engineering notebook stored in class, flash drive, and positive attitude for class each day, and additional support is available upon request.
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
Ryan Henson teaches 6th grade technology and is the robotics coach. In his class, 6th grade students will learn core engineering and technology concepts through hands-on activities to prepare them for future applications. Grades are posted to Its Learning and imported to Campus within 7 days. Students should have a pencil, engineering notebook, flash drive, and positive attitude for class and can contact Mr. Henson through Its Learning or email for additional support.
Ryan Henson teaches 7th grade technology at PGMS. This year, students will learn about innovation and invention through a unit on how technology has shaped human development. They will design a product and go through the engineering design cycle. Students will also learn robotics and automation through hands-on activities. Grades are posted to Its Learning and imported to Campus within 7 days. Communication will primarily be through Its Learning, so students should enable email notifications. Students should bring a pencil/pen, engineering notebook, flash drive, and positive attitude to each class. Extra help is available upon request by contacting Mr. Henson on Its Learning or by email.
Many Chances to Fail: Scholarly Teaching in Physics - CO/WY AAPT - April 2014Jeff Loats
This document summarizes a presentation on using evidence-based teaching methods in physics courses. The presentation advocates applying rigorous standards to teaching as in research. It discusses techniques like Just-in-Time Teaching and clicker questions that encourage active learning through iterative practice with feedback. These methods aim to give students multiple low-stakes chances to test their understanding before high-stakes exams, by engaging them in preparation, peer discussion, and online homework with immediate feedback.
HJH Professional Development Survey Resultsdlbachord
The survey assessed teachers' current technology use and professional development interests at Houma Junior High. It found that over 60% feel the school has adequate technology and nearly all use basic tools like Word and PowerPoint, but fewer use more advanced tools. Most rate themselves as proficient with technology. They are most interested in professional development on classroom management, curriculum ideas and technology integration. Based on the results, the presenters decided to offer both self-directed online learning and in-person planning period sessions focused on creative technology integration strategies.
The document provides instructions for a group project where students take on the role of an "elements broker" selling their assigned element to classmates. Students are asked to research their element and create an advertising piece like a PowerPoint, video, or rap promoting its properties and selling points. The presentation should include the element's history, unique qualities, and an imagined marketing campaign with a company name, logo, and slogan. A physical model of one atom is also required, along with citing sources and dividing work evenly among group members.
The document provides 6 ways to achieve rapid and sustainable business growth: 1) maximize value from existing customers by focusing on recency, frequency, and value; 2) shift from selling products to whole solutions; 3) extend channels with and through partners; 4) innovate and differentiate by targeting non-customers; 5) shift the sales performance curve to transform from good to great; and 6) think like a startup and commit to change. The document outlines strategies and examples for each of the 6 ways to drive business growth.
Judgments and decisions in health care review: how to undertake ethical revie...Hugh Davies
NOTE This file contains links that will only work if it's downloaded as a PowerPoint presentation!
This slide set analyses healthcare research review. I hope it will help Research Ethics Committee and IRB members.
It breaks review down into 4 steps (Construction, De-construction, Judgement and Debate) and provides 8 questions we should ask when judging the acceptability of a research proposal.
I hope it may also help resolve disagreements when they arise and also help researchers when they design and present their research.
This document discusses challenges and opportunities in teaching for the 21st century. It notes that the cognitive demands of work and civic life are higher than ever, requiring skills like expert thinking, complex communication, and new media literacy. Networked technologies allow students to practice these 21st century skills in engaging online environments. However, some teachers are reluctant to change, citing reasons like the risk of disrupting what works, technology becoming obsolete, losing control, safety concerns, and lack of relevance to testing. The document advocates for managing rather than locking down technology use, and notes that effecting large-scale change in education is difficult but important work.
The document discusses a research project that investigated allowing students to complete weekly science homework online rather than with pen and paper. In the past, about 50% of students at the school were not turning in their homework. The researcher aimed to increase engagement and completion rates by adapting homework for the internet. Students were given the option to complete assignments online or with paper and most chose online. The project took place over 4 weeks and included homework quizzes. The goal was to better engage students and get more of them to complete their homework.
Technology integration unit outline.doc march 1lsnourse
This document outlines a technology integration unit plan template for an education course. It includes sections for the project title, subject, grade level, essential question, unit goals and objectives, sequence of events, hardware and software needs, accommodations, standards, and references. The unit is designed to be flexible in length from days to weeks. Standards listed include teacher performance expectations, content standards, and ISTE tech standards for teachers and students. The unit integrates technology to extend student thinking and support different learning needs while maintaining a positive classroom environment.
This article discusses the debate around standardized testing in schools. It notes that while testing has been around for decades, students and educators have increasingly voiced opposition to the pressures of testing. It outlines how teaching has shifted to primarily focus on test preparation, leaving little time for other topics. While proponents argue testing ensures accountability and data for improvement, critics say it overly stresses memorization, can be affected by external factors, and fails to assess a student's full abilities. The article provides breakdowns of time spent on academics versus other activities and the pros and cons of standardized testing.
Assignment 3 - Prescription for a Learning Challenge - Fipping the Classroommissybraden
A high school chemistry teacher faces challenges fitting required lab work and curriculum coverage into limited weekly class time. Flipping the classroom is a potential solution, having students learn content through online videos as homework, then using class time for hands-on labs and activities. This allows covering both theoretical and practical material while giving students more control over their own learning. Key considerations include ensuring video content matches curriculum standards and addressing needs of students without reliable internet access. Flipping could help maximize available time for a more interactive and successful learning experience.
This document discusses the debate around homework and whether it improves student achievement. It notes that while some research has found homework can improve learning, other studies have found it may negatively impact students' home lives. The purpose of the project is to compare rates of homework completion between traditional paper homework and online homework. The author hopes to determine what type of homework encourages students to complete it and whether online homework can increase completion rates and potentially improve test scores. The document provides context around the debate on homework and reviews different perspectives on its benefits and drawbacks.
AMATYC 2014 Tips and Tricks for a Successful Pathways Implementationkathleenalmy
This document discusses tips and tricks for a successful implementation of Pathways courses at community colleges. It provides an overview of Pathways, including that they create alternative routes through developmental and college-level math courses with a focus on critical thinking, problem solving, and contextualized learning. It then shares the experiences of Rock Valley College and Des Moines Area Community College in piloting Pathways courses, including forming design teams, addressing obstacles to implementation, and providing classroom tips.
The document discusses a study that aims to determine if completing online homework increases homework completion rates compared to traditional paper homework. The study will compare homework completion rates and test scores between students who do online versus paper homework assignments. The goal is to engage students more in homework by using an online format they are familiar with, since many studies show homework can improve student achievement when completed.
Strategies for solving math word problemsmwinfield1
This document discusses several different methods for solving math word problems:
- The Toolbox Method allows students to choose from multiple strategies to find the one that works best for them.
- The CUBES Method is well-suited for visual learners as it has them dissect and analyze the word problem.
- The STEPS Method provides students with a sequential structure to follow when solving word problems.
- The Step by Step Method also provides a step-by-step process and works well for logical, sequential thinkers.
The ELAC Team Project conducted action research to identify limitations to online student learning and interventions to address them. They surveyed students and found the primary limitations were lack of time, math anxiety, and difficulty with word problems. The team set up a Facebook site and library workshop for collaboration. Students who participated in Facebook had higher grades. The researchers also analyzed a chemistry class, finding students' limitations were math anxiety, word problems, and lack of confidence. Interventions like tutorials, study groups, and guided workshops increased the class average by 10%. The researchers recommend the college offer math review workshops and tutoring to build confidence.
This document discusses issues relating to integrating information and communication technology (I.C.T.) into classrooms and potential solutions. Key issues identified include limited internet access, inadequate school wiring, lack of physical space, and need for teacher training. Suggested solutions are upgrading internet systems, improving electrical wiring, constructing more classrooms, and providing teacher workshops. The advantages of I.C.T. integration are equipping students with 21st century skills, enabling collaboration, and motivating learning. Objectives are developing technological skills and improving student performance and interaction. Implementation strategies involve assessing needs, acquiring resources, and training and evaluating teachers.
This document discusses using logic models to plan and communicate strategies for 21st century learning at the school-wide level. It advocates for backwards planning by first selecting learning goals, then designing performance assessments, and developing lesson activities to prepare students. The document provides an example logic model focusing on the learning goal of information/search literacy. It includes potential performance assessments, skill benchmarks, and instructional supports such as professional development, coaching, and curriculum mapping to guide students toward mastery. The document emphasizes using data from performance assessments to drive decisions about learning activities and instructional support.
Ryan Henson teaches 8th grade technology systems at PGMS. Students will engage in hands-on engineering activities and learn about technology systems through creating products using the engineering design cycle. Grades are based on the Connections grading policy and are imported to Campus from Its Learning, where most communication takes place. Students should bring a pencil, engineering notebook stored in class, flash drive, and positive attitude for class each day, and additional support is available upon request.
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
Ryan Henson teaches 6th grade technology and is the robotics coach. In his class, 6th grade students will learn core engineering and technology concepts through hands-on activities to prepare them for future applications. Grades are posted to Its Learning and imported to Campus within 7 days. Students should have a pencil, engineering notebook, flash drive, and positive attitude for class and can contact Mr. Henson through Its Learning or email for additional support.
Ryan Henson teaches 7th grade technology at PGMS. This year, students will learn about innovation and invention through a unit on how technology has shaped human development. They will design a product and go through the engineering design cycle. Students will also learn robotics and automation through hands-on activities. Grades are posted to Its Learning and imported to Campus within 7 days. Communication will primarily be through Its Learning, so students should enable email notifications. Students should bring a pencil/pen, engineering notebook, flash drive, and positive attitude to each class. Extra help is available upon request by contacting Mr. Henson on Its Learning or by email.
Many Chances to Fail: Scholarly Teaching in Physics - CO/WY AAPT - April 2014Jeff Loats
This document summarizes a presentation on using evidence-based teaching methods in physics courses. The presentation advocates applying rigorous standards to teaching as in research. It discusses techniques like Just-in-Time Teaching and clicker questions that encourage active learning through iterative practice with feedback. These methods aim to give students multiple low-stakes chances to test their understanding before high-stakes exams, by engaging them in preparation, peer discussion, and online homework with immediate feedback.
HJH Professional Development Survey Resultsdlbachord
The survey assessed teachers' current technology use and professional development interests at Houma Junior High. It found that over 60% feel the school has adequate technology and nearly all use basic tools like Word and PowerPoint, but fewer use more advanced tools. Most rate themselves as proficient with technology. They are most interested in professional development on classroom management, curriculum ideas and technology integration. Based on the results, the presenters decided to offer both self-directed online learning and in-person planning period sessions focused on creative technology integration strategies.
The document provides instructions for a group project where students take on the role of an "elements broker" selling their assigned element to classmates. Students are asked to research their element and create an advertising piece like a PowerPoint, video, or rap promoting its properties and selling points. The presentation should include the element's history, unique qualities, and an imagined marketing campaign with a company name, logo, and slogan. A physical model of one atom is also required, along with citing sources and dividing work evenly among group members.
The document provides 6 ways to achieve rapid and sustainable business growth: 1) maximize value from existing customers by focusing on recency, frequency, and value; 2) shift from selling products to whole solutions; 3) extend channels with and through partners; 4) innovate and differentiate by targeting non-customers; 5) shift the sales performance curve to transform from good to great; and 6) think like a startup and commit to change. The document outlines strategies and examples for each of the 6 ways to drive business growth.
Judgments and decisions in health care review: how to undertake ethical revie...Hugh Davies
NOTE This file contains links that will only work if it's downloaded as a PowerPoint presentation!
This slide set analyses healthcare research review. I hope it will help Research Ethics Committee and IRB members.
It breaks review down into 4 steps (Construction, De-construction, Judgement and Debate) and provides 8 questions we should ask when judging the acceptability of a research proposal.
I hope it may also help resolve disagreements when they arise and also help researchers when they design and present their research.
This document provides a list of 26 references related to research on the topic of homework. The references include journal articles, books, dissertations, and other sources published between 2000 and 2009. Many of the references examine the relationship between homework and student achievement, the use of online and web-based homework systems, and parental and student perceptions of homework.
Tasker supports Field Service TechniciansTom Klaasen
The document discusses issues with traditional field force management processes and proposes TASKER as a solution to provide real-time communication and task management for field employees through a mobile app and web portal, allowing companies to gain efficiencies, transparency, and improve performance. TASKER digitizes paperwork, provides location tracking and reports, and integrates with other systems to streamline processes for field service companies.
The document advertises the iStudiez Pro Student Planner app, which is designed to help students get organized and have more free time to enjoy leisure activities. The app is available for iPhone, iPad, and iPod Touch and promises to provide organizational tools to manage a student's schedule and tasks.
From Cellphone To Computer - Trends In MobilityImran Ali
The document discusses emerging trends in mobile technology and usage. It covers 3 main topics: 1) ethnographics and the importance of understanding user needs for simple, affordable devices; 2) advances in human-machine interfaces that go beyond menus and dialog boxes to more natural interactions; 3) hardware trends including open platforms and mesh networking. The document was presented by Ian Hay and Imran Ali from organizations including Orange and Carbon Imagineering.
S2DS final project presentation: Building a recommendation engine for RefMEMartina Pugliese
Final project for the Science to Data Science school in London (Aug. 2014) where we worked with company RefME to build the prototype of their recommendation engine.
Myriam al dhaheri 201017821 - wunderlist – helps you manage your daily list...Myriam Al Dhaheri
The document discusses Wunderlist, a task management tool that allows users to create to-dos and assign them to lists. Wunderlist can be downloaded on various devices and used to share lists with others. It is easy to use, free, and takes up little space. Wunderlist helps manage daily tasks and its logo includes the colors blue, green, and white.
This document discusses some limitations of using electronic devices for certain academic tasks. Specifically, it notes that written content is not always suitable, mathematical symbols can be problematic, and some graphs and drawings are difficult to recreate electronically and do not build the same skills as doing them by hand. The document also lists homework from textbooks, model answers, and taking minutes as other uses for electronic devices.
International Conference on Latest Trends in Engineering Science and ManagementConference Info
The International Conference on “INTERNATIONAL CONFERENCE ON EMERGING TRENDS OF ENGINEERING SCIENCE MNAGEMENT AND ITS APPLICATIONS(ICETESMA-16)" aims at bringing together the researchers, scientists, engineers, and scholar students in all areas of Engineering and Technology, Science, Management and Humanities and provides an international forum for the dissemination of original research results, new ideas and practical development experiences which concentrate on both theory and practices.
Inventions arise from discoveries or are entirely new creations that improve lives. Discoveries apply existing natural phenomena while inventions generate novel devices or processes. Many modern inventions rely on electricity or facilitate communication, transportation, health, and work/education through ongoing improvements. Computers in particular contain various components and can perform multiple tasks at home, school, and professionally.
Patentability of Computer Related Inventions (CRIs) in IndiaArun Narasani
The patentability requirements for Computer Related Inventions (CRIs) under Indian Patent Law have been unclear. It is generally understood that a CRI must demonstrate “technical effect” and the relevant claims must have “machine limitation”, in addition to the basic patentability requirements of novelty, inventive step, and industrial applicability.
However, the phrase “technical effect” has not been defined properly. Further, the legal basis for technical effect requirement has not been clarified.
In this session, we will take a close look at the guidelines for examination of CRIs published recently by the Indian Patent Office to gain some insights regarding the "technical effect" requirement.
Take Aways:
- Understand evolution of patent law with reference protection of CRIs
- Understand “technical effect” requirement and legal basis for the requirement
- Understand patentability of CRIs in India through examples
Christina Kalafsky gave a presentation on the task management tool Wunderlist. Wunderlist allows users to create lists and tasks, categorize and prioritize items, share lists with others, and complete tasks. Some key features include adding items from email or the web directly into lists, collaborating with sharing, and setting reminders. Kalafsky discussed how dietitians could use Wunderlist for internship organization, tracking continuing education credits, and collaborating with clients.
Emerging trends for science communication in AfricaEthel Makila
Science communication and journalism is a fairly new field in Africa . This presentation is drawn from my observation of the changes observed in the scientists' attitude towards communicating; the demand for scientific information to support decision making; the channels of communication, particularly the use of new media as a communications specialist for a research for development institution.
Animal habitats vary greatly between hot or cold, wet or dry conditions and animals have adapted to suit their habitat. For example, squirrels live in forests and have claws for climbing trees and teeth for eating nuts. While many animals and plants live in rainforests and forests, few survive in deserts which have little water and large temperature variations between day and night. Animals in polar regions are adapted to extreme cold, ice and snow.
The document introduces the student planner app iStudiez Pro, which allows students to plan courses, classes, assignments, and track grades across Mac, iPhone, and iPad devices. It discusses how to install and use the app's key features like the planner, today, and calendar views to organize schedules. It also covers the assignments, settings, and grades sections to manage tasks and track academic progress using different grading scales. The app aims to help students stay organized and on track with their coursework.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the "Math Emporium" model used at some universities as an alternative to traditional math instruction. Key aspects include:
1) Students attend one weekly lecture and then complete homework, quizzes, and exams using online software at computer labs open 24/7.
2) The software allows unlimited practice quizzes and generates unique quiz questions each time to help students learn through repetition.
3) This model aims to improve outcomes through active learning with just-in-time assistance compared to traditional lecture-based courses.
ITC12 Five Effective Practices for eLearning Professional DevelopmentBarry Dahl
This document outlines 5 effective practices for professional development in online education. Practice #1 involves administrators participating in collaborative online conferences to discuss topics like e-learning quality. Practice #2 brings these conferences on-site in a customizable format. Practice #3 provides accessibility training for online faculty. Practices #4 and #5 involve webinars and peer/external course reviews respectively to improve course design quality. The document advocates setting clear expectations for students, faculty and administration to improve the online experience.
KP Compass as a learning platform. This presentation describes the unique technology driving the system for concept mastery and testing. It uses the Automatic Remediation and Mastery system for Concept Driven Mastery which included game theory and knowledge leveling.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
This document discusses e-learning versus traditional learning and proposes elements for an effective e-learning design for basic and high school education in scenarios with low student motivation and access issues. It suggests that e-learning can work if courses are structured, include online content and practice material, and provide centralized monitoring and testing. Specifically, it recommends tailored online courses, interactive practice quizzes, shared access to devices, both supervised and unsupervised learning, real-time monitoring of student progress, and online exams to replace in-person testing. The goal is to design hybrid digital and human-supported systems that use technology to supplement trained local teachers and proctors.
SMARTHINKING provides online academic support services to students including:
1) Live one-on-one tutoring in various subjects available 24/7.
2) An online writing lab where students can submit papers for feedback.
3) The ability to submit questions to tutors and receive responses within 24 hours.
4) Access to academic resources and archived tutoring sessions.
Tutors are experienced educators who provide guidance but will not do assignments for students. Administrators have access to usage reports on students and programs.
This document discusses challenges schools face in integrating technology and potential solutions. The four biggest challenges are: 1) lack of an integrated curriculum, 2) insufficient teacher training, 3) lack of accountability for teachers to use technology, and 4) inability to solve simple technical problems in-house. An effective solution provides an online curriculum, ongoing customized training, accountability through coaching, and teaching schools to solve basic technical issues. This empowers teachers to facilitate standards-based projects requiring higher-order skills and collaboration using technology as a teaching tool.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
Assessment and Credit in Online Open QualificationsJohn Gordon
This document discusses Opus Learning's approach to online open vocational qualifications and assessments.
The key points are:
1) Opus Learning develops online open courses to SQA HND standards that can be taken directly by students or through other educational providers.
2) They provide the learning environment and content as well as assessments. Tracking tools are used to monitor student interactions and progress.
3) Lessons from MOOCs are discussed around managing costs, cohort sizes, and using peer support. Opus plans to run small private open courses of around 10 students with local tutoring rather than massive open online courses.
4) An experiment is outlined to offer two SQA units as MOO
This document provides an overview of an interactive professional development session on flipping instruction to increase engagement during class. The session introduces the concept of flipped instruction and its benefits for fostering student collaboration and engagement. Attendees learn about easy first steps to get started with flipped instruction, including using polls, quizzes, videos, and presentation tools to move lectures outside of class time and open up more active learning activities during face-to-face meetings. Resources and tools that can be used to implement flipped strategies are demonstrated.
The flipped classroom model reverses traditional teaching by having students gain initial content exposure outside of class, often via online lectures, and using class time for hands-on activities. It aims to increase engagement and empower students. Key aspects include short online videos, in-class application of knowledge, and communication between teachers and students. While requiring preparation, proponents argue it can improve grades and better support varied pacing.
This document discusses question banks, which are collections of questions prepared for a given subject. It defines a question bank as a planned library of test items designed to fulfill certain purposes. The document outlines the characteristics, purposes, principles, and uses of question banks. It also discusses the need for question banks and how they can improve the teaching and evaluation processes by providing teachers and examiners with a pool of quality questions to assess students. Finally, it briefly touches on e-trends in question banks and the role of e-teachers in an increasingly digital educational environment.
1) The document discusses an empathy map of a computer science student who recently started their first job.
2) As a student, they struggled to learn core concepts on their own and acquired additional skills through online courses to prepare for interviews.
3) Now in their new role, they feel confident but recognize the need for onboarding guidance on workplace responsibilities, roles, and technologies to smoothly transition from student life to employment.
NC3ADL Session: Leveraging Digital Media to Personalize the Path to College Readiness (Presentation provided by Angie Smajstrla)
This session will share examples of how educators are leveraging adaptable, affordable online resources from the non-profit NROC project to support teaching and learning innovations. We will look especially at how Developmental Math - An Open Program is being used both in and out of the classroom to personalize learning experiences for students striving to accelerate the path to college readiness. NROC resources are available to all NC Community Colleges through a partnership with NCCCS.
Presenter(s): Angie Smajstrla (The NROC Project); Wanda Barker (NCCCS); Kathy Davis (NCCCS); Jonathon Sweetin (NCCCS)
The document discusses the concept of a virtual classroom. A virtual classroom allows students and teachers to participate in live classes and interact through online means like video conferencing instead of meeting in person. It provides flexibility in terms of time, location, and cost savings compared to traditional in-person classes. While virtual classrooms provide more accessibility and convenience, they also have limitations like lack of in-person interaction and risks of students misusing self-paced flexibility.
GaETC 2004 - LTTS: Online Professional Development for Technology IntegrationMichael Barbour
Barbour, M. K., Bleich, L., & Orrill C. (2004, February). LTTS: Online professional development for technology integration. Paper presented at the annual Georgia Educational Technology Conference, Macon, GA.
Assistive technology for student successAndieSalas
This document discusses assistive technology (AT) and its role in helping students with disabilities succeed academically. It explains that AT enhances students' ability to perform tasks and promotes independence. The Individualized Education Program (IEP) process is outlined, where students are evaluated, goals and therapies are established, and AT devices are chosen. Examples of AT for areas like writing, reading, hearing, and focus are provided. The document emphasizes that the right AT device depends on a student's specific needs and is chosen through a careful process.
Similar to Emerging trends in educational technology (20)
This document discusses a study conducted to examine whether allowing students to complete homework online would increase homework completion rates and test scores compared to traditional paper homework. The study was conducted with eighth grade science students at a suburban middle school where homework completion rates had remained low despite interventions. The study aimed to test the hypothesis that students would have higher homework completion and test scores if given the option to submit homework online. The researcher implemented online homework assignments for one unit of instruction to compare completion rates and test scores between online and paper homework. The goal was to explore whether offering online homework could engage students more and improve outcomes.
The document discusses a study that investigated whether allowing middle school students to complete their weekly science homework online would increase homework completion rates compared to traditional paper-based homework. The study found that overall homework completion rates unexpectedly decreased when an online option was provided. While students who chose the online format had higher completion rates and test scores than those using paper, final exam scores for the unit decreased overall compared to the previous unit when only paper homework was assigned. The results indicate that simply providing a digital option for homework does not necessarily increase student motivation to complete assignments.
The document discusses a study that investigated whether allowing middle school students to complete their weekly science homework online would increase homework completion rates compared to traditional paper-based homework. The study found that overall homework completion rates unexpectedly decreased when an online option was provided. While students who chose the online format had higher completion rates and test scores than those using paper, whole class completion rates and average test scores were lower during the online period compared to before. The results suggest that simply providing a digital option for homework does not increase student motivation to complete assignments.
The document discusses a study that investigated whether allowing middle school students to complete their weekly science homework online would increase homework completion rates compared to traditional paper-based homework. The study found that overall homework completion rates unexpectedly decreased when an online option was provided. While students who chose the online format had higher completion rates and test scores than those using paper, whole class completion rates and average test scores were lower during the online period compared to before. The results suggest that simply providing a digital option for homework does not inherently motivate students to complete it more.
This document outlines the chapters and themes of a literature review on the topic of homework. It includes 3 main themes: 1) differing opinions on whether homework is good or bad, 2) the value of homework in terms of student understanding and benefits to the classroom, and 3) student engagement and perceptions of homework, including the role of multimedia learning and 21st century skills. The document provides an overview of these themes and includes sample literature sources and authors to include in the review. It also notes some of the author's dilemmas around designing meaningful homework that incorporates technology and feedback.
The document is a review form completed by Lauren Nourse for a paper titled "She doesn't say" authored by Megan Gerdts. Lauren provides feedback on the formatting, citations, voice, clarity, spelling, grammar, and continuity of the paper. She notes that the paper flowed well and was well constructed but was repetitive at times. Lauren comments that the paper clearly documented the need for teacher training but it was unclear if the project involved research or creating a user manual. Overall, Lauren was convinced by the paper.
This document is a form for students to review each other's papers. It asks the reviewer to check various aspects of the paper such as formatting, citations, voice, organization, and clarity. It also prompts the reviewer to comment on if the paper properly introduced the problem and study, importance of the issue, research findings, and if the reviewer was convinced. Additional comments are requested.
The document is a review form completed by Lauren Nourse for a paper titled "She doesn't say" authored by Megan Gerdts. Lauren provides feedback on the formatting, citations, voice, clarity, spelling, grammar, and continuity of the paper. She notes that the paper flowed well but was repetitive at times. Lauren indicates that the paper clearly documented the need for the training discussed but that the scope of the research project was unclear. Overall, Lauren was convinced by the paper.
This document outlines a proposed action research project to study whether student participation in investigatory lab activities increases knowledge retention compared to classes without labs. The researcher plans to design inquiry labs to be used 1-2 times per week to complement lectures and homework for a chemistry unit. They do not foresee any ethical issues. The literature review will focus on 3 sources found: 1) a study using online lab simulations, 2) a paper describing a teacher's curriculum employing "Teaching for Understanding", and 3) a website providing details on small-scale chemistry labs and a supporting journal article finding students enjoyed these labs more and had better understanding.
This document summarizes key concepts in qualitative and quantitative analysis. It discusses:
1. The need to reduce and code qualitative data to aid analysis and interpretation.
2. Descriptive and inferential statistics - the goals and types of conclusions that can be drawn from each.
3. Categories to consider when assigning and evaluating homework, such as time required and purpose.
The document also provides a field note summary of an observed 8th grade math support class, noting how the teacher maintained focus through positive interactions, modeling, and group work. It clarifies that homework was not assigned in this support class.
This parental consent form allows a minor to participate in a research study called "Why is Homework a Dirty Word?". The study, conducted by Lauren Nourse of Touro University, aims to find reasons why students do not complete their homework through a questionnaire. There are no risks to participating students, who will not be compensated. Parents must sign to give their child permission to participate.
This photo album documents a family vacation to Yosemite National Park. It includes photos of scenic views like Half Dome and El Capitan, as well as photos of the family hiking trails, relaxing by a lake, making s'mores over a campfire, and enjoying other outdoor activities during their trip. The photo album captures the beauty of Yosemite and memories made during the family's time there.
This article summarizes a teacher's experience implementing the Teaching for Understanding (TFU) framework in his 8th grade science classroom in Massachusetts over the course of a year. The teacher outlines his understanding of TFU and analyzes his teaching using this framework. The accompanying website provides detailed examples of how the teacher set up his daily lessons and organized his class around TFU principles. It also presents analysis of how students performed on state tests using this non-traditional teaching style focused on peer evaluation, self-evaluation, journaling and essay assessments rather than lectures and note-taking.
This critique analyzes a research article that studied the impact of homework and homework preferences on quiz scores in a 9th grade geography class. The study examined:
1) The effect of assigning homework versus no homework on quiz scores.
2) The relationship between students' preferred homework conditions and actual conditions on homework completion rates.
3) The relationship between preferred and actual homework conditions on quiz scores.
The study found inconclusive relationships between these factors. The critique evaluates the research design and methodology, finding the participants, setting, and variables were adequately described but notes some confusions in the research.
Nourse cha 1_final_form.doc apa correctionslsnourse
The document discusses a study that aims to determine if completing online homework increases homework completion rates and test scores compared to traditional paper homework. It notes that while some previous studies found online homework improved completion rates and learning, others found negligible effects. The study will compare completion rates and test scores between students doing online versus paper homework. If online homework increases engagement and completion rates, it could provide an alternative approach to traditional homework.
2. The Math Emporium
• Ever had to take an introductory math class with
499 other students?
• Ever find that you had no idea what was going
on in the class?
• Ever realize you didn’t quite get the material
even though you did ALL the homework
problems assigned?
3. • Welcome to the new idea gaining ground
at large universities-
• The Math Emporium
4.
5. What exactly is the Math
Emporium?
• In an old abandoned store in a mall near to the
Virginia Tech campus, the math department has
installed tons of computers.
• They have created a space for students to go at
their own convenience to do homework
problems online, take practice quizzes and take
course exams.
• The space is open 24 hours a day, 7 days a
week.
6. How are they “taught?”
• Students are to attend a lecture once a week.
• The homework is then available at the emporium
• Homework and graded exams are proctored and
there is a a time window for completion.
• Weekly quizzes are required.
– The quizzes are offered on an honor code bases.
– Students can take practice quizzes as many times as
they want but must take the quiz one time for credit
before the week is over.
7. • The emporium itself is able to provide
human resources on a one-to-one basis to
students at the computer in a financially
economical setting.
• Course material and course testing is
entirely under control of individual faculty
members, and can be readily tailored to
meet special demands.
10. • The key to this style of education is the “test
engine” provided by the emporium. Each time a
student calls up a quiz on the material under
study, he will receive a different set of problems.
• In fact, the test engine can create, practically
speaking, an almost unlimited number of
different quizzes on the same material.
• In this fashion the practice quiz functions as a
recitation, with the test engine providing
instantaneous grading of the material, as well as
comments and suggestions on problems the
student does incorrectly
11. • Initially designed as a resource for women’s
groups in Africa, this type of emporium set up is
being expanded to other courses besides math.
• We are already seeing courses of this type
offered in our middle school – Read 180.
• This is designed for low achieving students who
need the kind of repetition and reinforcement
offered in this kind of instruction.
12. Connection to Middle School
• The key to the effectiveness of most technical
courses is repetition.
• The conventional college course in the United
States uses homework in order for the student to
master material covered in the lecture.
• The drawback in the conventional method is that
the student typically tries each homework
problem once, and at a much later time is
advised as to which problems he completed
correctly.
13. • With the testing machinery in an
emporium course, and the encouragement
for the student to practice each quiz and
test problem as often as he might wish
before actually taking the quiz or test for
credit, and with instantaneous feedback as
to which problems are incorrect, we
believe this pedagogical model is not just
cost efficient, but actually far more
effective than conventional lecture
courses.
14. • Active learning, as opposed to the
traditional lecture model, improves
outcomes.
• Faculty and other coaches provide just-in-
time assistance using techniques
designed to allow the students to discover
answers themselves.
15. • Practice quizzes and the quiz-for-credit can be
accessed from any Internet site anywhere in the
world using virtually any browser by students
enrolled in the course. However, there is a
distinct advantage to taking quizzes at the
emporium itself, since on-site resources there
include tutoring labs and on-line videos, as well
as an emporium support staff which responds to
individual student requests for assistance, with a
response time on most days of under one
minute.
16. Comments from another evaluator
• The Math Emporium supports a variety of
activities:
• Active, independent learning through locally
developed, self-paced online math courses
designed to let students learn on their own
schedules, while providing immediate feedback
and sufficient structure to ensure students
understand expectations and meet required
milestones.
17. • One-on-one coaching by professors, graduate students, and advanced
• undergraduates who are available 15 hours a day to assist students having
• difficulty with material, in a comfortable, less-threatening environment than
• a faculty office.
• Proctored online exams, from which most of a student’s grade for target
math
• courses is derived.
• Group projects and help sessions, facilitated by comfortable, easily
moved
• chairs and generous work space around each computer.
• Online video lectures for students who prefer that format.
• Independent study by anyone in the Virginia Tech community who wishes
to
• take advantage of the high-end computers or the quiet study environment.
18. • What Is Unique or Noteworthy?
• The Math Emporium has improved math education at Virginia Tech
while reducing
• costs by using an innovative learning paradigm with new
expectations and motivations.
• The system is supported by locally developed software and made
possible
• by the unique organization of space, complemented by high-end
technology.
• Important features include:
• Taking advantage of the bottom-line orientation of many students
(“What do
• I need to know to pass the test?”)
• Replacing broadcast education with one-to-one coaching and
programs that
• allow students to succeed at their own pace
• Tracking performance and providing immediate feedback
• Converting students from passive spectators to active participants
in learning
19. Closer to Home
• High School:
– Plato: Being used at Alhambra High School
for credit recovery
– Students read and do activities.
– They get 5 tries to take mastery test
– Then they take a Unit Test
– If they fail the unit test they either move on at
teacher’s discretion or review it and retake
and then move on.
Current Use:
English – all levels but 12 and all levels of
Math - all levels
20. • Martinez Junior High
– Read 180
• Being used as a remediation tool for students who are below
the proficient level.
• Attempts to address gaps in students’ skills through the use
of a computer program, literature and direct instruction.
• The program directly addresses individual needs through
differentiated instruction, adaptive and instructional software,
high-interest literature, and direct instruction in reading,
writing, and vocabulary skills.
• The software component of the program aims to track and
adapt to each student’s progress. In addition to the computer
program, the READ 180 program includes workbooks
designed to address reading comprehension skills,
paperback books for independent reading, and audiobooks
with corresponding CDs for modeled reading.
21. • In this article we will illustrate the emporium model with an
engineering mathematics course. The model is being utilized for
courses in a number of departments, and the conclusions we draw
seem equally valid for introductory and mid-level courses throughout
science and engineering. This emporium model is suitable for the
implementation of a combined lecture-based computer-assisted
course. Such courses maintain the human connection which
traditional education has always provided, and the lack of which can
be a significant detriment in “on-line” university courses. It is
important to emphasize this is not “on-line” instruction. The
traditional faculty lecture role is retained, and the emporium itself,
because of its size, is able to provide human resources on a one-to-
one basis to students at the computer in a financially economical
setting. Moreover, course material and course testing is entirely
under control of individual faculty members, and can be readily
tailored to meet special demands.
22. • vector calculus, required of all mathematics, science and engineering
undergraduates. Previously, this course was taught each semester in 25
sections of about 40 students each, meeting twice weekly and requiring, of
course, 50 lectures per week. Moreover, the lecturers were responsible for
assigning and grading recitations and exams for each section. Currently, all
1000 students are taught in 6 sections, each involving one weekly lecture
and the emporium component to be described, that is to say, 6 lectures per
week. The reason that so many students can be handled in one lecture is
that the entire burden of recitations, quizzes and exams is carried by the
computer emporium. This course and those like it have no weekly
homework assignment or recitation. Instead, the course requires a weekly
cycle of practice quizzes and quizzes-for-credit, all offered at the computer
emporium.
• Students report to the emporium at their own pleasure throughout the week
following each lecture, and can practice the quiz problems on the weekly
lecture topic as often as they wish. However, they must take the quiz for
credit one time only before the weekly deadline. Since the computer
emporium is open 7 days a week, 24 hours a day, students can access the
quizzes at the emporium at virtually any time of their choosing.
23. • The key to this style of education is the “test engine” provided by the
emporium. Each time a student calls up a quiz on the material under
study, he will receive a different set of problems. In fact, the test
engine can create, practically speaking, an almost unlimited number
of different quizzes on the same material. In this fashion the practice
quiz functions as a recitation, with the test engine providing
instantaneous grading of the material, as well as comments and
suggestions on problems the student does incorrectly. The test
engine also records and archives the scores attained on the quiz-
for-credit for each student. Periodically, the student takes a
proctored examination covering the previous three or four weeks of
material, and at the end of the semester a cumulative final
examination, with the examination and its grading also provided
entirely by the test engine.
24. • In just the course under discussion, for example, each of
the 1000 students per semester takes on average about
50 practice quizzes, 10 quizzes-for-credit and 4
examinations. The typical quiz has 8 problems, with tests
having from 15 to 30 problems. Since each problem
must be individually generated for each student each
time the problem is accessed, it is evident that the
volume is quite massive, in fact, more than a half million
quiz problems for just this one course. We believe our
emporium test engine is the largest such engine in
existence.
• Practice quizzes and the quiz-for-credit can be accessed
from any
25. • A paramount consideration at all times is to ensure that the system is
scalable to large transaction volumes.
• III. Hardware requirements
• These simple design requirements imply that the server consist of a
standard web server (we use Apache) and a page delivery service capable
of very high volumes of transactions. Apache is public domain, which means
it is standards-compliant and free to use. Apache has proven to be
extremely robust. In order to retain sufficient programming control to attain
these transaction volumes, the most practical environment is java server-
pages (JSP). JSP permits a maximum of computational speed and
processing in a rich environment. With this architecture, a high-powered
machine as server is not necessary. We utilize a pair of aging Sun 3000
servers with 4G of memory and RAID storage. One of the machines does
the web serving, while the other accommodates the database. Except when
we do builds, we rarely see usage exceed 10% of capacity on any machine.
• We use Oracle as the database management
26. • For the types of courses we have
developed, the “practice quiz” plays the
most fundamental role in the learning
process. In the United States, in the
traditional lecture format this role is played
by the assigned homework problems.
28. • The conversion of traditional classroom course offerings
to models of the sort described in the preceding has
substantially reduced costs, as well as improving staff
working climate and morale, primarily by reducing the
demands on senior lecturers in so many classrooms.
Furthermore, when the performance in later courses of
students who have completed courses under the
emporium model are compared to those who learned the
material under the traditional model, we find that the
former significantly out-perform the latter. We believe
this is due to increased time-on-task during the course.
[9,10]
• An emporium configuration requires
29. • The hardware cost for construction of a computer emporium in
Africa with 250 computers and two workstations, assuming $100 for
battery-backed computers and two workstations with UPS’s at
$5,000 each, as well as $2,000 for cabling, would be $37,000. If
each student were allotted 6 hours computer time per week per
course, and the emporium were accessible 18 hours daily for 6
weekdays, the emporium could handle 4,500 student courses per
semester. At that rate, with a projected hardware lifetime of five
years, the cost per student semester course would be less than 1
dollar. Even at a current cost of $150 for a simple laptop, the cost
would be barely over one dollar per student semester course.
• A large and secure venue is required for the computer
30. • Although the computer emporium requires no outside
networking, the emporium at Virginia Tech has Internet
access available on every emporium machine. At the
present time, the cost of wide-spread internet access for
universities in many developing countries is prohibitive.
World Bank estimates that the cost of internet access for
sub-Saharan African universities is $13,000 per
Mbps/month, compared to $120 in the U.S. [1] It is likely
that eventually the rates in Africa will be greatly reduced
by communication cables operating with regulated return
on investment. In that event, Internet access on
emporium machines will open up many other educational
opportunities.
• REFERENCES