Innovation and communication technologies + Problem based learning: a new approach for teaching architecture

This article presents the results obtained during its first year of application in the educational innovation project called “New frameworks of teaching: ICT applied to problem based learning in technical bachelors” (PIE 15-166) developed at the School of Architecture in the University of Malaga. This has been focused on the development of educational strategies based on exploiting the potential of ICT, taking as a framework the ABP. Its application on subjects from different areas of knowledge (architectural composition, urban planning, projects and architectural constructions) has allowed assessing the adaptability of this methodology depending on the content. Among the obtained results can be highlighted the improvement in cross curricular coordination between subjects from different fields of studies, providing different ways of synchronous and asynchronous communication between students and teachers to generate a greater interaction between all the involved subjects; increasing in addition the interest and an improvement of the results.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Developing a Roadmap for e-Assessment: Which Way Now?

e-Assessment is of strategic importance to the UK since it forms an integral part of the e-learning movement which is a major global growth industry. This paper reports results from a project commissioned by JISC which set out to develop a Roadmap for e-assessment. This methodological approach was drawn from a range of 'roadmap? methodologies collected by Glenn and Gordon (2003). It facilitated the identification of the enabling factors and barriers to the use e-assessment through the construction of a survey which probed a number of experts opinions. The analysis of the various sources suggest that in England and Wales it is policy pressure which is a main driver and it is affecting more of the FE sector than the HE sector. In the HE sector institutions have more control over the rate and uptake of e-assessment as they award their own degrees. However, there is a recognition in HE that with larger classes and less tutorial time, tutors can keep track of their students? progress through e-assessment systems. They can adjust their lectures accordingly after they have picked up the misconceptions of a cohort through e-assessment feedback. At a personal level teachers/enthusiasts are addressing pedagogical problems through e-assessment. The barriers identified at a superinstitutional level, for example the . DfES, funding bodies, and examining bodies, are that of regulation, confidentiality and testing of these systems before they go across the UK. While the main drivers at a superinstitutional level are to move towards a new generation of learners engaged in self-reflection who will be able to identify their own learning needs. One of the major drivers for institutions to adopt e-assessment practices is that of student retention. HE and FE also see benefits with respect to attendance and achievement. This paper outlines the methods used and describes key barriers which will have to be overcome if e-Assesment is to be effectively deployed across UK HE and FE sectors

Harnessing Technology School survey 2008: report 1: analysis

This report summarises the main findings from the Harnessing Technology Schools Survey 2008, a national survey of ICT in primary, secondary and special schools. The research was carried out in 2007-08. This annual, representative survey was intended to assess the `state of the nation' in terms of the uptake and impact of educational technologies in maintained schools across England

Comparing the impact of E-learning and ICT in Higher Education institutions in Libya and United Kingdom

This paper examines the impact of E-learning and the ICT in the Higher Education (HE) in Libya and UK. A comprehensive analysis of the problems linked to the use of e-learning and ICT in Libyan institutions is performed. It is obvious the pronounced information technology (IT) gap between Libya and the developed world due to social, political and economic conditions in an Arab country where the primary delivery educational model is essentially traditional. Then possible ways of implementing successfully e-learning and ICT in Libyan educational institutions by considering positive UK examples are explored

ICT for Education: The Real Scenario of Digitalization in the Context of Secondary Education in Barisal City

In present world, the educational system and curricula are focusing technology for education. The purpose of this initiative is to ensure a vibrant and effective teaching- learning environment for a student to cope as a future global citizen. With the advent of the information and communication technology, the traditional teaching of ‘Chalk & Talk’ is redesigned and supplemented by teaching with teacher-led multimedia content which is upgrading the education system.  The dropout rate of the students at secondary level is comparatively more than any other level nowadays, so it is felt the necessity of finding the real picture after introducing ICT based education in secondary level. Both qualitative and quantitative approaches have been applied to collect data through both open and close-ended questionnaire survey. This study focuses on that how much digitalization enlightens the education sector and evaluates the performance by the data collected from respondents of the school. Keywords: Digital Bangladesh, Secondary education, Information communication technology (ICT), Multi-Media-Class (MMC)

Analysis of the Use of Online Teaching Tools in Specific Circumstances

Work on the topic: "Analysis of the use of online teaching tools in specific circumstances" consists of two parts. The first part of the paper, which uses a scientific method of content analysis, presents types of online teaching tools in specific circumstances and explanations of online teaching tools in specific circumstances. Also, the advantages and disadvantages of the online learning tools (as well as the advantages and disadvantages of the LMS, i.e. learning management system) are described. The second part of the paper presents the research results obtained by the scientific method of interviewing. Based on the surveys, answers (results) were obtained to the nine questions asked. Hypotheses were set in the paper: Ht1 and Ha1 and Ht2 and Ha2. Based on the results obtained by interviewing the respondents (analysis of answers), the paper confirmed the basic hypotheses (Ht1 and Ht2), while the alternative hypotheses (Ha1 and Ha2) have been rejected