Interactive technology in teaching judgemental forecasting

[Abstract]: This paper is based on an experiment which utilized the Classroom Performance (CPS) for teaching judgmental forecasting to undergraduate students. The system was adopted and utilized in a constructivist manner to simulate a Delphi exercise for long term prediction of water consumption. The main purpose was to teach judgmental forecasting in an interactive manner. A group of 20 students undertaking the undergraduate course of Business Forecasting at the University of Southern Queensland in Australia took part in this exercise. Although the students were in the same physical location, the technology enabled them to express their opinions without revealing any identity. The positive outcome a specially designed test has confirmed the effectiveness of this technology-based method of classroom teaching

Innovative and effective methods of learning other languages and their benefits

[Abstract]: Human beings' ability to communicate in mother tongue can be easily taken for granted until a situation arises when one uses another language. How should people go about acquiring the necessary skills for learning a new language, in this situation? Can learning a new language complement modern tertiary courses such as Business? This paper discusses why and how human beings learn a new language. It presents innovative methods of learning a new language using the latest technologies and teaching/learning ideas and approaches. The use of emerging technologies such as immersive Virtual Reality is discussed. A number of multimedia language learning environments, which encourage creativity and right brain functions are presented and analyzed. The author draws on his own experience of learning several languages, which includes various branches of the Indo-European group

Combining the latest technologies with traditional learning and teaching methods

This paper investigates the use of the latest technology and innovative methods in such a way that the established learning and teaching approaches are taken into consideration in designing teaching materials. In other words, technology is not regarded and used as a substitute but as a complementary component to achieve enhancements. The use of leading edge technologies such as three dimensional (3 D) animation and virtual reality technologies are explored for this purpose. This balanced approach in designing teaching materials is demonstrated through a number of applications in Business related courses. Hence, technology aided teaching methods, which utilize established learning concepts for the purpose of learning enhancement are developed and presented. In order to test this design approach, one of the latest 3D programming tools was adopted. The findings demonstrated that Virtual Reality (VR) technologies, when supported by established learning and teaching concepts, can play a significant role in Business education

How to incorporate the needs and expectations of the employers into quantitative courses

[Abstract]: Model building applications using mathematical programming techniques are discussed widely in the majority of the textbooks on Operations Management and related fields. For instance, Linear Programming and its derivatives are applied to a variety of situations which range from machine shop scheduling to health and education management. To what extent the industries rely on these techniques to manage and allocate their resources to achieve optimal results needs to be investigated. Teaching approaches also have a significant effect on students' learning and meeting the employers' needs. Feedback from the students and employers will certainly help with teaching materials and formal assessment improvements. This paper reports the findings of investigations on the students' learning preferences and the employers' requirements with regard to Operations Management tools and techniques. The paper also presents procedures and findings of an experiment on teaching basic mathematics concepts to Business undergraduate students by employing very practical aids

Multiple representations in multimedia and e-learning materials: an issue of literacy

The trend towards using multimedia in e-learning environments as the preferred basis for teaching (particularly when teaching at a distance) has increased dramatically, particularly over the last few years. This paper will report on a current research project being conducted at the University of Southern Queensland (USQ), involving the development of a multimedia version of an existing print based course. Specifically, it will analyse relevant instructional design (ID) issues and reflect on the concepts involved in catering for a multiliterate clientele and how the use of multiple representations may enhance the learning opportunities of students, primarily post-secondary learners. Firstly it will investigate the role that learning styles play in the learning process and what should be considered when preparing instructional material, looking closely at the importance of visualisation in the representation of concepts and the current understandings of what it means to be literate in a culture saturated with visual elements. It will be seen that our understanding of these basic concepts will play an important role in our ID approach to teaching and learning, particularly when using visual and/or multiple representations in the multimedia and e-learning environments. Secondly, it will investigate the cognitive constraints experienced by learners when information is displayed in multiple ways in such an environment and whether it will be beneficial to learner cognition to provide users with a level of interactive choice. Finally a set of instructional design recommendations will be made as to an appropriate format and potential way forward for the delivery of multimedia and e-learning instructional materials

The applications of augmented reality technologies in mathematics education

Recent research in the area of multimedia conducted by the authors in Australia, Japan and North America has re-confirmed the importance and effectiveness of visual features in teaching and learning materials. According to the findings, the visual aspects and interaction with the multimedia systems are the most preferred features amongst the surveyed students. In all of these studies, the surveyed students have also indicated that the visual features play a very important role in understanding the concepts. Based on these findings, the authors have embarked on an investigation to determine the practical and innovative uses of the technologies associated with augmented reality. A very typical augmented reality product is Google Glass. Hence, this paper has initiated a study on the possible contributions this amazing device can make to mathematics education. It has been shown that Google Glass can assist leaners to access and share information, connect and engage in discussions with others by utilising a more human-like interface

A workshop on the use of an interactive multimedia environment for learning the basics of network diagram construction in project management

Constructing a Network Diagram using the Critical Path Analysis methods is an important task in planning a project systematically. For details of Project Management, see Burke (2010) and Gido and Clements (2012). This task involves some basic and very practical mathematical modeling in determining the total project time; the earliest and latest start and finish times for activities; and the critical activities which constitute the Critical Path. Hence, procedures such as forward and backward passes would be necessary in these calculations. The interactive multimedia environment presented in this workshop has been based on an approach developed, tested and taught by the author for several years. The approach is structured on the three main phases of Formulation, Solution and Interpretation. In recent years, this approach was incorporated into a multimedia environment. It was then made available as an application for students to download and use it to simulate a typical face to face lecture on their chosen device at their chosen time. The learning outcomes have demonstrated the system’s effectiveness

Language, culture, and society - an introduction to linguistic anthropology - Zdenek Salzmann, James Stanlaw, & Nobuko Adachi (2015), Westview Press, ISBN 978-0-8133-4955-8 [Book review]

The origin of the Homo Sapiens (wise man in Latin) to which the modern human beings belong, goes back to 120,000 or even 400,000 years ago. The field that is concerned with studying biology and evolutionary history of Homo Sapiens and aims to distinguish human beings from other animal spices is referred to as anthropology. The field has several branches. Cultural anthropology and linguistic anthropology are some of the examples. Cultural anthropology is referred to as ethnology. The connection between culture and language has been an area of research for scholars and researchers in more recent years. These studies have, eventually, led to the emergence of linguisticanthropology. It should be noted that anthropology or the science of humanity gained a self-conscious status towards the latter part of the 19th century. Franz Boas is amongst the main pioneers responsible in establishing this field as an academic discipline. He authored, co-authored and edited more than seven hundred publications (see Boas, 1938). His ideas and teachings have inspired scholars such as Edward Sapir who is largely credited as the founder of ethnolinguistics which studies the linkage between culture and language (For further information, see Sapir, 1949)

Incorporating case studies into the university courses to heighten awareness about greenhouse gas emissions for a product from seed to supermarket

This paper presents a practical way of incorporating awareness about the greenhouse gas emissions into tertiary courses. A tertiary course on Supply Chain Management was selected for this purpose. A specially designed case study was provided to the students. The main aim of this case study was to encourage students to trace back the main processes involved in making a product with the purpose of identifying and reducing the energy consumptions in different stages. The case study was undertaken with guidance and feedback. Students were asked to engage in a threaded online discussion on the course discussion group. The suggested solutions were complemented with the necessary feeback and comments and then they were made available to all students to view. The outcome, based on the students’ solution demonstrated their understanding of the systematical ways of identification and reduction of the processes which contribute to generation of greenhouse gas emissions