This document describes research on using animated examples as practice content in a Java programming course. It found that students who used animated examples completed more examples, spent more total time on examples, and performed better on problems and exams compared to those using traditional annotated examples. Regression analyses showed the number of animated examples viewed positively impacted the number of correct problems and post-test score, while time on annotated examples negatively impacted problems correct. The findings suggest animated examples can improve student engagement, performance and learning when used as practice content for programming courses.
2020_09_23 "Supporting teachers as designers with community and learning anal...eMadrid network
2020_09_23 "Supporting teachers as designers with community and learning analytics: a framework, technology and case studies" - Konstantinos Michos (X Jornadas eMadrid)
Distance collaborative activities for teacher education onlinehaiguang fang
This document discusses research on distance collaborative activities for teacher education based on online video and cloud computing. It presents the following:
1. A system was constructed using online video in a cloud computing environment to enable three districts to conduct collaborative teaching and research.
2. The collaborative system is defined as a set consisting of objectives, activities, platforms, and resources that can be collaboratively shared between participants.
3. Potential advantages include making it easier for more teacher groups to conduct educational activities online and enhancing technical support. Expected future work is to provide practical references for teaching and research.
'Wiskundeonderwijs voor ingenieurs innoveren met Brightspace'- Annoesjka Cabo...SURF Events
TU Delft gebruikt Brightspace om blended-learningactiviteiten te ondersteunen. Met een combinatie van Brightsight-functies en andere, geïntegreerde tools wordt een gevarieerde leerervaring gecreëerd. Deze leerervaring is specfiiek toegepast op het wiskundeonderwijs voor een brede groep technische studenten. In deze sessie gaan we met name in op de integratie met Grasple, een online trainingsprogramma voor wiskundeoefeningen.
Patterns for Formative Assessment - A Pattern Language Remix for ATS2020Isabell Grundschober
Using Existing Pedagogical Patterns to Create a New Language for Formative Assessment, in line with the EU project ATS2020's learning model to support transversal skills. A presentation at the #PURPLSOC World Conference 2017.
Content Wizard: Concept-Based Recommender System for Instructors of Programmi...Hung Chau
This presentation introduces Content Wizard, a concept-based recommender system to help instructors of programming courses build intelligent tutoring systems. Content Wizard analyzes code examples to extract concepts and generates a course model. It then recommends annotated examples and parameterized problems for each course unit based on whether concepts are past, current or future. An evaluation compared Content Wizard's recommendations to a baseline method and found it performed better, especially for annotated examples. Future work includes online experiments and improving transparency of recommendations.
Technology Integration in Mathematics Instruction in Urban Public SchoolsPhyllis Harvey-Buschel
This study examined factors that impact technology integration in urban public secondary mathematics classrooms. The researcher conducted a quantitative study using an existing dataset from 3654 urban public secondary mathematics teachers. The results showed that while access to technology in classrooms correlated with greater technology integration, participation in professional development had the strongest relationship. The study concluded that for effective technology integration, schools need to provide both access to technology and ongoing professional development for teachers on using technology to meet curricular goals.
This document summarizes a requirement review meeting for e-textbooks (EDUPUB) held in Tokyo in 2014. It lists panelists who attended in person and online to discuss e-textbook requirements. The goal was to review functions specified for e-textbooks over the past 11 months based on standards groups and user needs. A list of 73 e-textbook requirements compiled by Yasuhisa Tamura's lab was presented for discussion. Panelists were asked to comment on the list's coverage, priorities, and existing specification coverage.
The document discusses teaching and learning media. It defines teaching media as focused on conveying content from the teacher to learner, while learning media focuses on learner interaction to create their own learning process. A table compares the differences between teaching media and learning media. Teaching media contains and promotes thinking, while learning media facilitates the learning process. Examples of learning media discussed include the Predict-Observe-Explain model, virtual laboratories, and animations.
2020_09_23 "Supporting teachers as designers with community and learning anal...eMadrid network
2020_09_23 "Supporting teachers as designers with community and learning analytics: a framework, technology and case studies" - Konstantinos Michos (X Jornadas eMadrid)
Distance collaborative activities for teacher education onlinehaiguang fang
This document discusses research on distance collaborative activities for teacher education based on online video and cloud computing. It presents the following:
1. A system was constructed using online video in a cloud computing environment to enable three districts to conduct collaborative teaching and research.
2. The collaborative system is defined as a set consisting of objectives, activities, platforms, and resources that can be collaboratively shared between participants.
3. Potential advantages include making it easier for more teacher groups to conduct educational activities online and enhancing technical support. Expected future work is to provide practical references for teaching and research.
'Wiskundeonderwijs voor ingenieurs innoveren met Brightspace'- Annoesjka Cabo...SURF Events
TU Delft gebruikt Brightspace om blended-learningactiviteiten te ondersteunen. Met een combinatie van Brightsight-functies en andere, geïntegreerde tools wordt een gevarieerde leerervaring gecreëerd. Deze leerervaring is specfiiek toegepast op het wiskundeonderwijs voor een brede groep technische studenten. In deze sessie gaan we met name in op de integratie met Grasple, een online trainingsprogramma voor wiskundeoefeningen.
Patterns for Formative Assessment - A Pattern Language Remix for ATS2020Isabell Grundschober
Using Existing Pedagogical Patterns to Create a New Language for Formative Assessment, in line with the EU project ATS2020's learning model to support transversal skills. A presentation at the #PURPLSOC World Conference 2017.
Content Wizard: Concept-Based Recommender System for Instructors of Programmi...Hung Chau
This presentation introduces Content Wizard, a concept-based recommender system to help instructors of programming courses build intelligent tutoring systems. Content Wizard analyzes code examples to extract concepts and generates a course model. It then recommends annotated examples and parameterized problems for each course unit based on whether concepts are past, current or future. An evaluation compared Content Wizard's recommendations to a baseline method and found it performed better, especially for annotated examples. Future work includes online experiments and improving transparency of recommendations.
Technology Integration in Mathematics Instruction in Urban Public SchoolsPhyllis Harvey-Buschel
This study examined factors that impact technology integration in urban public secondary mathematics classrooms. The researcher conducted a quantitative study using an existing dataset from 3654 urban public secondary mathematics teachers. The results showed that while access to technology in classrooms correlated with greater technology integration, participation in professional development had the strongest relationship. The study concluded that for effective technology integration, schools need to provide both access to technology and ongoing professional development for teachers on using technology to meet curricular goals.
This document summarizes a requirement review meeting for e-textbooks (EDUPUB) held in Tokyo in 2014. It lists panelists who attended in person and online to discuss e-textbook requirements. The goal was to review functions specified for e-textbooks over the past 11 months based on standards groups and user needs. A list of 73 e-textbook requirements compiled by Yasuhisa Tamura's lab was presented for discussion. Panelists were asked to comment on the list's coverage, priorities, and existing specification coverage.
The document discusses teaching and learning media. It defines teaching media as focused on conveying content from the teacher to learner, while learning media focuses on learner interaction to create their own learning process. A table compares the differences between teaching media and learning media. Teaching media contains and promotes thinking, while learning media facilitates the learning process. Examples of learning media discussed include the Predict-Observe-Explain model, virtual laboratories, and animations.
A mobile-assisted curriculum model for teachers’ self-directed professional d...heyoungkim
Kim, H., & Lee, J. H. (2018, March). A mobile-assisted curriculum model for teachers’ self-directed professional development: Design-based research. Paper presented at the 12th International Technology, Education and Development Conference, Valencia, Spain
This document summarizes Zoran Jeremić's PhD dissertation on using semantic web technologies to support collaborative learning. It outlines the basic concepts of collaborative learning and semantic web technologies. It then describes the DEPTHS system, which uses an ontology and semantic web services to provide context-aware learning resources and tools to support project-based learning of software design patterns. An evaluation with students found the DEPTHS approach was generally effective for learning patterns and the integrated tools were useful.
Synergy of Performance-Based Model and Cognitive Trait Model in DP-ITSZoran Jeremic
The document describes DEPTHS, a system for teaching design patterns that:
1) Intelligently represents educational material adjusted to student performance and allows independent study of patterns.
2) Models students based on personal data, performance data, and cognitive traits to personalize instruction.
3) Has modules for student modeling, pedagogy, domain knowledge, and presentation with registration, lesson, and test examples.
4) Plans future additions of an authoring tool, improved cognitive trait modeling, and problem generator.
Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
Creating, Collaborating, and Computing in Math (CCC-M): A professional learning network for enhancing the teaching and learning of mathematics using digital tools
Digital Teachers, Digital Principals: Transforming the Ways We Engage Student...Julie Evans
Engaging students in learning can potentially improve achievement, but increasing student engagement is still an elusive concept in many classrooms. Armed with research findings and classroom practices, we'll provide you with new strategies and ideas to use in your classrooms. With Julie Evans (Project Tomorrow), Robert Miller (Port Orange Elementary), and Kari Stubbs (BrainPOP).
SELFIE for Teachers is a self-reflection tool developed by the European Commission to help teachers assess their digital competencies. It consists of 32 questions aligned to the European Framework for the Digital Competence of Educators. The tool is available online and allows teachers to privately reflect on their skills, save progress, and receive customized feedback reports. It is designed to support individual and collaborative professional learning about integrating technology into teaching practices.
This document summarizes a research project that studied the use of student response systems (SRS) to support mobile learning in university lectures. The study found that incorporating SRS-based formative assessments and collaborative activities into lectures improved student engagement and academic performance. Students reported that the SRS-supported approach prepared them well and helped them understand content. The researcher suggests further exploring new interactive mobile-enabled activities and assessment models to enhance learning beyond traditional boundaries.
Interactive and Multimodal Pedagogy Using IWB sadegh salehi
This document discusses the design and development of instructional materials (IWB-Ms) that can be used with interactive whiteboards (IWBs). It outlines the process used which included instructional designer candidates working in groups to develop IWB-Ms covering two-week course content for various disciplines. The groups utilized various IWB software and tools and considered applicable instructional methods and techniques. The document also discusses findings around the software and tools used, prominent IWB features incorporated, and instructional methods supported by the IWB-Ms. It concludes with references used in the research.
This document discusses challenges and perspectives in teaching "mobile natives" or students who have grown up with mobile devices in Russia. It notes that mobile devices have become widespread in Russia, with over 237 million mobile devices owned. It explores how mobile learning can provide just-in-time, collaborative learning and increase student motivation. Research with students found they are ready to use mobile devices for learning but teachers do not fully guide their use of educational apps. The challenges are developing teacher mobile literacy and strategies for integrating mobile devices into traditional classrooms.
Interactive Class System in UNINETTUNO Course Delivery ModelEADTU
Alessandro Caforio from UNINETTUNO gave a presentation about the Interactive Class System in UNINETTUNO Course Delivery Model as part of the online events by expert pool Curriculum Development & Course Design within EMPOWER.
This document outlines 9 questions for reviewing technology use in education. The questions address whether there is a shared vision for technology, whether infrastructure supports instruction, whether a variety of methods support technology use, whether administration models technology use, whether technology is used to change teaching and learning, whether instruction fosters creativity and alternative learning styles, whether learning takes place 24/7, whether staff development focuses on curriculum over tools, and whether technology connects with homes.
Technological and pedagogical issues surrounding mass production of elearningChristopher Peat
The document discusses the technological and pedagogical issues surrounding the mass production of multimedia learning content. It addresses challenges such as adhering to educational principles, conforming to technology standards, ensuring affordability and accessibility. The document also presents a case study of a project that developed learning objects from classroom materials to retain the original pedagogical approach at a low cost. Stakeholders including academics and learning technologists collaborated to capture classroom interactions and package them into reusable learning objects using open source tools.
Dr. Siobhán McPhee has explored using open source textbooks and various educational technologies like AR-VR, blogs, e-portfolios, and wikis in her teaching. She tried using blogs for student assessment in her GEOG 352 course but found it was not effective. She is interested in better integrating educational technologies to improve student engagement and finding projects that get students to effectively use technologies both during and after courses. Her focus is on connections between technology, curriculum, pedagogy, and life outside of academia.
Introduction to the Workshop "Digital Storytelling: An Effective Mechanism in...natashabukharov
Digital storytelling can enhance the learning process: this student-centered activity engages learners in social interaction, collaboration, and cooperation and it builds their awareness of language use, which becomes especially important in foreign language acquisition. This presentation introduces the workshop “Digital Storytelling: An Effective Mechanism in Foreign Language Acquisition”. During the workshop, the participants will learn what is needed for integrating the digital narration into curriculum in order to improve students’ speaking proficiency.
Technology plays an important role in developmental mathematics education. Examples of helpful technologies include graphing calculators, instructional videos, online platforms like My Math Lab and ALEKS, and interactive whiteboards. Studies show that integrating various technologies into the classroom and lab can help supplement instruction and support accurate placement of students. Some schools are experimenting with acceleration models that allow students to complete multiple developmental math levels in one semester using self-paced online platforms. While technologies offer benefits, simply using them as add-ons is not enough - developmental math courses need redesign to fully prepare students.
The document discusses collaboration in education projects based on BRIDGE's experience managing communities of practice. It provides three examples of collaborative projects: 1) A pilot quality toolkit project between ECD NGOs. 2) A post-school access map created by bursary providers. 3) An EU-funded project between universities and NGOs to standardize ECD educator training. For each, it maps the motivations, enablers/barriers, and tracking of impacts. It also discusses theories of collaboration and principles for effective collaboration identified in the EU project. The overall aim is to learn lessons around facilitating collaboration to improve education outcomes.
Seizing Opportunity in the Digital Age: The Intersection of Technology and Sp...Julie Evans
On June 17, 2015, the National Coalition for Technology in Education and Training (NCTET) and the Education and Technology and Telecommunications Taskforces of the Consortium for Citizens with Disabilities hosted Seizing Opportunity in the Digital Age: The Intersection of Technology and Special Education, a special event to discuss the intersection of technology and special education. Moderator Alexa Posny (former Assistant Secretary for the Office of Special Education and Rehabilitation Services) discussed how special education teachers have led the way for technology innovation, and Project Tomorrow CEO Julie Evans provided Speak Up 2014 data, focusing on 4,475 special education teachers’ thoughts on digital learning. Featured educator panelists Kate Nagle (The Ivy Mount School, Rockville, MD), Caroline Hill (E.L. Haynes High School, Washington, D.C.), and Angela Foreman (Jamestown Elementary School, Arlington, VA) gave insight into how their schools and classrooms have used technology to advance special education and benefit students with disabilities.
This event was made possible by NCTET and the Education and Technology and Telecommunications Taskforces of the Consortium for Citizens, with the live stream provided by Discovery Education.
The document outlines an agenda for a workshop on enhancing math teaching and learning through technology. The agenda includes sharing experiences from classroom visits, a video on teacher collaboration, and creating a video trailer using iMovie to showcase a lesson study project. Time is allotted for discussion, a break, lunch, and developing the video as a team.
Apresentação sobre dojo aplicado a ensino de progração no CLEI/LACLO 2018Universidade Tiradentes
This document discusses using Dojo as a pedagogical practice to introduce undergraduate students to programming. It presents a case study of using Dojo in an Introduction to Programming course. The results showed that using Dojo as an educational tool was positive, with no dropouts and lower absences compared to previous classes without Dojo. Dojo helped make the teaching process more interactive and collaborative. The conclusions are that introduction to programming is essential for students' training, and that activities like Dojo can help motivate students and develop their cognition.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
A mobile-assisted curriculum model for teachers’ self-directed professional d...heyoungkim
Kim, H., & Lee, J. H. (2018, March). A mobile-assisted curriculum model for teachers’ self-directed professional development: Design-based research. Paper presented at the 12th International Technology, Education and Development Conference, Valencia, Spain
This document summarizes Zoran Jeremić's PhD dissertation on using semantic web technologies to support collaborative learning. It outlines the basic concepts of collaborative learning and semantic web technologies. It then describes the DEPTHS system, which uses an ontology and semantic web services to provide context-aware learning resources and tools to support project-based learning of software design patterns. An evaluation with students found the DEPTHS approach was generally effective for learning patterns and the integrated tools were useful.
Synergy of Performance-Based Model and Cognitive Trait Model in DP-ITSZoran Jeremic
The document describes DEPTHS, a system for teaching design patterns that:
1) Intelligently represents educational material adjusted to student performance and allows independent study of patterns.
2) Models students based on personal data, performance data, and cognitive traits to personalize instruction.
3) Has modules for student modeling, pedagogy, domain knowledge, and presentation with registration, lesson, and test examples.
4) Plans future additions of an authoring tool, improved cognitive trait modeling, and problem generator.
Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
Creating, Collaborating, and Computing in Math (CCC-M): A professional learning network for enhancing the teaching and learning of mathematics using digital tools
Digital Teachers, Digital Principals: Transforming the Ways We Engage Student...Julie Evans
Engaging students in learning can potentially improve achievement, but increasing student engagement is still an elusive concept in many classrooms. Armed with research findings and classroom practices, we'll provide you with new strategies and ideas to use in your classrooms. With Julie Evans (Project Tomorrow), Robert Miller (Port Orange Elementary), and Kari Stubbs (BrainPOP).
SELFIE for Teachers is a self-reflection tool developed by the European Commission to help teachers assess their digital competencies. It consists of 32 questions aligned to the European Framework for the Digital Competence of Educators. The tool is available online and allows teachers to privately reflect on their skills, save progress, and receive customized feedback reports. It is designed to support individual and collaborative professional learning about integrating technology into teaching practices.
This document summarizes a research project that studied the use of student response systems (SRS) to support mobile learning in university lectures. The study found that incorporating SRS-based formative assessments and collaborative activities into lectures improved student engagement and academic performance. Students reported that the SRS-supported approach prepared them well and helped them understand content. The researcher suggests further exploring new interactive mobile-enabled activities and assessment models to enhance learning beyond traditional boundaries.
Interactive and Multimodal Pedagogy Using IWB sadegh salehi
This document discusses the design and development of instructional materials (IWB-Ms) that can be used with interactive whiteboards (IWBs). It outlines the process used which included instructional designer candidates working in groups to develop IWB-Ms covering two-week course content for various disciplines. The groups utilized various IWB software and tools and considered applicable instructional methods and techniques. The document also discusses findings around the software and tools used, prominent IWB features incorporated, and instructional methods supported by the IWB-Ms. It concludes with references used in the research.
This document discusses challenges and perspectives in teaching "mobile natives" or students who have grown up with mobile devices in Russia. It notes that mobile devices have become widespread in Russia, with over 237 million mobile devices owned. It explores how mobile learning can provide just-in-time, collaborative learning and increase student motivation. Research with students found they are ready to use mobile devices for learning but teachers do not fully guide their use of educational apps. The challenges are developing teacher mobile literacy and strategies for integrating mobile devices into traditional classrooms.
Interactive Class System in UNINETTUNO Course Delivery ModelEADTU
Alessandro Caforio from UNINETTUNO gave a presentation about the Interactive Class System in UNINETTUNO Course Delivery Model as part of the online events by expert pool Curriculum Development & Course Design within EMPOWER.
This document outlines 9 questions for reviewing technology use in education. The questions address whether there is a shared vision for technology, whether infrastructure supports instruction, whether a variety of methods support technology use, whether administration models technology use, whether technology is used to change teaching and learning, whether instruction fosters creativity and alternative learning styles, whether learning takes place 24/7, whether staff development focuses on curriculum over tools, and whether technology connects with homes.
Technological and pedagogical issues surrounding mass production of elearningChristopher Peat
The document discusses the technological and pedagogical issues surrounding the mass production of multimedia learning content. It addresses challenges such as adhering to educational principles, conforming to technology standards, ensuring affordability and accessibility. The document also presents a case study of a project that developed learning objects from classroom materials to retain the original pedagogical approach at a low cost. Stakeholders including academics and learning technologists collaborated to capture classroom interactions and package them into reusable learning objects using open source tools.
Dr. Siobhán McPhee has explored using open source textbooks and various educational technologies like AR-VR, blogs, e-portfolios, and wikis in her teaching. She tried using blogs for student assessment in her GEOG 352 course but found it was not effective. She is interested in better integrating educational technologies to improve student engagement and finding projects that get students to effectively use technologies both during and after courses. Her focus is on connections between technology, curriculum, pedagogy, and life outside of academia.
Introduction to the Workshop "Digital Storytelling: An Effective Mechanism in...natashabukharov
Digital storytelling can enhance the learning process: this student-centered activity engages learners in social interaction, collaboration, and cooperation and it builds their awareness of language use, which becomes especially important in foreign language acquisition. This presentation introduces the workshop “Digital Storytelling: An Effective Mechanism in Foreign Language Acquisition”. During the workshop, the participants will learn what is needed for integrating the digital narration into curriculum in order to improve students’ speaking proficiency.
Technology plays an important role in developmental mathematics education. Examples of helpful technologies include graphing calculators, instructional videos, online platforms like My Math Lab and ALEKS, and interactive whiteboards. Studies show that integrating various technologies into the classroom and lab can help supplement instruction and support accurate placement of students. Some schools are experimenting with acceleration models that allow students to complete multiple developmental math levels in one semester using self-paced online platforms. While technologies offer benefits, simply using them as add-ons is not enough - developmental math courses need redesign to fully prepare students.
The document discusses collaboration in education projects based on BRIDGE's experience managing communities of practice. It provides three examples of collaborative projects: 1) A pilot quality toolkit project between ECD NGOs. 2) A post-school access map created by bursary providers. 3) An EU-funded project between universities and NGOs to standardize ECD educator training. For each, it maps the motivations, enablers/barriers, and tracking of impacts. It also discusses theories of collaboration and principles for effective collaboration identified in the EU project. The overall aim is to learn lessons around facilitating collaboration to improve education outcomes.
Seizing Opportunity in the Digital Age: The Intersection of Technology and Sp...Julie Evans
On June 17, 2015, the National Coalition for Technology in Education and Training (NCTET) and the Education and Technology and Telecommunications Taskforces of the Consortium for Citizens with Disabilities hosted Seizing Opportunity in the Digital Age: The Intersection of Technology and Special Education, a special event to discuss the intersection of technology and special education. Moderator Alexa Posny (former Assistant Secretary for the Office of Special Education and Rehabilitation Services) discussed how special education teachers have led the way for technology innovation, and Project Tomorrow CEO Julie Evans provided Speak Up 2014 data, focusing on 4,475 special education teachers’ thoughts on digital learning. Featured educator panelists Kate Nagle (The Ivy Mount School, Rockville, MD), Caroline Hill (E.L. Haynes High School, Washington, D.C.), and Angela Foreman (Jamestown Elementary School, Arlington, VA) gave insight into how their schools and classrooms have used technology to advance special education and benefit students with disabilities.
This event was made possible by NCTET and the Education and Technology and Telecommunications Taskforces of the Consortium for Citizens, with the live stream provided by Discovery Education.
The document outlines an agenda for a workshop on enhancing math teaching and learning through technology. The agenda includes sharing experiences from classroom visits, a video on teacher collaboration, and creating a video trailer using iMovie to showcase a lesson study project. Time is allotted for discussion, a break, lunch, and developing the video as a team.
Apresentação sobre dojo aplicado a ensino de progração no CLEI/LACLO 2018Universidade Tiradentes
This document discusses using Dojo as a pedagogical practice to introduce undergraduate students to programming. It presents a case study of using Dojo in an Introduction to Programming course. The results showed that using Dojo as an educational tool was positive, with no dropouts and lower absences compared to previous classes without Dojo. Dojo helped make the teaching process more interactive and collaborative. The conclusions are that introduction to programming is essential for students' training, and that activities like Dojo can help motivate students and develop their cognition.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
Online Multi-user Interactive Learning Activities on Social CloudPrachyanun Nilsook
Panlumlers, K., Nilsook, P. & Jeerungsuwan, N. (2017)
Online Multi-user Interactive Learning Activities on Social Cloud.
2017 International Conference on e-Commerce, e-Administration,
e-Society, e-Education, and e-Technology, Kyoto, Japan April 4-6, 2017. pp 343-353.
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...eMadrid network
This document proposes two approaches for collaborative learning in MOOCs: a Social Media Learning System that supports social interaction around multimedia learning objects, and a Teaching Assistant System that extends an LMS to support collaborative learning scenarios and assessment. Both approaches aim to address the need for a flexible pedagogical model in MOOCs based on high interaction and self-motivation through collaborative learning. The approaches are discussed and evaluated in terms of design, monitoring, and assessment of collaborative learning processes in large-scale online courses.
In this talk we will analyze the effects of gamification in the social network of a large online course on ‘digital skills for teachers.’ Educational social networking websites and learning systems can gather information about contributions of participants and about the underlying social network. We will present an experimental gamification layer with three game elements (points, badges, and leaderboard) that was delivered to students. Social network analysis (SNA) and principal component analysis (PCA) can then be used to analyze the differences between groups using information about contributions to the website, and position and influence in the social network of each participant. Initial results suggest that variables and participants group differently, and that gamification may influence the structure of the social network of participants in the course. The first component (F1) can be a good descriptor of students’ work and position in the network that can be used to build predictive models of learning success. The models suggest that the probability of passing the course increases more rapidly in the experimental (gamified) groups for students that participate.
Dr. Christian Bokhove presented on using technology for math teaching and learning. He discussed several key features of effective math technology, including instructional design, automated feedback, and integrated digital books. He demonstrated several digital book projects that incorporate interactive widgets, embedded feedback, and store student results to inform instruction. Overall, he argued that the whole experience of digital books is greater than the sum of individual parts when integrated features are combined through an intentional design approach.
Sustaining Continous Collaborative Learning Flows in MOOCs: Orchestration Age...Ishari Amarasinghe
The document discusses sustaining continuous collaborative learning flows in MOOCs through an orchestration agent approach. It summarizes previous research on collaborative learning opportunities and flows in MOOCs. It then describes two studies conducted: 1) an exploratory study of pyramid collaborative learning activities in a MOOC which found engagement decreased over time and individual differences affected participation, and 2) an empirical study using a wizard of oz technique to clarify design requirements for an orchestration agent in pyramid activities, which found agent intervention was needed to maintain engagement and collaboration. The document concludes that intelligent orchestration techniques show potential for sustaining collaborative learning flows in MOOCs but require further research.
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
11 ways of looking at technology adoption in theclassroom (Invited talk @ ITD...lprisan
In this talk, I look quickly at several studies we've done over the years, which deal with the gap between research-driven educational technology proposals and what is actually used every day in our classrooms. It focuses especially on one of our latest studies at EPFL, in which we examine the effects, pros and cons of using a social media app (SpeakUp) in a face-to-face university lecture.
This document discusses various ways that instructional technology can be used to enhance teaching and learning. It is organized by functional categories of learning activities including presentation tools, active learning tools, collaborative learning tools, and more. Specific examples are provided for tools like video conferencing, simulations, discussion forums, blogs and wikis. Key principles of instructional design are also reviewed, such as backward design and establishing learning goals and objectives. Overall, the document serves as a guide for instructors to thoughtfully integrate different technologies into their teaching.
The Structure and Components for the Open Education EcosystemHans Põldoja
Lectio Praecursoria in the doctoral defense, 23 September 2016. Aalto University School of Arts, Design and Architecture. Helsinki, Finland.
The disseration can be downloaded from https://shop.aalto.fi/media/attachments/748b6/Poldoja_verkkoversio.pdf
Keynote talk at CollabTech2022 (November 9, 2022):
Design and orchestration of technology-enhanced collaborative learning can be very challenging for teachers or even instructional designers. This keynote presentation deals with design for effective and efficient collaborative learning, and how teachers as designers and orchestrators may be supported in complex ecosystems.
We present the main challenges and solutions regarding conceptual and technological tools which may be developed, building on, and adapting to existing design knowledge.
The talk will provide an overview of patterns, approaches, tools, and systems that should respect teachers’ agency while taking advantage of complex computational approaches, typically based on artificial intelligence.
We pay special attention to recent research on how learning analytics solutions may be designed and implemented using human-centered approaches, and how socially shared regulated learning may be better supported.
Several illustrating examples will be shown drawing on the literature and the research work of the presented during the last 25 years.
Some prominent pending issues will be posed that may guide future research in supporting teachers as designers and orchestrators.
Guest lecturer for Dr. Kevin Burden's module, Decoding the Digital Society at the University of Hull. Presentation suggests using VoiceThread as an online tool for collaboration. Case study shows use with a secondary school.
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
Go-Lab is an European project devoted to promote STEM education by means of pedagogical guidelines based on blended Inquiry-Based Learning (IBL), authoring tools for rich open educational resources, and online labs. In such a framework, we have analysed the orchestration needs of expert teachers in inquiry learning and STEM, and provided a set of Learning Analytics (LA) apps to address them. This document reports on three LA apps -Online Users, Student Time Spent, and Submitted Reports- which, based on the context description, provide visualisations of the student activity to support teacher awareness and reflection.
Using Social Software for Teamwork and Collaborative Project Management in Hi...jianjinshu
This document discusses using social software like Graaasp and Google Wave to support collaborative learning in higher education. It presents scenarios for how these tools can facilitate collaboration on group projects. An evaluation with students found they liked having control over their learning process and how social software makes it easy to share and collaborate. While this bottom-up learning paradigm provides benefits, it also presents challenges around information overload and ensuring privacy and trust in open environments.
This document discusses various forms of "smart content" that can be used in computer science education to engage students in meaningful learning activities through interaction. It describes different types of smart content including interactive coding problems, program visualizations, and worked examples. It also discusses frameworks for providing levels of support, feedback, and assessment for problems, examples, and coding activities. Finally, it discusses how adaptive learning systems can utilize student data and smart content to provide personalized navigation support, recommendations, and engagement.
This poster is presented at Hypertext 2016. The paper available here:
http://halley.exp.sis.pitt.edu/cn3/presentation2.php?taction=system&conferenceID=144&presentationID=8961
This document summarizes research on adaptive sequencing in open social student modeling. It describes how combining knowledge-based guidance with social guidance can encourage non-sequential navigation, increase learning speed for strong students, and positively relate to student performance. A classroom study found that adaptive sequencing increased learning speed and the odds of correct problem solving. Students also provided positive subjective feedback about recommendations. Future work aims to explore alternative visualization and awareness techniques.
The document describes Knowledge Maximizer (KM), a concept-based problem sequencing tool for exam preparation in Java programming. KM uses an ontology of Java concepts and a student model to select practice problems that will help address gaps in a student's knowledge while maximizing the number of concepts assessed. A classroom study found that while success rates were comparable between KM and other tools, KM pushed students to attempt more complex questions targeting more concepts at once, helping them more efficiently fill gaps in their knowledge.
Java parser a fine grained indexing tool and its applicationRoya Hosseini
1) The document discusses an intelligent tutoring system called Knowledge Maximizer (KM) that uses fine-grained modeling of programming concepts to provide personalized exam preparation for students.
2) An evaluation of KM compared to other course tutoring systems found that students using KM attempted more complex questions, had a higher success rate, and achieved greater knowledge gains.
3) An automatic tool called JavaParser was developed to index programming questions by the underlying concepts, achieving over 98% accuracy compared to manual indexing. Future work aims to improve modeling and provide more adaptive support.
Edm2014 investigating automated student modeling in a java moocRoya Hosseini
This document summarizes a study that investigated automatically modeling student learning in a MOOC for Java programming. The study analyzed code snapshots from programming assignments to build additive factors models of student skill development over time. The best models were able to accurately model skill development using only a fraction of the available data. These automated student models have the potential to be used to provide intelligent in-problem learning support for struggling students.
This document describes KnowledgeZoom, a concept-based exam study tool with zoomable open student modeling to help students efficiently prepare for final exams. It integrates fine-grained concept-based guidance, an open student model that progressively zooms between topics and sub-topics, and adaptive problem sequencing. The tool includes a Knowledge Explorer that visualizes students' knowledge gaps through a zoomable treemap, and a Knowledge Maximizer that sequences practice problems based on students' knowledge levels and impact. An evaluation with 14 students found the tool helped identify knowledge weaknesses and generated quizzes covering multiple concepts, though better integration between its components could further improve the student experience.
This document describes two concept-based approaches for finding similar programming examples to questions: global and local similarity. The global approach measures similarity based on all concepts in examples and questions, while the local approach compares concept subtrees. An evaluation with 12 students solving Java problems found the local approach had slightly better ratings and precision. Further work is needed to personalize example selection based on user knowledge and adaptively visualize the problem-example space.
This document summarizes a study that analyzed programming behaviors and problem solving paths of students in an introductory Java programming course. The study tracked programming snapshots over time to identify common patterns and concepts used. At a global level, it found that students progressed incrementally on easy exercises but struggled more on harder ones. At an individual level, it classified patterns like "builder", "massager", and "reducer" based on conceptual changes between snapshots. The most common patterns were forms of incremental building. Future work could look at generalizing the patterns to other datasets and relating behaviors to individual traits.
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...Travis Hills MN
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
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
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
1. Animated Examples as Practice Content
in a Java Programming Course
Roya Hosseini, Teemu Sirkiä, Julio Guerra
Peter Brusilovsky, Lauri Malmi
SIGCSE 2016
1
28. Selected References
Mastery Grids
Loboda et al. (2014). Mastery grids: An open source social educational progress
visualization. In Open Learning and Teaching in Educational Communities (pp. 235-
248)
Animated Examples
Sirkiä, T. (2013). A JavaScript library for visualizing program execution. The 13th
Koli Calling International Conf. on Computing Education Research (pp. 189-190)
WebEx
Brusilovsky et al. (2009). Problem solving examples as first class objects in
educational digital libraries: Three obstacles to overcome. Journal of Educational
Multimedia and Hypermedia, 18(3) (pp. 267–288)
28
29. 29
Jeliot 3
Moreno et al. (2004). Visualizing programs with Jeliot 3. Proc. of the working
conference on Advanced visual interfaces (pp. 373-376)
Python Tutor
Guo, P. J. (2013). Online python tutor: embeddable web-based program visualization
for cs education. Proc. of the 44th ACM technical symposium on Computer science
education (pp. 579-584)
QuizJET
Hsiao et al. (2008). Web-based parameterized questions for object-oriented
programming. Proc. of the World Conference on E-Learning (pp. 17-21)
Hello everyone! In this talk I will present the joint work with our collaborators at Aalto University in Finland.
To learn to program, we first need to understand how program works.
Perhaps, this comic is a good illustration for showing importance of understanding program dynamics.
Understanding program dynamics, i.e. how program execution is carried out in computer memory, has been one of the central challenges of learning programming.
It’s important to make execution process visible for students, especially novices who are new programming to help them
easily see and follow important steps , and
avoid programming misconceptions that are caused by the code “not behaving” as expected.
So, many methods and tools were developed to support students in understanding program dynamics.
One advanced method is “program visualization” that offer animated examples to promote deeper understanding of code semantics
One well-known tool for this is Jeliot 3.
As you can see from this example, it provides “visual representation” of the program’s execution.
Another well-known tool is Python Tutor. As you can see from this example, Using this tool, teachers and students can write Python programs
in the web browser, step forwards and backwards through execution to view the “run-time state of data structures”.
So as we saw, these are amazing tools! But the question is were they successful in practice?
Yes, they “Worked excellent in labs”
and no because they did not work in classrooms , why? stress the problem.
According to SIGCSE working group report [Naps et al. 2003], they are usually underused in classrooms by teachers and students
So, people have been looking for ways to solve this low usage problem. One solution that they suggest is packaging interactive learning content into online practice systems that students can access for their own benefit, as they receive no no additional credit for that.
A good example of these practice systems is CodingBat.com that is an online site of interactive “coding problems”. Students can write the code for each problem and receive immediate feedback.
This is really good, But this does not solve the problem completely!
it engages teachers, they need no longer to master these tools to integrate the interactive contents into their teaching. Instead, they just provide students with a link to the practice system.
But it still has the problem of student not using the systems,
And can we simply achieve it by turning these examples from “practice” to mandatory content? We apparently no! because it can lead to mindless clicking through the content to gain points without any understanding.
So, our goal was to solve this problem by “motivating” students to use these interactive examples and then examining value of them on students learning
We introduced a novel context where interactive learning resources such as animated examples can be used.
This novel context is a special “practice system” that benefits from three main features to engage students:
1) having all content in one place, organized by course topics
2) “open student modeling that let student monitor their own progress and 3) “social comparison“ that let students compare their progress with the progress of other students in class.
We have evidence from past work that by these features in the practice system, we can increase students engagement which can in turn positively affect their learning.
The practice system that we used in our study is called Mastery Grids that was developed in our group. This screenshot shows the interface of MG.
Mastery Grids organizes the content in topics that are shown as the columns of the gird. The color of a cell in a topic shows progress of the student in that topic and it gets darker as the student completes more contents within that topic.
The first row labeled by “Me”, shows the progress of student in each topic and the other two rows provides social comparison visualizations. The last row labeled by “Group” let the student see the progress of the class in each of the topics, and the middle row labeled by “Me vs Group” let the student compare his/her progress with the group.
If the student clicks on a cell in the grid, she/he can see resources related to that topic. And a click on a resource cell will show that resource in a new window that overlays Mastery Grids
Mastery Grids integrates three kinds of content: Problems, examples, and animated examples all hosted by external content servers.
Problems:
Problems are parameterized code evaluation exercises, which the subject could repeat several times with different parameters.
Problems include automatic evaluation and feedback for student, saying
whether the response was correct or wrong.
Annotated examples:
Annotated examples uses a simpler technology to provide interactive exploration of programming examples. They turn an example code into a a worked-out example by
Adding explanation to example lines to show how specific goal can be achieved.
Students worked with examples such as which lines were clicked or how much time they spent on each line, etc.
Animated examples:
Animated examples are created using a JavaScript library called jvsee.
Every time when a student uses the controls, a log entry with the timestamp and current step number is created.
To see if animated examples brings more advantage than examples with simpler technology, we compared them with annotated examples.
In this paper, we examine the value of animated program examples as practice content for both educational impact and prospects for engagement. To examine the added value of animated examples, we compare them to annotated examples, which are a more traditional way to support students in learning to understand programs.
So we wanted to examine the value of animated examples in Mastery Grids. We analyzed collected data from student use of the system and looked at four measures: ….
Animated examples were more engaging!
To measure the engagement, we looked at the amount of work with practice content done by the students. We calculated avg. completion that by dividing the average clicks actually made by the total number of clicks needed to view the whole example.
Only started examples were taken into account. For annotated examples, a click means an action to view an explanation, and
for animated examples, a click means a step to move forward.
As you can see from this chart, percentage of completion was significantly higher in animated ex. This indicates that animated ex. motivated students to follow more lines, 23.6 % more than annotated ex. (the difference was sig. using non-param test)
Student not only completed more animation, but they also stayed longer in each animated ex. As you can see from this chart, the time spent on each ex. Is about twice more than the time spent in annotated ex.
This difference was also significant (using non-parametric test)
One thing that I want to mention is the difference btw nature of animated examples and annotated examples.
In anim. they need to clicks on every lines to get to a line of their interest whereas in anno. they can freely select a line they want.
The interesting observation was that despite the nature of anim. they were still willing to see all lines and completed on average 95% of the ex. they started.
we ran step-wise regression to see impact of examples on grade, performance, and on lgain, our factors were attempts, mg-actions, pretest, gender, etc.
One thing I want to mention here is that there is a 2-way correlation between work with example and knowledge level.
One is that examples do help students to increase knowledge (positive connection between student work with examples and performance), but the other way is negative, due to free content choice, lower knowledge and failures can led to the increase use of examples (negative connection between examples and performance)
Despite this two way effect, regression can show which of these two ways has a more dominant effect.
This table shows the reliable predictors (sig. 0.05) related to work on examples in best model found by step-wise regression.
We found that attempting an animated ex. is positively affecting number of correct problem attempts. Students had likely learned more from animated examples as they answered more questions correctly. So, positive impact of animated ex. overcame the process associating examples with poor knowledge. In contrast, annotated ex. appeared to be less useful for learning allowing the reverse process to overcome the positive impact on knowledge.
Switch from annotated to animated ex. turned the connection between amount of work and post-test score from negative to positive
Regression analysis showed that a view of an annotated ex. decreases the posttest while each explored animated ex. increases the posttest.
This shows that Animated examples had positive effect on students’ learning, increasing their posttest score.
Another case where switch to animated ex. turns the balance positive
number of views on annotated ex. had negative effect on course grade while animated ex. views positively influenced the course grade
Regression analysis showed that a view of an annotated ex. decreases the posttest while each explored animated ex. increases the posttest.
This shows that Animated examples had positive effect on students’ course grade
Compared to traditional annotated examples, animated examples:
better engaged students increasing their interest in completing examples
provided better impact on several performance measures such as
problem solving success, post-test scores, and course grade
turned the relationship between the amount of work with examples and performance from negative to positive
letting users skip parts of animation that they already know
recommending lines of example that help user with what they do not know