Electronic books: Are they effective educational tools for students who are deaf or hard of hearing?

This literature review will examine the effectiveness of electronic book features on students’ reading development in the general education population and investigate whether or not these digital tools could be a useful tool and/or supplement in literacy for students who are deaf and hard of hearing

Mobile learning for corporate training in Portugal: current challenges and future directions

Currently, the workforce is becoming more and more global and diversified, raising new challenges to the corporate training area. Technological progress has created new opportunities to tackle these challenges, one of them, the diffusion of mobile-learning. However, academic research has been focused on studying this type of learning only for educational purposes. This dissertation approaches how Portuguese managers perceive mobile-learning for corporate training and identifies best practices to maximize the effectiveness of these initiatives. This study applies the qualitative method, with a content analysis to seven interviews to managers of diversified activity sectors. Conclusions are presented under four main categories: General perceptions on mobile-learning; Current practices; Advantages; Limitations; Opportunities. Results show that mobile-learning is perceived as an extension of e-learning, with clear divergencies from managers on the underlined learning theories and the role of the trainee in this learning context. Nevertheless, some companies are investing in selecting adjusted technological platforms, integration new functionalities, adapting content, and processes for this specific learning context. Managers recognize the existence of several benefits and limitations associated with mobile-learning. Lastly, managers perceive possible improvements with a focus on reinforcing relationships between trainees and the creation of customized content. Additionally, they foresee the integration of new technological advancements, like augmented reality. The conclusions of the performed analysis set guidelines that describe pedagogical improvements and reinforce the need to suppress social necessities of trainees to maximize the effectiveness of existing and future mobile-learning initiatives.Atualmente, a força de trabalho é cada vez mais global e diversificada, criando desafios para área de formação empresarial. O progresso tecnológico fomentou novas oportunidades para ultrapassar estes desafios, entre elas, a disseminação de mobile-learning. Contudo, a literatura científica foca esta forma de aprendizagem para fins educacionais. Esta dissertação aborda a forma como gestores portugueses percecionam mobile-learning na formação empresarial e identifica boas práticas para maximizar a eficácia destas iniciativas. Este estudo aplica o método qualitativo, com uma análise de conteúdo a sete entrevistas a gestores de sectores de atividade diversificados. Nesse sentido, as conclusões são apresentadas sob quatro categorias principais: Perceções gerais sobre mobile-learning; Práticas atuais; Vantagens; Limitações; e Oportunidades. Os resultados indicam que mobile-learning é percecionado como uma extensão do e-learning, com divergências sobre as correntes de aprendizagem associadas ao conceito e o papel do formando nesse contexto. Todavia, algumas empresas estão a investir na seleção de plataformas tecnológicas ajustadas, integração de novas funcionalidades, adaptação dos conteúdos, e processos para este contexto de aprendizagem. Os gestores reconhecem a existência de benefícios associados a mobile-learning, assim como realçam as suas limitações. Por fim, os gestores enunciaram possíveis melhorias com foco em fomentar relação entre os formandos e na criação de conteúdo. Adicionalmente, anteveem a integração de novos avanços tecnológicos, como a realidade aumentada. As conclusões da análise realizada estabelecem linhas orientadoras ao descrever melhorias pedagógicas e reforçar a necessidade de suprimir as necessidades sociais dos formandos para maximizar eficácia de iniciativas de mobile-learning existentes e futuras nas organizações

An Overview of Enhancing Distance Learning Through Augmented and Virtual Reality Technologies

Although distance learning presents a number of interesting educational advantages as compared to in-person instruction, it is not without its downsides. We first assess the educational challenges presented by distance learning as a whole, and identify 4 main challenges that distance learning currently presents as compared to in-person instruction: the lack of social interaction, reduced student engagement and focus, reduced comprehension and information retention, and the lack of flexible and customizable instructor resources. After assessing each of these challenges in-depth, we examine how AR/VR technologies might serve to address each challenge along with their current shortcomings, and finally outline the further research that is required to fully understand the potential of AR/VR technologies as they apply to distance learning.Comment: 12 pages, 7 figures, submitted to TVC

New concepts integration on e-learning platforms

The learning experience has evolved into the virtual world of the Internet, where learners have the possibility to shift from face-to-face learning environments to virtual learning environments supported by technologies. This concept, called e-learning, emerged in the early 1960s where a group of researchers from the Stanford University, USA began experimenting different ways to publish and assign learning content using a computer. These experiments were the beginning that led to the creation of countless learning platforms, initially constructed in standalone environments and later ported to the Internet as Webbased learning platforms. As initial objectives, these learning platforms include a collection of features to support instructors and learners in the learning process. However, some of these platforms continued to be based on an old instructor-centered learning model and created a collection of outdated technologies that, given the current need to a learner-center learning model and the existence of Web 2.0 technologies, become inadequate. As a solution to address and overcome these challenges, a friendly user interface and a correct root incorporation of Web 2.0 services a platform designed to focus the learning experience and environment personalization into the learner is needed to propose. In an operating system (OS) context the graphic user interface (GUI) is guided by a collection of approaches that details how human beings should interact with computers. These are the key ideas to customize, install, and organize virtual desktops. The combination of desktop concepts into a learning platform can be an asset to reduce the learning curve necessary to know how to use the system and also to create a group of flexible learning services. However, due to limitations in hypertext transfer protocol-hypertext markup language (HTTP-HTML) traditional solutions, to shift traditional technologies to a collection of rich Internet application (RIA) technologies and personal learning environments (PLEs) concepts is needed, in order to construct a desktop-like learning platform. RIA technologies will allow the design of powerful Web solutions containing many of the characteristics of desktop-like applications. Additionally, personal learning environments (PLEs) will help learners to manage learning contents. In this dissertation the personal learning environment box (PLEBOX) is presented. The PLEBOX platform is a customizable, desktop-like platform similar to the available operating systems, based on personal learning environments concepts and rich Internet applications technologies that provide a better learning environment for users. PLEBOX developers have a set of tools that allow the creation of learning and management modules that can be installed on the platform. These tools are management learning components and interfaces built as APIs, services, and objects of the software development kit (SDK). A group of prototype modules were build for evaluation of learning and management services, APIs, and SDKs. Furthermore, three case studies were created in order to evaluate and demonstrate the learning service usage in external environments. The PLEBOX deployment and corresponding features confirms that this platform can be seen as a very promising e-learning platform. Exhaustive experiments were driven with success and it is ready for use.A experiência de aprendizagem baseada em tecnologias evoluiu para o mundo virtual da Internet, onde os alunos têm a possibilidade de mudar uma aprendizagem presencial em sala de aula para uma aprendizagem baseada em ambientes virtuais de aprendizagem suportados por tecnologias. O conceito de e-learning surgiu nos anos sessenta (1960) quando um grupo de investigadores da Universidade de Standford, nos Estados Unidos, começaram a experimentar diferentes formas de publicar e atribuir conteúdos de aprendizagem através do computador. Estas experiências marcaram o começo que levou à criação de inúmeras plataformas de aprendizagem, inicialmente construídas em ambientes isolados e depois migradas para a Internet como plataformas de aprendizagem baseadas na Web. Como objectivos inicias, estas plataformas de aprendizagem incluem um conjunto de recursos para apoiar professores e alunos no processo de aprendizagem. No entanto, algumas destas plataformas continuam a ser baseadas em velhos modelos de aprendizagem centrados no professor, criadas com base em tecnologias ultrapassadas que, dadas as necessidades actuais de um modelo de aprendizagem centrado no aluno e da existência de tecnologias baseadas na Web 2.0, se tornaram inadequadas. Como abordagem para enfrentar e superar estes desafios propõem-se uma plataforma focada na personalização do ambiente de aprendizagem do aluno, composta por uma interface amigável e uma correcta incorporação de raiz de serviços da Web 2.0. No contexto dos sistemas operativos (SOs) o graphic user interface (GUI) é desenhado tendo em conta um conjunto de abordagens que detalha como as pessoas devem interagir com os computadores. Estas são as ideias chave para personalizar, instalar e organizar áreas de trabalho virtuais. A combinação do conceito desktop com uma plataforma de aprendizagem pode ser um trunfo para reduzir a curva de aprendizagem necessária para saber como utilizar o sistema e também para criar um grupo de serviços flexíveis de aprendizagem. No entanto, devido as limitações em soluções tradicionais hypertext transfer protocol - hypertext markup language (HTTP - HTML), é necessário migrar estas tecnologias para um grupo de tecnologias rich Internet application (RIA) e conceitos presentes em ambientes personalizados de aprendizagem (personal learning environment - PLE) para construir uma plataforma baseada em ambientes de trabalho virtuais de aprendizagem. As tecnologias RIA irão permitir a criação de soluções Web poderosas que contêm muitas das características disponíveis em aplicações desktop. Adicionalmente, o conceitos de PLE irá ajudar os alunos a gerir os seus próprios conteúdos de aprendizagem. Nesta dissertação, com base nas características apresentadas anteriormente, é apresentada a personal learning environment box (PLEBOX). A plataforma PLEBOX é uma solução de aprendizagem parametrizável com um ambiente de trabalho semelhante aos sistemas operativos actuais, baseando-se em personal learning environments e tecnologias RIA que fornecem um melhor ambiente de aprendizagem para os seus utilizadores. Os programadores da PLEBOX têm ao seu dispor um conjunto de ferramentas que permitem a criação de módulos de aprendizagem e administração que podem ser instalados na plataforma. Estas ferramentas são componentes de aprendizagem e interfaces construídos como APIs, serviços e objectos do software development kit (SDK). Foi construído um conjunto de módulos com o objectivo de avaliar e demonstrar os serviços de aprendizagem, os serviços de gestão, APIs e SDKs. Para além disso, foram criados três casos de estudo para avaliar e demonstrar a utilização dos serviços de aprendizagem em ambientes externos. O desenvolvimento efectuado até ao momento na PLEBOX e respectivos recursos confirma que esta plataforma pode ser vista com uma promissora plataforma de aprendizagem (e-learning), totalmente modular e adaptativa. Realizaram-se experiências exaustivas para testar a plataforma e estas foram realizadas com sucesso num ambiente real, estando assim a plataforma pronta para exploração real

Multimodal annotation tool for challenging behaviors in people with Autism spectrum disorders

Individuals diagnosed with Autism Spectrum Disorders (ASD) often have challenging behaviors (CB's), such as self-injury or emotional outbursts, which can negatively impact the quality of life of themselves and those around them. Recent advances in mobile and ubiquitous technologies provide an opportunity to efficiently and accurately capture important information preceding and associated with these CB's. The ability to obtain this type of data will help with both intervention and behavioral phenotyping efforts. Through collaboration with behavioral scientists and therapists, we identified relevant design requirements and created an easy-to-use mobile application for collecting, labeling, and sharing in-situ behavior data in individuals diagnosed with ASD. Furthermore, we have released the application to the community as an open-source project so it can be validated and extended by other researchers.National Science Foundation (U.S.) (Grant NSF CCF-1029585)MIT Media Lab ConsortiumAutism Speaks (Organization) (Innovative Technology for Autism Initiative Grant

Evaluating Students’ Responses to iTunes U as a Rich Media Delivery Solution for Teacher Education

Content management and delivery systems are becoming central to the support and expansion of distance education at universities. A case study was conducted at a Midwestern university to examine the use of iTunes-U as a potential venue for supporting teacher education. Implications for research and next steps are discussed

Development of an evidence-based medicine mobile application for the use in medical education

BACKGROUND: Evidence-based medicine (EBM) is a methodology that is being incorporated into more medical school curricula. Boston University School of Medicine was one of early adopters of Evidence Based Medicine in the United States. A growing concern in the medical community was that the complexities of applying EBM might be lost when students enter into their clinical rotations, thus there is a need for development of a tool to help reinforce the EBM principles. METHODS: The research team in collaboration with the designers of the Finding Information Framework, a custom-made EBM finding information tool, worked to develop a mobile application to help reinforce the framework for medical students. The app was designed with both Apple and PC operating systems in mind. Key features that were identified from current literature to provide the most user-friendly mobile application. Thus, the research team specifically utilized iOS and Android platforms as both platforms have a centralized app store, possess the highest volume of medical apps available, and are most widely used in the United States by medical students. RESULTS: The Finding Information Framework was a custom-made tool developed to guide new users of EBM, and help them to apply the principles in practice. The mobile application served an added convenience by allowing easy access and fast utilization of the EBM tools. The app was designed on an Android platform first due to its open-source OS and ease in app development to new programmers. Initially, the user-friendly web-based tool, App Inventor (AI), powered by Massachusetts Institute of Technology was evaluated to program the pilot Android app. Using both the AI Component Designer and the Block Editor, several problems were encountered in AI, such as the simplicity of the program and the lack of freedom in design. This moved the project to create the app natively and with a collaborative effort with the BU's Global App Initiative club. Initially, a wireframe was built using Balsamiq. Subsequently, the Android app was built using Android SDK and the iOS app was built in XCode with Objective C; both platforms had design sections prepared in Sketch, Adobe Photoshop and Illustrator. The last and final step was to obtain Boston University branding privileges for the app. CONCLUSION: The research team identified necessary features based on research to build a user-friendly, professional mobile application of an information mastery framework that can be used off-line. The app is called FIF as it is the title of the information mastery tool designed by BUSM EBM-VIG. With a clear mobile interface, it will be beneficial to the learning and training of medical students in EBM

The Use of Social Media Technology in Educational Research at COVID-19 Time: Accounts and Problems

The Covid-19 outbreak has impacted research since the government employs social distancing and physical distancing. As a matter of fact, the data collection process should use technology. This article aims to reveal the use of social media technology as a research tool during the pandemic time. This study focused on the potential and challenges of using social media in the educational research field. Basically, social media can be freely used by various circles, both in terms of cost and time spent. In addition, looking at the economic conditions during the declining Covid-19 pandemic, making social media can be used as an alternative tool compared to other technological platforms. Based on these facts, the authors are interested in studying social media as an alternative research tool in favor of the Covid-19 policy. This study revealed the high potential of social media use (Youtube, Instagram, and WhatsApp) in educational research. The low-cost feature of social media made this alternative should be considered although having some challenges. This study promoted social media as one of the alternative troubleshooting educational researches during the COVID-19 period. The research hopefully contributed to the development of technology for research at the limitation of the COVID-19 pandemic