Pre-Publish Version of: Richter, T., Pawlowski, J.-M., & Lutze, M. (2008). Adapting E-Learning situations for international reuse. In: Sudweeks F., Hrachovec, H., & Ess, C. (Eds.), CATaC'08 Proceedings (Nimes, France): Cultural Attitudes towards Technology and Communication, School of Information Technology, Murdoch University, Murdoch, Australia, pp. 713-725.
A Methodology to Compare and Adapt E-Learning in the Global Context (Pawlowsk...Richter Thomas
Pre-Publish version of (Presented at the MKWI 2008 in Munich and eventually published at): Pawlowski, J.-M., & Richter, T. (2010). A Methodology to Compare and Adapt E-Learning in the Global Context. In: Breit-ner, M.H. (Ed.), E-Learning 2010 – Aspekte der Betriebswirtschaftslehre und Informatik. Physica-Verlag HD, Berlin, pp. 3-14.
Context and Culture Metadata – A tool for the internationalization of e-Learn...Richter Thomas
Pre-Publish version of: Pawlowski, J.-M., & Richter, T. (2007). Context and Culture Metadata – A tool for the internationalization of e-Learning. In: Montgomerie, C. & Seale, J. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake (Vancouver, Canada), VA: AACE, pp. 4528-4537
Educational technology and the enclosure of academic labour inside public hig...eraser Juan José Calderón
Educational technology and the enclosure of academic labour inside public higher education
Richard Hall De Montfort University, England
Abstract
Across higher education in the United Kingdom, the procurement and deployment of
educational technology increasingly impacts the practices of academic labour, in
terms of administration, teaching and research. Moreover the relationships between
academic labour and educational technology are increasingly framed inside the
practices of neoliberal, transnational activist networks, which are re-defining UK
higher education as a new model public service. This paper highlights the
mechanisms through which educational technologies are used to control, enclose and
commodify academic labour. At issue is whether academics and academic staff
developers have a critical or ethical lens through which to critique the nature of the
technologies that they use and re-purpose inside the University, and whether such a
critique might enable technologies to be deployed for the production of socially-useful
knowledge, or knowing, beyond monetization in the knowledge economy.
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Dr. Fred C. Lunenburg - 1]. schools as open systems schooling v1 n1 2010William Kritsonis
Dr. Fred C. Lunenburg, featured author, published in NATIONAL FORUM JOURNALS, Houston, Texas, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
A Methodology to Compare and Adapt E-Learning in the Global Context (Pawlowsk...Richter Thomas
Pre-Publish version of (Presented at the MKWI 2008 in Munich and eventually published at): Pawlowski, J.-M., & Richter, T. (2010). A Methodology to Compare and Adapt E-Learning in the Global Context. In: Breit-ner, M.H. (Ed.), E-Learning 2010 – Aspekte der Betriebswirtschaftslehre und Informatik. Physica-Verlag HD, Berlin, pp. 3-14.
Context and Culture Metadata – A tool for the internationalization of e-Learn...Richter Thomas
Pre-Publish version of: Pawlowski, J.-M., & Richter, T. (2007). Context and Culture Metadata – A tool for the internationalization of e-Learning. In: Montgomerie, C. & Seale, J. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake (Vancouver, Canada), VA: AACE, pp. 4528-4537
Educational technology and the enclosure of academic labour inside public hig...eraser Juan José Calderón
Educational technology and the enclosure of academic labour inside public higher education
Richard Hall De Montfort University, England
Abstract
Across higher education in the United Kingdom, the procurement and deployment of
educational technology increasingly impacts the practices of academic labour, in
terms of administration, teaching and research. Moreover the relationships between
academic labour and educational technology are increasingly framed inside the
practices of neoliberal, transnational activist networks, which are re-defining UK
higher education as a new model public service. This paper highlights the
mechanisms through which educational technologies are used to control, enclose and
commodify academic labour. At issue is whether academics and academic staff
developers have a critical or ethical lens through which to critique the nature of the
technologies that they use and re-purpose inside the University, and whether such a
critique might enable technologies to be deployed for the production of socially-useful
knowledge, or knowing, beyond monetization in the knowledge economy.
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Dr. Fred C. Lunenburg - 1]. schools as open systems schooling v1 n1 2010William Kritsonis
Dr. Fred C. Lunenburg, featured author, published in NATIONAL FORUM JOURNALS, Houston, Texas, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Identifying E-Learning Resources for Reuse (Richter 2011)Richter Thomas
Pre-Publish version of: Richter, T. (2011). Identifying E-Learning Resources for Reuse. In: Paulsen, M.F., & Szücs, A. (Eds.), Learning and Sus-tainability – The New Ecosystem of Innovation and Knowledge. Dublin – Ireland, Proceedings of the 20th EDEN 2011 Annual Conference, Dublin, Ireland, Red Hook, NY: Curran Associates, Inc., pp. 163-171.
Utilising Computer Simulation and Computerised Molecular Modeling Software to...Premier Publishers
The study sought to investigate the effect of computer simulation and computerised molecular modeling software on teaching and learning of hybridisation in Senior High Schools. The framework for the study was hinged on constructivists and conceptual change theories. A quasi-experimental design, which made use of non-equivalent comparison group design, was used on science students at Odorgonno Senior High School in Ga Central District of Greater Accra Region of Ghana. A pre-test was used to categorise 129 students into a control group and experimental groups (intact class, individual and cooperative learning groups). The control group was taught using the traditional approach whilst the experimental groups were treated using computer simulation and computerised molecular modeling software for two weeks. Afterwards, post-test was administered to the groups in order to identify differences in their academic achievements. Statistical analysis of the pre and post-tests scores showed more improvement in the performance of the experimental groups than the control group. An independent sample t-test results showed a statistical significant difference between the performance of students in the experimental group (intact class group) and the control group (p =7.77x10-12, p < 0.05) after treatment. The study revealed that computer simulation and computerised molecular modeling software had positive effect on the teaching and learning of hybridisation. Also, student’s performance in the cooperative group setting was better than the individualised learning environment. It is recommended that Chemistry teachers should adopt computer simulation and computerised modeling software in teaching and learning hybridisation in Senior High Schools in a cooperative learning environment.
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
The Need for Standardization of Context Metadata for e-Learning Environments ...Richter Thomas
Pre-Publish Version of: Richter, T., & Pawlowski, J.-M. (2007). The Need for Standardization of Context Metadata for e-Learning Environments. In: Lee, T. (Ed.), Proceedings of the e-ASEM Conference, Seoul, Korea, Oct. 2007, Open University Korea, pp. 41-72.
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
Model Approach for Infrastructure Quality of Primary Education Facilities. Im...SSA KPI
AACIMP 2010 Summer School lecture by Gerhard Wilhelm Weber. "Applied Mathematics" stream. "Modern Operational Research and Its Mathematical Methods with a Focus on Financial Mathematics" course. Part 6.
More info at http://summerschool.ssa.org.ua
Identifying E-Learning Resources for Reuse (Richter 2011)Richter Thomas
Pre-Publish version of: Richter, T. (2011). Identifying E-Learning Resources for Reuse. In: Paulsen, M.F., & Szücs, A. (Eds.), Learning and Sus-tainability – The New Ecosystem of Innovation and Knowledge. Dublin – Ireland, Proceedings of the 20th EDEN 2011 Annual Conference, Dublin, Ireland, Red Hook, NY: Curran Associates, Inc., pp. 163-171.
Utilising Computer Simulation and Computerised Molecular Modeling Software to...Premier Publishers
The study sought to investigate the effect of computer simulation and computerised molecular modeling software on teaching and learning of hybridisation in Senior High Schools. The framework for the study was hinged on constructivists and conceptual change theories. A quasi-experimental design, which made use of non-equivalent comparison group design, was used on science students at Odorgonno Senior High School in Ga Central District of Greater Accra Region of Ghana. A pre-test was used to categorise 129 students into a control group and experimental groups (intact class, individual and cooperative learning groups). The control group was taught using the traditional approach whilst the experimental groups were treated using computer simulation and computerised molecular modeling software for two weeks. Afterwards, post-test was administered to the groups in order to identify differences in their academic achievements. Statistical analysis of the pre and post-tests scores showed more improvement in the performance of the experimental groups than the control group. An independent sample t-test results showed a statistical significant difference between the performance of students in the experimental group (intact class group) and the control group (p =7.77x10-12, p < 0.05) after treatment. The study revealed that computer simulation and computerised molecular modeling software had positive effect on the teaching and learning of hybridisation. Also, student’s performance in the cooperative group setting was better than the individualised learning environment. It is recommended that Chemistry teachers should adopt computer simulation and computerised modeling software in teaching and learning hybridisation in Senior High Schools in a cooperative learning environment.
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
The Need for Standardization of Context Metadata for e-Learning Environments ...Richter Thomas
Pre-Publish Version of: Richter, T., & Pawlowski, J.-M. (2007). The Need for Standardization of Context Metadata for e-Learning Environments. In: Lee, T. (Ed.), Proceedings of the e-ASEM Conference, Seoul, Korea, Oct. 2007, Open University Korea, pp. 41-72.
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
Model Approach for Infrastructure Quality of Primary Education Facilities. Im...SSA KPI
AACIMP 2010 Summer School lecture by Gerhard Wilhelm Weber. "Applied Mathematics" stream. "Modern Operational Research and Its Mathematical Methods with a Focus on Financial Mathematics" course. Part 6.
More info at http://summerschool.ssa.org.ua
LEMON : THE LEARNING EFFICIENCY COMPUTATION MODEL FOR ASSESSING LEARNER CONTE...IJITE
Current E-learning systems are focusing on providing learning solutions depending upon the context of the
learner. Efforts have been put in the delivery of contents, learning path and support based on the learner
context. As the learner’s context serves as base for triggering adaptation of learning solutions, a clear
understanding and an accurate definition of learner context is necessary. Different perspectives of context
have been discussed in literature. In this paper a different perspective for defining learner context is
employed and a feature viz. Learning Efficiency that consolidates the learner context has been arrived. The
different elements that constitute Learning efficiency have been identified using which a computational
model of Learning Efficiency called LEMOn has been proposed in order to quantify the learner context.
The model has been subjected to statistical evaluation in order to check for its correctness and was found
to represent the learner context efficiently.
Achieving Highly Effective Personalized Learning through Learning ObjectsBabatunde Ishola
A personalized learning system is one in which the information delivered to learners is customized to fit their personal or environmental preferences. Despite the existence of some evidence of the value of personalized learning, there is, to date no widely used personalized learning systems. This paper argues that the primary reason is because of the absence of repositories with the requisite properties. The paper presents the four conditions that any system used for personalized learning delivery would need to have for
it to be effective. The paper then describes the architectural features that such a system must also have.
Culture Matters: Learners’ Expectations Towards Instructor-Support (Richter 2...Richter Thomas
Pre-Publish version of: Richter T. (2012). Culture Matters: Learners’ Expectations Towards Instructor-Support. In: Bastiaens, T., & Marks, G. (Eds.), Proceedings of the Global Learn Asia Pacific 2012 Conference, Chesapeake, VA: AACE, pp. 130-135.
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
Authors: Ingo Blees, Marc Rittberger
This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Curriculum Ergonomics: A Rich Task Experience From An Asian PerspectiveCSCJournals
Curricula in different places of the world are consistently undergoing changes and reforms to meet the capacity needed for citizenship of the 21st Century. Applying the idea of HFE to Curriculum Ergonomics, design of interventions in curriculum should with best efforts aim to fit the users (teachers and students) for creating an optimal enhanced learning environment. The aim of this paper is to illustrate how a curriculum intervention may be designed towards this end via the lens of Human Factors / Ergonomics (HFE). The Rich Task project in Hong Kong was a two-year project involving 13 schools and 27 teachers and 46 lessons. Via an analysis of the nature of interaction in the university team-teacher-student (UT-T-S) artifacts in the project with a participatory approach, the findings showed how the teachers varied different factors in the design process to cater for the diverse students' ability and the indicators for successful implementation of the "rich task" lessons. Finally, the authors propose to include curriculum ergonomics in the future agenda of teacher education.
Culture, Gender and Technology Enhanced Learning (Richter & Zelenkauskaite, I...Richter Thomas
PrePrint of: Richter, T. & Zelenkauskaite, A. (2014). Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the 8th IADIS International Conference e-Learning 2014, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Lisbon, Portugal, pp. 3-12.
Open Educational Resources: Education for the World? (Richter & McPherson 2012)Richter Thomas
Pre-Publish Version of: Richter, T. & McPherson M. (2012). Open Educational Resources: Education for the World? Distance Education, 33(2), pp. 201-219.
Barriers and Motivators for Using Open Educational Resources in Schools (Rich...Richter Thomas
Pre-Publish Version of: Richter, T., & Ehlers, U.D. (2011). Barriers and Motivators for Using Open Educational Resources in Schools. eLearning Papers, No. 23, 03/2011. Accessible at http://www.elearningpapers.eu
Cultural Country Profiles and their Applicability for Conflict Prevention and...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2014). Cultural Country Profiles and their Applicability for Conflict Prevention and Intervention in Higher Education. In: Stracke, C.M., Ehlers, U.-D., Creelman, A., & Shamarina-Heidenreich, T. (Eds.), Proceedings of the European Conference LINQ & EIF 2014, Crete, Greece, Changing the trajectory – Quality for Opening up Education, Logos Verlag Berlin GmbH, Berlin, pp. 58-66.
The Shift From Behaviorist Lecture Design in a Technology-Related Field to Ge...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2013) The Shift From Behaviorist Lecture Design in a Technology-Related Field to Gen-eral Competence Development – A Case Study. In: Chova, G.L., Martinez, L.A., & Torres, C.I. (Eds.), Proceedings of the 5th International Conference on Education and New Learning Technologies 2013, International Association of Technology, Education and Development (IATED), Barcelona, Spain, pp. 1989-1998.
The Motivated, The Encouraged, And The Willful Ignorant (Richter & Adelsberg...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2013). The Motivated, The Encouraged, And The Willful Ignorant. In: Paulsen, M.F. & Szücs, A. (Eds.), The Joy of Learning: Enhancing Learning Experience, Improving Learning Quality. Oslo – Norway, Proceedings of the EDEN 2013 Annual Conference, Oslo, Norway, European Distance and E-Learning Network, Budapest, Hungary, pp. 753-762.
On the myth of a general national culture: Making specific cultural character...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H. (2012). On the myth of a general national culture: Making specific cultural characteristics of learners in different educational contexts in Germany visible. In: Strano, M., Sudweeks, F., Hrachovec, H., & Ess, C. (Eds.), Part 1 of the CATaC'12 Proceedings (Aarhus, Denmark): Cultural Attitudes towards Technology and Communication, School of Information Technology, Murdoch University, Murdoch, Australia, part 1, pp.105-120. Accessible at http://issuu.com/catac/docs/catac12_proceedings_part_1/1
E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learn...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2011). E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learning and Possible Solutions. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the IADIS International Conference e-Learning 2011, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Rome, Italy, Volume 1, pp. 141-149.
E-Learning: Education for Everyone? Special Requirements on Learners in Inter...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2011). E-Learning: Education for Everyone? Special Requirements on Learners in Internet-based Learning Environments. In: T. Bastiaens & M. Ebner (Eds.), Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011, (Lisbon, Portugal), Chesapeake, VA: AACE, pp. 1598-1604. Accessible at http://www.editlib.org/p/38075
Kulturspezifische Untersuchungen in der gestaltungsorientierten Wirtschaftsin...Richter Thomas
Richter, T. & Adelsberger, H.H. (2011). Kulturspezifische Untersuchungen in der gestaltungsorientierten Wirtschaftsinformatik: Bestandsaufnahme und Analyse des derzeitigen Umgangs mit “Kultur”. Due-Publico, Essen.
Learners’ Perceptions and Expectations in Professional Training and Higher Ed...Richter Thomas
Pre-Publication version of: Richter, T. (2014). Learners’ Perceptions and Expectations in Professional Training and Higher Education: A Comparative Analysis from the German Context. In: Moreira Teixeira, A., Szűcs, A. & Mázár, I. (Eds.), From Education to Em-ployment and Meaningful Work with ICTs. Zagreb - Croatia, Proceedings of the 23rd EDEN 2014 Annual Conference, Zagreb, Croatia, European Distance and E-Learning Network, Budapest, Hungary, pp. 30-39.
The Appropriateness of Open Educational Resources (Richter 2013)Richter Thomas
Pre-Publish version of: Richter, T. (2013). The Appropriateness of Open Educational Resources. In: Stracke, C.M. (Ed.), Proceedings of the Europe-an conference LINQ 2013, Rome, Italy, Learning Innovation and Quality: The Future of Digital Resources, Logos, Berlin, pp. 52-59.
Educational Resources for E-Learning in Urban Life-Long Learning (Richter 2012)Richter Thomas
Pre-Publish version of invited keynote at: Richter, T. (2012). Educational Resources for E-Learning in Urban Life-Long Learning. In: Yangpu Society Construction and Life-Long Education Promotion Committee Office (Eds.), Proceedings of the Forum on Construction of Urban Lifelong Education and Learning Community, Shanghai, Oct. 2012, pp.59-80.
Feedback: Learners’ Understanding and Preferences (Richter 2012)Richter Thomas
Richter, T. (2012). Feedback: Learners’ Understanding and Preferences. In: Bastiaens, T., & Marks, G. (Eds.), Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (e-Learn) 2012 (Montreal, Canada), Chesapeake, VA: AACE, pp.1268-1273.
Adaptability as a Special Demand on Open Educational Resources: The Cultural ...Richter Thomas
Pre-Publish version of: Richter, T. (2011). Adaptability as a Special Demand on Open Educational Resources: The Cultural Context of e-Learning. European Journal of Open, Distance and E-Learning (EURODL) 2/2011.
Analysing New E-Learning Culture (Ehlers, Helmstedt & Richter 2010)Richter Thomas
Pre-Publish version of: Ehlers, U.D., Helmstedt, C., & Richter, T. (2010). Analysing New E-Learning Culture. In: Tait, A., & Szücs, A. (Eds.), Me-dia Inspriations for Learning – What makes the Impact? Proceedings of the EDEN 2010 Annual Conference, Valencia, Spain, Red Hook, NY: Curran Associates, Inc., pp. 14-22.
Open Educational Resources im kulturellen Kontext von e-Learning (Richter 2010)Richter Thomas
Pre-Publish version of: Richter, T. (2010). Open Educational Resources im kulturellen Kontext von e-Learning. Zeitschrift für E-Learning (ZeL), Freie elektronische Bildungsressourcen, 3/2010, pp. 30-42.
This presentation explores a brief idea about the structural and functional attributes of nucleotides, the structure and function of genetic materials along with the impact of UV rays and pH upon them.
DERIVATION OF MODIFIED BERNOULLI EQUATION WITH VISCOUS EFFECTS AND TERMINAL V...Wasswaderrick3
In this book, we use conservation of energy techniques on a fluid element to derive the Modified Bernoulli equation of flow with viscous or friction effects. We derive the general equation of flow/ velocity and then from this we derive the Pouiselle flow equation, the transition flow equation and the turbulent flow equation. In the situations where there are no viscous effects , the equation reduces to the Bernoulli equation. From experimental results, we are able to include other terms in the Bernoulli equation. We also look at cases where pressure gradients exist. We use the Modified Bernoulli equation to derive equations of flow rate for pipes of different cross sectional areas connected together. We also extend our techniques of energy conservation to a sphere falling in a viscous medium under the effect of gravity. We demonstrate Stokes equation of terminal velocity and turbulent flow equation. We look at a way of calculating the time taken for a body to fall in a viscous medium. We also look at the general equation of terminal velocity.
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
Comparing Evolved Extractive Text Summary Scores of Bidirectional Encoder Rep...University of Maribor
Slides from:
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Track: Artificial Intelligence
https://www.etran.rs/2024/en/home-english/
What is greenhouse gasses and how many gasses are there to affect the Earth.moosaasad1975
What are greenhouse gasses how they affect the earth and its environment what is the future of the environment and earth how the weather and the climate effects.
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
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Adapting E-Learning situations for international reuse (Richter, Pawlowski, Lutze CATaC 2008)
1. ADAPTING E-LEARNING SITUATIONS FOR INTERNATIONAL
REUSE
Determination and evaluation of cultural influence factors regarding the role of
participants for the adaptation process
THOMAS RICHTER
Information Systems for Production and Operation Management
University of Duisburg-Essen, Germany
AND
JAN M. PAWLOWSKI
University of Jyväskylä, Finland
AND
MAXIE LUTZE
Korean German Institute of Technology, e-Learning Research Center
Abstract. In this paper, we discuss culture-related key attributes as influence fac-tors
on e-Learning situations. We focus on factors regarding the influence of the
role of participants in learning scenarios affecting the adaptation process.
Our approach aims at making already established higher education accessible and
particularly affordable for a broader international context. Our holistic approach
targets the distribution of higher education through e-Learning technologies and
the reuse of contents through adaptation. Therefore, we determined a variety of
potential influence factors on learning situations. In this paper, we introduce our
adaptation-model for transforming national e-Learning situations into internation-ally
compatible, cultural acceptable and context- / user- centered solutions. We
focus on an empirical analysis of influences regarding the roles in learning proc-esses
in particular in Germany and Korea.
1. Introduction
While the classic educational situation, in which a professor teaches students with
known attitudes and within a known environment is regionally limited, the technologies
of e-Learning and Internet provide further opportunities. In the situation of e-Learning
using the Internet, learning situations can be simultaneously distributed in international
environments. Further on, the design and production of learning scenarios happens in
worldwide distributed environments. In such a situation, particularly location related
experiences of educational institutions do not fit the new situation anymore and new so-
2. 2 THOMAS RICHTER, JAN M. PAWLOWSKI, MAXIE LUTZE
lutions must be found. In comparison to face to face situations, Kerr writes that teaching
and actions of professors and students in the higher education have not changed signifi-cantly
since its beginning in the medieval times (Kerr, 1982). The trend in education
generally points on necessary modifications on the traditional teaching system: The Bo-logna
process as the most important and wide-ranging reform of higher education in
Europe (Reichert and Tauch, 2003) “[…] involves a significant rethinking of current
teaching structures, units, methods, evaluation […]” (Schönwald, Euler, Angehrn and
Seufert, 2006). E-Learning in an international scenario provides more complex situa-tions
and requires further adaptation efforts than those considered within the Bologna
process: Known attributes within a local environment, as student’s expectations, techno-logical
equipment in the institution or region and the student’s expectable knowledge
from former (classic) education now turn to unknown factors within the e-Learning con-text.
In international e-Learning scenarios, the students and their attitudes are unknown
as long as they have not booked a certain course. Successful education requires taking
the context of the students into consideration (Schmidt, 2005) and a simple translation is
not the solution (Leonardi, 2002). The reuse of already successfully applied learning
situations in the international context therefore requires further adaptations regarding to
the different contextual environments.
In our approach, we take such unknown specific situations into consideration. We ana-lyzed
differences between cultures represented as context-metadata (Richter and Paw-lowski,
2007a). In this representation, influence factors are machine-readable and can
be used to adapt systems, in particular e-Learning scenarios. During this adaptation
process, which will be presented in the following, we emphasize on those context-describing
data for providing the necessary compatibility to the learner’s contexts as a
precondition for learning success. This paper focuses on the determination and evalua-tion
of concrete culture related influence factors with a focus on the participants’ roles.
2. Reuse and Adaptation
Re-using existing educational materials and settings is a promising concept to improve
education and learning experiences. The idea is to develop new scenarios based on ex-isting
resources which are adapted to a new context. Several methods and concepts for
re-use and adaptation are recently discussed.
Reuse is a widely discussed subject within the software development community
(e.g. Jacobsson, 1997) but also in the educational context particularly focusing on learn-ing
objects (Wiley, 2000) and learning activities (Koper and Manderveld, 2004, Ma-nouselis
and Sampson, 2005). In (Littlejohn and Buckingham Shum, 2003) the variety
of different aspects is discussed. Finally, as conclusion, the outcome of the discussions
within the literature focuses on the reasonability (efficiency) of reuse as alternative to
re-authoring. As Swan (2003) writes, a facilitation of reuse only by providing the basic
data (without national or cultural influences) at least cannot be the solution because
teaching is more than simply providing knowledge through coded information.
3. ADEPTING E-LEARNING SITUATIONS FOR INTERNATIONAL REUSE 3
As an example, learning technology standards1 aim at achieving interoperability for
technologies or data structures by developing common description formats. On top of
those approaches, the successful reuse of e-Learning situations in different environ-ments
(e.g. other countries) strongly requires taking the different contexts of the tar-geted
environments into consideration. One of the most important aspects of the context
are influence factors regarding the different cultures (Lefevre and Cox, 2006, Carrel and
Eisterhold, 1983, Mc. Laughlin and Oliver, 2000). If necessary, changes to the learning
situation and the defined requirements must be applied during the adaptation process.
Han et. al (1998) define adaptation as a “process of selection, generation or modi-fication
of content to suit users’ computing environment and usage context”. Else, con-tents
might not be understood (Lugger and Kraus, 2001), cannot be used because of in-compatible
(or lacking) technical infrastructures (Selinger, 2004) or in the worst case
even offend the learners. But how can we manage such an adaptation process with a
reasonable effort and what are the necessary changes, which make learning situations
accessible in different contexts? First of all we need to know about similarities and dif-ferences
between the origin and the targeted context. Second, as far as possible, we have
to take experiences into consideration which in this or similar contextual combinations
have been made in the past. In this paper, we focus on the first aspect.
3. The Adaptation Process Model
We consider an adaptation process being successful, when the learning effect (educa-tional
outcome) for the students in the new context is the same or similar to the one
which before has been reached in the origin context. Adaptation in our view is reasona-bly
feasible if a positive ratio between cost and benefit is given.
Figure 1. Adaptation Process Model
1 Examles for such standards are the description of content (Learning Objects Metadata, LOM, IEEE, 2005),
of planned interactions between Learning Management Systems and Learning Objects (Sharable Content Ob-ject
Reference Model, SCORM, Dodds and Thropp, 2004), of actor and user interactions (Learner Informa-tion
Package, LIP, Smythe, Tensey and Robson, 2001) and of didactical scenarios (IMS Learning Design,
Koper, Olivier, and Anderson, 2002, DIN Didactical Object Model, DIN, 2004)
4. 4 THOMAS RICHTER, JAN M. PAWLOWSKI, MAXIE LUTZE
If during the validation process (Figure 1, left) the costs for the adaptation suspend
those for rewriting (Pawlowski and Richter, 2007), either the chosen module is not suit-able
(because of too fundamental or too many differences) for the reuse in this situation
and another one has to be found or the course must be rewritten (Gütl, Garcia-Barrios
and Mödritscher, 2004). For lowering the costs, we focus on an automated (as far as
possible) changing needs determination process which, as a part of the validation proc-ess
we consider being the key-process for a successful adaptation. As shown in figure 1,
after the search for courses is done, the actual changing needs resulting from the differ-ences
between the origin and the targeted context have to be isolated and evaluated on
adaptability (light circle).
Within this step, we defined (Richter and Pawlowski, 2007c) a set of processes, as
a data gathering process and a data comparison process, which both can be realized
fully automated as soon as once the data are collected and stored in the (later on pub-licly
accessible) database. Additionally, we defined an evaluation process, which leads
to a list of evaluated changing needs. The evaluation process, at least for now has to be
realized manually. If there is a generally known and significant difference between two
contexts, it cannot automatically be determined if it actually is touched within a certain
course. Even if we knew that, we could not automatically evaluate the expense for sub-stitution
or elimination: It could be possible that the adaptation process already is fin-ished
by substituting a single movie through a picture to fit different technological con-ditions
but also that the origin course requires fundamental knowledge sides the stu-dents,
which is not given in the new context. In the long term, a recommender system
(Manouselis and Sampson, 2004) combined with a knowledge database (basing on past
experiences, Bick and Pawlowski, 2006) shall be included into the process. Right now,
we still do not understand the contextual influence factors well enough to determine if
and when a known difference leads to an unavoidable change or easily would be ac-cepted
by the students.
4. Influences on Learning Situations
In our past research we isolated around 160 potential influence factors (Richter and
Pawlowski, 2007c) on learning and particularly e-Learning situations, which now have
to be evaluated. Examples for such influence factors are the population density within a
region, the technological infrastructure (i.e. digital divide), the political situation in past
(special life-experiences of learners) and present, symbols with special meanings, the
people’s attitudes and their (course-related) expectable knowledge and expectations.
While some scopes and impacts of those influence factors on a course environment are
known or at least imaginable (e.g. caused through technological infrastructure, legal
systems, politics), especially those dealing with culture and learners are more compli-cated
being evaluated. In some cases we still need to find out, if the determined differ-ences
are culturally or individually motivated (see next paragraph). Also the impact
depths of the influence factors on learning situations are unknown in many cases as well
as the level of difference, which necessarily leads to a changing need. A related problem
is the question if a certain difference between the origin and the targeted environment,
simply will be accepted by the students or maybe causes a fundamental conflict, which
5. ADEPTING E-LEARNING SITUATIONS FOR INTERNATIONAL REUSE 5
leads to a refusing of the course? A concrete example will be discussed later on with the
relationship of students to authorities.
In (Pawlowski and Richter, 2007) we have described a testing tool, which has been
designed to evaluate the impact depths of various learner and culture related influence
factors but which also supports the validation process, shown in the Adaptation Process
Model in Figure 1. With this testing tool, we selectively confront the students of two
contexts with each other’s environment. Through their reactions, which are monitored
through questionnaires and additionally collected via test (examinations) results, we
want to collect data and experiences, which in comparative studies may lead to the
needed data in particular regarding to impact depths and cross effects between different
influence factors. The first field test will take place in the contexts of Germany and
South Korea. Right now we conduct a comparative study between Germany and South
Korea, which shall lead to answers on the question if certain influence factors are cul-turally
or individually motivated. In the following paragraph this study shall briefly be
described and first results will be presented.
5. Influence Factors – Cultural vs. Individual Motivation
One area of influence factors is of particular interest: the role of participants in the
learning process as this determines a variety of learning activities and usage of re-sources.
One main question is whether related influence factors are culturally or indi-vidually
motivated. Culturally motivated influence factors can be taken into considera-tion
during the design and adaptation process for e-Learning courses because they are
valid for most of the potential participants in learning programs. As an example, group
work is done significantly different in many European and Asian cultures. This factor is
culturally motivated as it occurs in various cultures.
As a first step, we have done an explorative survey regarding this particular area.
Our first study was done in Korea and Germany. It will be extended to further countries
to compare a variety of cultures. In the survey, 160 students were interviewed. This ex-ploration
is part of a multi-stage empirical study to examine and validate the influence
factors affecting the adaptation process.
For gaining further feedback from the interviewees, in this first approach we per-sonally
conducted the survey in paper form. Originally designed in English language,
for now, it has been translated to German and Korean (the mother tongues of the par-ticipants).
The students have been randomly contacted and asked for participation on
campus and at students’ meeting points (Korea) as also during lessons (Germany). In
the German survey until now, mainly students in technical related fields have been
asked for participation and so the gender related quota is unbalanced (102m/13f). In
Korea, for now, around 45 results are available. The gender related quota is balanced
(23m/22f). The survey in both countries is not finished yet, but anyways, the numbers
of asked students allow taking first conclusions. Main issues in this survey have been:
• the role of the professor / lecturer
• gender related differences
The questions were answered using a five point Likert scale between strongly agree and
disagree. Additionally, free answers have been possible to explore more aspects. How-
6. 6 THOMAS RICHTER, JAN M. PAWLOWSKI, MAXIE LUTZE
ever, this opportunity rarely has been used. In the following tables, we summarize the
results as aggregated percentages to indicate positive (rather agree than neutral) and
negative (rather disagree than neutral) answers. The values are calculated regarding to
the total number of participants.
5.1. THE ROLE OF THE LECTURER / PROFESSOR
According to Hofstede (2005), there are cultural differences in the relationship to au-thorities,
which concern the relationship between students and teacher. He relates his
Dimension Power Distance (PDI) to this subject, which exemplary is shown in Figure 2:
0 10 20 30 40 50 60 70 80 90 100
Impact
significant
Germany
(35)
Austria
(11)
Figure 2. Comparison PDI : similar distance but different impact depth
Figure 2 shows the relative values, which have been determined for Austria, Germany,
South Korea and China. While Austrians and Germans can be considered being equal in
the way how they treat persons of authority in particular in educational environments,
South Korea is very different to Germany (much more authoritarian). Looking at the
values of Hofstede it seems amusing that the difference between Austria and Germany
is nearly the same as between Germany and South Korea. The conclusion we can take is
that the dimensional values as descriptors of relative distances cannot be taken as a hint,
if a changing need is necessary. A course between Germany and Austria does not need
any adaptation but a course between Germany and South Korea indeed does. Related to
this subject we asked a set of 7 questions to the role, a teacher may play and additional 5
questions to related responsibilities. In the following we first show each question-block
and afterwards in the Table 1 the related answers.
5.1.1. The role of a lecturer / professor
In this question block we want to determine, which role students expect a lecturer / pro-fessor
to play. This question is related to teaching methods (Yang, et. al., 2004), ex-pected
behavior of the lecturer / professor (Henderson, 1996) and behavior of the stu-dents
regarding to the lecturer / professor (Hofstede and Hofstede, 2005).
Question: What role do you subscribe to a lecturer / professor? In my opinion a
lecturer / professor occupies the role of:
1. an expert.
2. an idol.
3. a personal coach / consultant.
4. an authority.
5. an all knowing person.
6. a personality.
South K orea
(60)
China
(80)
Impact
not
signif icant
Impact
not
signif icant
7. ADEPTING E-LEARNING SITUATIONS FOR INTERNATIONAL REUSE 7
7. a trusted person.
Table 1. Comparison: Role of lecturer / professor (%)
Korean
Study
total
45#
negative 0 51,11 8,88 53,33 13,33 42,22 11,11
positve 97,77 26,66 77,77 33,33 75,55 37,77 68,88
neutral 2,22 20 13,33 13,33 11,11 20 20
no an-swer
0 2,22 0 0 0 0 0
German
Study
total
115#
negative 0 26,95 19,13 14,78 77,39 20 28,69
positve 100 49,56 60,86 66,95 13,91 62,6 38,26
neutral 0 22,6 20 18,26 7,82 17,39 33,04
no an-swer
0 0,86 0 0 0,86 0 0
Discussion of results: As well German as also Korean students (in different levels) see a
lecturer / professor as an expert (1). The German students consider their professor being
an idol (2) an authority (4) and a personality (6) but the Korean students, in their major-ity,
see this quite different. While the German students do not expect their lecturer / pro-fessor
knowing (5) everything (77,39%), the Korean students expect exactly this
(75,55%). Both, German and Korean students do expect their lecturer / professor coach-ing
them (3). Additionally, the Korean student expect him being a trusted person
(68,88% : 11,11 – yes : no). The German students do not so strongly expect their lec-turer
/ professor being a trusted person (38,26 : 28,69 – yes : no). Different to Germany,
the Korean professors also have responsibilities besides the university activities. Often
they consult their students through larger parts of their life (e.g. marriage). How the re-sults
influence e-Learning situations still has to be found out. Since the students in e-
Learning environments do not or only rarely get in direct touch with their lector / pro-fessor
the basic situation could be different to the one in the present teaching form.
Anyways, the wish for tutoring seems to exist in both countries. Also, if the Korean stu-dents
expect the more anonymous lecturer / professor in e-Learning situations to play a
role as a consultant for questions in all day’s life is unclear and has to be found out.
5.1.2. Tasks and Responsibilities of a lecturer / professor
In this question block the tasks and responsibilities are focused which students expect a
lecturer / professor to do. The aim is determining, weather a different level of support
has to be implemented within the adaptation process than in the origin context. There-fore
the students should evaluate different levels and kinds of support regarding to their
expectations. Learner satisfaction (Davis and Johnson, 2000, TiLa, 2004, Johnson,
2000) as a factor for better motivation in learning situations is still controversially dis-cussed.
Since the success in self-learning scenarios is strongly dependent on the motiva-tion
of the students, missing learner satisfaction can be seen as a key factor for failure.
8. 8 THOMAS RICHTER, JAN M. PAWLOWSKI, MAXIE LUTZE
Question: What do you consider as the lecturer’s / professor’s tasks and responsi-bilities
in the learning process? A lecturer’s / professor’s tasks and responsibilities base
on:
1. giving support according to technical matters, which are relevant for the learn-ing
process (e.g. in case of computer problems or installation of software).
2. providing well-selected contents and contextual information.
3. giving support according to organizing the learning process.
4. assisting within the process of finding the right information
5. giving feedback on my knowledge base, results and general educational devel-opment.
Table 2. Comparison: Tasks and responsibilities of the lecturer / professor (%)
Korean
Study
total
45#
negative 22,22 0 0 2,22 0
positve 64,44 91,11 93,33 93,33 100
neutral 13,33 8,33 6,66 4,44 0
no an-swer
0 0 0 0 0
German
Study
total
115#
negative 30,43 0 18,26 33,04 19,13
positve 54,78 99,13 63,47 43,47 62,6
neutral 14,78 0,86 18,26 22,6 18,26
no an-swer
0 0 0 0,86 0
Discussion of results: Generally, the same tendencies can be found although the results
at the Korean students are some clearer. In two cases (more than the German students)
they did not give any negative answer. Question 4 in Germany has been answered
nearly balanced between positive and negative and in Korea there is a clear statement to
the expectation in getting assistance to find information. It could be deduced that the
German students are more used working alone and do not expect the professors assist-ing
in such usual things like literature research. In an e-Learning situation this would
mean for the design, that if implemented in Korea, literature-lists for further studies
would be expected, while they could be spared in Germany. Unexpected has been the
answer to question 5: All the Korean students expect their lecturers / professors giving
feedback. In his discussion of his dimension IDV (Individualism Index) and his classifi-cation
of behavior, Hofstede (2005) writes for Asian societies that the ‘Face is lost
when the individual, either through his action or that of people closely related to him,
fails to meet essential requirements placed upon him by the virtue of the social position
he occupies’. The ability to stand critic and the kind of expected feedback we have tar-geted
in another block by asking for the effect of laud and critic. In this block as well
German as also the Korean students considered both, laud (89% Germany, 100%
Korea) and critic (62% Germany, 82% Korea) having a positive effect on their learning
motivation. 71% of the Korean students (in relation to 58% in Germany) said they feel
irritated, when they do not get any feedback.
9. ADEPTING E-LEARNING SITUATIONS FOR INTERNATIONAL REUSE 9
5.2. GENDER GAPS AND DIFFERENCES
In the question-block gender gaps and differences we first of all wanted to find out if
the masquerading of the learners’ actual gender may provide an advantage within a cer-tain
society within the learning situation. In societies, in which for example women are
not considered to achieve a higher education because of their intended social position
such a masquerading could help providing female learners the same opportunities in
mixed learning environments than males. Additionally we wanted to find out how stu-dents
in different societies evaluate mixed groups for group-work in contrast to pure
male or female groups. Therefore we defined a set of 9 statements which shall give in-formation
about the behavior related to men and women and the picture of both.
The statements have been designed as answers to the following question:
What is your opinion towards the following gender oriented statements?
1. Learning content should be designed in the same way for women and men.
2. Women and men obtain the same ability in understanding complex informa-tion
(e.g. engineering, mechatronics).
3. Women and men obtain the same ability in understanding social contexts
(e.g. pedagogic of primary education).
4. Women and men are treated the same way when completing a task success-fully.
5. Women and men are treated the same way when failing a task.
6. Women and men have the same chances to access studies on all subjects.
7. Balanced gender mixed groups benefit intellectually to the learning process
/success.
8. Separation of genders in the learning process eases the social interaction in
groups.
9. It is generally useful to implement quota for the number of women in sup-posed
men dominated studies.
Table 3. Comparison: gender gaps and differences (%)
Korean
Study
Total
45#
negative 20 35,55 28,88 53,33 57,77 26,66 0 62,22 46,66
positve 66,66 46,66 60 40 33,33 57,77 84,44 28,88 37,77
neutral 13,33 17,77 11,11 6,66 8,88 13,33 13,33 8,88 15,55
no an-swer
0 0 0 0 0 2,22 2,22 0 0
German
Study
Total
115#
negative 2,6 26,08 29,56 28,69 28,69 10,43 11,3 70,43 40
positve 86,08 57,39 59,13 57,39 54,78 73,91 58,26 8,69 30,43
neutral 10,43 15,65 10,43 13,04 15,65 15,65 29,56 19,13 28,69
no an-swer
0,86 0 0 0 0 0 0 1,73 0
The differences of the answers between both countries have been smaller than we ex-pected.
Anyways, in the question on treatment, in Korea has been stated that there is a
10. 10 THOMAS RICHTER, JAN M. PAWLOWSKI, MAXIE LUTZE
larger gap than in Germany as well regarding to the treatment in relation to excellent
solved as also to failed tasks. Although the tendency is similar, more Korean students
think technical subjects being better studied by men than by women (20% more). All
negative answers in this case came from men. As a conclusion could be said that maybe
it would not be necessary to implement a gender-anonymous interface in Korea, but it
could have advantages. In Germany it is considered not being necessary because all re-sults
have been positive but since also there are differences monitorable it should be dis-cussed.
5. Conclusions
As a first conclusion of our survey, the methodology of an explorative survey can be
seen as an adequate method for the evaluation of culturally related influence factors.
The results we received until now in some cases have shown clear tendencies, other as-pects
require further investigation. Not having shown clear results does not necessarily
mean that there are no culturally motivated factors but that in our cases there have not
been such (at least not in both). Finally, for taking the decision if a cultural motivation
is really given for each influence factor, surveys in further countries are needed and will
be conducted within the first half of this year. Also, some of our questions need a re-finement
because the answers have not been as clear as expected. Anyways, in those
cases, we got valuable statements on possible additional answers and found at least two
additional influence factors, which we can define as context metadata: The need of the
students for being lauded and criticized (before we only defined their ability to stand it).
Our survey will at least go on until the summer of 2008. In this time we expect
having finished the statistical evaluation. After that, we will conduct it to further coun-tries.
Additionally, since this survey showed usable results, we plan designing further
surveys for additional context metadata.
What we can say until now: With the survey-method it is possible to determine
cultural related attributes and so, those can be taken into consideration when adapting
learning situations to other contexts. It should be noted that we do not try to classify so-cieties
or cultures through certain attributes. We want to enable producers and distribu-tors
of learning contents to raise their flexibility, produce more open, target-oriented
and adapt existing course materials instead of rewriting. Reusing contents can massively
lower production costs and therefore might be the key for a fair trade of education all
over the world.
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