43,663 research outputs found

    SLIS Student Research Journal, Vol. 4, Iss. 2

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    A taxonomy of podcasts and its application to higher education

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    In this paper we address the uses of podcasts in higher education and we propose a taxonomy for podcasts. We describe results obtained within a study that is being conducted at the University of Minho, in Portugal, focusing on the use of podcasts and their implications towards learning in higher education. The project involves 6 lecturers from different scientific domains – Education, Humanities, Social Sciences, Engineering and Biology. These lecturers created 84 podcasts in order to support their undergraduate and master courses during the 1st and 2nd semesters of 2007/ 2008 and the 1st semester of 2008/ 2009. A total of 479 students - 372 undergraduate and 107 master students - were enrolled in 20 courses. Some students were not only podcasts listeners but they also had the challenge and the opportunity to create their own podcasts (34 episodes). Podcasts were classified in different types (Informative, Feedback, Guidelines and Authentic materials), styles (formal or informal), length (short, moderate or long), purpose and medium (audio or video), according to a taxonomy proposed by the authors. The majority of podcasts was Informative (76), followed by podcasts with Feedback (30), Guidelines (9) and Authentic materials (3). Most podcasts were short (102), mainly in informal style and only 21 were vodcasts. Students´ reactions about podcasts implementation in higher education revealed their acceptance of this new tool and their receptiveness to podcasting in other courses. The majority of students found podcasts a positive resource in learning, although they did not explore one of the main advantages of this technology – portability. Lecturers also found podcasting a useful resource for learning and recognized its great potential as a pedagogical tool but stressed that it is too time consuming

    The plight of the sense-making ape

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    This is a selective review of the published literature on object-choice tasks, where participants use directional cues to find hidden objects. This literature comprises the efforts of researchers to make sense of the sense-making capacities of our nearest living relatives. This chapter is written to highlight some nonsensical conclusions that frequently emerge from this research. The data suggest that when apes are given approximately the same sense-making opportunities as we provide our children, then they will easily make sense of our social signals. The ubiquity of nonsensical contemporary scientific claims to the effect that humans are essentially--or inherently--more capable than other great apes in the understanding of simple directional cues is, itself, a testament to the power of preconceived ideas on human perception

    Holistic analysis of the effectiveness of a software engineering teaching approach

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    To provide the best training in software engineering, several approaches and strategies are carried out. Some of them are more theoretical, learned through books and manuals, while others have a practical focus and often done in collaboration with companies. In this paper, we share an approach based on a balanced mix to foster the assimilation of knowledge, the approximation with what is done in software companies and student motivation. Two questionnaires were also carried out, one involving students, who had successfully completed the subject in past academic years (some had already graduated, and others are still students), and other questionnaire involving companies, in the field of software development, which employ students from our school. The analysis of the perspectives of the different stakeholders allows an overall and holistic) view, and a general understanding, of the effectiveness of the software engineering teaching approach. We analyse the results of the questionnaires and share some of the experiences and lessons learned.info:eu-repo/semantics/publishedVersio

    Experiences in Teaching Program Transformation for Software Reengineering

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    A vignette model for distributed teaching and learning

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    Computer software and telecommunication technologies are being assimilated into the education sector. At a slower pace, educational methodologies have been evolving and gradually adopted by educators. The widespread and rapid assimilation of technology may be outstripping the uptake of better pedagogical strategies. Non‐pedagogical development of content could lead to the development of legacy systems that constrain future developments. Problems have arisen with computer‐based learning (CBL) materials, such as the lack of uptake of monolithic programmes that cannot be easily changed to keep pace with natural progress or the different requirements of different teachers and institutions. Also, hypertext/hypermedia learning environments have limitations in that following predefined paths is no more interactive than page turning. These considerations require a flexible and dynamic approach for the benefit of both the teacher and student. Courses may be constructed from vignettes to meet a desired purpose and to avoid the problems of adoption for the reasons that programmes cannot easily be changed or are not designed to meet particular needs. Vignettes are small, first‐principle, first‐person, heuristic activities (which are mimetic) from which courses can be constructed Vignettes use an object‐orientated approach to the development of computer‐based learning materials. Vignettes are objects that can be manipulated via a property sheet, which enables changing the object's inherent character or behaviour. A vignette object can interact with other vignette objects to create more complex educational interactions or models. The vignette approach leads to a development concept that is horizontally distributed across disciplines rather than vertically limited to single subjects

    Teaching and learning in virtual worlds: is it worth the effort?

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    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

    Transforming pre-service teacher curriculum: observation through a TPACK lens

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    This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
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