Course Revitalization As A Change Driver Throughout Undergraduate Business Curriculum

This paper describes the revitalization of Business Information Systems and Communication, a high enrollment, prerequisite course for all undergraduate business students in the Coles College of Business.  An overview of the course components is presented and original structure described. The rationale for change, technologies leveraged and measures of success are presented. The change drivers are identified and their impact on undergraduate curriculum delineated. Lessons learned and future implications are discussed

A knowledge-based framework to facilitate E-training implementation

Dissertação para obtenção do Grau de Mestre em Engenharia Eletrotécnica e de ComputadoresNowadays, there is an evident increase of the custom-made products or solutions demands with the objective to better fits to customer needs and profiles. Aligned with this, research in e-learning domain is focused in developing systems able to dynamically readjust their contents to respond to learners’ profiles demands. On the other hand, there is also an increase of e-learning developers which even not being from pedagogical curricula, as research engineers, needs to prepare e-learning programmes about their prototypes or products developed. This thesis presents a knowledge-based framework with the purpose to support the creation of e-learning materials, which would be easily adapted for an effective generation of custom-made e-learning courses or programmes. It embraces solutions for knowledge management, namely extraction from text & formalization and methodologies for collaborative e-learning courses development, where main objective is to enable multiple organizations to actively participate on its production. This also pursues the challenge of promoting the development of competencies, which would result from an efficient knowledge-transfer from research to industry

Empirical modelling as a new paradigm for educational technology

Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated

THE DEVELOPMENT OF GUIDELINES FOR DESIGNING DIGITAL MEDIA TO ENGAGE VISITORS WITH NON-VISIBLE OUTDOOR HERITAGE

This PhD investigates the role of digital media in optimising visitor engagement with non-visible outdoor heritage. Motivated by concerns that digital media products developed for the heritage sector might not be reaching their potential to enrich the visit experience and concerned about a lack of clarity as to what constitutes visitor engagement; this thesis proposes guidance for the production of interpretive digital media and a framework for visitor engagement. Cultural heritage sites featured in this study are characteristically outdoor locations; frequently non-stewarded with very little tangible evidence of the historical or cultural relevance of the site. The unique potential of digital media products to address the specific challenges of engaging visitors with invisible heritage in these locations is discussed within this thesis. The practice of interpreting heritage is investigated to identify the processes, stages, experiences and behavioural states associated with a high level of engagement. Visitor engagement is defined in this study as being a transformational experience in which the visitor’s emotional and/or cognitive relationship with the heritage is altered. This is achieved when the visitor sufficiently experiences appropriate states of engagement across all stages of the visitor engagement framework. This study proposes guidance to advise and support heritage professionals and their associated designers in the design, development and implementation of interpretive digital media products. Within this guide sits the engagement framework which proposes a framework for engagement, defining the stages (process) and the states (experiences and behaviours) of visitor engagement with cultural heritage. In using this resource the cultural heritage practitioner can be confident of their capacity to run and deliver interpretive digital media projects regardless of their expertise in design or technology. This thesis proposes that well designed interpretive digital media can optimise the engagement of visitors in ways which cannot be achieved by any other single method of interpretation. This PhD contributes a design guide and an engagement framework to the existing field of knowledge regarding interpretive digital design

ICT and its assessment at 16: an enquiry into the perceptions of year 11 students

This study, conducted between 2006 and 2011, enquired into student perceptions of Information and Communications Technology (ICT) and its assessment at aged 16. The prevailing orthodoxies amongst writers, commentators and educationalists are that the subject does not reflect the learning and use made by young people of technology. The voice of the learner, so often lauded in aspects of school democracy and in formative assessment, has not been heard in respect of the high-stakes assessment at the end of Key Stage (KS) 4 in schools in England. This research was a step in filling that void. Taking an interpretive phenomenological approach three phases of empirical data collection were used each building on the previous ones. To bring the student perception and voice to the fore a repertory grid analysis was initially used to elicit constructs of learning and assessment directly from the students. This was followed by a questionnaire and semi-structured interviews across a sample of state-funded schools in England. The use of a multiple-phase data collection allowed phenomena to be distilled with successively more depth at each phase

“It’s teaching Jim, but not as we know it”: An examination of the beliefs and attitudes of teachers to the use of technology in Further & Vocational Education from a teacher’s perspective.

This study sought to understand the beliefs and attitudes of teachers in Further and Vocational Education regarding the use and usefulness of technology in their teaching practice. Policymakers and advocates view increased access to, but continued under-utilisation of technology as indicative of how the sector is failing to meet the expectations and demands from industry. This study examined the underlying perceptions of teachers and identified the barriers and enablers that presented themselves to technology integration. I wanted to gain an understanding in what ways and how often teachers were using technology in their teaching practices. Additionally, teacher's perceptions about the potential contribution that technology could make to their teaching practice would be explored. The study was completed in three phases; the first was an online questionnaire distributed through the college intranet networks and yielded 229 responses. The second phase was another online questionnaire; and this one was distributed directly to teachers that had confirmed that they would be prepared to continue with the study and was sent to 31 teacher’s work email addresses resulting in 21 completed surveys. Eleven one-to-one interviews completed the third phase of the study. The interviews used photo-elicitation to examine the beliefs of the teachers from the Further Education (FE) colleges across a range of subject areas. Each phase of the research was designed to elicit information relating to teacher’s perceptions of the utility and value of technology in their teaching. The results presented in this thesis reflect many of the findings from previous research from other education sectors, namely schools and universities; however other perceptions reflected the uniqueness of the Further and Vocational Education sector and are perhaps a reflection of the demographics of the sector. The main findings of the study were that several barriers existed to the integration and use of technology, a perceived lack of time along with lack of training and support in how to teach effectively using technology. Insufficient provision and access to technology within colleges meant that there was a reliance on students using personal devices to supplement lack of provision in the college, raising issues in low socioeconomic areas. Additionally, there was a perception that technology integration had been superseded in recent years by other CPD mandated for external audits and inspection

Teaching Primary Science with Computer Simulation – an Intervention Study in State of Kuwait

This thesis describes an investigation into use of interactive computer simulations software in primary science education. The research questions are what effects teaching with interactive computer simulations have on students’ achievement, their conceptual change in particular science topics and on their attitudes. The question was investigated in an intervention study that tested use of simulations in two different pedagogical environments. The first environment used simulations in a computer laboratory, with students using blended learning (combining computer-based learning with non-computer learning). In this environment students worked independently on the computer. The second environment is class teaching. In this environment, the simulation was used on one computer, controlled by the teacher, in front of the class. The study also investigated ease of use and looked into practical consideration of computer-based teaching expressed by students and teachers. Three science topics were studied. The novelty of the research is using computer simulations in an Arabic nation, which has widespread use of traditional didactic-oriented pedagogy. Recent educational reforms have made demand for more student-oriented teaching, with use of practical experiments in primary science. This major change is difficult to implement for practical reasons, and the study therefore asks if computer simulations may work as an alternative approach to reach the same aims. The theoretical frameworks for the study are constructivism, conceptual change and cognitive multi-media theory. The first of these looks at the role of the student in learning, the second takes into consideration that students enter school with intuitive knowledge about natural phenomena and the last explains learning with use of computers. The theoretical frameworks were used to guide development of the simulation software and the intervention. The participants were 365 students in year five (10-11 year olds) and eight science teachers in Kuwait, located at eight different primary schools. All schools were single sex, with half the schools of each gender. All teachers were female. The study used a quasi-experimental design and separated the students into two experimental groups and two control groups. The first experimental group, which used simulations in computer labs, had 91 students in four primary schools (two boys’ and two girls’ schools). A matching control group with the same number of students was established in the same schools. The other experiment group had 92 students using simulations in the classroom. This group was also matched with an appropriate control group. The eight teachers taught both experimental and control group students. The control groups used traditional teaching. The experiment was carried out in the academic year 2010-2011. The study measured effects of the interventions with pre- and post achievement tests and attitude questionnaires. Students in the experimental groups also answered a usability questionnaire. A sub-sample of students and all teachers were interviewed for triangulation of the questionnaire data and to learn more about experiences with using the simulation software. The results of the study revealed no statistically significant difference (at the 0.05 level) in achievement or attitude between the students who used computer simulations in the computer laboratory. Students, however, who were taught with simulations in the classroom scored significantly higher on both achievement tests and attitude questionnaires. This benefit applied also to conceptual change of specific topics. In general, the interviews revealed that science teachers and students were satisfied with the simulation program used in science teaching and learning. However, the interviews indicated that there were some problems related to infrastructure and use of computers in the teaching that might have influenced the outcome of the study. These problems are relevant also to use of computer simulations in science teaching more widely

Revitalisation of an Australian Aboriginal language : archival utterances as scaffolding for independent adult language learning

Increasingly, Aboriginal and Torres Strait Islander communities are seeking to maintain, revitalise and reawaken their traditional languages. In contexts where there are few fluent speakers of the languages or few learning resources, this can present particular challenges. The goal of this thesis is to investigate how adult community members can be supported towards greater independence as language learners and teachers in their communities. This was explored in the context of Jilkminggan, a remote Aboriginal community in the western area of the Northern Territory, 135 km south-east of Katherine. A design-based methodology was adopted to investigate learning in its natural context, involving community members in resource creation across several iterations and allowing for a more collaborative approach to the research. The research was conducted in three phases. In Phase 1 informal discussions were held with community members, including Elder Sheila Conway and representatives of the Jilkminggan Community Aboriginal Corporation, concerning their aspirations for learning and revitalisation of Mangarrayi. The project which developed in light of these discussions centred on the use of a bank of Mangarrayi utterances or ‘chunks’ – termed Chunkbank – captured from archival audio recordings to support development of everyday communication in Mangarrayi for younger adult learners. In Phase 2, in line with a design-based approach, three studies were conducted to provide baseline information informing the development of tasks and resources in Phase 3. Study 1 established topics and language functions of importance to Jilkminggan community members. Study 2 provided insights into the current uses of digital technology at Jilkminggan and its potential to support language learning. Study 3 provided an opportunity to observe the degree to which community members could understand and capture Mangarrayi archival audio chunks. This research provides evidence of existing capacity amongst younger adult Jilkminggan community members to drive learning and resource creation. The use of digital resources, in addition to face-to face learning from speaker Sheila Conway, the rekindled knowledge of older community members, and external linguistic, metalinguistic and pedagogic expertise, can help develop language knowledge and skills to build on this capacity. This provides a possible model for sustainable revitalisation of other Aboriginal languages in a similar context