Cloning Ourselves: One Librarian\u27s Experience

As information literacy instruction becomes increasingly integrated throughout the curriculum, the demands on librarians have increased. This breakout presents two virtual instructional technologies to maximize contact with, and learning by, students in response to workload and location limitations. This breakout demonstrates using MediaSite technology as one means to accommodate increased demands. In addition, survey technologies such as SurveyMonkey provide a means to collect evaluative and assessment data using online technology. Such technology serves as a ‘clone’ of the librarian and extends instructional outreach and support. Impetus for such adoption can be driven by librarian or student needs. For librarians, such technologies: respond to increased demand for instruction confirm the librarian’s leadership role in adopting new technologies, and automate collection of evaluative data for evidence of student learning. Student-focused aspects addressed through the use of virtual technologies: acknowledge their preference for electronic access, provide presentations applicable to multiple learning styles enable repeat access to the information to encourage learning and retention, and support distance education students’ access to library instruction. Discussion includes the promises and pitfalls as revealed in discussion of benefits through collaborative participation of technologists, faculty and librarian colleagues as well as limitations. Early data collection from student and faculty respondents will be presented to inform and solicit discussion on further use of these and alternative applications by the attendees. A summary of the literature to date on optimizing the student/instructor interaction using this type of virtual instruction tool will be provided

Cross-Cultural Perspectives of Knowledge Sharing for Different Virtual Classroom Environments: A Case Study of Thai Students in Thai and Australian Universities

Collaborative learning has been accepted as an effective learning style that can enhance students‘ and instructors‘ ability to create knowledge and develop understanding. To enhance an effective collaboration learning environment needs the sharing of similar knowledge, background and experience through information communication technologies (ICT). There are a number of ways in which culture influences the use of these information technologies. The cultural characteristics, which can be viewed as the influencing factors on knowledge sharing in a virtual classroom, are power distance, uncertainty avoidance, individualism and collectivism. The main purpose of this study was to investigate how the differences in cultural values affect the way Thai students in both Thailand and Australia access and share knowledge in a virtual classroom. According to Hofstede, the national culture between Thais and Australians are different in the degree of power distance, uncertainty avoidance and individualism/collectivism. Thais are likely to have high power distance, high uncertainty avoidance and collectivism while Australians have low power distance, low uncertainty avoidance and individualism. A qualitative method using t-test and Multiple Regression analysis was chosen to test the research hypotheses that Thai students in Thai universities have greater difficulty in knowledge sharing than Thai students in Australian universities. A questionnaire survey designed to identify cultural differences was administrated to 100 students in Thai universities and 100 students in Australian universities who used ICT for sharing knowledge in their virtual classroom. The findings of the study and recommendations will be outlined. The research outcome of the study can assist project managers in implementing effective open-wide knowledge exchange systems

COVID-19 Health Pandemic: Impact on the Work of Special Educators

ABSTRACT School closures in March 2020 due to COVID-19 affected over one billion students worldwide (UNESCO, 2020). Stay-home orders issued across multiple regions required schools to shift to a distance learning model for the remainder of the school year. As the health pandemic advanced into the following school year, special educators continued to navigate multiple changes in programming and their professional duties. This mixed methods study aimed to examine how special education teachers in one mid-western state described the impact of the Coronavirus Disease -19 (COVID-19) pandemic on their work and the provision of special education services to their students. This longitudinal study began at the onset of the health pandemic (spring 2020) by analyzing statewide survey results and follow up interviews. The survey revealed multiple practices for specialized programming, including new uses of technology and teachers\u27 positive coping approaches to deal with the rapid shift to distance learning. Interviews expose a deeper understanding of the multiple changes in the work of special educators, including online technologies, various methods for interaction, a dependency on others to provide specialized services using a distance learning model, and difficulties with work-life balance. The study continued into the 2020 – 2021 school year by examining the experiences of four special educators during the ongoing health pandemic. Participants reported significant incidents using a structured monthly logging tool. They also engaged in three open-ended interviews throughout the school year (fall, winter, and spring) to narrate their experiences, frustrations, and insights. Findings feature four case studies and expose themes of the extra-ordinary workload and the value of collegial support during pandemic programming. A comprehensive analysis of the phenomenon reveals indicators of cumulative organizational trauma due to the COVID-19 restrictions and required changes in special education programming. This in-depth study exposes the susceptible position of special educators as they faced the work necessary during pandemic programming and the negative patterns resulting within the work culture. Recommendations include an organizational stance for reimagining and restructuring systems to enhance special education teacher retention and student learning outcomes. KEYWORDS: health pandemic, special education programming, online learning, special education paperwork, special education workload, collegial support, organizational traum

Digital Twin of a Teaching and Learning Robotics Lab

The advancing technologies of Industry 4.0, which includes digital twins, is gaining ground and becoming more popular in many industrial sectors. In the manufacturing industry, digital twins are used, ranging from simulation to product optimisation. This work focuses on using LiDAR data, SLAM algorithms and basic measure tape for developing a digital twin environment in the open-source platform Gazebo backed by ROS, which scientists, engineers, and students will use to streamline development process, for educational purposes and many more. The work results show a digital replica of specific areas of the Institute of Technology, where multiple robots can be integrated and controlled. Such a platform creates a foundation for improving distance learning and safe initial system testing

Mobile Learning via Mobile Devices in Nigeria Higher Education: Usage Analysis Based on Utaut Model

The recent influx of various technologies has affected all sectors of the human life including education. Mobile learning has emerged with the evolution of mobile devices that has enhanced knowledge sharing via distance education systems. In Nigeria, it has been observed that under-utilization of the technology in higher education institutions (HEIs) is still prevalent. This study investigated the factors hindering the use of mobile devices for mobile-learning by students. Four research questions were formulated based on UTAUT model with nine variables and 391 survey questionnaires were administered on the students in two institutions in Ogun State. Data obtained were analyzed using two multiple regression and path analysis on SPSS 23. Findings showed that the facilitating factor of the mobile device leads other variables on direct effect on the attitude of students towards usage of mobile devices for m-learning. The management of HEIs should provide technical infrastructure supports on the use of mobile device

Prof-in-a-Box: using internet-videoconferencing to assist students in the gross anatomy laboratory

BACKGROUND: The optimal learning environment for gross anatomy is the dissection laboratory. The Prof-in-a-Box (PiB) system has been developed where an anatomist using distance-learning technologies 'helps' students in a dissection laboratory at a different site. METHODS: The PiB system consists of: (1) an anatomist in his/her office with a computer and video camera; (2) a computer and 2 video cameras in the lab; (3) iChat AV software; (4) a secure server to host the PiB-student 'consultation'. The PiB system allows the students and faculty to interact via audio and video providing an environment where questions can be asked and answered and anatomical structures can be identified 'at a distance' in real-time. The PiB system was set up at a prosected cadaver and made available for student use during 'office hours'. RESULTS: 25–30% of the students used the PiB system. Anatomical structures were identified, questions answered and demonstrations given 'at a distance' using the system. Students completed an optional questionnaire about the PiB system at the end of the semester. Results of the questionnaire indicate that the students were enthusiastic about the PiB system and wanted its use to be expanded in the future. CONCLUSION: Many of the functions of a faculty member in the gross anatomy dissection laboratory can be performed 'at a distance' using the PiB system. This suggests that a geographically dispersed faculty could assist in providing instruction in the dissection labs at multiple medical schools without needing to be physically present

IT&C AND THE PERSONAL DEVELOPMENT

In this paper I explore the phenomenon of personal development in an "unconventional" way. The contribution of this paper is to use a different method (i.e. in -depth interviews) to focus on a different unit of analysis (i.e. managerial couples) in a different context. In addition the information and communication technologies (IT&C) are entering all the fields: business, state institutions, education and the day-by-day life. This paper contributes to the field by suggesting a different theoretical approach to personal development conflict as a decision-making problem. I propose using social exchange theory to explain personal development conflict as a complex evaluation of cost and benefits of exchanges between multiple actors on the basis of personal values and beliefs. The critical thinking is one of the most popular learning objects in the English speaking countries and they are also offering most of hopes to distance learning and also the critical thinking is a reflective one. This paper suggests that the field may be overlooking some fundamental variables. Content analysis of the interview transcripts reveals the crucial importance of implicit values and benefits, immanent or tacit actions such as decision-making and learning and communication and mutual understanding. Communication and personal development is essential in this respect. It's difficult to separate work, family and personal development and communication is fundamental in all directions. To conceptualize personal development conflict as a decision-making problem while taking into account exchanges and interactions between multiple actors and we can draw on equity theory or social exchange theory.Future research should test whether decision making is central for the understanding of personal conflict only in managers or in other collectives as well. I recommend the couple as the best unit of analysis to address issues such as accommodation within couples and complex decision- making in both individuals and couples. Future research should draw on boarder and different samples to replicate our study and check the generalizability of its findings - because if it can be generalized it may have strong implication for theoretical development.e-learning, critical thinking, IT training

Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis

Digital technology has become near ubiquitous in many countries today or is on a path to reach this state in the near future. Across the globe the share of internet users, for instance, has jumped in the last ten years. In Europe most countries have a share of internet users near to or above 90% in 2016 (last year available for international comparisons), in China the current share is 53%, but this has grown from just 16% in 2007, even in Ethiopia the share has grown from 0.4% to 15.4% in the same period (data from ITU). At the same time expectations of widespread adoption of digital solutions in higher education have been rising. In 2017 the New Media Consortium’s Horizon Report predicted that adaptive learning would take less than a year to be widely adopted (Adams Becker et al., 2017). And projects such as ‘Virtually Inspired’ are showcasing creative examples of how new technologies are already being harnessed to improve the quality of teaching and learning. Furthermore, discussion of the United Nations’ Sustainable Development Goals emphasise the key potentials that digital technology holds for achieving the goals for education in 2030 (UNESCO, 2017). These developments lead university and college leadership to the question of how they should position their institution. What type of digitalisation initiatives can be found practice beyond best practices and future potentials? This is the question that this study attempts to answer. It sets out to analyse how higher education providers from across the world are harnessing digitalisation to improve teaching and learning and learner support and to identify emerging types of practice. For this, it focuses on the dimensions of flexibility of provision (in terms of time, place and pace) and openness of provision (in terms of who has access to learning and support and who is involved in the design of learning provision), as both of these dimensions can significantly benefit from integration of digital solutions. The method of information collation used by the study was a global survey of higher education institutions (HEIs) covering all world continents, more than thirty countries and 69 cases. The survey found that nearly three-quarters of all HEIs have at least one strategic focus and typologies were developed based on this analysis to group HEIs with similar strategic focuses. Overall, the findings suggest that most higher education providers are just at the beginning of developing comprehensive strategies for harnessing digitalisation. For this reason, the authors of this study believe that providers can benefit from the outcomes of this study’s research, as it can be used by university and college leadership for benchmarking similarities and differences and for cooperative peer learning between institutions. The database of cases and the guidelines for reviewing current strategies, which accompany this study, aim to facilitate this learning and evaluation process

Bridging the gap between asynchronous and traditional learning environments: Technology for adult learners

The growth of new technologies has caused renewed interest in distance learning and has impacted the instructional delivery of courses. This interest ranges from nontraditional learners to businesses using distance education to meet the needs of employees working in multiple geographic sites. A review of the literature suggests that interaction is an important factor in learning and that improving interaction improves transformational learning and constructivism. Since asynchronous delivery tools can potentially marginalize social and cultural skills prevalent in a classroom setting, new technology may resolve these issues. This study examines a web-based, VoIP platform (Interwise) as a means for instructional delivery adopted to meet the business training needs of a mid-sized multinational company. The study addresses the following questions: (1) Are the instructional components of Interwise consistent with adult learning principles? (2) How do students report their experience with Interwise in comparison to their experience in a traditional classroom? The study involved a convenience sample of 233 adult men and women participating in online training within a corporate environment. The archival data provided information on distance education and the fit of the delivery system with adult learning principles. Individuals responded to an online survey, identifying their responses on a Likert scale. Descriptive statistics were used for all questions and, in addition, correlation and ANOVAs were conducted. Findings support the use of Interwise as a delivery method for adults. The data indicates the perception of Interwise by students is positive and the platform appears suited to the learning needs of adults. It is convenient, easy to access, and the majority of students were willing to take another class. Instructor-centered factors influenced students\u27 perception of their experience. The most significant limitation was in the area of student-to-student interaction, with fewer opportunities for quality interaction than in a traditional classroom. While not part of the original research, the data raised questions regarding differences by geography and further research is recommended