Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 30 of 46

Full-Text Articles in Education

Research Priorities In Mobile Learning: An International Delphi Study, Yu-Chang Hsu, Yu-Hui Ching, Chareen Snelson Dec 2015

Research Priorities In Mobile Learning: An International Delphi Study, Yu-Chang Hsu, Yu-Hui Ching, Chareen Snelson

Chareen L. Snelson

Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts’ latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question, “What should be the research priorities for the ...


Research Priorities In Mobile Learning: An International Delphi Study, Yu-Chang Hsu, Yu-Hui Ching, Chareen Snelson Dec 2015

Research Priorities In Mobile Learning: An International Delphi Study, Yu-Chang Hsu, Yu-Hui Ching, Chareen Snelson

Chareen L. Snelson

Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts’ latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question, “What should be the research priorities for the ...


Real-World Industry Collaboration Within A Mechatronics Class, Vidya Nandikolla, Susan Shadle, Patricia Pyke, John Gardner, Robert Grover, Suhas Pharkute Dec 2015

Real-World Industry Collaboration Within A Mechatronics Class, Vidya Nandikolla, Susan Shadle, Patricia Pyke, John Gardner, Robert Grover, Suhas Pharkute

John Gardner

This paper describes the implementation and assessment of an innovative senior/graduate level mechatronics (robotics) module that integrated structured and unstructured learning experiences, in collaboration with an industry partner. With real-world constraints and expectations, students designed and delivered a product as the final project. In fall 2007, the corporate partner provided state-of-the-art, programmable robotic kits with a user-friendly programming environment. The assigned project was to design a biomedical robot to work in a hospital intensive care unit (ICU) to perform tasks such as transporting supplies or delivering paperwork. Students with diverse skills and majors were grouped in ten teams, two ...


Real Projects, Real Clients: Preparing Performance Improvement Practitioners For The Workplace, Steven Villachica, Quincy Conley Nov 2015

Real Projects, Real Clients: Preparing Performance Improvement Practitioners For The Workplace, Steven Villachica, Quincy Conley

Steven W. Villachica

How do master’s programs accelerate the creation of workplace-ready practitioners who can improve workplace performance in ways organizations value? One way is to ensure that students get experience working in virtual teams to complete authentic projects in needs assessment, instructional design, and evaluation. Join a roundtable discussion focused on practical suggestions for supporting such courses: Course Design Project Qualification Project Deliverables Discussions, Projects, and Assessments Team Support Other Confessions Continuing this Conversation Past the Conference.


Place-Based Design Education: A Pedagogy For Classroom And Community-Based Civic Participation [Book Chapter], J. Mathews, Jeremiah I. Holden Nov 2015

Place-Based Design Education: A Pedagogy For Classroom And Community-Based Civic Participation [Book Chapter], J. Mathews, Jeremiah I. Holden

Remi Holden

No abstract provided.


Games, Ethics, And Engagement: Potential Consequences Of Game Design And Gameplay [Book Chapter], S. Sibenthal Adams, Jeremiah I. Holden Nov 2015

Games, Ethics, And Engagement: Potential Consequences Of Game Design And Gameplay [Book Chapter], S. Sibenthal Adams, Jeremiah I. Holden

Remi Holden

No abstract provided.


Exploring Faculty Decision-Making Processes For Using Instructional Technology In The Classroom: Implications For Policy And Practice, Matthew T. Hora, Jeremiah I. Holden Nov 2015

Exploring Faculty Decision-Making Processes For Using Instructional Technology In The Classroom: Implications For Policy And Practice, Matthew T. Hora, Jeremiah I. Holden

Remi Holden

Given the primacy of instructional technology in today’s college classroom, it is important to understand how faculty use these tools, especially how they adapt specific tools to meet the unique needs of particular faculty or instructional situations. Instructional designers and policymakers face the challenge of introducing innovations into established patterns of tool use and educational practice. As a result, when interventions are designed and implemented without a working understanding of existing practices and workplace conditions, incompatibilities between the demands of the innovation and the constraints of the local setting may result. Instructional designers need robust accounts of local practice ...


How Can Teachers Use Video Games To Teach Their Students Mathematics?, Jeremiah I. Holden, C. Williams Nov 2015

How Can Teachers Use Video Games To Teach Their Students Mathematics?, Jeremiah I. Holden, C. Williams

Remi Holden

Imagine a veteran mathematics educator eager to refine her practice. Alternatively, what of the first-year teacher confident in her ability to adapt new technologies to communicate, problem-solve, and share information. How might either identify what makes video games and gameplay effective in a mathematics classroom? What are the advantages of game-based learning in contrast to more traditional instructional strategies, and can pitfalls be avoided, successes recognized, and challenges mitigated? We recommend:

  • Investigating online resources and communities, including GameDesk's Educade , Common Sense Media's Graphite , MinecraftEdu , and Playful Learning to find teacher-recommended games;
  • Playing game demos, envisioning how students' play ...


Playful Possibilities For Assessment: Fluffy Ducks And The Queen’S Gambit, Jeremiah I. Holden Nov 2015

Playful Possibilities For Assessment: Fluffy Ducks And The Queen’S Gambit, Jeremiah I. Holden

Remi Kalir

Is it possible for anyone to regard assessment as “fun”? Is it possible that we have hamstrung ourselves into boredom and resistance to assessing student learning by forgetting our love of play? How might the delightful aspects of games transform our approaches to assessment? Here, SEHS Lecturer Remi Holden (winner of the inaugural Bruce and Lillian Wright Online Teaching Award) explores these questions as he describes how “playful teaching and learning” has become central to the work of the Educational Technology Master of Arts Program.


Priorities And Pathways For Civic Caucusing: The Michigan Student Caucus, Jeremiah I. Holden, Jeff Stanzler, Michael Fahy, Jeff Kupperman Nov 2015

Priorities And Pathways For Civic Caucusing: The Michigan Student Caucus, Jeremiah I. Holden, Jeff Stanzler, Michael Fahy, Jeff Kupperman

Remi Holden

No abstract provided.


Gameful Learning As A Way Of Being, Jeremiah I. Holden, Jeff Kupperman, Aviva Dorfman, Tim Saunders, Amanda Pratt, Pagan Mackay Nov 2015

Gameful Learning As A Way Of Being, Jeremiah I. Holden, Jeff Kupperman, Aviva Dorfman, Tim Saunders, Amanda Pratt, Pagan Mackay

Remi Holden

As a variation on game-based learning, we propose the concept of 'gameful learning' as a framework that encourages improvisation, playfulness, and social interaction, and which takes into account the unique contingencies of individual people and specific content. We describe gameful learning in terms of three elements: attitude, identity, and ignorance. Three cases of gameful learning are examined across diverse learning environments: a fourth grade science class studying matter, a secondary world history class studying the Middle Ages, and an educational technology graduate programme. Cross-case analysis reveals how gameful learning elements relate to attitudes of agency and social necessity, becoming a ...


Exploring The Role Of Instructional Technology In Course Planning And Classroom Teaching: Implications For Pedagogical Reform, Matthew T. Hora, Jeremiah I. Holden Nov 2015

Exploring The Role Of Instructional Technology In Course Planning And Classroom Teaching: Implications For Pedagogical Reform, Matthew T. Hora, Jeremiah I. Holden

Remi Holden

Instructional technology plays a key role in many teaching reform efforts at the postsecondary level, yet evidence suggests that faculty adopt these technology-based innovations in a slow and inconsistent fashion. A key to improving these efforts is to understand local practice and use these insights to design more locally attuned interventions. This exploratory study draws on systems-of-practice theory from distributed cognition research to provide a framework for producing comprehensive accounts of technology use. This account includes three components: (a) awareness of the local resource base for instructional technology, (b) decision-making processes regarding tool use, and (c) actual classroom use of ...


Training Educational Managers To Use Information Systems: A Three Phase Approach [Conference Proceeding Chapter], Connie Fulmer, F. Frank Oct 2015

Training Educational Managers To Use Information Systems: A Three Phase Approach [Conference Proceeding Chapter], Connie Fulmer, F. Frank

Connie L. Fulmer

No abstract provided.


This Is How We Video It: Creating, Finding, And Implementing Videos In F2f, Online, And Hybrid Classes, Kim Read Oct 2015

This Is How We Video It: Creating, Finding, And Implementing Videos In F2f, Online, And Hybrid Classes, Kim Read

Kim Read

Do you use videos in your online, hybrid, or f2f classes? Do you make your own videos? If so, what software or apps do you use? Do you use e-authoring tools like Adobe Captivate or Articulate Storyline? Do you use iMovie or free video apps like Animoto and GoAnimate? How do use them? What are the benefits and drawbacks of your chosen video technology? Do you have a YouTube channel? What are your YouTube best practices? Do you use videos that others make? If so, how do you find them? Do you search video libraries like Khan Academy or Merlot ...


In Search Of Quality: Using Quality Matters To Analyze The Quality Of Massive, Open, Online Courses (Moocs), Patrick R. Lowenthal, Charles B. Hodges Oct 2015

In Search Of Quality: Using Quality Matters To Analyze The Quality Of Massive, Open, Online Courses (Moocs), Patrick R. Lowenthal, Charles B. Hodges

Patrick R. Lowenthal

The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this article, we present the results of our inquiry, with a ...


Integrate Webex Recorded Meetings With Video Sharing Development, Zhi-Xue Xu Sep 2015

Integrate Webex Recorded Meetings With Video Sharing Development, Zhi-Xue Xu

Zhi-Xue Xu

WebEx has provided powerful online meeting and video conference. Many important meetings have been held by WebEx. We should record these important meetings in time on WebEx. WebEx meetings can be recorded to the streaming video files that will be stored in the WebEx Server and back play them repeatedly if you want. The WebEx recorded meeting files with ARF format can be converted to WMV, SWF and MP4 format video files by WebEx Network Recording Player. The more different video formats, AVI, FLV, MOV, and MPEG4 also can be converted by third parties video convert software. The format WMV ...


Open Badges - Openness Symposium, Chris Haskell Sep 2015

Open Badges - Openness Symposium, Chris Haskell

Chris Haskell

No abstract provided.


Cognitive Activity Support Tools: Design Of The Visual Interface, Paul Parsons Sep 2015

Cognitive Activity Support Tools: Design Of The Visual Interface, Paul Parsons

Paul Parsons

This dissertation is broadly concerned with interactive computational tools that support the performance of complex cognitive activities, examples of which are analytical reasoning, decision making, problem solving, sense making, forecasting, and learning. Examples of tools that support such activities are visualization-based tools in the areas of: education, information visualization, personal information management, statistics, and health informatics. Such tools enable access to information and data and, through interaction, enable a human-information discourse. In a more specific sense, this dissertation is concerned with the design of the visual interface of these tools. This dissertation presents a large and comprehensive theoretical framework to ...


Administration’S Perception About The Feasibility Of Elearning Practices At The University Of Guyana, Kerwin A. Livingstone Aug 2015

Administration’S Perception About The Feasibility Of Elearning Practices At The University Of Guyana, Kerwin A. Livingstone

Kerwin A. Livingstone

Since the genesis of technology, some decades ago, the use of information and communication technologies in educational practices has been steadily increasing. In educational institutions, some form of elearning has been adopted. All over the world, in both developed and developing countries, many universities have embraced this alternative and exciting form of education delivery to enhance the pedagogical practices of their institutions, in order to cater for student learning diversity, and to bridge the geographical gap, making education accessible to all. Since elearning seems to be the catalyst to promote revolutionary instructional practices, the University of Guyana, still largely adopting ...


Teaching Faculty's Perception About Implementing Elearning Practices At The University Of Guyana, Kerwin A. Livingstone Aug 2015

Teaching Faculty's Perception About Implementing Elearning Practices At The University Of Guyana, Kerwin A. Livingstone

Kerwin A. Livingstone

In this modern era, the traditional approach to learning and teaching, which may engage students, does not lend itself to diversity. Since this approach is viewed as a barrier to significant learning experiences, teachers, educators, and other stakeholders have been calling for improved pedagogical practices in educational institutions. Since the dawn of technology, the continued use of information and communication technologies (ICTs) has created the path for elearning. Elearning facilitates the learning-teaching process with an array of channels and technologies, and has the potential to revolutionise instructional practices in educational institutions in both developed and developing countries, including the University ...


Session J: Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge Aug 2015

Session J: Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge

Dr Michael J Timms

There is an increasing interest in using digital technologies to create interactive learning environments (ILEs) that both teach and assess student skills that are hard or impossible to assess using ‘static’ items such as traditional, multiple-choice questions. These interactive learning environments try to do two things simultaneously: firstly, to monitor the learning of the student in real time, providing feedback to help the student progress through the learning task; and secondly, to use the information gathered during the learning to make judgements about where the student is in learning of the topic. Essentially, ILEs draw upon the same source of ...


Thinking Outside The"I Am The User" Box: A Trial Of Social-Emotional Design In Hci Education, Jo Jung, Barnard Clarkson, Martin Masek Jul 2015

Thinking Outside The"I Am The User" Box: A Trial Of Social-Emotional Design In Hci Education, Jo Jung, Barnard Clarkson, Martin Masek

Martin Masek

A socio-emotional approach to consider human-computer interaction (HCI) has emerged as a discipline responding to much neglected aspect of interaction design: the social nature and emotions of users. Teaching a socio-emotional design in practice can be challenging due to the newness and multidisciplinary nature. This paper reports a trial of a collaborative socio-emotional design project shared by two faculties and three design disciplines–interface design, software design, and 3D design. Success and challenges encountered during the project are presented to share our experience of teaching and managing a multidisciplinary collaboration project.


Managing Multidisciplinary Student Design Teams, Martin Masek, Joo Jung, Barnard Clarkson Jul 2015

Managing Multidisciplinary Student Design Teams, Martin Masek, Joo Jung, Barnard Clarkson

Martin Masek

The management of multidisciplinary student teams is a challenge. In this paper we describe our experience in running a shared assessment across several units. Four multidisciplinary teams were formed, and success was mixed, with one team splitting into two along discipline lines and all experiencing communication issues. The main management challenges that arose were based around difficulty in communication and the understanding of the other disciplines requirements. We outline the process we used to construct the shared assessment, and provide some insight in how the student groups dealt with issues that arose.


Connecting, Helen Walker, Darina Garcia, Ryan Skinnell, Lee Roecher, Louise Morgan Jul 2015

Connecting, Helen Walker, Darina Garcia, Ryan Skinnell, Lee Roecher, Louise Morgan

Ryan Skinnell

Helen Walker. Connecting. Danina Garcia —Message from a Student Writer. Libby Falk Jones—Anger in the Teaching Life Ryan Skinnell —Connections of a First-Year Teacher Lee Roecher —Guiding the Passion. Louise Morgan —Emails to Blow Off Steam


A University-Community College Collaborative Project To Create Co-Requisite Offerings And Reduce Remediation, Heidi Estrem, Karen Uehling, Meagan Newberry, Lori Chastaine, Abigail Wolford Jul 2015

A University-Community College Collaborative Project To Create Co-Requisite Offerings And Reduce Remediation, Heidi Estrem, Karen Uehling, Meagan Newberry, Lori Chastaine, Abigail Wolford

Karen S. Uehling

No abstract provided.


The Cure For Early Grades Assessment Difficulties? Take A Tablet, Maurice Walker Jul 2015

The Cure For Early Grades Assessment Difficulties? Take A Tablet, Maurice Walker

Maurice Walker

Maurice Walker reports on an innovative approach to assessment using tablets to monitor educational development in the early years of schooling.


Video Creation Tools For Language Learning: Lessons Learned, Vickie Marre Karasic, Anu Vedantham Jun 2015

Video Creation Tools For Language Learning: Lessons Learned, Vickie Marre Karasic, Anu Vedantham

Vickie M Karasic

Video creation tools—from Skype to PowerPoint to iMovie—have become increasingly popular conduits for foreign language teaching and learning. In flipped-classroom and blended-learning models, video enables faculty to move routine language concepts (i.e., grammar and vocabulary) outside the classroom, leaving more in-class time for live engagement with teacher and classmates. This chapter discusses lessons learned and new data collected at the University of Pennsylvania Libraries’ Weigle Information Commons on video’s effectiveness in various language learning contexts. Data collected includes reflections on several years of course observations, interviews with language faculty members, and a campus-wide survey to gauge ...


Teaching Innovations For Active Learning Through Effective Integration Of The Digital Environment, Jaya Kannan May 2015

Teaching Innovations For Active Learning Through Effective Integration Of The Digital Environment, Jaya Kannan

Jaya Kannan

The second annual Teaching Innovations Summer Institute for SHU faculty was held June 1-5, 2015.The goal of this Summer Institute was to empower faculty to enhance their teaching practices through effective integration of the digital environment in on-ground, blended, and online courses. 
The Office of Digital Learning hosted this faculty development initiative in partnership with IT (Robert Tullonge and team) and faculty advisors. Prof. Anita AugustProf. Wendy BjerkeProf. Jim Castonguay, and Prof. Amanda Moras served as the lead faculty facilitators. Twenty-one faculty members attended the institute, and all four colleges were represented. The participating faculty worked in ...


University Of Oregon Libraries Shape The Student Academic Experience, Helen Y. Chu May 2015

University Of Oregon Libraries Shape The Student Academic Experience, Helen Y. Chu

Helen Y. Chu

No abstract provided.


Webex From An Instructor's Perspective, Jennifer Mart-Rice, Terri Iacobucci, Jaesook Gilbert May 2015

Webex From An Instructor's Perspective, Jennifer Mart-Rice, Terri Iacobucci, Jaesook Gilbert

Jennifer Mart-Rice

No abstract provided.