The Internet Implementation of the Hierarchical Aggregate Assessment Process with the “Cluster” Wi-Fi E-Learning and EAssessment Application — A Particular Case of Teamwork Assessment

A Wi-Fi e-learning and e-assessment Internet application named “Cluster” was developed in the context of a research project concerning the implementation of a teamwork assessment mobile application able to assess teams with several levels of hierarchy. Usually, teamwork assessment software and Internet applications for several hierarchy level teams are included in the field of Management Information Systems (MIS). However, some assessment tasks in teams with several levels of hierarchy and assessment may be performed in an educational context, and the existing applications for the assessment and evaluation of teams with several levels of hierarchy are not applications dedicated to the assessment of students in an educational context. The “Cluster” application is able to present the course material, to train the students in teams as well as to present individual and team assessment tasks. The application’s special functionalities enable it to assess the teams at several levels of hierarchy, which constitute the hierarchical aggregate assessment process. In effect, the members of the teams may have appointments of team member, team leader and team administrator that supervises team leaders. This application can therefore evaluate simultaneously different knowledge and skills in the same assessment task based on the hierarchical position of the team member. The summative evaluation of the application consists of work to submit as well as objective examinations in HTML format, while the formative evaluation is composed of assessment grid computer forms of self-assessment and peer assessment. The application contains two mutually exclusive modes, the assessor mode and the student mode. The assessor mode allows the teacher to create courses, manage students, form the teams and also assess the students and the teams in a summative manner. The student mode allows the students to follow courses, write exams, submit homework, perform in teams and submit self- and peers formative assessment. The theoretical consideration of the project establishes the link between hierarchical aggregate assessment applications and management information systems (MIS). The application is an electronic portfolio (e-portfolio) management system in the competency-based learning and an Internet test administration system in the mastery learning approach. The aim of the chapter is to introduce the reader to the field of hierarchical aggregate assessment and to show how to implement complex assessment tasks with several levels of hierarchy into an Internet software application

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Mobile Mental Health Crisis Intervention in the Western Health Region of Newfoundland and Labrador

The impetus for this research is Recommendation #15 of the 2003 Luther Inquiry into the deaths of Norman Reid and Darryl Power: “IT IS FURTHER RECOMMENDED that the Regional Health Boards establish mobile health units to respond to mentally ill persons in crisis where no criminal offence is alleged. Each unit would be developed locally and based on local needs.” Our stakeholder partners in the Western Regional Health Authority asked us to identify a range of mobile crisis intervention service models, some of which may be better suited to lower-density, rural populations and some of which may be better suited to higher-density areas like Corner Brook. Our partners expressed a particular interest in models that can be implemented with minimal additional human resources, but that involve local, face-to-face contact rather than telephone, electronic, or clinic-based models of service delivery. The term “crisis intervention” generally refers to any immediate, short-term therapeutic interventions or assistance provided to an individual or group of individuals who are in acute psychological distress or crisis. The term encompasses a number of after-the-fact interventions – such as rape counseling and critical incident stress debriefing – that would not be relevant to the kinds of situations described in the Luther Report. Given the project parameters specified by our partners at Western Health, we formulated a research question and a literature search strategy that would enable us to focus specifically on forms of crisis intervention that are designed to manage potentially dangerous mental health crises on-site rather than to mediate their impacts after the fact. Our research question is as follows: “What models of mobile– i.e., face-to-face – crisis intervention have proven effective in managing potentially violent mental health crises occurring outside the hospital setting?

Security analysis of JXME-Proxyless version

JXME es la especificación de JXTA para dispositivos móviles con J2ME. Hay dos versiones diferentes de la aplicación JXME disponibles, cada una específica para un determinado conjunto de dispositivos, de acuerdo con sus capacidades. El principal valor de JXME es su simplicidad para crear peer-to-peer (P2P) en dispositivos limitados. Además de evaluar las funciones JXME, también es importante tener en cuenta el nivel de seguridad por defecto que se proporciona. Este artículo presenta un breve análisis de la situación actual de la seguridad en JXME, centrándose en la versión JXME-Proxyless, identifica las vulnerabilidades existentes y propone mejoras en este campo.JXME és l'especificació de JXTA per a dispositius mòbils amb J2ME. Hi ha dues versions diferents de l'aplicació JXME disponibles, cada una d'específica per a un determinat conjunt de dispositius, d'acord amb les seves capacitats. El principal valor de JXME és la seva simplicitat per crear peer-to-peer (P2P) en dispositius limitats. A més d'avaluar les funcions JXME, també és important tenir en compte el nivell de seguretat per defecte que es proporciona. Aquest article presenta un breu anàlisis de la situació actual de la seguretat en JXME, centrant-se en la versió JXME-Proxyless, identifica les vulnerabilitats existents i proposa millores en aquest camp.JXME is the JXTA specification for mobile devices using J2ME. Two different flavors of JXME implementation are available, each one specific for a particular set of devices, according to their capabilities. The main value of JXME is its simplicity to create peer-to-peer (P2P) applications in limited devices. In addition to assessing JXME functionalities, it is also important to realize the default security level provided. This paper presents a brief analysis of the current state of security in JXME, focusing on the JXME-Proxyless version, identifies existing vulnerabilities and proposes further improvements in this field

Educational Technology Topic Guide

This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014). Effective edtech programmes are characterised by: a clear and specific curriculum focus the use of relevant curriculum materials a focus on teacher development and pedagogy evaluation mechanisms that go beyond outputs. These findings come from a wide range of technology use including: interactive radio instruction (IRI) classroom audio or video resources accessed via teachers’ mobile phones student tablets and eReaders computer-assisted learning (CAL) to supplement classroom teaching. However, there are also examples of large-scale investment in edtech – particularly computers for student use – that produce limited educational outcomes. We need to know more about: how to support teachers to develop appropriate, relevant practices using edtech how such practices are enacted in schools, and what factors contribute to or mitigate against successful outcomes. Recommendations: 1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation. 2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding. 3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation. 4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement