Transforming a linear module into an adaptive one : tackling the challenge

Every learner is fundamentally different. However, few courses are delivered in a way that is tailored to the specific needs of each student. Delivery systems for adaptive educational hypermedia have been extensively researched and found promising. Still, authoring of adaptive courses remains a challenge. In prior research, we have built an adaptive hypermedia authoring system, MOT3.0. The main focus was on enhancing the type of functionality that allows the non-technical author, to efficiently and effectively use such a tool. Here we show how teachers can start from existing course material and transform it into an adaptive course, catering for various learners. We also show how this apparent simplicity still allows for building of flexible and complex adaptation, and describe an evaluation with course authors

Continuous use of authoring for adaptive educational hypermedia : a long-term case study

Adaptive educational hypermedia allows lessons to be personalized according to the needs of the learner. However, to achieve this, content must be split into stand-alone fragments that can be processed by a course personalization engine. Authoring content for this process is still a difficult activity, and it is essential for the popularization of adaptive educational hypermedia that authoring is simplified, so that the various stakeholders in the educational process, students, teachers, administrators, etc. can easily work with such systems. Thus, real-world testing with these stakeholders is essential. In this paper we describe recent extensions and improvements we have implemented in the My Online Teacher MOT3.0 adaptation authoring tool set, based on an initial set of short-term evaluations, and then focus on describing a long-term usage and assessment of the system

A comparative analysis of cervical cancer prevention between Nigeria and Nordic countries that have experienced a decline in cervical cancer incidence.

BACKGROUND: A modelling analysis carried out in 2014 suggested that, without cervical cancer screening programmes, the incidence of cervical cancer in Denmark, Finland, Norway and Sweden would have been as high as that in some low- and middle-income countries. We compare programme strategies between Nigeria and these Nordic countries and develop translatable recommendations. METHODS: A literature review using a systematic approach through Medline, Popline, Global Health, CINAHL PLUS, Cochrane Library, EMBASE, Google Scholar, Africa Wide and WHO databases was conducted. RESULTS: Fifteen journal articles and two grey literature reports met our criteria. Six descriptive studies from Nigeria noted that services in Nigeria were mainly provided in urban secondary/tertiary facilities and that uptake was low even where screening was free. Trials in Nigeria and Sweden noted that subsidies and free programmes alone did not improve uptake; a Danish trial demonstrated that reminders and invitations issued by general practitioners improved participation. CONCLUSION: Free screening programmes are important but should also consider incentivisation of treatment when needed and demand creation among health workers. Additionally, effective monitoring and evaluation of programme data are key to improving and maintaining quality. More broadly, we suggest that Nigeria can build success through stakeholder-led implementation of well-defined policies with national consensus to ensure coordination and sustainability

Theories of Human Communication -9/E.

This edition continues the framework developed in the previous edition. We have organized communication theory around two intersecting elements context and theoretical traditions and have shown, across the chapters of the book, how various theoretical traditions have added to our knowledge of eight communication contexts. We believed that this framework accurately portrays the diversity and complexity of the communication discipline. We hope this framework provides a useful organizing scheme for professors around which they can develop the course and for students seeking to understand connections, trajectories and relationships among the theories. We have added a feature that we think students will appreciate boxed quotations from various theorists reflecting what they would like students to know about their work

Game play in vocational training and engineering education

Educational games may create a new and improved learning culture by drawing advantage of the new knowledge and skills of today’s students obtained from extensive use of interactive game software. This paper presents a design basis and online learning resources taking advantage of game-related features like a high degree of interactivity, attractive graphics, a dynamical virtual universe, and an incentive system to promote prolonged and more advanced use. The educational resources, denoted PIDstop, are targeted towards the engineering domain. Feedback from over 2000 users clearly indicates that PIDstop has a positive learning effect. Training packages for vocational training of Automation Technicians is emphasized in this paper. Such learning resources must have a limited mathematical complexity; hence, the representation should be rather descriptive. Evaluation of learning resources to assess the actual learning effect is important, and a two-step procedure based on formative and summative evaluation is proposed for this purpose

Documentation of the data analysis system for the gamma ray monitor aboard OSO-H

The programming system is presented which was developed to prepare the data from the gamma ray monitor on OSO-7 for scientific analysis. The detector, data, and objectives are described in detail. Programs presented include; FEEDER, PASS-1, CAL1, CAL2, PASS-3, Van Allen Belt Predict Program, Computation Center Plot Routine, and Response Function Programs

MODEL PEMBELAJARAN UNTUK MENINGKATKAN KEMAMPUAN MENGGAMBAR ILUSTRASI BERBASIS TRADISI PADA SISWA SMP DI KOTA BANDUNG

Penelitian ini dilatarbelakangi oleh hasil penelitian sebelumnya dan berdasarkan diskusi dalam beberapa even ilmiah yang menyatakan bahwa hasil menggambar ilustrasi peserta didik SMP di Kota Bandung belum bernuansa tradisi setempat. Setelah dilakukan penelitian pendahuluan ditemukan salah satu faktor penyebabnya, yakni bahwa pembelajaran yang dilaksanakan guru waktu peneliti mengadakan penelitian belum dapat menghasilkan gambar ilustrasi yang berbasis tradisi. Hal ini disebabkan karena kemampuan peserta didik masih rendah dalam menggambar ilustrasi berbasis tradisi. Untuk itu peneliti mengembangkan model sebagai solusi untuk meningkatkan kemampuan menggambar ilustrasi yang berbasis tradisi tersebut. Langkah-langkah pengembangan model pembelajaran menggambar ilustrasi yang peneliti kembangkan mengacu pada penelitian R & D menurut Borg & Gall (1979, hlm. 626) dalam Nana Syaodih (2011, hal. 23) yang intinya dapat diringkas menjadi tiga tahap, yakni: 1) studi pendahuluan, 2) uji coba terbatas dan lebih luas, yang ke- 3) validasi, sedangkan model yang dikembangkan adalah Model Sinektik Bruce Joice (2009: 258) didasari paham perenialisme, pendekatan permisif, teori belajar konstruktifisme, behaviorisme, Model PAIKEM, dan metode drill. Konsep berpikir implementasi model mengacu pada komponen intruksional Dick and Carey (2009, hlm. 6-8) dalam Nana Syaodih (2011, hal.22) ada sepuluh komponen, kemudian diadaptasi penulis menjadi 6 yakni; 1) Tujuan; memiliki kemampuan memahami, menghargai, dan melestarikan nilai-nilai tradisi positif daerah setempat. 2) Evaluasi; penilaian otentik dengan bentuk teman sejawat, dan oleh guru. 3) Strategi Pembelajaran; Pendekatan scientific dipadu permisif dengan prinsif pembelajaran konstruktivisme, behaviorisme, dan PAIKEM melalui metode pembelajaran variatif, dan drill sebagai metode utama. 4) Pengembangan Materi Pembelajaran; Materi teori dan praktek menggambar ilustrasi dengan tema tradisi daerah setempat. 5) Bentuk Instrumen Penilaian; Penilaian Otentik, dalam bentuk instrumen penilain sikap, pengetahuan, praktek, yang dinilai oleh guru, teman sejawat, dan penilaian diri. 6) Merevisi; tujuan, materi, metode, media, evaluasi. Revisi dilaksanakan setelah model diimplementasikan. Setelah melalui tahapan uji coba terbatas, lebih luas, dan validasi, terbukti bahwa MPMIBT yang peneliti kembangkan dapat meningkatkan proses dan hasil belajar dibanding pembelajaran konvensional.; This research is motivated by the results of previous studies and on the basis of discussions in the scientific event that states that the result of drawing illustrations junior students in Bandung yet nuanced local traditions. After a preliminary study found one contributing factor, namely that the study conducted teacher time researchers conduct studies have not been able to produce illustrations based on tradition. This is because the ability of learners is still low in drawing illustrations based on tradition. To the researchers developed the model as a solution to improve the ability to draw the illustrations are based on tradition. Step-by-step learning model development drawing illustrations that researchers have developed draws on research R & D according to Borg and Gall (1979, p. 626) in Nana Syaodih (2011, p. 23) which in essence can be summarized into three stages, namely: 1) preliminary studies, 2) limited trial and more widely, that the 3rd) validation, while the developed model is Model Sinektik Bruce Joice (2009: 258) constituted understand perenialisme, permissive approach, Constructivism learning theory, behaviorism, Model PAIKEM, and drill method. The concept of thinking refers to the component model implementation intruksional Dick and Carey (2009, pp. 6-8) in Syaodih Nana (2011, hal.22) there are ten components, then the analysis will be 6 namely; 1) Objectives; have the ability to understand, appreciate and preserve the traditional values of positive local area. 2) Evaluation; authentic assessment to form peers, and teachers. 3) Learning Strategies; Permissive scientific approach combined with learning prinsif constructivism, behaviorism, and PAIKEM through varied learning methods, and drill as the main method. 4) Development of Learning Materials; Matter theory and practice of drawing illustrations with the theme of the local tradition. 5) Form of Instrument Rating; Authentic assessment, in the form of instruments for assessing the attitudes, knowledge, practices, assessed by teachers, peers, and self-assessment. 6) Revise; objectives, materials, methods, media, evaluation. Revisions carried out after the model is implemented. After going through the stages of limited testing, wider, and validation, the researchers proved that MPMIBT developed can improve the process and learning outcomes than conventional learning

A social personalized adaptive e-learning environment : a case study in Topolor

Adaptive e-Learning is a process where learning contents are delivered to learners adaptively, namely, the appropriate contents are delivered to the learners in an appropriate way at an appropriate time based on the learners’ needs, knowledge, preferences and other characteristics. Social e-Learning is a process where connections are made among like-minded learners, so they can achieve learning goals via communication and interaction with each other by sharing knowledge, skills, abilities and materials. This paper reports an extended case study that investigated the influence of social interactions in an adaptive e-Learning environment, by analyzing the usage of social interaction features of a Social Personalized Adaptive E-Learning Environment (SPAEE), named Topolor, which strives to combine the advantages from both social e-Learning and adaptive e-Learning. We present the results of a quantitative case study that evaluates the perceived usefulness and ease of use. The results indicated high satisfaction from the students who were using Topolor for their study and helped us with the evaluation processes. Based on the results, we discuss the follow-up work plan for the further improvements for Topolor