Internet-Based Short Course for Teacher Training College

The momentous transition from industrial age to knowledge age delivers a new challenge for the nation as a whole as we negotiate the difficult to educate people. Today we must understand systems in diverse contexts, collaborate locally and global around the globe using new tools like the Internet. Many educators have recognized the potential of using the Internet for instruction. Although many Internet technologies such as e-mail, listservs, ftp and video conferencing can be used to assist with teaching, but the World Wide Web remains the most popular medium. It provides a user friendly front end and easy access to text, graphics, audio and video materials that may be used in a common and consistent format. One of the most powerful elements of using the Web for teaching is the ability to engage learners in an interactive format. Most education Web sites provide basic course information such as syllabus, schedule, announcements and reading lists. In Malaysia, the function of the education institution must be broadening to accommodate the big challenge of the technology used in the education milieu. For this reason, Maktab Perguruan Perlis, Perlis, one of the Teacher Training Colleges, proposed a Internet-Based Short Course System that will handles online short courses where teachers can access them anywhere and anytime. This study is proposed to develop a database-driven of an Internet-based short course to handle Data Communication and Networking for teachers to enhance their skill. Therefore the aim is to make learning more accessible, interactive, meaningful, student-centered, support collaboration and flexible. Upon completing the project, the Database Design Methodology and Web Development Methodology are used to build the system. Rapid Software Prototyping Methodology technique is used to develop a prototype. The MySQL Database, PHP, JavaScript and Apache web server are used to implement the system. The system model is a reference model to the institution’s Internet-based short course system. During the development of the system, some problems and limitations were discovered and discussed. Finally some recommendations are made to overcome the limitations for the future enhancement and future work of this project

Using multimedia concept maps to enhance the learner experience in business law

Students&rsquo; learning experience can be affected by difficulties in understanding the interrelationships between concepts and also between topics. Concept maps have been used in many disciplines (Kremer &amp; Gains, 1996) to structure information and express relationships between them. Their holistic approach with multiple pathways through the learning resource can make relationships and linkages between topics and subtopics obvious, and contribute to a meaningful and positive learning experience. This paper outlines the development and formative evaluation of two hypermedia concept maps which led to the development of a series of eleven concept maps to enhance the learning experience of students in a first year undergraduate business law unit.As part of the Stage 1 formative evaluation, two concept maps were developed together with supporting multimedia resources and trialled on the learners. Feedback was also obtained from technical staff. This phase was designed to assess and control the quality of the learning resource as well as the impact it had on the learning experience. The paper closes by discussing how information gained in Stage 1 was used in Stage 2 as a basis to modify the initially trialled maps and to develop the other supporting maps.<br /

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

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

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Creating Reusable Educational Components: Lessons from DLESE

Reuse of educational materials is integral to many educator tasks, from designing a course to preparing for a lab or class. This article describes a study on the reuse of educational materials in the context of the Digital Library for Earth System Education (DLESE), a community-owned and governed facility offering high-quality teaching and learning resources for Earth system education. The study noted that educational resource designers often do not develop components with reuse in mind, making it more difficult or impossible for other educators to find and use their material, and that the 'findability' and reusability of community-created digital educational resources is highly dependent on the presentational and structural design of the resources themselves. The authors recommend that all resources clearly state the creator's name and contact information, relevant copyright restrictions, the most significant date for the resource (specifying creation or revision), and the intended grade level. Educational levels: Graduate or professional, Graduate or professional, Graduate or professional

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

The provision of education and training for healthcare professionals through the medium of the internet

This paper describes a new initiative to provide Internet based courses to student and professional occupational therapists in four centres in the UK, Belgium the Netherlands and Sweden. The basis of this collaborative Occupational Therapy Internet School (OTIS) is the concept of the “Virtual College”. This comprises the design and implementation of a sophisticated Internet-based system through which courses can be managed, prepared and delivered online in an effective fashion, and where students can communicate both with the staff and their peers. The aim is to support and facilitate the whole range of educational activities within a remote electronic environment. A major feature of the course organisation is the adoption of a problem-based approach in which students will collaborate internationally to propose effective intervention in given case study scenarios. The paper outlines the rationale for OTIS, the content and structure of the courseware, the technical specification of the system and evaluation criteria. In addition to the more conventional web-based learning facilities generally offered, a number of agent-based approaches are being adopted to assist in the management of the course by ensuring the proper delivery of course materials and to assist the functioning of project groups. </p

NLP2Code: Code Snippet Content Assist via Natural Language Tasks

Developers increasingly take to the Internet for code snippets to integrate into their programs. To save developers the time required to switch from their development environments to a web browser in the quest for a suitable code snippet, we introduce NLP2Code, a content assist for code snippets. Unlike related tools, NLP2Code integrates directly into the source code editor and provides developers with a content assist feature to close the vocabulary gap between developers' needs and code snippet meta data. Our preliminary evaluation of NLP2Code shows that the majority of invocations lead to code snippets rated as helpful by users and that the tool is able to support a wide range of tasks.Comment: tool demo video available at https://www.youtube.com/watch?v=h-gaVYtCznI; to appear as a tool demo paper at ICSME 2017 (https://icsme2017.github.io/