2,634 research outputs found
E-portfolio in education. Practices and reflections
The main activities of the digiFolio Project include:
Building a common knowledge base supported by research work on the theory of portfolio usage;
Paper and online publication of the results of the research work;
Establishment of the pedagogical model for the training course;
Analysis of the existing technological infrastructures for digital portfolio usage;
Adjustment of the best tools and training course setup;
Piloting and evidencing of the training course;
Monitoring of the trainees' work by using a specific online teachers' support structure;
International seminar. Website: http://digifolioseminar.org/?The present publication addresses the use of digital portfolios in educational context and it is one of the latest dissemination activities of the Digifolio project â Digital Portfolio as a strategy for teachersâ professional development, a COMENIUS 2.1 project which was carried out between 2005 and 2008. It involved several universities and teacher training institutions from five different European countries.
The project, which main focus was the reflection on the potentialities of portfolios and digital technologies in the perspective of teachersâ professional development, came to its end with an international seminar which aimed at disseminating the work produced in the frame of a previous teachers training course, as well as allowing and welcoming the contribution of other education professionals with their practices and reflections on the above-mentioned thematic.Europeen Comissio
Author and reader in Instructions for use
Instructions for use should not be seen as merely instrumental-they should also persuade the reader to read the text and to act accordingly. Moreover, they should establish a positive image of the product and the manufacturer. In this paper, a collection of instructions for use is used to identify strategies that technical writers apply to fulfill these `rhetorical' demands; especially strategies that involve the author-reader relationship. The analysis shows that the implied author's role is not only that of a neutral instructor, but also that of a teacher or a salesman. The reader is not only addressed as a technical `operator', but also as a `user' who applies the product in a `real-life task'. The analysis also shows that technical writers sometimes use subtle politeness strategies to compensate for `face threatening acts' (FTAs). However, all of these rhetorical strategies seem to be applied very unsystematically and often clumsily. The conclusion is that technical writers may be aware of rhetorical demands for their documents, but that the instrumental function still is paramount in their eye
Developing the scales on evaluation beliefs of student teachers
The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named âTeacher Evaluation Beliefsâ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions âwhatâ âwhoâ âwhenâ âwhyâ âhowâ for each existing factor based on Student-centered and Teacher-centered approaches
The Multimodal Tutor: Adaptive Feedback from Multimodal Experiences
This doctoral thesis describes the journey of ideation, prototyping and empirical testing of the Multimodal Tutor, a system designed for providing digital feedback that supports psychomotor skills acquisition using learning and multimodal data capturing. The feedback is given in real-time with machine-driven assessment of the learner's task execution. The predictions are tailored by supervised machine learning models trained with human annotated samples. The main contributions of this thesis are: a literature survey on multimodal data for learning, a conceptual model (the Multimodal Learning Analytics Model), a technological framework (the Multimodal Pipeline), a data annotation tool (the Visual Inspection Tool) and a case study in Cardiopulmonary Resuscitation training (CPR Tutor). The CPR Tutor generates real-time, adaptive feedback using kinematic and myographic data and neural networks
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How to design for persistence and retention in MOOCs?
Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme.
In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context
Acceptability of the transitional wearable companion â+meâ in typical children: a pilot study
This work presents the results of the first experimentation of +me-the first prototype of
Transitional Wearable Companionârun on 15 typically developed (TD) children with ages
between 8 and 34 months. +me is an interactive device that looks like a teddy bear that
can be worn around the neck, has touch sensors, can emit appealing lights and sounds,
and has input-output contingencies that can be regulated with a tablet via Bluetooth.
The participants were engaged in social play activities involving both the device and
an adult experimenter. +me was designed with the objective of exploiting its intrinsic
allure as an attractive toy to stimulate social interactions (e.g., eye contact, turn taking,
imitation, social smiles), an aspect potentially helpful in the therapy of Autism Spectrum
Disorders (ASD) and other Pervasive Developmental Disorders (PDD). The main purpose
of this preliminary study is to evaluate the general acceptability of the toy by TD children,
observing the elicited behaviors in preparation for future experiments involving children
with ASD and other PDD. First observations, based on video recording and scoring,
show that +me stimulates good social engagement in TD children, especially when their
age is higher than 24 months
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