A Teaching Module of Database-Centric Online Analytical Process for MBA Business Analytics Programs

Business schools are increasingly establishing MBA business analytics programs. This article discusses the importance of a sufficient body of knowledge about databases for MBA business analytics students. It presents the pedagogical design and the teaching method of a module of database-centric OLAP (online analytical process) for an MBA business analytics course when a standalone database course is infeasible for the MBA business analytics program. The teaching module includes key database concepts for business analytics, a tutorial on database-centric OLAP, and a database-centric OLAP exercise assignment. The teaching module demands about a half-credit-hour workload and can be embedded in a three-credit-hour MBA business analytics course

Improving Student Training Through Computer-Based Tutorials

The use of computer-based training for student employees was explored through a recent project. Tutorials were designed and created using a free software program, Wink. The tutorials covered use of electronic resources and circulation programs and were used in training newly hired and continuing student employees. Written exercises requiring use of the information covered in the tutorials were administered subsequently. The advantages of computer-based training for aspects of student library employment were contrasted with its disadvantages. Computer-based training was found to be an effective part of training student employees

A tool-mediated cognitive apprenticeship approach for a computer engineering course

Teaching database engineers involves a variety of learning activities. A strong focus is on practical problems that go beyond the acquisition of knowledge. Skills and experience are equally important. We propose a virtual apprenticeship model for the knowledge- and skillsoriented Web-based education of database students. We adapt the classical cognitive apprenticeship theory to the Web context utilising scaffolding and activity theory. The choice of educational media and the forms of student interaction with the media are central success criteria

An evaluation of scaffolding for virtual interactive tutorials

Scaffolding refers to a temporary support framework used during construction. Applied to teaching and learning it describes measures to support a learner to become confident and self-reliant in a subject. In a Web environment scaffolding features need to replace the instructor. We discuss our approach to Web-based scaffolding based on the cognitive apprenticeship and activity theories. We suggest a set of four scaffold types that have made our scaffolding-supported virtual interactive tutorial successful. We present a novel evaluation approach for virtual tutorials that is embedded into an iterative, evolutionary instructional design

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

Design of VR app applied to cognitive training

L’objectiu principal d’aquest projecte és el disseny d’una aplicació de realitat virtual per millorar el tractament dels pacients amb deteriorament cognitiu lleu, així com estudiar els possibles avantatges que aquesta tecnologia pot proporcionar en aquest camp. Es va escollir la realitat virtual perquè permet augmentar la sensació d’immersió pel que fa a les tecnologies actuals. Actualment la realitat virtual s’està utilitzant amb aquest tipus de tractament i està aconseguint gran resultats amb els pacients. A més, mitjançant l’ús d’aquesta tècnica d’immersió visual, s’espera que ajudi a millorar la capacitat dels pacients davant nous problemes, com pot ser la iniciació a la realitat virtual, una qüestió fonamental que ajuda a la millora dels pacients que es troben en les primeres etapes de la malaltia. L’aplicació consisteix en un entorn de supermercat virtual on el pacient pot realitzar diverses proves. En aquesta hi haurà diferents nivells amb diverses complexitats, sempre després d’haver realitzat un tutorial previ. L’aplicació s’ha realitzat en dues fases diferents: primer es va crear el guió, amb col·laboració amb la unitat d’Alzheimer de l’Hospital Clínic. Els nivells de l’aplicació es van definir aquí. El següent va ser la realització de l’aplicació amb col·laboració amb la companyia Vysion 360. Per a la seva utilització per la unitat d’Alzheimer de l’Hospital Clínic, l’aplicació tenia que complir diferents criteris. En primer lloc, els nivells de dificultat tenen que ser suficients per realitzar un tractament a llarg termini. En segon lloc, per crear una bona experiència de immersió, l’entorn creat té que ser el més realista possible. Finalment, s’ha creat una base de dades local per guardar la informació de totes les sessions, utilitzat posteriorment en l’anàlisi de evolució dels pacients. Amb aquesta aplicació, s’espera que els resultats en els pacients amb deteriorament cognitiu lleu milloren respecte a les tècniques anteriors. Especialment gràcies a la gran experiència d’immersió aconseguida amb la realitat virtual, la qual ajuda a la concentració dels pacients durant el tractament

Problems and Promises of Using LMS Learner Analytics for Assessment: Case Study of a First-Year English Program

Learning management systems (LMS) are widely used in education. They offer the potential for assessing student learning, but the reality of using them for this is problematic. This case study chronicles efforts by librarians at Marquette University to use LMS data to assess students’ information literacy knowledge in Marquette’s first-year English program