ethanporcaro/eric-fulltext-meta huggingface dataset:
A User Centered Faculty Scheduled Development Framework
Author: Hadian, Shohreh
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Database Management Systems,Faculty Development,College Faculty,Scheduling,Usability,Teacher Collaboration,Knowledge Management,Database Design,Needs Assessment,Performance Technology

Colleges provide professional development opportunities to faculty to promote knowledge growth and improvement of skills. At the college, Scheduled Development (SD) time for faculty is based on the educational practice and recognition of the need for continuous professional development of faculty members. The paper presents a user-centered approach to the development of an online environment to enhance and promote active collaboration among faculty in the context of professional development. The best practices in software design were adopted in order to reduce the cognitive overload on the user so that they can stay engaged and focused on the task. The Scheduled Development (SD) Connect tool is under development, implementation and is currently undergoing testing. SDConnect© is a multi-facet targeted software tool that aids in dissemination, collaboration, tracking, and integration of faculty SD for post secondary institutions. The tool will also enable College faculty and staff to access the information database on SD activities, with the goal that it may lead to active collaborations and synergies among the faculty, departments and schools. This project will also enable the administration to efficiently administer SD proposals and approvals and to establish historical records and trends of the SD activities of faculty for better resource management. SDConnect© is part of an ongoing project called DEAL (Diversity in an Environment of Accessible Learning) funded by the College. [This study was supported by the Camosun College VP of Education Office. The support of the Teaching and Learning Center at Camosun College is acknowledged. For the complete proceedings, see ED557311.]
DIY Analytics for Postsecondary Students
Author: Arndt, Timothy
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,College Students,Postsecondary Education,Data Collection,Data Analysis,Information Storage,Information Processing,Databases

Recently organizations have begun to realize the potential value in the huge amounts of raw, constantly fluctuating data sets that they generate and, with the help of advances in storage and processing technologies, collect. This leads to the phenomenon of big data. This data may be stored in structured format in relational database systems, but may also be stored in an unstructured format. The analysis of these data sets for the discovery of meaningful patterns which can be used to make decisions is known as analytics. Analytics has been enthusiastically adopted by many colleges and universities as a tool to improve student success (by identifying situations which call for early intervention), more effectively target student recruitment efforts, best allocate institutional resources, etc. This application of analytics in higher education is often referred to as learning analytics. While students of post-secondary institutions benefit from many of these efforts, their interests do no coincide perfectly with those of the universities and colleges. In this paper we suggest that post-secondary students might benefit from the use of analytics which are not controlled by the institutions of higher learning--what we call DIY (Do It Yourself) analytics--a set of tools developed specifically to meet the needs and preferences of postsecondary students. The research presented in this paper is work in progress. [For the complete proceedings, see ED557311.]
Possible Science Selves: Informal Learning and the Career Interest Development Process
Author: Mills, Leila A.
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Informal Education,Vocational Interests,Career Development,Self Concept,Occupational Aspiration,Pilot Projects,Science Education,Adolescent Development,Inquiry,Quasiexperimental Design,Middle School Students,Grade 8,Correlation,Trend Analysis,Gender Differences,Active Learning,STEM Education

This research examines the relationship between career related self-concept and dimensions of informal learning of science. The overlapping dimensions of career interest development and informal learning suggest that self-directed informal learning of science can advance individual self-concept for &quot;possible scientific self.&quot; Possible selves and future scientific selves theories are presented as a perspective for understanding career related aspirations, goals, and fear. In this preliminary research the author seeks to examine the possible role that informal science learning may play in students' sense of scientific self by examining connections between wanting to work in science and dimensions of informal learning and career interest development. Findings from a pilot study of future science selves among n = 63 students in grade 8 are discussed. Additional research is planned among students groups who visit a laser interferometer gravitational wave observatory (LIGO) with hand-on science exploratorium in the Southwest region of the United States. [For the complete proceedings, see ED557311.]
Assessment Intelligence in Small Group Learning
Author: Xing, Wanli
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Small Group Instruction,Evaluation Methods,Computer Assisted Instruction,Cooperative Learning,Feedback (Response),Computer Software,Classification,Social Theories,Statistical Analysis,Problem Solving,Multivariate Analysis,Technology Uses in Education,Coding

Assessment of groups in CSCL context is a challenging task fraught with many confounding factors collected and measured. Previous documented studies are by and large summative in nature and some process-oriented methods require time-intensive coding of qualitative data. This study attempts to resolve these problems for teachers to assess groups and give timely feedback. We first operationalize activity theory to holistical ly frame group work by breaking it down into six dimensions. The captured log data by the collaborative software is mapped with these dimensions and as a result, six measures are generated with a semantic background. Next, we employ a relatively new clustering algorithm--spectral clustering--to categorize groups with similar behaviors, which not only allows us to consider the six indicators simultaneously but also has the capability to deal with large online context. The spectral clustering result is compared with traditional algorithms and demonstrates better assessment accuracy. Furthermore, since the whole process is automated and the group performance indicators are grounded in a meaningful backdrop, it enables teachers to offer concrete and personalized help in a real-time format. Theoretical and practical implications are then discussed. [For the complete proceedings, see ED557311.]
A Cross Cultural Perspective on Information Communication Technologies Learning Survey
Author: Ilgaz, Hale
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Information Seeking,Search Strategies,Turkish,Factor Analysis,Translation,Educational Technology,Technology Uses in Education,Information Storage,Access to Information,Inquiry,Test Construction,Surveys,Likert Scales,Student Attitudes,College Students,Internet,Statistical Analysis,Test Validity,Test Reliability,Foreign Countries

In this study, the &quot;Information Seeking Strategies&quot; scale that was developed by Mills, Knezek and Wakefield (2013) has been adapted to Turkish language. A confirmatory factor analysis was run and subsequently, two items were removed. The fact that these two items are related to learning in a traditional class environment may be interpreted in such a manner that the participants prefer online environments. As a result of the analysis of the items, it has been observed that ICT tools are employed for information seeking rather than information sharing. [For the complete proceedings, see ED557311.]
Persistent Possible Science Selves
Author: Mills, Leila A.
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Self Concept,Persistence,Careers,Vocational Interests,Experiential Learning,High School Students,College Students,Females,Sciences,Mathematics,Occupational Aspiration,Student Interests,Middle School Students,STEM Education,Video Games,Teaching Methods,Technology Uses in Education

This paper examines literature on the development of self-knowledge for possible selves--how an individual thinks about oneself and one's potential future selves (Markus &amp; Nurius, 1986). Future science selves research, a recent offshoot of possible selves theories, centers on the development and loss of future possible scientific selves and factors such as academics, apprenticeships, or serious science gaming that may influence the science self and science career interest. Science career persistence is thought to be related to scientific exposure, reflection in real-world contexts, mentoring programs, and intensive math and science academic programs. While serious science gaming may prove to encourage science selves by providing positive virtual science-related experiences, there is limited research on best learning contexts or long-range effects of academic science gaming on adolescents. [For the complete proceedings, see ED557311.]
Digital Storytelling: Emotions in Higher Education
Author: Ribeiro, Sandra
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Story Telling,Technology Uses in Education,Teaching Methods,Emotional Response,Higher Education,Educational Psychology,Educational Technology,Interpersonal Relationship

In tandem with the deep structural changes that have taken place in society, education must also shift towards a teaching approach focused on learning and the overall development of the student. The integration of technology may be the drive to foster the needed changes. We draw on the literature of pertaining to the role of emotions and interpersonal relationships in the learning process; the technological evolution of storytelling towards Digital Storytelling and its connections to education. We argue Digital Storytelling is capable of challenging HE contexts, namely the emotional realm, where the private vs. public dichotomy is more prominent. Ultimately we propose Digital Storytelling as the aggregator capable of personalizing Higher Education while developing essential skills and competences. [For the complete proceedings, see ED557311.]
The Effects of Frequency of Media Utilization on Decision Making of Media Choice
Author: Gotoh, Yasushi
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: College Students,Access to Information,News Media,Television,Books,Newspapers,Web Sites,Social Networks,Decision Making,Internet,Media Literacy,Questionnaires,Statistical Analysis,Use Studies,Multiple Regression Analysis,Foreign Countries

The purpose of this study is to use the Analytic Hierarchy Process in order to identify how frequency of media use in daily life affects decision-making in media choice. 276 university students took part in this research, They were asked to prioritize their ways of obtaining information about current affairs using sets of media such as TV, books, newspapers, webpages, Twitter and Facebook. Multiple regression analysis showed a clear relationship between frequency of media use in daily life and decision-making in media choice. It was suggested that frequency of media use in daily life affects decision- making in media choice. For example, even in aspects where it would be appropriate to obtain information from books, the high web using group tends to select the web. Information about these students' tendencies is useful as metacognitive knowledge. [This work was supported by JSPS KAKENHI Grant Number 24501179. For the complete proceedings, see ED557311.]
Academic versus Non-Academic Emerging Adult College Student Technology Use
Author: Swanson, Joan Ann
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: College Students,Computer Use,Computer Uses in Education,Student Surveys,Preferences,Student Attitudes,Young Adults,Developmental Stages

Emerging adult college students have developmental and educational needs which are unique to their phase of life. The purpose of this study was to examine academic and non-academic technology use by emerging adult college students. Survey results (N = 235) provided insights into emerging adult college student technology preferences and frequency of use for academic and non-academic purposes. This study found that emerging adult college students have distinct technology preferences and practices relating to both academic and non-academic use. [For the complete proceedings, see ED557311.]
Interactive Application in Spanish Sign Language for a Public Transport Environment
Author: Viera-Santana, José Guillermo
Date: 2014-10-00
Type: Reports - Research
Subjects: Spanish,Sign Language,Hearing Impairments,Accessibility (for Disabled),Access to Information,Air Transportation,Interactive Video,Communications,Validity,Foreign Countries

People with hearing disability find it difficult to access to information and communication in public places. According to this fact, it is considered the possibility to design a communication system based on the Spanish Sign Language (SSL), which helps to overcome this barrier in public environments of wide concurrence, where much of the information is provided to users through oral communication. Therefore, we want to provide a channel of communication that will help to improve the integration and independence of this group and contribute to the Universal Accessibility referred in the International Convention on the Rights of Persons with Disabilities. With this objective to alleviate the problem of communication and facilitate access to information, we propose an alternative communication system to &quot;Public Address System, PA &quot; used in the public areas of wide concurrence, based on the translation of oral messages to the SSL, using interpreter a lively 2-dimensional (2D) character. For the development of this research, an airport has been chosen, due to the large volume of users that travel daily, availability of audiovisual infrastructure and facility to capture messages to translate. The videos obtained in 2D, for each message translated into SSL, have been subjected to a validation process by members of an association of hearing disabled, who have contributed their opinions and suggestions for improvement, which have been applied to the final multimedia application. [For the complete proceedings, see ED557311.]
Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning
Author: Wallace, Teresa
Date: 2014-10-00
Type: Reports - Research
Subjects: Special Education Teachers,Educational Technology,Student Improvement,Technological Literacy,Technology Uses in Education,Technology Integration,Preservice Teacher Education,Preservice Teachers,Knowledge Base for Teaching,Pretests Posttests,Followup Studies,Graduate Surveys,Student Teaching,Data Analysis,Likert Scales,Instructional Effectiveness,Achievement Gains,Educational Practices,Technology Education

New standards require teachers to integrate the use of technology in their teaching and preparing teachers at the preservice level to integrate technology into the classroom is key. The way in which this is accomplished varies across institutions though often a technology tools course stands as an individual course with the hope professors are modeling the use of technology in their own teaching. In this paper we describe a process of integrating technology knowledge, pedagogical knowledge and content knowledge within a block one course in a special education teacher preparation program. In addition, we use a pre/post and follow-up survey to assess the change in perceptions and use of technology surrounding the course and at the end of the 5-semester program upon completion of student teaching in real world classrooms. Results show teacher candidates report learning about educational technology tools and the integration into their teaching as important and necessary. Learning about and using educational technology integration had statistically significant positive impact on their teaching as well as enhancing the engagement of k-12 students. Specifically, proficiency with Smart board and Movie Maker was positively impacted by the knowledge and skills they developed from the course. The importance of collaboration between teacher preparation programs and field experiences in ensuring the appropriate use of educational technology for learning is emphasized. [For complete proceedings, see ED557311.]
Comparing Novices &amp; Experts in Their Exploration of Data in Line Graphs
Author: Tsuji, Bruce H.
Date: 2014-10-00
Type: Reports - Research
Subjects: Graphs,Data Interpretation,Comparative Analysis,Novices,Expertise,Undergraduate Students,Graduate Students,Psychology,Business Administration Education,Qualitative Research,Foreign Countries

This research compared undergraduate Novices and PhD Experts in psychology and business in their exploration of psychology and business domain graphs. An overall expertise effect in graph explanation was found. Results indicated that Novices paused longer than Experts before beginning their explanations. Qualitative analyses showed that Experts were generally more complete in their explanations, generating more inferences, more quantitative statements, and more conceptual messages. Psychology Experts tended to generate more complete explanations for psychology-domain graphs whereas Business Experts generate less complete explanations for business-domain graphs. The results suggest that Experts have superior strategies to Novices in graph exploration that may be accommodated by the graph comprehension model of Pinker (1990). An implication of these results is that simple instructions may greatly enhance the data literacy of students and might be embodied in data visualization tools for adults and researchers as well. [For complete proceedings, see ED557311.]
Investigating Teachers' Readiness, Understanding and Workload in Implementing School Based Assessment (SBA)
Author: Samsudin, Norsamsinar
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Program Implementation,Teaching Load,Readiness,Knowledge Level,Formative Evaluation,Educational Policy,Elementary School Teachers,Correlation,Participant Characteristics,Questionnaires,Likert Scales,Student Evaluation,Educational Practices,Foreign Countries,Statistical Analysis

Education is a major catalyst in the development of the country. School Based Assessment (SBA) is a new transformation in Malaysian education that required subject teachers to conduct formative assessment during teaching and learning process according to the procedures by Malaysian Examination Syndicate (MES). Thus, teachers play an important role in the implementation of the national education policy in order to develop students' potential and achievement in physical, emotional, spiritual and intellectual. This requires teachers' contributions of effort, involvement, and overall professionalization. This study aims to investigate teachers' readiness, understanding, and workload in implementing SBA. Further, this study also seeks to determine the relationship between teachers' understanding and workload, as well as between teachers' readiness and workload. Participants were comprised of 260 teachers from primary schools in the district of Kerian. The results showed that the level of teachers' understanding and readiness towards implementing SBA is high. However, the workload level among teachers was also high. Correlation analysis indicated that there is a significant negative relationship between teachers' understanding and readiness with the level of workload. [For the complete proceedings, see ED557311.]
Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect
Author: Angeli, Charoula
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Style,Computer Simulation,Models,Computer Uses in Education,Learning,Context Effect,Preschool Children,Preschool Education,Pretests Posttests,Computer Software,Academic Achievement

The study examined the interaction between field dependence-independence (FD/I) and learning with modeling software and simulations, and their effect on children's performance. Participants were randomly assigned into two groups. Group A first learned with a modeling tool and then with simulations. Group B learned first with simulations and then with a modeling tool. A statistically significant interaction was found between FD/I and the order of using the two types of software. FI children in group A outperformed FD children in the same group on the modeling task. However, these results were not observed with the FD children in group B indicating that learning first with simulations facilitated the subsequent learning with the modeling tool of FD children only. [For the complete proceedings, see ED557311.]
An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria
Author: Bennett, Steve
Date: 2014-10-00
Type: Reports - Research
Subjects: Audience Response Systems,Introductory Courses,Computer Science Education,Student Evaluation,Grading,Learner Engagement,Peer Evaluation,Formative Evaluation,Summative Evaluation,Undergraduate Students

Over 4 iterations of a large course (&gt;180 students) in introductory emedia design in a first year computer science course we have seen a year on year improvement. We believe this is due to the use of EVS clickers for feed-forward assessment: that is to say a method of getting the whole class to evaluate previous cohorts' submissions in public and discussing them, bringing to light the various properties they posess and how this maps to the marking rubric. This impacts on the students' practices as they attempt their assignment. Over time, the practice has become more refined, principally through a rewritten criteria sheet, better training samples, and finally the development of a hybrid in-class assessment: the &quot;swarmative&quot; assessment combining both formative and summative practices and relying on its visibly social nature for its transformative power. This involves (a) evaluating previous submissions (in a non-graded way)--allowing for the free exercise of discriminative judgment not measured against any &quot;authoritative&quot; standard, but also (b) answering a set of objective questions about the work being assessed (what techniques were used to realize various effects). It ensures full cohort coverage together with engagement with the marking criteria. [For complete proceedings, see ED557311.]
Creative Stories: A Storytelling Game Fostering Creativity
Author: Koukourikos, Antonis
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Story Telling,Games,Creativity,Creative Thinking,Learning Activities

The process of identifying techniques for fostering creativity, and applying these theoretical constructs in real-world educational activities, is, by nature, multifaceted and not straightforward, pertaining to several fields such as cognitive theory and psychology. Furthermore, the quantification of the impact of different activities on creativity is a challenging and not yet thoroughly investigated task. In this paper, we present Semantic Lateral Thinking as a candidate for fostering creative thinking within storytelling educational activities. We describe a set of tools implementing Semantic Lateral Thinking techniques over storytelling, and we present Creative Stories, a digital storytelling game incorporating these tools. Furthermore, we propose a metric for quantifying creativity within the game, leading to the evaluation of the creativity exhibited in the stories produced within the game in relation to the usage of the Semantic Lateral Thinking stimuli provided by the relevant tools. [For the complete proceedings, see ED557311.]