This document summarizes research conducted on the status and potential of free and open source software (FOSS) in Guyana. Surveys and interviews were conducted with educators and IT professionals. The research found that while FOSS use was higher in academic communities, businesses primarily used proprietary software due to barriers like resistance to change and lack of skills and support for FOSS. Software training experiments showed that participants using both FOSS and proprietary software improved skills most, while those using only FOSS performed the weakest. Most interviewed expressed willingness to adopt FOSS if support and awareness increased.
1) A comparative study examined the instructional effectiveness of video-based versus print-based instructional materials for teaching practical skills. It found that students using video-based materials exhibited superior skills acquisition and craftsmanship, though both were equally effective for teaching theory.
2) A non-comparative study evaluated the use of interactive whiteboards in classrooms. Teachers reported improvements in student motivation with the whiteboards, and most teachers found them effective for student learning gains. However, setting up the whiteboards was problematic when teachers had to do it alone.
This study examined the impact of a one-to-one laptop initiative on business and marketing high school teachers over eight years through surveys, observations, and focus groups. The findings showed that while technology access increased, most teachers' instructional practices did not fundamentally change and challenges with professional development, access issues, and classroom management emerged. Exemplary teachers were transitioning to more interactive, collaborative approaches. The need for adequate technology-based professional development was discussed to help teachers better integrate technology into instruction.
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
The document summarizes a presentation that compared the learning management systems Blackboard and Moodle for blended English language courses. A study was conducted with students using either Blackboard or Moodle for semi-identical blended courses. Results showed students evaluated the Moodle course more positively overall and found Moodle easier to use, even though it was new to them. The author concludes that ease of use of the learning management system can impact student evaluations and learning outcomes, and more research is needed on features that most influence student experience.
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.
The document discusses using e-portfolios to support student work placements. It describes how 43 business and management students were given access to an e-portfolio tool called iWebfolio to enhance communication, assist with placement assessment, and allow students to build a record of work for future employability. Student and staff feedback indicated that successful implementation required the e-portfolio to be integrated into systems regularly used and formally assessed, and for tutors to actively engage with and provide feedback through students' portfolios.
1) A comparative study examined the instructional effectiveness of video-based versus print-based instructional materials for teaching practical skills. It found that students using video-based materials exhibited superior skills acquisition and craftsmanship, though both were equally effective for teaching theory.
2) A non-comparative study evaluated the use of interactive whiteboards in classrooms. Teachers reported improvements in student motivation with the whiteboards, and most teachers found them effective for student learning gains. However, setting up the whiteboards was problematic when teachers had to do it alone.
This study examined the impact of a one-to-one laptop initiative on business and marketing high school teachers over eight years through surveys, observations, and focus groups. The findings showed that while technology access increased, most teachers' instructional practices did not fundamentally change and challenges with professional development, access issues, and classroom management emerged. Exemplary teachers were transitioning to more interactive, collaborative approaches. The need for adequate technology-based professional development was discussed to help teachers better integrate technology into instruction.
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
The document summarizes a presentation that compared the learning management systems Blackboard and Moodle for blended English language courses. A study was conducted with students using either Blackboard or Moodle for semi-identical blended courses. Results showed students evaluated the Moodle course more positively overall and found Moodle easier to use, even though it was new to them. The author concludes that ease of use of the learning management system can impact student evaluations and learning outcomes, and more research is needed on features that most influence student experience.
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.
The document discusses using e-portfolios to support student work placements. It describes how 43 business and management students were given access to an e-portfolio tool called iWebfolio to enhance communication, assist with placement assessment, and allow students to build a record of work for future employability. Student and staff feedback indicated that successful implementation required the e-portfolio to be integrated into systems regularly used and formally assessed, and for tutors to actively engage with and provide feedback through students' portfolios.
This document summarizes a qualitative multiple case study on the impact of an online teaching professional development program (OTLO) on teachers' face-to-face teaching practices. The study found that OTLO training led teachers to incorporate more technology tools and student-centered practices in their classrooms. Key elements of effective professional development included workshops, online community building, and modeling technology integration. The study concluded that online teaching training should be a standard part of teacher education to help teachers develop 21st century skills.
Comparative and non-comparative evaluation in educational technologyathra29
The document summarizes two research studies on students' and educators' perceptions of educational technology and programming language learning. The first study examined perceptions of 110 students and 35 educators in Malaysia on different learning methods. It found that self-study through books was most popular but computer-based training was most interesting. The second study examined the relationship between learning styles and attitudes towards technology use among higher education students in the US. It found that students with a "converging" learning style had the most positive attitudes while "diverging" students had the lowest attitudes. Both studies used questionnaires but could be improved by providing more methodological details.
Please cite as: Haines, Karen (2007). "
The heat stays on: Supporting ongoing CALL education for teachers". Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007.
Social media to enhance learning & teachingKeith Brown
This document discusses the Study Space app, an internal social media platform designed by students at the University of Bath to supplement their learning. It allows students to ask and answer questions, vote on lectures, and engage with each other and faculty in real-time. Feedback from students and faculty who have used the app has been positive, as it facilitates peer support and engagement outside of lectures. One MSc project is analyzing students' needs around mobile apps for academics. Preliminary findings suggest that while Moodle is used, it does not fulfill all needs, so students may be open to using an internal social media platform for learning purposes.
Using ISTE NETS Standards to frame teacher knowledge and application of one-to-one computing at implementation. The study evaluated a pilot program providing laptops to teachers and students in 7 early college high schools in North Carolina. Teacher interviews and focus groups explored teacher readiness and knowledge based on ISTE NETS standards. Findings showed that teachers had varying levels of technical skills but were progressing over time. Teachers projected laptops could reduce lectures and increase student-directed learning, research, and individualization. Teachers understood laptop monitoring software could help assessment but desired more training to implement effectively. Schools provided varying technology-related professional development to teachers.
This document discusses mobilizing higher education through mobile devices and apps. It outlines Tennessee Board of Regents' strategic plan for incorporating mobile technology, including establishing quality standards, conducting pilots and evaluations, and providing support to member campuses. It also describes a survey of students and faculty at East Tennessee State University that found enthusiasm for mobile learning but concerns about issues like cost and classroom distraction need to be addressed.
The Self-Directed Professional Development Lives of Online LeadersJulie Evans
This document summarizes key findings from a Project Tomorrow report on online educator leaders and self-directed professional development. It found that 7% of teachers surveyed teach online classes. These online teachers engage in self-directed professional development using online tools like webinars and videos. They want more training on integrating technology into instruction and identifying digital resources. Both online teachers and students use technology to support self-directed learning outside of the classroom.
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.
IRJET- E-Learning versus Classroom TrainingIRJET Journal
The document compares e-learning and classroom training based on a survey conducted with 71 respondents. Key findings:
- 66.2% of respondents preferred e-learning while 33.8% preferred classroom training. Younger respondents preferred e-learning more.
- Respondents who preferred e-learning cited flexibility, cost-effectiveness, and convenience. Those who preferred classroom training cited more interaction and easier understanding.
- While e-learning has advantages, the author concludes a blended model combining online and classroom learning may be optimal to get benefits of both.
Software Engineering Education and TeachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through different teaching approaches to make a positive impact on learning which has now got reduced to monotonous lecturing.
Software Engineering education and teachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through various teaching approaches to make a positive impact on learning which has now
got reduced to monotonous lecturing.
This study explored the use of a mobile learning (m-learning) framework and applications to extend e-learning to wireless devices. Researchers implemented a prototype m-learning environment in 3 university courses over 2 semesters with 63 students total. Students accessed course materials and discussions on both computers and mobile devices. Surveys found students valued the convenience but disliked slow connections and small screens. While technology posed barriers, m-learning showed potential if these issues were addressed.
This presentation was prepared for the Hong Kong Federation of Continuing Education/Tertiary Education. This presentation focuses on quality models that can inform both design and evaluation of e-learning implementations.
Creative Commons Licensed -- Attribution, NonCommercial--No Derivs License
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...the nciia
This study investigated the impact of entrepreneurship education on engineering students. It found that students who took entrepreneurship courses had higher interest, involvement, and self-efficacy related to entrepreneurship compared to students who did not take courses. Specifically, entrepreneurship courses were linked to higher confidence in business skills and abilities not directly tied to entrepreneurship. The study also found that certain student demographics like Asian students and males participated in entrepreneurship education at higher rates. However, overall few engineering students were exposed to entrepreneurship in their programs.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
This study examined how the online tool IQ Team could support collaboration, social skills development, and lifelong learning for online students. Quantitative data from surveys of 259 university students in 2002 and 275 web-based users in 2004 found that online students scored highly in social skills. Qualitative data from interviews and discussions with 35 users found that IQ Team helped them improve group work and collaborative learning skills. The study used a mixed methods action research approach involving questionnaires, diaries, and surveys to evaluate how IQ Team could advance collaboration online and lifelong learning, including looking at correlations between individualistic, competitive, and collaborative behaviors.
Using Ontology in Electronic Evaluation for Personalization of eLearning Systemsinfopapers
I. Pah, F. Stoica, L. F. Cacovean, E. M. Popa, Using Ontology in Electronic Evaluation for Personalization of eLearning Systems, Proceedings of the 8th WSEAS International Conference on APPLIED INFORMATICS and COMMUNICATIONS (AIC’08), Rhodes, Greece, August 20-22, ISSN: 1790-5109, ISBN: 978-960-6766-94-7, pp. 332-337, 2008
This document is a dissertation presented by Samuel Coleman to the faculty of the Shirley M. Hufstedler School of Education at Alliant International University in partial fulfillment of the requirements for a Doctor of Education degree. The dissertation examines factors that contribute to a teacher's decision to use free and open-source software in the classroom. It provides a literature review on change theory, diffusion of innovation theory, and the adoption process as they relate to a teacher's choice to use FOSS or proprietary software. The study uses a quasi-experimental research design and independent t-tests to analyze differences between teachers who use FOSS, proprietary software, and no software.
This document summarizes a presentation on Free and Open Source Software (FOSS) in education from a Guyanese perspective. The researchers conducted interviews and a document review to examine FOSS usage, policies, and plans in Guyana's education system. They found that while national ICT strategies call for exploring FOSS, the education system predominantly uses Microsoft software. FOSS use is not mandated or standardized, and teacher training focuses on proprietary software. The researchers discuss how risk-aversion and following the path of least resistance have hindered transitioning to FOSS, despite potential benefits. Strong leadership and a gradual, bottom-up approach may help increase FOSS adoption in Guyanese education.
This document summarizes a qualitative multiple case study on the impact of an online teaching professional development program (OTLO) on teachers' face-to-face teaching practices. The study found that OTLO training led teachers to incorporate more technology tools and student-centered practices in their classrooms. Key elements of effective professional development included workshops, online community building, and modeling technology integration. The study concluded that online teaching training should be a standard part of teacher education to help teachers develop 21st century skills.
Comparative and non-comparative evaluation in educational technologyathra29
The document summarizes two research studies on students' and educators' perceptions of educational technology and programming language learning. The first study examined perceptions of 110 students and 35 educators in Malaysia on different learning methods. It found that self-study through books was most popular but computer-based training was most interesting. The second study examined the relationship between learning styles and attitudes towards technology use among higher education students in the US. It found that students with a "converging" learning style had the most positive attitudes while "diverging" students had the lowest attitudes. Both studies used questionnaires but could be improved by providing more methodological details.
Please cite as: Haines, Karen (2007). "
The heat stays on: Supporting ongoing CALL education for teachers". Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007.
Social media to enhance learning & teachingKeith Brown
This document discusses the Study Space app, an internal social media platform designed by students at the University of Bath to supplement their learning. It allows students to ask and answer questions, vote on lectures, and engage with each other and faculty in real-time. Feedback from students and faculty who have used the app has been positive, as it facilitates peer support and engagement outside of lectures. One MSc project is analyzing students' needs around mobile apps for academics. Preliminary findings suggest that while Moodle is used, it does not fulfill all needs, so students may be open to using an internal social media platform for learning purposes.
Using ISTE NETS Standards to frame teacher knowledge and application of one-to-one computing at implementation. The study evaluated a pilot program providing laptops to teachers and students in 7 early college high schools in North Carolina. Teacher interviews and focus groups explored teacher readiness and knowledge based on ISTE NETS standards. Findings showed that teachers had varying levels of technical skills but were progressing over time. Teachers projected laptops could reduce lectures and increase student-directed learning, research, and individualization. Teachers understood laptop monitoring software could help assessment but desired more training to implement effectively. Schools provided varying technology-related professional development to teachers.
This document discusses mobilizing higher education through mobile devices and apps. It outlines Tennessee Board of Regents' strategic plan for incorporating mobile technology, including establishing quality standards, conducting pilots and evaluations, and providing support to member campuses. It also describes a survey of students and faculty at East Tennessee State University that found enthusiasm for mobile learning but concerns about issues like cost and classroom distraction need to be addressed.
The Self-Directed Professional Development Lives of Online LeadersJulie Evans
This document summarizes key findings from a Project Tomorrow report on online educator leaders and self-directed professional development. It found that 7% of teachers surveyed teach online classes. These online teachers engage in self-directed professional development using online tools like webinars and videos. They want more training on integrating technology into instruction and identifying digital resources. Both online teachers and students use technology to support self-directed learning outside of the classroom.
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.
IRJET- E-Learning versus Classroom TrainingIRJET Journal
The document compares e-learning and classroom training based on a survey conducted with 71 respondents. Key findings:
- 66.2% of respondents preferred e-learning while 33.8% preferred classroom training. Younger respondents preferred e-learning more.
- Respondents who preferred e-learning cited flexibility, cost-effectiveness, and convenience. Those who preferred classroom training cited more interaction and easier understanding.
- While e-learning has advantages, the author concludes a blended model combining online and classroom learning may be optimal to get benefits of both.
Software Engineering Education and TeachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through different teaching approaches to make a positive impact on learning which has now got reduced to monotonous lecturing.
Software Engineering education and teachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through various teaching approaches to make a positive impact on learning which has now
got reduced to monotonous lecturing.
This study explored the use of a mobile learning (m-learning) framework and applications to extend e-learning to wireless devices. Researchers implemented a prototype m-learning environment in 3 university courses over 2 semesters with 63 students total. Students accessed course materials and discussions on both computers and mobile devices. Surveys found students valued the convenience but disliked slow connections and small screens. While technology posed barriers, m-learning showed potential if these issues were addressed.
This presentation was prepared for the Hong Kong Federation of Continuing Education/Tertiary Education. This presentation focuses on quality models that can inform both design and evaluation of e-learning implementations.
Creative Commons Licensed -- Attribution, NonCommercial--No Derivs License
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...the nciia
This study investigated the impact of entrepreneurship education on engineering students. It found that students who took entrepreneurship courses had higher interest, involvement, and self-efficacy related to entrepreneurship compared to students who did not take courses. Specifically, entrepreneurship courses were linked to higher confidence in business skills and abilities not directly tied to entrepreneurship. The study also found that certain student demographics like Asian students and males participated in entrepreneurship education at higher rates. However, overall few engineering students were exposed to entrepreneurship in their programs.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
This study examined how the online tool IQ Team could support collaboration, social skills development, and lifelong learning for online students. Quantitative data from surveys of 259 university students in 2002 and 275 web-based users in 2004 found that online students scored highly in social skills. Qualitative data from interviews and discussions with 35 users found that IQ Team helped them improve group work and collaborative learning skills. The study used a mixed methods action research approach involving questionnaires, diaries, and surveys to evaluate how IQ Team could advance collaboration online and lifelong learning, including looking at correlations between individualistic, competitive, and collaborative behaviors.
Using Ontology in Electronic Evaluation for Personalization of eLearning Systemsinfopapers
I. Pah, F. Stoica, L. F. Cacovean, E. M. Popa, Using Ontology in Electronic Evaluation for Personalization of eLearning Systems, Proceedings of the 8th WSEAS International Conference on APPLIED INFORMATICS and COMMUNICATIONS (AIC’08), Rhodes, Greece, August 20-22, ISSN: 1790-5109, ISBN: 978-960-6766-94-7, pp. 332-337, 2008
This document is a dissertation presented by Samuel Coleman to the faculty of the Shirley M. Hufstedler School of Education at Alliant International University in partial fulfillment of the requirements for a Doctor of Education degree. The dissertation examines factors that contribute to a teacher's decision to use free and open-source software in the classroom. It provides a literature review on change theory, diffusion of innovation theory, and the adoption process as they relate to a teacher's choice to use FOSS or proprietary software. The study uses a quasi-experimental research design and independent t-tests to analyze differences between teachers who use FOSS, proprietary software, and no software.
This document summarizes a presentation on Free and Open Source Software (FOSS) in education from a Guyanese perspective. The researchers conducted interviews and a document review to examine FOSS usage, policies, and plans in Guyana's education system. They found that while national ICT strategies call for exploring FOSS, the education system predominantly uses Microsoft software. FOSS use is not mandated or standardized, and teacher training focuses on proprietary software. The researchers discuss how risk-aversion and following the path of least resistance have hindered transitioning to FOSS, despite potential benefits. Strong leadership and a gradual, bottom-up approach may help increase FOSS adoption in Guyanese education.
Carlton Wood | Operational Processes, Technolgy and Support.pptxEADTU
The document discusses operational processes, technology, and support for online assessment based on discussions from the Online Assessment Special Interest Group. It identifies several key challenges faced by institutions in transitioning to online assessment, including how to organize operational processes, adapt face-to-face assessments, deploy technology, and support staff and students. Technology was widely deployed using both commercial and in-house solutions for proctoring, plagiarism detection, and assessment delivery. However, technological solutions also increased student anxiety so support was crucial. Case studies highlight the importance of cross-institutional teams, flexibility, training, and guidance to help navigate these challenges of online assessment.
This document presents a thesis proposal for testing the usability of Optima, a learning management system (LMS) developed by the Finnish company Discendum. Over 200 educational institutions currently use Optima, however it has not achieved widespread success compared to other major LMS platforms. The researcher aims to design and conduct usability tests on the Optima student interface to identify any usability issues. This will involve developing test plans, scenarios and tasks, collecting both qualitative and quantitative data from test participants, and analyzing the results to form recommendations for Optima developers. The goal is to understand how real users interact with Optima and determine if usability problems could be contributing to its slower adoption compared to systems like Moodle.
This document presents a thesis proposal for testing the usability of the Optima learning management system (LMS). Optima is a Finnish LMS developed by Discendum that is used by over 200 educational institutions. However, it has not received as much academic attention as similar LMSs like Moodle. The researcher aims to design and conduct a usability test of the Optima student interface to understand user difficulties and identify areas for improvement. The test plan will be based on literature and involve collecting both qualitative and quantitative data from participants completing tasks. The goal is to analyze the results and provide recommendations to Optima developers.
Presented by Iddo Dror and Zelalem Lema at the CGIAR Research Program on the Humidtropics Capacity Development Workshop, Nairobi, Kenya, 29 April–2 May 2014
The document provides details of an instructional design project for a training workshop on using social networking tools for teachers. It includes an analysis of the learning context and learners, goals and objectives, task analysis, and assessment plan. The learner analysis found that most teachers are experienced computer users but novice social media users who prefer hands-on learning. The goal is for teachers to learn how to use social networking sites for educational purposes. A series of assessments include partner, group, and individual activities using Facebook over several weeks following the training.
This document presents a usability test plan for the Optima learning management system (LMS). It aims to understand if Optima provides enough functionality and ease of use for users to achieve their study goals. The researcher will design and conduct a usability test to identify any usability problems students encounter when using the Optima LMS. The test plan will include defining test objectives, participant profiles, methodology, tasks and scenarios. Results will then be analyzed and recommendations provided to Optima developers to improve the user experience. Over 200 educational institutions currently use Optima, however its slow growth compared to other LMSs could be due to usability issues, which this study seeks to identify.
Modelling openness: Developing the Digital Fluency course at OUTBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
This document summarizes the development of an Open Educational Resources (OER) digital fluency course for academics at the Open University of Tanzania (OUT). The goals were to develop a 5 module course on digital skills, convert existing OUT courses to OER, establish an OER repository, and conduct research. The course was developed iteratively over 3 years with input from OUT and other universities. It was piloted with academics and received positive feedback. Moving forward, OUT aims to further integrate OER into its practices and policies to promote open teaching and learning.
The SUPERSEDE project will provide advancements in several research areas, from end-user feedback and contextual data analysis, to decision making support in software evolution and adaptation. But the major novel contribution will be in integrating methods and tools from the mentioned areas, thus providing a new solution framework for software evolution and adaptation for data-intensive applications.
The document summarizes a case study of user experience testing conducted for the Justify application, an intelligent high-functionality prototype. UX designers from Bentley University used lean UX methodologies like cognitive walkthroughs, participatory design, and user studies to provide feedback to developers at MIT. Testing found that while users saw Justify's potential, they struggled with terminology and lacked understanding of core concepts. Recommendations included improving guidance and onboarding to help users learn the system through exploration and tasks. The process highlighted challenges of collaborating across sites but showed the value of close developer-UX collaboration for complex applications.
An institutional perspective on analytics that focusses on a particular tool developed using an agile methodology to visualise learner behaviours in MOOCs via Sankey diagrams.
EduTools 2.0 is an updated comparison tool for learning management systems (LMS). It surveys key aspects of LMSs like portal functionality, communication tools, assessments, and pricing. The document discusses revising EduTools to address changing needs around ubiquitous technology, converging feature sets, and a focus on learning over learner management. It also explores related topics like personal learning environments, semi-permeable system borders, and interoperability. Authentication systems are similarly surveyed based on their functionality, user experience, pricing, support, and integration capabilities. The results will help inform LMS selection and improvement of comparison resources like EduTools.
The 't' in tel software development for tel research problems, pitfalls, and ...Roland Klemke
At the core of TEL research are artefacts of digital technology, their design, implementation, application, and evaluation. Usually, these artefacts aim to fulfil a specific educational purpose and need to satisfy a number of requirements with respect to functionality, usability, scalability, or interoperability.
Software engineering is the discipline that structures, organises, and documents all aspects of the software development process in manageable steps. It explains all relevant stakeholder roles involved in the process and defines process models to handle the complexity of the software development process.
In research oriented projects, software engineering goals and research goals often collide: Software engineering strives to provide a fully fledged system with a complete set of functionality and a broad coverage of use cases. Research aims for evaluating testable hypotheses based on specific aspects of a system. This leads to the problem that the complexity of the design steps, complexity of the derived/developed solution contradicts easy to measure results. Furthermore, project contexts and research contexts often collide, leading to the question how to develop technology that fulfills development needs and research needs.
The lecture looks at typical situations, which occur in technology-oriented research projects and tries to show approaches to handle the inherent complexity within these.
References
Tchounikine, P.: Computer Science and Educational Software Design. Springer Berlin Heidelberg, Berlin, Heidelberg (2011).
Goodyear, P., Retalis, S.: Technology-enhanced learning Design Patterns and Pattern Languages. Sense Publishers (2010).
Mor, Y., Winters, N.: Design approaches in technology-enhanced learning. Interact. Learn. Environ. 15, 61–75 (2007).
Bjork, S., Holopainen, J.: Patterns in Game Design (Game Development Series). Charles River Media (2004).
Calvo, R.A., Turani, A.: E - learning Frameworks = ( Design Patterns + Software Components ). In (Goodyear & Retalis, 2010).
Wang, F., Hannafin, M.J.: Design-Based Research and Technology-Enhanced Learning Environments. Source Educ. Technol. Res. Dev. 53, 5–23 (2005).
Kirkwood, A., Price, L.: Technology-enhanced learning and teaching in higher education: what is “enhanced” and how do we know? A critical literature review. Learn. Media Technol. 39, 6–36 (2014).
Ross, S.M., Morrison, G.R., Lowther, D.L.: Educational Technology Research Past and Present: Balancing Rigor and Relevance to Impact School Learning. Contemp. Educ. Technol. 1, 17–35 (2010).
Social Media & Its Implications for Content StrategyPam Noreault
1. The document discusses how social media and user research can inform an effective content strategy. It provides examples of how to measure the success of content strategies, including usability testing, System Usability Scale (SUS) scores, and Net Promoter Scores (NPS).
2. The author advocates understanding user needs over wants by collaborating with user representatives and observing user behavior. Various research methods are proposed like user shadowing, card sorts, and focus groups.
3. An effective iterative content strategy is outlined including developing personas, information models, user stories, and validating content through user assistance testing. Business impact comes from improved customer engagement and evolving methodologies informed by measurable results.
Lenandlar Singh presented on using Facebook groups in undergraduate education at the University of Guyana. The university recently developed a Moodle platform and lecturers are exploring various tools, with Facebook being the most popular. Singh discussed related work showing both benefits and challenges of using Facebook for education. He outlined how Facebook groups are designed at the university to share files, discuss course materials, and communicate between students and lecturers. While not a replacement for an LMS, Facebook groups provide affordances like a central space for contact and modeling social learning.
Mobile learning adoption in higher education in guyanaLenandlar Singh
This document summarizes a study on the adoption of mobile learning in higher education in Guyana. The study surveyed 322 students to examine factors influencing adoption based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The results found that performance expectancy, effort expectancy, social influence, and facilitating conditions predicted behavioral intention and attitude toward using mobile learning. However, some relationships differed from the UTAUT model, such as facilitating conditions directly influencing behavioral intention. The study provides insights into promoting mobile learning adoption in the context of Guyana.
_mobile learning lecturers versus students on usage and perception using the ...Lenandlar Singh
This study investigated the usage and perceptions of mobile learning (m-learning) among lecturers and students at the University of Guyana using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Surveys were administered to 508 students and 63 lecturers to examine factors influencing attitudes and intentions to use m-learning technologies. Path analysis found performance expectancy and facilitating conditions significantly influenced behavioral intention for students, while effort expectancy was most influential for lecturers. Overall, students showed higher levels of performance expectancy, effort expectancy, social influence, and attitudes toward m-learning compared to lecturers. The study recommends further research with larger lecturer samples and addressing facilitating conditions to influence lecturer use of m-learning.
Social media in elections campaign l singh nov 22 2011 Lenandlar Singh
This document discusses the use of social media by political parties in Guyana's 2011 election campaign. It finds that the major parties - AFC, APNU and PPP/C - created Facebook pages and Twitter accounts but saw relatively low levels of engagement. On Facebook, the parties posted information on campaign dates and events, but interaction was limited. On Twitter, parties mostly made announcements with few followers and interactions. In general, Guyana's political parties had only begun to utilize social media in 2011, and future work could examine content and local participation more closely.
Peerwise and students’ contribution experiences from the fieldLenandlar Singh
This document summarizes an experiment using the PeerWise online tool to implement Contributing Student Pedagogy in two Introduction to Object Oriented Programming courses. Students were asked to create and answer multiple choice questions, and were given a small percentage of course marks based on their participation. Analysis of the data found that students contributed more questions and answers than expected and enjoyed using the tool. While most metrics of participation were not strongly correlated with exam performance, students who answered more questions correctly did tend to score higher on the final exam. Based on the positive student feedback, the author believes PeerWise is an effective tool to support Contributing Student Pedagogy.
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State of FOSS in Guyana
1. The Status and Potential
of
Free and Open Source Software (FOSS)
in
Guyana
Donielle Dundas
Department of Computer Science, University of Guyana
donielle.dundas@uog.edu.gy
Lenandlar Singh
Department of Computer Science, University of Guyana
lenandlar.singh@uog.edu.gy
CAS Conference
November 2 – 4, 2012
2. Objectives
• Investigate the state of FOSS in Guyana
• Develop a model for its integration into Education
• Promote and Evaluate the use of FOSS in
Education
3. Why FOSS?
• Independence – no dependency on particular
technologies or countries [6]
• Development of local ICT industry and capacity
• Foster Innovation - alternative method of creating
and dissemination knowledge
• Cost Savings –initial acquisition + licenses +
less expensive hardware (TCO)
• An Approach to manage Piracy
4. FOSS in Education Perspectives
• Students and Educators must develop the spirit of freedom of
choice
• FOSS promotes this freedom
• FOSS helps to foster creativity – ‘make and break’ software like
toys, develop problem solving skills, critical thinking skills,
software engineering skills (Morelli et al, 2004) {constructivist}
• Develop Spirit of Community , sharing, exchanging ideas, etc
{connectivist}
• Development of Science – Development of FOSS is Analogous to
the development of science [5]
5. Literature Review
• Typical computer users are not interested in open source tools merely for their
openness (Lakhan, 2008).
• They prefer functionality and support.
• Hence, for FOSS to be a viable solution in competition with proprietary software
there must be advocacy programs and institutional policies that promote its use.
• In Slovenia Tomazin and Gradisar (2007) conducted a survey on the use of OSS
in primary and secondary schools. They were investigating the minimal use of
OSS, despite its many advantages to the education sector.
• Participants were involved in using FOSS such as OpenOffice and the Linux OS.
• FOSS is not being used to its full potential in education, despite its noted
similarity with proprietary software. While OSS was being used on both student
and institution computers, it was not the preferred option. They listed a number
of reasons for this, the most significant being poor education in FOSS use.
6. Literature Review
• Morelli (2009), conducted a series of FOSS training exercises, aiming at
fostering its use in Higher education institutions.
• The route here was not to replace commercial applications, but to integrate it
into this environment by demonstrating how it is done, its many advantages and
breaking down negative perceptions about its use.
• Van Rooij (2010) implies that higher education may still be undecided in their
choice of software since there is a large disparity between preferences for
proprietary software versus FOSS.
• For FOSS to be accepted by wider institutions, especially in the education
sector, there is a need for data that demonstrates learning pedagogies that can
be applied to OSS and the assessment of its use.
• This may explain to a large extent why FOSS has not been accepted and used
as it could be in education.
7. Literature Review
• Table 1(van Rooj, 2010)
demonstrates a theoretical
framework in which Technologists
and Educators function, when it
comes to what the want out of Open
source software
• van Rooj (2010) proposed that a
better understanding be gained on
what is needed on each side from
which we will able to develop and
implement a better model for using
OSS
• Bridging this gap will result in a
greater number of technical
facilitators sourcing software from
the Open source community
8. Key points from Literature
• FOSS has comparable, sometimes better features
than proprietary software
• Low uptake, disconnect between users,
technologist, educators and policy makers
• Users are not keen to change, not always aware
of capability of FOSS
• Need for strategies, models and pedagogies to
effectively advance the use of FOSS in education
9. Methodology
• Research and Data analysis
• Web Survey - 30 questionnaires distributed, 12 completed
• Interviews - 11
• Aim - understanding how FOSS is used; if and why it is underutilized
• Software Training Sessions.
• locating participants
• conducting sessions in a classroom setting
• assessing the participants to determine levels of knowledge retention and
software acceptance
• Aim - evaluate FOSS usage and develop a model to follow in integrating its
use with proprietary applications
10. Survey
•Two methods of distribution were chosen:
• Manual/Paper
• Electronic.
•The survey was created on an online host: SurveyMonkey.com
•Participants were given a choice of filling in a paper copy or
completing the survey online.
•The online survey was the preferred method, but there are still issues
with some organizations not having Internet connections, or simply
preferring to use a paper survey
11. Interviews
• 11 interviews were conducted
• Data from 10 were used
• Interviewees
• High School teachers
• Lecturers at the local university
• Network Technician
• A Software Consultant
• and a Software Advocate
12. Software Tests
•The following design was used to test the use of Proprietary and Open Source
software:
1. Separate Participants randomly into three Practice Groups :
1. Group 1 – Participants to be trained only in Proprietary Solution
2. Group 2 – Participants to be trained only in FOSS solution
3. Group 3 - Participants to receive training in both Proprietary software and
FOSS
2. Introduce Participants to Software Functionality
3.Administer practice sheets to all students
4. Administer the same Assessment to all participants
13. Software Tests cont'd
5. Analyze the results to ascertain the following:
1. Which group performed best?
2. Which group performed worst?
3. Is there any difference between those who were trained using FOSS and
those trained using Proprietary software?
4. How did Group 3 participants perform?
5. Was there any other significant results?
6. Did participants feel comfortable using OSS?
7. Did participants in Groups 1 and 2 master the same skills and retain the
same knowledge?
8. Were there any difficulties encountered in teaching the use of FOSS?
16. Survey Results
• 70% responded that they do not use FOSS
• 70% stated that they preferred to use Proprietary
software over FOSS.
• Respondents stated that proprietary software is:
• Easier to configure
• Better suits their business needs than FOSS
17. Survey Results
• Most (70%) respondents stated that they believe
that there are major differences between the two
types of software.
• 30% stated that there are no major differences.
• However, this response is interesting because 80%
responded that they do not use FOSS.
18. • This raises two questions:
1. Do they not use it because there are major
differences?
2. Do they think that there are major differences
and so have not tried FOSS at all?
Survey Results
19. • Does the institution require training?
• 70% require employees to be trained
• This means that software training is a requirement
for most businesses.
• Inference - Employees, etc., can be trained to use
any type of application.
Survey Results
20. • Participants were also asked how they decide on
which software option to use, when a need arises.
• 55% seek their solution in proprietary software
• 33% seek FOSS solutions
Survey Results
21. • 55.6% state that they would switch
• Given previous results (55% use of propriety), this
is interesting
Survey Results
22. Interview Results
• Do you use FOSS?
• 70% claimed to use FOSS
• Most institutions surveyed did not claim to use
FOSS, while IT professionals personally use it to
supplement their activities.
• Trend - in the academic community and in other
IT spheres, OSS is more utilized than in the
business sector.
24. • Barriers to FOSS use:
• Resistance to change
• Compatibility and interoperability problems
• Limited functionality of FOSS when compared
to Proprietary software
• Lack of skills in using FOSS
• The misconception that free means quality is
compromised
Interview Results
25. • Limited technical expertise in the area
• Contractual obligations
• Access to FOSS
• The cost of switching
• Key features not working or malfunctioning
• Ignorance and lack of support
Barriers cont'd
26. • 9 out of 10 respondents stated that if employees
were pre-trained in using FOSS it would
encourage them and others to use it more
• This result is encouraging since the next phase of
the project requires such software training in
FOSS
Interview Results
27. • Would you adopt FOSS?
• 75% were willing to adopt or switch to FOSS
Interview Results
28. • Condition necessary for increased FOSS use
• Increased support
• A larger repository of programs
• Security
• Robust
• Access
• Awareness that:
• FOSS is free
• FOSS reduces software piracy
•
Interview Results
29. Results - Software Experiments
• The best performing group(based on test results) proved
to be those using the Proprietary applications:
• Adobe Dreamweaver
• Microsoft Excel
• The next best performing group was those using both the
FOSS application [OpenOffice Calc and Kompozer] and
the proprietary application [Excel and Dreamweaver]
• The groups using FOSS alone performed the weakest
[Calc and Kompozer]
30. Results cont'd
• Based on user perception of the application the
Group using Open source and Proprietary rated
themselves significantly higher on skills after the
training was completed.
• Participants using Proprietary applications did not
consider their skill improvement as significantly
higher after the training
31. • Factors contributing to this difference
• It may be that users of the proprietary applications,
having some familiarity with it and faced with the sheer
number of features that they are aware of it possessing,
rated themselves lower since they did not learn all the
features.
• It may also be that the FOSS users performed better
because the application was simpler and easier to
navigate around
• This, however, was not demonstrated in the assessment,
since they performed the weakest
Results cont'd
32. Feedback
• 100% of participants who used the FOSS
application indicated that they are likely/highly
likely to use the software again although they
scored lowest
• Reason suggested - user interface is simple,
friendly and efficient.
33. Further Discussion of Results
• The Proprietary Applications group were the most
successful, although it was assumed that those
using both applications would perform better
• Participants using the OSS performed better than
was expected, although not better than those
trained using the blended approach - the gap was
narrow
34. Conclusion
• The factors that would strongly influence FOSS
usage are more training and technical support for
FOSS.
• Emerging evidence shows that FOSS can be
introduced into mainstream education but it
appears best to do so in combination with
Proprietary
36. Description of Model
• This is a working model for the introduction of
FOSS.
• It is intended that this model be used to introduce
FOSS into educational institutions and eventually
businesses and offices in Guyana
37. Description of Model
• FOSS Introduction – Phase 1 and 2
• P1 – Supply FOSS to Educational facilities; ensure it is installed and running
• P2 – Train teachers to use FOSS; blend training in both types of software
• FOSS Proliferation – Phase 3
• Information dissemination and Training at the University - educate in FOSS use
and discourage use of pirated proprietary software
• Target University students; encourage the use of FOSS tools to create software;
launch OSS software engineering projects; integrate FOSS into the University
curriculum
• FOSS Sustenance – Phase 4
• Continued maintenance for Hardware, Software
• Continued training for Educators, Policy improvement
38. References
Lakhan, S.E. (2008) Open Source Software in Education (online), Accessed: August 3,
2011.
Tomazin, M. & Gradisar, M. (2007) Introducing Open Source Software into Slovenian
Primary and Secondary Schools, Informatica (03505596), Vol. 31 Issue 1, p61-70,
10p, (Accessed: October 6, 2011)
van Rooij, S. W. (2007) Perceptions of Open Source versus Commercial Software: Is
Higher Education Still on the Fence?, Journal of Research on Technology in
Education, v39 n4 p433-453 Sum 2007. 21 pp.
39. References
[4] Morelli, R. et al. (2009). Revitalizing computing education Through
free and open source software for humanity. Communications of the ACM, 52(8), 67-
75.
[5] Pfaffman, P. (2008). Transforming High School Classrooms with Free/Open
Source Software: It’s Time for an Open Source Software Revolution. The High School
Journal, 25-31
[6] Garcia-Perez, A. et al. (2006). Imperatives of Free and Open Source Software in
Cuban Development. formation Technologies and International Development, 3(1), 1-
17
[7] Singh, L., & Williams, M. (2011). Free, Libre and Open Source Software (FLOSS)
in Educataion: A Guyana Perspective. Presented at the First Caribbean Educators
Network (CEN) Online Conference, August 8 – 13, 2011.