Best Practices And Exemplary Applications Of Technology In Higher Education

The Center for Teaching and Learning (CTL) located in the College of Education at Delta State was envisioned in the 1999-2000 school year as a catalyst for systemic change across the college and region as related to technology and its place in the education of the P-12 community. The Center’s goals include: 1) implementing appropriate standards for technology and high quality educator preparation programs across the graduate and undergraduate curricula, 2) providing access to technology for students and faculty in a variety of settings within the college, 3) providing access to state-of-the-art, technologically resource-rich environments for PK-12 partner schools and the greater community, 4) supporting web-based teaching and learning components, and 5) expanding e-learning capabilities to meet regional needs. The staff of the CTL provides on-going, on-site training and technical support for the greater DSU community. The Technology Coordinator for the College, the CTL Director and a Technical Specialist provide a full range of services for all CTL users. Student staff members in the Center for Teaching and Learning (CTL) have been a vital and valuable component of the Center’s success. The student staff members provide individual and small group training and support for a wide range of technological applications including Web CT and the full complement of Microsoft Office programs

JSB Composability and Web Services Interoperability Via Extensible Modeling & Simulation Framework (XMSF), Model Driven Architecture (MDA), Component Repositories, and Web-based Visualization

Study Report prepared for the U. S. Air Force, Joint Synthetic Battlespace Analysis of Technical Approaches (ATA) Studies & Prototyping Overview: This paper summarizes research work conducted by organizations concerned with interoperable distributed information technology (IT) applications, in particular the Naval Postgraduate School (NPS) and Old Dominion University (ODU). Although the application focus is distributed modeling & simulation (M&S) the results and findings are in general easily applicable to other distributed concepts as well, in particular the support of operations by M&S applications, such as distributed mission operations. The core idea of this work is to show the necessity of applying open standards for component description, implementation, and integration accompanied by aligned management processes and procedures to enable continuous interoperability for legacy and new M&S components of the live, virtual, and constructive domain within the USAF Joint Synthetic Battlespace (JSB). JSB will be a common integration framework capable of supporting the future emerging simulation needs ranging from training and battlefield rehearsal to research, system development and acquisition in alignment with other operational requirements, such as integration of command and control, support of operations, integration of training ranges comprising real systems, etc. To this end, the study describes multiple complementary Integrated Architecture Framework approaches and shows, how the various parts must be orchestrated in order to support the vision of JSB effectively and efficiently. Topics of direct relevance include Web Services via Extensible Modeling & Simulation Framework (XMSF), the Object Management Group (OMG)’s Model Driven Architecture (MDA), XML-based resource repositories, and Web-based X3D visualization. To this end, the report shows how JSB can − Utilize Web Services throughout all components via XMSF methodologies, − Compose diverse system visualizations using Web-based X3D graphics, − Benefit from distributed modeling methods using MDA, and − Best employ resource repositories for broad and consistent composability. Furthermore, the report recommends the establishment of necessary management organizations responsible for the necessary alignment of management processes and procedures within the JSB as well as with neighbored domains. Continuous interoperability cannot be accomplished by technical standards alone. The application of technical standards targets the implementation level of the system of systems, which results in an interoperable solution valid only for the actual 2 implementation. To insure continuity, the influence of updates, upgrades and introduction of components on the system of systems must be captured in the project management procedures of the participating systems. Finally, the report proposes an exemplifying set of proof-of-capability demonstration prototypes and a five-year technical/institutional transformation plan. All key references are online available at http://www.movesinstitute.org/xmsf/xmsf.html (if not explicitly stated otherwise)

AN EXPLORATORY STUDY OF THE ASSISTIVE TECHNOLOGY KNOWLEDGE, SKILLS, AND NEEDS AMONG SPECIAL EDUCATION TEACHERS AND RELATED SERVICE PERSONNEL

Federal legislation, professional standards, and school district initiatives mandate or support the consideration and application of assistive technology (AT) devices and services for students with disabilities. It is not known if practitioners in the field have the knowledge and skills required to successfully implement AT and AT services as intended. This was an exploratory study to describe and compare the level of AT knowledge among special education professionals and related service providers, identify AT training needs, and determine staff perceptions of the availability and effectiveness of AT technical assistance and support within a school system that serves a large number of parents serving in the military. The study was implemented with descriptive and inferential statistical techniques employed through a self-administered web-based questionnaire. Of the 87 professionals randomly selected, 42 participated. Special education professionals indicated a lack of essential skills and knowledge on selected AT knowledge and skill measures and current AT practices do not meet established AT quality indicators. Each professional had AT knowledge specific to their profession, but the quality and depth of the AT knowledge was similarly limited. The findings question the current effectiveness of existing AT training, policy, and supports across professional disciplines. Results suggested this is in part due to a lack of operational device knowledge and skills compounded by uncertainty of district AT procedures and policy for low and high assistive technology. Timely technical support and professional access to AT Lending Libraries were identified as interventions currently working. The results support a growing body of research in the field of AT regarding the lack of knowledge and skills of special education and related service providers. These results have implications for pre-service AT preparation programs, in-service trainings, and district policy and infrastructure support

Load flow studies on stand alone microgrid system in Ranau, Sabah

This paper presents the power flow or load flow analysis of Ranau microgrid, a standalone microgrid in the district of Ranau,West Coast Division of Sabah. Power flow for IEEE 9 bus also performed and analyzed. Power flow is define as an important tool involving numerical analysis applied to power system. Power flow uses simplified notation such as one line diagram and per-unit system focusing on voltages, voltage angles, real power and reactive power. To achieved that purpose, this research is done by analyzing the power flow analysis and calculation of all the elements in the microgrid such as generators, buses, loads, transformers, transmission lines using the Power Factory DIGSilent 14 software to calculate the power flow. After the analysis and calculations, the results were analysed and compared

E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences

Reproduction is authorised provided the source is acknowledged.Final Published versio

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

Ready for Tomorrow: Demand-Side Emerging Skills for the 21st Century

As part of the Ready for the Job demand-side skill assessment, the Heldrich Center explored emerging work skills that will affect New Jersey's workforce in the next three to five years. The Heldrich Center identified five specific areas likely to generate new skill demands: biotechnology, security, e-learning, e-commerce, and food/agribusiness. This report explores the study's findings and offers recommendations for improving education and training in New Jersey

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Disability in a Technology-Driven Workplace

New Internet and Web-based technology applications have meant significant cost and time efficiencies to many American businesses. However, many employers have not yet fully grasped the impact of these new information and communication technologies on applicants and employees with certain disabilities such as vision impairments, hearing problems or limited dexterity. Although not all applicants and employees who have a disability may experience IT-access problems, to select groups it can pose a needless barrier. The increasing dominance of IT in the workplace presents both a challenge and an opportunity for workers with disabilities and their employers. It will be up to HR professionals to ensure that Web-based HR processes and workplace technologies are accessible to their employees with disabilities.