9 research outputs found
Educational Technology and Related Education Conferences for June to December 2011
This potpourri of educational technology conferences includes gems such as “Saving Your Organisation from Boring eLearning” and “Lessons and Insights from Ten eLearning Masters”. And, if you wish, you can “Be an Open Learning Hero”. You will also find that the number of mobile learning conferences (and conferences that have a mobile learning component) have increased significantly. Countries such as China, Indonesia, Japan, and Thailand have shown a keen interest in mobile learning.
It would be impossible for you to be present at all the conferences that you would like to attend. But, you could go to the conference website/url during and after the conference. Many conference organizers post abstracts, full papers, and/or videos of conference presentations. Thus, you can visit the conference virtually and may encounter information and contacts that would be useful in your work.
The list below covers selected events focused primarily on the use of technology in educational settings and on teaching, learning, and educational administration. Only listings until December 2011 are complete as dates, locations, or URLs are not available for a number of events held after December 2011. But, take a look at the conference organizers who planned ahead in 2012.
A Word 2003 format is used to enable people who do not have access to Word 2007 or higher version and those with limited or high-cost Internet access to find a conference that is congruent with their interests or obtain conference proceedings. (If you are seeking a more interactive listing, refer to online conference sites.) Consider using the “Find” tool under Microsoft Word’s “Edit” tab or similar tab in OpenOffice to locate the name of a particular conference, association, city, or country. If you enter the country “Australia” or “Singapore” in the “Find” tool, all conferences that occur in Australia or Singapore will be highlighted. Or, enter the word “research”. Then, “cut and paste” a list of suitable events for yourself and your colleagues.
Please note that events, dates, titles, and locations may change; thus, CHECK the specific conference website. Note also that some events will be cancelled at a later date. All Internet addresses were verified at the time of publication. No liability is assumed for any errors that may have been introduced inadvertently during the assembly of this conference list. If possible, do not remove the contact information when you re-distribute the list as that is how I receive updates and corrections. If you mount the list on the web, please note its source
Educational Technology and Related Education Conferences for January to June 2011 - November 11, 2010
If you attend the same conferences each year, you don’t need to scan this list. This list is your opportunity to “push the envelope” by trying something new. There are hundreds of professional development events that may give you a different perspective or help you learn a new skill. Rather than attend the same event you always do, scan this list and investigate conferences, symposiums, or workshops you have never attended. The list below covers selected events focused primarily on the use of technology in educational settings and on teaching, learning, and educational administration. Only listings until June 2011 are complete as dates, locations, or URLs are not available for a number of events held after June 2011. A Word 2003 format is used to enable people who do not have access to Word 2007 or higher version and those with limited or high-cost Internet access to find a conference that is congruent with their interests or obtain conference proceedings. (If you are seeking a more interactive listing, refer to online conference sites.) Consider using the “Find” tool under Microsoft Word’s “Edit” tab or similar tab in OpenOffice to locate the name of a particular conference, association, city, or country. If you enter the country “United Kingdom” in the “Find” tool, all conferences that occur in the United Kingdom will be highlighted. Then, “cut and paste” a list of suitable events for yourself and your colleagues. Please note that events, dates, titles, and locations may change; thus, CHECK the specific conference website. Note also that some events will be cancelled at a later date. All Internet addresses were verified at the time of publication. No liability is assumed for any errors that may have been introduced inadvertently during the assembly of this conference list. If possible, please do not remove the contact information when you re-distribute the list as that is how I receive updates and corrections. If you publish the list on the web, please note its source
Customizable teaching on mobile devices in higher education
Every teacher struggles with the student’s attention when giving a lecture. It is not easy to meet every single student at its knowledge level in a seminar group, and it becomes nearly impossible in huge university lectures with hundreds of students. With the spread of mobile devices among students, Audience Response Systems (ARS) proved as an easy and cheap solution to activate the audience and to compare the students’ real knowledge base with the lecturer’s estimation. Today, lecturers are able to choose between a huge variety of different ARSs. But as every lecturer has a very individual teaching style, he or she is not yet able to create or customize their individual audience response teaching scenario within a single system. The available systems are quite similar to each other and mostly support only a handful of different scenarios.
Therefore, this work identified the abstract core elements of ARSs and developed a model to create individual and customizable scenarios for the students’ mobile devices.
Teachers become able to build their individual application, define the appearance on the students’ phones in a scenario construction kit and even determine the scenario’s behavior logic. Two ARS applications were implemented and used to evaluate the model in real lectures for the last four years. A first ARS was integrated into the university’s learning management system ILIAS and provided lecturers with basic question functionalities, whereas a second and more advanced stand-alone version enabled lecturers to use personal scenarios in a variety of lecture settings. Hence, scenarios like quizzes, message boards, teacher feedback and live experiments became possible. The approaches were evaluated from a technical, student and lecturer perspective in various courses of different areas and sizes. The new model showed great results and potential in customization, but the implementation reached its limits as it lacked in performance scalability for complex scenarios with a large amount of students
Studios in software engineering education
Computing has its roots in mathematics, where lectures are the dominant mode of education. Software engineering (SE) education, born from computer science, is also traditionally taught using lectures, but has grown beyond its mathematical roots; as the name implies, it is an engineering discipline. It is arguably necessary for SE to rethink its approach to education. Studio education is one alternative being explored. Studios originated from architecture and design, and are complex spaces used by collocated students to collaboratively and individually work on projects; they emphasise a physical “home” for students, problem-based and peer-based learning, and mentoring by academic staff rather than formal lectures. There are inherent similarities between SE and the original studio disciplines: e.g. we often use the architecture of buildings as metaphors when designing and describing software. This suggests that studios in SE should be further explored, despite its apparent lack of uptake across institutions worldwide. This thesis aims to provide useful information for anyone considering utilizing a studio-based approach. Initially, with no widely accepted definition for studio education available, a series of interviews with design/architecture studio educators was conducted, culminating in an understanding in the form of the ‘studio framework’. This is followed by further interviews, with SE studio educators, to determine their perspective of studio education, and exploring the SE specific elements to studio education. Finally, experiences and observations are shared of Lancaster University’s recent SE studio, comparing it to the studio framework
Assessment and evaluation in higher education
This book compiles relevant research on students’ learning processes in Higher Education.
It presents different dimensions and forms of learning, crucial to understand and tackle diversity
and integration regarding more sustainable and inclusive goals.
Major challenges have taken place recently considering assessment within higher
education and its known impact on students’ learning processes. The application of different
assessment methods, considering a general public desire to focus on more skills development
and assessment has brought higher education challenges regarding students learning processes
and its assessment that are bringing severe changes towards academia. Higher education
institutions should act as knowledge and research drivers, and the consideration about the
learning processes and assessment methods are key.
Special attention is given to assessment methods and purposes, assessment rubrics and the
assessment of learning outcomes (knowledge and skills). Research on the challenges, strengths,
and opportunities of online and virtual assessment, as well as best practices and
recommendations for assessment and evaluation in higher education, are also explored and
discussed in this book. This book, which consists of 15 articles written by research experts in their
topic of interest, reports the most recent research concerning assessment and evaluation in higher
education. The book includes changes in education and higher education that can lead to a
systematic modification of higher education.
Topic one—Pedagogical innovation
Jung Hee Park, Woo Sok Han, Jinkyung Kim and Hyunjung Lee—Strategies for Flipped
Learning in the Health Professions Education in South Korea and Their Effects: A
Systematic Review; https://doi.org/10.3390/educsci11010009.
William Swart and Ken MacLeod—Evaluating Learning Space Designs for Flipped and
Collaborative Learning: A Transactional Distance Approach; https://doi.org/10.3390/
educsci11060292.
Jiří Bečica and Roman Vavrek—A Qualitative Assessment of the Pedagogical Process at
Czech Public Universities; https://doi.org/10.3390/educsci11080389.
Salleh Amat, Harizah Izyan Samsudin, Abu Yazid Abu Bakar, Mohd Izwan Mahmud and
Mohd Hasrul Kamarulzaman—Needs Analysis of Psychosocial Module Development
Based on Psychoeducation Approach for Public University Students in Malaysia;
https://doi.org/10.3390/educsci11100604.
Humberto Arruda and Édison Renato Silva—Assessment and Evaluation in Active
Learning Implementations: Introducing the Engineering Education Active Learning
Maturity Model; https://doi.org/10.3390/educsci11110690.
We begin the book by introducing the reader to a very interesting work in which Park et al.
develops a student-centred approach considering the real advantages in developing students
learning abilities. The effect and strategies of flipped learning in the health professions education
xii
were assessed through a Participant–intervention-comparator-outcome (PICO). Findings
suggests that implementing flipped learning design based on class characteristics and
appropriate post-class activities can enhance students’ learning abilities.
The topic continues with the work from Swart et al. where they evaluate Learning Space
Designs for Flipped and Collaborative Learning. A highly revealing study considering the
relevance of the classroom´s design as a relevant mainframe for collaborative work. They
developed a very interesting study where they present that from a student perspective the
investment in high-tech classrooms is not necessarily directly associated with more student
engagement.
Amat and colleagues presents a research which showed a highly positive response from
the students toward the development of a psychosocial module in order to strengthen the
assertiveness, social skills, and psychological well-being.
Assessment and Evaluation in Active Learning Implementations has been widely worked
on engineering Education. Arruda and colleagues present a paper where they propose a
framework that assesses the maturity of Active Learning implementation in a program or a
course. A valuable tool to be implemented and replicated, on diagnosis and practical
improvements in real settings.
Topic Two—Assessment
Fidel Salas Vicente, Ángel Vicente Escuder, Miguel Ángel Pérez Puig and Francisco Segovia
López—Effect on Procrastination and Learning of Mistakes in the Design of the Formative
and Summative Assessments: A Case Study; https://doi.org/10.3390/educsci11080428.
Eddy Sutadji, Herawati Susilo, Aji Prasetya Wibawa, Nidal A.M. Jabari and Syaiful Nur
Rohmad—Authentic Assessment Implementation in Natural and Social Science;
https://doi.org/10.3390/educsci11090534
Jurgita Lenkauskaitė, Remigijus Bubnys, Erika Masiliauskienė and Daiva Malinauskienė—
Participation in the Assessment Processes in Problem-Based Learning: Experiences of the
Students of Social Sciences in Lithuania; https://doi.org/10.3390/educsci11110678.
Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva and Elena Tokareva—
Assessment of the Application of Content and Language Integrated Learning in a
Multilingual Classroom; https://doi.org/10.3390/educsci11120808.
Another interesting research is the one presented by Vicent et al. where we are guided
through students’ procrastination processes, the formative assessments and the summative
evaluation. This case study presents the unexpected and undesirable effects of both on the
behavior of students and on both grading and learning.
Authentic assessment is another pedagogical approach based on real world impact. Sutadji
and colleagues presented a research paper where they debate epistemological and scientific
constructions to social and natural sciences.
Lenkauskaitė and colleagues explored the idea of change in the higher educational process
using a problem-based learning strategy. The need we have in education institutions to empower
students is reflected in this study that shows empowerment and enhancement of critical thinking
from students when they assess and are involved in the assessment strategy.
xi
To end this topic Baranova and colleagues present a research based on the introduction of
content and language into classes with a multilingual approach, which will allow students to use
several foreign languages in the process of professional communication. The purpose of the paper
is to evaluate the efficiency of a newly introduced integrated learning model from the perspective
of students and to understand its impact on students.
Topic three—Digitalization- and peer-support-technology-based
Rana Saeed Al-Maroof, Khadija Alhumaid and Said Salloum—The Continuous Intention
to Use E-Learning, from Two Different Perspectives; https://doi.org/10.3390/educsci
11010006.
Isabel López-Tocón—Moodle Quizzes as a Continuous Assessment in Higher Education:
An Exploratory Approach in Physical Chemistry; https://doi.org/10.3390/educsci11090500.
Mehdi Berriri, Sofiane Djema, Gaëtan Rey and Christel Dartigues-Pallez—Multi-Class
Assessment Based on Random Forests.; https://doi.org/10.3390/educsci11030092.
In Topic 3, the book presents relevant pos pandemic strategies like e-learning methods. The
paper by Al-Maroof et al. show that teachers’ and students’ perceived technology self-efficacy,
ease of use and usefulness are the main factors directly affecting the continuous intention to use
technology.
Their relevant findings also bring about intrinsic and extrinsic motivation associated and
developed throughout the process of learning. Considered the key factors that support the use of
technology continuously.
The chapter continues with López-Tocón and colleagues work on Moodle Quizzes as a
Continuous Assessment. Moodle quizzes were explored in this study, and they acted as a reliable
practice for teaching and learning.
This topic regards crucial aspects that intend to enhance the need for higher education
institutions to support additional student-centred dynamics not based on the teacher and its role
as the main actor in the classroom or even as main facilitator of knowledge. In this chapter it is
explored by the work of Berriri, a novel study that tried to provide relevant information regarding
counseling processes. Additionally, it is explored how teaching staff can propose training courses
adapted to students by anticipating their possible difficulties using new technologies, a machine
learning algorithm called Random Forest, allowing for the classification of the students
depending on their results.
Topic four—Organizations and governance
Cristina Checa-Morales, Carmen De-Pablos-Heredero, Angela Lorena Carreño, Sajid
Haider and Antón García—Organizational Differences among Universities in Three
Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach;
https://doi.org/10.3390/educsci11080445.
Hue Thi Truong, Hung Manh Le, Duc Anh Do, Duc Anh Le, Huyen Thi Nguyen and Thanh
Kim Nguyen—Impact of Governance Factors over Lecturers’ Scientific Research Output:
An Empirical Evidence; https://doi.org/10.3390/educsci11090553.
xii
Cecília Guerra and Nilza Costa—Can Pedagogical Innovations Be Sustainable? One
Evaluation Outlook for Research Developed in Portuguese Higher Education;
https://doi.org/10.3390/educsci11110725.
The book also presents institutional research, conducted in a macro level approach that can
be very helpful to the reader that is interested in more information regarding the assessment of
pedagogical innovation at an institutional level. Bečica and colleagues present a relevant
qualitative Assessment of the Pedagogical Process at Czech Public Universities. This work
increments the debate towards more quality-based measures considering that the monitoring and
quantification of quality in education is a very demanding and controverse topic.
Checa-Morales and colleagues presented an institutional study that focus on
organizational differences Universities in Three Socioeconomic Contexts: Finland, Spain and
Ecuador. Results show that shared goals with among faculty members and problem-solving
communication among students were key. Organizational practices show relevant differences
among the three universities.
Truong and colleagues analysed governance factors that influence the scientific research
output of lecturers. The results reveal that resources for scientific research have the most impact
on lecturers’ scientific research output, followed by policies for lecturers, support for scientific
research activities, scientific research objectives of HEIs, and finally, leadership.
Pedagogical innovation is key in order to develop society. Guerra and colleagues introduce
a very interesting and critical approach to the topic, conducting research that focused on the
extent to which funded national research-based education projects, developed in public
Portuguese higher education institutions (universities and polytechnic institutes), have
considered the sustainability of research results (e.g., pedagogical innovations), after funding
ends.
We believe there is a need for this book to provide clear and relevant scientific research
which takes into consideration pedagogical innovation, assessment processes and institutional
models. The aim of this book is to provide the reader with key and updated research on the
information necessary to understand students learning and teaching, innovation at assessment,
the need to assess involving the students and also to understand global macro level research,
national level and institutional level. Therefore, we hope to reach policy makers, educators,
researchers, teachers, students and a global community of people that are interested and
concerned with the research agenda, acting in student’s empowerment, knowledge and updated
skills.info:eu-repo/semantics/publishedVersio
Management of Technological Innovation in Developing and Developed Countries
It is widely accepted that technology is one of the forces driving economic growth. Although more and more new technologies have emerged, various evidence shows that their performances were not as high as expected. In both academia and practice, there are still many questions about what technologies to adopt and how to manage these technologies. The 15 articles in this book aim to look into these questions. There are quite many features in this book. Firstly, the articles are from both developed countries and developing countries in Asia, Africa and South and Middle America. Secondly, the articles cover a wide range of industries including telecommunication, sanitation, healthcare, entertainment, education, manufacturing, and financial. Thirdly, the analytical approaches are multi-disciplinary, ranging from mathematical, economic, analytical, empirical and strategic. Finally, the articles study both public and private organizations, including the service industry, manufacturing industry, and governmental organizations. Given its wide coverage and multi-disciplines, the book may be useful for both academic research and practical management
Computer science: the hardware software and heart of IT
1st edition, 201
XV Міжнародна конференція з математичної, природничо-наукової та технологічної освіти (ICon-MaSTEd 2022) 18-20 травня 2022 року, м. Кривий Ріг, Україна
Матеріали XV Міжнародної конференції з математичної, природничо-наукової та технологічної освіти (ICon-MaSTEd 2022) 18-20 травня 2022 року, м. Кривий Ріг, Україна.Proceedings of the XV International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd 2022) 18-20 May 2022, Kryvyi Rih, Ukraine