Online Technology Management Student Tutorial Case Study

This paper presents a case study of implementing online video-based tutorials to enhance student learning. Initially, these tutorials were developed using a software product, Camtasia, to mitigate learning differences between traditional-based classrooms versus online classes. Because online students often did not receive the same hands-on and visual learning modality that was available to students on traditional classroom settings, tutorials were assumed to level the playing field between these two groups. However, after two years of developing and integrating these tutorials into online classes, it was found that only a small minority of students were using them. Other issues were that tutorials took a long time to develop, and many lecturers felt they were ineffective. This case describes the reasons the tutorials were developed, the integration process, issues raised, and implications for future development

Using mobile technologies and podcasts to enhance learning experiences in lecture-based university course delivery

This paper describes a study that sought to explore the use of mobile technologies as a means to enhance the learning experience of students in a tertiary course of study. In particular the study involved the development of podcasting and vodcasting as an alternative to lecturing. Digital lectures were created to replicate the content usually presented in formal lectures. Students were able to access the lectures through such mobile devices as iPods and wireless enabled computers. The study sought to explore how students used these digital resources and the educational advantages that were achieved

Smart Devices in Law Schools

This Brown Bag answered the questions: how can smart phones and other smart devices be used in law schools, and what can we expect in the future

Adopting Moodle:Case Studies in the Diffusion of Innovation

This joint research paper among five part-time English teachers at Maebashi Kyoai Gakuen University, hereafter called Kyoai University, represents a focused practical application of Action Research based on CALL (Computer Assisted Language Learning) in the classroom and syllabus. This research builds upon the history and development of CALL at the University, including previous research based on student perceptions of CALL (Deadman, 2014) and teacher’s perceptions and evaluations of multimedia technologies (Mason, 2014). The paper details and investigates how CALL is adopted amongst the teachers in this study, through the existent software Moodle (Modular Object-Oriented Dynamic Learning Environment). Two of the members of this group have used Moodle, whereas the three other part-time teachers have had limited exposure and experience using it. The aim of this research group is to peer-teach each other in a community of practice, in order that our own technology skills increase, ultimately transferring this to better learning experiences for the students. The paper will use teachers experience, observations and planning to detail the purposefulness of technology in the curriculum; the teacher’s own perceptions of the technology; the subsequent selection, planning and design of appropriate class-specific Moodle applications; and each teacher’s initial evaluations of Moodle as they begin to construct their own Moodle accounts for various classes.　A general　e-mail was sent to all Japanese part-time teachers who would be interested in jointly partaking in a research paper, based on the above considerations. As such, the members of this research paper are equal in membership and responsibility for the research, as per the ethical considerations of practitioner research (Hammersley, M., Gomm, R., and Woods, P., 2003)

Smart Devices in Law Schools

This Brown Bag answered the questions: how can smart phones and other smart devices be used in law schools, and what can we expect in the future

Podcasting from PowerPoint Made Easy for Faculty

Student demand, institutional support, and evidence of quality learning through web-based instruction should encourage faculty to experiment with alternative methods of delivering instruction. The authors developed a procedure to produce and deliver classroom lecture material by narrating PowerPoint presentations and converting to podcasts. This procedure requires little to no technical support, even for the technologically impaired, and costs less than $100 in equipment and software combined. It is an example of the many alternative distance education options available to educators today

There’s an (Educational) App for That?: m-Learning Across Device Platforms

The mobile platform has advanced to a level of technological sophistication and availability that many educators need to begin to think about how to utilize its potential. M-Learning may be used to supplement and deliver learning content. Mobile devices are ubiquitous among all age groups of students whether the popular iPod Touch\iPad, PSP, Netbooks, etc. Smartphones have become very powerful devices, capable of performing many useful applications. The mobile device market has seen tremendous growth recently. The largest increase was in the 12-17 year old demographic

From traditional essay to 'Ready Steady Cook' presentation: Reasons for innovative changes in assignments

The prose essay, case study and laboratory report, composed by individual students in isolation from their peers, used to be the mainstay of undergraduate writing. However, in recent years an array of alternative assignment types such as blogs, letters and e-posters have widened the repertoire of texts expected. This article attempts to describe the reasoning behind changes in assignment types at undergraduate and master’s level at the beginning of the twenty-first century. Data from 58 semi-structured interviews with lecturers in three UK universities is used together with course handbooks and some clarifications with lecturers via email. Suggested reasons for new assignment types are grouped into three categories: external, lecturer-driven and student-driven. The article surmises that, because of these pressures, students are now expected to produce a wide variety of text types, and greater attention should be paid to guidance in new assignments for both native and non-native speaker students

Incorporating learning technologies into undergraduate radiography education

Original article can be found at: http://www.sciencedirect.com/science/journal/10788174 Copyright The College of RadiographersThis study investigated the impact of integrating podcasts/audio file downloads and use of an electronic voting system (EVS) on a previously traditionally taught module. Both student (direct entry and mature) and staff satisfaction with the modified structure were evaluated.Peer reviewe