Training the teachers: virtual learning – real benefits?
poster P13. conference proceedings page 179
Joanne L. Badge, Jon Scott and Alan J. Cann. University oof Warwick. http://www.materials.ac.uk/events/sciencelt2005.asp
The document summarizes planned changes to the Intute Virtual Training Suite (VTS), which provides online tutorials teaching internet research skills. Based on user feedback and trends, 30 new tutorials will launch covering key subject areas. Tutorials will be shorter and easier to read, focus more on academic resources, and help students understand academic research processes. The tutorials and website will have a new design and address evidence that internet skills are increasingly important for university-level education. User feedback supported the service and suggested improvements like incorporating more library resources and community engagement.
1. The document discusses an international cooperation model for expanding the impact of open courseware (OCW) between Taipei Medical University (TMU) and the Massachusetts Institute of Technology (MIT).
2. TMU has utilized OCW in undergraduate and graduate courses since 2007, covering topics such as basic computer concepts, health information systems, and more. Students from around the world enroll in the courses.
3. The cooperation allows for project-based learning where international student teams collaborate to build health information systems that are tested in their home countries. This has led to expanded research opportunities beyond the initial course projects.
1. A 2008 survey found that 66% of school districts expect their online enrollments to grow, as the number of K-12 students taking online courses increased 47% between 2005-2006 and 2007-2008 to over 1 million students.
2. Online learning helps meet the needs of various students by providing extra help, credit recovery, advanced, and college-level courses, especially benefiting small rural districts by offering courses they could not otherwise provide.
3. Research shows that online and blended learning can be as effective as face-to-face instruction, depending on factors like student motivation, activities, and interaction with content, instructors, and peers. Blended learning combines the best of online and in
A Survey of Online Learning at New York City Metropolitan Area Colleges and ...apicciano
This study surveyed chief academic officers at 94 colleges and universities in the New York metropolitan area about their online and blended learning offerings. 47% responded. Respondents represented a mix of public, private, community colleges and for-profits. Most offered some online or blended courses due to demand from students for flexibility and accessibility. While online options are growing, some resistance remains from those concerned with students' campus experiences. Changes are generally incremental with increased support, not major new investments or programming. One college significantly increased its online component across all courses.
Land of The Learning Giants: The Rise of MOOCsEamon Costello
Massive Open Online Courses (MOOCs) have been heralded and decried in something of equal measure over the last four years. Their ultimate purpose and the effect they are having are still uncertain but given the level of maturity that has now reached we ought now to be able to attempt to answer some questions of this phenomenon. Following an overview of key issues for educational research on the topic of MOOCs this paper presents findings from studies we have conducted into
* Representations of MOOCs in the Irish Print Media: What are the narratives, who is telling it and why?
* Quality of education in MOOCs in particular regarding online testing
* The strategic drivers for higher education institutions in Ireland to develop MOOCs
This document discusses how instructional technology has changed teaching and learning in colleges and universities. It notes that today's students are accustomed to using technology and expect it to be incorporated into their education. While technology can enhance learning when used effectively, simply adding technology does not guarantee improved outcomes. The document advocates applying principles of good teaching practice and using technology to support student-faculty interaction, collaboration, and active learning.
The Effectivenees of Using E-learning Towards Students Performance (mini rese...Hedi Fauzi
This is my final presentation in EAP (English for Academic Purposes) class. This presentation is about mini research with the title The Effectivenees of Using E-learning Towards Students Performance.
Slide: PowerPoint 2013
Design by: Hedi Fauzi
Image: Freepik, Google Image, Made by myself
If you need the original file for your reference, feel free to ask me via email: hedi.fauzi@hotmail.com with subject [SlideShare] (Your Subject)
The document summarizes planned changes to the Intute Virtual Training Suite (VTS), which provides online tutorials teaching internet research skills. Based on user feedback and trends, 30 new tutorials will launch covering key subject areas. Tutorials will be shorter and easier to read, focus more on academic resources, and help students understand academic research processes. The tutorials and website will have a new design and address evidence that internet skills are increasingly important for university-level education. User feedback supported the service and suggested improvements like incorporating more library resources and community engagement.
1. The document discusses an international cooperation model for expanding the impact of open courseware (OCW) between Taipei Medical University (TMU) and the Massachusetts Institute of Technology (MIT).
2. TMU has utilized OCW in undergraduate and graduate courses since 2007, covering topics such as basic computer concepts, health information systems, and more. Students from around the world enroll in the courses.
3. The cooperation allows for project-based learning where international student teams collaborate to build health information systems that are tested in their home countries. This has led to expanded research opportunities beyond the initial course projects.
1. A 2008 survey found that 66% of school districts expect their online enrollments to grow, as the number of K-12 students taking online courses increased 47% between 2005-2006 and 2007-2008 to over 1 million students.
2. Online learning helps meet the needs of various students by providing extra help, credit recovery, advanced, and college-level courses, especially benefiting small rural districts by offering courses they could not otherwise provide.
3. Research shows that online and blended learning can be as effective as face-to-face instruction, depending on factors like student motivation, activities, and interaction with content, instructors, and peers. Blended learning combines the best of online and in
A Survey of Online Learning at New York City Metropolitan Area Colleges and ...apicciano
This study surveyed chief academic officers at 94 colleges and universities in the New York metropolitan area about their online and blended learning offerings. 47% responded. Respondents represented a mix of public, private, community colleges and for-profits. Most offered some online or blended courses due to demand from students for flexibility and accessibility. While online options are growing, some resistance remains from those concerned with students' campus experiences. Changes are generally incremental with increased support, not major new investments or programming. One college significantly increased its online component across all courses.
Land of The Learning Giants: The Rise of MOOCsEamon Costello
Massive Open Online Courses (MOOCs) have been heralded and decried in something of equal measure over the last four years. Their ultimate purpose and the effect they are having are still uncertain but given the level of maturity that has now reached we ought now to be able to attempt to answer some questions of this phenomenon. Following an overview of key issues for educational research on the topic of MOOCs this paper presents findings from studies we have conducted into
* Representations of MOOCs in the Irish Print Media: What are the narratives, who is telling it and why?
* Quality of education in MOOCs in particular regarding online testing
* The strategic drivers for higher education institutions in Ireland to develop MOOCs
This document discusses how instructional technology has changed teaching and learning in colleges and universities. It notes that today's students are accustomed to using technology and expect it to be incorporated into their education. While technology can enhance learning when used effectively, simply adding technology does not guarantee improved outcomes. The document advocates applying principles of good teaching practice and using technology to support student-faculty interaction, collaboration, and active learning.
The Effectivenees of Using E-learning Towards Students Performance (mini rese...Hedi Fauzi
This is my final presentation in EAP (English for Academic Purposes) class. This presentation is about mini research with the title The Effectivenees of Using E-learning Towards Students Performance.
Slide: PowerPoint 2013
Design by: Hedi Fauzi
Image: Freepik, Google Image, Made by myself
If you need the original file for your reference, feel free to ask me via email: hedi.fauzi@hotmail.com with subject [SlideShare] (Your Subject)
Digital literacy of an international group of physiotherapy studentsMichael Rowe
As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.
2021_06_30 «Built for learning: intentional technology for a hybrid future» eMadrid network
This document discusses hybrid learning and the Engageli platform. It begins by noting that students now prefer flexible learning options, with 73% wanting online courses and 68% interested in hybrid courses. It then addresses challenges of the hybrid model around inclusion, engagement, and instructor workload. The document introduces Engageli as a platform designed for active, engaging, flexible and social digital classrooms. It discusses values like inclusive environments, data-driven teaching, and reduced costs. Engageli aims to support progress tracking, social learning, high engagement, and flexibility. The platform provides tools for collaboration, engagement metrics, and analytics to promote better student outcomes.
The document analyzes research on the impact of Blackboard software on global education over the past 10 years. It finds that students value the software for administrative functions like announcements and submitting assignments. Pedagogically, students most value access to course content and quizzes. Lecturers value the software for enhancing communication and saving time, though it has had little impact on teaching methods. Institutions benefit from efficiencies in managing teaching and learning tasks, but implementing educational technologies poses ongoing challenges around costs, strategy, and supporting academic staff development. Emerging technologies may impact the future role of virtual learning environments.
The document summarizes a study on the use of cloud computing in higher education at Al-Baha University in Saudi Arabia. The study aimed to understand the current reality and expectations of applying cloud computing, identify obstacles hindering its use, and provide recommendations. Key findings were that most students lacked experience using clouds, and that lack of infrastructure like reliable internet access were major barriers. The document recommends improving student and teacher training on clouds, and enhancing classroom technology and internet access to overcome barriers to adopting cloud computing in teaching and learning.
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...SharonYang
This document summarizes a presentation on assessing the effectiveness of teaching information literacy instruction in distance learning versus face-to-face instruction. It describes a study conducted with two courses, one online and one face-to-face, that took pre- and post-tests on information literacy topics. The results showed some improvement for both but were inconclusive due to small sample sizes and technical issues. It then summarizes nine other studies that have compared online/distance versus face-to-face instruction, finding mixed or equal effectiveness between the two approaches. The conclusion is that online library instruction can be as effective as face-to-face but that comparisons may vary across disciplines.
This document summarizes an investigation into analyzing student comments from course experience questionnaires (CEQ) at Deakin University. Over 160,000 CEQ comments from 2001-2004 were analyzed using a software called CEQuery to identify common themes. The investigation aimed to validate a previous five domain model for categorizing comments and identify best practices for using comment data at the program level. Key findings included support for the five domain structure, that manual coding of comments achieved better results than the software, and that many comments related to the practical design of courses.
Educational technology can enhance curriculum by improving student achievement, engagement, and higher-order thinking skills. When students are grouped for cooperative learning activities using technology like iMovie and Windows Movie Maker, they develop more positive attitudes and like their classes more. Additionally, students' attitudes toward learning and self-concept improved when computers were used for instruction. Research also found that interactive video programs increased students' problem-solving skills. Students who used technology scored higher on achievement and standardized tests compared to students without technology. Learning technology skills provides preparation for the modern workforce.
This document summarizes the results of a survey of 250 university teachers regarding their use of technology and open educational resources (OER) in their teaching. The survey found that while teachers have generally received training in using common technologies like Word and PowerPoint, they received less training in areas like online pedagogies and assessment. Teachers rated their technology skills as average or above average except in areas like online course creation. While teachers expressed willingness to learn more about OER and use OER in their teaching, most universities do not currently provide support for OER creation. The researchers conclude that more training and institutional support is needed to promote educational innovation using OER.
‘Begun is Two-Thirds Done’: Giving Flexible Learners A Head Start With A Suit...Mark Brown
This document summarizes the development and evaluation of an online student success toolbox created to help students transition to online higher education. The toolbox includes 8 digital tools covering topics like readiness for online study, time commitment, computer skills, asking for help, and tips for assignments. The tools were developed based on research and existing tools. They were evaluated through student dialogue and a MOOC pilot. Early results found the tools helped students prepare for online study and developed their self-regulation skills. The toolbox aims to help more students succeed in online education through outreach and a sustainable open platform.
The Student Success Toolbox for Flexible Learners: Supporting Transitions fro...Mark Brown
The document summarizes the Student Success Toolbox project which aimed to develop digital tools to support student transitions into flexible learning. The project conducted a literature review on student dropout, investigated existing student success tools, and developed eight new digital readiness tools covering topics like determining study readiness and understanding time commitments. The tools are hosted on a website to provide guidance to students.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, vendor references, and cost effectiveness. The transition will occur over the next two years, with full migration to Canvas planned by June 2014 at the end of the ANGEL contract. The new system will provide a single online platform across all colleges at a lower per-user cost than the current system.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
An Introduction to Online Course Development for Engaged Learning at UOUOInTRO
This document provides an overview of online learning at the University of Oregon (UO). It summarizes key statistics about UO's online course and program offerings, enrollment trends in online courses, student and faculty perspectives on online learning, and introduces the team that supports online course development at UO.
This document summarizes research into doctoral candidates' use of online social networks for thesis work. A survey of 38 doctoral students found that while they were interested in participating in a social network, there was a gap between interest and actual usage. Implementing required activities and supporting discussions helped increase engagement over time. The research concluded that social networks can create new feedback loops for students and make online mentoring more engaging and time efficient for both students and professors, but require encouragement and skills training for students to fully utilize.
The document discusses the use of classroom response systems, also known as clickers, in education. It begins by outlining common challenges teachers face, such as engaging students and assessing mastery. It then provides an overview of clickers, including what they are and effective uses. Both benefits and potential problems are mentioned. Research showing clickers leading to test score improvements is cited. Videos and websites promoting clickers are listed, followed by conclusions that clickers can enhance participation, assessment, and engagement if adopted.
Student Reading Preferences: Will The Past Be Our Future?Excelsior_College
A presentation by Excelsior College's Barbara Pieper, PhD, RN, Patricia Cannistraci, DNS, RN, CNE, and Maurice Odondi, PhD, describing the reading habits and preferences of returning adult nursing students in regard to electronic reading material for both leisure/social enjoyment and academic work.
SoLAR storm 25 10-12 - learning analytics - disabled students - accessibility...Martyn Cooper
This document discusses a presentation on how learning analytics can help disabled students and improve accessibility in e-learning systems. The presentation covers how analytics of completion and pass rates can identify gaps for disabled students. It also provides an example scenario of how analytics dashboards could provide a student named Kris with personalized statistics, recommendations, and reflections to support his learning. The discussion centers on how analytics can enhance support for disabled students and promote continued accessibility improvements. Resources mentioned include creating a LinkedIn group on the topic and an upcoming white paper.
This study compared teaching strategies and student learning outcomes between on-campus and distance courses at a Midwest university. Interviews with history professors revealed common challenges for distance students like time management, attendance, and information overload. A survey of 84 on-campus students found most felt online course platforms had little effect on their success. However, the study was limited by not surveying distance students directly.
The document discusses a proposed "plagiarism reference tariff" which would establish standardized penalties for student plagiarism across higher education institutions. An international evaluation project analyzed 155 plagiarism cases from 8 institutions in multiple countries and found that 54% of the penalties matched the proposed tariff. While the tariff aligned with most first-time offenses, there were some cases where the penalties did not match the tariff. The document asks the reader to consider applying the tariff to a past case and discuss situations where it may not be applicable and whether their own institution would adopt such a standardized approach.
Using friend feed for reflection with undergraduatesJo Badge
The document discusses using the social networking site FriendFeed to encourage reflection among undergraduate students. Over the course of 10 weeks, 134 students generated over 5,000 entries and comments on FriendFeed totaling nearly 200,000 words. While engaging with the platform, students were able to learn from each other through social interaction and feedback. Some students continued using FriendFeed for reflection even after the assessment period had ended.
Digital literacy of an international group of physiotherapy studentsMichael Rowe
As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.
2021_06_30 «Built for learning: intentional technology for a hybrid future» eMadrid network
This document discusses hybrid learning and the Engageli platform. It begins by noting that students now prefer flexible learning options, with 73% wanting online courses and 68% interested in hybrid courses. It then addresses challenges of the hybrid model around inclusion, engagement, and instructor workload. The document introduces Engageli as a platform designed for active, engaging, flexible and social digital classrooms. It discusses values like inclusive environments, data-driven teaching, and reduced costs. Engageli aims to support progress tracking, social learning, high engagement, and flexibility. The platform provides tools for collaboration, engagement metrics, and analytics to promote better student outcomes.
The document analyzes research on the impact of Blackboard software on global education over the past 10 years. It finds that students value the software for administrative functions like announcements and submitting assignments. Pedagogically, students most value access to course content and quizzes. Lecturers value the software for enhancing communication and saving time, though it has had little impact on teaching methods. Institutions benefit from efficiencies in managing teaching and learning tasks, but implementing educational technologies poses ongoing challenges around costs, strategy, and supporting academic staff development. Emerging technologies may impact the future role of virtual learning environments.
The document summarizes a study on the use of cloud computing in higher education at Al-Baha University in Saudi Arabia. The study aimed to understand the current reality and expectations of applying cloud computing, identify obstacles hindering its use, and provide recommendations. Key findings were that most students lacked experience using clouds, and that lack of infrastructure like reliable internet access were major barriers. The document recommends improving student and teacher training on clouds, and enhancing classroom technology and internet access to overcome barriers to adopting cloud computing in teaching and learning.
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...SharonYang
This document summarizes a presentation on assessing the effectiveness of teaching information literacy instruction in distance learning versus face-to-face instruction. It describes a study conducted with two courses, one online and one face-to-face, that took pre- and post-tests on information literacy topics. The results showed some improvement for both but were inconclusive due to small sample sizes and technical issues. It then summarizes nine other studies that have compared online/distance versus face-to-face instruction, finding mixed or equal effectiveness between the two approaches. The conclusion is that online library instruction can be as effective as face-to-face but that comparisons may vary across disciplines.
This document summarizes an investigation into analyzing student comments from course experience questionnaires (CEQ) at Deakin University. Over 160,000 CEQ comments from 2001-2004 were analyzed using a software called CEQuery to identify common themes. The investigation aimed to validate a previous five domain model for categorizing comments and identify best practices for using comment data at the program level. Key findings included support for the five domain structure, that manual coding of comments achieved better results than the software, and that many comments related to the practical design of courses.
Educational technology can enhance curriculum by improving student achievement, engagement, and higher-order thinking skills. When students are grouped for cooperative learning activities using technology like iMovie and Windows Movie Maker, they develop more positive attitudes and like their classes more. Additionally, students' attitudes toward learning and self-concept improved when computers were used for instruction. Research also found that interactive video programs increased students' problem-solving skills. Students who used technology scored higher on achievement and standardized tests compared to students without technology. Learning technology skills provides preparation for the modern workforce.
This document summarizes the results of a survey of 250 university teachers regarding their use of technology and open educational resources (OER) in their teaching. The survey found that while teachers have generally received training in using common technologies like Word and PowerPoint, they received less training in areas like online pedagogies and assessment. Teachers rated their technology skills as average or above average except in areas like online course creation. While teachers expressed willingness to learn more about OER and use OER in their teaching, most universities do not currently provide support for OER creation. The researchers conclude that more training and institutional support is needed to promote educational innovation using OER.
‘Begun is Two-Thirds Done’: Giving Flexible Learners A Head Start With A Suit...Mark Brown
This document summarizes the development and evaluation of an online student success toolbox created to help students transition to online higher education. The toolbox includes 8 digital tools covering topics like readiness for online study, time commitment, computer skills, asking for help, and tips for assignments. The tools were developed based on research and existing tools. They were evaluated through student dialogue and a MOOC pilot. Early results found the tools helped students prepare for online study and developed their self-regulation skills. The toolbox aims to help more students succeed in online education through outreach and a sustainable open platform.
The Student Success Toolbox for Flexible Learners: Supporting Transitions fro...Mark Brown
The document summarizes the Student Success Toolbox project which aimed to develop digital tools to support student transitions into flexible learning. The project conducted a literature review on student dropout, investigated existing student success tools, and developed eight new digital readiness tools covering topics like determining study readiness and understanding time commitments. The tools are hosted on a website to provide guidance to students.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, vendor references, and cost effectiveness. The transition will occur over the next two years, with full migration to Canvas planned by June 2014 at the end of the ANGEL contract. The new system will provide a single online platform across all colleges at a lower per-user cost than the current system.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
An Introduction to Online Course Development for Engaged Learning at UOUOInTRO
This document provides an overview of online learning at the University of Oregon (UO). It summarizes key statistics about UO's online course and program offerings, enrollment trends in online courses, student and faculty perspectives on online learning, and introduces the team that supports online course development at UO.
This document summarizes research into doctoral candidates' use of online social networks for thesis work. A survey of 38 doctoral students found that while they were interested in participating in a social network, there was a gap between interest and actual usage. Implementing required activities and supporting discussions helped increase engagement over time. The research concluded that social networks can create new feedback loops for students and make online mentoring more engaging and time efficient for both students and professors, but require encouragement and skills training for students to fully utilize.
The document discusses the use of classroom response systems, also known as clickers, in education. It begins by outlining common challenges teachers face, such as engaging students and assessing mastery. It then provides an overview of clickers, including what they are and effective uses. Both benefits and potential problems are mentioned. Research showing clickers leading to test score improvements is cited. Videos and websites promoting clickers are listed, followed by conclusions that clickers can enhance participation, assessment, and engagement if adopted.
Student Reading Preferences: Will The Past Be Our Future?Excelsior_College
A presentation by Excelsior College's Barbara Pieper, PhD, RN, Patricia Cannistraci, DNS, RN, CNE, and Maurice Odondi, PhD, describing the reading habits and preferences of returning adult nursing students in regard to electronic reading material for both leisure/social enjoyment and academic work.
SoLAR storm 25 10-12 - learning analytics - disabled students - accessibility...Martyn Cooper
This document discusses a presentation on how learning analytics can help disabled students and improve accessibility in e-learning systems. The presentation covers how analytics of completion and pass rates can identify gaps for disabled students. It also provides an example scenario of how analytics dashboards could provide a student named Kris with personalized statistics, recommendations, and reflections to support his learning. The discussion centers on how analytics can enhance support for disabled students and promote continued accessibility improvements. Resources mentioned include creating a LinkedIn group on the topic and an upcoming white paper.
This study compared teaching strategies and student learning outcomes between on-campus and distance courses at a Midwest university. Interviews with history professors revealed common challenges for distance students like time management, attendance, and information overload. A survey of 84 on-campus students found most felt online course platforms had little effect on their success. However, the study was limited by not surveying distance students directly.
The document discusses a proposed "plagiarism reference tariff" which would establish standardized penalties for student plagiarism across higher education institutions. An international evaluation project analyzed 155 plagiarism cases from 8 institutions in multiple countries and found that 54% of the penalties matched the proposed tariff. While the tariff aligned with most first-time offenses, there were some cases where the penalties did not match the tariff. The document asks the reader to consider applying the tariff to a past case and discuss situations where it may not be applicable and whether their own institution would adopt such a standardized approach.
Using friend feed for reflection with undergraduatesJo Badge
The document discusses using the social networking site FriendFeed to encourage reflection among undergraduate students. Over the course of 10 weeks, 134 students generated over 5,000 entries and comments on FriendFeed totaling nearly 200,000 words. While engaging with the platform, students were able to learn from each other through social interaction and feedback. Some students continued using FriendFeed for reflection even after the assessment period had ended.
Sheffield 'Better by Digital' website improvement project update - 29 October...John Fox
I have lately completed a seven month interim role at Sheffield City Council overseeing the advocacy and day to day management of the council's transition to 'digital by default' customer service delivery. Creating a new website information architecture based on evidence of customer demand and usage of council services, introducing new governance arrangements and the launch of a customer access channel via Twitter, and acting as mentor to existing web manager. This presentation summarised for the council's executive management team the outputs at the end of my engagement.
Gaining Insight for Website Improvement Dennis Deacon
You built it; is any one coming to your website? Are people successfully completing the tasks/goals? Is the website successful in meeting/exceeding the businesses/organizations goals?
Many times, once a website is launched, that's it. Many times, these websites fail at meeting their intended goals. Find out how to gain insight into what's happening with your website, through website analytics, A/B Split testing, memory/navigational tasks and usability tests. This session will include demonstrations of these methods, including an actual live usability test. You won't want to miss this session if your interested in learning how to continually improve your (or your client's) website.
HEA Biosci Electronic Detection of plagiarismJo Badge
This document summarizes the use of electronic plagiarism detection tools at the University of Leicester. It discusses trials of TurnitinUK and SafeAssign software, results of pilots integrating these tools with coursework submissions, and the full implementation of plagiarism detection in undergraduate programs. Key skills classes were updated to include plagiarism education to accompany the expanded use of these detection services.
The moon appears to change shapes throughout the month because it orbits Earth, taking one month to complete its cycle. As the moon orbits Earth, different portions are illuminated by the sun, causing the phases from new moon to full moon and back again over four weeks. Demonstrating the moon's orbit around Earth with balls and showing how perspectives of a ball with light on one side appear at different angles helps explain the lunar phases seen from Earth.
draft of poster presented to Effective learning in the biosciences conference 30 June 2011, Edinburgh by Jon scott and Jo Badge. http://www.bioscience.heacademy.ac.uk/bioconf/index.aspx
The document discusses factors affecting the capabilities of midwifery students using an online learning system at Fatima School of Science and Technology. It begins by outlining the background, problem statement, assumptions, and significance of the study. It then reviews related literature on online learning during the COVID-19 pandemic and factors that can influence student outcomes, such as learner characteristics, perceived usefulness, and course design. The methodology chapter describes the research design, respondents, and data collection instruments used. In conclusion, the study aims to determine what factors affect the capabilities of midwifery students in using the school's online learning system.
Using problem-based learning (PBL) in web-based components of nurse education could provide benefits to students. PBL is a student-centered teaching method initiated by a clinical problem to foster learning through active inquiry. It has been used successfully in medical and health profession programs. The literature suggests that incorporating PBL into online nursing courses could provide flexibility for students, opportunities for discussion and collaboration, and encourage student autonomy and applying knowledge to real-world problems. Some nursing practice courses may benefit from implementing PBL online components, including discussion forums for group problem-solving and tutor facilitation. However, careful planning and support is needed for online PBL due to potential technical difficulties and time required for similar learning outcomes as face-to
An exploration of the cisco online courses a basis for the development of a l...Alexander Decker
This academic article summarizes a study that assessed the effectiveness of Cisco online courses compared to traditional face-to-face courses in introduction to network technology. The study found that while course content was similar between the two methods, significant differences existed in learning materials and assessment. To address this, the author developed an e-workbook to supplement existing materials and improve the learning experience. The e-workbook included exercises to validate student knowledge and skills as well as assessment criteria to provide consistency in grading.
The document summarizes a study on introducing an online teaching and learning system at Universiti Teknikal Malaysia Melaka (UTeM) to replace the traditional classroom system. A survey was conducted of 51 UTeM students. The results found that 59% of respondents were not satisfied with the current classroom system. Most respondents felt the classroom environment was uncomfortable and classrooms were insufficient. Additionally, 55% did not often ask lecturers questions due to shyness. The study concluded the current system fails to engage students, while an online system could provide flexibility and be less stressful. The goal is to improve teaching methods to enhance student understanding and performance.
CHALLENGES OF ENGAGING STUDENTS THROUGH VIRTUAL LEARNING ENVIRONMENTS. A NEW ...Andy Lima
Presentation given for the 13th Conference on Social Science at University of Vienna, October 6th/7th.
Paper published on the EUROPEAN JOURNAL OF SOCIAL SCIENCES EDUCATION AND RESEARCH September-December 2017, Volume 11, Nr. 2, pg 39-51
“Many Universities manage billions in research funding, but there is usually no R&D budget for their own product, namely delivering education to willing buyers” (Michael Stanton, 2014) Education are missing on an explosive growth sector: Their Own. (Harvard Business Review)
Education has undoubtedly been commoditised and as a good. As suggested by American entrepreneur Peter Theil (Cited in Hellweg, 2013), it may function as both learning and insurance access platform.
Another aspect of HE is that, in contrast to most other industries that have faced disruption, the top 10 providers are still the same for the last 40 decades or so. The question is how much longer will they be there? Not even Coursera’s founder Daphne Koller could anticipate the scale and impact of the MOOCs.
Udacity, Coursera and edX, aka ‘The Big Three’ have crossed the barrier of 40 million active students. What does it mean for traditional universities? MIT’s president Raphael Reif struggles to see how his institution can carry on justifying charging $50,0000 for tuition much longer and that is a big problem not only for them for many other universities that are starting to see their numbers dwindling.
This paper is the first in a series of five papers looking at the future of higher education and learning
Guide to Establishing an Online Teaching Programspagball
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Modern Distant Education through Multi media adoptionDr. Bill Butler
This document discusses improving effectiveness in distance education through multi-media tools. It identifies a lack of research establishing how to deliver online courses according to different learning styles. The author reviews past literature to identify five standard measures of effectiveness: 1) graded assignments, 2) participation in online discussions, and 3) demonstrated knowledge through instructor interaction. However, the emergence of multimedia tools requires considering additional areas: 4) course presentation according to learning styles and 5) determining course structure using multimedia. The author argues that while past research focused on text-based delivery and limited interaction, modern tools change the paradigm, and their effectiveness on student learning styles needs to be studied.
The document discusses two projects exploring formative assessment practices in open and distance learning environments. It finds that while students engage with formative assessment, their understanding of it varies, and it is not always used extensively. Formats of assessment have changed in these environments due to new technologies, but focus has been on tools rather than effective assessment approaches. The study found diversity in practices across three institutions, with two demonstrating elements of good formative assessment practice like periodic rather than end-of-year evaluations. It concludes that a conceptual model is needed to make formative assessment work purposefully in open and distance learning.
E assessment- developing new dialogues for the digital ageMagnus Nohr
This editorial discusses the development of e-assessment and its role in facilitating student learning and reflection. It notes that e-assessment must be designed pedagogically to incorporate feedback and promote student control over learning. While papers discussed show benefits of formative online assessment and tools like e-portfolios, limitations remain around automatically marking open-ended responses. The editorial calls for further developing question types and feedback mechanisms to fully realize e-assessment's potential in supporting new dialogues for learning.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
This study examined engineering students' perceptions of online learning through their university's learning
management system (LMS) compared to free online LMS and web tools allowing blended learning. A survey of 21
students found that they preferred free tools over the university's LMS, accessing resources on Blendspace more than
80% of the time. Interviews with instructors also revealed a preference for more interactive free tools over the limited
LMS. However, both students and instructors noted that slow internet connectivity hindered effective technology
use. While students felt more engaged through e-learning, most still preferred face-to-face learning.
This study examined online secondary teachers' views on the effectiveness of implementing various research-based pedagogical techniques through different online learning tools. The study surveyed online secondary teachers about how frequently they used tools like blogs, discussion boards, and interactive tutorials, and their opinions on how effectively these tools improved student participation, achievement, and satisfaction. The results showed that blogs, discussion boards and interactive tutorials were used most often and had generally positive relationships with student outcomes, while tools like wikis and social networks were used less and had more reported barriers to use. The study concluded that online teachers need more training and support to effectively implement these tools in their courses.
Joined Up Learning: Students' use of the VLE and what it can tell usCONUL_ACIL
This document discusses students' use of the virtual learning environment (VLE) at NUI Maynooth and what it reveals about supporting students. A study found that while VLE use was widespread, it was often limited to accessing notes and assignments. Students had inconsistent experiences depending on lecturer use. The VLE helped students manage their studies but interactive features were underused. More flexible support is needed beyond formal training. The vision of digital natives may not reflect students' actual preferences for technology use. Future support could involve student-led help and challenging assumptions around students and technology.
This document summarizes a study on the acceptance of the Blackboard learning management system (LMS) among students at INTI International University in Malaysia. It includes sections on definitions, theoretical framework, hypotheses, preliminary analysis, findings, and contributions. Key findings are that over 60% of INTI students actively use Blackboard, and functions like assignment submission and discussions are widely accepted. However, improvements could increase acceptance, such as clearer instructions, faster speed, and more training. The study found students want to use Blackboard but it needs enhancements to improve acceptance levels. Recommendations include improving the interface, speed, training, and developing new online learning functions.
Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Ad...nadiashaharil
This document summarizes a study that applied web-enabled problem-based learning (PBL) and self-regulated learning (SRL) approaches to a computing education course in Taiwan's vocational schools. The instructor redesigned the course and conducted experiments applying PBL, SRL, and their combinations to examine their effects. Survey results found that the web-enabled pedagogies had mostly positive impacts on students and reinforced the instructor's confidence in further applying them. The study provides valuable experience for other instructors looking to implement innovative instructional designs and e-learning.
This study examines the experiences of two college professors integrating technology into their classrooms. The professors teach at East Stroudsburg University of Pennsylvania. Data was collected through individual interviews with each professor, observations of their classes, follow-up interviews after observations, and a focus group interview. The study aims to understand the actual experiences of these professors in integrating technology, how their teaching theories influence technology use, their understanding of technological pedagogical content knowledge, and their levels of innovativeness. Previous research has focused less on college professors' perspectives, and this study provides insights into the challenges and benefits of technology integration from their point of view.
The document discusses a study on students' perceptions and attitudes towards computer-assisted learning among Grade 11 students in Old Damulog National High School in the Philippines. It begins with an introduction that provides background information on computer-assisted learning and its benefits. It then states the objectives, significance and limitations of the study. The results and discussion section analyzes students' perceptions based on survey responses. It found that students strongly agreed that computers can increase their interest in learning and chances of future career opportunities, but were undecided on whether computers distract them or if they have enough skills to use computers. Overall, the study aimed to examine students' views of using technology to aid their education.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
The document summarizes a study assessing the Virtual Learning Environment (VLE) called Classfronter at Agder University College in Norway. The study found that Classfronter provided some pedagogical benefits, including allowing students to access lecture presentations before class and providing a permanent storage for learning resources. However, the study also identified several factors that limited Classfronter's effective use, such as technical issues, lack of training, and cultural factors. The conclusions recommend that higher learning institutions clearly define objectives for VLE use, integrate technologies, and consider learning contexts and cultural values when implementing virtual learning environments.
Similar to Science Learning and Teaching conference 2005 (20)
The main theories of Jean Piaget summarised by members of Professional Group 1 (Jo Badge, Salema Begum, Rachel Collins, Adrian Durrant. Bea White) University Leicester PGCE
The document discusses a plagiarism reference tariff created to standardize penalties for student plagiarism across higher education institutions. An evaluation involved comparing penalties from 60 plagiarism cases across 11 institutions against the recommendations of the tariff, finding a match in 66% of cases. While the tariff was found to be easy to use, concerns remained around adequately capturing all characteristics of plagiarism cases. The author invites further involvement in evaluating the tariff.
This document discusses a plagiarism detection service that can be used to check written work for originality. The service analyzes submitted documents and compares them to a large database of online content to detect any unoriginal or copied portions. Users can rely on this plagiarism detection tool to ensure all work submitted is truly their own original writing.
Do you come here often? The fleeting nature of communication in a 140 charact...Jo Badge
This document discusses personal learning environments (PLEs) and how students communicate. It notes that PLEs help learners take control of their learning by setting goals and managing content. The document also explores how students are increasingly using Twitter and other tools to communicate in real-time and ask questions about assignments. It raises questions about whether communication will continue shifting away from asynchronous forums to more synchronous options like Twitter as students look for new ways to learn together.
Dr Jo Badge is developing web resources for the PedR group on elearning at the University of Leicester. Dr Alan Cann proposes using the social bookmarking site CiteULike for first year undergraduate students to bookmark resources and have online journal clubs to discuss research papers for a research skills module, tagging resources by degree topics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
1. Training the teachers: Virtual learning - real benefits? Joanne L. Badge, Jon Scott and Alan J. Cann School of Biological Sciences, University of Leicester [email_address] Virtual Learning Environments (VLEs) are in widespread use in British Universities (Ward et al. 2001; Browne and Jenkins 2003). The University of Leicester deployed the VLE, Blackboard in 2002. The School of Biological Sciences was an early adopter and the first to deploy an undergraduate module using online assessment. VLE usage is voluntary for module convenors. To facilitate development of the VLE across the School of Biological Sciences, we conducted an audit of a range of usage by means of face-to-face interviews to complete a standardized questionnaire (Badge et al. 2005). Two questionnaires were devised: one for convenors classed as Blackboard users, another for those classed as Blackboard non-users. There were five common questions, referring to background information that was independent of Blackboard usage. The response rate was 84%. Face to face interviews were conducted with 41 staff, covering 66 modules. 62% of convenors surveyed used Blackboard. Only 10% of staff had attended any centralised formal training in using Blackboard, with the rest being entirely self-taught. The most commonly cited reason for using Blackboard was that it led to student pull for information and provided an easy method to distribute lecture handouts. Peer pressure from colleagues was the next most cited reason for starting to use Blackboard. An increase in the proportion of modules on Blackboard from 56% to 65% over the last semester demonstrates the growing adoption of the VLE. The findings of this audit indicate that while many staff have used Blackboard to some extent, a large majority fail to make use of the potential pedagogical advantages offered by the full functionality of the software. These results indicate that when academic staff begin to use a VLE in a self-taught environment, they do not consider how it can be used to improve the educational value of their teaching. Instead, it is seen as a quick way to deliver learning materials that would otherwise have been delivered by alternative means, e.g. printed handouts. In particular, time constraints and the naïve expectations that learning technology is either a bottomless pit or a quick technological fix for pedagogical problems result in the use of sophisticated C&IT systems as mere filing systems - the lowest educational denominator. Acknowledgements: We are grateful to the University of Leicester Fund for Faculty Teaching Initiatives for supporting the work described in this report. Background Questionnaire results Conclusions Why do you not use Blackboard? “ due to a lack of time for voluntary activities” “ I have other instructors put my lecture notes on Blackboard for me” References Badge, J. L., A. Cann, et al. (2005). "e-Learning versus e-Teaching: Seeing the Pedagogic Wood for the Technological Trees." Bioscience Education E-Journal 5 : 6. Browne, T. and M. Jenkins (2003). VLE Surveys - a longitudinal perspective between March 2001 and March 2003 for Higher Education in the United Kingdom, UCISA. Ward, J. P. T., J. Gordon, et al. (2001). "Communication and information technology in medical education." The Lancet 357 (9258): 792-796 Why do you use Blackboard? “ it is easier to put information online than print it out, it puts the onus on the student ” “ I’m obliged to use by my position as an example to others, but I do find it convenient to put images from lectures that do not reproduce well in printed material”