Opening up multiple-choice: assessing with confidence

Multiple choice questions (MCQ) are the basic fare of e-assessment. MCQs are robust and easy to implement, but are pedagogically not ideal; open questions are preferable but automated marking of free text answers is problematic (although see Butcher & Jordan 2010). A possible squaring of this circle is to appropriate the technique of confidence-based marking (CBM). In CBM, a student both selects an answer and also their level of confidence: they score full marks for knowing that they know the correct answer, some credit for a tentative correct answer but are penalised if they believe they know the answer but get it wrong (Gardner-Medwin 1995, 2006). There are several motivations for CBM: it rewards care and effort so engendering greater engagement, it encourages reflective learning (Gardner-Medwin & Curtin 2007; Nix & Wyllie 2011). This project will take CBM and, with one simple change, enrol it for a different end. Here the MCQ is presented in two stages. Initially, the question is presented with no answer options visible; instead the student must set their confidence level that they know the answer. Only then are the possible answers are revealed and the student answers as a normal MCQ. The marking scheme follows standard CBM practice. Mechanically the question remains a simple MCQ: answer matching is trivial and robust, questions are easy to implement, and existing question banks can be reused. However, to the student, the question is effectively transformed from closed MCQ to an open question. They need to formulate an answer first before they can decide their confidence in their answer, so they must decide their answer in the absence of any positive or negative clues, reducing the chance of misconceptions, or working backwards. The project will trial certainty-first CBM questions in an Open University distance learning course under a controlled experimental design to probe whether students using CBM will engage better with questions, improve their learning, and become more reflective learners (Nicol 2007). Measures of assignment scores and time on task will be collected, together with a survey and/or interview to probe attitudinal aspects. References Butcher, PG & Jordan, SE (2010). A comparison of human and computer marking of short free-text student responses. Computers and Education, 55, 489-499. Gardner-Medwin, AR (1995). Confidence assessment in the teaching of basic science. Association for Learning Technology Journal, 3, 80-85. Gardner-Medwin, AR (2006). Confidence-based marking - towards deeper learning and better exams. Chapter 12 in C. Bryan, & K. Clegg (Eds.), Innovative assessment in higher education Routledge; London. Gardner-Medwin, T & Curtin, N (2007). Certainty-based marking (CBM) for reflective learning and proper knowledge assessment. Online conference: REAP07: Assessment Design for Learner Responsibility, Re-Engineering Assessment Practices in Higher Education: Univs. of Strathclyde, Glasgow, Glasgow Caledonian. [Online: http://www.ucl.ac.uk/lapt/REAP_cbm.pdf] Nicol, D. (2007). E-assessment by design: Using multiple-choice tests to good effect. Journal of further and Higher Education, 31, 53-64. Nix, I & Wyllie, A (2011). Exploring design features to enhance computer-based assessment: Learners' views on using a confidence indicator tool and computer-based feedback. British Journal of Educational Technology, 42, 101-112

Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning

[EN] Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.Young, EH.; West, RE. (2018). Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning. The EuroCALL Review. 26(1):59-78. doi:10.4995/eurocall.2018.8599SWORD5978261American Council on the Teaching of Foreign Languages. (2012). Performance descriptors for language learners. http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learnersAbuseileek, A. F., & Qatawneh, K. (2013). Effects of synchronous and asynchronous computer-mediated communication (CMC) oral conversations on English language learners' discourse functions. Computers and Education, 62, 181-190. doi:10.1016/j.compedu.2012.10.013Bakar, N. A., Latiff, H., & Hamat, A. (2013). Enhancing ESL learners speaking skills through asynchronous online discussion forum. Asian Social Science, 9(9), 224-234. doi:10.5539/ass.v9n9p224Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A. (2014). Does measuring L2 utterance fluency equal measuring overall L2 proficiency? Evidence from five languages. Foreign Language Annals, 47(4), 707-728. doi: 10.1111/flan.12110Castañeda, M., & Rodríguez-González, E. (2011). L2 speaking self-ability perceptions through multiple video speech drafts. Hispania, 94(3), 483-501.Clark, R. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. doi: 10.1152/advan.00094.2010Clifford, R. (2002). Achievement, performance, and proficiency testing. Paper presented at the Berkeley Language Center Colloquium on the Oral Proficiency Interview, University of California at Berkley.Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11(4), 367-383.Delaney, T. (2012). Quality and quantity of oral participation and English proficiency gains. Language Teaching Research, 16(4), 467-482. doi: 10.1177/1362168812455586Dixon, E. M., & Hondo, J. (2014). Re-purposing an OER for the online language course: A case study of Deutsch Interaktiv by the Deutsche Welle. Computer Assisted Language Learning, 27(2), 109-121. doi: 10.1080/09588221.2013.818559Dona, E., Stover, S., & Broughton, N. (2014). Modern languages and distance education: Thirteen days in the cloud. Turkish Online Journal of Distance Education, 15(3), 155-170.Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26. doi:10.14434/josotlv14i5.12829Fukushima, T. (2002). Promotional video production in a foreign language course. Foreign Language Annals, 35(3), 349-355.Gleason, J. & Suvorov, R. (2012). Learner perceptions of asynchronous oral computer-mediated communication: Proficiency and second language selves. Canadian Journal of Applied Linguistics, 15(1), 100-121.Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40(1), 62-78. doi: 10.1111/j.1944-9720.2007.tb02854.xGromik, N. A. (2012). Computers & education cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223-230. doi: 10.1016/j.compedu.2011.06.013Graham, C. (2006). Blended learning systems: Definition, current trends, and future directions. In Bonk, C. & Graham, C. (eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco: Pfeiffer. doi: 10.2307/4022859Hastie, P., Brock, S., Mowling, C. & Eiler, K. (2012). Third grade students' self-assessment of basketball dribbling tasks. Journal of Physical Education and Sport, 12(4), 427-430. doi: 10.7752/jpes.2012.04063Hirotani, M. (2009). Synchronous versus asynchronous CMC and transfer to Japanese oral performance. Calico Journal, 26(2), 413-438. doi: 10.1016/j.cpen.2012.02.001Hirotani, M. & Lyddon, P. A. (2013). The development of L2 Japanese self-introductions in an asynchronous computer-mediated language exchange. Foreign Language Annals, 46(3), 469-490. doi: 10.1111/flan.12044Hung, S. T. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions. British Journal of Educational Technology, 42(5), 736-746. doi: 10.1111/j.1467-8535.2010.01086.xJamshidi, R., LaMasters, T., Eisenberg, D., Duh, Q. Y. & Curet, M. (2009). Video self-assessment augments development of videoscopic suturing skill. Journal of the American College of Surgeons, 209(5), 622-625. doi: 10.1016/j.jamcollsurg.2009.07.024Karweit, N. (1984). Time on task reconsidered: Synthesis of research on time and learning. Educational Leadership, 41(8), 32-35.Kirkgöz, Y. (2011). A blended learning study on implementing video recorded speaking tasks in task-based classroom instruction. Turkish Online Journal of Educational Technology, 10(4), 1-13.Kitade, K. (2000). L2 learners' discourse and SLA theories in CMC: Collaborative interaction in internet chat. Computer Assisted Language Learning, 13(2), 143-166. doi: 10.1076/0958-8221(200004)13Kormos, J. & Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164. doi: 10.1016/j.system.2004.01.001Lamy, M.-N. & Goodfellow, R. (1999). "Reflective conversation" in the virtual classroom. Language Learning & Technology, 2(2), 43-61.Lepore, C. E. (2014). Influencing students' pronunciation and willingness to communicate through interpersonal audio discussions. Dimension, 73-96.Lin, H. (2015). Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis. ReCALL, 27(3), 261-287. doi: 10.1017/S095834401400041XMcIntosh, S., Braul, B. & Chao, T. (2003). A case study in asynchronous voice conferencing for language instruction. Educational Media International, 40(1), 63-73. doi: 10.1080/0952398032000092125Ono, Y., Onishi A., Ishihara M. & Yamashiro M. (2015). Voice-based computer mediated communication for individual practice to increase speaking proficiency: Construction and pilot study. In Zaphiris P. & Ioannou A. (eds.), Learning and collaboration technologies. LCT 2015. Lecture Notes in Computer Science, 9192. New York: Springer.Pop, A., Tomuletiu, E. A. & David, D. (2011). EFL speaking communication with asynchronous voice tools for adult students. Procedia - Social and Behavioral Sciences, 15, 1199-1203. doi: 10.1016/j.sbspro.2011.03.262Sauro, S. & Smith, B. (2010). Investigating L2 performance in text chat. Applied Linguistics, 31(4), 554-577.Segalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge.Shih, R. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883-897.Sun, Y. C. (2012). Examining the effectiveness of extensive speaking practice via voice blogs in a foreign language learning context. CALICO Journal, 29(3), 494-506.Sun, Y.C. & Yang, F.Y. (2015). I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219. doi: 10.1080/09588221.2013.818555Tiraboschi, T. & Iovino, D. (2009). Learning a foreign language through the media. Journal of E-Learning and Knowledge Society, 5(3), 133-137.Tognozzi, E. & Truong, H. (2009). Proficiency and assessment using WIMBA voice technology. Italica, 86(1), 1-23.Yaneske, E. & Oates, B. (2010). Using voice boards: Pedagogical design, technological implementation, evaluation and reflections. Australasian Journal of Educational Technology, 26(8), 233-250. doi: 10.3402/rlt.v18i3.10767Ziegler, N. (2013). Synchronous computer-mediated communication and interaction: A research synthesis and meta-analysis (Doctoral dissertation). Washington, DC

Cultivating Computer Programming Self-Efficacy Through Supportive Social and Self-Regulated Learning Strategies for First Year Students in Higher Education

This research is centred on first year computer programming students enrolled on a BSc in Information Technology, within a private higher education institution in Dublin, Ireland. There are known challenges in learning computer programming, such as its abstract nature, the length of time it takes to grasp basic principles and the pre-existing perceptions students have of Computer Science programmes in general. Computer programming is associated with high drop-out rates and poor retention, and this research set out to investigate suitable tools and institutional supports that could be put in place to enhance engagement in learning computer programming. An initial review of the teaching and learning approaches for computer programming in the focus institution revealed the absence of group work, which was considered a counter-productive learning approach. In addition, no strategies for the self-regulation of learning were introduced to the students furthering the learning engagement problem. An action research methodology was identified as a suitable research approach because of its problem-focused orientation. Three research cycles were carried out between 2014 and 2016. The first two research cycles were based on the use of an individual reflective learning journal to be used in conjunction with computer programming. These studies revealed that many students did not derive any benefit from completing the learning journal, the activity became a mundane task with no obvious advantage, leading to a sense of frustration for some. What was evident from the findings within these first two research cycles was the desire for students to learn in groups, this led to research into social learning activities with a specific focus on group learning in computer programming. The third action research cycle involved a control and treatment group. The treatment group experienced social learning delivered through Problem Based Learning (PBL) and Peer Assisted Learning (PAL) interventions over the course of a semester. The findings revealed an encouraging response from the treatment group expressed through their enjoyment of working with others in solving problems, and positive engagement in programming was observed by faculty members. Emerging as a benefit, the treatment group enjoyed interacting and learning with their peers, irrespective of race, culture and diverse perspectives. This finding underscores the importance of introducing students to simulated multicultural work experiences reflective of the multicultural team environments found within the IT industry. In addition, there was a positive increase in students’ academic self-efficacy in group-based computer programming activities, but no strong evidence was found that social learning activities enhanced programming ability. The actions taken during this study have positively influenced faculty peers in the consideration of group learning for their subjects and influenced the focus institution to establish a Student Mentoring Academy, in which Peer Assisted Learning (PAL) is supported by student mentors. The recommendations are to consider social learning through the introduction of PBL and PAL related activities to facilitate student engagement and enhancement of self-efficacy. Further work is required to examine approaches and tools to build social learning capacity across the focus institution and in the identification, training and retention of suitable student mentors

Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS

[EN] Cloud computing instruction requires hands-on experience with a myriad of distributed computing services from a public cloud provider. Tracking the progress of the students, especially for online courses, requires one to automatically gather evidence and produce learning analytics in order to further determine the behavior and performance of students. With this aim, this paper describes the experience from an online course in cloud computing with Amazon Web Services on the creation of an open-source data processing tool to systematically obtain learning analytics related to the hands-on activities carried out throughout the course. These data, combined with the data obtained from the learning management system, have allowed the better characterization of the behavior of students in the course. Insights from a population of more than 420 online students through three academic years have been assessed, the dataset has been released for increased reproducibility. The results corroborate that course length has an impact on online students dropout. In addition, a gender analysis pointed out that there are no statistically significant differences in the final marks between genders, but women show an increased degree of commitment with the activities planned in the course.This research was funded by the Spanish "Ministerio de Economia, Industria y Competitividad through grant number TIN2016-79951-R (BigCLOE)", the "Vicerrectorado de Estudios, Calidad y Acreditacion" of the Universitat Politecnica de Valencia (UPV) to develop the PIME B29 and PIME/19-20/166, and by the Conselleria d'Innovacio, Universitat, Ciencia i Societat Digital for the project "CloudSTEM" with reference number AICO/2019/313.Moltó, G.; Naranjo-Delgado, DM.; Segrelles Quilis, JD. (2020). Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS. Applied Sciences. 10(24):1-13. https://doi.org/10.3390/app10249148S1131024Motiwalla, L., Deokar, A. V., Sarnikar, S., & Dimoka, A. (2019). Leveraging Data Analytics for Behavioral Research. Information Systems Frontiers, 21(4), 735-742. doi:10.1007/s10796-019-09928-8Siemens, G., & Baker, R. S. J. d. (2012). Learning analytics and educational data mining. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge - LAK ’12. doi:10.1145/2330601.2330661Blikstein, P. (2013). Multimodal learning analytics. Proceedings of the Third International Conference on Learning Analytics and Knowledge - LAK ’13. doi:10.1145/2460296.2460316Hewson, E. R. F. (2018). Students’ Emotional Engagement, Motivation and Behaviour Over the Life of an Online Course: Reflections on Two Market Research Case Studies. Journal of Interactive Media in Education, 2018(1). doi:10.5334/jime.472Kahan, T., Soffer, T., & Nachmias, R. (2017). Types of Participant Behavior in a Massive Open Online Course. The International Review of Research in Open and Distributed Learning, 18(6). doi:10.19173/irrodl.v18i6.3087Cross, S., & Whitelock, D. (2016). Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course. Interactive Learning Environments, 25(4), 439-451. doi:10.1080/10494820.2016.1138312Charleer, S., Klerkx, J., & Duval, E. (2014). Learning Dashboards. Journal of Learning Analytics, 1(3), 199-202. doi:10.18608/jla.2014.13.22Worsley, M. (2012). Multimodal learning analytics. Proceedings of the 14th ACM international conference on Multimodal interaction - ICMI ’12. doi:10.1145/2388676.2388755Spikol, D., Prieto, L. P., Rodríguez-Triana, M. J., Worsley, M., Ochoa, X., Cukurova, M., … Ringtved, U. L. (2017). Current and future multimodal learning analytics data challenges. Proceedings of the Seventh International Learning Analytics & Knowledge Conference. doi:10.1145/3027385.3029437Ochoa, X., Worsley, M., Weibel, N., & Oviatt, S. (2016). Multimodal learning analytics data challenges. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK ’16. doi:10.1145/2883851.2883913Aguilar, J., Sánchez, M., Cordero, J., Valdiviezo-Díaz, P., Barba-Guamán, L., & Chamba-Eras, L. (2017). Learning analytics tasks as services in smart classrooms. Universal Access in the Information Society, 17(4), 693-709. doi:10.1007/s10209-017-0525-0Lu, O. H. T., Huang, J. C. H., Huang, A. Y. Q., & Yang, S. J. H. (2017). Applying learning analytics for improving students engagement and learning outcomes in an MOOCs enabled collaborative programming course. Interactive Learning Environments, 25(2), 220-234. doi:10.1080/10494820.2016.1278391Drachsler, H., & Kalz, M. (2016). The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning, 32(3), 281-290. doi:10.1111/jcal.12135Ruiperez-Valiente, J. A., Munoz-Merino, P. J., Gascon-Pinedo, J. A., & Kloos, C. D. (2017). Scaling to Massiveness With ANALYSE: A Learning Analytics Tool for Open edX. IEEE Transactions on Human-Machine Systems, 47(6), 909-914. doi:10.1109/thms.2016.2630420Er, E., Gómez-Sánchez, E., Dimitriadis, Y., Bote-Lorenzo, M. L., Asensio-Pérez, J. I., & Álvarez-Álvarez, S. (2019). Aligning learning design and learning analytics through instructor involvement: a MOOC case study. Interactive Learning Environments, 27(5-6), 685-698. doi:10.1080/10494820.2019.1610455Tabaa, Y., & Medouri, A. (2013). LASyM: A Learning Analytics System for MOOCs. International Journal of Advanced Computer Science and Applications, 4(5). doi:10.14569/ijacsa.2013.040516Shorfuzzaman, M., Hossain, M. S., Nazir, A., Muhammad, G., & Alamri, A. (2019). Harnessing the power of big data analytics in the cloud to support learning analytics in mobile learning environment. Computers in Human Behavior, 92, 578-588. doi:10.1016/j.chb.2018.07.002Klašnja-Milićević, A., Ivanović, M., & Budimac, Z. (2017). Data science in education: Big data and learning analytics. Computer Applications in Engineering Education, 25(6), 1066-1078. doi:10.1002/cae.21844Logglyhttps://www.loggly.com/Molto, G., & Caballer, M. (2014). On using the cloud to support online courses. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. doi:10.1109/fie.2014.7044041Caballer, M., Blanquer, I., Moltó, G., & de Alfonso, C. (2014). Dynamic Management of Virtual Infrastructures. Journal of Grid Computing, 13(1), 53-70. doi:10.1007/s10723-014-9296-5AWS CloudTrailhttps://aws.amazon.com/cloudtrail/Amazon Simple Storage Service (Amazon S3)http://aws.amazon.com/s3/Naranjo, D. M., Prieto, J. R., Moltó, G., & Calatrava, A. (2019). A Visual Dashboard to Track Learning Analytics for Educational Cloud Computing. Sensors, 19(13), 2952. doi:10.3390/s19132952Baldini, I., Castro, P., Chang, K., Cheng, P., Fink, S., Ishakian, V., … Suter, P. (2017). Serverless Computing: Current Trends and Open Problems. Research Advances in Cloud Computing, 1-20. doi:10.1007/978-981-10-5026-8_1Zimmerman, D. W. (1987). Comparative Power of StudentTTest and Mann-WhitneyUTest for Unequal Sample Sizes and Variances. The Journal of Experimental Education, 55(3), 171-174. doi:10.1080/00220973.1987.10806451Kruskal, W. H., & Wallis, W. A. (1952). Use of Ranks in One-Criterion Variance Analysis. Journal of the American Statistical Association, 47(260), 583-621. doi:10.1080/01621459.1952.10483441Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174-1204. doi:10.1037/a0036620Ellemers, N., Heuvel, H., Gilder, D., Maass, A., & Bonvini, A. (2004). The underrepresentation of women in science: Differential commitment or the queen bee syndrome? British Journal of Social Psychology, 43(3), 315-338. doi:10.1348/0144666042037999Sheard, M. (2009). Hardiness commitment, gender, and age differentiate university academic performance. British Journal of Educational Psychology, 79(1), 189-204. doi:10.1348/000709908x30440

Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect

This paper presents case studies that describe the experiences of the two authors in trying to use learning technologies to facilitate reflective thinking in their students. At the University of Leicester, a Web-based biology tutorial called ‘How Now Mad Cow’, which covers the topics of bovine spongiform encephalopathy and a new variant Creutzfeldt–Jakob disease (nvCJD). At the University of Southampton, a web-based hyper-mail discussion list to support teaching on a first year psychosocial science module for occupational therapy and physiotherapy students has been established. In both examples, the tutors had attempted to create a learning environment that would engage students in the learning experience and facilitate reflection by helping them to create meaning from the learning experience and see things in a different way. The evaluation data from both case studies provides some evidence that the learning technologies helped to facilitate reflection for some students. However, the evidence for reflection is not overwhelming and the data provides some evidence that four key factors may have influenced how successful the use of learning technologies were in facilitating reflection. These factors are the way the learning technology is used, the nature of the student groups, the role of the tutor and student preferences for ‘off-line reflection’. These are discussed and ways forward are identified

Aligning operational and corporate goals: a case study in cultivating a whole-of-business approach using a supply chain simulation game

This paper outlines the development and use of an interactive computer-based supply chain game to facilitate the alignment of disconnected operational and corporate goals. A multi-enterprise internal cattle supply chain was simulated targeting the operational property managers and the overall impacts of their decision making on corporate goals A three stage multidisciplinary approach was used. A case study based financial analysis was undertaken across the internal cattle supply chain, a participative action research component (developing the game to simulate the flow of product and associated decisions and financial transactions through the internal supply chain of the company for different operational scenarios using measurable and familiar operational and financial criteria as tracking tools), and a qualitative analysis of organisational learning through player debriefing following playing the game. Evaluation of the managers' learning around the need for a change in general practice to address goal incongruence was positive evidenced by changes in practice and the game regarded by the users as a useful form of organisational training. The game provided property managers with practical insights into the strategic implications of their enterprise level decisions on the internal supply chain and on overall corporate performance. The game is unique and is a tool that can be used to help address an endemic problem across multi-enterprise industries in the agrifood sector in Australia

Moving towards normalising CALL: A case study from Timor-Leste

It is now widely understood that teachers are the main decision makers in the classroom, so when an innovation is introduced into a teaching and learning setting it seems that teachers‟ beliefs and attitudes may be a major determinant in the success or otherwise of that investment. This case study examines the process of a Computer Assisted Language Learning (CALL) application being introduced into a university setting. Bax (2003) posited that a new technology is „normalised‟ when it is invisible and fully integrated, just as pens and books have been, into everyday classroom use. To gain further insights into the process of an innovatory CALL application moving „towards normalisation‟ (Chambers & Bax 2006), the present study solicited university teachers‟ opinions and impressions towards the innovation over a period of five months. The innovation is a software application developed in the Computer Science Department at the University of Waikato (http://flax.nzdl.org/greenstone3/flax). The Flexible Language Acquisition Device (FLAX) uses digitalised libraries to provide language learning tasks for students, both texts and tasks being written by teachers or more able students. The English Department at the National University of Timor-Leste (UNTL) was the setting selected for the study, as the researcher had spent fourteen months there as a volunteer teacher in 2005-6. The case study is framed within a wider (2006-2011) collaborative curriculum project between UNTL and the University of Waikato. It was decided to collect oral, rather than written, data in order to align with the oral traditions of Timor-Leste. Thus, oral reflective journals captured participants‟ perceptions in audio-recorded discussions with a peer over three occasions. Focus groups of participants reflected on key issues at entry and exit points, and the researcher wrote her own daily reflective journal. The findings showed that the participants moved from a position of excitement tinged with concern to a position of confidence and readiness to implement FLAX during the reseacher‟s visit, indicating a positive move towards normalisation. A powerful insight gained by the researcher was that teachers were able to co-construct a range of ways of using the programme with their students in terms of autonomous learning, peer scaffolding and the importance of the affective domain in language learning. These findings reinforced the notion that the introduction of technologies is a social construct, not just a technological one (Bax, 2011). A further lens of investigation of the innovation was provided by Activity Theory, (Engeström 1987), which showed that the process of curricular normalisation is influenced by activity outside the classrom, and may strengthen or reduce the object of activity, in this case improved learning outcomes. The implications of the case study may have resonance in relatable settings. It seems that encouraging a collaborative approach may enable teachers to envision and ideate new ways to teach and learn, and incorporate new technologies into their own settings. This study may also have implications for external change agents as they contemplate assisting learning communities to normalise curriculum innovation

Assessing the efficacy of online teaching with the Constructivist online learning environment survey

Teachers of science, mathematics and technology Australia wide are being required to transform their established epistemologies of practice in order to engage learners as active conceptualisers within socially interactive learning environments. Many teachers are enrolling in postgraduate distance education programs to assist them with this challenging task. Curtin University is responding by using computer mediated communication to speed up the exchange of distance study materials and to provide online interactive learning environments (via chat groups, bulletin boards and email). For the past three years, the authors have been using the Internet to teach online Masters degree students studying at a distance from Curtin. The major pedagogical goal is to engage students (professional teachers) in reflective and collaborative learning. The web sites provide Activity Rooms in which the teachers engage students in frequent and focused discourse with each other and with their online tutors. As reflective teachers, the authors are keen to evaluate their own innovative practices and constantly improve them. To this end, they have designed the Constructivist On-Line Learning Environment Survey (COLLES), an electronic questionnaire that enables them to readily monitor each student's preferred online learning environment and compare it with her/his actual experiences. In this presentation, they outline the rationale of the questionnaire and present some preliminary analyses that illustrate its usefulness. [Author abstract, ed] Teachers of science, mathematics and technology Australia wide are being required to transform their established epistemologies of practice in order to engage learners as active conceptualisers within socially interactive learning environments. Many teachers are enrolling in postgraduate distance education programs to assist them with this challenging task. Curtin University is responding by using computer mediated communication to speed up the exchange of distance study materials and to provide online interactive learning environments (via chat groups, bulletin boards and email). For the past three years, the Internet has been used to teach online Masters degree students studying at a distance from Curtin. The major pedagogical goal is to engage the students (professional teachers) in reflective and collaborative learning. Curtin's web sites provide Activity Rooms in which students are engaged in frequent and focused discourse with each other and with their online tutors. To evaluate and improve on their teaching practice, the academic staff designed the Constructivist On-Line Learning Environment Survey (COLLES), an electronic questionnaire that enables them to readily monitor each student's preferred online learning environment and compare it with her/his actual experiences. This paper outlines the rationale of the questionnaire and presents some preliminary analyses that illustrate its usefulness

E-learning tools for enhanced teaching and learning of IsiNdebele in a rural context

Increasingly, e-learning tools have been integrated into education, making it more interesting and preparing learners for new careers in the 4th industrial revolution. However, language teachers in rural contexts are struggling to integrate e-learning tools into their lessons. Therefore, this study aims to explore the available e-learning tools for teaching and learning isiNdebele in a rural context. This qualitative study was conducted to understand the rural contextual perspective obtained through recording the experiences of the researcher, observers, and a class group of 20 Grade 11 learners. Data were collected using a document analysis protocol, learners’ written questionnaire, observers’ interview protocol, and a teacher’s reflective journal as instruments. The SAMR model was used as a frame of reference to integrate technology in different stages to enhance the quality of teaching and learning IsiNdebele language in the rural context. Several e-learning tools were found suitable for integration in teaching and learning the IsiNdebele language. Despite being inappropriate in the rural context due to challenges such as limited technology resources; and novelty, anxiety, and lack of computer skills of learners, the e-learning tools have been found to enhance classroom dynamics. The study also highlighted that rural IsiNdebele teachers should consider using data-free e-learning tools; and use technology devices daily, to ensure skills development and provide learners with real-world learning opportunities. This study recommends that the Department of Basic Education afford all learners access to technology resources that will strengthen the classroom learning environment by making use of e-learning tools.Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2021.Science, Mathematics and Technology EducationMEd(CIE)Unrestricte