Technology Follows Technique: Refocusing the Observational Lens

Digital video is being applied to teacher training, development, and evaluation. This chapter evokes theories and practices of performance observation and improvement. It demonstrates facilitative media used in the design and implementation of a current interinstitutional project by the authors. Simultaneously, the implications of teaching evaluation techniques caught in the lens of digital observation technologies lead to considerations of their personal and social impact on the field of world language teacher training and professional development in the 21st Century. A more communal and non-hierarchical approach, called peer coaching, is advanced with a value-added digital video and e-community twist

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

An e-class in action: Experiences with ICT-intensive teaching and learning of discrete dynamical models at secondary school

In 2007, a small team of university and secondary school mathematics teachers jointly developed and piloted an e-class for 4th and 5th grade students (age: 16-17yrs) at both pre-university and general vocational level. The goal was to develop and try out innovative ways of teaching mathematics that would enable schools to offer optional courses for small numbers of students. The e-class can be summarized as web-supported instruction in a blended learning approach. The instructional material consisted of the chapter on discrete dynamical models from a brand-new mathematics textbook, supplemented by investigative activities. Students could build and simulate dynamical models with the computer learning environment Coach. Instructions for learning to work with software were given through screen casts created by the teacher to gear with students' needs and made available in the Sakai-based virtual learning environment. Students got weekly on-line assignments, which they submitted digitally. At home they could get assistance from peers and the teacher in a chat room. The authors discuss some of the e-ingredients of the e-class and their potential for teaching and learning mathematics and science in terms of principled design approaches to multimedia learning and pedagogical arrangements. The authors report the experiences of the participants of the project and present the future plans based on this work

English Composition 100: Best Practices for Online Instruction

The objective of this dissertation is to explore the process of teaching English Composition in the asynchronous online format and to make recommendations for the best possible approach for continued student success. The teaching of English Composition is a complex subject and no two teachers will have the same approach. This matter is further complicated when online instruction is explored. An instructor cannot transplant an in-class course into the online format and expect the same results. This dissertation explores the best possible approach to teaching English Composition in an online environment with the use of multimedia applications. This exploration will address current methods of teaching English Composition online, will evaluate what seems to work well, will explore the concerns highlighted by educators and practitioners involved with English Composition online, and will highlight additional recommended advancements, both in methods of approach and technological innovations, that can bring to light instructional practices for further evaluation. This study will lead to an understanding of what these new emerging technologies are and the specifics of their use by both instructors and students alike online, and it will identify best practices in teaching English Composition online for the immediate future

Effectiveness of Video Lecturing Technology in ICT Learning

This thesis studies large-scale initiatives that support the use of video lecturing in teaching and presents a system for using video lectures and for integrating them to courses in a Moodle learning management system. The main emphasis of the thesis is in the implementation of video lectures and the analysis of the learning results through video lectures. Also, the influence of using video lectures in teaching is evaluated by comparing the learning of student groups with and without the possibility of using video lectures. Effectiveness of video lecturing has been studied by comparing the average exam points acquired by different student groups. First an introduction to video lectures and typical ways of using them in large-scale initiatives is presented. Also the challenges and possible ways to optimize the use of video lecturing are examined. Then the thesis describes possible ways to produce screencast to be used as video lectures and presents the method used to create these video lectures for an experimental course dealing with information technology systems and devices. The distribution of the video lectures to the students and the implementation to the Moodle learning management system are also described. The last part of the thesis focuses on analysing the use of video lectures and the exam results with three different student groups that used video lecturing material and one group without such possibility. Each group of students that used video lectures used them in different way. The result was that the benefits of using video lectures alone were not found to result in better exams results in the experimental course between groups with or without video lectures. However, at the same time the student inquiry clearly showed that video lecturing made studying more convenient for the students. Also the influence of time and place independent learning enabled by video lectures for youth students shows positively in the exam results

Teacher Educators\u27 Computer Technology Integration At Utah State University

The purpose of this research is to develop a deep understanding of Utah State University teacher educators\u27 perceptions and lived experience with computer technology integration. Ten methods course instructors in secondary education participated. Data were collected using the phenomenological research method: (1) conducting one-on-one in-depth interviews, (2) classroom observations of the four participants, and (3) examining artifacts, such as syllabi and presentation evaluation forms used by the participants. The findings of this research show that the subjects regard computer technology as a powerful instructional tool. They also realize it is important to prepare preservice teachers with computer technology for their future careers. The study analyzes the positive and negative aspects of using computer technology in teaching and personal experiences, and how these influence the participants\u27 computer technology integration. The results indicate four types of computer technology integration among the teacher educators: (1) Advanced Users, (2) Technical Users, (3) Reluctant Users, and (4) Resisters, as well as some advantages and disadvantages of using computer technology in educational settings. Based on the findings of the research, some strategies are suggested to improve the teacher educators\u27 computer technology integration at Utah State University. These suggestions include aspects such as amending training procedures and building a supportive environment in the teacher educators\u27 professional development. Future research perspectives are also proposed at the end of the dissertation

The implementation of e-learning in public Further Education and Training

This dissertation concerns the evaluation of the utilisation of e-Learning in public Further Education and Training Colleges for the provision of education and training. The literature study investigates the concept e-Learning, related terminology, benefits and drawbacks and their relevance to the FET sector in South Africa. The study identifies basic e-Learning requirements, that is, infrastructure, technical and human resources for the implementation of e-Learning in FET Colleges. Government policy initiatives that seek to assist FET Colleges in the use of Information Communication Technology (ICT), challenges and opportunities for the provision of education and training that FET Colleges have in e-Learning are also investigated. In order to realise the objectives of the study, separate structured pre-coded interviews with three senior managers representing the following Further Education and Training Colleges were held, Central Johannesburg, Ekurhuleni West and Sedibeng. The interviews covered issues relating to policy and availability of infrastructure and other resources for e-Learning. Self-administered questionnaires were also used to capture the views of middle managers on various e-Learning issues. Findings indicate that e-Learning is a superficial matter for FET institutions – a little known phenomenon. The available ICT infrastructure in FET Colleges is mainly used for management and administration. Access to the Internet is mainly for managers and educators and very limited for learners. There are also conflicting views on e- Learning between senior management and middle managers due to miscommunication. There is a skills shortage as far as e-Learning is concerned.Mr. H.B. Kloppe