1,425,283 research outputs found
Learning Object Repositories: Problems and Promise
Considers the state of the reuse and sharing of learning related Web-based material. Discusses higher education in relation to the broader world of e-learning, and limitations on the growth and impact of education delivered over the Web
The role of disciplinary analysis in web science education
This paper considers the ways in which Web Science educationcan benefit from an analysis method used to gauge disciplinary representation. Three key contributions are identified:1) driving development of the Web Science curriculum; 2) teaching WebScience, i.e. considering its evolution over time and using the method to foster comparisons of Web Science with other like fields; 3) teaching the analysis method itself as an example of amixed methods, Web Science method.This paper addresses topic #1 of the Web Science Educationactivities (Web Science education programmes design)
The use of Web Quests in the process of education
В статье проанализировано понятие «web-квест», описана его структура, охарактеризована классификация его разновидностей. Особое внимание уделено рассмотрению различных типов web- квестов в зависимости от формулировки задания
Using Technology to Enhance Pre-Service Teacher Preparation
Use of the internet to deliver a portion of the content in an introductory science, education, and technology methods course for pre-service teachers provides an opportunity for a much needed introduction to basic computer literacy. A web page was developed for use in conjunction with the math, science, and technology educational methods courses at Brooklyn College. Students are introduced to this page as a group in the computer lab, and work in small groups with more experienced students serving as mentors to other students. The Brooklyn College Science Education Webpage is designed as a simple jump page with links to various resources for science education. It serves as a starting point to expose pre-service teachers to a wide range of resources available to them on the world wide web and in the real world. Students use their internet research skills in open-ended assignments throughout the semester. The web page continues to serve as a resource for students in the next courses in the math and science education sequence. The Brooklyn College Science Education Webpage helps education graduates to begin their teaching better prepared to use technology in the classroom
Acceptability and Feasibility of Web-based Diabetes Instruction for Latinos with Limited Education and Computer Experience
Introduction: The internet offers an important avenue for developing diabetes self-management skills, but many Latinos have limited experience with computer-based instruction.
Objective: To evaluate the feasibility and acceptability of delivering a web-based diabetes education program in a computer classroom for Spanish-speaking Latinos.
Methods: Spanish-speaking Latinos (n=26) attended two classroom sessions to learn computer skills while navigating a web-based diabetes education platform. Diabetes knowledge was assessed before and after the intervention; structured interviews were completed to assess program acceptability.
Results: Half of participants (50%) had not previously used a computer. Post-intervention, diabetes knowledge improved significantly (p=.001). The majority of participants (86%) indicated a preference for web-based instruction as a stand-alone program or as an adjunct to traditional classroom training, particularly citing the advantage of being able to engage the material at their own pace.
Conclusion: With limited support, Latinos with minimal computer experience can effectively engage in web-based diabetes education
Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K-12 (primary and secondary) teacher education
The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web‐based course for pre‐service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer‐mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre‐service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web‐based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web‐based distance education course for teacher education
Experiences from semantic web service tutorials
We have given around 20 tutorials on Semantic Web Services in international events during the last two years. This position paper presents our experiences and depicts central aspects relevant for education, dissemination and exploitation of Semantic Web and Semantic Web service technologies in academia and industry
A 'likely benefit' from aligning Web 2.0 technologies with an institutions learning and teaching agenda
This paper demonstrates a ‘likely benefit’, and a practical view of expected challenges, when incorporating Web 2.0 technologies in a contemporary higher education context. After first exploring which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context this paper then addresses the important role, or the affordance, of an integrated Learning Management System (LMS) and the pedagogical applications of Web 2.0 technologies. It then uses a series of case study from the University of Southern Queensland, a large distance
education provider in Australia, to support these propositions. Overall, this paper suggests that the goals and ideals of Web 2.0/ Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is aligned with these ideals
Accessibility of Cypriot University websites in Cyprus
Abstract: Access and equity in higher education is a complicated discipline related to social,
economical, technological and political developments in a country. This paper is a work in
progress and it aims to discuss issues of accessibility in Higher education regarding equal
opportunities in the use of technology for students with disabilities. Accessibility to technology
and with technology, especially in the internet era, includes different types of physical and digital
design. These not only refer to specialised interface devices often referred to as assistive
technology, but also to the accessibility of the web itself (Zaphiris & Zacharia, 2001).
Examining access in higher education from the point of view of technology, this paper aims to:
1. briefly present and discuss the provisions of the current Cyprus and European legislation
regarding the use of accessible technology and access to technology (and the use of the
web) in higher education for students with disabilities.
2. investigate the ways universities respond to the needs of their students with disabilities
regarding the use of accessible technology and access to technology
3. analyze the accessibility of the Cyprus universities’ web sites
Data collection involves: (a) analysis of Cyprus and European documentation, (b) interviews
with officers of the student affairs and welfare departments of each university and (c) expert
accessibility evaluation of the websites of all universities in Cyprus.
The educational system in Cyprus is highly centralised and policies of funding, administration
and pedagogy are centrally developed by the government (Symeonidou, 2002). Education is
compulsory until the age of 15, and almost 100% of the students continue their education in the
lyceum or technical school, and the majority continue in further and higher education, in Cyprus
and abroad. With the establishment of 3 public and 4 private universities in the country the
numbers of student continuing in higher education are highly increase in the last 4 years,
including an important number of students with disabilities. Provision for the education of
students with disabilities is traditionally called by the 1999 Education Act for the Education of
Children with Special Needs (MOEC, 1999), which was formally implemented in 2001.
Preliminary data and information from previous studies evidenced that among others, the
legislation is covering general issues of accessibility (cognitive, physical and communication),
which also may imply technology, without though providing any specific guidelines (Mavrou,
2011). In addition, it provides relevant directions for higher education, but mainly poses the
responsibility to the higher educational institutions. Hence, issues of accessibility and
technology do not seem to be officially directed by legislation or regulations and guidelines by
the Cyprus government, at any level of education or other sectors, even if the country have
signed relevant EU conventions and documentation.
Accessibility for information on the Web has been well regulated in the United States (U.S.) and
the European Commission (DRC, 2004; Section508, 2011). The European approach to ensuring
the availability of accessible information on public Web sites is encapsulated in the eEurope
Action Plan 2002 which emphasises that, “Public sector web sites […] must be designed to be
accessible to ensure that citizens with disabilities can access information and take full advantage
of the potential for e-government” (EU Commission, 2000). Unfortunately the Cypriot
legislature is not yet in line with the European action plan on the issue of web accessibility.
There are no specific legislative or regulatory measures regarding eAccessibility for public or
private websites in Cyprus (eInclusion). However, Article 16 of the new EU Structural Funds
regulations is expected to have an impact on eAccessibility and as Cyprus has signed the
Convention, now Article 9 sets forth the obligation of the country to ensure accessibility to the
Internet (but it is not a legislation).
As per eInclusion in Cyprus, it was planned that within 2010, these sites would be further
enhanced based on WCAG 2.0, level AA (EU. 2010). To our knowledge, only one previous
study has analyzed Cypriot web sites with respect to accessibility via automated testing on
WCAG1.0 (Zaphiris & Zacharia, 2001). The results showed that the Cyprus websites, including
academic websites, were ranked very low in terms of accessibility (only 20% of them were
Bobby approved). The present study, aims to investigate the accessibility of new technologies,
especially the web, of universities, 10 years after the first study, as well as after Cyprus joined
the EU where signed relevant conventions and documents
Developing downloadable TUIs for online pedagogic activities
The Web has changed how we interact with the World’s information and knowledge. As a result there have been several changes to the education sector, especially in online distance learning. Nevertheless, most of the e-Learning activities struggle to break the GUI paradigm. The HCI community has focused on the use of Tangible User Interfaces (TUI) for pedagogic purposes thus producing some evidence of the potential that embodied cognition might bring to constructivist learning. New education movements such as the Edupunk movement argue for an empowerment of independent learners, following the constructivist perspective where learners have to have a more active role by experimenting and discovering concepts on their own. However, we think that accessing TUI systems via Web can lead to pedagogic activities that break the GUI paradigm in education on the Web. This paper presents a case study: three prototypes of TUIs for online learning and exploration were developed and tested, investigating the usability and engagement provided by this kind of interactive tools. <br/
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