Educational process through cai canadian experienceHamid Azimi
International ConferenceonHigher Education, Cultures and Literature: Canada and IndiaOrganized byThe Center for Canadian Studies (CCS)Department of English - UOM
E-Learning: Challenges and Research Opportunities Using Machine Learning & Da...eraser Juan José Calderón
E-Learning: Challenges and Research Opportunities Using Machine Learning & Data Analytics
de ABDALLAH MOUBAYED 1 , MOHAMMADNOOR INJADAT1 , ALI BOU NASSIF2 , HANAN LUTFIYYA3 , AND ABDALLAH SHAMI1 1Electrical and Computer Engineering Department, Western University, London, ON N6A 3K7, Canada 2Electrical and Computer Engineering Department, University of Sharjah, Sharjah, United Arab Emirates 3Computer Science Department, Western University, London, ON N6A 3K7, Canada Corresponding author: Abdallah Moubayed (amoubaye@uwo.ca)
ABSTRACT
With the proliferation of technology, the field of e-learning has garnered significant attention in recent times. This is because it has allowed users from around the world to learn and access new information. This has added to the growing amount of collected data that is already being generated through different devices and sensors employed around the world. This has led to the need to analyze collected data and extract useful information from it. Machine learning (ML) and data analytics (DA) are proposed techniques that can help extract information and find valuable patterns within the collected data. In this paper, the field of e-learning is investigated in terms of definitions and characteristics. Moreover, the various challenges facing the different participants within this process are discussed. In addition, some of the works proposed in the literature to tackle these challenges are presented. Then, a brief survey about some of the most popular ML and DA techniques is given. Finally, some of the research opportunities available that employ such techniques are proposed to give insights into the areas that merit further exploration and investigation.
TEACHING ENGLISH TO THE IPHONE GENERATION: reflecting upon the use of whatsap...Carlos Fabiano de Souza
We have lived in an age of rapid technological advance. Concerning information technology, we may say that it has made it easier for everybody at anywhere/anytime to communicate easier and faster. In this respect we may take into account the fact that mobile technology has become more and more embedded into society, probably due to the current demand for communicating virtually and the consequent increase in mobile telephony. Nowadays, not only are students constantly surrounded by social networks and mobile devices, but also teachers are getting more and more used to them. Thus, this talk intends to provide a reflection upon the use of cell phones and mobile information technology apps (integrating mobile learning into English lessons) by presenting the initial results of a proposal of pedagogical practice, still under development within English language classes at IFF-campus Cabo Frio, which aims at making it possible for students of technical courses to maintain contact with peers of conversational interaction through the target language (on virtual communication environment) by using WhatsApp Messenger – a multiplatform mobile app – as an education technology tool in the teaching-learning process of foreign language. Our work has been based on the concepts of mediation (BEDRAN, 2008; SILVA, 2008 & SALOMÃO, 2008), interactivity (KHALIFA & SHEN, 2004), interaction (PICA, 1996), collaboration (DILLENBOURG, 1999) and autonomy (LITTLEWOOD, 1996; PAIVA, 2006) and their interconnections to the Blended Learning approach.
Educational process through cai canadian experienceHamid Azimi
International ConferenceonHigher Education, Cultures and Literature: Canada and IndiaOrganized byThe Center for Canadian Studies (CCS)Department of English - UOM
E-Learning: Challenges and Research Opportunities Using Machine Learning & Da...eraser Juan José Calderón
E-Learning: Challenges and Research Opportunities Using Machine Learning & Data Analytics
de ABDALLAH MOUBAYED 1 , MOHAMMADNOOR INJADAT1 , ALI BOU NASSIF2 , HANAN LUTFIYYA3 , AND ABDALLAH SHAMI1 1Electrical and Computer Engineering Department, Western University, London, ON N6A 3K7, Canada 2Electrical and Computer Engineering Department, University of Sharjah, Sharjah, United Arab Emirates 3Computer Science Department, Western University, London, ON N6A 3K7, Canada Corresponding author: Abdallah Moubayed (amoubaye@uwo.ca)
ABSTRACT
With the proliferation of technology, the field of e-learning has garnered significant attention in recent times. This is because it has allowed users from around the world to learn and access new information. This has added to the growing amount of collected data that is already being generated through different devices and sensors employed around the world. This has led to the need to analyze collected data and extract useful information from it. Machine learning (ML) and data analytics (DA) are proposed techniques that can help extract information and find valuable patterns within the collected data. In this paper, the field of e-learning is investigated in terms of definitions and characteristics. Moreover, the various challenges facing the different participants within this process are discussed. In addition, some of the works proposed in the literature to tackle these challenges are presented. Then, a brief survey about some of the most popular ML and DA techniques is given. Finally, some of the research opportunities available that employ such techniques are proposed to give insights into the areas that merit further exploration and investigation.
TEACHING ENGLISH TO THE IPHONE GENERATION: reflecting upon the use of whatsap...Carlos Fabiano de Souza
We have lived in an age of rapid technological advance. Concerning information technology, we may say that it has made it easier for everybody at anywhere/anytime to communicate easier and faster. In this respect we may take into account the fact that mobile technology has become more and more embedded into society, probably due to the current demand for communicating virtually and the consequent increase in mobile telephony. Nowadays, not only are students constantly surrounded by social networks and mobile devices, but also teachers are getting more and more used to them. Thus, this talk intends to provide a reflection upon the use of cell phones and mobile information technology apps (integrating mobile learning into English lessons) by presenting the initial results of a proposal of pedagogical practice, still under development within English language classes at IFF-campus Cabo Frio, which aims at making it possible for students of technical courses to maintain contact with peers of conversational interaction through the target language (on virtual communication environment) by using WhatsApp Messenger – a multiplatform mobile app – as an education technology tool in the teaching-learning process of foreign language. Our work has been based on the concepts of mediation (BEDRAN, 2008; SILVA, 2008 & SALOMÃO, 2008), interactivity (KHALIFA & SHEN, 2004), interaction (PICA, 1996), collaboration (DILLENBOURG, 1999) and autonomy (LITTLEWOOD, 1996; PAIVA, 2006) and their interconnections to the Blended Learning approach.
ASSESSING TEACHERS’ KNOWLEDGE IN ICT USAGE FOR LESSON PREPARATION AND DELIVER...AkashSharma618775
Generally, it is agreed that information and communication technology (ICT) promotes easier planning
and preparation of lessons; helps teachers to have access to up-to-date learners and school data anytime and
anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
ICT for lesson preparation and delivery. One hundred and two (102) out of five hundred and ten (510) basic school
teachers were sampled using the simple random sampling technique for the study. A questionnaire and an
observation checklist were used to collect data from the teachers. Data were coded into the IBM-SPSS version 21
to generate descriptive statistics (frequency counts and percentages) for the analyses. Findings from the study
revealed that 92.2% of basic school teachers in the Kassena-Nankana Municipality agreed that ICT is a diverse set
of technological tools and resources used to communicate and to create, disseminate, store and manage
information. The basic school teachers were of the view that the use of ICT in lesson delivery comes with lots of
benefits to their classroom instructional practices. The findings further revealed that basic school teachers in the
municipality have basic knowledge in ICT use but do not use this knowledge in their lesson delivery due to factors
such as constant changes in technology, cost of ICT tools, limited time allocation for ICT lessons in the schools,
technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
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).
Journal of Computer Assisted Learning (2002) 18, 351-366 .docxtawnyataylor528
Journal of Computer Assisted Learning (2002) 18, 351-366
2002 Blackwell Science Ltd 351
Learning within incoherent structures:
the space of online discussion forums
M.J.W. Thomas
School of Aviation, Massey University (now at the University of South Australia)
Abstract Online discussion forums are an increasingly common use of
new information and communication technologies in education. As a tool
for promoting conversational modes of learning, it has been suggested that
online discussion forums can lead to enhanced learning outcomes for
students. However, there is a need to explore further the implications of
the highly mediated nature of computer–based interaction on student
learning within these virtual learning environments. This paper presents
results from a detailed study of students’ learning outcomes and patterns
of interaction within an online discussion forum. The findings suggest that
the typical nonlinear branching structure of online discussion may be
insufficient for the realisation of truly conversational modes of learning.
The paper discusses the implications of these findings in relation to
students’ learning.
Keywords: Case study; Conferencing; Discourse analysis; Environmental
studies; Online; Questionnaire; Student-centred; Undergraduate
Introduction
Communication, rather than individual knowledge acquisition, has recently been
emphasised as a means to increase the quality of instruction. However, as we move
towards increasing use of information and communication technologies as a means
of supporting student learning, it is necessary to evaluate the discontinuities between
the structure of familiar conversation and asynchronous text-based communication.
Contemporary explorations of the role of internal and interactive dialogue in
students’ construction of knowledge have lead to the development of a
conversational model of learning (Laurillard, 1993; 1999). Enhanced learning
outcomes such as increased motivation and engagement in the learning task, deeper
levels of understanding, increased metacognition, the development of higher-order
thinking skills and divergent thinking have been shown to result from the adoption of
conversational modes of learning (Blumenfeld et al., 1996; Flynn & La Faso, 1972).
The development of new information and communication technologies has in turn
offered new means by which conversational modes of learning can be achieved. As
Harasim (1990) has suggested, the introduction of online education may open
unprecedented opportunities for educational interactivity. Similarly, it has been
argued that information and communication technologies offer new forum in which
Accepted 11 May 2002
Correspondence: Matthew J. W. Thomas, University of South Australia, City West Campus,
North Terrace, Adelaide SA 5000 Email: [email protected]
https://www.researchgate.net/publication/30872094_Rethinking_University_Teaching_A_Framework_fo ...
Bridging the gap of the educational system across different countries through...PhD Assistance
The gap in the educational system has been a major drawback globally. The idea and concept of E-Learning have been evolved as a result of many kinds of Research. E-learning has assisted in closing this gap. The main goal of the study is to offer quality education through e-learning by assessing the effectiveness of e-learning mode. The focus has been to assess the e-learning potential to provide a quality education through electronic means and also to evaluate the scope of e-learning. E-learning provides a better standard of living for students across the world. This paper deals with improving the student’s quality of education and their standard of living
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. Today’s Classrooms Retrieved from: http://www.monmouth.edu/resources/services/conference_services/facilities/images/HowardHall542.jpg, on December 3, 2009
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14.
15.
16. Why use E-learning? Retrieved from: http://www.hbmeu.ac.ae/NR/rdonlyres/F9989FEA-9B57-4833-AE09-1820DF00C7D2/0/BenefitsofeLearning.jpg, on December 3, 2009
22. There has been a noticeable movement towards e-learning, but there is still a gap between the technological standards of educational institutions and society as a whole Retrieved from http://api.ning.com/files/o1kadusDKeM6dKZn9KeFIyxkd0lfcLVHJTY89KzH-Rg_/2009.01.19__education_technology__plea.jpg, on December 3, 2009
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30. References Bisoux, T. (2007). The Evolution of E-learning. BizEd , 22-29. Burns, T. (2005, February). E-learning: The Future of Quality Training. Quality Progress , 50-56. Christen, A. (2009). Transforming the Classroom for Collaborative Learning in the 21st Century. Techniques (ACTE), 83 (09), 28-31. Conrad, D. (2008). Reflecting on Strategies for a New Learning Culture: Can we do it? Journal of Distance Education, 22 (3), 157-162. Desai, M. S., Hart, J., & Richards, T. C. (2008). E-learning: Paradigm Shift in Education. Education, 129 (2), 327-334. Gell Mason, M., Chesemore, S., & Van Noord, R. (2006). E-learning's Next. Library Journal , 40-43. Guri-Rosenblit, S. (2005). "Distance education' and 'e-learning': Not the same thing. Higher Education , 467-493.
31. References MacFarlane, K. (2001). Just another electric circus? Meeting standards for K to 12 e-learning classroom resources. Education Canada, 41 (3), 26. Tsai, M.-J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives. Educational Technology & Society, 12 (1), 34-48. Tucker, M. (2005, October). E-learning Evolves. HR Magazine , 74-78. Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003). E-learning: emerging uses,empirical results and future directions. International Journal of Training and Development , 245-258.