7,624 research outputs found

    ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

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    This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

    Immersive Telepresence: A framework for training and rehearsal in a postdigital age

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    Organization, Information & Learning Sciences 2018 APR Self-Study & Documents

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    UNM Organization, Information & Learning Sciences APR self-study and review team report for Fall 2018, fulfilling requirements of the Higher Learning Commission

    Quality Model for Massive Open Online Course (MOOC) Web Content

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    With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider’s reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content’s provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C’s model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content

    Building cognitive bridges in mathematics: Exploring the role of screencasting in scaffolding flexible learning and engagement

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    Conceptual learning in mathematics can be made more accessible with mathscasts, which are dynamic, digitally recorded playbacks of worked examples and mathematical problem-solving on a computer screen, accompanied by audio narration. Mathscasts aim to enable students to develop deeper understanding of key foundational concepts in order to equip them to undertake degrees in Science, technology, engineering and mathematics (STEM). Previous research has indicated the success of maths screencasts to provide explanations of complex concepts and reinforcement of concepts previously learnt. The project presented here extends current research by demonstrating the value of visual, interactive screencasts for learning of mathematics, and investigates students’ perceptions. A survey of student use of screencasts identifies learners’ usage patterns, the significance of offering mathematics support via mathscasts in flexible mode, and students’ integration of mathscasts into their study strategies. The results show positive implications for the integration of multimodal learning resources in STEM environments
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