Supporting authentic science in the classroom using collaborative Web-based software

This thesis presents aWeb-based Virtual Learning Environment (VLE) called the Education through Virtual Experience (EVE) Portal which supports e-Science learning for schoolchildren. The VLE guides students and teachers in the production of collaborative research papers to summarize their inquiry-based activities. This thesis details the formative evaluations carried out on the VLE and provides empirical evidence to support the hypothesis that the initial version of the VLE successfully supported inquiry-based science investigations. The VLE evaluations also provided an opportunity to assess the eectiveness of each of the VLE components toward our educational objectives. This thesis describes the shortfalls identied in the original version of the VLE, which has lead to the encapsulation of team management, collaborative writing and image-based data collection into the VLE. This thesis also details the initial trials of the collaborative components of the VLE and provides evidence to support the contention that collaboration has been successfully introduced into the VLE. Finally, this thesis provides a technical description of the underlying architecture of the EVE Portal and describes the implementation details of the EVE imaging component. This thesis makes contributions to e-Learning by providing empirical evidence that an amalgamation of software tools can support an inquiry-based scientic process with schoolchildren and teachers. The encapsulation of team allocation and team-based writing presents an innovative method for supporting inquiry-based learning within schools. The requirements elicitation and customized development of the EVE imaging component highlights many of the difficulties associated with the creation of Web-based software to support constructivist learning at pre-tertiary level. Finally, the EVE Portal provides an innovative way for teachers to capitalize on time spent carrying out inquiry activities through the codication of structure into a software supported process

Integration and Communication of Process Support Tools in an Online Virtual Learning Environment

The Education through Virtual Experience (EVE) research group based at the National University of Ireland Maynooth have successfully developed an online Virtual Learning Environment (VLE) for Astronomy as part of the Virtual Telescopes in Education (VTIE) project. The VTIE VLE has been developed to provide online software support for the engagement of schoolchildren and their teachers in a scientific process. The development of an online VLE to support a scientific process has brought about complex interactions from the user perspective. This has lead to complex integration and communication challenges from the software implementation perspective. This paper contains a high level user-centered summary of the integration and communication challenges that have arisen during the VLE development and summarizes the mechanisms used to meet these challenges

Virtual Telescopes in Education

Virtual Telescopes in Education is providing the services required to operate a virtual observatory comprising distributed telescopes, including an interactive, constraint-based scheduling service, data and resource archive, proposal preparation and review environment, and a VTIE Journal. A major goal of VTIE is to elicit from learners questions about the nature of celestial objects and the physical processes that give rise to the spectacular imagery that catches their imaginations. Generation of constrained science questions will assist learners in the science process. To achieve interoperability with other NSDL resources, our approach follows the Open Archives Initiative and the W3C Semantic Web activity

The Effects of Images on Multiple-choice Questions in Computer-based Formative Assessment

Current learning and assessment are evolving into digital systems that can be used, stored, and processed online. In this paper, three different types of questionnaires for assessment are presented. All the questionnaires were filled out online on a web-based format. A study was carried out to determine whether the use of images related to each question in the questionnaires affected the selection of the correct answer. Three questionnaires were used: two questionnaires with images (images used during learning and images not used during learning) and another questionnaire with no images, text-only. Ninety-four children between seven and eight years old participated in the study. The comparison of the scores obtained on the pre-test and on the post-test indicates that the children increased their knowledge after the training, which demonstrates that the learning method is effective. When the post-test scores for the three types of questionnaires were compared, statistically significant differences were found in favour of the two questionnaires with images versus the text-only questionnaire. No statistically significant differences were found between the two types of questionnaires with images. Therefore, to a great extent, the use of images in the questionnaires helps students to select the correct answer. Since this encourages students, adding images to the questionnaires could be a good strategy for formative assessment.

A Case Study of Automotive Technology Instructors\u27 Experiences and Perceptions of Curriculum Change in the Louisiana Technical College

The landscape of postsecondary education is changing in a variety of ways that present challenges and opportunities to educators, policymakers, and other stakeholders of higher education. One of the most significant areas of postsecondary educational change is in the community and technical college setting. The missions of both these institutional settings have changed to meet new technological demands, global economic competition, and societal issues. A consequence of mission change has been significant changes in the manner that instruction of technical education is conducted at these institutions. This case study explores automotive technology instructors\u27 experiences and perceptions of changes in their curriculum in the newly created Louisiana Community and Technical College System. The study uses a case study qualitative methodology with individual interviews of a purposive sample population of automotive instructors at Louisiana Technical College. The study revealed three significant issues impacting the instructors\u27 experiences and perceptions of curriculum change in their automotive technology program. One issue was the manner in which instructional delivery had changed by structure, course length and scheduling, and lab work. A second issue was the availability of appropriate instructional resources that included educational technology and training equipment. The third issue was the impact of industry standards and expectations on curriculum change in the instructors\u27 programs. Recommendations are offered for policymakers, educators, and further research

A Case Study of Automotive Technology Instructors\u27 Experiences and Perceptions of Curriculum Change in the Louisiana Technical College

The landscape of postsecondary education is changing in a variety of ways that present challenges and opportunities to educators, policymakers, and other stakeholders of higher education. One of the most significant areas of postsecondary educational change is in the community and technical college setting. The missions of both these institutional settings have changed to meet new technological demands, global economic competition, and societal issues. A consequence of mission change has been significant changes in the manner that instruction of technical education is conducted at these institutions. This case study explores automotive technology instructors\u27 experiences and perceptions of changes in their curriculum in the newly created Louisiana Community and Technical College System. The study uses a case study qualitative methodology with individual interviews of a purposive sample population of automotive instructors at Louisiana Technical College. The study revealed three significant issues impacting the instructors\u27 experiences and perceptions of curriculum change in their automotive technology program. One issue was the manner in which instructional delivery had changed by structure, course length and scheduling, and lab work. A second issue was the availability of appropriate instructional resources that included educational technology and training equipment. The third issue was the impact of industry standards and expectations on curriculum change in the instructors\u27 programs. Recommendations are offered for policymakers, educators, and further research

The effects of images on multiple-choice questions in computer-based formative assessment

Current learning and assessment are evolving into digital systems that can be used, stored, and processed online. In this paper, three different types of questionnaires for assessment are presented. All the questionnaires were filled out online on a web-based format. A study was carried out to determine whether the use of images related to each question in the questionnaires affected the selection of the correct answer. Three questionnaires were used: two questionnaires with images (images used during learning and images not use during learning) and another questionnaire with no images, text-only. Ninety-four children between seven and eight years old participated in the study. The comparison of the scores obtained on the pre-test and on the post-test indicates that the children increased their knowledge after the training, which demonstrates that the learning method is effective. When the post-test scores for the three types of questionnaires were compared, statistically significant differences were found in favour of the two questionnaires with images versus the text-only questionnaire. No statistically significant differences were found between the two types of questionnaires with images. Therefore, to a great extent, the use of images in the questionnaires helps students to select the correct answer. Since this encourages students, adding images to the questionnaires could be a good strategy for formative assessmentMartín San José, JF.; Juan, M.; Vivó Hernando, RA.; Abad Cerdá, FJ. (2015). The effects of images on multiple-choice questions in computer-based formative assessment. Digital Education Review (antes Interactive Educational Multimedia). (28):123-144. http://hdl.handle.net/10251/73001S1231442

Commons-oriented information syntheses : a model for user-driven design and creation activities

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2008.Includes bibliographical references (p. 173-195).The phenomenon of user-driven creation activities has recently emerged and is quickly expanding, especially on the Web. A growing number of people participate in online activities, where they generate content by themselves, freely share their creations, and combine one another's creations in order to synthesize new material. Similar activities also occur in the area of product development, as people design products for themselves and share their designs for others to reuse or build upon. The phenomenon shows that under some special circumstances, typically passive users can become active creators. Also, under such circumstances, creation activities are not just isolated do-it-yourself activities of an individual; instead, people build on one another's creations and further share their own. Recognizing the positive potential of user-driven design, this work endeavored to understand the underlying drivers of open source creation and essential environmental elements. The most important element is the commons, or shared resources, of the communities where the activities take place. A model of commons-oriented information syntheses was formulated. The model provides a unifying description of user-driven creation activities and, more importantly, serves as a general prescription for how to construct a circumstance to recreate the phenomenon for desired applications. Key aspects of the model include: that, in this particular form of information synthesis, the processes of information creating, participating in a community, and sharing of information take place integrally; that the three processes revolve around the commons; and that people consider the prospective benefits and costs of all three processes when they decide on whether or not to engage in a synthesis activity. This understanding can be employed to build circumstances under which the phenomenon can be recreated.(cont.) The ability to recreate the phenomenon of user-driven creation activities can be beneficial in many areas, including design and knowledge transfer. In the design area, the understanding can be used to build an environment that induces and fosters open-source design. With such environment, people can design things for themselves by reusing, remixing, and building on designs shared by others. They can also freely make available their own designs, which can continue to evolve through a series of building-on processes by others. In the knowledge transfer area, the understanding can be a key to constructing an environment that not only supports transfer of knowledge, but also enables people to further generate knowledge by building on what they receive, particularly when the transferred knowledge is in meta-forms such simulation models. Possible applications include: engineering education (where students can connect models of fundamental topics in various ways to create simulations of complex systems and learn from them), sustainable development (where citizens can integrate models of potential environmental remedies to figure out which solution mix will be the most effective in their situations), and academic communities (where researchers can share and allow their colleagues to reuse or build on simulation models from which the results they publish in journal papers are derived). A prototypical online environment was designed and implemented, employing the essential elements outlined in the model. Hosting a commons of environmental and energy-related simulation models, the environment functions as an open-source design environment for alternative energy systems and a public platform for generative transfers of environmental knowledge. Anyone can freely access the commons, build on them to synthesize new simulation models, and further share their synthesized models as new commons.by Sittha Sukkasi.Ph.D

Contexts and Contributions: Building the Distributed Library

This report updates and expands on A Survey of Digital Library Aggregation Services, originally commissioned by the DLF as an internal report in summer 2003, and released to the public later that year. It highlights major developments affecting the ecosystem of scholarly communications and digital libraries since the last survey and provides an analysis of OAI implementation demographics, based on a comparative review of repository registries and cross-archive search services. Secondly, it reviews the state-of-practice for a cohort of digital library aggregation services, grouping them in the context of the problem space to which they most closely adhere. Based in part on responses collected in fall 2005 from an online survey distributed to the original core services, the report investigates the purpose, function and challenges of next-generation aggregation services. On a case-by-case basis, the advances in each service are of interest in isolation from each other, but the report also attempts to situate these services in a larger context and to understand how they fit into a multi-dimensional and interdependent ecosystem supporting the worldwide community of scholars. Finally, the report summarizes the contributions of these services thus far and identifies obstacles requiring further attention to realize the goal of an open, distributed digital library system