Fiabot!: design and evaluation of a mobile storytelling application for schools

This paper contributes to the ongoing debate about how digital technology can be integrated into the formal education system. Within a longitudinal research study, which lasted four years, we conducted an investigation on how mobile technology can support educational activities as defined by a school curriculum. Among the topics included in the school curriculum, we focused on the literary field and developed a Digital StoryTelling (DST) application, Fiabot!, to support this activity. Here, we describe the design of the application and how we evaluated its impact on educational activities. The application was designed and evaluated in two primary schools. The study had the objectives of exploring whether Fiabot! supports children in achieving educational objectives defined by the curriculum, how this effectively supports teachers, and to what extent children like using it for the creation and sharing of their stories. Our findings show that the application has a positive impact on curriculum enactment and effectively supports the related educational activities. Overall, Fiabot! wasdemonstrated to be very effective in stimulating children's discussion of a story's plot and characters. Thus, Fiabot! supported children not only in being creative but also in organizing their work and exploring a digital media opportunity. This resulted in the development of new skills and the better grounding of previously acquired knowledge, while teachers also had the opportunity to expand their teaching skills and get a taste of ICT's potential in education

E-Learning. A study of students’ attitudes and learning outcome when using blended learning with integration of multimedia instructions

The advent of new technologies has provided opportunities and challenges for education institutions to seek more effective ways of teaching and learning. Elearning is now an established phenomenon in education and institutions are increasing their effort to offer greater flexibility, more personalized learning, and greater learner satisfaction. Consequently blended learning has emerged as a delivery method that addresses the face-to-face advantages of a traditional classroom and the time efficiency and location convenience of an online teaching and learning environment. The opportunities of flexibility and convenience are not evident in a classroom environment. However the face-to-face interactions provide the foundation for social communication which can be critical to online learning. Educators who are comfortable with traditional classroom delivery will meet learners’ enhanced demands for flexibility through online presence for courses. As educators are generally time-pore, and with little clear direction, research can give them valuable insights into advantaged and disadvantaged of various teaching and learning formats. This thesis examines students’ attitudes when using blended learning with integration of multimedia instructions. It identifies aspects around cognitive learning outcome and provides insight into students’ experiences and their overall satisfaction with this instructional design. The main objective with this initiative is to sustain the evolution from traditional teaching to active learning and to better integrate the increasing number of educational resources online. In particular this study includes aspects about students’ attitudes towards using a blended learning format, learning theories, the instructional principles of multimedia production, and identification of optimal ways to use e-learning. This thesis contributes to the field of e-learning by three main contributions (A1-A3): A1: A contribution utilizing blended learning with integration of multimedia instructions. The quality of the blended learning format is discussed on the basis of the attitudes and experiences from the adult participants. The contribution outlines characteristics about good properties of multimedia instructions to supplement traditional classroom teaching. The content of A1 constitutes a paper that is submitted for journal publication. A2: A model for testing the cognitive learning outcome using a blended learning format with two different teaching treatments. A2 constituted the main part of a conference proceedings paper. The study further contributes in a book with the title: Cases on managing e-learning: Development and implementation. Will be released in 2012. A3: This contribution outlines a blended learning course design for postgraduate dental students with emphasis on flexibility and location convenience. The course was redesigned from a former traditional course format. The content of A3 constitutes a paper that is submitted for journal publication. The research makes a contribution in the exploration of the advantages and disadvantaged of utilizing blended learning. The research methods comprise both quantitative and qualitative investigation approaches. The empirical data for this thesis were collected through 149 participating students and 13 semi-structured interviews. The thesis supports the view of increased favorable ways of teaching and learning when using new online technologies. However no evidence for increased cognitive learning outcome was identified. Nonetheless the blended learning format with integration of multimedia instructions holds an experienced potential for improved quality of teaching and learning in terms of enhanced satisfaction among learners. The main findings. The thesis contributes to the field of e-learning by the following main contributions. First, an identification of educational key issues favourable to a blended learning format with integration of multimedia instructions; second, identification of factors to produce high quality multimedia instructions; third, the design of a test procedure to conduct measurements on cognitive learning outcome based on a basic retention level and a more advanced transfer level; forth, suggestions how to improve the influence of the internet media for future postgraduate dental educational programs

Assessing the perceived impact of Computer-Assisted Instruction on physical therapy education

Computer Assisted Instruction (CAI) is becoming more common in allied health education. Research on CAI has provided mixed results. The purpose of this study was to compare uses of CAI in entry-level physical therapist (PT) and physical therapist assistant (PTA) programs. Secondary purposes included determining faculty attitudes toward CAI, determining how faculty select and evaluate CAI, and describing faculty perceptions of CAI and the computer-based licensing exam. Results indicate no significant differences in the amount of CAI in PT and PTA programs. Positive aspects reported include improved knowledge of technology and improved independence with information gathering. Negative aspects reported include cost and lack of time for integration. Respondents indicate that CAI can develop higher-level thinking skills when designed and integrated appropriately, however respondents agree that psychomotor skills should not be taught via CAI. Respondents were unsure whether high or low aptitude students benefit more from CAI, and they were unsure whether one type of learning style (auditory, visual, or kinesthetic) benefits more. Results indicate that programs do not have formal selection criteria, and evaluation procedures reported included student outcomes and course evaluations. Finally, 64% of PT and 56% of PTA respondents indicated CAI adequately prepares students for the licensing exam, and 34% of PT and 40% of PTA respondents indicated the computer-based licensing exam influenced their decision to integrate CAI. Six concepts describing participant\u27s perceptions of CAI in physical therapy education emerged from qualitative data. They were: (1) CAI develops computer skills, (2) CAI is an instructional tool, (3) CAI improves communication, (4) CAI can provide factual learning, but the instructor must use the CAI so that higher-level skills are attained, (5) Instructors must consider the context before integrating CAI, and (6) CAI has limitations

Exploring A Teacher Educator’s Experiences in Modeling TPACK to Create English Language Multimedia in Technology Courses

Abstract: TPACK framework as an established term for describing what teachers need to know to integrate technology effectively into their teaching practices has been widely addressed by teachers and teacher educators and it has been a flourishing field of investigation. However, teacher educators’ model in the context of using varieties of software in exploiting the benefits of technology by looking at how the framework could be implemented is restricted. Therefore the aim of this study is to explore a teacher educator’s experiences in modelling his teaching and learning based on the TPACK framework using qualitative research into biographical case study narrative. Two data collection techniques (i.e; interview and observation) were used to support the data collection process. The findings of this study suggest that it is important for teacher educators to incorporate Project Based Learning in TPACK and to combine varieties of software for creating English language multimedia as it could develop both teacher educator’s and pre-service teachers’ knowledge on content, technology, and pedagogy and their intersections. Furthermore, the use of blended learning would allow pre-service teachers to directly see, learn, observe, and experience how to learn and how to teach English using technology. Keywords: Technology integration, Multimedia learning, TPACK framework

Understanding The Use and Impact of Social Media Features on The Educational Experiences of Higher-Education Students in Blended and Distance-Learning Environments

Students are increasingly expecting social media to be a component of their educational experiences both outside and inside of the classroom. The phenomenon of interest in this dissertation is understanding how the educational experiences of students are affected when social media are incorporated into online and blended course activities. Qualitative case studies are undertaken toward this end from a Human-Computer Interaction perspective by proposing 4 research questions: (1) How does the use of social media in blended-learning courses impact students\u27 educational experience? (2) How does the use of social media in online courses impact students\u27 educational experience? (3) How do specific features of social media impact student experiences inside the physical classroom? (4) How do specific features of social media impact student experiences outside of the physical classroom? This work is rooted in the theoretical foundations of the Community of Inquiry (CoI) framework to conceptualize educational experience as defined by the intersection of social, cognitive, and teaching presences. Adaptive Structuration Theory (AST) is also integrated here to conceptualize social media features as technical objects defined through the relationship of functional affordances and symbolic expressions between students and social media. The findings are based on a total of 9 case studies (5 within a blended context and 4 within an online context) bound by students in Masters-level library science classes at Syracuse University. The results suggest that social presence is clearly the most salient type of presence in social media within blended course contexts, while cognitive and social presences are relatively salient in social media within online course contexts. Two main categories of affordances, timeliness and information curation, emerged as pertinent to students\u27 educational experiences in blended courses; while both of these, plus multimedia engagement, were identified as relevant to online courses. Technical objects (general features of social media) were identified which facilitate these affordances, and implications based on these are provided in respect to practice (for educators and information technology designers) and theory

Social media in collaborative learning in higher education : a qualitative case study of teachers’ and students’ views

In this study, it was investigated how social media are used in collaborative learning in higher education and also how it can be better used in teaching and learning according to the students and teachers. The research questions of this study were: 1) How social media are used in collaborative learning by the teachers and students in higher education for educational purposes? 2) How could social media be used in collaborative learning process in higher education, according to the students and teachers? Qualitative interviews were conducted to collect the data from ten students and five teachers from the different faculties of University of Lapland and Lapland University of Applied Sciences. In conclusion it was found that, social media were not much used in collaboration with teachers by the students of both institutions. In case of teachers, it was found that all of them were using social media in their collaborative ways of teaching design and they have found social media as useful tool to deliver their teaching. Most of the students and all the teachers found social media to be useful in their teaching and learning. But there were also some challenges faced and areas of improvements identified by them. Thus the higher educational institutions should understand the importance of using social media in teaching and learning and take initiatives to overcome the current challenges identified by the students and teachers

Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry

Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry.Mathematics EducationPh. D. (Mathematics, Science and Technology Education

The role of elearning on antimicrobial stewardship programs (ASPs) : A review

20 páginasThe inappropriate prescription of antimicrobials is currently one of the primary public health problems around the world. As a result, bacteria become drug-resistant resulting in increased patient stays in hospitals and affecting the economy of a community by elevating the costs of its treatment. In order to prevent those complications, several kinds of educational initiatives have been taking place; some of which have included the use of technology to expand its reach and to boost their learning effects. The purpose of this study was to explore and determine how eLearning can enhance the educational outcomes of programs on antimicrobial's prudent use and optimization. Hence, a literature review that followed Fink’s seven tasks approach was conducted. Based on the available evidence, the online educational interventions designed by healthcare organizations to promote the rational and responsible use of antimicrobials were divided into four categories: (1) learning and instructional theories, (2) online learning platforms, (3) multimedia learning, and (4) motivation. In short, this study shows that eLearning can assist in enhancing the educational outcomes of ASPs by appealing to students’ desire and motivation to engage in tasks that encourage the love of learning. Also, by providing the institutions in charge of designing these learning initiatives with an extensive range of learning and instructional theories and an almost infinite set of technological resources to carry out sound learning experiences.Maestría en Informática EducativaMagíster en Informática Educativ

Using of audiovisual resources on english language's teaching and learning process at Dr. José María Velasco Ibarra high school's eight grade students of basic general education.

Based on the foregoing, it is hypothesized: If it develops audiovisual teaching strategy for teaching English, helping to improve the teaching and learning of English. Strategy linked to the practice of proper use of teaching aids, taking into account the development of the study area are related to multimedia labs properly equipped, can accommodate a certain number of students with visual media, sent from a control panel where can be established techniques applicable to the subject development, allowing the playback of audio-video materials, based on a set of activities (exercises oral, written, imaging, etc.) to establish the skills of each skill (listening, speaking, reading, writing) immersed in the English language. The type of use of new technology applied to teaching English language shows that students involved in this learning will find motivation, updating and, above all the reflection in the awareness that includes the study and learning a language universally spoken. And the motivation in conjunction with the renovation of university teachers therefore it is not only part of his personal life but as an economic input in postgraduate performance. The continuing search for new teaching applicable to the environment associated with the technology will always lead to the link improvements for the good performance of the students meet the requirements demanded by the process of teaching and learning