303 research outputs found

    Current Issues in Emerging eLearning, Volume 3, Issue 1

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    Boosting interaction with educational technology

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    Proceeding of: 2017 IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece.The MOOC movement has helped faculty in focusing on how to lecture. However, once this is done, it would not make sense not to use this content for on-campus classes. In this paper, we will explain how to harness top content created for MOOCs to improve on-campus classes, where the personal interaction is a key added feature. Interactive practices and on-site interaction, especially in-class interaction, are of particular relevance in the evolution of Higher Education towards a more effective learning.The eMadrid Excellence Network is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy and Competitiveness, Project RESET (TIN2014-53199-C3-1-R) and fellowship FPDI-2013-17411, and from the European Commission through Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP) and SHEILA (562080-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD).Publicad

    Video as a learning tool : Creating a tutorial for Magento

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    This thesis covers the process of creating a video tutorial series teaching how to install and use the e-commerce content management system Magento. Thesis also has a developmental look into using video material as a learning tool and what it brings to modern teaching. The tutorial series focuses on teaching the learner how to set up a basic web store and how to personalize it with the tools featured in Magento. The aim of the tutorial is to teach the subject to understand the possibilities that Magento offers and how to implement them. The tutorial teaches creating a category and a product as well as how to set up shipping and payment options for that product. Personalization tool covered are changing and editing a theme and using CMS static blocks and widgets. Theoretical part of the thesis looks into using video material as a learning tool. The research looks at the advantages and disadvantages that video lectures and tutorials bring to studying. Video will be looked at from a pedagogical angle and what it brings to teaching, with a deeper look into using video in the flipped classroom teaching method. The thesis will be used as teaching material to support future courses at the Oulu University of Applied sciences. Option for learning of Magento is being introduced to the curriculum in the fall of 2015

    Course design and development: Focus on student learning experience

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    Learning is not an outcome and, as a process, is more than just taking classes. It is a transformation journey a student walks through, and experiences picked up along the journey contribute gradually to student competence development. Competence, what companies are looking for from graduates, cannot be handed directly and will not be built unless the learning process is properly designed, developed and executed. This research work aims to present a process for course design and development, focused on embedding learning experience into a course. Bloom's Taxonomy is utilized for identifying learning outcomes. Kolb's Experiential Learning Cycle is introduced for planning learning activities for ease of learning. Last, but not least, a recently developed LOVE model is applied for the selection of teaching and learning methods for offering a diversified learning experience. An existing project-based learning engineering postgraduate course on Product Design and Development is assessed to illustrate the proposed process for course design and development.This work is the outcome of project “Curriculum Development of Master’s Degree Program in Industrial Engineering for Thailand Sustainable Smart Industry (MSIE 4.0)” that has been funded with support from the European Commission (Project Number: 586137-EPP-1-2017-1-TH-EPPKA2-CBHE-JP). This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This work has been supported by FCT – Fundação para a Ciência e Tecnologia within the Project Scope UIDCEC003192019

    A systematic review of the socio-ethical aspects of Massive Online Open Courses

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    Massive open online courses (MOOCs) offer learners across the globe unprecedented access to education. Through sophisticated e-learning technologies and web approaches, MOOCs attract massive scale participation and global interest. Some commercial ventures place social equality at the heart of their missions, claiming to empower communities by making education accessible and affordable. In reality, the socio-ethical impact of MOOCs has not been investigated fully, so it is not clear whether they meet these aspirations.The aim of this study was to conduct a systematic literature review to examine the socio-ethical dimensions of MOOCs. The results showed a paucity of literature specifically addressing the subject in question, although there was evidence of many innovative approaches underway to examine new paradigms within learning analytics and online study behaviour that are emerging because of MOOCs. A small number of papers explored new pedagogic approaches such as conducting peer assessment on a massive scale, and how learning groups connect and establish on the open web.To conclude, this paper begins to provide a framework on which to consider the socio-ethical dimensions of MOOCs. There is a need for good quality research to provide an evidence-base to ensure MOOCs deliver a socially equitable learning experience

    Massive Open Online Courses and Educational Equality in China: A Qualitative Inquiry

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    Although Chinese governments are devoted to the improvement of education, considerable defects such as inequality in education and an increase in educational costs exist in the current education system of China. Massive Open Online Courses (MOOCs) assume the hope of resolving the educational inequality in China with the potential of empowering a diverse population with free, open access to prominent educational resources. This qualitative research project applies narrative inquiry to examine Chinese MOOCs learners’ perceptions of their lived experiences and how MOOCs attend to the problems in Chinese education. The inquiry includes triangulated data in the form of interviews, observations, and online posts. The research finds that MOOCs have limited influence on the issue of educational inequality in China. By identifying the perceptions that Chinese learners have towards MOOCs, this study provides significant implications for the adoption and diffusion of MOOCs in China

    Strategies for Combining e-Learning and Serious Games

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    Analisar as múltiplas valências dos sistemas de aprendizagem em e-learning constitui um desafio. A educação e a comunicação estão em constante (r)evolução. Os fenómenos da globalização afetam de forma direta e/ou indireta a maioria das áreas da atividade humana e os sistemas de ensino aprendizagem não são exceção. A relação entre a utilização de ferramentas e as estratégias digitais é um ponto fulcral desta dissertação. Nesta dissertação doutoral teve como objeto a contextualização e problematização das diferentes estratégias na utilização de game-based na aprendizagem e estratégias de utilização do e-learning. A utilização de jogos sérios no âmbito das aprendizagens digitais em Portugal não é pratica comum no contexto educativo. Assim, esta dissertação foi desenvolvida para a definição de estratégias de utilização dos jogos sérios e e-learning, propondo uma utilização pedagógica dos jogos sérios em sala de aula por forma a motivar e consolidar conhecimentos adquiridos. A construção de jogos sérios com o intuito de corresponder às necessidades foi o objeto de análise da experiência controlada. O jogo sério “Alpha Patrol” foi conceptualizado, desenvolvido e testado sob responsabilidade do Centro de Investigação para Tecnologias Interactivas. O projeto de investigação envolveu diferentes etapas da investigação de forma a adoptar uma estratégia de análise, que por vezes, se mostrou difícil e ingrata. Investigar e desenvolver jogos sérios em Portugal confronta-se com ambientes indiferentes ou mesmo hostis. O preconceito de jogar (em especial no espaço de sala de aula) ainda existe. No estudo de caso que a dissertação apresenta e desenvolve foi decidido que, face a algumas limitações sociais e culturais, o objecto digital a ser analisado apresenta-se uma estrutura híbrida: livro e jogo dele extraído. A experiência controlada permitiu definir os parâmetros sobre o jogo sério criado, os elementos de motivação, a pertinência na utilização de diferentes estratégias como o livro, os quizzes e as medalhas de aprendizagem.To analyze multiple valences of learning systems in e-Learning is a challenge. Education and communication are in constant (r)evolution. The phenomena of globalization affect directly and/or indirectly most areas of human activity and learning educational systems are no exception. This doctoral dissertation focuses on the context and problematization of different strategies in the use of game-based learning and the use of e-learning strategies. The relationship between the use of tools and digital strategies is a key point of this thesis. The use of serious games in the digital learning context in Portugal is not a common practice in the educational context. Thus, this thesis was developed to define the use of elearning and serious games strategies, proposing a pedagogical approach to the use of serious games in the classroom in order to motivate and consolidate knowledge acquisition. The construction of serious games in order to meet the identified needs was the object of analysis of the controlled experiment. The serious game "Alpha Patrol" was conceptualized, developed and tested under the responsibility of the Research Center for Interactive Technologies. The research project involved different stages of the investigation in order to adopt a strategy of analysis, which sometimes proved to be difficult. Research and develop serious games in Portugal is often faced with indifference or even hostile environments. Prejudice to play as a form of knowledge acquisition (especially in the classroom) still exists. With this in mind, in the case study it was decided that the digital object had to present a hybrid structure: a book and the serious game. The controlled experiment allowed to set the parameters for the serious game created, the motivation elements, the relevance of using different strategies like the book, quizzes and learning medals

    FlipMe: Exploring Rich Peer-to-Peer Communication in On-Line-Learning

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    Department of Creative Design EngineeringFlipMe is an IoT (Internet of Things) companion augmenting peer-to-peer interaction for active online learning. Online learning continues to see rapid growth with millions of students now engaging online and remote courses as convenient alternatives to conventional classroom-based teaching. Despite these advantages, online learning can suffer from limited opportunities for peer-to-peer engagement between students, resulting in high drop-out rates. In order to address this challenge, we developed FlipMe. The FlipMe design provides three different tangible interfaces. First, the flipping top interface provides physicalized data of peer learning activities in real time. Second, a physical nudge function, through the interactive handle, is provided to support peer-to-peer interaction. Finally, group study activity is expressed through a playful 'rolling-ball' feedback. The result of in-lab user study showed that FlipMe encourages users to study through demonstrating learning activities between peers. In addition, we discovered that users are engaged and play with FlipMe as a playful companion to stimulate more active learning during extended study sessions. Lastly, we found that users had attachment through FlipMe???s aesthetic and also analog book flipping motion and sound. Through this distinctive approach FlipMe can play a motivational role for students to study actively with their peers. To sum up, this thesis contributes to the improvement of peer learning activities in online leaning through 1) designing and implementing the tabletop IoT companion providing information on peers??? learning activities and opportunity to communicate in online learning context, and 2) evaluated how a tangible interface can promote peer leaning activities and reveal the value and potential of FlipMe. 3) We suggest a mobile application screen that is designed to connect learning experience in both on/offline learning environment mutually.clos

    Curriculum design of a flipped classroom to enhance haematology learning

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    A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology 'major' class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56-65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %)
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