Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

Using open ended, ill formed problems to develop and assess Engineering Mathematics competencies.

The purpose of this paper is to report upon how an engineering mathematics class was used to provide a vehicle for students to develop mathematical competencies and hence higher order thinking skills within the broader field of engineering education. Specifically it provided students with the opportunities to think mathematically, reason mathematically, pose and resolve mathematical problems, to use technology to model resolutions, interpret and handle mathematical symbolism and to communicate their resolutions to peers and staff. Using the report produced by the Mathematics Working Group of SEFI (European Society for Engineering Education), which details a framework for mathematics curricula in engineering education (SEFI, 2013), a methodology was identified. This methodology was also based on work previously undertaken by the author (Peters, 2017; Peters, 2015). In section 2.1 (p 13) the report lists and describes a set of eight mathematical competencies: (1) Thinking mathematically, (2) reasoning mathematically, (3) posing and solving mathematical problems, (4) modelling mathematically, (5) representing mathematical entities, (6) handling mathematical symbols and formalism, (7) communicating in, with, and about mathematics and, (8) making use of aids and tools. The report also points out the importance of developing assessment procedures pertinent to competency acquisition (p7). The evidence from this investigation concludes that the majority of students found the experience challenging but worthwhile. They considered they had learnt important skills including the ability to form assumptions, persistence, time management, project management and an enhancement of their mathematical skills in relation to engineering

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Web-based learning and teaching resources for microscopic detection of human parasites.

DMU e-Parasitology (http://parasitology.dmu.ac.uk) presents novel web-based resources co-developed by EU academics at De Montfort University (DMU) for the teaching and learning of microscopic diagnoses of common and emerging human parasites. The package will be completed early in 2019 and presents a Virtual Laboratory and Microscope, which are equipped with engaging units for learning parasitological staining and fresh preparation techniques for detecting cysts, oocysts, eggs and spores, in conjunction with a library of digitised clinical slides. Units are equipped with short videos of academics performing the different techniques and quizzes and exercises, to provide students with the most practical experience possible