Interface Design Principles For Malaysian Interactive Science Courseware

In today’s Malaysian educational setting, most of the interactive courseware has been used as a new way to fully support the teaching and learning activity. Within these practices, the uptakes of interactive courseware in classroom were increased. Therefore, there are ongoing debates concerning the effectiveness used of the interactive courseware in classroom. Part of the arguments’ that had been acknowledged is deals with the quality of the interface design performance within the interactive courseware. Towards the issues concern, this paper discusses the 5 establish principles of interface design and its practical applications on the existing Malaysian interactive science courseware designed for the Smart School. The data describes in this paper is a part of the result from main research study undertaken on the development of a new doable set of interface design principles that is currently being completed. The new doable set of interface design principles moreover presuming will help the interface designers’ and the courseware developers in future development and improving the possibility of learning experience

Effectiveness of the Concept of the Concept of the Material of the Rutinity of Islam\u27s Religious Ways in the Grade VI Students with Handling the Simulation of Right Pesantren Activities in SD Negeri 29 Koto Panjang 2015/2016

This research was conducted to grade 6 students of SD Negeri 29 Koto Panjang Kecamatan Ranah Pesisir Kabupaten Pesisir Selatan Lesson Year 2015/2016. The method used in this research is classroom action research method, data collection through observation, interview and test or assignment, while data analysis is done with interactive model. While the activity is done in an interactive form with the process of collecting data as a cycle process. The results showed that through the method of simulation can improve the activity and learning outcomes of Islamic religious education students Class VI SD Negeri 29 Koto Panjang year 2015/2016 lessons. Student learning activity from initial condition of second cycle there is improvement for improvement. &nbsp

Public Speaking Catch Phrase: Reinforcing good public speaking skills through an interactive in-class gaming experience

Public Speaking Catch Phrase is an interactive in-classroom game derived out of the word guessing party game, Catch Phrase. Public Speaking Catch Phrase intends to make students aware of their communication habits and to develop and reinforce good public speaking skills. Speakers, or “clue-givers,” from two teams will alternate turns and deliver clues to get their team to say the words displayed on the electronic game device. However, students must follow “rules” promoting good public speaking practices in order to receive points. This includes maximizing metaphors and punctuation with gestures, and minimizing non-words (e.g., “um,” “uh,” “er”) and fluency disruptions (e.g., stammering, slurred articulation). This activity challenges students to focus, think quickly, and build a speaker-audience relationship in an interactive, fun, and energetic way

Infusing technology and algebra grant proposal

Includes bibliographical references

Trends in LN-embedding practices at Waikato Institute of Technology (Wintec) in 2019

In this report, we describe the trends in literacy-embedding practices of level-2 and level-3 tutors who worked in vocational contexts at Waikato Institute of Technology (Wintec), and who completed the New Zealand Certificate in Adult Literacy and Numeracy Education (NZCALNE[Voc]) in 2019. We analysed 19 observations, following constructivist grounded theory methodology (Charmaz, 2014), to produce 1302 descriptive labels that highlight literacy and numeracy practices integrated into tutors’ teaching intentionally pursued in a collaborative and mentored training process. Of the initial 12 categories, we conflated the mapping of LN course demands and identifying learners’ LN needs to arrive at a final 11. We then used these categories in an axial analysis (Saldaňa, 2013), categorising the 1302 labels as binaries (i.e. if the label was related to the category, 1 was coded; if not 0 [zero]). The matrix of 14322 ratings of 1s and 0s was then analysed. We calculated the frequency of 1s by category. We argued that the axial analysis allowed us to develop a more holistic perspective which showed how the 1302 labels were configured in relation to the 11 categories of analysis. We concluded that the 11 categories represented key aspects of vocational teaching and training emphasising that LN-embedding practices have to be seamlessly integrated into general pedagogical approaches. A key construct for new tutors is to shape their understanding of seamlessly integrated versus bolted-on LN practices. Our recommendations remain within the whole-of-organisation perspective proposed in the 2017-2018 report (Greyling, 2019)

The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning

This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into large‐group lectures for first‐year undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVS‐style interactive lectures in marketing and business programmes. We then describe how we planned the session and selected and implemented the EVS system. We go on to present an evaluative research project, which was undertaken on the innovation using case‐study methodology, and assess its impact on student learning. Data for the evaluation were collected through questionnaire and focus groups with a sample of students. The data were analysed using thematic analysis. The findings show how students perceived the use of EVS in large lectures and how their learning was affected. A ‘three‐fold typology’ emerged that explains how students related to the EVS and how their perceptions of EVS changed over time. The discussion links these findings to the literature on different paradigms of learning and teaching, using Renshaw’s framework, and examines how the EVS‐style lectures promote deep and active learning within the constructivist, social constructivist and metacognitive learning paradigms identified in Renshaw’s model. The conclusions show how the use of a user‐friendly EVS in large lectures motivates students, develops students’ cognitive and social learning skills, and improves learning effectiveness

Seismic Eruption Teaching Modules

This site presents educational modules for teaching about earthquakes, volcano eruptions and related plate tectonic concepts using an interactive computer program for mapping called Seismic/Eruption (also called SeisVolE). The program includes up-to-date earthquake and volcanic eruption catalogs and allows the user to display earthquake and volcanic eruption activity in "speeded up real time" on global, regional or local maps that also show the topography of the area in a shaded relief map image. SeisVolE is an interactive program that includes a number of tools that allow the user to analyze earthquake and volcanic eruption data and produce effective displays to illustrate seismicity and volcano patterns. The program can be used to sort data and provide results for statistical analysis, to generate detailed earthquake and volcano activity maps of specific areas or for specific purposes, to investigate earthquake sequences such as foreshocks and aftershocks, and to produce cross section or 3-D perspective views of earthquake locations. The Seismic/Eruption program can be a powerful and effective tool for teaching about plate tectonics and geologic hazards using earthquake and volcano locations, and for learning (or practicing) fundamental science skills such as statistical analysis, graphing, and map skills. The teaching modules describe and illustrate how to use the Seismic/Eruption program effectively in demonstrations, classroom presentations and interactive presentations, and independent study/research. Because the program has many useful options and can be used to examine earthquake activity and volcanic eruption data, the modules provide instructions and examples of quantitative analysis, graphing of results, creating useful maps and cross section diagrams, and performing in-depth exploration and research. The examples are intended to illustrate the features and capabilities of the program and stimulate interest in using the program for discovery learning in Earth science, especially earthquakes, volcanoes and plate tectonics. Educational levels: Middle school, High school, Undergraduate lower division, Informal education, General public