Technological Tools to Support Virtual Group Projects

In today’s global, technology-driven society, educational institutions must constantly evolve in order to deliver instruction in a way that meets the ever-changing needs of students who may be geographically and demographically diverse. A variety of technologies exist that allow students to work collaboratively to complete project-based assignments online. Course management systems (CMS) such as Blackboard and D2L Brightspace (D2L) are designed to promote that collaboration. However, researchers have found that students tend to gravitate towards technologies that are familiar, rich, and synchronous (Albayrak & Yildirim, 2015; Karim & Heckman, 2005; Rowe, Bozalek, & Frantz, 2013; Wang, Woo, Quek, Yang, & Liu, M, 2012). Longitudinal, historical data from a doctoral-level online curriculum and instruction course at a Mid-Size Public Southern University was used to determine which technologies doctoral students used to facilitate group projects in the course, how the technologies were used, and their effectiveness in meeting student needs. From the data collected, the research team was able to reach conclusions, and define implications for best practice, and those are shared

El uso del foro en Educación Superior: aplicación para la asignatura "Economía de la Empresa: dirección y organización"

Colección: Contextos Universitarios Transformadores (CUT). Número 7[Resumen] Las actividades de innovación docente, basadas en el uso de las tecnologías de la información y la comunicación, están adquiriendo cada vez una mayor relevancia. Tales actividades permiten el desarrollo de espacios de aprendizaje basados en discusiones académicas que favorecen el desarrollo del pensamiento crítico por parte de los estudiantes a partir de la comunicación. En este contexto, los foros están adquiriendo una gran relevancia debido a que permiten ubicar al alumnado en una determinada problemática, motivarlo a intervenir en la discusión y darle la oportunidad de contribuir con su punto de vista. El presente trabajo analiza la experiencia desarrollada en el uso de foros en la asignatura Economía de la Empresa: Dirección y Organización en el Grado en Administración y Dirección de Empresas (ADE) y en el doble grado en ADE y Derecho en el curso 2021-2022 de la Facultad de Economía y Empresa de la Universidade da Coruña. Tras el desarrollo de los mismos, se realizó una encuesta a los/as estudiantes, cuyos resultados ponen de manifiesto que los aspectos más valorados de los foros para los estudiantes de ADE y ADE y Derecho son la utilidad percibida -relacionada con la dimensión de aceptación tecnológica de la herramienta- y la autoeficacia percibida respectivamente -relacionada con la dimensión social cognitiva que provee la herramienta-. En cuanto a los aspectos menos valorados de los foros, tanto los estudiantes de ADE como los de ADE y Derecho señalan la facilidad percibida de uso -relacionada con la dimensión de aceptación tecnológica de la herramienta-.[Abstract] Teaching innovation activities, based on the use of information and communication technologies, are becoming increasingly important. Such activities allow the development of learning spaces based on academic discussions that favor students´ critical thinking development based on communication. In this context, the forums are acquiring great relevance because they allow the students to be placed in a certain problem, motivate them to intervene in the discussion and give them the opportunity to contribute with their point of view. The present paper analyses the experience developed in the use of forums in the subject Business Economics: Management and Organization in the Degree in Business Administration and Management (ADE) and in the double degree in ADE and Law in the 2021-2022 academic year from the Faculty of Economics and Business of the University of A Coruna. Once the forums were developed, a survey was carried out to the students whose results show that the most valued aspects of the forums for Business Administration students and for Business Administration and Law students are the perceived usefulness -related to the dimension of technological acceptance of the tool- and the perceived self-efficacy respectively -related to the cognitive social dimension provided by the tool. Regarding the least valued aspects of the forums, both Business Administration students and Business Administration and Law students point to the perceived ease of use -related to the dimension of technological acceptance of the tool-.http://hdl.handle.net/2183/3249

Wikis colaborativas. Una experiencia en la facultad de economía y empresa

Colección: Contextos Universitarios Transformadores (CUT). Número 7[Resumen] Los estudios realizados en los últimos años señalan el aprendizaje colaborativo y el uso de las TICs en el aula como herramientas esenciales de cara a promover un proceso eficiente de enseñanza-aprendizaje. Las wikis colaborativas recogen ambos aspectos, favoreciendo la cooperación del alumnado y mejorando sus competencias digitales. Por este motivo, en el curso 2020-2021, se ha llevado a cabo una actividad de wikis colaborativas en la materia Análisis Económico de las Organizaciones, que se imparte en el cuarto curso del doble grado de Administración y Dirección de Empresas-Derecho de la Universidade da Coruña. Con el fin de evaluar el impacto de esta actividad en el alumnado y en su proceso de aprendizaje, se ha elaborado un cuestionario, que ha sido contestado por los alumnos al finalizar la actividad. Los resultados obtenidos muestran que los alumnos perciben claramente que una aportación de calidad a la wiki será recompensada luego en los resultados de la materia. Sin embargo, los resultados en cuanto a que la participación en la actividad les ha gustado, aunque son buenos, pueden ser mejorados. Por tanto, cabe seguir mejorando en su diseño y contenidos.[Abstract] Studies carried out in recent years point to collaborative learning and the use of ICT in the classroom as essential tools to promote an efficient teaching-learning process. Collaborative wikis include both aspects, favouring student cooperation and improving their digital competences. For this reason, in the 2020-2021 academic year, a collaborative wiki activity has been carried out in the subject Economic Analysis of Organisations, which is taught in the fourth year of the double degree in Business Administration and Management-Law at the Universidade da Coruña. In order to assess the impact of this activity on the students and their learning process, a questionnaire was prepared and answered by the students at the end of the activity. The results obtained show that students clearly perceive that a quality contribution to the wiki will be rewarded later in the results of the subject. However, the results in terms of liking participation in the activity, although good, can be improved. Therefore, the design and content of the wiki can be further improved.http://hdl.handle.net/2183/3249

Perceived usefulness and ease of use of Web 2.0 tools in university teaching and learning in Tanzania

Despite the potentials Web 2.0 technologies have in supporting teaching and learning processes in higher education institutions, there is a  continuing debate on their perceived usefulness and ease of use. As such, this study examined academic staff and students’ perceptions on the use of Web 2.0 technologies in teaching and learning activities in five Tanzanian universities. Specifically, the study aimed at determining the perceived usefulness and exploring perceived ease of use of Web 2.0 technologies in teaching and learning activities. A mixed approach (quantitative and qualitative) was employed by the study. Accordingly, a cross-sectional survey, alongside documentary review, was used to collect data from a sample of 350 respondents selected through simple randomly sampling and 10 purposively selected informants. The study findings suggest that faculty members and students used Web 2.0 technologies for academic discussions, posting and accessing lecture slides and tutorials, sharing materials and scholarly communication. The findings further inform that perceived usefulness and perceived ease of use of Web 2.0 technologies are important predictors of the adoption of these tools. On the basis of these findings, ICT infrastructure investment, training to upgrade skills and knowledge, policies and usage guidelines and other usage motivations are recommended to be in place to promote the usage of Web 2.0 technologies in teaching and learning. Besides, technical support to customise Web 2.0 technologies in teaching and learning activities is crucial. Keywords: Web 2.0, web technologies, users’ perception, teaching and learning, e-learnin

Programlama Öğretimi için Bir Model Önerisi: Yedi Adımda Programlama

There are a number of studies in the literature revealing that programming instruction has positive effects on development of different cognitive skills. However, there are scarcely any studies suggesting pedagogical approaches to how programming should be done. Therefore, this study focused on how to do programming instruction that target developing students’ cognitive skills. In this study, it was aimed to suggest a model for teaching in order to develop various cognitive skills of students. Within the scope of the study, a programming instruction model was created, and it was called Programming in Seven Steps (PSS) model. As research design, special case study was used from qualitative research methods. The research team consisted of two groups: design team (1 faculty member from the department of Computer Education and Intructional Technologies (CEIT), 2 master’s degree students, and 2 PhD students) and a Design Evaluation Team (DET) (10 IT and Software teachers who work in secondary schools affiliated to the Ministry of National Education) in the process of constructing the PSS model. During the research, the documents and interviews with the design evaluation team were analyzed with the purpose of determining the steps of the PSS model. The study elaborates the process followed to create the model, the features of the proposed model, and interviews with the design evaluation team. This article details the overall path to designing of the model, the features of the model, and DET interviews. It is aimed that the model introduced in this study will become a guide for educators who want to teach programming at secondary school level.Alanyazında programlama öğretiminin pek çok bilişsel beceriye olumlu etkilerini ortaya koyan çalışmalar yer almaktadır. Buna karşın programlama öğretiminin sistematik bir şekilde gerçekleştirilebilmesi amacıyla pedagojiye yönelik çalışmalar oldukça sınırlı sayıdadır. Bu nedenle çalışmada, öğrencilerin bilişsel becerilerinin gelişimine yönelik bir programlama öğretiminin nasıl yapılması gerektiği üzerine odaklanılmıştır. Çalışmanın amacı; Programlama öğretimi sürecinde öğrencilerin çeşitli bilişsel becerilerinin gelişimini sağlamak amacıyla kullanılabilecek bir öğretim modeli önerisinde bulunmaktır. Çalışma kapsamında, oluşturulan programlama öğretimi modeline Yedi Adımda Programlama (YAP) modeli adı verilmiştir. Araştırma deseni olarak nitel araştırma yöntemlerinden özel durum çalışması kullanılmıştır. Araştırmanın, YAP modelinin oluşturulması aşamasında araştırma grubunu tasarım ekibi (1 BÖTE öğretim üyesi ile 2 yüksek lisans, 2 doktora öğrencisi) ve tasarım değerlendirme ekibi (MEB’e bağlı ortaokullarda görevli 10 Bilişim Teknolojileri ve Yazılım Dersi öğretmeni) oluşturmaktadır. Araştırma süreci boyunca YAP modeli adımlarının belirlenmesi amacıyla doküman analizi ve tasarım değerlendirme ekibi ile yapılan görüşmelerin analizi gerçekleştirilmiştir. Bu çalışmada, modelin oluşturulması için izlenen süreç, oluşturulan modelin özellikleri ve tasarım değerlendirme ekibi ile yapılan görüşmelere yer verilmiştir. Bu çalışma ile ortaya konulan modelin, ortaokul düzeyinde programlama öğretimi yapmak isteyen eğitimciler için yol gösterici olması hedeflenmektedir

PGTBL : plataforma de gerenciamento de Team-Based Learning

Trabalho de Conclusão de Curso (graduação)—Universidade de Brasília, Faculdade UnB Gama (FGA), Engenharia de Software, 2019.O mercado de engenharia exige algumas competências que devem ser enfatizadas, entre elas destacam-se: capacidade de trabalho em equipe, análise de dados, resolução de problemas reais. As metodologias ativas de aprendizagem tem como objetivo preencher essas lacunas que o mercado exige dos alunos, entre elas temos o Team-Based Learning (TBL) que é uma metodologia de aprendizagem colaborativa. Embora existam ferramentas para apoiar o uso do TBL como CMCs (Computer-Mediated Communication), não foi encontrado ferramentas para automatizar a execução e implantação do TBL no ambiênte acadêmico. O objetivo deste trabalho é a implementação de uma ferramenta chamada PGTBL para automatizar o processo de uso da metodologia ativa de aprendizado Team Based Learning. A metodologia utilizada para alcançar os objetivos foi uma adaptação ao SCRUM, XP e SAFe para um único desenvolvedor e pesquisa bibliográfica para o embasamento teórico do trabalho. A finalidade do software é que a aplicação do TBL se torne algo mais fácil, constante e automatizado, tornando o processo mais prazeroso, tanto para o aluno quanto para o professor. A ideia do sistema é ter um design atrativo e será responsável por todo o processo da metodologia de ensino TBL.The engineering profession requires some skills that should be emphasized, for example: teamwork, data analysis, real problem solving. The active learning methodologies have as objective to fill these gaps that the profession demands of the students, among them we have the Team-Based Learning (TBL) that is a collaborative learning methodology. Although there are tools to support the use of TBL as Computer-Mediated Communication (CMCs), no tools found to automate the implantation of TBL in the academic environment. The objective of this work is the implementation of a tool called PGTBL to automate the process of using the Active Learning Methodology Team Based Learning. The methodology used to achieve the objectives was an adaptation to SCRUM, XP and SAFe for a single developer and bibliographical research for the theoretical basis of the work. The purpose of the software is to make the TBL application easier, more constant and automated, making the process more enjoyable for both the student and the teacher. The idea of the system is to have an attractive design and will be responsible for the entire process of the TBL teaching methodology

An Instructional Designer Competency Framework for Complex Learning Designs

Learning design competency frameworks published by professional organizations, exist for typical instructional design efforts. However, a review of literature revealed a lack of frameworks available for the creation of complex learning designs (CLDs). The goal of this research was to develop a competency framework for the creation of CLDs. Quantitative and qualitative methods were employed in the four phases of the design and development research approach In phase one, a survey based on the Educational Technology Multimedia Competency Survey (ETMCS) was sent to instructional designers who self-reported as having experience creating CLDs. The purpose of phase one was to identify competencies that instructional designers felt were most important to the creation of complex, technology-mediated learning designs. The preliminary CLD framework was constructed during phase two, based on analysis of the ETMCS survey results. Measures of central tendency were used to identify competencies considered essential and desirable. Additionally, competencies were categorized into seven domains In phase three, semi-structured interviews were conducted with a subset of survey participants. The purpose was to gain deeper insight into the participant’s perception of the design complexities involved with each of the competencies included in the preliminary framework. In phase four, the preliminary framework was internally validated using an expert panel employing the Delphi method to build consensus. Three rounds were required to achieve consensus on all competencies within the framework. This consensus resulted in 79 competencies including 30 essential and 49 desirable competencies from the set identified as the preliminary framework during phase two. Several conclusions emerged from the creation of this framework. Though technology is often a trigger for many types of CLDs, specific technologies are certainly desirable, but not essential. The research also revealed that communication and collaboration competencies are almost universally essential due to the complexity of the designs which typically necessitates the formation of multi-discipline teams. Without these competencies, the team’s cross-profession effectiveness is often hindered due to differences in terminology, processes, and team member geographic location

Structural Model of Team-Based Learning using Web 2.0 Collaborative Software

This study examines team-based learning using Web 2.0 collaborative software. Based on grounded theory approach, this study analyzes students’ feedbacks regarding team collaborative learning under Web 2.0 platform. Data analysis yields a structural model of team-based learning using Web 2.0 collaborative software. That is, from the data analysis, this study drew inferences that Web 2.0 collaborative learning environment unfolds diverse communication media in support of media synchronicity. Subsequently, media synchronicity facilitates group awareness. For team-based learning using Web 2.0 collaborative software, this study reveals that three factors, namely, group awareness, learner autonomy and collective intelligence support team-based learning

Herramientas Web. 2.0 y su influencia en las competencias genéricas Tuning en estudiantes de universidades públicas de Ecuador, 2020: Caso UFA ESPE

Establece de qué manera las herramientas Web 2.0 influyen en las competencias genéricas Tuning en estudiantes de universidades públicas de Ecuador. En su desarrollo participaron 88 estudiantes universitarios de las carreras de Licenciatura en Ciencias Navales y Licenciatura en Ciencias Aeronáuticas de la Universidad de las Fuerzas Armadas del Ecuador, sus edades oscilaron entre de 20 a 21 años y con acceso a internet. El análisis de los datos revela que las herramientas web 2.0 más utilizada por los estudiantes fue el Blog, seguido por YouTube, representando el 68,2% del total de la muestra. Sin embargo, determina que la Wiki y el Foro son las herramientas que tuvieron mayor influencia en las competencias genéricas Tuning, mientras que el Blog, las Redes Sociales y YouTube presentaron una menor influencia. Por lo cual, se concluye que el uso de herramientas web 2.0 tienen influencia positiva en las competencias genéricas Tuning en estudiantes universitarios. Asimismo, se debe incorporar estas herramientas en el proceso de enseñanza aprendizaje con el uso adecuado y direccionado, en función de los objetivos y necesidades específicas de cada contexto educativo

Integrated approach for sustainable lighting product development

The research presented in this thesis aims to contribute to the body of knowledge and state of the art in the area of eco-lighting products by: 1) development of an integrated approach for sustainable lighting product by integrating various tools and methods through the product development process, including product design specification, conceptual design, detail design, prototyping and test, and manufacture. 2) Development of a web-based toolbox to support product designers to develop (design, test, manufacture) lighting products with low environmental impact. 3) utilisation of the integrated approach and the toolbox, a novel eco-lighting product is developed. This study has been conducted in a real industrial context with lighting product manufacturer and other organizations involved with the lighting product life cycle, and the following main methods and techniques have been applied to collect and analyse the data, and to develop the product. A dedicated environmental and social LCA on the domestic lighting product has been conducted by using a professional LCA software. The LCI datasets are provided by its manufacturer, a Spain based company, and also fulfilled by applying ecoinvent database. The analytical results of these studies present an in-depth modelling and analysis on the table lamp product lifecycle with the aid of real manufacturing data. This research contributes to the state of the art of eco-lighting products with the development of a novel eco-lighting product, and provide a new integrative approach to design, test, manufacture and commercialize eco-lighting products, in order to contribute to the body of knowledge in the area of approaches/methods to develop and commercialize eco-lighting products