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Articles 1 - 11 of 11

Full-Text Articles in Education

Data, Data Everywhere: Implications And Considerations, Matthew D. Pistilli Aug 2018

Data, Data Everywhere: Implications And Considerations, Matthew D. Pistilli

Iowa State University Articles and Manuscripts

Learning Analytics in Higher Education provides a foundational understanding of how learning analytics is defined, what barriers and opportunities exist, and how it can be used to improve practice, including strategic planning, course development, teaching pedagogy, and student assessment. Well-known contributors provide empirical, theoretical, and practical perspectives on the current use and future potential of learning analytics for student learning and data-driven decision-making, ways to effectively evaluate and research learning analytics, integration of learning analytics into practice, organizational barriers and opportunities for harnessing Big Data to create and support use of these tools, and ethical considerations related to privacy and ...


Data Parties I Have Known: Lessons Learned And Best Practices For Success, Nancy K. Franz Aug 2018

Data Parties I Have Known: Lessons Learned And Best Practices For Success, Nancy K. Franz

Education Publications

Increased focus on data-driven decision making requires Extension professionals to excel at data analysis and interpretation. Data parties have become increasingly popular for involving stakeholders in making sense of data. As these parties become more frequently used by Extension professionals, best practices are emerging from lessons learned to improve the process and enhance the outcomes. These practices include designing discussion questions to fit the specific goals of the process, engaging a team of key partners, setting a theme and party environment that appeals to the participants and fits the context, providing appropriate data visualization tools, and using strong facilitation practices.


The Best Of All Worlds: Combining The Flipped Classroom, Game-Based Learning, And Learning Communities In A Large Technology Integration Course., Larysa N. Nadolny, Benjamin W. Gleason Mar 2018

The Best Of All Worlds: Combining The Flipped Classroom, Game-Based Learning, And Learning Communities In A Large Technology Integration Course., Larysa N. Nadolny, Benjamin W. Gleason

Education Conference Presentations, Posters and Proceedings

This paper presents the use of a combination of pedagogical strategies in teaching a large undergraduate technology integration course. Course revisions include a motivating game-based learning structure, practitioner-focused design, and the flipped classroom model. Students perceived each course change positively with suggestions for refinement.


Addressing Diversity In Call Evaluation Through Arguments And Theory-Of-Action, Jim R. Ranalli Mar 2018

Addressing Diversity In Call Evaluation Through Arguments And Theory-Of-Action, Jim R. Ranalli

English Publications

THE DIVERSE AND EVER-CHANGING list of technologies encompassed by computer-assisted language learning (CALL) presents evaluators with a challenging moving target. At a time when CALL can include everything from school-based telecollaborative projects to Massive Online Open Courses (MOOCs), to smartphone- and tablet-based apps, previous approaches to evaluation reveal their inadequacies. The checklists that once predominated (see Susser 2001) assumed the focus of evaluation to be tutorial software known as “courseware,” which now constitutes a much-diminished part of the CALL landscape. Methodological frameworks like the one proposed by Hubbard (2006) assume the role of an instructor and a course in which ...


Innovative Implementation Of A Web-Based Rating System For Individualizing Online English Speaking Instruction, Hyejin Yang, Elena Cotos Feb 2018

Innovative Implementation Of A Web-Based Rating System For Individualizing Online English Speaking Instruction, Hyejin Yang, Elena Cotos

English Publications

The primary goal of computer-assisted language learning (CALL) in general, and of online language instruction in particular, is to create and evaluate language learning opportunities. To be effective, online language courses need to be guided by an integrated set of theoretical perspectives to second language acquisition (SLA), as well as by specific curricular goals, learning objectives and outcomes, appropriate tasks and necessary materials, and learners’ characteristics and abilities – to name a few factors that are essential in both online and face-to-face teaching (Xu & Morris, 2007). Doughty and Long (2003) articulate pedagogical principles for computer-enhanced language teaching, which highlight the importance ...


A System For Adaptive High-Variability Segmental Perceptual Training: Implementation, Effectiveness, Transfer, Manman Qian, Evgeny Chukharev-Hudilainen, John M. Levis Feb 2018

A System For Adaptive High-Variability Segmental Perceptual Training: Implementation, Effectiveness, Transfer, Manman Qian, Evgeny Chukharev-Hudilainen, John M. Levis

English Publications

Many types of L2 phonological perception are often difficult to acquire without instruction. These difficulties with perception may also be related to intelligibility in production. Instruction on perception contrasts is more likely to be successful with the use of phonetically variable input made available through computer-assisted pronunciation training. However, few computer-assisted programs have demonstrated flexibility in diagnosing and treating individual learner problems or have made effective use of linguistic resources such as corpora for creating training materials. This study introduces a system for segmental perceptual training that uses a computational approach to perception utilizing corpusbased word frequency lists, high variability ...


Conceptualizing Co-Enrollment: Accounting For Student Experiences Across The Curriculum, Michael Geoffrey Brown, R. Matthew Demonbrun, Stephanie D. Teasley Jan 2018

Conceptualizing Co-Enrollment: Accounting For Student Experiences Across The Curriculum, Michael Geoffrey Brown, R. Matthew Demonbrun, Stephanie D. Teasley

Education Conference Presentations, Posters and Proceedings

In this study, we develop and test three measures for conceptualizing the potential impact of co-enrollment in different courses on students’ changing risk for academic difficulty in a focal course. Two of these measures, concurrent enrollment in at least one difficult course and academic difficulty in the prior week in courses other than the focal course, significantly increase students’ odds of academic difficulty in the focal course in our models. Our results have implications for the designs of Early Warning Systems and suggest that academic planners consider the relationship between course coenrollment and students’ academic success.


Digital Citizenship With Social Media: Participatory Practices Of Teaching And Learning In Secondary Education, Benjamin W. Gleason, Sam Von Gillern Jan 2018

Digital Citizenship With Social Media: Participatory Practices Of Teaching And Learning In Secondary Education, Benjamin W. Gleason, Sam Von Gillern

Education Publications

This article explores how social media use in formal and informal learning spaces can support the development of digital citizenship for secondary school students. As students increasingly spend large amounts of time online (e.g., an average of six hours of screen time per day, excluding school and homework), it is critical that they are developing skills enabling them to find, evaluate, and share information responsibly, engage in constructive conversation with others from diverse backgrounds, and to ensure their online participation is safe, ethical, and legal. And, yet, in spite of the importance of students learning these skills, opportunities for ...


Taken Together: Conceptualizing Students’ Concurrent Course Enrollment Across The Post-Secondary Curriculum Using Temporal Analytics, Michael Brown, R. Matthew Demonbrun, Stephanie Teasley Jan 2018

Taken Together: Conceptualizing Students’ Concurrent Course Enrollment Across The Post-Secondary Curriculum Using Temporal Analytics, Michael Brown, R. Matthew Demonbrun, Stephanie Teasley

Education Publications

In this study, we develop and test four measures for conceptualizing the potential impact of co-enrollment in different courses on students’ changing risk for academic difficulty and recovery from academic difficulty in a focal course. We offer four predictors, two related to instructional complexity and two related to structural complexity (the organization of the curriculum) that highlight different trends in student experience of the focal course. Course difficulty, discipline of major, time in semester, and simultaneous difficulty across courses were all significantly related to entering a moderate and high-risk classification in the early warning system (EWS). Course difficulty, discipline of ...


How Signaling Principle Affects Learning: An Eye Tracking Study, Mehmet Donmez, Sibel Dogan, Evrim Baran Jan 2018

How Signaling Principle Affects Learning: An Eye Tracking Study, Mehmet Donmez, Sibel Dogan, Evrim Baran

Education Publications

Studies examining the effects of signaling principle on learning mostly used data sources such as interviews, achievement tests and think aloud protocols. There is, however, limited research on the use of quantitative measures to promote findings from interviews and think aloud procedures. This study aimed to investigate the effects of signaling principle on learning by supporting the results with the eye movement data. Participants included 34 Information and Communication Technology (ICT) pre-service teachers divided into experimental and control groups randomly. Participants were presented with two types of MS Power Point presentations with and without highlighted clues as multimedia material. Participants ...


The Affordances Of Mobile-App Supported Teacher Observations For Peer Feedback, Sercan Celik, Evrim Baran, Olcay Sert Jan 2018

The Affordances Of Mobile-App Supported Teacher Observations For Peer Feedback, Sercan Celik, Evrim Baran, Olcay Sert

Education Publications

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews ...