Innovation in aquaculture teaching and learning

This report has been prepared by the Workpackage 5 working group on innovation in learning. It aims to summarise the main findings of the group, and serve as an introduction to the topic for teachers and learners in aquaculture and aquatic resources management. The main focus of the group is the use of Information and Communications Technologies (ICT) in teaching and learning. The increasing power of computers and particularly their interconnections through the Internet, is changing the social and economic landscape and presenting new opportunities and challenges for learners, educators and academic institutions. This document has been developed from presentations and discussions between the group members. It aims to identify the key technologies and trends affecting higher education in Europe and potential responses by the aquaculture and aquatic resource community. The aim is to briefly introduce key themes, technologies and state of the art. Most of the topics can be explored in much greater detail through the Internet links that are provided at the end of each section

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Community-based mentoring and innovating through Web 2.0

The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills

E-learning for lifelong learning in Latvia

This White Paper on e-Learning for Lifelong Learning in Latvia is one among a number of white papers dealing with e-Learning and lifelong learning in specific countries in Asia and Europe. The production of these white papers is an Asian-European initiative, with offspring in the e-ASEM network ― the research network on the Development of ICT skills, e-Learning and the culture of e-Learning in Lifelong Learning ― under the ASEM Education and Research Hub for Lifelong Learning. The aim of the White Paper article is to explore the concept of e-learning and lifelong learning in the context of Latvia taking into account the relevant government policy, regulations and financing issues

A aplicação da teoria da motivação-higiene como meio de medida da satisfação dos alunos em cursos de B-Learning no ensino superior

Doutoramento em DidácticaThis study describes research on a postgraduate blended learning programme within the Department of Education at the University of Aveiro in Portugal. It is based on a multi-philosophical paradigm and examines students‟ satisfaction levels through the application of Herzberg‟s Motivation and Hygiene Theory. The main question being addressed in this research is: “Can the Motivation and Hygiene Theory be adopted as a means to measure student satisfaction with their blended learning environment?” Embedded within this research question are four fundamental questions which set the scene for the development of this research study and are explored in greater detail in Chapters 4 and 5 respectively: 1. What are the factors responsible for bringing about learning satisfaction with their b-Learning course? 2. What are the factors responsible for bringing about learning dissatisfaction with their b-Learning course? 3. Can these factors be represented as Motivation and Hygiene factors? 4. Will this method of measuring learning satisfaction lead to a set of guidelines that could be considered as a framework for the development of b-Learning courses? The results indicate that the Motivation and Hygiene Theory or an adapted version such as the Enricher and Enabler Theory proposed in this study could be considered as a plausible means of analysing an institution‟s b-Learning processes. The opportunity to carry out future research is evident and can be varied depending on the research objectives in mind. Examples where further exploration would be beneficial lay within the application of this theory to the wider sector; the use of larger samples, focusing on the teachers, as well as the learners and the application of Web 2.0 technologies as means of gathering information. The results of this research will be of great significance to those areas of education that are interested in locating quick and efficient means by which to evaluate their b-Learning and to no lesser extent e-Learning environments.A presente tese descreve um estudo sobre um programa pós-graduado em blended learning no Departamento de Educação da Universidade de Aveiro, Portugal. Fundamenta-se num paradigma multi-filosófico e examina os níveis de satisfação dos alunos através da aplicação da Teoria de Motivação e Higiene de Herzberg. A principal questão em escrutínio nesta investigação é: “Pode a Teoria de Motivação e Higiene ser adoptada como um meio de medir a satisfação dos alunos relativamente ao seu ambiente de blended learning?” Embebidas nesta questão de investigação encontram-se quatro questões fundamentais que estabelecem o cenário para o desenvolvimento deste estudo e que são exploradas em maior detalhe nos capítulos 4 e 5, respectivamente: 1. Quais são os factores responsáveis pela promoção da satisfação dos alunos relativamente ao seu curso em b-Learning? 2. Quais são os factores responsáveis pela promoção da insatisfação dos alunos relativamente ao seu curso em b-Learning? 3. Podem estes factores ser representados enquanto factores de Motivação e Higiene? 4. Conduzirá este método de mensuração da satisfação dos alunos a um conjunto de orientações que possam ser tidas como um enquadramento para o desenvolvimento de cursos em b-Learning? Os resultados indicam que a Teoria de Motivação e Higiene – ou uma versão adaptada como a Teoria de Enriquecimento e Capacitação proposta neste estudo – poderia ser considerada enquanto meio plausível de analisar os processos de b-Learning de uma instituição. A oportunidade de conduzir investigação futura é evidente e pode ser variada, dependendo dos objectivos de investigação em mente. Exemplos onde uma futura exploração seria benéfica residem na aplicação desta teoria ao sector mais lato da educação; o recurso a amostras mais vastas, com enfoque nos professores bem como nos alunos e na aplicação de tecnologias Web 2.0 como meio de coligir informação. Os resultados deste estudo serão de grande sigificado para aquelas áreas da educação interessadas em idenficar meios rápidos e eficazes pelos quais avaliar as suas ofertas de b-Learning bem como os seus ambientes de b-Learning.FCT; FS

Ontology-based personalisation of e-learning resources for disabled students

Students with disabilities are often expected to use e-learning systems to access learning materials but most systems do not provide appropriate adaptation or personalisation to meet their needs.The difficulties related to inadaptability of current learning environments can now be resolved using semantic web technologies such as web ontologies which have been successfully used to drive e-learning personalisation. Nevertheless, e-learning personalisation for students with disabilities has mainly targeted those with single disabilities such as dyslexia or visual impairment, often neglecting those with multiple disabilities due to the difficulty of designing for a combination of disabilities.This thesis argues that it is possible to personalise learning materials for learners with disabilities, including those with multiple disabilities. This is achieved by developing a model that allows the learning environment to present the student with learning materials in suitable formats while considering their disability and learning needs through an ontology-driven and disability-aware personalised e-learning system model (ONTODAPS). A disability ontology known as the Abilities and Disabilities Ontology for Online LEarning and Services (ADOOLES) is developed and used to drive this model. To test the above hypothesis, some case studies are employed to show how the model functions for various individuals with and without disabilities and then the implemented visual interface is experimentally evaluated by eighteen students with disabilities and heuristically by ten lecturers. The results are collected and statistically analysed.The results obtained confirm the above hypothesis and suggest that ONTODAPS can be effectively employed to personalise learning and to manage learning resources. The student participants found that ONTODAPS could aid their learning experience and all agreed that they would like to use this functionality in an existing learning environment. The results also suggest that ONTODAPS provides a platform where students with disabilities can have equivalent learning experience with their peers without disabilities. For the results to be generalised, this study could be extended through further experiments with more diverse groups of students with disabilities and across multiple educational institutions

Хмарні технології в освіті: матеріали 7 семінару CTE 2019

This volume represents the proceedings of the 7th Workshop on Cloud Technologies in Education (CTE 2019), held in Kryvyi Rih, Ukraine, in December 20, 2019. It comprises 42 contributed papers that were carefully peer-reviewed and selected from 66 submissions. The accepted papers present the state-of-the-art overview of successful cases and provides guidelines for future research. The volume is structured in four parts, each presenting the contributions for a particular workshop track.Цей том представляє матеріали 7-го семінару "Хмарні технології в освіті" (CTE 2019), який відбувся у Кривому Розі, Україна, 20 грудня 2019 року. Він містить 42 доповіді, ретельно перевірені та відібрані з 66 робіт. Прийняті документи представляють сучасний огляд успішних випадків та надають рекомендації щодо майбутніх досліджень. Том складається з чотирьох частин, кожна з яких представляє внески для певного тематичного напряму семінару

Students' engagement with technology-enhanced resources in first year non-specialist undergraduate mathematics modules

While students undertaking first-year undergraduate mathematics modules report using technology-enhanced resources (YouTube, Khan Academy, Wolfram Alpha) for their studies, and lecturers invest time and effort into developing such resources using tools such as GeoGebra and Matlab, there has been little research on the factors that encourage students to engage with particular technology-enhanced resources or in what ways students use these resources to support their learning. While a recent OECD report found that an increase in the use of computers in mathematics in schools correlated negatively with students’ performance in mathematics, there are suggestions that the effectiveness of educational technology is not being adequately determined due to the lack of frameworks of evaluation. Additionally, more information regarding the implementation of the resources is required. I worked as part of a team of academics from four higher education institutes in Ireland, who developed a suite of resources, called Technology-enhanced Resources for Mathematics Education (TeRMEd), for first-year non-specialist mathematics modules. My specialist role within the team was to evaluate the resources developed or implemented. The main aim of my research was to explore why, and in what way, first-year students engaged with these resources to support their learning for non-specialist mathematics modules and to determine what factors of the implementation environment impacted on this engagement. This research consisted of five stages: (1) literature review; (2) research design; (3) analysis of the TeRMEd evaluations; (4) development of the TeRMEd classification framework; and (5) supplementary investigations of first-year engineering students’ engagement with Matlab and other technology-enhanced resources. The outcomes of this research will inform mathematics educators on appropriate evaluation of technology-enhanced resources and on how best to implement them to ensure appropriate student engagement. The research will increase our knowledge on how students engage with technology-enhanced resources and will inform practice in the field

Students' engagement with technology-enhanced resources in first year non-specialist undergraduate mathematics modules

While students undertaking first-year undergraduate mathematics modules report using technology-enhanced resources (YouTube, Khan Academy, Wolfram Alpha) for their studies, and lecturers invest time and effort into developing such resources using tools such as GeoGebra and Matlab, there has been little research on the factors that encourage students to engage with particular technology-enhanced resources or in what ways students use these resources to support their learning. While a recent OECD report found that an increase in the use of computers in mathematics in schools correlated negatively with students’ performance in mathematics, there are suggestions that the effectiveness of educational technology is not being adequately determined due to the lack of frameworks of evaluation. Additionally, more information regarding the implementation of the resources is required. I worked as part of a team of academics from four higher education institutes in Ireland, who developed a suite of resources, called Technology-enhanced Resources for Mathematics Education (TeRMEd), for first-year non-specialist mathematics modules. My specialist role within the team was to evaluate the resources developed or implemented. The main aim of my research was to explore why, and in what way, first-year students engaged with these resources to support their learning for non-specialist mathematics modules and to determine what factors of the implementation environment impacted on this engagement. This research consisted of five stages: (1) literature review; (2) research design; (3) analysis of the TeRMEd evaluations; (4) development of the TeRMEd classification framework; and (5) supplementary investigations of first-year engineering students’ engagement with Matlab and other technology-enhanced resources. The outcomes of this research will inform mathematics educators on appropriate evaluation of technology-enhanced resources and on how best to implement them to ensure appropriate student engagement. The research will increase our knowledge on how students engage with technology-enhanced resources and will inform practice in the field