Online Technology Management Student Tutorial Case Study

This paper presents a case study of implementing online video-based tutorials to enhance student learning. Initially, these tutorials were developed using a software product, Camtasia, to mitigate learning differences between traditional-based classrooms versus online classes. Because online students often did not receive the same hands-on and visual learning modality that was available to students on traditional classroom settings, tutorials were assumed to level the playing field between these two groups. However, after two years of developing and integrating these tutorials into online classes, it was found that only a small minority of students were using them. Other issues were that tutorials took a long time to develop, and many lecturers felt they were ineffective. This case describes the reasons the tutorials were developed, the integration process, issues raised, and implications for future development

Developing Project Managers’ Transversal Competences Using Building Information Modeling

The emergence of building information modeling (BIM) methodology requires the training of professionals with both specific and transversal skills. In this paper, a project-based learning experience carried out in the context of a project management course at the University of Extremadura is analyzed. To that end, a questionnaire was designed and given to students who participated in the initiative. Results suggest that BIM can be considered a virtual learning environment, from which students value the competences developed. The emotional performance observed was quite flat. Similarly, students valued the usefulness of the initiative. Students expressed a desire for the methodological change of the university classes, and thought that BIM methodology could be useful for other courses. The results obtained show a line of work to be done to improve the training of students and university teaching

Using tablets for e-assessment of project-based learning

Technology is confirmed to be an effective tool for assessment and feedback, in particular for computer-assisted assessment (Irons, 2008; Challis, 2005), producing feedback (Heinrich et al., 2009) and publishing feedback (Bloxham and Boyd, 2007; Denton, 2003; Denton et al., 2008). The arrival of affordable mobile devices has introduced a new means for enhancing the above practices (Fabian and MacLean, 2014; Plimmer and Mason, 2006; Salem, 2013). Student preferences to smart phones and tablet devices steer the technological innovation towards ubiquitous mobile connectivity. Inspired by the benefits of such life and study style, educators have started exploring the use of these technologies. Tablet computers prove to become their preferred choice as they resolve some of the limitations associated with the design, readability and comprehensiveness of the feedback for mobile devices with smaller screens (Strain-Seymour, 2013, Rootman-le Grange and Lutz, 2013). This paper reports how tablets and the Form Connext mobile app have been used for engaging a sample of 300 Business Studies students in in-class online assessment and designing and providing timely comprehensive feedback. The study has followed an action research strategy that is grounded on a continuous and dynamic process of reflection (Carr and Kemmis, 2003) on the effectiveness of assessment of student projects documented electronically through wikis and electronic portfolios. It refines the use of tablets for summative and formative assessment of the project-based learning tasks through three review cycles, each of which incorporated a Reflection and Improvements stage. The experience resulted in enhancement of assessment strategies and contribution to the development of contemporary models of learning through effective assessment and feedback (Carr and Kemmis, 2003). The results of the work confirm that tablet computers are an effective tool in assessing e-materials in larger classes for two primary reasons. Firstly, design of e-forms facilitates rigorous process of reflection and understanding assessment criteria that in turn benefit students when preparing for the assessment. Hence, legible and detailed feedback is produced anytime anywhere with synchronous updates within the marking team. Secondly, students benefit from immediate comprehensive feedback allowing them to reflect on and improve their understanding of subject matters, as well as to engage in discussing specific details of the work that are captured through the form. An unexpected outcome was the enhanced reputation and respect to the tutors amongst students, the triggering of student curiosity and enthusiasm in applying similar approach to their own work. The diffusion for the practice amongst other units and identifying other purposes for which the mobile app could be used are also seen as achievements exceeding the expectations of the project team

The effect of using facebook markup language (fbml) for designing an e-learning model in higher education

This study examines the use of Facebook Markup Language (FBML) to design an e-learning model to facilitate teaching and learning in an academic setting. The qualitative research study presents a case study on how, Facebook is used to support collaborative activities in higher education. We used FBML to design an e-learning model called processes for e-learning resources in the Specialist Learning Resources Diploma (SLRD) program. Two groups drawn from the SLRD program were used; First were the participants in the treatment group and second in the control group. Statistical analysis in the form of a t-test was used to compare the dependent variables between the two groups. The findings show a difference in the mean score between the pre-test and the post-test for the treatment group (achievement, the skill, trends). Our findings suggest that the use of FBML can support collaborative knowledge creation and improved the academic achievement of participatns. The findings are expected to provide insights into promoting the use of Facebook in a learning management system (LMS).Comment: Mohammed Amasha, Salem Alkhalaf, "The Effect of using Facebook Markup Language (FBML) for Designing an E-Learning Model in Higher Education". International Journal of Research in Computer Science, 4 (5): pp. 1-9, January 201

The Unexpected and Education: Curriculums for Creativity

We propose ourselves to argue about the importance of creating unexpected contexts as a strategy to promote creative processes in education. We have analyzed educational proposals by our team research and specialists’ theoretical issues in the field of education and creativity. Our intention is to present theoretical and practical considerations about the role of the unexpected in the promotion of creativity in educational contexts. Learning activities, teachers, contexts, materials and teacher intervention are some of the components of educational contexts that can be designed in an unexpected way to give place to situations for creativity.Fil: Elisondo, Romina Cecilia. Universidad Nacional de Río Cuarto; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Donolo, Danilo Silvio. Universidad Nacional de Río Cuarto; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Rinaudo, María Cristina. Universidad Nacional de Río Cuarto; Argentin

Electronic Collaboration Across Cultures in a Web-based Project for English Writing Instruction

The paper highlights the importance of experimentation and an innovative approach to English language writing instruction with the help of information communication technology (ICT or IT). First, it describes the local situation of English language teaching at The Chinese University of Hong Kong (CUHK). Then, it summarizes the development of IT proficiency and student-led collaborative learning groups at CUHK. Third, it reports on an International Web-based writing project involving six collaborating schools in different parts of the world including China, the United States, Indonesia, and Hong Kong in the year 1999-2000. In the report, the author-presenter will share with the audience a new ELT course development titled "English Online: Writing on the Web." He will explain the course objectives, the background of participating classes, the Web Course Tools (WebCT), the design of the project, the evaluation of course effectiveness and the outcome of the new curricular initiative. Finally, the paper presents a summary of a practical guide to electronic collaboration and some of the lessons the writer has learnt in five years\u27 experience of participant-observation in English teaching practice using the Web

A New Era of Education Reform: Preparing All Students for Success in College, Career and Life

As society changes, the knowledge and skills required for citizens to navigate the complexities of life and work must also change. As a result, some argue that schools must provide students with a broader set of skills that will enable them to thrive in our increasingly diverse, rapidly evolving and globally-connected world. The intent is not to replace the traditional academic disciplines but to infuse them with knowledge and skills that will better prepare students for success in the 21st century -- often referred to as "21st century skills." While others maintain that as long as a portion of the student population is not mastering basic reading, writing and mathematics skills, schools must continue to focus exclusively on the traditional core academic disciplines. In order to inform the debate about the rationale for and relevance of 21st century skills in Massachusetts' public schools, the Rennie Center for Education Research & Policy conducted a survey of superintendents, charter school leaders and principals statewide to gauge the extent to which school and district leaders support the integration of 21st century skills into public education. The goal of the survey was to provide a better understanding of Massachusetts' public school and district leaders' priorities for improving student learning, including their views on 21st century skills. The survey was followed by interviews with a small sample of administrators and educators in districts and schools where the integration of 21st century skills is a priority, in order to better understand district, school and teacher approaches for infusing 21st century skills into teaching and learning.The report describes the background and context for the study, the study methodology, and key findings from the statewide survey and interviews in a sample of schools and districts. The final section of the report puts forth considerations for policymakers and K-12 school and district leaders. Case studies of two public school districts, Reading Public Schools and Brockton Public Schools are included in Appendix B. The case studies offer two different approaches to integrating 21st century skills district-wide. The case study of Reading Public Schools illustrates a district-led approach. The case study of Brockton Public Schools is an example of how one school has spurred a district to focus on 21st century skills.The study gives voice to key education stakeholders who have not been part of the public debate about 21st century skills and provides clarity about what teaching and learning in classrooms that incorporate 21st century skills looks like. While opponents of 21st century skills argue that districts where most students have not yet mastered reading, writing and mathematics skills, should focus exclusively on core academic content, the study revealed that most school and district leaders believe all public schools in Massachusetts should be required to integrate 21st century skills into learning, including schools where students are lacking adequate basic skills. Interviews with superintendents who prioritize integration of 21st century skills revealed that input from a range of stakeholders led their district to expand their mission and vision for student learning to include 21st century skills and rather than adopt a pre-packaged set of skills, the focus in these districts is on particular skills and competencies that ?t the needs of their student body. While most schools and districts have not developed measurable goals for student mastery of 21st century skills, interviews with a small sample of administrators and educators revealed that 21st century skills are assessed at the classroom level, and most administrators view school- and district-wide assessment as a future step in the process of fully integrating 21st century skills. The endings also suggest that administrators believe that, to date, state policymakers have not adequately supported the teaching and learning of 21st century skills.This report was released at a public event on October 7th, 2010. View video clips from this event on our YouTube channel and read an EdWeek article featuring this report