Improving the Quality of Technology-Enhanced Learning for Computer Programming Courses

Teaching computing courses is a major challenge for the majority of lecturers in Libyan higher learning institutions. These courses contain numerous abstract concepts that cannot be easily explained using traditional educational methods. This paper describes the rationale, design, development and implementation stages of an e-learning package (including multimedia resources such as simulations, animations, and videos) using the ASSURE model. This training package can be used by students before they attend practical computer lab sessions, preparing them by developing technical skills and applying concepts and theories presented in lecture through supplementary study and exercises

Modified delphi investigation of exercise science in physical education teacher education

As physical education teacher educators experiment with alternative pedagogical approaches to bridge the gap between subdisciplinary theory and professional practice, the need for enhanced multi-disciplinary research and communication continues. The purpose of this study was to determine the critical exercise science competencies, and associated instructional methods, that are recommended for inclusion in the physical education teacher education undergraduate curriculum. An initial list of theoretical and applied exercise science competencies was constructed using the knowledge, skills, and abilities recommended by the American College of Sports Medicine for individuals working in the field of exercise science. The two-round, modified Delphi procedure involved the repeated circulation of this questionnaire to a small panel of content experts. Experts in the field of physical education, including exercise science specialists, physical education teacher educators, and physical education teachers, were sampled to determine which theoretical and applied exercise science competencies are critical for the preparation of prospective physical educators. The Delphi panel members were required to rate each questionnaire item in terms of its theoretical importance and pedagogical relevance using a five-point Likert scale. The data collected during the second round of questioning were employed to provide a final measure of consensus regarding the critical strength of each exercise science competency. An item had to meet the following criteria in order to be considered of both critical importance and relevance: (a) the item received a mean rating of at least four or higher in the areas of importance and relevance; and (b) the item received at least 75% of all individual ratings at the four level or higher. Any item that failed to meet these criteria was considered to be non-critical. The Delphi panel members were also asked to complete an addendum survey concerning their recommendations regarding the four most effective instructional methods for the delivery of exercise science to prospective physical education teachers. The results of this scholarly process, which includes a final list of recommended exercise science competencies and instructional methods, have provided a conceptual framework upon which physical education teacher educators can make future curricular decisions in the area of exercise science

ERAU Course Catalog 1984 - 1985

The Embry-Riddle Aeronautical University Course Catalog 1984 - 1985.https://commons.erau.edu/erau-course-catalog/1006/thumbnail.jp

Scioto Technical College bulletin 73-75

https://digitalcommons.shawnee.edu/sctyearbooks/1004/thumbnail.jp

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

Systemizers are better code-breakers: self-reported systemizing predicts code-breaking performance in expert hackers and naïve participants

Studies on hacking have typically focused on motivational aspects and general personality traits of the individuals who engage in hacking; little systematic research has been conducted on predispositions that may be associated not only with the choice to pursue a hacking career but also with performance in either naïve or expert populations. Here, we test the hypotheses that two traits that are typically enhanced in autism spectrum disorders—attention to detail and systemizing—may be positively related to both the choice of pursuing a career in information security and skilled performance in a prototypical hacking task (i.e., crypto-analysis or code-breaking). A group of naïve participants and of ethical hackers completed the Autism Spectrum Quotient, including an attention to detail scale, and the Systemizing Quotient (Baron-Cohen et al., 2001, 2003). They were also tested with behavioral tasks involving code-breaking and a control task involving security X-ray image interpretation. Hackers reported significantly higher systemizing and attention to detail than non-hackers. We found a positive relation between self-reported systemizing (but not attention to detail) and code-breaking skills in both hackers and non-hackers, whereas attention to detail (but not systemizing) was related with performance in the X-ray screening task in both groups, as previously reported with naïve participants (Rusconi et al., 2015). We discuss the theoretical and translational implications of our findings

VCU Media Lab

We propose the establishment of a VCU Media Lab – a professional creative media technology unit whose mission is to support the development, design, production and delivery of innovative media, multimedia, computer-based instruction, publications and tools in support of VCU education, research and marketing initiatives. This centrally administered, budgeted and resourced facility will acknowledge, refine, focus and expand media services that are currently being provided at VCU in a decentralized manner

Art and Medicine: A Collaborative Project Between Virginia Commonwealth University in Qatar and Weill Cornell Medicine in Qatar

Four faculty researchers, two from Virginia Commonwealth University in Qatar, and two from Weill Cornell Medicine in Qatar developed a one semester workshop-based course in Qatar exploring the connections between art and medicine in a contemporary context. Students (6 art / 6 medicine) were enrolled in the course. The course included presentations by clinicians, medical engineers, artists, computing engineers, an art historian, a graphic designer, a painter, and other experts from the fields of art, design, and medicine. To measure the student experience of interdisciplinarity, the faculty researchers employed a mixed methods approach involving psychometric tests and observational ethnography. Data instruments included pre- and post-course semi-structured audio interviews, pre-test / post-test psychometric instruments (Budner Scale and Torrance Tests of Creativity), observational field notes, self-reflective blogging, and videography. This book describes the course and the experience of the students. It also contains images of the interdisciplinary work they created for a culminating class exhibition. Finally, the book provides insight on how different fields in a Middle Eastern context can share critical /analytical thinking tools to refine their own professional practices

Focal Spot, Winter 1983/84

https://digitalcommons.wustl.edu/focal_spot_archives/1036/thumbnail.jp