An exploratory case study of interactive simulation for teaching Ecology

This paper explores the effectiveness of interactive simulation for teaching a selected complex subject, Ecology, in higher education. Specifically, we carry out a lab intervention using interactive agent based simulation, to teach the complex concept of spatially-explicit predator prey interaction to undergraduate students of an advanced module: BIOU9CE (Community Ecology & Conservation Applications) at the University of Stirling. We propose use of Netlogo, an interactive agent-based simulation tool, and evaluate its effectiveness for learning and teaching of interactive simulation developed specifically for the classroom, compared with an existing, less interactive, simulation tool (R)

The Virtual University and Avatar Technology: E-learning Through Future Technology

E-learning gains increasingly importance in academic education. Beyond present distance learning technologies a new opportunity emerges by the use of advanced avatar technology. Virtual robots acting in an environment of a virtual campus offer opportunities of advanced learning experiences. Human Machine Interaction (HMI) and Artificial Intelligence (AI) can bridge time zones and ease professional constraints of mature students. Undergraduate students may use such technology to build up topics of their studies beyond taught lectures. Objectives of the paper are to research the options, extent and limitations of avatar technology for academic studies in under- and postgraduate courses and to discuss students' potential acceptance or rejection of interaction with AI. The research method is a case study based on Sir Tony Dyson's avatar technology iBot2000. Sir Tony is a worldwide acknowledged robot specialist, creator of Star Wars' R2D2, who developed in recent years the iBot2000 technology, intelligent avatars adaptable to different environments with the availability to speak up to eight different languages and capable to provide logic answers to questions asked. This technology underwent many prototypes with the latest specific goal to offer blended E-learning entering the field of the virtual 3-D university extending Web2.0 to Web3.0 (Dyson. 2009). Sir Tony included his vast experiences gained in his personal (teaching) work with children for which he received his knighthood. The data was mainly collected through interviews with Sir Tony Dyson, which helps discover the inventor’s view on why such technology is of advantage for academic studies. Based on interviews with Sir Tony, this research critically analyses the options, richness and restrictions, which avatar (iBot2000) technology may add to academic studies. The conclusion will discuss the opportunities, which avatar technology may be able to bring to learning and teaching activities, and the foreseeable limitations – the amount of resources required and the complexity to build a fully integrated virtual 3-D campus. Key Words: virtual learning, avatar technology, iBot2000, virtual universit

Informing and Performing: A Study ComparingAdaptive Learning to Traditional Learning

Technology has transformed education, perhaps most evidently in course delivery options. However, compelling questions remain about how technology impacts learning. Adaptive learning tools are technology-based artifacts that interact with learners and vary presentation based upon that interaction. This study examines completion rates and exercise scores for students assigned adaptive learning exercises and compares them to completion rates and quiz scores for students assigned objective-type quizzes in a university digital literacy course. Current research explores the hypothesis that adapting instruction to an individual’s learning style results in better learning outcomes. Computer technology has long been seen as an answer to the scalability and cost of individualized instruction. Adaptive learning is touted as a potential game-changer in higher education, a panacea with which institutions may solve the riddle of the iron triangle: quality, cost, and access. Though the research is scant, this study and a few others like it indicate that today’s adaptive learning systems have negligible impact on learning outcomes, one aspect of quality. Clearly, more research like this study, some of it from the perspective of adaptive learning systems as informing systems, is needed before the far-reaching promise of advanced learning systems can be realized

INTEGRATION OF EDUCATION, SCIENCE, AND BUSINESS: CURRENT INSTITUTIONAL SOLUTIONS

The article discusses the problem of a lack of a national-level institutional solution to the problem of integration of education, science and business in Russia. For the purposes to develop recommendations, proven forms of integration based on international practices are reviewed and applied to Gubkin University. In developed world economies, integration of science and education is associated with technologization, the transition to knowledge-based industry embodied in the form of advanced structural amalgamations, such as Silicon Valley entities – clusters, technology parks and business incubators. Integration of academic and business communities is effected through the participation of business in the management of universities, both in the sphere of education by establishing close relations between competences highly demanded by the labor market and competences offered by higher education institutions, and in terms of administration of a university as a whole in its capacity as an economic agent. This interaction is implemented using various mechanisms that are discussed in detail in the article

Widening Access for Education: Proposing a Conceptual Model for Integrated Open and Distance Learning (ODL) on Demand

The education world has seen a dramatic change in the mode of learning and teaching. Attention has been drawn to open and distance learning (ODL) as one method of educational instruction using advanced information and communication technology (ICT) as the enabler. ODL has become the means by which education can be accessed by all who so require, anywhere, anytime. Thus, ODL itself must be able to meet the “demands” of its stakeholders including learners and facilitators. There has to be in place a system that can support instant delivery of learning and guiding materials to learners and enables facilitators to guide and assess their learners both synchronously and asynchronously. Such a system should be holistic and dynamic in a way that it can cater ‘on demand’ any requests from the stakeholders. This paper proposes a conceptual model for integrated ODL on demand which can be utilised for the teaching and learning of a range of courses. The proposed model’s delivery mode would be based upon learning through visualisation, interaction, collaboration, exploration and a host of possible alternatives that can be replicated for any course carried out by ODL institutions including Open University Malaysia (OUM). (Authors' abstract

Information environment of blended learning: aspects of teaching and quality

The aim of the study in frame of the international project IRNet - International Research Network for the study and development of new tools and methods for advanced pedagogical science in the field of ICT instruments, e-learning and intercultural competences is to understand how the quality of digital learning environment and a new methodology for teaching activities contribute to achievement of learning outcomes sought by modern society. The data from a comparative analysis of regulations in the field of e-learning in some countries participating in the project is represented. The article substantiates indicators of virtual educational invironment in accordance with European standard of quality in higher education. The psychodidactic approach based on accounting of general concepts: information, communication and interaction management in a network learning environment used for evaluation of teaching activities in blended learning. The study hypothesis is based on the data obtained from analysis of the students' views and attitudes towards various educational processes in digital learning environment and represents a set of conditions for system formation of university virtual educational environment and the effective use of e-learning technologies. At a later stage of research teachers in all the universities involved in project will be surveyed

Telehealth Standardized Patient Simulations and Nurse Practitioner Students’ Self-Confidence and Satisfaction Levels

Background: Telehealth accounts for 22.9% of primary care visits, increasing healthcare accessibility and affordability. Nurse practitioners (NPs) have noted technological and patient interaction-based differences between telehealth and in-person patient encounters. Healthcare organizations expect newly graduated NPs to use telehealth upon graduation. Problem: Integration of formalized, telehealth-focused education in NP programs is lacking, decreasing telehealth preparation and use among new graduate NPs. Methods: A quality improvement project was conducted. Participants were a convenience sample of Doctor of Nursing Practice/Family Nurse Practitioner students enrolled in an advanced NP pediatrics course at a private, liberal arts university in central Pennsylvania. The National League for Nursing Student Satisfaction and Self-Confidence in Learning © (NLN SCLS) instrument was used to collect data. Intervention: Two telehealth standardized patient (SP) simulations were integrated into the 6th and 12th weeks of a 16-week advanced NP pediatrics course. Results: Project limitations prevented analysis of statistical and clinical significance. However, findings were consistent with current literature. Participants’ NLN SCLS © instrument scores demonstrated high levels of confidence and satisfaction after each simulation. Following the second simulation, participants reported an increased likelihood to use telehealth after graduation. Conclusion: The telehealth SP simulations were positive learning experiences for participants. Thus, the project site intends to continue use of the intervention, providing the framework for longitudinal data collection measuring site-specific effects of telehealth SP simulation integration

The aptness of tangible user interfaces for explaining abstract computer network principles

The technological deployment of Tangible User Interfaces (TUI) with their intrinsic ability to interlink the physical and digital domains, have steadily gained interest within the educational sector. As a concrete example of Reality Based Interaction, such digital manipulatives have been successfully implemented in the past years to introduce scientific and engineering concepts at earlier stages throughout the educational cycle. With difference to literature, this research investigates the suitability and effectiveness of implementing a TUI system to enhance the learning experience in a higher education environment. The proposal targets the understanding of advanced computer networking principles by the deployment of an interactive table-top system. Beyond the mere simulation and modelling of networking topologies, the design presents students the ability to directly interact with and visualise the protocol execution, hence augmenting their ability to understand the abstract nature of such algorithms. Following deployment of the proposed innovate prototype within the delivery of a university undergraduate programme, the quantitative effectiveness of this novel methodology will be assessed from both a teaching and learning perspective on its ability to convey the abstract notions of computer network principles

The aptness of tangible user interfaces for explaining abstract computer network principles

The technological deployment of Tangible User Interfaces (TUI) with their intrinsic ability to interlink the physical and digital domains, have steadily gained interest within the educational sector. As a concrete example of Reality Based Interaction, such digital manipulatives have been successfully implemented in the past years to introduce scientific and engineering concepts at earlier stages throughout the educational cycle. With difference to literature, this research investigates the suitability and effectiveness of implementing a TUI system to enhance the learning experience in a higher education environment. The proposal targets the understanding of advanced computer networking principles by the deployment of an interactive table-top system. Beyond the mere simulation and modelling of networking topologies, the design presents students the ability to directly interact with and visualise the protocol execution, hence augmenting their ability to understand the abstract nature of such algorithms. Following deployment of the proposed innovate prototype within the delivery of a university undergraduate programme, the quantitative effectiveness of this novel methodology will be assessed from both a teaching and learning perspective on its ability to convey the abstract notions of computer network principles

Use of synchronous e-learning at university degrees

[EN] Different types of Course Management Systems (CMS) are fully integrated in conventional and online courses in many Universities degrees. Although they are suitable for lecturer-student information sharing, their asynchronous nature prevents an efficient interaction, which may hamper the learning process. As an alternative, synchronous virtual learning platforms can help fill the gaps in traditional CMS. However, there is very little feedback regarding its use in higher education. The Universitat Polit"ecnica de Val"encia introduced in 2010 a synchronous e-learning platform, named Poli[ReunioN], an Adobe Connect-based online service. Poli[Reuni !oN] ! provides virtual sessions where interaction between lecturers and students is enabled by means of audio/videoconferences and software application sharing. By following this path, Poli[ReunioN] provides an opportunity for ! planning new educational experiences where technology may help to achieve new learning objectives. However, the implementation of this tool still needs to be explored. In order to check its usefulness, we have performed a multidisciplinary learning experience involving a wide range of subjects over several degrees: Private Telecommunication Systems (degree in Telecommunications Engineering), Algorithms and Data Structure (degree in Computer Sciences), English for International Tourism (degree in Tourism Management), Genetics and Plant Breeding (degree in Agricultural Engineering), and a specific course for teachers¿ training. The advantages and disadvantages of the use of Poli[ReunioN] in tutoring and in different learning activities ! proposed in the aforementioned degrees are discussed from both perspectives¿lecturers and students. These experiences may help lecturers and other education professionals to adopt similar e-learning tools.The authors would like to thank the "Vicerrectorado de Estudios y Convergencia Europea" (VECE) of the UPV for their financial support of the project Experiencias Multi-Disciplinares de Integracion de Aula Inversa para el Desarrollo de Competencias TransversalesFita, A.; Monserrat Del Río, JF.; Moltó, G.; Mestre-Mestre, EM.; Rodríguez Burruezo, A. (2016). Use of synchronous e-learning at university degrees. Computer Applications in Engineering Education. 24(6):982-993. https://doi.org/10.1002/cae.21773S982993246Garrison, D. R. (2003). E-Learning in the 21st Century. doi:10.4324/9780203166093Beuchot, A., & Bullen, M. (2005). Interaction and interpersonality in online discussion forums. Distance Education, 26(1), 67-87. doi:10.1080/01587910500081285Dennen, V. P., Aubteen Darabi, A., & Smith, L. J. (2007). Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65-79. doi:10.1080/01587910701305319Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. American Journal of Distance Education, 19(3), 133-148. doi:10.1207/s15389286ajde1903_2http://www.adobe.com/es/products/connect/Bondi, S., Daher, T., Holland, A., Smith, A. R., & Dam, S. (2016). Learning through personal connections: cogenerative dialogues in synchronous virtual spaces. Teaching in Higher Education, 21(3), 301-312. doi:10.1080/13562517.2016.1141288Huang, Y.-M., Kuo, Y.-H., Lin, Y.-T., & Cheng, S.-C. (2008). Toward interactive mobile synchronous learning environment with context-awareness service. Computers & Education, 51(3), 1205-1226. doi:10.1016/j.compedu.2007.11.009Xenos, M., Avouris, N., Komis, V., Stavrinoudis, D., & Margaritis, M. (s. f.). Synchronous collaboration in distance education:a case study on a computer science course. IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. doi:10.1109/icalt.2004.13574652016 https://polireunion.upv.es/http://poliformat.upv.es2016 https://sites.google.com/site/matiupv/Cappiccie, A., & Desrosiers, P. (2011). Lessons Learned From Using Adobe Connect in the Social Work Classroom. Journal of Technology in Human Services, 29(4), 296-302. doi:10.1080/15228835.2011.638239McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J., & Lundeberg, M. A. (2012). Virtual Professional Learning Communities: Teachers’ Perceptions of Virtual Versus Face-to-Face Professional Development. Journal of Science Education and Technology, 22(3), 267-277. doi:10.1007/s10956-012-9391-ySaitta, E. K. H., Bowdon, M. A., & Geiger, C. L. (2011). Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom. Journal of Science Education and Technology, 20(6), 790-795. doi:10.1007/s10956-010-9273-0Konstantinidis, A., Tsiatsos, T., & Pomportsis, A. (2009). Collaborative virtual learning environments: design and evaluation. Multimedia Tools and Applications, 44(2), 279-304. doi:10.1007/s11042-009-0289-5Hiltz, S. R., & Turoff, M. (2005). Education goes digital. Communications of the ACM, 48(10), 59-64. doi:10.1145/1089107.1089139Smith, M. L., & Cline, M. A. (2011). Inexpensive Options for a High-Tech Learning Environment. Journal of Science Education and Technology, 20(6), 785-789. doi:10.1007/s10956-010-9272-