Educational Technology and Education Conferences, June to December 2012

The conference list contains events such as "Learning and Teaching","Innovation in e-Learning", "Online Teaching", "Distance Learning Administration", "The World Open Educational Resources Congress", "Mobile Health", and "Realizing Dreams"

ICS Materials. Towards a re-Interpretation of material qualities through interactive, connected, and smart materials.

The domain of materials for design is changing under the influence of an increased technological advancement, miniaturization and democratization. Materials are becoming connected, augmented, computational, interactive, active, responsive, and dynamic. These are ICS Materials, an acronym that stands for Interactive, Connected and Smart. While labs around the world are experimenting with these new materials, there is the need to reflect on their potentials and impact on design. This paper is a first step in this direction: to interpret and describe the qualities of ICS materials, considering their experiential pattern, their expressive sensorial dimension, and their aesthetic of interaction. Through case studies, we analyse and classify these emerging ICS Materials and identified common characteristics, and challenges, e.g. the ability to change over time or their programmability by the designers and users. On that basis, we argue there is the need to reframe and redesign existing models to describe ICS materials, making their qualities emerge

Developing Learning System in Pesantren The Role of ICT

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance

Integration of Reciprocal Teaching-ICT Model To Improve Students’Mathematics Critical Thinking Ability

This research examines the effectiveness on how mathematics teachers have begun to integrate information and communication technology (ICT) with reciprocal teaching model to improve students’ mathematics critical thinking ability into seventh junior high school classroom practice. This study was experimental research with a quasi-experimental design. The samples of the study are 36 students for classroom experiments and 36 students for classroom control. The instruments employed in this study were pre-test and post-test. All the instruments are made in essays forms. The data were analyzed by using descriptive statistics. Based on the research findings, it was gotten that (1) the development of teaching instructional multimedia of the seven grade students of junior high school; (2) the improvement of students’ mathematics critical thinking ability in experimental class; (3) the aspect of attractiveness shows that the developed instructional multimedia was very interesting; and (4) reciprocal learning has good impact on students’ mathematics critical thinking ability

Design revolutions: IASDR 2019 Conference Proceedings. Volume 1: Change, Voices, Open

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 1 includes papers from Change, Voices and Open tracks of the conference

Library websites popularity: does Facebook really matter?

The purpose of this paper is to determine whether the utilization of social media (Facebook) is an important factor in increasing the visibility of the library site usage in Malaysian public universities. Nine top ranked Malaysian public universities involved in this research and number of Facebook followers for each library website is listed. Alexa software was used as the approach to study the issue of visibility. Alexa is able to determine web site usage, by showing the percentage of visitors of library related subdomain(s) as listed in the top subdomains for each University website (domain) over a month. It is found that Universiti Utara Malaysia library website scored the highest percentage of visitors based on the library related subdomain(s) as listed in the top subdomains for the University website in Alexa. To check such irregularities in access, this paper use EvalAccess 2.0 and it is found that Universiti Sains Malaysia’s library website scored higher irregularities. In term of number of Facebook followers, Univesity of Malaya library has the highest score. It is showed that the utilization of social media (Facebook) is not yet an important factor in increasing the visibility of the library websites. However, expectedly, top ranked universities’ library web sites, are more visible and popular. This research is limited to the situation in Malaysia where public universities are more noticeable and seldom face financial constraints rather than private universities. It is highly important for those universities’ library web sites that are not highly visible to initiate the necessary measures in improving the development of their web sites as the usage of the website is an indicator of online quality

Diseases in Asian Aquaculture VII

Proceedings of the Seventh Symposium on Diseases in Asian Aquaculture 20-26 June 2008 Taipei, Taiwan

Online courses for healthcare professionals: is there a role for social learning?

Background: All UK postgraduate medical trainees receive supervision from trained supervisors. Training has traditionally been delivered via face to face courses, but with increasing time pressures and complex shift patterns, access to these is difficult. To meet this challenge, we developed a two-week massive open online course (MOOC) for faculty development of clinical supervisors. Summary of Work: The MOOC was developed by a group of experienced medical educators and delivered via the FutureLearn (FL) platform which promotes social learning through interaction. This facilitates building of communities of practice, learner interaction and collaboration. We explored learner perceptions of the course, in particular the value of social learning in the context of busy healthcare professionals. We analysed responses to pre- and post-course surveys for each run of the MOOC in 2015, FL course statistics, and learner discussion board comments. Summary of Results: Over 2015, 7,225 learners registered for the course, though 6% left the course without starting. Of the 3,055 learners who began the course, 35% (1073/3055) were social learners who interacted with other participants. Around 31% (960/3055) learners participated fully in the course; this is significantly higher than the FL average of 22%. Survey responses suggest that 68% learners worked full-time, with over 75% accessing the course at home or while commuting, using laptops, smart phones and tablet devices. Discussion: Learners found the course very accessible due to the bite-sized videos, animations, etc which were manageable at the end of a busy working day. Inter-professional discussions and social learning made the learning environment more engaging. Discussion were rated as high quality as they facilitated sharing of narratives and personal reflections, as well as relevant resources. Conclusion: Social learning added value to the course by promoting sharing of resources and improved interaction between learners within the online environment. Take Home Messages: 1) MOOCs can provide faculty development efficiently with a few caveats. 2) Social learning added a new dimension to the online environment

The benefits of an additional practice in descriptive geomerty course: non obligatory workshop at the Faculty of Civil Engineering in Belgrade

At the Faculty of Civil Engineering in Belgrade, in the Descriptive geometry (DG) course, non-obligatory workshops named “facultative task” are held for the three generations of freshman students with the aim to give students the opportunity to get higher final grade on the exam. The content of this workshop was a creative task, performed by a group of three students, offering free choice of a topic, i.e. the geometric structure associated with some real or imagery architectural/art-work object. After the workshops a questionnaire (composed by the professors at the course) is given to the students, in order to get their response on teaching/learning materials for the DG course and the workshop. During the workshop students performed one of the common tests for testing spatial abilities, named “paper folding". Based on the results of the questionnairethe investigation of the linkages between:students’ final achievements and spatial abilities, as well as students’ expectations of their performance on the exam, and how the students’ capacity to correctly estimate their grades were associated with expected and final grades, is provided. The goal was to give an evidence that a creative work, performed by a small group of students and self-assessment of their performances are a good way of helping students to maintain motivation and to accomplish their achievement. The final conclusion is addressed to the benefits of additional workshops employment in the course, which confirmhigherfinal scores-grades, achievement of creative results (facultative tasks) and confirmation of DG knowledge adaption