Reengineering Undergraduate Teaching by Introducing Internet Based Learning Information Systems

This paper illustrates how internet-based learning information systems can be used to reengineer undergraduate teaching in the age of mass higher education. We describe current problems of undergraduate teaching by using an example of an introductory course in information technology at the Vienna University of Economics and Business Administration. We argue that an internet-based learning information system supports specialisation, quality assurance and knowledge management. This paper also shows how internet-based learning information systems in combination with a re-organised teaching process leads to a more effective organisation. Obstacles to reengineering undergraduate teaching resulting from the legal framework are examined

Instructional Strategies, Institutional Support and Student Achievement in General Knowledge in Art: Implications for Visual Arts Education in Ghana

General Knowledge in Art (GKA) is a core subject for Visual Arts students in Ghana’s Senior High Schools but an elective for Home Economics students. Unlike Textiles, Ceramics and allied Visual Arts subjects which are taught by specialist teachers, GKA has no specialist teachers: all Visual Arts teacher are deemed competent to effectively deliver the GKA curriculum; hence teaching and student achievement in GKA varies according to the strengths of GKA teachers. This paper describes an investigation of how the teaching methods, instructional strategies and resources employed by GKA teachers in Ghana’s Senior High Schools affect student achievement in the subject. Using findings analyzed from qualitative and quantitative data gathered via questionnaire administration to 420 GKA students (Visual Arts = 227 or 54.0%; Home Economics = 193 or 46.0%) in four schools in Ashanti Region; interview with nine GKA teachers, school librarians and storekeepers, as well as observation of 14 lessons, the study revealed a high student-teacher ratio which encourages ‘whole class’ teaching via the lecture method, and teacher use of verbal examples, textbook illustrations, chalkboard diagrams, and photographs as instructional media. It emerged that lack of art studios, tools and materials, inadequate funding, and weak institutional support discourage the teaching of practical lessons, including fieldtrips to derive aesthetic experiences from community resources. Lack of ICT and internet facilities also discourage research that could supplement teaching notes GKA students learn for assessment. Invariably, many Visual Arts and Home Economics students who offer GKA make poor grades in internal and external examinations and miss out on higher education. Keywords: Teaching; Student achievement; General Knowledge in Art; Visual Arts; Home Economics; Senior High School; Ghana

Teknologi Pembelajaran Pada Sekolah Dasar Dalam Rangka Meningkatkan Kemampuan Penguasaan Teknologi Informasi dan Komunikasi

The problem faced by elementary school teachers in Era 4.0 is the use of technology in the learning and administration process. Facts in schools there are still many teachers who do not have the expertise, skills, and skills in preparing to learn. This is reflected in the very little knowledge that teachers have about learning technology, the low level of teacher innovation in computer utilization, the low ability and interest of teachers in computer software and applications, and the impact of the internet that provides everything instantly. The purpose of community service activities is to meet the needs of students and teachers in the learning process so that learning activities become more effective and efficient. The method used in community service with a priority scale. This is because the problems in these service activities are limited to the use and use of technology for learning activities and supporting teacher administration. The types of programs implemented in this training activity include the Microsoft Word Program, Microsoft Excel Program, Open Shoot Program, Hypercam Program, and e-Learning Program. The results of community service training activities are able to make teaching materials using Microsoft Word, create video learning media using Open Shoot, manage learning materials from the internet using Hypercam, manage learning materials, learning media, and evaluate learning using Elearning, and process Student daily grades using Microsoft Excel

Digitisation and system integration in the public sector - Consequences for teaching

The digitisation of public sector ICT is driven by a number of factors, which are not altogether dissimilar from the private industries: Increased self-service via the Internet, the Internet of Things (IoT), real-time business intelligence and the advent of integrated information systems as the “backbone” of organisational ICT. This fundamentally changes the landscape of public sector ICT. Particularly the smart cities concept has become a main driver of this evolution, whereby the smart cities concept heavily relies on an intelligent infrastructure that is the large-scale application of IoT. However, how does this translate into public sector-oriented education? This paper presents a university level teaching programme that covers the topics of integrated information systems for the environment described above. The paper deals with the research question how to embed such a programme in a conventional public sector-oriented university course programme. It details the didactic specificities and analyses the feedback from the roll out. It also analyses the prior knowledge required from students and the changes in other elements of a public administration course programme necessitated by a digitisation orientation

Development of A Model of Center for Teaching Excellence in Nursing for Nursing Colleges under Praboromarajchanok Institutes

The purpose of this research was to develop a model of the center for teaching excellence in nursing for nursing colleges under Praboromarajchanok Institute. The data concerning the center for teaching excellence in nursing were retrieved from the Internet. In this regard, EDFR is applied in the development of a model of the center for teaching excellence in nursing for nursing colleges under Praboromarajchanok Institute in consultation with 17 senior experts. The results found that a model of the center for teaching excellence in nursing consisted of: 1) vision: to be the leader and collaborator in developing teaching excellence in nursing; 2) mission: to be the mainstay in developing and enhancing instruction quality; 3) structure: to have functional structure; 4) administration: to be the independent agency; 5) objectives: to develop the instructors in light of online instructions; 6) duties: to develop the knowledge of teaching, to disseminate online instruction techniques, to give advice on instruction, and to arrange training programs on instruction; 7) budget: to urge for support from Praboromarajchanok Institute and to collect registration fee from training program participants; 8) collaboration with external agencies: to conduct researches on and to develop the innovation in the instruction in collaborative manner; 9) the characteristics of services provided by the center: to arrange meetings/seminars and opinion forums, to give advice on instruction, and to disseminate the data on instruction; and 10) required database: instruction techniques / methods, researches /innovation in instruction

Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)

The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (referred to from here as the TELA scheme) on Years 4 to 6 teachers’ work over a period of three years (2004-2006) and to record emerging changes in laptop use. The investigation focused on the Ministry of Education expectation (Ministry of Education, 2004) that teacher access to a laptop for their individual professional use would lead to gains in confidence and expertise in the use of ICTs, to efficiencies in administration, would contribute to teacher collaboration and support the preparation of high quality lesson resources. It was also anticipated that teacher would use their laptop in the classroom for teaching and learning

Questionnaire data: summary of findings - year 4, 2006

ICT Test Bed questionnaire analysis - learners, teachers, headteachers and familie

Improving the Power Electronics Laboratory teaching/learning process: an interactive web tool

European Higher Education Area; Power Electronics Laboratory; educational methods Resumen: The forthcoming European Higher Education Area implies an important change in the teaching/learning process: it is necessary to get students more involved as well as to promote their independence and active participation. To achieve this objective, the new teaching methodologies aimed at more effective and appropriate learning for professional practice involve the use of audiovisual, computer and multimedia tools on the part of lecturers. Therefore, a web tool, based on a content management system, has been developed for the teaching in Power Electronics Laboratory. Moreover, the use of these multimedia tools makes possible to promote the students independence. Finally, the use of this web tool results in a very significant increase in the motivation students.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Laptops for teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)

The purpose of this evaluation is to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of three years (2006, 2007, 2008) and to record emerging changes in laptop use. This evaluation report presents findings from the three annual cycles of national focus groups and questionnaires with Years 1 to 3 teachers in New Zealand primary schools. In this evaluation, two methods of data collection were used: first, three focus groups were held with teachers in face-to-face meetings and second, a questionnaire was sent to teachers in a range of schools. The focus groups allowed teachers to talk about changes in their use of the laptop over the three years. Focus groups were held in the Taranaki, Wellington and Marlborough areas. The questionnaire asked teachers about various aspects of their laptops experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from the focus groups held over three years

The impact of broadband in schools

The report reviews evidence for the impact of broadband in English schools, exploring; Variations in provision in level of broadband connectivity; Links between the level of broadband activity and nationally accessible performance data; Aspects of broadband connectivity and the school environment that contribute to better outcomes for pupils and teachers; Academic and motivational benefits associated with educational uses of this technology