Reading in the digital age: using electronic books as a teaching tool for beginning readers

This study investigated the eBook reading experiences of eight grade 1 students. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and parents through questionnaires, interviews, observations and field notes.The results suggest the promise of electronic books in enhancing the reading motivation of beginning readers.Beginning readers\u27 motivation to read and the texts they choose to read impact on their literacy achievement and willingness to engage with reading activities in the primary years of schooling

Comprendiendo el potencial y los desafíos del Big Data en las escuelas y la educación

In recent years, the world has experienced a huge revolution centered around the gathering and application of big data in various fields. This has affected many aspects of our daily life, including government, manufacturing, commerce, health, communication, entertainment, and many more. So far, education has benefited only a little from the big data revolution. In this article, we review the potential of big data in the context of education systems. Such data may include log files drawn from online learning environments, messages on online discussion forums, answers to open-ended questions, grades on various tasks, demographic and administrative information, speech, handwritten notes, illustrations, gestures and movements, neurophysiologic signals, eye movements, and many more. Analyzing this data, it is possible to calculate a wide range of measurements of the learning process and to support various educational stakeholders with informed decision-making. We offer a framework for better understanding of how big data can be used in education. The framework comprises several elements that need to be addressed in this context: defining the data; formulating data-collecting and storage apparatuses; data analysis and the application of analysis products. We further review some key opportunities and some important challenges of using big data in educationEn los últimos años, el mundo ha experimentado una gran revolución centrada en la recopilación y aplicación de big data en varios campos. Esto ha afectado muchos aspectos de nuestra vida diaria, incluidos el gobierno, la manufactura, el comercio, la salud, la comunicación, el entretenimiento y muchos más. Hasta ahora, la educación se ha beneficiado muy poco de la revolución del big data. En este artículo revisamos el potencial de los macrodatos en el contexto de los sistemas educativos. Dichos datos pueden incluir archivos de registro extraídos de entornos de aprendizaje en línea, mensajes en foros de discusión en línea, respuestas a preguntas abiertas, calificaciones en diversas tareas, información demográfica y administrativa, discurso, notas escritas a mano, ilustraciones, gestos y movimientos, señales neurofisiológicas, movimientos oculares y muchos más. Analizando estos datos es posible calcular una amplia gama de mediciones del proceso de aprendizaje y apoyar a diversos interesados educativos con una toma de decisiones informada. Ofrecemos un marco para una mejor comprensión de cómo se puede utilizar el big data en la educación. El marco comprende varios elementos que deben abordarse en este contexto: definición de los datos; formulación de aparatos de recolección y almacenamiento de datos; análisis de datos y aplicación de productos de análisis. Además, revisamos algunas oportunidades clave y algunos desafíos importantes del uso de big data en la educació

Puzzle based teaching versus traditional instruction in electrocardiogram interpretation for medical students – a pilot study

<p>Abstract</p> <p>Background</p> <p>Most medical professionals are expected to possess basic electrocardiogram (EKG) interpretation skills. But, published data suggests that residents' and physicians' EKG interpretation skills are suboptimal. Learning styles differ among medical students; individualization of teaching methods has been shown to be viable and may result in improved learning. Puzzles have been shown to facilitate learning in a relaxed environment. The objective of this study was to assess efficacy of teaching puzzle in EKG interpretation skills among medical students.</p> <p>Methods</p> <p>This is a reader blinded crossover trial. Third year medical students from College of Human Medicine, Michigan State University participated in this study. Two groups (n = 9) received two traditional EKG interpretation skills lectures followed by a standardized exam and two extra sessions with the teaching puzzle and a different exam. Two other groups (n = 6) received identical courses and exams with the puzzle session first followed by the traditional teaching. EKG interpretation scores on final test were used as main outcome measure.</p> <p>Results</p> <p>The average score after only traditional teaching was 4.07 ± 2.08 while after only the puzzle session was 4.04 ± 2.36 (p = 0.97). The average improvement after the traditional session was followed up with a puzzle session was 2.53 ± 1.94 while the average improvement after the puzzle session was followed with the traditional session was 2.08 ± 1.73 (p = 0.67). The final EKG exam score for this cohort (n = 15) was 84.1 compared to 86.6 (p = 0.22) for a comparable sample of medical students (n = 15) at a different campus.</p> <p>Conclusion</p> <p>Teaching EKG interpretation with puzzles is comparable to traditional teaching and may be particularly useful for certain subgroups of students. Puzzle session are more interactive and relaxing, and warrant further investigations on larger scale.</p

Peer Learning in Virtual Schools

This is the published version. Copyright 2014 Canadian Network for Innovation in EducationThis article is about peer-to-peer learning amongst students within K–12 virtual schools. This issue is examined through a case study of experiences of three students with disabilities enrolled in one virtual school and that of their parents, teachers, and school administrators. The article is framed around variability in learners’ aptitudes for peer-to-peer learning, in the design of the learning environment and what it affords for interpersonal interactions, and in the context where that learning design is implemented (and whether or not it promotes peer-to-peer learning). Each of these areas of variability impacted whether or not peer-to-peer learning occurred

The Impact of Learner Control on E-Learning Effectiveness: Towards a Theoretical Model

E-learning systems are changing education and organizational training considerably. With the advancement of online-based learning systems, learner control of the instructional process has emerged as a decisive factor inherent to technology-based learning. However, the conceptual work on the role of learner control in e-learning has not advanced sufficiently to predict how learner control impacts e-learning effectiveness. To extend the research on the role of learner control in e-learning, we derive a conceptual framework as a reference model, which is based on cognitive and motivational learning theories. We then apply our framework to review 58 articles on learner control during the period 1996-2013. Our findings reveal how different individual characteristics, as well as the characteristics of the course and learning environment moderate the impact of learner control on learning effectiveness. Our analysis provides new insight into the role of learner control for e-learning effectiveness, as well as directions for further research

Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students

This study stemmed from a concern of the perceived decline in students&rsquo; reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students&rsquo; reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and parents through questionnaires, interviews, observations and field notes. The results suggest the promise of online reading software programs in supporting early readers with reading, motivation, and/or behavioural difficulties. &nbsp;Keywords: digital reading; early literacy; reading motivation; online; eBooks; constructivism &nbsp

From Contemplation to Action: Mechanisms of Change in the Mentoring Academy

Mentoring is fundamental to the professional development of research scientists in academic health centers (AHC). Qualified mentors can support the development of competencies considered most significant in training research scientists. Yet AHC faculty may have little preparation in and knowledge of how to mentor. Emerging AHC mentor academies provide educational environments whereby faculty can learn the art and practice of mentoring. However, little is known about their effectiveness. Using the Transtheoretical Change Model (TTM), this study explored how 23 mentors used newly learned information to change their communication styles and develop shared expectations with mentees. Based on an inductive analysis of 46 reflective writing assignments, the results showed that the mentor academy enabled progress through the stages of contemplation and preparation, however, mentors rarely implemented new knowledge to make changes in their approach to mentoring. The authors suggest instructional strategies that will promote actionable change and accountability for implementation

Latent Print Examination and Human Factors: Improving the Practice Through a Systems Approach: The Report of the Expert Working Group on Human Factors in Latent Print Analysis

Fingerprints have provided a valuable method of personal identification in forensic science and criminal investigations for more than 100 years. Fingerprints left at crime scenes generally are latent prints—unintentional reproductions of the arrangement of ridges on the skin made by the transfer of materials (such as amino acids, proteins, polypeptides, and salts) to a surface. Palms and the soles of feet also have friction ridge skin that can leave latent prints. The examination of a latent print consists of a series of steps involving a comparison of the latent print to a known (or exemplar) print. Courts have accepted latent print evidence for the past century. However, several high-profile cases in the United States and abroad have highlighted the fact that human errors can occur, and litigation and expressions of concern over the evidentiary reliability of latent print examinations and other forensic identification procedures has increased in the last decade. “Human factors” issues can arise in any experience- and judgment-based analytical process such as latent print examination. Inadequate training, extraneous knowledge about the suspects in the case or other matters, poor judgment, health problems, limitations of vision, complex technology, and stress are but a few factors that can contribute to errors. A lack of standards or quality control, poor management, insufficient resources, and substandard working conditions constitute other potentially contributing factors

Creating a Better Technological Piano Practice Aid with Knowledge Tracing

Modern music tutoring software and mobile instructional applications have great potential to help students practice at home effectively. They can offer extensive feedback on what the student is getting right and wrong and have adopted a gamified design with levels, badges, and other game-like elements to help gain wider appeal among students. Despite their advantages for motivating students and creating a safe practice environment, no current music instruction software demonstrates any knowledge about a student&rsquo;s level of mastery. This can lead to awkward pedagogy and user frustration. Applying Bayesian Knowledge Tracing to tutoring systems provides an ideal way to track and predict student knowledge and skills. This thesis explains how to utilize Bayesian Knowledge Tracing in music practice software and discusses the benefits over existing pedagogical software</p