Open Networking Lab: online practical learning of computer networking

Learning to configure computer networks is a topic requiring a substantial practical component and suggesting a pedagogic approach that foregrounds experiential learning. However, providing appropriate computer networking hardware is expensive for classroom labs, and is not viable for individual distance learners. Simulation offers an alternative basis for practical learning and supports a range of modes, from individual distance learning to in-class blended learning. Sophisticated network simulation packages, such as Cisco’s Packet Tracer, have high fidelity to networking devices and can simulate complex network scenarios. Unfortunately their complex interfaces make it difficult for a novice student to engage productively. The Open Networking Lab (ONL) will provide online resources for students of introductory computer networking. It will take an activity-centred approach, supported with video and screencasts, in preference to lengthy text. Practical activity is based on PT Anywhere, a network simulator that provides students with an easy-to-use, browser-based interface over Cisco’s Packet Tracer. PT Anywhere thus provides fully authentic simulation but, by only revealing a subset of features, supports a carefully scaffolded approach to teaching and learning. We report at an early stage in the development of the ONL. Material is being piloted with students at UK Further Education colleges. Evaluation will include observation, surveys and interviews with students and staff; PT Anywhere also provides learning analytics. A further stage of development will culminate in a badged open course on the Open University’s OpenLearn platform. The ONL will provide vocational learning at scale in educational institutions, employment contexts and for individual learners

日本人大学生を対象にした英語学習ウエブアプリケーションの導入

This case study examines the introduction of web-based apps to Japanese university students for skill-based English learning. The focus is on 32 students from the International Studies and Education departments at a private Japanese university. The course was an elective English course titled,“ Current Events English.” In class, activities consisted of analog speaking activities from the textbook. However, web-based applications were introduced to support class preparation, the midterm, and the final project. The Memrise app for vocab learning was optional for class preparation. Use of Google Classroom was required for accessing the initial class documents, and Cambridge Write & Improve was required or the final project. Data was collected from the applications as well as from student surveys. The findings provide insight into the efficacy of webbased applications for language learning in Japan. It also contributes to the body of knowledge regarding the reticence of Japanese university students to adopt digital modes of language learning.本事例研究では日本人大学生を対象にした英語学習のためのウエブアプリケーション（WA） の適用可能性を明らかにする。対象は国際教育学科と教育経営学科の学生32人である。時事英語（選択教科コース）では主に教科書からのアナログ・スピーキング・アクティビティーを行ったが，授業の事前準備，中間発表，およびファイナルプロジェクトために三つのWAを導入した。学生主体の 事前準備のためにMemriseの語彙学習アプリを使用し，授業のシラバスおよびプリントを手に入れるためにグーグル・クラスルームを必要とした。ファイナルプロジェクトのためにCambridge Write & Improveも必要とした。WAと学生アンケートからデータを収集して分析した。本研究の結果は，日本人学生が言語学習にWAを使用することに控えめであるにもかかわらず，WAが語学学習には有効であるという知識体系を得られた

I Would Have Had More Success If: Student Reflections On Their Performance In Online And Blended Courses

Anecdotal research is a common phenomenon in the study of distance education.  In an effort to review some of the factors that affect student satisfaction, an existing instrument was used to gauge learner perceptions of online interaction/communication, learning and performance, collaboration, hardware and software issues and the quality of support. According to some authors, use of samples of convenience and small study populations, the conclusions drawn by Yu and Brandenburg (2006) could not be generalized across differing student populations.  In an effort to create some generalizable conclusions regarding student perceptions, surveys contained some of Yu and Brandenburg’s (2006) inquiries on communication, interaction, perceptions of the instructor, course materials and the availability of student support services in online and blended courses. Questions on student demographic data were also included.  The purpose of this study is to examine some of the ideas associated with existing distance education research.  It was hypothesized that students would have had more success if 1) they had more time to interact with other students, 2) knew what the course expectations were prior to registration, c) they had access to a newer computer, and 4) they had administrative support.&nbsp

Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

An Interactive Web-based Application as Educational Tool for SCM Course by Using FOSS

This paper presents the application of free/open source software (FOSS) for teaching and learning one specific topic in Supply Chain Management (SCM) course. In the last few years, there is abundant FOSS for educational tools. However, educator still faces problems to implement such an education FOSS for improving the quality of education i.e. customizing of software function, developing of a specific educational media, and illustrating of a course content. The purpose of this research is to design an educational tool for increasing efficiency in conveying subject matter especially distribution problem. It has a module of real distribution problem in commodity paddy was captured. We crated an interactive Web-based application by using WSDL, PHP and My SQL, and SOAP. The result of the research will be able to improve the pedagogic approach for learning of SCM course. Keywords: Educational tool, FOSS, interactive media, SCM course

Using Technology to Support At-Risk Students' Learning

A new report finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk