E-Learning / E-Teaching of Statistics

Travel arrangements and flight ticket booking via inter-net is widely used nowadays and follow already certain standards. Although increasing activity for multimedia/web education components can be observed, we are far away from standards in this important area. Statistics can possibly profit the most from e-learning since it requires a variety of skills including handling of quantitative data, graphical insights as well as mathematical ability. In this paper we take two positions – the student’s view and the teacher’s view – and discuss their relative coherence in order to propose standards for e-learning of statistics. The proposed standards are flexible with regard to content, multi-functionality, interactive capability and design. For this reason the main focus may be directed on quality of e-learning tools in order to meet both teacher’s and student’s requirements. This is especially true for statistics which is taught in various disciplines. We present our thoughts and exemplify them via the e-learning/e-teaching tools MM*Stat and e-stat. The struc-ture and the main characteristics of both multimedia tools will be explained. Then it will be described how such standards may be transferred to other cultures, languages or disciplines via the platform MD*Book

E-teacher in Inclusive e-education for Students with Specific Learning Disabilities

AbstractThe concepts of e-learning and e-teaching play important roles in educational technology applied in different educational contexts. E-learning technology can promote the inclusion of students with various disabilities in education. We considered roles of e-teacher which are useful in e-education of students with disabilities. Usefulness of assistive technology and e-learning technology are also considered (project OI179026). The examples of implementation of e-learning/e-teaching components in education of students with specific learning disabilities supported perspectives of inclusive e-education and importance of teachers’ competence of e-teaching in inclusive education

eLearning lecturer workload: Working smarter or working harder?

Lecturers who move into the online learning environment often discover that the workload involved not only changes, but can be overwhelming as they cope with using digital technologies. Questions arise, given the dissatisfaction of lecturers with lowering morale and increasing workload, whether future expansion of this teaching component in tertiary institutions is sustainable. The challenge facing lecturers now, and in the future, is about learning workload management strategies which effectively manage the workload they encounter in the online learning environment. This paper describes a case study (which is a work-in-progress) examining the perceptions of online workload cf. face-to-face teaching of lecturers who are experienced in e-teaching. As well, it identifies strategies the lecturers have developed or adopted to manage this element of their workload

Design of e-Teaching Portfolio System Framework for e-Tutor Competency Management

In e-learning, tutors support learners through their understanding of e-learning environments as well as their knowledge of the subjects under their charge, and also play the role of preventing the dropout of learners. Therefore, measures to manage efficient competency of tutors are necessary. Whereas e-portfolios are made from the viewpoint of learner's learning, e-teaching portfolios are made from the viewpoint of the activities of teachers including tutors. Although there have been discussions about the roles and competency of tutors, thus far, the presentation of concrete items to be managed in the system is insufficient, and discussions about e-teaching portfolio systems are insufficient. In this study, attempts were made to define the items of tutor competency necessary for systematic management of tutors’ competency in e-teaching portfolio systems. In results, tutor information, tutors’ personal history, and tutor competency were presented as areas that constitute e-teaching portfolios. The competencies that must be possessed by tutors in e-learning were also presented from the viewpoints of knowledge (e.g., e-learning, teaching-learning, etc.), skills (e.g., ICT literacy, LMS, etc.), and attitudes (e.g., responsibility, positive attitudes, etc.). The results of the present study will provide implications when e-teaching portfolio systems are designed for tutor competency management in e-learning

TEACHER EDUCATION FROM E-LEARNER TO E-TEACHER

E-learning and e-teaching systems are involved in teachers professional activities and development in several ways (a) If e-learning/e-teaching is the technology which supports the process of teachers learning of university courses, the teacher is in the position of e-learner; (b) If e-learning/e-teaching is the content of the teachers university curricula in order to be applied in the teaching process, the teacher switches from the position of e learner to the one of e-teacher in blended or total e-learning systems. Systematic formal teacher education concerning e-learning/e-teaching implementation, and the structure of teachers ICT competencies and e-competencies, as well as the reasons for their occurrence, are considered. Teachers can be in a position of the creator of e-teaching process or the user of the e-teaching/e-learning attainment. Teachers need to re-think their underlying assumptions about teaching, about learning process, and, most fundamentally, about their role as educators. Teacher activities in e-teaching scenarios can be broken into two major tasks: providing the content for the students and supporting communication between students and tutors. Both tasks pose problems to teachers who are used to follow more traditional teaching methods so far. Therefore, modern teachers and e-teachers must be able to organize different types of e-learning and e-teaching scenarios. E-teaching requires a wide spectrum of e-roles. It is necessary for teachers in e-education environment to acquire sufficient knowledge about e-teaching and e-learning. e-learning can contribute to addressing each challenge by enhancing the preparation of new teachers, providing high quality and readily accessible professional development opportunities for active teachers, and making the teaching profession more attractive. The paper suggests that e-learning potential is a powerful tool for directing the teacher’s quality challenges and obtaining e-teaching competencies. E-learning for teachers must reflect the principles of effective teachers’ professional development

EFEKTIVITAS STRATEGI PEMBELAJARAN PDEODE*E TERHADAP PENGUBAHAN KONSEPSI SISWA SMP PADA KONSEP TEKANAN ZAT CAIR

Fakta di lapangan menunjukkan bahwa masih banyak siswa mengalami miskonsepsi. Untuk mengatasi miskonsepsi tersebut, diperlukan pembelajaran yang mampu mengubah miskonsepsi siswa menuju konsepsi ilmiah (pengubahan konsepsi), dalam hal ini peneliti menggunakan strategi pembelajaran Predict, Discuss, Explain, Observe, Discuss, Explore, Explain (PDEODE*E). Penelitian ini bertujuan untuk memperoleh gambaran tentang efektivitas strategi pembelajaran PDEODE*E dalam memfasilitasi pengubahan konsepsi siswa pada konsep tekanan zat cair. Metode penelitian yang digunakan adalah mixed methods dengan desain concurrent embeded. Dari hasil penelitian yang dilakukan di salah satu SMP Negeri di Kabupaten Bandung Barat diperoleh bahwa penggunaan strategi pembelajaran PDEODE*E lebih efektif diterapkan bila dibandingkan dengan pembelajaran konvensional. Hal ini dapat dilihat dari ukuran efektivitas menggunakan effect size (d-Cohen) sebesar 3,1 termasuk kategori tinggi. Selain itu, hasil analisis menyatakan penurunan miskonsepsi pada kelas eksperimen lebih besar bila dibandingkan dengan kelas kontrol. Keberhasilan pengubahan konsepsi siswa dengan strategi pembelajaran PDEODE*E dapat dilihat dari banyaknya siswa mengalami pengubahan konsepsi yang dapat diterima (Acceptable) yakni sebesar 60%. Hal ini membuktikan perlakuan berupa penerapan strategi PDEODE*E lebih efektif dalam mengubah konsepsi siswa ke arah positif (Scientific Conceptions). Kata kunci: Strategi PDEODE*E, pengubahan konsepsi, tekanan zat cair On the facts in the field show that many students had misconceptions. To overcome these misconceptions, required learning is able to change the misconceptions of students towards scientific conception (conceptual change), in this case the researchers used Predict, Discuss, Explain, Observe, Discuss, Explore, Explain (PDEODE * E) teaching strategy. This study aimed to obtain about effectiveness of PDEODE*E teaching strategy in facilitating the conceptual change students on fluid pressure concept. The method used is mixed methods with Concurrent Embeded Design. From the results of research conducted at one of the Junior High School in West Bandung showed that the use of PDEODE*E teaching strategy more effectively applied when compared to conventional learning. It can be seen from the effectiveness by using the effect size (d-Cohen) of 3,1 including high category. In addition, the results of the analysis stated misconceptions decline in the experiment class is greater than the control class. The success of conceptual change students with PDEODE*E teaching strategy can be seen from many students has conceptual change of satisfactory (Acceptable) which amounted to 60%. This proves the treatment of the application of PDEODE*E teaching strategy is more effective to change students’ conception of the positive direction. Keywords: PDEODE*E teaching strategy, conceptual change, fluid pressur

E-teaching professional development: Designing a sustainable program for multilocation teacher

This poster informs the community of a project being undertaken at The University of Wollongong (UOW) to develop a program to support teachers involved in multi-location teaching. UOW has incorporated blended and distributed teaching throughout many Courses. These models rely heavily on educational technologies for delivery, as well as part time and sessional staff, for delivery. This project aims to address the needs of these staff. By examining barriers to utilisation, it will develop a professional development program that utilises flexible delivery strategies for delivery.published_or_final_versio