3,279 research outputs found
Learning For Life: The Opportunity For Technology To Transform Adult Education - Part II: The Supplier Ecosystem
In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. The initial publication in the series, "Part I: Interest in and Aptitude for Technology," focused on demand-side dynamics and addressed adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives. This second publication, "Part 2: The Supplier Ecosystem," highlights market composition and supply-side dynamics, instructional resource use, and opportunities for innovation
Open educational resources : conversations in cyberspace
172 p. : ill. ; 25 cm.Libro ElectrĂłnicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone --
Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] --
Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] --
Discussion highlights / Paul Albright --
Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman --
A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic --
Free and open source software (FOSS) and OER --
A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén --
Why individuals and institutions share and use OER / Jan Hylén --
Discussion highlights / Alexa Joyce --
Priorities for action. Open educational resources : the way forward / Susan D'Antoni
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An Evaluation in China and the UK of a Virtual Laboratory in Materials Science
This thesis describes the design, development and evaluation of virtual technology-based courseware—Virtual Laboratory in Materials Science used in a tension test that forms part of the course of “Properties of Materials” taught to most first year engineering undergraduates. The effectiveness of this specially developed courseware for virtual laboratory work was evaluated in a pretest—posttest comparative study of the performance of designated subjects between two treatment groups that worked with the courseware and two control groups that worked with a real testing machine. All participants were engineering students studying either with the United Kingdom Open University (UKOU) or with the China Radio & TV University system (CRTVUs). The findings showed that most students enjoyed using the courseware because the simulated real experiment environment can make them feel personally on the scene. Among all the media used in the courseware, 3D and images were more favoured and more helpful to the students in terms of the usability of the courseware. Sounds were not seen as particularly helpful although some
participants agreed sounds made the courseware more interesting. The result of the research indicated that using the Virtual Laboratory in Materials Science could make a contribution to students’ understanding of the tensile testing. This evaluation clearly revealed that virtual reality (VR) and virtual environments (VE) technology can facilitate and support engineering course learning or even make learning fun. But when used at times when there were steps that need lots of manipulation, the virtual experiment still had some difficulties that need to be resolved. The research showed that the potential of the virtual testing courseware in promoting concept teaching needs to be tapped further
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Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL
Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N
Media Usage in Post-Secondary Education and Implications for Teaching and Learning
The Web 2.0 has permeated academic life. The use of online information
services in post-secondary education has led to dramatic changes in faculty
teaching methods as well as in the learning and study behavior of students. At
the same time, traditional information media, such as textbooks and printed
handouts, still form the basic pillars of teaching and learning. This paper
reports the results of a survey about media usage in teaching and learning
conducted with Western University students and instructors, highlighting trends
in the usage of new and traditional media in higher education by instructors
and students. In addition, the survey comprises part of an international
research program in which 20 universities from 10 countries are currently
participating. Further, the study will hopefully become a part of the ongoing
discussion of practices and policies that purport to advance the effective use
of media in teaching and learning
Web-based Hypermedia Courseware in Higher Education: A Proposed Framework
This thesis is concerned with hypermedia and learning, and in particular with the design
and development factors that need to be considered for the creation of hypermediabased
courseware in higher education that uses the Web as a delivery platform.
One of the most commonly cited problems with educational hypermedia is related to the
design and structure of the educational material. It appears that Web-based instructional
authors have not had access to an instructional model, which has been empirically
tested. However, there is a large body of knowledge in the field of instructional design
from which one can draw suitable conclusions for the design process of Web-based
educational hypermedia. The current research recommends that a precondition for
effective Web-based courseware design in higher education is careful consideration of
the traditional body of knowledge in the field of instructional design which should act as
a foundation for future developments in the design process. In addition, the end-users'
input should be sought as it can confirm the above and enhance further our
understanding toward the implementation of this new medium in higher education.
Based on this recommendation, a framework is proposed in terms of its design, user
input and evaluation for the development of Web-based courseware in higher education
aimed at supporting the delivery of physical modules. The thesis describes how the
different stages of the proposed framework were implemented through the develop moot
of two Web-based courseware applications aimed at supporting the delivery of two
higher education modules taught in De Montfort University, U.K.
In order to test the validity of the proposed approach, that a Web-based courseware
developed according to the experimental framework could effectively support the
delivery of physical modules compared with conventional teaching methods, two
empirical studies have been conducted. They were concerned with the summative
evaluation of the two Web-based courseware applications, which were developed
according to the proposed framework. The results from the evaluation of the two
empirical studies indicated significant improvements in users' performance and
satisfaction compared with conventional teaching methods. Thus, the proposed
framework can indeed offer a solution for the development of Web-based courseware
that aims to support the delivery of physical modules in higher education. Moreover,
the experimental framework can also provide a detailed starting point and can be
adapted for the design and development of Web-based courseware aimed at addressing
distance learning or other forms of Web instruction.Greek State Scholarship Foundation (IKY
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