Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies

The final publication is available at link.springer.comA mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations.Postprint (author’s final draft

CLOUD COMPUTING OPPORTUNITIES: ENHANCING INTERACTIVE VISUAL CONTENT USAGE IN HIGHER EDUCATION LEARNING

Visual content in learning material most commonly found in schools learning materials and less in higher education learning. Students in universities and colleges are dependent on wordy textbook and lecture notes to study. Use of visual contents depends on educator’s interests, needs and willingness to provide the material to students. Nowadays, learning started to emerge at a rapid pace in producing learners with excellent academic achievements. The role of cloud computing hence increases the capability of delivering education from educator’s perspectives. The purpose of this paper is to highlight important features of cloud computing in enhancing the use of interactive visual content in higher education learning and promotes interactive learning to students. Systematic Literature Review (SLR) method is used to obtain primary data from online databases Scopus and by using the coding procedure in Grounded Theory(Strauss & Corbin, 1990), research produces meta-model data of codes extractions from primary data. Findings shows there are four major abstractions of cloud features that lead to enhancing interactive visual content use in higher education

The Group Methodology of Using Cloud Technologies in the Training of Future Computer Science Teachers

The development of cloud computing resources and their implementation in university education require an increase in the ICT-competence of future computer science teachers. The article considers the use of project method as an effective tool of encouraging students’ cooperation while solving practical problems and as a means of developing their essential professional skills. The following pedagogical approaches and techniques were used: partnership of group members, development of group work skills, heterogeneous grouping, combined use of individual and peer assessment, teacher’s monitoring of the students’ work, focus on the task and group work skills, chance for every member to be a leader, essential feedback. The authors suggest using private and public cloud technologies to support the implementation of group methodology in the teaching process. One of such technologies is academic cloud based on the Apache CloudStack platform. This cloud environment is deployed in Physics and Mathematics Department of Ternopil V. Hnatiuk National Pedagogical University. The suggested method has been verified experimentally by using Wilcoxon signed-rank test

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning