1,724 research outputs found

    volume 25, no. 1 (Spring 2018)

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    Critically Analyzing the Online Classroom: Blackboard, Moodle, Canvas, and the Pedagogy They Produce

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    Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, this study calls for closer examination of these tools in order to rework teaching technologies toward critical ends

    Introductory programming: a systematic literature review

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    As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

    Vertical Farming- is a Sustainable and Efficient Method for Food Production

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    The goal of this thesis is to evaluate the concept of vertical farming methods as sustainable for effective food production and analyse the case of AeroFarms, a leading vertical farming company. In this research, vertical farming's future as a viable food production strategy is investigated. This thesis aims to examine the pros and cons of vertical farming as a possible answer to critical agricultural and environmental problems. This study gives insights into the broader implications of vertical farming by investigating AeroFarms' innovative methods and their influence on sustainability, resource efficiency, and local food production. The study aims to understand the effects of vertical farming on sustainable food production, efficiency, and profitability. To analyze the benefits, limitations, and opportunities connected with vertical farming and its implementation in the AeroFarms business model, the analysis employs a combination of literature research, value chain analysis, business canvas model, and SWOT analysis. Finally, this study looks at the environmental impact of each agricultural method, taking into consideration factors like pesticide use, soil deterioration, and carbon emissions. It explores how the regulated environment and pesticide-free methods of Aero Farms lead to a lower environmental effect when compared to traditional farming. The study also assesses the potential benefits of vertical farming in terms of water conservation, soil deterioration reduction, and greenhouse gas emissions reduction

    Enhancing ERP Learning Outcomes through Microsoft Dynamics

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    Enterprise resource planning systems (ERP) are the most essential and critical information systems that are widely used to build all the functions of a business into a unified and efficient enterprise system. Although the essence of ERP systems are easy to understand, students, especially those who do not have technical experience, have difficulty appreciating how different components of these systems interrelate and work together to improve the efficiency and effectiveness of business processes. This paper illustrates how an MIS course that incorporates Microsoft Dynamics ERP into the curriculum is designed. We demonstrate how technical aspects of ERP systems can be incorporated into ERP courses to help business students recognize the importance of technical knowledge in today’s marketplace and develop technical skills in their learning process. We focus on Microsoft Dynamics AX as a unified ERP system along with its associated products and technologies (i.e., SQL, Power BI, Visual Studio, etc.) to ensure the highest level of competency. Examples of the course description, hands-on labs, exercises, and resources are provided. Results of student assessments are included, which support that hands-on learning on Microsoft Dynamics AX ERP system can lead to improved learning outcomes, both functionally and technically

    A Game Based Innovative teaching and learning environment to enhance progression and performance of students

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    Activity-based and game-based learning environment significantly enhances the learning experience and stimulates interest and increases the attention span and concentration of learners. Game-based or activity-based learning becomes essential to achieve the learning objectives and overall comprehension of students of a particular concept. Several game-based classroom activities have been proposed in the past and implemented with quite a success rate. This research study proposes a game-based activity that is intended not only for enhancing attention span or generating interest in learning in students however it addresses several issues and takes into consideration (1) the importance of revision of topics and (2) the importance of identifying topics that students have not been able to fully or partially comprehend (3) feedback on the topics delivered (4) ensuring individual progress of students (5) enhances attention span of students (6) stimulates competitive environment, (7) enhances intrinsic motivation amongst students, and (8) enhances comprehension of concepts & progression of students

    System Design and Architecture of an Online, Adaptive, and Personalized Learning Platform

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    The authors propose that personalized learning can be brought to traditional and nontraditional learners through a new type of asynchronous learning platform called Guided Learning Pathways (GLP). The GLP platform allows learners to intelligently traverse a vast field of learning resources, emphasizing content only of direct relevance to the learner and presenting it in a way that matches the learner’s pedagogical preference and contextual interests. GLP allows learners to advance towards individual learning goals at their own pace, with learning materials catered to each learner’s interests and motivations. Learning communities would support learners moving through similar topics. This report describes the software system design and architecture required to support Guided Learning Pathways. The authors provide detailed information on eight software applications within GLP, including specific learning benefits and features of each. These applications include content maps, learning nuggets, and nugget recommendation algorithms. A learner scenario helps readers visualize the functionality of the platform. To describe the platform’s software architecture, the authors provide conceptual data models, process flow models, and service group definitions. This report also provides a discussion on the potential social impact of GLP in two areas: higher education institutions and the broader economy

    The teacher in the loop: customizing MMLA in blended CSCL scenarios

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    In across-spaces learning scenarios, evidence needs to be gathered from different spaces to obtain a more complete view of the teaching and learning processes. Multimodal learning analytics (MMLA) enables us to gather data from physical spaces, enriching the evidence coming from digital ones. However, blended learning scenarios are heterogeneous, and the varying data sources available in each particular context can condition the accuracy, relevance, and actionability of the analyses. To avoid this problem, in this paper we propose to involve teachers in customizing the LA solution they will use, adapting it to their particular blended learning context (e.g., identifying relevant data sources and metrics). Preliminary results from two studies in blended CSCL settings show an improvement in the accuracy of the resulting MMLA solution. Although this kind of approach requires additional time from teachers, participants reported increased levels of relevance, novelty, understanding and actionability of the results
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