ethanporcaro/eric-fulltext-meta huggingface dataset:
Applying Sensors to Investigate Gender Differences in Beginning Tennis Players
Author: Yu, Chih-Hung
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,Measurement Equipment,Exercise Physiology,Racquet Sports,Quasiexperimental Design,College Students,Experimental Groups,Control Groups,Comparative Analysis,Psychomotor Skills,Multivariate Analysis

This study utilized sensors to investigate how females and males might perform and reflect differently on their tennis skills in a beginner class. A quasi-experimental design was conducted in this study to investigate the learning outcome of using tennis sensors. Two classes of students enrolled in a college physical education course participated in this study. One class of the students, who applied tennis sensor and reflective strategy, served as the experimental group; the other class using traditional instructional method served as the control group. The end-of-semester achievement test results showed that students in the experimental group performed as well as those in the control group. However, the experimental group performed a relatively smooth swing pattern and had better sensor-collected shot-data scores than those of the control group. As to gender effects, female students benefited more from using sensors when learning backhand groundstrokes, as compared to those not using. Male students tended to perform better on timing, swing speed, and spin level on making shots than those of the female students. The most common skill problems for both genders were maintaining balance and shifting the center of gravity of the body while hitting the balls. While viewing their own filmed practice videos, both gender of students reflected mostly on the key tennis techniques taught in the class; however, additionally, male students were more likely to refer to expectations or emotions regarding to their performance but the female students tended not. This study also showed that the sensors could be a useful tool in facilitating the analysis of tennis beginners' performance and in assisting their learning of key techniques. Future studies should use the sensors to collect data from a large sample of tennis beginning players so that the differences between genders could be thoroughly examined and analyzed. In addition, how to improve the instructional approach while using sensors in class to better fit both male and female students' needs is another critical issue in this field. [For the complete proceedings, see ED579282.]
Sensing Locally in the Global Environment: Using Sensors in Teachers&apos; Education
Author: Silva, Maria João
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education Programs,Environmental Education,Consciousness Raising,Preservice Teachers,Equipment,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Ecology,Conservation (Environment),Climate,Urban Areas,Natural Resources,Intervention,College Environment,Foreign Countries,Graphs,Teaching Methods,Qualitative Research,Case Studies

In order to develop elementary school children's environmental citizenship, the 21st century teachers have to improve their own environmental literacy, and electronic sensors can have an important role in that improvement. The research presented in this paper describes an environmental education project that uses electronic sensors to support future teachers in thinking globally, while sensing and acting in their local environment. Future teachers used sound sensors, temperature sensors, as well as carbon dioxide sensors, together with smartphones, to explore natural and urban systems in order not only to characterize these systems, but also to: (1) understand ecosystems' services and interconnectedness; and (2) identify environmental problems; and plan related solutions in what concerns climatic comfort and air quality. The data acquired and produced in ecosystems' explorations were selected and are presented in this paper, as well as the related interpretations. The learning results are related to: (1) the local characterization of a natural ecosystem and of the teachers' education school campus; (2) the differences and relations between Lisbon urban systems and the neighboring natural ecosystems; and (3) the identification of interventions to improve environmental quality of the campus. This research contributed to validate the use of electronic sensors and smartphones as a useful strategy to produce environmental information about the explored ecosystems, to link local and global approaches in environmental education, as well as to support students' actions, planned to enhance the Campus environment. [For the complete proceedings, see ED579282.]
Redesigning Learning Spaces: What Do Teachers Want for Future Classrooms?
Author: Pedro, Neuza
Date: 2017-12-00
Type: Reports - Research
Subjects: Classroom Design,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Focus Groups,Video Technology,Models,Teacher Education,Cooperative Planning,Visualization,Space Utilization

The concepts of future classrooms, multimedia labs or active learning space has recently gained prominence in educational research. Evidence-based research has found that well-designed primary school classrooms can boost students' learning. Also, schools' principals, teachers and students are requesting for more flexible, reconfigurable and modern classrooms' layouts, where technology and active pedagogical practices can be incorporated into an easier way. Under the scope of TEL@FTELab Project (Technology enhanced learning at Future Teacher Education Lab) of the Institute of Education of University of Lisbon an empirical study was conducted with 82 teachers of elementary and secondary schools aiming to capture their vision about what the classrooms for the future should be. Data was collected through a focus-group methodology. Teachers were asked to form groups of 3-to-8 elements and challenged to build a 3D mock-up of their future classroom by using a 1:20 scale kit provided by the researchers. The process of the classrooms construction was videotaped and content analysis of the mock-ups was conducted. This article presents the results of the data collected, focusing specifically in the following aspects: descriptive key concepts of what is seen as a future classroom, spatial organization (different working zones identified by the teachers), physical elements (furniture and equipment) and environmental aspects (light, sound, air quality, temperature, colour, natural elements, comfort and security). [For the complete proceedings, see ED579282.]
Digital Pedagogies for Teachers&apos; CPD
Author: Montebello, Matthew
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Web 2.0 Technologies,Information Technology,Technological Literacy,Teaching Methods,Guidelines,Instructional Innovation,Educational Technology,Adult Literacy,Program Descriptions,Barriers,Literacy Education,Technology Integration,Foreign Countries

The continuous professional development of educators is not only essential to highly maintain their expertise levels and ensure that their knowledge is up to scratch, but also to catch up and adopt new pedagogical tools, skills and techniques. The advent of the Web 2.0 brought about a plethora of digital tools that teachers have not only struggled to keep track of and investigate the array of tools available, but also have been at a loss of how to productively employ and take advantage of the benefits each of the different tools has to offer. In this paper we present a number of such tools as part of an empirical study to investigate the use of freely available digital tools. This exercise was a spin-off of a project that aims to embrace literacy through digital media as it focuses on re-training educators in the use of digitally supported methods that employ innovative teaching methods. In our conclusions we draw important guidelines on how to optimize the use of such continuous emerging web tools, as well as future work and new potential research directions. [For the complete proceedings, see ED579282.]
Challenges for a New Generation of STEM Students
Author: Abeysekera, Krishani
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Higher Education,Competition,Postsecondary Education,High Schools,Self Esteem,Critical Thinking,Thinking Skills,Career Choice,Mixed Methods Research,Pretests Posttests,Surveys,Likert Scales,Student Interests,Robotics

STEM competitions are fairly widespread in middle schools and high schools, but do not commonly occur at the university level. We have developed a repeatable model for a one-day competition in which high school, community college and university students can build confidence in their own critical thinking abilities and develop enthusiasm for careers in science, technology, engineering and mathematics. The competitions are used to build confidence and excitement in students and to encourage them to consider choosing a STEM degree. [For the complete proceedings, see ED579282.]
Learning Group Formation for Massive Open Online Courses (MOOCs)
Author: Prabhakar, Sankalp
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Program Design,Records (Forms),Age Differences,Geographic Location,Gender Differences,Qualifications,Student Interests,Grades (Scholastic),Cooperative Learning,Equations (Mathematics)

Massive open online courses (MOOCs) describe platforms where users with completely different backgrounds subscribe to various courses on offer. MOOC forums and discussion boards offer learners a medium to communicate with each other and maximize their learning outcomes. However, oftentimes learners are hesitant to approach each other for different reasons (being shy, don't know the right match, etc.). In collaborative learning contexts, the problem of automatic formation of effective groups becomes increasingly difficult due to very large base of users with different backgrounds. To address this concern, we propose an approach for group formation of users registered on MOOCs using a modified Particle Swarm Optimization (PSO) technique which automatically generates dynamic learning groups. The algorithm uses the profile attributes of users in terms of their age, gender, location, qualification, interests and grade as the grouping criteria. To form effective groups, we consider two important aspects: a) intra-group heterogeneity and b) inter-group homogeneity. While the former advocates the idea of diversity inside a particular group of users, the latter emphasizes that each group should be similar to one another. We test our algorithm on synthesized data sampled using the publicly available MITx-Harvardx dataset. Evaluation of the system is based on the fitness measures of groups generated using our algorithm which is compared against groups obtained using some of the standard clustering techniques like k-means. We see that our system performs better in terms of forming effective learning groups in the context of MOOCs. [For the complete proceedings, see ED579282.]
ICE: An Automated Tool for Teaching Advanced C Programming
Author: Gonzalez, Ruben
Date: 2017-12-00
Type: Reports - Research
Subjects: Programming,Computer Science Education,Automation,Advanced Courses,Computer Uses in Education,Undergraduate Students,Foreign Countries,College Instruction,Testing

There are many difficulties with learning and teaching programming that can be alleviated with the use of software tools. Most of these tools have focused on the teaching of introductory programming concepts where commonly code fragments or small user programs are run in a sandbox or virtual machine, often in the cloud. These do not permit user software to directly interact with system resources and accordingly do not directly support advanced programming concepts such as multiprocessing, inter-process communication (IPC), Device IO, concurrency, synchronization, and platform independence. This paper presents a new tool for teaching advanced programming called the Interactive C Environment (ICE) that is designed to support teaching of all these programming concepts by automating many tasks for both the learner and teacher. It consists of an integrated development environment (IDE) with a built-in editor, compiler, automated testing framework, and a built-in makefile processor. It supports programs written in C-99 and a subset of C++ using both MS Windows and Linux System APIs. ICE not only provides secure, automated testing and assessment of projects but also group learning support in terms of comparative statistics. [For the complete proceedings, see ED579282.]
Dimensions of Self-Perceived Employability in First Year IT Students
Author: Antonio, Amy
Date: 2017-12-00
Type: Reports - Research
Subjects: Employment Potential,College Freshmen,Student Educational Objectives,Competition,Information Technology,Curriculum Design,Student Motivation,Student Experience,Likert Scales,Questionnaires,Predictor Variables,Reputation,Supply and Demand,Academic Ability,Job Skills,Student Surveys,Foreign Countries

Undergraduate students entering university arrive with certain expectations as to how their degree program will equip them to enter the world of work. Students are aware of the competitive nature of the modern day labor market and, as seen in this study, there is a majority belief that their program of choice and the good reputation of the university will give them an advantage in increasingly competitive labor markets. This competition and the relentless trend of automation are placing downward pressure on the numbers of otherwise employable graduates. In this study, we use an established research instrument (Rothwell et al, 2008) to examine the expectations and self-perceptions of undergraduate students, considering dimensions of self-perceived employability in a cohort of 300 Information Technology (IT) students (136 responses) at a multi-campus, metropolitan university. We then contrast these results with the perceptions held by university students across multiple domains and professions. The results indicate that the IT students perceive themselves to be more employable relative to other professions. [For the complete proceedings, see ED579282.]
A System for Class Reflection Using iPads for Real-Time Bookmarking of Feedbacks into Simultaneously Recorded Videos
Author: Nakajima, Taira
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Reflection,Telecommunications,Handheld Devices,Video Technology,Lesson Plans,Audience Response Systems,Feedback (Response)

The author demonstrates a new system useful for class reflection inspired from &quot;lesson study,&quot; a process in which teachers jointly plan, observe, analyze, and refine actual classroom lessons called &quot;research lessons&quot;. Our new system offers an environment that one can use an iPad to bookmark observers' feedbacks into simultaneously recorded videos in the environment. If one uses video recording and feedback check sheets in class reflection, one can easily use the system, and makes learning more effective and efficient because of the following two main reasons. 1. Participants instantly reflect on his/her performance by watching scenes supplemented with both aggregate and synchronized individual observer's feedback. 2. Observers can give detailed feedback to the performer based on visual evidences and bookmarked feedback information, which make their learning more clear. [For the complete proceedings, see ED579282.]
Developing a Gesture-Based Game for Mentally Disabled People to Teach Basic Life Skills
Author: Nazirzadeh, Mohammad Javad
Date: 2017-12-00
Type: Reports - Research
Subjects: Foreign Countries,Intellectual Disability,Special Education,Educational Games,Video Games,Daily Living Skills,Skill Development,Nonverbal Communication,Motion,Case Studies,Outcomes of Treatment,Observation,Questionnaires

It is understood that, for mentally disabled people, it is hard to generalize skills and concepts from one setting to another. One approach to teach generalization is solving the problems related to their daily lives, which helps them to reinforce some of their behaviors that would occur in the natural environment. The aim of this study is to develop a gesture based game to teach basic life skills to mentally disabled kids by a motion sensing device. To this end, a vacuum cleaning digital video game was designed by using the Unity3D game engine, and Microsoft Kinect, based on spiral development methodology. Tests were conducted in two special education schools with the help of a special education expert. The game prototypes were tested on various spectrum of mentally disabled children, and a final game was designed after several iterations. Results were extracted by observation of the participant's performances. Results have shown that this system positively helps children's basic life skills learning. [For the complete proceedings, see ED579282.]
Exploring the Educational Potential of Minecraft: The Case of 118 Elementary-School Students
Author: Karsenti, Thierry
Date: 2017-12-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Elementary School Students,Foreign Countries,Video Games,Teaching Methods,Difficulty Level,Online Surveys,Observation,Protocol Analysis,Program Effectiveness,Skill Development,Student Motivation,Cooperation,Programming,Technological Literacy,Action Research,Semi Structured Interviews,Video Technology,Teacher Attitudes,Elementary School Teachers,Student Attitudes,Creativity,Self Efficacy,Problem Solving,Self Esteem

The goal of this study was to explore the educational potential of Minecraft. This project was conducted with 118 elementary-school students from Canada during the 2016-2017 school year. To explore the educational potential of Minecraft on the students, we designed a &quot;Minecraft challenge&quot; for students. 10 game levels of ascending difficulty were created for them, each containing 3 sublevels to pass before moving up to the next level. In order to advance to the &quot;Minecraft Master level&quot;, the students had to complete a total of 30 tasks. A moderator specialized in Minecraft gameplay was present during the gaming sessions, which took place at the schools. Ten different types of data collection tools, such as online surveys, interviews, classroom observations, &quot;think aloud&quot; interviews during Minecraft gaming sessions, student-generated Minecraft &quot;creations&quot;, etc. In this study, we first report on how Minecraft was used with those 118 elementary-school students. We then highlight the educational potential of Minecraft by describing how the use of Minecraft benefitted students in various aspects of their learning. These positive outcomes include, but are not limited to: an increase in motivation, the development of collaboration skills, the learning of computer programming, and the development of other computer science competencies. [For the complete proceedings, see ED579282.]
MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment
Author: Chukhlomin, Valeri
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Simulated Environment,Higher Education,Distance Education,Cultural Awareness,Acculturation,Foreign Students,Program Development,Barriers,Work Environment,Foreign Nationals,Foreign Countries,Student Evaluation,Program Evaluation,Pretests Posttests,Computer Mediated Communication,Content Analysis,Surveys

&quot;iMOOC101: Mastering American e-Learning&quot; is a Coursera-based, free, massive online course aimed at preparing non-U.S. students to succeed in regular, for-credit, online classes in American universities. The course is also intended to help foreign-born professionals integrate into virtual work environments in U.S.-based companies. The development of the course is informed by two decades of practical experience of one U.S. public university in the field of international distance learning. The course is designed as a virtual laboratory of culture shock (Chukhlomin, 2010, 2016) where students are exposed to unfamiliar virtual environments and learn how to understand and adapt to the American online culture, the academic system, and professional contexts. The course had initially been developed as a small-scale, for-credit, online course; in 2014-2015 we obtained two Innovative Instructional Technology Grants to transform it into a MOOC format. Here we report on the design principles and the first results. [For the complete proceedings, see ED579282.]
The DREAMer Incarceration Rate. Immigration Research and Policy Brief. Number 3
Author: Landgrave, Michelangelo
Date: 2017-08-30
Type: Reports - Research
Subjects: Federal Legislation,Undocumented Immigrants,Children,Crime,Criminals,Public Opinion,Social Bias,Incidence,Census Figures,National Surveys,Computation,Institutionalized Persons,Correctional Institutions,Demography,Individual Characteristics,Racial Differences,Ethnicity,Educational Attainment

President Trump is considering a cancellation of the Deferred Action for Childhood Arrivals (DACA) program. DACA grants temporary work permits and lawful immigration presence to many young illegal immigrants who were brought to the United States as children. A potential DACA beneficiary is called a &quot;DREAMer,&quot; a term derived from the 2001 Development, Relief, and Education for Alien Minors (DREAM) Act, a popular piece of legislation designed to legalize many illegal immigrants who were brought to the United States at a young age. News of individual DREAMers committing crimes contributed to the public perception that DREAMers are disproportionately crime prone and may influence President Trump's decision to cancel or continue DACA. In fact, DREAMers have lower incarceration rates than native-born Americans of the same age and education level. There is a vast body of empirical literature showing that legal and illegal immigrants do not increase local crime rates, are less likely to commit crimes than their native-born peers, and are less likely to be incarcerated than are native-born Americans. There are two broad strands in this research: (a) an area approach that analyzes how immigrants affect crime rates in locations where they settle, and (b) immigrant incarceration rates. This is the first brief that estimates the DREAMer incarceration rate.
Roles, Strategies and Impact of MOOCs on Flipping Business Education
Author: Huang, Chung-Kai
Date: 2017-12-00
Type: Reports - Research
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Business Administration Education,Teaching Methods,Mixed Methods Research,Questionnaires,Undergraduate Students,Foreign Countries,Student Surveys,Student Attitudes

In a globalized digital age, the creation of curriculum innovation, along with the way we deliver course content has a great impact on preparing and equipping students with the knowledge and skills needed to succeed in the workplace. The affordance of connectivity of Massive Open Online Courses (MOOCs) has provided new opportunities for higher education institutions to develop a more adaptive and strategic approach to online learning. The Industry 4.0 movement has reflected the needs of business educators to embrace the new trends and challenges in today's workplaces. To better utilize MOOCs in business education, it is important to take note of this shift and evolution and explore how MOOCs can be used to support university teaching and learning. As the use of MOOCs has been widely discussed and spread throughout educational disciplines, business educators need to evaluate the practicality of this learning environment and make its applications effective, while considering its pedagogical benefits and constraints. [For the complete proceedings, see ED579282.]